School of Social Work Continuing Education

Time: 9 a.m. to noon

Modality: Zoom 

Presenter: Charles “Chaz” Franke 

*Meets criteria for 1 CEH Diversity and 1 CEH Ethics

Learning objectives: 

• Identify at least three common sources of professional isolation and ambivalence in private practice settings.
• Analyze the impact of isolation on clinical decision-making, ethical boundaries, and emotional well-being.
• Apply evidence-informed strategies to mitigate loneliness and foster professional connection and support.
• Reflect on personal values and motivations in private practice to realign with the broader mission of social work.
• Demonstrate culturally responsive supervision practices that support diverse supervisees and promote equity.
• Develop a personalized action plan to enhance professional support, supervision, and self-care. 

Course description:  Private practice offers social workers autonomy and flexibility, but it can also lead to emotional and professional isolation. This CE course explores the psychological, ethical, and cultural challenges of working in private practice, with a special focus on the experience of supervising others. Participants will examine how isolation can impact clinical judgment, cultural humility, and supervisory relationships. The course emphasizes strategies for fostering connection, ethical clarity, and cultural responsiveness in both solo practice and supervisory roles. This course is ideal for licensed clinical social workers, therapists, and supervisors in private or small group practices who seek to enhance their professional resilience, cultural competence, and supervisory effectiveness. 

Bio: Charles “Chaz” Franke is an adjunct professor in the School of Social Work is a therapist and clinical supervisor for Light Source, a small group practice in Belleville, Illinois, He has a Bachelor of Arts degree in Psychology from McKendree University, and a Master of Social Work degree from SLU. Franke has been practicing therapy full-time since 2007.  Since the beginning of his career as a therapist, he has worked with trauma and its long-reaching effects. This work has included extensive work of all ages and all walks of life. He specializes in self-compassion and integrating Eastern thought and philosophy into the therapeutic process. Chaz provides both clinical and reflective supervision to clinicians across many settings to help further their ability to find their voice in the field and maintain engagement in their work.  

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Time: 1 to 4 p.m. 

Modality: Zoom  

Presenter: Steve Wahle, Ph.D.

Meets Ethics Requirement (3 CEH)

Learning objectives: 

• Identify key practice assumptions and analyze their corresponding ethical considerations.
• Define and articulate a personal practice philosophy rooted in social work values and ethics.
• Apply ethical decision-making frameworks to real-world practice scenarios involving complex client needs and systemic challenges. 

Course description:
This interactive, advanced-level CE course invites social workers and clinical professionals to critically examine how personal and professional practice philosophies influence ethical decision-making. Participants will trace the historical roots of social work ethics and reflect on the evolution of the NASW Code of Ethics, with attention to its relevance in contemporary, complex practice settings. Through guided reflection, small group activities, and case discussions, attendees will identify their own practice assumptions and ethical stances. The course emphasizes how personal values intersect with professional obligations, offering tools for navigating ethical dilemmas and aligning practice with core ethical principles in diverse client interactions. This course is particularly relevant to those making a career change to start a private practice or pivot to a new direction in their social career, such as taking on social workers for licensure supervision. 

Bio:  Steve Wahle, Ph.D., works for the VA St. Louis Health Care System and teaches for the University of California, Irvine. He received his MSW from SLU and his Ph.D. from the University of South Carolina.    

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Time: 9 to noon

Modality: Zoom  

Presenter: Monica M. Matthieu, Ph.D. 

Meets Diversity Requirements (3 CEH)

Learning objectives: 

• Define implementation science and explain its relevance to social work.
• Describe the Health Equity Implementation Framework and its key domains.
• Analyze real-world case studies with populations at risk for equity-related implementation barriers to accessing or receiving quality health and mental health care
• Develop strategies to improve access, quality, and outcomes for underserved populations.
• Apply equity-focused tools to enhance service delivery in clinical and community settings. 

