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• Family Life Space Drawing

  • When
    Friday, September 13, 2019
  •  
    10:30 AM - 1:45 PM
  • Location
    Loudoun Family & Relationship Counseling 215 Loudoun St SE Leesburg, VA 20175
  • Spaces left
    10

  Register

  PRESENTER:  Theresa A. Beeton

  www.loudouncounselingcenter.com
  

  Category 1 | 3 CEUs

  DESCRIPTION: 

  Social Workers of all levels of experience can benefit from learning about the the Family Life Space Drawing(FLSD).

  The workshop will explain and experientially demonstrate an assessment process that helps social worker and multiple family members clients engage in the treatment process. The workshop explores an expressive, projective, joining technique that helps clients to share information about the family situation on verbal and non verbal levels. The FLSD is an exciting multi level process that will add to all social workers ability to meet and engage with several family members all at the same time.

  Learning Objectives:

  Participants will be able to:

  1. Review various types of family assessment measures
  2. Participants will learn the history and connection of the FLSD to systems and experiential therapies and other theories
  3. Workshop participants will leave the workshop with knowledge and ability to use FLSD as a tool with clients.
  4. Participants will have an opportunity to personally experience the process and examine their own family life space.

  SPECIFIC AGENDA:

  I. Introduction to The Family Life Space Drawing 10:30-11:00

  A. Definition of the Family Life Space Drawing

  B. Family System Theory

  C. History and Development of the Family Life Space Drawing

  D. Uses with individuals, couples, and families

  II. Demonstration of the Family Life Space Drawing 11:00-12:30

  A. Experiential Exercise-each participant is guided in the process of completing their personal Family Life Space Drawing

  B. Explanation and interpretation of the symbols used in the process

  C. Workshop role play of a family guided through a Family Life Space Drawing

  D. Video Presentation-Case example of a family or couple using the tool

  Break-12:30-12:45

  III. Ways to Use the Family Life Space Drawing 12:45-1:15

  A. Public Agencies

  B. Private Practice

  C. Organizations

  IV. Discussion 1:15- 1:45

  A. Summary

  B. Questions and Answers

  RECOMMENDED READING: 

  Allman, M., & Madigan, M. (1974). Presentation of the research findings from The masters thesis. In D. Mostwin (ed) Social Casework in the field of family treatment.

  Barker, S.B., & Barker, R.T. (1990). Investigation of the construct validity of the family life space diagram. Journal of Mental Health Counseling. 12, 506-514.

  Barker, S.B., Barker, R.T., Dawson, K.S., & Knisely, J.S. (1997). The use of the Family life space diagram in establishing interconnectedness: A preliminary study of Sexual abuse survivors, their significant others, and pets. Individual Psychology, 53, 435-450.

  Berrien, K. (1968). General and social systems. New Brunswick NJ.: Rutgers University Press.

  Bertalanffy, L. (1972). General Systems theory: Foundations development, and Applications. London: Allen Lane.

  Clark, R. (1980).Family life space in action. in D. Mostwin (ed) Life Space Approach to the study and treatment of a family. Washington D.C.: Catholic University of America.

  Clark, R. & Beeton, T. (2000). The Family Life Space Drawing. Workshop Conducted at International Conference for Imago Relationship Therapy, Detroit MI.

  Clark, R. (2002). Interpretation of the Life Space Drawing. Unpublished Manuscript.

  Dailey, K. (1980). The use of the life space drawing in treatment. In D. Mostwin (ed.) Life space approach to the study of family treatment. Washington D. C. The Catholic University of America.

  Duhl, F. J., Kantor, D., & Duhl, B.S. (1973). Learning space and action in family Therapy. A primer of sculpture. In D.A. Bloch (Ed.) Techniques of family psychotherapy: a primer. New York: Grune & Stratton.

  Geddes, M., & Medway, J. (1977). The symbolic drawing of the family life space. Family Process, 16, 219-228.

  Goldenberg, I., & Goldenberg, H. (1996). Family therapy: an overview 4th ed. Pacific Grove CA: Brooks/Cole Publishing Co.

  Hertzberg , C., & Geddes, M. (1976). Art therapy with siblings: A dimension of Family treatment. In D. Mostwin (Ed.) The social dimension of family treatment. Washington D.C.: The Catholic University of America.

