autumn asher blackdeer and lori messinger

Annual eVOLve Conference

eVOLve: Meeting Community Needs
March 28, 2025
University of Tennessee Student Union

eVOLVe Pre-conference Celebration
March 27, 2025
6:00-8:00pm ET

Registration Now Open!

2025 Conference Sessions

Ruben Parra-Cardona

Keynote Speaker

Dr. Parra-Cardona, the Roger and Carol Nooe Endowed Chair at the University of Tennessee College of Social Work, is renowned for his groundbreaking research on culturally adapted parenting programs to prevent child maltreatment and adolescent drug use in Latinx communities. A Fulbright Award recipient with 15 years of NIH-funded work, he is dedicated to making a global impact through evidence-based interventions.

Keynote Session

Healing through Parenting: Promoting Community and Resilience by Co-Implementing Parenting Programs in Adverse Contexts
– Ruben Parra-Cardona, PhD

Morning Breakouts

AI Integration & Ethical Challenges in Social Work Practice – Sangmi Kim, MSW & Sangwon Lee, MSW

OVERVIEW

Adolescent suicide is a significant public health issue, ranking as the second leading cause of death among teenagers in the United States (Schuler et al., 2023). AI can bring transformative changes to social work practice at both micro-level client services and macro-level policy planning. However, effective integration requires addressing ethical issues and enhancing digital literacy as critical components. This session will introduce practical uses of AI in predicting youth suicide risk and help participants understand how AI can analyze risk factors and contribute to policy and program development within social work practice. It will focus on ethical considerations in AI integration, examining how AI impacts both micro and macro practices in social work. In the session, we will analyze the positive effects and potential risks of AI integration, helping participants maintain a balanced perspective on AI’s possibilities and limitations in social work. We will engage in discussions on digital literacy and ethical guideline development to promote safe and fair use of AI in social work. Finally, we will present examples of AI interventions in social work globally and discuss AI’s role and ethical considerations in participants’ specific fields.

CEUs

1.5 CEUs – Ethics

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Understand how AI is integrated into both micro and macro social work practice and identify effective methodologies to facilitate this integration;
  2. Use AI models, such as XGBoost, to analyze youth suicide risk factors and explain how to apply protective and risk factors in social work practice;
  3. Evaluate both the positive and negative impacts of AI integration in social work, focusing on its effects on service delivery and client welfare; and
  4. Identify ethical issues (e.g., algorithmic bias, data privacy) associated with AI and propose specific ethical guidelines and digital literacy strategies to address these challenges.

PRESENTER

Sangmi Kim is currently pursuing a Ph.D. in Social Work with a focus on mental health at the University of Tennessee, Knoxville. She obtained her master’s degree in social work from Ewha Womans University in Seoul, Korea in 2013 and holds the highest level of social work certification in South Korea. Her professional experience includes conducting collaborative child welfare research between Korea and Japan at the Korean Institute for Health and Social Affairs and providing mental health support. Her

research primarily focuses on enhancing resilience and addressing suicidal thoughts among adolescents experiencing social isolation and loneliness. Sangmi uses a variety of research methodologies, including machine learning and AI approaches, to identify at-risk youth early. These methodologies are designed to strengthen resilience and reduce risk factors associated with mental health issues. Her academic pursuits are underpinned by research on Not in Education, Employment, or Training (NEET), the social withdrawal phenomenon known as Hikikomori, and youth volunteering in Japan. Sangmi is committed to developing family-based interventions that address issues such as suicidal ideation, cyberbullying, digital literacy, and Autism Spectrum Disorder (ASD), aimed at enhancing resilience among youth.

Her research contributes to improving the resilience of vulnerable groups in culturally diverse environments, focusing on solving social issues through innovative methodologies.

Sangwon Lee, MSW, is a PhD student in the College of Social Work at the University of Tennessee, Knoxville. Her research focuses on climate risk and vulnerability, and spatial inequality. She is particularly interested in integrating community experiences and resources into climate-related risk responses. Before dedicating herself to social work, she was a physical therapist for children and juveniles with disabilities for five years in Korea. After she received her master’s degree in social work in Korea in 2015, she volunteered to work in international communities for people with developmental disabilities in Ireland and Germany for a period of four years. Upon her return to Korea in 2020, she worked as a research assistant at the Seoul Welfare Foundation where she conducted key research to develop guidelines and an evaluation system for case management in Seoul’s public sector, as well as social work practice for COVID-19 response guidelines. Her collective field and research experience have led her to pursue research on disability social work and policy and social vulnerabilities during disasters.