Course description: This three-hour CE course equips social workers with knowledge and tools to integrate health equity into their practice using principles from implementation science. Participants will explore how evidence-based interventions often fail to reach marginalized and underserved populations and how tailored implementation strategies can bridge this gap. 

Through discussion using real-world case studies and interactive group activities, attendees will learn to apply the Health Equity Implementation Framework. This practical tool helps identify and address cultural, clinical, and systemic barriers to equitable care provision. The course also incorporates insights from recent research, including strategies for engaging communities and adapting services to meet the needs of diverse populations. We will use case studies to assess equity-related challenges in their settings and develop actionable strategies to promote fair and effective service delivery to all. 

Bio: Monica M. Matthieu, Ph.D., is an associate professor in the School of Social Work at Saint Louis University and is a Research Social Worker for the Central Arkansas Veterans Health Care System, Department of Veterans Affairs (VA).  Matthieu is engaged in research and program evaluation related to VA’s national suicide prevention program, implementation of trauma treatment in the VA, and improving assessment, intervention, and referral to treatment for individuals at risk for suicide in social service and health care settings in the St. Louis metro area. 

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Time: 1 to 4 p.m.

Modality: Zoom  

Presenter: McKenna Walsh 

*Meets Suicide Requirement (3 CEH)

Learning objectives:  

• Describe the phenomenology of suicide: Gaining a deeper understanding of the experience of suicidal individuals.
• Discuss the theories of suicide behavior: Exploring various theoretical frameworks that explain suicidal behavior.
• Recognize risk and protective factors: Identifying factors that increase and decrease the likelihood of suicidal behavior. 

Course description:  Although the media can be a double-edged sword and serve both as a risk and a protective factor, most research suggests that the relationship between media reporting of suicide and the actual suicide rates is causal and real. Moreover, both the quantity and the quality of media reporting may trigger additional suicides in society. Simultaneously, research suggests that especially non-fictional presentations of celebrities’ suicides in newspapers and on television news have the biggest influence on the subsequent suicides. Additionally, a strong modeling effect of media reporting on suicide is based on nationality, age, and gender. However, research shows that because a negative reporting style can be modifiable and improved, the media can also have an educative or preventive effect and can reduce the risk of contagion. Consequently, it is important to monitor the implementation of media recommendations for the reporting of suicide, and continuous education of reporters is needed. This CE course will provide an overview of the World Health Organization (WHO) guidelines, the Werther Effect and then provide clinical recommendations on how to bring understanding of the impact of media or parasocial relationships into a clinical setting when assessing for risk of suicidal thoughts and behaviors. Bio: McKenna Walsh is an in the state of Missouri. She is currently completing her Ph.D in Medical Family Therapy at Saint Louis University School of Medicine.  

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Time: 9 to noon

Modality: Zoom  

Presenter: Stacey Gillette   

*Meets Ethics and Suicide Requirements (1.5 CEH each) and Animal Certificate

Learning objectives: 

• Identify and differentiate between types of animal-assisted interventions and related professional roles, including ethical and organizational standards with a specific focus on equine-assisted therapies.
• Discuss suicide prevention and clinical interventions that balance client needs and animal welfare, such as recognizing when an animal’s behavior (e.g., physically blocking interactions) may indicate emotional overwhelm on both sides.
• Apply the NASW Code of Ethics to common scenarios involving animal-assisted therapies, with a focus on suicide prevention  
• Develop SMART goals for integrating animals into therapeutic practice while ensuring client safety, animal welfare, and evidence-based treatment alignment to meet psychotherapeutic goals for clients 