  Jung, C.G. (1969). The archetypes and the collective unconscious, trans R.F.C. Hull, Bollingen series XX. Princeton New Jersey: Princeton University Press.

  Kwiatkowska, H.A. (1967). Family art therapy. Family Process (6) p.37-55.

  Lewin, K. (1961). Field theory in social sciences: Selected theoretical papers. New York: Harper & Row.

  Mostwin, D. (1974). The place of social casework in the field of family treatment. In D. Mostwin (ed).Seminar on Social Casework in the field of family treatment. Washington D.C.: The Catholic University of America.

  Mostwin, D. (1976). Social dimension of family treatment. In D. Mostwin (ed) The social dimension of family treatment. Washington D.C.

  Mostwin, D. (1977). Social work intervention with families in crisis of change. In D.Mostwin (ed.) The social dimension of treatment: The American family: Continuing Impact of ethnicity. Washington D.C. The Catholic University of America.

  Mostwin, D., Clark, R., Depenbrock, McKee, J., Picado, S. (1977). Short term Multidimensional Intervention with families in crisis: Use of the therapeutic team. In

  D. Mostwin (ed.) The social dimension of treatment: The American family: Continuing Impact of ethnicity. Washington D.C.: The Catholic University of America.

  Mostwin, D. (1980a). Social dimension of family treatment. National Association Of Social Workers Inc.: Washington D.C.

  Mostwin, D. (1980b). Life space approach to the study and treatment of a family. In D. Mostwin (ed.) Life space approach to the study and treatment of a family. Washington D.C.

  Preister, S. (1974). Systems theory: A conceptual base for family treatment. In D. Mostwin (ed) Social casework in the field of family treatment. Washington D.C.: The Catholic University of America.

  Watzlawick, P. (1966). A structural family interview. Family Process (5) p.256-271.

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• Building Intimacy - Connecting Low-Desire Couples Sexually and Emotionally

  • When
    Friday, September 20, 2019
  • Location
    DC, Chevy Chase, Bethesda
  • Spaces left
    10

  Register

  PRESENTER:  Deborah J. Fox, MSW, LICSW

  www.debfox.com

  Category 1 | 3 CEUs per session

  DESCRIPTION: 

  This workshop explores the intersection of sexual and emotional intimacy for couples experiencing low sexual desire in one or both partners. A treatment model of intervention will be presented. We’ll discuss various factors that could result in low desire and consider the initial options for beginning therapy. We’ll then examine the most common reasons why therapy stalls or breaks down and the interventions most likely to lead to resolution.

  Helping couples who struggle with their sexual relationship requires multiple skill sets. Cognitive behavioral sex therapy skills are essential, yet often not sufficient. When a couple gets stuck, it’s usually because underlying emotional factors are interfering. This treatment model includes interventions that can be used to explore deeper emotional factors which may be contributing to the impasse. Didactic, case example and interactive methods will be utilized.

  Learning Objectives:

  Participants will be able to:

  1. Name three possible reasons why someone might develop low sexual desire
  2. What are three educational components that are helpful for couples in developing a sustainable sexual relationship.
  3. Identify three possible interventions to address low desire
  4. Name three aspects of a treatment model to build emotional and sexual intimacy in a couple.

  SPECIFIC AGENDA:

  Introduction

  Define low desire in men and women

  Educational components of treatment

  Interventions: Behavioral approach and a model for addressing underlying emotional factors

  Demonstration of an aspect of the treatment model followed by discussion

  Q and A

  RECOMMENDED READING: 

  Presenter note:  I've written a chapter in a book that is likely to be published before Fall 2019. The book is about the integration of couples and sex therapy.

  Barbach, Lonnie Garfield. For Yourself: The Fulfillment of Female Sexuality. New York: Anchor Press, 1975.

  Bass, Ellen and Laura Davis. The Courage to Heal. NY: Harper-Collins, 1994.

  Butler, Robert and Lewis, Myrna. The New Love and Sex After Sixty. Balantine, 2002.

  Foley, Sally and Sally Kope and Dennis Sugre. Sex Matters for Women: A complete guide to taking care of your sexual self. NY: Guildford, 2002.

  Gottman, John and Julie Schwartz Gottman. Ten Lessons to Transform Your Marriage. New York: Three Rivers Press, 2006.

  Glass, Shirley. Not Just Friends. Free Press, 2003.

  Haltzman, Scott. The Secrets of Happily Married Men. Jossey-Bass, 2005.

