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NASW-NY 1st Annual Continuing Education (CE) Conference

Up to 7.5 CEs | Hybrid

In Person Location: Silberman School of Social Work at Hunter College, 2180 Third Avenue, New York, NY

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About the NASW-NY CE Conference

The NASW-NY CE Conference is a statewide gathering of social workers, educators, advocates, and students to learn, share, and collaborate in pursuit of a just future for our profession and the communities we serve. This year’s theme, One New York, One Voice: Reimagining Social Work for a Just Future, emphasizes solidarity, systems change, and the power of community voice.

The 2026 conference will be offered in a hybrid format — participants may attend either in person or virtually, while all presenters will present live and in person at Silberman School of Social Work at Hunter College.

Directions to Silberman School of Social Work at Hunter College

Schedule

8:00–9:00 AM
Registration & Continental Breakfast
9:00–9:30 AM
Welcome & Opening Remarks (0.5 CE)
9:30–10:30 AM
Opening Keynote (1 CE) - Cindy Bautista-Thomas, PhD, LCSW, RYT - Leading with Heart & Power: Reimagining Social Work for Collective Liberation
10:45 AM–11:45 AM (60-min)
12:30–1:30 PM
Lunch & Learn Keynote (1 CE) - Racquel Reid, LCSW - The Sovereignty of Voice: Reimagining Social Work through Inclusion, Wellness, and Collective Power
1:45–2:45 PM
CE Breakout 2 (60-min / Student) 60-min · Student
1:45–3:15 PM
3:00–4:00 PM
CE Breakout 3 (60-min / Student) 60-min · Student
3:30–5:00 PM
4:15–5:15 PM
5:20–5:50 PM
Closing Remarks
6:00–7:00 PM
Reception / Networking Hour

Sponsorship

Reach licensed social workers High-quality CE programming Statewide exposure
Visibility among licensed social workers, mental health practitioners, and community advocates
Association with a conference that advances best practices in social work
Catering, refreshments, and networking receptions
A/V and tech support for presentations
Program materials, signage, and branding exposure
Renowned keynote and workshop presenters
Marketing, outreach, and statewide promotion

Open in a new tab • PDF available on request

Final CE count and agenda details will be announced soon. Member pricing requires active NASW-NY membership. All amounts in USD.
Virtual registration closes: May 15, 2026.

Registration

Registration dates: Early Bird: TBD • Standard: Mar 31, 2026 • Late: Apr 29, 2026 • Virtual registration closes: May 15, 2026
 
Registration Category Early Bird TBD Standard Mar 31, 2026 Late Apr 29, 2026
In-Person Member $130 $150 $200
In-Person Non-Member $180 $200
In-Person Student $35 $500 $75
Online Member $90 $110 $150
Online Non-Member $140 $150
Online Student $25 $40 $65
CE Presenter (Discounted) $100 $100 $100
Student Session Presenter (Discounted) $0 $0 $0

Final CE count and agenda details will be announced soon. Member pricing requires active NASW-NY membership. All amounts in USD.

CE Proposal Submissions

Closed: CE submissions closed on October 31, 2025All applicants were emailed the proposal status by January 15. We received over 180 submissions — thank you!
 

*All presenters must attend in person.

We encourage you to consider submitting a proposal for next year’s conference!

NASW-NY continues to accept regular CE program proposals on an ongoing basis. You can submit your workshop idea anytime through our presenter form here:

Become a CE Presenter — Ongoing Submissions

Student (Non-CE) Sessions

Closed: Student (Non-CE) submissions closed on Monday, December 1, 2025. All applicants were emailed the proposal status by January 30. We received 80 submissions — thank you.
 

*All presenters must attend in person.

Student-led (BSW, DSW, MSW, PhD) and student-targeted sessions led by professionals (non-CE) for presentations, panels, and creative sessions that highlight professional development, student advocacy, leadership, innovation, collaboration, and growth in social work practice. Priority given to student-led submissions. Designed to build community, spark dialogue, and inspire future leaders in the field.