Mapping Your Legacy: Strategic Career Planning in Macro Social Work – Jennifer Luna, CMSW, MSSW

OVERVIEW

Macro social work offers a unique path to drive systemic change, but navigating this area of practice can be challenging. Early and mid-career professionals often face isolation, complex bureaucracies, and a lack of clear guidance in building long-term career success. This presentation provides a comprehensive roadmap to help macro social workers strategically plan their careers with an emphasis on competency, accountability, and ethical integrity, ensuring they build an intentional, impactful, and enduring professional legacy.

Participants will explore the core skills necessary for macro social work, such as leadership, advocacy, and communication. They will learn how to identify and develop niche expertise, stay informed on industry trends, and engage in lifelong learning. This session will also explore the importance of aligning career strategies with the NASW Code of Ethics, specifically focusing on the ethical responsibilities of competence, integrity, and advocacy. By embracing professional growth rooted in these standards, macro social workers can redefine public perceptions of the profession, moving beyond direct services to demonstrate their broader influence on communities and policies.

The session also highlights the importance of professional branding and networking, offering strategies for building credibility, influence, and visibility through publishing, public speaking, and engaging with professional organizations. Attendees will leave with practical steps to create their own strategic career maps, ensuring they not only achieve personal career goals but also leave a meaningful, enduring impact on the profession and society.

This session is ideal for early to intermediate career level macro social workers and students seeking to create a clear and impactful career strategy. This workshop is designed to be hands-on and highly interactive, providing participants with practical tools and real-time applications. Through group discussions, guided exercises, and career mapping activities, attendees will actively engage in creating their own strategic career plans. This collaborative approach allows participants to not only learn from the facilitator but also from their peers, ensuring they leave with actionable insights and a clear roadmap to advance their careers in macro social work.

CEUs

1.5 CEUs

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Participants will learn to create a personalized career map that outlines the skills, competencies, and experiences needed to achieve long-term goals in macro social work, aligned with NASW ethics and professional standards;
  2. Gain practical strategies for positioning themselves as thought leaders by building a professional brand, engaging in public discourse, and showcasing expertise in systemic change and advocacy; and
  3. Learn to identify and enhance key transferable skills, leverage professional networks, and transition effectively into or advance within macro social work roles across various industries while upholding high standards of competence and ethical responsibility.

PRESENTER

Jennifer Luna, MSSW, CMSW is a passionate and accomplished social work career coach, administrator, author, speaker, and trainer. She is the owner of Jennifer Luna Consulting, LLC, and serves as the director of programs for the Network for Social Work Management. She has over 25 years of experience in presenting and training on career development topics specific to the profession of social work at the local, state, and national levels. She is also a certified Gallup Clifton Strengths coach and a certified John C. Maxwell coach, teacher, trainer, and speaker, helping social workers identify and leverage their strengths, skills, and leadership potential. As the former director of the DiNitto Center for Career Services at the Steve Hicks School of Social Work, University of Texas at Austin, she founded and oversaw the daily operations of the first named social work career center in the country. She collaborates with other schools of social work, the National Association of Social Workers, and the Council on Social Work Education on career development issues, including licensure, labor market, and professional identity. She also writes a column for The New Social Worker magazine and hosts a YouTube series called Conversations on Social Work Careers. She has published and spoken on topics such as personal branding, academic job search, and resiliency. Jennifer’s mission is to empower social workers to achieve their career goals and make a positive impact in the world.