  Heiman, Julia and LoPiccolo, Joseph. Becoming Orgasmic. New York: Prentice Hall Press, 1988.

  Hendrix, Harville. Getting the Love You Want. New York: Harper Perennial, 1988.

  Joannides, Paul and gross, Daerick. The Guide to Getting It On Unzipped. Oregon: Goofy Foot Press, 2017.

  Johnson, Sue. Hold Me Tight. New York: Little, Brown and Co., 2008

  Kerner, Ian. She Comes First: The thinking man’s guide to pleasuring a woman. New York: HarperCollins, 2004.

  Kerner, Ian. Passionista: The empowered woman’s guide to pleasuring a man. New York: HarperCollins, 2008.

  Levine, Steve, Risen, Candace and Althof, Stan. Handbook of Clinical Sexuality. Brunner/Routledge, 2003.

  Love, Patricia and Robinson, Jo. Hot Monogamy. New York: Plume Book, 1994.

  Maltz, Wendy. The Sexual Healing Journey: A Guide for Survivors of Sexual Abuse. New York: Harper Collins, 2012.

  McCarthy, Barry. Male Sexual Awareness. New York: Carroll and Graf Publishers, Inc., 1988.

  Metz, Michael and McCarthy, Barry. Coping with Premature Ejaculation. New Harbinger, 2003.

  Metz, Michael and McCarthy, Barry. Coping with Erectile Dysfunction. New Harbinger, 2004.

  Nagoski, Emily. Come As You Are: The surprising new science that will transform your sex life. New York: Simon and Schuster, 2015.

  Nagoski, Emily. The Good in Bed Guide to Orally Pleasuring a Man – ebook.

  Perel, Ester. Mating in Captivity: Unlocking erotic intelligence. New York: HarperCollins, 2006.

  Perel, Ester. The State of Affairs: Rethinking infidelity. New York: HarperCollins, 2017.

  Weiner-Davis, Michele. The Sex-Starved Marriage. Simon & Schuster, 2003.

  Resnick, Stella. The Heart of Desire. New Jersey: John Wiley & Sons, 2012.

  Rothschild, Babette. The Body Remembers: The psychophysiology of trauma and trauma treatment. New York: W. W. Norton, 2000.

  Sellers, Tina Schermer. Sex, God and the Conservative Church: Erasing shame from sexual intimacy. New York: Routledge, 2017.

  Solomon, Marion, and Tatkin, Stan. Love and War in Intimate Relationships. New York: W. W. Nortonm 2011.

  Tatkin, Stan. Wired for Love. Oakland, CA: New Harbinger Publications, 2011.

  Zilbergeld, Bernie. Male Sexuality. New York: Bantam Books, 1984.

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• Emergency Coverage of Your Practice: Practical and Ethical Considerations (Session 1)

  • When
    Friday, September 27, 2019
  •  
    12:30 PM - 4:00 PM
  • Location
    MD
  • Spaces left
    10

  Register

  PRESENTER: Melinda Salzman

  Category 1 | 3 CEUs per session

  DESCRIPTION: 

  If you suddenly were to become incapacitated, due to injury, illness or death, who would contact your clients? Which details of your condition would you want your clients to know and who should tell them? What arrangements would need to be made for your clients and your place of work?

  Just as it is important for an individual to write a will to protect personal assets and provide for his or her dependents, it is also prudent for a clinician to prepare for an untimely or unanticipated inability to carry out their functions at work. The purpose of this course is to help clinicians anticipate the needs of their clients and their business or the organization where they work, should such an emergency arise. Participants will identify and recruit individuals who could step in if needed. Between the two meetings, you will begin writing instructions for your “professional executors,” covering topics such as how to contact your current clients, gain access to and retain your treatment records, and oversee billing and banking.

  Teaching modalities will include discussion, reading and a writing assignment. In drafting this document, clinicians typically encounter a number of ancillary tasks they must perform, such as copying keys and shredding records. The process can be both tedious and time-consuming. To assist participants in completing and distributing their emergency instructions, the class will meet for two sessions, to provide structure, support and an opportunity to problem solve together. Participants will read some short articles. The class will meet for two three-hour sessions.