Course description: This CE course explores the integration of animals into therapeutic social work practice. Participants will examine the historical foundations, types, and applications of Animal Assisted Therapy (AAT), with specific attention on equine-assisted therapies. This CE will focus on ethical considerations, proper animal welfare, and alignment with the NASW Code of Ethics. This ethical focus is especially important when using AAT with clients who may be at risk of suicide. Therefore, this CE will also evaluate the role of animal-assisted therapy in suicide prevention, with a discussion on strategies to enhance client resilience and bolster protective factors. Observation and intervention skills needed to protect the well-being of the animals involved while ensuring that the animals and clients are not unduly stressed or burdened during high-emotion therapeutic interactions will be discussed. Through case discussions, interactive exercises, and review of various certification models, the course emphasizes ethical decision-making, animal consent, practitioner competence, and goal setting in animal-assisted interventions. This CE is designed to help social workers ethically and effectively consider and possibly incorporate animal-assisted approaches into their professional practice. 

Bio: Stacey Gillette is a licensed clinical social worker and a clinical certified trauma professional. She graduated from Saint Louis University School of Social Work in 2015 and founded a non-profit equine therapy program located in Farmington, Missouri. Stacey's specialties include treating PTSD, depression, anxiety, and borderline personality disorder through cognitive-behavioral approaches.

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Time: 1 to 4 p.m.

Modality: Zoom  

Presenter: Heather Lewis

Learning objectives: 

• Identify and describe the four primary functions of behavior and apply direct and indirect assessment strategies to determine behavioral function in children and youth.
• Analyze contextual and developmental factors beyond behavioral function, including trauma, emotional regulation, and environmental influences, that impact intervention success.
• Define emotional flexibility and evaluate how it influences behavior through a behaviorally based lens, including how it can be strengthened or weakened in young clients.
• Apply a comprehensive case conceptualization model that links functional behavior assessment to coordinated, individualized, and system-sensitive treatment planning for children and youth that can be used by school social workers and those working with children and youth. 

Course description: Effective social work practice with children and youth requires a deep understanding of why behaviors occur and how to respond in ways that promote meaningful change. This CE course provides a comprehensive overview of behavior function, assessment strategies, and emotionally responsive intervention planning. Social workers will explore the four primary functions of behavior and learn how to assess them using both direct and indirect methods. Going beyond functional analysis, the course highlights the critical role of contextual variables, such as trauma history, environmental stressors, emotional regulation, shaping behavior, and influencing treatment outcomes. Participants will engage with a behaviorally informed model of emotional flexibility to understand how emotional responses can be strengthened or weakened over time and how this affects observable behavior in children and adolescents. Using a structured case conceptualization model, attendees will integrate assessment data into holistic and coordinated treatment plans. This model supports consistent, individualized, and system-oriented practice that avoids fragmented interventions and enhances collaboration across caregivers, educators, and multidisciplinary teams. 

Bio: Heather Lewis serves a dual role as the assistant director of field education for students pursuing their MSW or MS ABA degrees as well as clinical faculty in the applied behavior analysis program at Saint Louis University. Heather is a social worker and licensed behavior analyst, consulting in school, home, and clinic-based settings for over 20 years.       

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Time: 9 a.m. to noon

Modality: In person 

Presenter: Libby Trammell

*Meets Diversity requirements (1 CEH)

Learning objectives: 

• Critically evaluate the interplay between at least three key social determinants of health and their impact on health equity and underserved groups in rural Missouri.
• Analyze and interpret recent epidemiological and systemic trends in rural health across Missouri, including implications for social work policy and practice.
• Identify and assess the application of at least two emerging technologies or digital health strategies in mitigating rural health disparities and enhancing service delivery.
• Compare, contrast and apply one of three validated tools (e.g., PRAPARE, AHC HRSN Screening, VA’s ACORN Tool) to assess social needs in rural social work settings and integrate findings into service planning and advocacy efforts 

Course description: This CE, presented by SLU faculty in collaboration with the Missouri Rural Health Association, offers an in-depth exploration of how the social determinants of health (SDOH) shape the health outcomes of rural Missourians. Designed for seasoned social work and other professionals, this CE will critically examine systemic inequities, geographic barriers, and economic disparities that uniquely affect rural populations and differentiate SDOH from social needs. Participants will engage with current data and case examples, explore emerging health trends, and assess the impact of policy, infrastructure, and the digital divide. The course will also introduce validated tools and frameworks for assessing social needs in clinical and community settings. Additionally, attendees will evaluate innovative, technology-driven models for intervention and interdisciplinary collaboration aimed at reducing rural health disparities. 