Supporting Resilience: Social Workers’ Role in Trauma-Informed Schools – Kia Batiste, LICSW

OVERVIEW

In at-risk school communities, social workers play a pivotal role in addressing the unique challenges faced by students who have experienced trauma, often stemming from adverse childhood experiences (ACEs) such as abuse, neglect, violence, household instability, or community violence. A trauma-informed approach seeks to not only mitigate the negative impact of trauma on student behavior and learning but also to foster a safe, supportive, and healing school environment. This presentation will explore key strategies social workers employ to implement trauma-informed practices, focusing on building trust, creating emotionally and physically safe spaces, and recognizing trauma’s effect on behavior and learning. Emphasis will be placed on how social workers collaborate with teachers and staff to integrate trauma-sensitive responses into the fabric of the school culture, such as trauma informed teaching, restorative practices, social emotional learning, and engaging families and caregivers. Additionally, the role of social workers in promoting resilience among trauma-affected students will be highlighted, demonstrating how interventions that focus on students’ strengths and emotional support can empower them to overcome adversity. This holistic, collaborative approach supports not only the immediate emotional and behavioral needs of students but also contributes to long-term academic success and personal development. This session is designed for mental health professionals working within school settings, offering practical insights into the implementation of trauma-informed frameworks that are essential in high-risk educational environments.

CEUs

1.5 CEUs

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Demonstrate understanding of the impact of trauma on student behavior and learning;
  2. Recognize the signs of trauma in students;
  3. Identify key strategies for implementing trauma-informed practices in schools; and
  4. Utilize collaborative roles of social workers and school staff to integrate trauma-sensitive practices into the school’s culture.

PRESENTER

Kia Batiste is a licensed independent clinical social worker with extensive experience in behavioral health and education. She began her career in a level three youth residential facility, which sparked her passion for social work. After earning her Master of Science in Social Work from the University of Tennessee, Knoxville, Kia moved to Washington, D.C., where she took on the role of a middle school social worker. In this capacity, she provides counseling, crisis intervention, student accommodation management, and family resource connections. Currently, Kia serves as the Lead Mental Health Practitioner, where she supervises a talented team of mental health professionals, builds and maintains community partnerships, leads school-wide and campus-wide initiatives, and conducts professional development for educators and staff. In addition to her role in education, Kia is the owner of Free Your Mind Therapy LLC, a private practice offering psychotherapy and professional development services.

Unpacking Vicarious Trauma & Reducing the Risks to Social Workers – Phyllis Thompson, PhD, LCSW

OVERVIEW

Vicarious trauma, secondary trauma, and burnout are often used interchangeably and while they share some of the same symptoms, they are distinct, affect people differently, and can require formal intervention. Social workers are vulnerable to vicarious trauma because the people they serve share their traumatic experiences with them. Risks associated with developing vicarious trauma are contextual, influenced by the environments that social workers are embedded in, and involve the biopsychosocial and emotional dimensions of self. Of particular concern is vicarious trauma’s insidious nature that can impair a social worker’s professional judgement, compromise their ability to function, and thereby increase risk of harm. NASW 4.05 directs social workers not to allow psychosocial distress or mental health difficulties to interfere with their professional judgment and performance or jeopardize the best interests of people they serve. Subsequently, social workers must know what vicarious trauma is and the implications if unaddressed. This interactive workshop will differentiate vicarious trauma from other responses, examine risk factors, symptoms, and the serious repercussions if untreated. Preventions and interventions will be discussed and a tool that you can use to evaluate your own professional wellbeing will be shared. Finally, we will create an individualized professional resilience and sustainability plan that reinforces ethical social work practice.

CEUs

1.5 CEUs

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Differentiate vicarious trauma from secondary trauma and burnout;
  2. Discuss risk factors of vicarious trauma;
  3. Explain potential implications of vicarious trauma if unaddressed;
  4. Describe the Professional Quality of Life Scale 5;
  5. Discuss dimensions of wellbeing and self-compassion; and
  6. Create a resiliency and professional sustainability plan to reinforce ethical social work practice.

PRESENTER

Phyllis Thompson is a Clinical Associate Professor at The University of Tennessee College of Social Work. She earned her LCSW in 2000 and her clinical background includes a range of evaluative and therapeutic services to children and families all over Middle Tennessee. As a result of her work in trauma, she has testified in several states as both a fact and expert witness for criminal and family civil court proceedings. Dr. Thompson earned her PhD from the University of Utah’s College of Social Work. Overall, she has 17 years of experience mentoring and teaching BSSW, MSSW, and Doctoral level social work students on campus and online. She has presented at international, national, and state conferences and contributed to several publications.

