Recognizing that integrative practice is an extremely important component of contemporary clinical work, this course will offer participants a systematic approach with which to make decisions about what intervention or group of interventions are most appropriate for each client at different points in the therapeutic process. Drawing on theories of psychotherapy, clinical social work assessment and diagnosis, and evidence-based models, the course will consider effective approaches to the development of a healthy sense of self and agency with different clients and within different diagnostic categories.
The recent history of the medical and mental health fields can largely be characterized as eclectic, as more practitioners harness seemingly disparate therapies and techniques to arrive at clinical breakthroughs. But while social work professionals have been involved in integrative practice informally and intuitively for years, resources to bring structure to this therapeutic concept have been few and far between.
Integrative Social Work Practice offers tools for integrating theory when conceptualizing cases, communicating with clients, and making better therapeutic use of client individuality. Using clinical material from a variety of settings, it begins with the basic organizing principles behind effective integrative practice. Clinical examples flesh out theoretical rationales, and psychodynamic, cognitive-behavioral, and developmental methods are shown in practical context. The reader will learn how to balance flexibility and boundaries and integrate diverse theories.
This course is based on the book, Integrative Clinical Social Work: A Contemporary Perspective created by F. Diane Barth, LCSW
Course Material Author
F. Diane Barth, LCSW
F. Diane Barth, LCSW, is a social work clinician, supervisor and instructor with more than three decades of experience integrating theories and interventions with clients and presenting these ideas to clinicians in workshops around the US. Most recently she has run workshops on "Adolescents and Social Media" for the Postgraduate Psychoanalytic Society in New York City; "Integrative Practices in Clinical Practice" for the Psychoanalytic Psychotherapy Study Center, in New York City; and "Working with Students with Eating Disorders" at Williams College's counseling center in Williamstown, MA. She has also presented at two recent AAPCSW conferences and will be presenting a paper on alexithymia at the upcoming conference in Durham in March, 2015. She has published numerous articles on a wide variety of topics, including "Integration, Connection and Individuation in Shaeffer's 'Transference, Countertransference and Mutuality in Relational Social Work with College Students' " in the Clinical Social Work Journal March 2014, Volume 42, Issue 1, pp 22-26 and "Putting it all together: An integrative approach to psychotherapy with eating disorders"in Psychoanalytic Social Work, 2014, 21, pp.19-39. She was Guest Editor for a Special Edition of the Clinical Social Work Journal on Integrating Theories in Psychotherapeutic Practice (2011) and is the author of the book Integrative Clinical Social Work Practice: A Contemporary Perspective, published in 2014 by Springer.
F. Diane Barth, LCSW authored the material only, and was not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
This course is recommended for health care professionals, especially psychologists and social workers who seek knowledge about effective development of a healthy sense of self and agency with different clients and within different diagnostic categories. It is appropriate for an intermediate level of participants' knowledge.
After taking this course, you should be able to:
Compare and differentiate key psychotherapeutic approaches to clinical social work.
Identify how each of these theories promotes clients' self-awareness, cohesive sense of self and agency, and relational, interpersonal and work-related skills.
Recognize differences in clients' current level of functioning and organization;
Discuss links between research and direct practice in operationalizing an integrative practice;
Select guidelines for choosing interventions;
Formulate manageable goals based on small steps.
Analyze personal and professional beliefs, issues and dynamics encountered in progressive articulation of skills in the professional use of self in helping relationships;
Build and work with an integrative team.
Establish a relevant, responsible, and effective integrative framework for undertaking the facilitation of intrapersonal change.
Disclosure of Relevant Financial Relationships
Disclosure of Relevant Financial Relationships
CE Learning Systems, LLC is an independent provider of continuing medical education. CE Learning Systems, LLC has no proprietary or financial interest in medical or healthcare products over which the FDA (USA) or EMA (EU) has regulatory authority.
In accordance with our disclosure policies, CE Learning Systems, LLC is committed to ensuring balance, independence, objectivity, and scientific rigor for all accredited continuing education. These policies include assigning relevance to, and mitigating, all perceived or real conflicts of interest between any individual with control over the content and any ineligible company (commercial interest).
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any investigational, off-label, or non-FDA approved content or discussion
CE Learning Systems, LLC has reviewed these disclosures, assigned relevance based on the relationship and scope of content, and identified those with the potential to compromise the goals and educational integrity of the education. Relevant relationships, or lack thereof, are shared with the learner.
Education has been independently peer-reviewed to validate content, mitigate identified conflicts of interest, and ensure:
All recommendations involving clinical medicine is based on evidence that is accepted within the medical profession as adequate justification for their indications and contraindications in the care of patients.
All scientific research referred to, reported, or used in accredited continuing education in support or justification of a patient care recommendation conforms to the generally accepted standards of experimental design, data collection, and analysis.
Content is appropriate, fair and balanced, unbiased, referenced, and non-promotional.
The planners have reported the following: There are no relevant disclosures.
Course Material Author
The authors have disclosed any disclosures within the material.
Course Creator: Tyler Gibson
There are no relevant disclosures.
There is no commercial support for this distance-learning course.
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