Bio: Libby Trammell (She/Her), is an adjunct instructor in the School of Social Work at Saint Louis University. She teaches 'Approaches to Trauma Care' for MSW students and 'Dismantling Oppression' to undergraduate students. She serves as the volunteer service link director at Healing Action Network, a nonprofit dedicated to serving survivors of human trafficking and commercial sexual exploitation. In her free time, you can find Libby volunteering at clinics to help injured wildlife or walking her corgi, Watson. 

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Time: 1 to 4 p.m.

Modality: In person  

Presenter: Jill Taylor, Ph.D. 

Learning objectives: 

• Identify how acute and chronic stress impacts social workers' emotional, cognitive, and somatic functioning.
• Apply evidence-based interventions to manage anxiety in both clinical practice and personal well-being.
• Explore and practice movement-based healing strategies—such as grounding exercises, breathwork, or somatic tracking—as tools for emotional regulation and nervous system support.
• Develop a personal and professional self-care framework grounded in self-awareness, evidence-based practice, and trauma-informed values. 

Course description: Social workers operate in high-stakes environments that often require them to hold space for others while neglecting their own well-being. In this CE, participants will explore the impact of acute and chronic stress on emotional, cognitive, and somatic functioning through a trauma-informed lens. The course emphasizes advanced clinical concepts in anxiety management, integrating evidence-based therapeutic approaches with embodied healing practices such as breathwork, grounding exercises, and somatic tracking. Through experiential learning, reflective activities, and skills-based exercises, participants will strengthen core competencies in reflective practice, enhance emotional regulation strategies, and co-create a personalized self-care routine grounded in trauma-informed principles and professional ethics. This CE will support participants in cultivating resilience while deepening their clinical insight and capacity for their own sustainable, compassionate practice. 

Bio: Jill Taylor, Ph.D., is an adjunct instructor in the School of Social Work at Saint Louis University. She teaches clinical electives for MSW students focused on cognitive behavior therapy and evidence-based practices in community mental health. Taylor pursued her education at Saint Louis University, where she obtained a Master of Social Work (MSW) degree in 2002. She continued her studies at SLU and completed her Doctor of Philosophy (Ph.D.) in Marriage and Family Therapy in 2012. Taylor started her career at Adapt of Missouri, where she worked for 14 years in various roles, including clinical director, program director, intake coordinator and community support worker. She also worked at Family Care Health Centers for nine years as community health director. Presently, Taylor serves as the co-executive director at Healing Action Network, a nonprofit organization committed to both advocating for and alongside survivors of human trafficking and commercial sexual exploitation, while also providing comprehensive direct care services to support their safety, healing, and empowerment. Taylor has 20 years of supervisory experience committed to fostering environments where social workers feel supported, valued, and empowered to bring their authentic selves to their work. She is also certified as a personal trainer through the National Academy of Sports Medicine and earned a certificate in Trauma-Informed Weight Lifting. 

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Time: 9 a.m. to noon 

Modality: Zoom 

Instructor: Michelle R. Dalton, Ph.D.

Meets Diversity Requirements (1 CEH)

Learning objectives: 

• Recognize social, physiological, cultural, and psychological factors that increase vulnerability to substance use among older adults.
• Describe the neurobiological impact of alcohol use on accelerated brain aging and associated clinical syndromes and cognitive outcomes from hazardous use.
• Engage in skills practice with substance use screening instruments that are appropriate for use with older adults (e.g., AUDIT-C, TLFB, etc.) and use of effective, person-centered communication strategies for discussing substance use with older adults, reducing stigma, and enhancing shared decision making.  