Afternoon Breakouts

Applying the Liberatory Consciousness Framework in Therapy – Antoinette Y. Farmer, PhD

OVERVIEW

In 2022, there were 59.3 million adults ages 18 and older who had a mental health condition, with 36 million receiving mental health treatment (National Institute for Mental Health [NIMH], 2022). During this same year, 36.0 million adults were receiving treatment for their mental health conditions, with women being more likely to receive treatment than men (NIMH, 2022). Surprisingly, individuals who self-identified as having more than one racial/ethnic identity were receiving treatment at the same rate as their White counterparts (NIMH, 2022). This suggests that social workers will have more clients from diverse backgrounds seeking their services.

Social workers wanting to provide effective services for these individuals should consider using Dr. Barbara Love’s Liberatory Consciousness Framework (LCF; Love 2010; 2022). This framework consists of six components: vision, awareness, analysis, action, accountability, and allyship. The purpose of this workshop is to enhance participants’ knowledge about how they can apply the liberatory consciousness framework in therapy with clients from diverse backgrounds.

CEUs

1 CEU

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Define the various elements of the liberatory conscious framework;
  2. Apply the liberatory conscious framework to various hypothetical clinical situations; and
  3. Be able to determine when specific elements of the liberatory conscious framework are more appropriate for the various phases of the therapeutic process.

PRESENTER

Antoinette Y. Farmer, PhD is professor and interim associate dean for academic affairs and associate dean for diversity, equity, and inclusion and faculty affiliate, Center for Leadership and Management, Center for Prevention Science, and Center on Research Ending Violence at Rutgers, The State University of New Jersey, School of Social Work. Dr. Farmer’s research examines the social and interpersonal factors that affect parenting practices that influence adolescent high-risk behaviors, such as delinquency and substance use. Another strand of her research focuses on social work education, where she studies the effects of the implicit curriculum on students’ outcomes and the use of research methods to study issues affecting diverse groups. She co-edited a special issue of the Journal of Social Service Research, devoted to informing researchers of the methodological issues confronting them when conducting research with minority and oppressed populations. She is the co-author of Research with Diverse Groups: Research Designs and Multivariate Latent Modeling for Equivalence (2014) and Research Methods for Social Work: A Problem-based Approach (2021). She is on the Council of Social Work Education (CSWE) Board of Accreditation and is a Society for Social Work and Research (SSWR) Fellow. She previously served as a commissioner on the Council on Social Work Education’s Commission on Educational Policy. She is on the editorial board for the Journal of Religion and Spirituality in Social Work: Social Thought and Frontiers in Psychology. Dr. Farmer was recognized as a distinguished alumnus by the University of Pittsburgh School of Social Work. Dr. Farmer is currently a Co-Principal Investigator on a grant funded by the National Institute of Justice and has served as a Research Scientist Mentor on a grant funded by the Substance Abuse and Mental Health Services Administration.

Centering Babies in Our Work for Stronger Communities – Sarah Long, LCSW, IECMH-E & Kristin Dunn, IECHM-E

OVERVIEW

Our community’s future strength depends on how we support our youngest members: babies. Social workers play a vital role in centering the needs of infants in community programs and policies. This presentation will explore how focusing on babies aligns with core social work values such as dignity, worth of the person, and the importance of human relationships. It will emphasize how early childhood development influences long-term community outcomes, advocating for a more holistic approach to community planning. Participants will gain practical tools to help integrate a baby-centered focus in their daily work. Key takeaways will include strategies for incorporating infant needs into community assessments, fostering partnerships with early childhood organizations, and advocating for programs that promote infant well-being. We will also discuss how to engage families in ways that strengthen the parent-infant bond, laying the foundation for secure attachment and social-emotional health.

CEUs

1 CEU

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Understand the importance of centering babies in community initiatives by exploring how early childhood development impacts long-term social and economic outcomes and how this focus aligns with social work values and ethics;
  2. Develop practical skills for incorporating infant well-being into social work practice; and
  3. Learn strategies to strengthen family engagement by promoting secure parent-infant attachments, with tools to support families in fostering the social-emotional health of their children.