  Learning Objectives:

  Participants will be able to:

  1. Identify and describe legal and ethical issues pertaining to an unplanned interruption in the clinician’s practice
  2. Address ethical principles regarding confidentiality in informing patients of the interruption
  3. Apply ethical principles in selecting individuals to carry out necessary clinical and business tasks
  4. Apply records retention requirements as mandated by the therapist’s jurisdiction
  5. Recruit suitable individuals to carry out necessary clinical and business tasks in a professional manner
  6. Draft instructions which spell out procedures these individuals are to follow and provide detailed descriptions of how to find needed information

  Participants may attend any number of sessions.

  SPECIFIC AGENDA:

  Session 1 - September 27, 2019 - Category 1 | 3 CEUs

  12:30 Introduction

  12:45

  • Address resistance to believing such a disaster can occur, our distaste for considering this possibility and unwillingness to prepare for it
  • Share stories of such events and outline thoughts and concerns regarding our own mortality
  • Help each participant identify her or his salient concerns regarding their place of work, their clients and their colleagues

  2:00 Break

  2:15

  • Help each participant identify suitable “executors”
  • Help each participant develop a format directing their “executors” to carry out their instructions
  • Assign participants to begin drafting a set of instructions to bring to the second meeting

  3:45 Homework: Write a first draft to bring to the next session. Adjourn

  Session 2 - October 18, 2019 - Category 1 | 3 CEUs

  12:30

  • Discuss progress on writing this draft; strategize how to surmount obstacles
  • Identify the major concerns participants encountered in drafting their instructions
  • Discuss identifying individual(s) to serve as “executor(s)” and asking them to serve in this capacity
  • Discuss addressing the needs of clients

  2:00 Break

  2:15

  • Address the needs of the business or organization
  • Address the needs of co-workers and colleagues
  • Address retaining records, where and for how long
  • Make a plan for completing a final draft of these instructions, forming an agreement with “executor(s),” and distributing the instructions

  3:45 Adjourn

  RECOMMENDED READING: 

  Stephen K. Firestein | “The Patient or the Analyst Dies: Ethical Considerations” in The American Psychoanalyst • Volume 41, No. 3 • Fall 2007 29, pp. 30-31

  Kenneth S. Pope article (from website) - (Will be distributed as a Word document) |

  Chapter 8 of the book: How To Survive & Thrive as a Therapist: Information, Ideas, & Resources for Psychologists in Practice, by Kenneth S. Pope & Melba J. T. Vasquez, published by the American Psychological Association (2005)

  Melinda C. Salzman | “Writing a Professional Will,” CSWA Newsletter, 2008

  Melinda C. Salzman | My template

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• How to Use Intuition in Clinical Practice

  • When
    Friday, October 04, 2019
  •  
    9:00 AM - 12:30 PM
  • Location
    5319 Lee Highway Arlington, VA 22207
  • Spaces left
    10

  Register

  PRESENTER: Marilyn Stickle

  www.MarilynStickle.com
  

  Category 2 | 1.5 CEUs

  DESCRIPTION: 

  Three part workshop. All levels of clinical experience are welcome.

  Learning Objectives:

  Participants will be able to:

  Session 1 (October 4) - Category 1 | 3 CEUs

  1. Articulate a definition of intuition.
  2. Name the forms in which clinical intuition arrives.
  3. Identify four characteristics of intuition.
  4. Give an example of application of clinical intuition.

  Session 2 - Category 1 | 3 CEUs

  1. Define intuition distinguishing it from intellectual process.
  2. Identify, from their own perspective, the source of their intuitive knowing.
  3. Explain how an intuitive insight arrived in their clinical work.
  4. Describe the timing and use of an intuitive insight in the clinical process.

  Session 3 - Category 1 | 3 CEUs

  1. Describe skills that promote identification and use of intuition.
  2. Define psi-conducive states of awareness.
  3. Identify the roles of theory, training and experience in clinical intuition.
  4. Articulate how intuition reflects an integration of direct experience.

  Participants may attend any number of sessions.