Opening Keynote

Leading with Heart & Power: Reimagining Social Work for Collective Liberation
9:30–10:30 AM Speaker
Dr. Cindy Bautista-Thomas, PhD, LCSW, RYT, keynote speaker headshot

Cindy Bautista-Thomas

PhD, LCSW, RYT

The social work profession has always held the responsibility of moving justice forward and supporting people through the most vulnerable and courageous moments in their lives. In this time of rapid change and growing inequity, we are being called to reach deeper into our purpose and remember why we entered this work in the first place. To truly create a just future, we must lead from a place that honors humanity, culture, community, and love.

Drawing from work across clinical, educational, and community-based settings, Dr. Cindy will highlight the power of storytelling, emotional intelligence, and community voice. Participants will leave energized and grounded with practices that support well-being, fuel joy, and strengthen leadership.

Speaker bio

Dr. Cindy Bautista-Thomas (PhD, LCSW, RYT) is a social work educator, therapist, researcher, and speaker who believes in the healing power of community, identity, and culture. She serves as an Assistant Professor of Social Work at Lehman College and brings more than 20 years of experience across clinical, educational, and community settings.

She is the co-founder of Velocity Visions Inc. and founder of Abundance Counseling Services, LCSW PLLC, providing healing-centered leadership coaching, consulting, workshops, and clinical services that support well-being and promote transformation.

Tag Dr. Cindy

Lunch & Learn Keynote

The Sovereignty of Voice: Reimagining Social Work through Inclusion, Wellness, and Collective Power
12:30–1:30 PM Lunch & Learn
Racquel Reid, LCSW, Lunch & Learn keynote speaker headshot

Racquel Reid

LCSW

In a time when social workers are called to heal systems as much as they serve people, The Sovereignty of Voice invites practitioners to reimagine what justice and care can look like through an inclusive lens. Drawing from professional experience and lived experience as a Black, queer woman who immigrated from Jamaica, this keynote explores how emotional wellness, authenticity, and belonging intersect to strengthen our collective power as social workers.

Through storytelling, reflective inquiry, and evidence-based wellness principles, Racquel Reid will share a practical framework to sustain emotional capacity, deepen community solidarity, and amplify leadership in the pursuit of a just future.

Speaker bio

Racquel Reid, LCSW is a therapist, speaker, and social change agent. She graduated from Hunter College with an MSW in 2013 and is the owner of a private practice in NYC. With more than 15 years of experience in social work, organizing training, and community engagement, Racquel helps leaders and institutions cultivate cultures of belonging and emotional sustainability.

Tag Racquel

Volunteer Opportunities

If you’re interested in volunteering at the NASW-NY 2026 CE Conference, we’d love to have your support! Volunteers help with check-in, room monitoring, event logistics, and attendee engagement throughout the day.

This opportunity is perfect for students and other professionals not seeking CEs who want to get involved, gain event experience, and network with social work professionals.

 

Apply to Volunteer

Volunteer Application (coming soon)

We’ll update this page with the SurveyMonkey link when applications open.

Questions

We’re happy to help. Please reach out to conference.naswny@socialworkers.org.

Breakout 1 — Session Planner

10:45 AM–11:45 AM • 1 CE

Breakout 1 — 60-Minute Sessions

160A Venture Capital-Funded Mental Health Platforms in Private Practice: Ethical Considerations for Clients and Clinicians
10:45 AM–11:45 AM • 1 CE • Room TBD
Course Description

Venture capital-funded mental health platforms are everywhere, easily identifiable by their punchy, one-word names like Alma, Headway, BetterHelp, and Rula, among many others. They attract private practice clinicians by offering help with complex and time-consuming business tasks like credentialing with insurance panels, billing and payments, attracting new clients, and by offering reimbursement rates that are often much higher than a therapist can independently negotiate with an insurance payor. But what exactly does it mean to do business with a company that’s funded by the profit-first ideology of venture capital; what are the ethical implications for social workers, who are bound by professional ethics that protect some of our most vulnerable populations; and what are the risks to our profession as a whole? Can big business and social justice co-exist? Using a combination of first-hand experience and industry research, Melissa Flanagan, LCSW, will provide a risk/benefit analysis to help new and experienced clinicians make an informed decision about a business model that dominates the private practice landscape.