PRESENTER

Sarah Long has spent her career serving families and making child-serving systems better. Sarah graduated from Brown University in 2006 with a BA in Human Development and the University of Tennessee’s College of Social Work in 2008 with an MS in Social Work. She practiced as a therapist, working with children and adults, before transitioning into leadership roles in a community mental health setting. Working for the McNabb Center, Sarah was the Assistant Director of Family Treatment Services. Sarah specialized in developing two-generational approaches, infant and early childhood mental health, and trauma-sensitive care. Sarah then served at the Chief Innovation Officer at the Association of Infant Mental Health in Tennessee, ensuring nonprofit operations supported systems change in early childhood programming across Tennessee. Sarah is a Licensed Clinical Social Work, Certified Nonprofit Professional, and is endorsed in Infant and Early Childhood Mental Health. Sarah served on the Advisory Council for the Association of Infant Mental Health in Tennessee, the Board of Directors for CASA of East Tennessee, and the Community Action Council for the Tennessee Nonprofit Network.

Kristin Dunn, MS, CTRS, IECMH-E serves as the Director of Sector Innovations at AIMHiTN. She earned her bachelor’s degree in Child and Families Studies with a minor in Political Science from the University of Tennessee at Martin and her master’s degree in Recreational Therapy from the University of Tennessee, Knoxville. After graduation, she worked with the Children’s Rights Council in Washington, DC, advocating for children’s access to both parents. She then provided recreational therapy for adolescents in residential treatment in Chattanooga, TN. Kristin dedicated ten years to Prevention and Early Intervention Services in Knoxville, TN, contributing to programs like the Healthy Families Home Visiting Program and the Regional Intervention Program. She joined AIMHiTN in 2019 and was part of the leadership cohort that introduced the Infant Mental Health Endorsement to Tennessee, receiving her endorsement as an Infant Mental Health Mentor-Policy in 2017. In her current role, Kristin focuses on developing sector-specific IECMH trainings, promoting reflective practice and Endorsement, identifying IECMH needs in sector-specific practices, and strengthening the accessibility of training for the workforce. She enjoys sharing knowledge about Infant and Early Childhood Mental Health and learning about the progress being made in our communities. In her free time, Kristin loves spending time with family and friends, traveling with her husband and daughter, cheering on the Volunteers, and enjoying outdoor activities. Her professional and personal motto is, “Every child (person) should know a little joy every day.”

Ethics, Boundaries and Trauma Informed Ethical Considerations – Ragan Schriver, PsyD, ACSW, LAPSW

OVERVIEW

This interactive workshop explores the core ethical principles and professional boundaries that guide social work practice, with a special focus on applying a trauma-informed approach. Participants will gain a deeper understanding of how ethics and boundaries are crucial to maintaining a safe, respectful, and professional relationship with clients, especially those who have experienced trauma. The workshop emphasizes the importance of self-awareness and self-care for social workers, as ethical boundary maintenance can be challenging, especially in emotionally charged environments. Attendees will leave with practical tools to integrate trauma-informed considerations into ethical decision-making and boundary setting, enhancing their professional competence and ability to support clients effectively.

CEUs

1 CEU – Ethics

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Understand the relationship between ethics, boundaries, and trauma-informed care;
  2. Identify strategies to manage ethical dilemmas while maintaining professional boundaries;
  3. Implement trauma-sensitive communication and boundary-setting techniques; and
  4. Foster an environment of trust and empowerment for trauma survivors.

PRESENTER

Ragan Schriver, PsyD, LAPSW, ACSW is an Associate Professor of Practice at the University of Tennessee College of Social Work as well as the Director of the MSSW Program, Knoxville Campus. He teaches clinical and leadership courses in the MSSW program He previously served as Executive Director of Catholic Charities of East Tennessee for fifteen years. He earned his MSW from Washington University in St. Louis, MO and became a licensed social worker in 2001. He earned his Doctor of Psychology degree in 2016, his capstone project was on Trauma Informed Care.

Evolving Culturally Responsive SEL Practices: Classroom to Community – Melody Hawkins, MEd & Emily Norris, MSSW

OVERVIEW

This workshop will equip participants with actionable strategies for implementing culturally responsive social-emotional learning (SEL) initiatives for youth and young adults across various settings while addressing community and systems change through a Person-In-Environment framework. As social and economic disparities among youth have increased, challenges such as emotional regulation difficulties, collaboration issues, and limited growth mindsets have created barriers to academic and personal development. In response to the growing emotional and social challenges within the community—particularly among BIPOC youth and young adults post-pandemic—workshop facilitators have adapted and scaled SEL practices from classroom settings to broader community applications. This expansion is driven by organization leaders who have expressed the need for increased mental health and social-emotional resources. Participants will learn how SEL practices have evolved in the Knoxville community and how to apply these culturally responsive strategies effectively. The following two essential questions will drive this learning experience: Which organizations currently attend to social-emotional youth development, and how can social workers empower them to amplify their efforts? What resources—such as support, funding, social capital, and capacity—are necessary for implementing and sustaining SEL initiatives in their communities, along with advocacy strategies to secure these resources?