Course description: While previous generations of older adults experienced lower levels of substance misuse as they aged, the current generation of aging adults reports higher use of substances, particularly alcohol use. Neuroimaging studies demonstrate the effects of alcohol use on the frontal cortex and other brain structures, which are likely to accelerate brain aging. As alcohol use disorder (AUD) is increasing among older adults, so too is cognitive decline and accelerated brain aging. Two well-recognized clinical syndromes linking alcohol with major cognitive change that are relevant to understanding AUD in older adults include Wernicke's Encephalopathy (WE) and Alcohol-related dementia. This pattern of increasing alcohol use in older adults and its impact on cognitive functioning has been related to increases in healthcare utilization, which introduces novel opportunities for substance use screening, assessment, and risk mitigation from the healthcare team working with older adults. An overview of current evidence-based screening and assessment practices will be provided, with special attention to the role of social, physiological, and psychological factors in working in substance use fields. To increase assessment efficacy in working with older adults, guidelines for hazardous use will be presented along with person-centered communication strategies and efforts to enhance shared decision-making.  CE participants will engage in skill-building using screening and assessment measures with case studies and practice scenarios from healthcare, substance use, senior services, and residential settings.  

Bio: Michelle R. Dalton, Ph.D., is an assistant professor of medical family therapy in the department of Family and Community Medicine. Their clinical experience includes community-based practice with intensive outpatient treatment of substance use disorders and in private practice settings. During their postdoc, Dalton researched hazardous alcohol use for individuals living with HIV. They direct the Social Determinants and Minority Stress Lab at SLU where they research the racial and gender identity minority stressor experiences of BIPOC transgender and gender nonconforming individuals, researching substance use and neurodiversity. 

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Time: 1 to 4 p.m. 

Modality: Zoom 

Instructor: Quin Marilyn Rich

*Meets Ethics, Suicide, and Cultural Requirements (1 CEH each)  

Learning objectives:  

• Explain the ethical dilemmas of dual roles (e.g., as therapist and advocate) that emerge when working with IPV survivors  
• Apply a trauma and attachment-informed, strengths-based model to assess and manage IPV survivor suicidality in safety planning and for suicide/IPV risk assessment
• Identify relevant adaptations of survivor-centered practice to address the needs of neurodivergent, LGBT, and nonmonogamous survivors and to support culturally competent social work practice 

Course description: Intimate Partner Violence (IPV) advocacy trainings typically focus on the basics of survivor-centered safety planning, but they often leave out some of the more complicated aspects of working with victims who may also be at risk for suicide and/or whose identities fall outside of traditional advocacy approaches. This CE course addresses advanced topics clinicians routinely encounter when working with survivors of violence, but for which there is little guidance in mainstream advocacy materials. We will begin with a focus on the ethical considerations related to the National Association of Social Workers (NASW) guidelines that accompany the dual role of therapist and advocate, one must adopt when working with victims, as well as the benefits of a trauma-informed approach for enhancing survivor self-determination. We will then address core clinical issues of attachment and suicidality before addressing special considerations for safety planning and suicide/IPV risk assessment with neurodivergent, LGBT, and nonmonogamous survivors. Finally, we will address system-level issues that impact survivors and their children, such as bias in the family court system and the ethical dilemmas of mandated reporting of child abuse and suicide. Participants will leave with an enhanced understanding of holistic approaches of culturally competent social work practice that incorporates practical, clinical, and contextual factors  

Bio: Quin Marylin Rich is a Saint Louis University School of Social Work alum and expert in intimate partner violence. In addition to her current role as the full-time Adult Therapist at ALIVE Inc., she has experience with sex trafficking survivors, neurodivergent adults, and the LGBT community. She is certified in EMDR, is level 2 IFS trained, and holds a Specialty Certificate in Litigation and Evaluation in Family Court Cases Involving Abuse Allegations from the Institute on Violence, Abuse, and Trauma. 

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