  SPECIFIC AGENDA:

  Session 1

  • 9:00- 9:15 Introductions
  • 9:15- 10:15 Definition of clinical intuition
  • 10:15- 10:30 Break
  • 10:30-11:30 Forms, characteristics and use of clinical intuition
  • 11:30-12:15 Clinical application of intuition: identifying a personal example

  Session 2

  • 9:00- 9:15 Introductions
  • 9:15- 10:15 Differentiating intuition from intellectual process
  • 10:15- 10:30 Break
  • 10:30-11:30 Identification of the arrival of intuitive information
  • 11:30-12:15 Timing and use of intuition: clinical application

  Session 3

  • 9:00- 9:15 Introductions
  • 9:15- 10:15 Learning to trust intuitive impressions
  • 10:15- 10:30 Break
  • 10:30-11:30 Intuition as a singular event and as a process
  • 11:30-12:15 Intuition as an integrative process

  RECOMMENDED READING: 

  Intuition in Psychotherapy: From Research to Practice
  Marilyn Stickle & Margaret Arnd-Caddigan
  Routledge, July, 2019

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• Rethinking Borderline: Relational Trauma (October)

  • When
    Wednesday, October 16, 2019
  •  
    5:00 PM - 6:30 PM
  • Location
    207 Park Avenue, Suite B-3 | Falls Church, VA 22046
  • Spaces left
    10

  Register

  PRESENTER: Dalal Musa, LCSW

  Category 2 | 1.5 CEUs

  DESCRIPTION: This presentation will provide brief overview of history of borderline diagnosis, and deeper examination of how this diagnosis represents relational/developmental trauma; how it overlaps with dissociative spectrum, and psychodynamic approach to treatment. Discussion encouraged. The presentation is geared toward intermediate to advanced clinicians, however any post-graduate level practitioner welcome.

  WORKSHOP OBJECTIVES:

  By the conclusion of the class, participants should be able to:

  • Have general understanding of psychodynamic origin of borderline diagnosis
  • Understand meaning of relational/complex trauma as distinguished from acute trauma
  • Have a basic understanding of dissociative continuum
  • Have increased understanding of necessity of psychodynamic treatment for individuals with relational trauma, sometimes in conjunction with DBT

  SPECIFIC AGENDA:

  5-6:30: Presentation of material (as outlined in objectives), with questions and discussion in process encouraged.

  Parking and entrance in back of building. Will provide parking passes for participants.

  ABOUT THE PRESENTER: Dalal Musa facilitated individual and group therapy with patients experiencing dissociative disorders, subsequent to developmental trauma, at inpatient unit of Center for Treatment Post Traumatic Disorders in DC from 2012 to 2017.  Ms. Musa has been in private practice in Falls Church since 2002, where she continues to provide therapy to individuals and couples, group therapy to survivors of early life trauma, and clinical supervision to new social work professionals.

  
  

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• Emergency Coverage of Your Practice: Practical and Ethical Considerations (Session 2)

  • When
    Friday, October 18, 2019
  •  
    12:30 PM - 4:00 PM
  • Location
    MD
  • Spaces left
    10

  Register

  PRESENTER: Melinda Salzman

  Category 1 | 3 CEUs per session

  DESCRIPTION: 

  If you suddenly were to become incapacitated, due to injury, illness or death, who would contact your clients? Which details of your condition would you want your clients to know and who should tell them? What arrangements would need to be made for your clients and your place of work?

  Just as it is important for an individual to write a will to protect personal assets and provide for his or her dependents, it is also prudent for a clinician to prepare for an untimely or unanticipated inability to carry out their functions at work. The purpose of this course is to help clinicians anticipate the needs of their clients and their business or the organization where they work, should such an emergency arise. Participants will identify and recruit individuals who could step in if needed. Between the two meetings, you will begin writing instructions for your “professional executors,” covering topics such as how to contact your current clients, gain access to and retain your treatment records, and oversee billing and banking.

  Teaching modalities will include discussion, reading and a writing assignment. In drafting this document, clinicians typically encounter a number of ancillary tasks they must perform, such as copying keys and shredding records. The process can be both tedious and time-consuming. To assist participants in completing and distributing their emergency instructions, the class will meet for two sessions, to provide structure, support and an opportunity to problem solve together. Participants will read some short articles. The class will meet for two three-hour sessions.

  Learning Objectives:

  Participants will be able to:

  1. Identify and describe legal and ethical issues pertaining to an unplanned interruption in the clinician’s practice
  2. Address ethical principles regarding confidentiality in informing patients of the interruption
  3. Apply ethical principles in selecting individuals to carry out necessary clinical and business tasks
  4. Apply records retention requirements as mandated by the therapist’s jurisdiction
  5. Recruit suitable individuals to carry out necessary clinical and business tasks in a professional manner
  6. Draft instructions which spell out procedures these individuals are to follow and provide detailed descriptions of how to find needed information

  Participants may attend any number of sessions.