CEUs

1 CEU

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Construct actionable plans for educators and community leaders to collaboratively implement culturally responsive SEL initiatives that promote equity and inclusion across various educational and community spaces;
  2. Analyze existing relationships/opportunities for scaling social-emotional development amongst youth; and
  3. Identify opportunities to increase community collaboration.

PRESENTER

Melody Hawkins is an accomplished educator, SEL Ambassador, and visionary educational leader. Fueled by a commitment to address disparities, she pivoted her laboratory science career almost a decade ago to become an eighth-grade science teacher in the heart of our urban community. She and her students accomplished much in this role, including winning a rare opportunity to watch their student-designed experiment launch to the International Space Station and be tested by NASA’s

scientists. She has received accolades such as inclusion in the prestigious 40 under 40 Most Influential People list and National University Teacher of the Year before advancing to a leadership position as a High School Administrator. Melody has also received special recognition from the Tennessee General Assembly and received the key to Jackson, TN, her hometown. Now, as a Science Instructional Expert and founder of VisionLED LLC, Melody focuses on improving access to high-quality science instruction in urban schools and embedding racial equity and social-emotional academic development into the culture of youth-serving organizations through professional learning, research partnerships, and program evaluation. Melody holds two master’s degrees in Education and is currently pursuing a doctorate in Organizational Innovation.

Emily Norris has worked with the City of Knoxville’s youth-focused initiative, Empower Knox, since November 2020. Within EK, she facilitates the Mayor’s Youth Council, Summer in the City internship program, Empower Knox Grant Funding, Mayor’s Emerging Leaders Program, and Mayor’s Community Empowerment Roundtable. What she loves most about her role is creating opportunities for youth to engage in local government and their communities and find common ground among diverse backgrounds and perspectives. Emily began her first career in 2006 as a ballroom dance competitor, instructor, and studio owner. Over 10 years, she helped to raise over $1 million for East Tennessee Children’s Hospital through the Dancing with the Knoxville Stars event. In 2018, she was diagnosed with several medical conditions that were incompatible with a continued career in dance and underwent a career pivot. She went on to write for Knoxville Style Magazine and earn Bachelor of Science in Social Work and Master of Social Work from the University of Tennessee College of Social Work, where she also received Top Collegiate Scholar, Outstanding BSSW Field Student, and Outstanding MSSW Student Leader Awards. She served as a Research Assistant with Dr. Jennifer First at UTCSW, facilitating the Knoxville Heat Equity Coalition and assisting with Knoxville’s community Urban Heat Island Mapping project. Emily also advocates for individuals with disabilities to have prospects not only in jobs and employment, but opportunities to use their unique talents to support thriving careers in sectors they are passionate about.

Managing Dual Relationships in Clinical Practice – Christina Perkins, DSW, LCSW

OVERVIEW

No matter the clinical space or population served, Social Work professionals inevitably end up finding the existence of a dual relationship at some point in their careers. If you serve and are a member of a historically oppressed group (e.g. the LGBTQIA community) especially in a small area, you will meet this dual relationship quandary more than once. What happens if you work in a small town and are the only provider available? How do you navigate the likely interchange of seeing clients at the store? Or in the pharmacy? And what happens if that client is the only pharmacist in town? Or you are both on the board of an organization you care deeply about? What if a former or current client becomes your student? How do you navigate these things in real time in a way that honors everyone’s dignity and worth, right to privacy, and navigate delicate conversations? This workshop will give real clinical vignettes couched in our guidepost of the NASW Code of Ethics to help practitioners learn skills to navigate hard conversations, be able to honestly reflect on their own identity and capacity to serve others and how to navigate the realities of living in a small town or city.

CEUs

1 CEU – Ethics

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Learn tangible conversational skills to navigate difficult clinical and social conversations;
  2. Be able to identify the various facets of a dual relationship and identify ethical steps to address it as such; and
  3. Be able to define and work through an ethical decision making model to manage any occurring dual relationships.