Learning Objectives
  1. Analyze the risks and benefits of using a venture capital-funded mental health platform as a licensed social worker serving persons with mental health concerns.
  2. Build a knowledge base to facilitate informed consent when faced with choices about engaging with VC-funded mental health platforms.
  3. Identify areas where social work advocacy could be beneficial to reduce risks for the populations served.
  4. Identify areas where social work advocacy could be beneficial to our profession.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Ethics and/or Boundaries Organizations / Non-Profit Management / Grant Writing Mental Health
Presenter Bio (click to expand)
Melissa Flanagan headshot

Melissa Flanagan, LCSW

Melissa Flanagan graduated from New York University’s School of Social Work and has been practicing in New York City for almost 20 years. She started her career at Bellevue Hospital in Consult-Liaison Psychiatry and held clinical and administrative positions at Kings County Hospital’s Adult Inpatient Psychiatry Department. During the peak of the COVID-19 pandemic, Melissa was the director of a Manhattan shelter for women experiencing homelessness and serious mental illnesses with medical co-morbidities. In 2022, she started a social justice-informed private psychotherapy practice in Manhattan, The Community Couch LCSW PLLC, which brings a community mental health perspective to private practice therapy. She has written about the impact of venture capital-funded mental health platforms on private practice, and her essay, “The Best Doctors Stay Awake,” featured in the 2024 anthology, The Perfect Doctor: Forty voices on the imperfect pursuit of an ideal, explores the cultural and socioeconomic disparities between doctors, their patients, and the social workers partnered with them on treatment teams.

160B The Parents Who Can't Read the Notices: Bridging Literacy Gaps in Child Welfare for a Just Future
10:45 AM–11:45 AM • 1 CE • Room TBD
Course Description

Across New York, thousands of parents involved in the child welfare system struggle to understand essential documents, from court orders to case plans, due to low literacy. Yet, this issue remains largely invisible in policy discussions and casework practice. This workshop will uncover how literacy barriers undermine family preservation, equity, and access to justice and how social workers can lead systemic solutions. Through a blend of case examples, policy analysis, and collaborative discussion, participants will explore the intersection between literacy, poverty, and child welfare outcomes. Together, we will reimagine a system that empowers all parents, regardless of reading ability, to advocate for their families and fully participate in the process.

Learning Objectives
  1. Identify how low parental literacy impacts engagement, compliance, and outcomes in child welfare cases.
  2. Analyze policy and system gaps that perpetuate inequities for low-literacy parents.
  3. Apply practical strategies for caseworkers to identify literacy needs and connect families to supportive resources.
  4. Collaborate across systems (education, libraries, social services) to address literacy barriers through advocacy and program design.
  5. Integrate an equity-centered approach that recognizes literacy as a social justice issue, not a personal deficit.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Child Welfare Advocacy Cultural Competency & Humility
Presenter Bio (click to expand)
Tiffany Smith headshot (pending)

Tiffany Smith, LMSW

Tiffany S. Smith, LMSW, is a master social worker and Ph.D student in Social Work at Wurzweiler School of Social Work. She has over a decade of experience with ACS-involved families in New York City and recently presented on parental literacy at the 2025 NASW National Conference. Tiffany is passionate about advancing dignity-centered, equity-driven practices in social work.

160C The Social Worker as Disruptor: Practicing Courage and Care in the Pursuit of Justice
10:45 AM–11:45 AM • 1 CE • Room TBD
Course Description

Social work has always carried a dual responsibility: to serve individuals in need and to challenge the systems that create those needs. In today’s climate of inequity and rapid change, the call to disrupt unjust practices and structures is more urgent than ever. This course invites new practitioners to reimagine themselves not only as helpers but as ethical disruptors, professionals who use courage, compassion, and critical awareness to drive systemic change. Together, we will explore three dimensions of this role: understanding why disruption is a necessary and vital function in social work; preparing to navigate the discomfort and resistance that come with it; and cultivating self and community care practices that sustain justice work over time. Through guided reflection, dialogue, and practical examples, participants will gain tools to integrate disruption into their daily practice in ways that honor both their professional values and personal well-being.