  SPECIFIC AGENDA:

  Session 1 - September 27, 2019 - Category 1 | 3 CEUs

  12:30 Introduction

  12:45

  • Address resistance to believing such a disaster can occur, our distaste for considering this possibility and unwillingness to prepare for it
  • Share stories of such events and outline thoughts and concerns regarding our own mortality
  • Help each participant identify her or his salient concerns regarding their place of work, their clients and their colleagues

  2:00 Break

  2:15

  • Help each participant identify suitable “executors”
  • Help each participant develop a format directing their “executors” to carry out their instructions
  • Assign participants to begin drafting a set of instructions to bring to the second meeting

  3:45 Homework: Write a first draft to bring to the next session. Adjourn

  Session 2 - October 18, 2019 - Category 1 | 3 CEUs

  12:30

  • Discuss progress on writing this draft; strategize how to surmount obstacles
  • Identify the major concerns participants encountered in drafting their instructions
  • Discuss identifying individual(s) to serve as “executor(s)” and asking them to serve in this capacity
  • Discuss addressing the needs of clients

  2:00 Break

  2:15

  • Address the needs of the business or organization
  • Address the needs of co-workers and colleagues
  • Address retaining records, where and for how long
  • Make a plan for completing a final draft of these instructions, forming an agreement with “executor(s),” and distributing the instructions

  3:45 Adjourn

  RECOMMENDED READING: 

  Stephen K. Firestein | “The Patient or the Analyst Dies: Ethical Considerations” in The American Psychoanalyst • Volume 41, No. 3 • Fall 2007 29, pp. 30-31

  Kenneth S. Pope article (from website) - (Will be distributed as a Word document) |

  Chapter 8 of the book: How To Survive & Thrive as a Therapist: Information, Ideas, & Resources for Psychologists in Practice, by Kenneth S. Pope & Melba J. T. Vasquez, published by the American Psychological Association (2005)

  Melinda C. Salzman | “Writing a Professional Will,” CSWA Newsletter, 2008

  Melinda C. Salzman | My template

  Show details
• Legislative Lunch

  • When
    Sunday, October 27, 2019
  •  
    11:30 AM - 3:00 PM
  • Location
    TBD
  • Spaces left
    55

  

  SAVE THE DATE

  FIFTH ANNUAL LEGISLATION AND ADVOCACY LUNCHEON

  FREE PROGRAM AND LUNCH-REGISTRATION REQUIRED! 

  ALL MEMBERS INVITED AND ENCOURAGED TO ATTEND! THIS LUNCHEON PROGRAM IS A MEMBER BENEFIT.
  

  2 CATEGORY 2 CEU’S AVAILABLE FOR $40 EXTRA CHARGE

  Our Society needs YOU to help us advocate and impact legislators in many different ways, or our messages simply will not get out. 

  
  

  Additional details will be added as they become available

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• Alice Kassabian Memorial Conference | On Being A White Therapist Countertransference, Color and Culture in a Diverse Psychodynamic Practice

  • When
    Saturday, November 09, 2019
  •  
    9:00 AM - 12:30 PM
  • Location
    Cosmos Club 2121 Massachusetts Avenue, NW Washington, DC

  SAVE THE DATE:  EIGHTH ANNUAL ALICE KASSABIAN MEMORIAL CONFERENCE
  

  On Being A White Therapist: Countertransference, Color and Culture in a Diverse Psychodynamic Practice

  Presenter:  Barbara Berger, PhD

  GWSCSW honors the memory of Dr. Alice Kassabian, a former president of our Society, clinician, advocate for social justice and excellence in clinical practice. Dr. Kassabian was an active member of the Diversity and Social Action Committee of American Association for Psychoanalysis in Clinical Social Work (AAPCSW) which promotes excellence in clinical practice by providing opportunities for expanded conversations regarding the centrality of focused attention to culture and issues of diversity.
  

  Dress Code
  The Cosmos Club is BUSINESS PROFESSIONAL for this event. 
  

  Continuing education credit: ­The Conference provides 3 CEU credits. Continuing Education sponsored by Greater Washington Society for Clinical Social Work is accepted by the DC, Maryland and Virginia Boards of Social Work. GWSCSW accepts responsibility for this program. 

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