PRESENTER

Dr. Christina Perkins, DSW, LCSW is the Assistant Director of the UT Psychological Clinic and runs a small private practice, The Unburdened Self, in Knoxville since 2018. She obtained her BA in Psychology from Brown University in 2008, her MSSW and DSW at UTK in 2013 and 2021 respectively. She grew up in Mountain City, TN (you’ll have to look that one up) where she was an avid band and theatre kid and is quite proud of it. Christina practices from a liberation psychology and feminist lens and is trained in IFS, EMDR, and reflective supervision practice. For the last few years, she has mentored a number of LMSW licensees through their LCSW process and continues to be a licensure supervisor for the state of TN. Her clinical experiences range from treating substance use disorders to forensic work and now she primarily treats the LGBTQIA community who experience a wide range of mental health issues related to systemic oppression and increased risk for trauma both individually and collectively. Christina is openly neurodiverse and works primarily with ND clients. She’s training at present to be an end-of-life death doula and to help folks transition with dignity at the end of life. She is descendent of many generations of Appalachian Mountain folks. She is married 10 years this year and has an almost two-year-old son. She has two cats, a dog that was supposed to be but is decidedly NOT a dachshund, and is an avid fan of rewatching the same series over and over again. You can generally find her in an existential spiral, weeding her garden, or blowing bubbles in the backyard.

“Respect, Just a Little Bit”: 21st Century Healthcare Social Work – Tiffany Washington, PhD, MSW

OVERVIEW

For over a century, healthcare social workers have provided essential psychosocial support to individuals, families, and communities affected by chronic health conditions. Today, healthcare is the second largest area of social work practice, accounting for 25% of the total social work workforce. Despite their significant contributions to human health, healthcare social workers often find themselves undervalued within medical settings. They are frequently expected to operate beyond their professional scope, feel unappreciated on interprofessional teams, and encounter increasing conflicts with professional values (Cooper et al., 2024; Power et al., 2024; Washington & Lewinson, 2024). These challenges create ambiguity around the role of social work in patient care and hinder efforts to meet community needs. The purpose of this session is to empower healthcare social workers with the knowledge and tools necessary for self-advocacy in healthcare environments.

CEUs

1 CEU

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Describe the origins of healthcare social work;
  2. Identify changes in the scope of practice since the COVID-19 pandemic, and
  3. Implement strategies to advocate for their roles within healthcare settings.

PRESENTER

Tiffany Washington, PhD, MSW, is an Associate Professor of Health Social Work at the University of Tennessee, Knoxville (UTK), College of Social Work. She is a Hartford Geriatric Scholar and a Gerontological Society of America Fellow. After completing her PhD at the University of North Carolina at Chapel Hill in 2013, she joined the faculty at the University of Georgia School of Social Work, where she remained for 11 years. Dr. Washington’s research interests include health social work, implementation science, and health equity. She is a Co-Principal Investigator (co-PI) of the Health Social Workers Scope of Practice During COVID-19 qualitative dataset, with findings published in Healthcare, Journal of Technology in Human Services, and Journal of Interprofessional Care. Additionally, Dr. Washington designed and pilot-tested both in-home and virtual versions of a caregiver respite program where student volunteers deliver respite visits to caregivers of persons with dementia.

Say Gay: A Framework for Advocacy and Allyship – Melissa Newman, LCSW

OVERVIEW

The purpose of this workshop is to discuss the harmful effects of anti-LGBTQ legislation and provide an integrated framework for advocacy and allyship. Florida’s Parental Rights in Education HB 1557, commonly referred to as the “Don’t Say Gay” bill, was a significant source of stress for LGBTQ+ people in Florida and beyond. FL HB 1557 inspired many other anti-LGBTQ+ bills throughout the nation, including Tennessee’s SB 3 which sought to criminalize drag performances. Litigation brought against the State of Florida by Equality Florida, an LGBTQ+ advocacy group, limited the reach of HB 1557. An integrated framework for advocacy and allyship drawing from the actions of Florida advocates and queer theory in response to HB 1557 will be presented.

CEUs

1 CEU

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Gain an understanding of the traumatizing effects associated with discriminatory legislation on LGBTQ+ individuals and their families;
  2. Explore advocacy and allyship as effective approaches to mitigate the harm experienced by LGBTQ+ individuals and their families; and
  3. Acquire practical strategies to operationalize advocacy and allyship in their communities.