Learning Objectives
  1. Define the role of social workers as disruptors in advancing justice and equity within diverse professional settings.
  2. Identify common sources of discomfort and resistance when challenging systemic inequities and strategies for responding effectively.
  3. Develop personal and collective practices that support resilience, ethical courage, and sustainability in justice-oriented work.
  4. Commit to one actionable step to integrate ethical disruption into professional practice or organizational context.
Presentation Audience
Emerging (Beginner)
Practice Areas
Advocacy Anti-Racism Diversity, Equity & Inclusion (DEI)
Presenter Bio (click to expand)
Ish Orkar headshot

Ish Orkar, J.D., L.C.S.W.

Ish is a trained lawyer, social worker, and restorative justice practitioner with experience spanning healthcare, higher education, legal aid, and the nonprofit sector. Grounded in restorative justice values and principles, she works within systems to cultivate spaces for individual and collective liberation—supporting people in reconnecting with their authentic selves and envisioning futures rooted in justice and possibility. As a diversity, equity, and inclusion practitioner, circle keeper, coach, and facilitator, Ish guides groups in building sustainable communities of care while addressing the legacies of oppression that shape their experiences. Her approach is survivor-centered, trauma-informed, and grounded in collective healing.

160D Unseen Threats: Addressing Technology-Facilitated Abuse in Gender-Based Violence Cases
10:45 AM–11:45 AM • 1 CE • Room TBD
Course Description

Technology is now embedded in nearly every part of daily life—and, increasingly, it is being weaponized as a tool of gender-based violence. Sanctuary for Families has found that nearly all clients experience some form of technology-facilitated abuse, yet many providers feel unsure how to recognize or respond to it. This workshop will explore the dynamics of tech abuse, the importance of screening for it, and strategies for supporting survivors through digital safety planning. Presenters will examine both clinical and legal perspectives, offering practical guidance that practitioners can integrate into direct service and advocacy. Participants will learn how abusers misuse technology through surveillance, impersonation, and digital harassment, and how survivors can be supported in reclaiming their safety and autonomy online. The course will also highlight the Sanctuary Tech Abuse Clinic (STAC)—a collaboration between Sanctuary for Families and Cornell Tech—which deploys trained tech volunteers to assist survivors in securing accounts, addressing online harassment, and gathering digital evidence. As technology continues to evolve, this workshop equips social workers and advocates with the tools, language, and confidence to respond effectively to technology-facilitated abuse.

Learning Objectives
  1. Identify common forms and tactics of technology-facilitated abuse in gender-based violence cases.
  2. Integrate tech abuse screening and digital safety planning into social work practice.
  3. Apply trauma-informed, interdisciplinary approaches to support survivors navigating technology misuse.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Intimate Partner Violence / Survivors / Sexual Assault Advocacy Clinical Interventions or Diagnosis
Presenter Bio (click to expand)
Laura Fernandez headshotLaura Fernandez is the Senior Director of Clinical Services at Sanctuary for Families, where she provides strategic leadership and oversight of citywide clinical programs serving survivors of gender-based violence. She manages a multidisciplinary team of more than 90 clinicians, case managers, and support staff delivering trauma-informed care to survivors and their families. With over 30 years of experience addressing the intersections of family violence, child welfare, and trauma, Ms. Fernandez has held leadership and front-line roles across the field, including as a Child Protective Services worker, school counselor, and domestic violence shelter social worker. Before joining Sanctuary in 2015, she served as Assistant Executive Director of Programs at Edwin Gould Services. Ms. Fernandez co-chairs the Downstate Coalition for Crime Victims and has led the development of innovative initiatives such as the EMPOWER Center for survivors of the sex trade, a specialized overnight camp for child witnesses of IPV, and rapid rehousing programs for survivors of IPV and trafficking. She also co-directs the Sanctuary Tech Abuse Clinic, a partnership with Cornell University’s Clinic to End Tech Abuse, advancing services and awareness on technology-facilitated abuse. A dedicated educator, Ms. Fernandez has taught at the Hunter College School of Social Work and serves as a field instructor and mentor for emerging social workers.