PRESENTER

Melissa Newman is from St. Petersburg, Florida and earned her bachelor’s degree in social work from the University of South Florida, St. Pete and her master’s degree in social work from the University of South Florida, Tampa. She has experience in community mental health, medical social work, juvenile justice, and spent the majority of her career in school social work. Melissa draws on her experience as a district liaison for Pinellas County Schools in collaboration with Equality Florida and her current research as a PhD student in University of Tennessee, Knoxville’s College of Social Work to inform this workshop. In her role as district liaison, Melissa provided safe and supportive learning environments trainings and district level support for LGBTQ+ students, staff, and families. Most recently, Melissa had a private practice in St. Petersburg, FL focused on working with LGBTQ+ and neurodivergent folx. She is licensed in Florida and Connecticut and holds school social work certifications in both states.

Strengthening Community Ties: Lessons from Familias Fuertes Program – Eliza Galvez, LMSW & Bonnie Ortiz, MSW

OVERVIEW

Latino/a/x youth are underrepresented in behavioral health services, despite facing unique stressors like acculturation challenges and discrimination, which increase risks for substance use. The lack of culturally responsive services further limits access to effective care, highlighting the crucial need for prevention programs that meet community needs. In response, the University of Tennessee, Knoxville College of Social Work (UTKCSW) partnered with Latino/a/x organizations—Centro Hispano de East Tennessee and Hola Lakeway—to launch a pilot trial of Familias Fuertes, a culturally adapted version of the Strengthening Families 10-14 Program. The program strengthens caregiver-adolescent relationships to reduce substance misuse and other problem behaviors while addressing the unique cultural context of Latino/a/x families. As the first implementation of Familias Fuertes in Tennessee, this initiative meets community needs by promoting family cohesion, addressing integration barriers, and building trust within the Latino/a/x community. This session will share lessons learned from implementing and evaluating Familias Fuertes with bilingual, bicultural families, offering practical insights into culturally tailored program delivery. Strategies for fostering ethical, culturally responsive collaborations and addressing behavioral health gaps will also be discussed.

CEUs

1 CEU

LEARNING OBJECTIVES

As a result of attending this presentation, participants will:

  1. Gain insights into the specific stressors that increase risks for problem behaviors, such as substance use, among Latino/a/x youth, and how culturally-adapted programs like Familias Fuertes address these needs;
  2. Examine the dynamics of university-community agency collaborations to identify strategies that foster mutually beneficial partnerships for conducting research and implementing culturally relevant programs; and
  3. Explore lessons learned from the implementation of Familias Fuertes, including best practices for culturally relevant program delivery, community engagement, and sustainability.

PRESENTER

Eliza Galvez, LMSW is a Ph.D. student at the College of Social Work at the University of Tennessee, Knoxville. She holds a B.S. in Psychology from Georgia State University and an M.S.W. from Kennesaw State University. Her scholarly pursuits are centered on the culturally-responsive trauma-informed care and culturally-relevant behavioral health prevention programs for Latino/a/x and undocumented communities in non-traditional settlement states. Galvez’s scholarship is driven through her previous work with underrepresented communities in various non-profit agencies and health systems focused on their mental health. Additionally, Galvez actively engages in community-based presentations aimed at raising awareness of the specific healthcare needs of Latino/a/x communities in Tennessee.

Bonnie Ortiz holds a Master of Social Work and a Graduate Certificate in Trauma Treatment from the University of Tennessee, Knoxville with a focus on Organizational Leadership. She is a certified Strengthening Families for Parents and Youth 10-14 Facilitator, Nurturing Parenting Facilitator, Bilingual Family Literacy Facilitator, Raising Highly Capable Kids Facilitator, and a National Diabetes Prevention Program Lifestyle Coach Trainer. She has worked with Youth Villages as a Family Intervention Specialist and with the State of Tennessee’s Department of Children Services as a Foster Care Case Manager. Bonnie is passionate about serving the Latinx community, empowering families and communities, ensuring mental health access to all, and hopes to help facilitate more collaborations among varied agencies throughout the community. She currently serves as Centro Hispano de East Tennessee’s Family Support Coordinator and resides with her family in Oak Ridge, TN.

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