Jennifer Friedman headshot

Jennifer Friedman, Esq

Jennifer Friedman is an activist, advocate and lawyer with over twenty-five years of experience in the movement to end gender-based violence. She is currently Senior Program Director for Family Law and Policy at Sanctuary for Families, overseeing the family law practice at three Family Justice Centers. Previously, when Friedman graduated from law school with an Equal Justice Works public interest fellowship, she created, and for ten years directed, the Courtroom Advocates Project (CAP) at Sanctuary, which remains one of the largest and most successful pro bono domestic violence programs in the country. From 2008-2018, Friedman focused on social justice law in Westchester County. In 2008, she joined Pace Law School, first serving as the founding Director of the Public Interest Law Center, where she created and managed pro bono and public interest programs for law students, and then as the founding Executive Director of the Pace Community Law Practice (PCLP), an innovative legal services center dedicated to representing immigrants, and training recent law graduates for legal practice. Then, Friedman joined My Sisters’ Place, as the Managing Director of the Center for Legal Services. Ms. Friedman is a graduate of Columbia College and Columbia Law School, where she was a Kent and Stone Scholar. Ms. Friedman has served on many task forces and advisory committees, including the Governor’s Blue Ribbon Commission on Forensic Evaluations, and is the recipient of many honors and awards, including the New York City Bar Association’s Katherine McDonald Award for Service to the Family Courts, and the Columbia Alumna Association’s Alumna Achievement Award.

160E One People, Many Stories: Addressing Antisemitism and Fostering Solidarity Through Culturally Competent Practice
10:45 AM–11:45 AM • 1 CE • Room TBD
Course Description

This workshop explores cultural humility in social work practice with Jewish clients and colleagues by clarifying what it means to be Jewish as a multidimensional identity that can include religion, culture, ethnicity, ancestry, and peoplehood. Participants will learn about the diversity within Jewish communities and traditions, and how these differences shape lived experience, family systems, community belonging, and clinical context.

Participants will learn to identify manifestations of antisemitism across clinical, institutional, and community settings and analyze how these experiences impact Jewish clients’ mental health and well being. Topics include comparative suffering and the minimization of Jewish pain, the politicization of Jewish identity and the harmful conflation of Jewish identity with political positions, and the double standards that can emerge in professional and community spaces. The training connects these dynamics to clinical and organizational outcomes, including minority stress, identity destabilization, anxiety, grief, hypervigilance, relational strain, and diminished trust in systems of care.

The workshop is practical and application focused. Using a trauma informed and culturally humble lens, participants will build skills to engage more effectively with Jewish clients and colleagues, strengthen therapeutic alliance and organizational trust, and respond in clinically sensitive and ethically grounded ways when bias, double standards, or invalidation arise. Participants will also examine how personal and systemic assumptions about Jewish identity and antisemitism can shape clinical judgment, workplace climate, and helping relationships.

Learning Objectives
  1. Identify manifestations of antisemitism in clinical, institutional, and community settings and analyze impacts on mental health.
  2. Apply trauma-informed and culturally humble strategies when engaging with Jewish clients and colleagues.
  3. Implement culturally competent interventions to support Jewish individuals, families, and communities.
  4. Examine biases related to Jewish identity and antisemitism and apply strategies to foster allyship and solidarity.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Cultural Competency & Humility Anti-Racism Mental Health
Presenter Bio (click to expand)
Presenter headshot (pending)

Malka (Marni) Shaw, LCSW

Malka Shaw, LCSW, is a licensed trauma therapist with over 25 years of clinical experience and the founder of Center for Therapy Services, LLC, a private practice specializing in trauma recovery, couples therapy, and resilience across the life cycle. She is also the founder of Kesher Shalom Projects, an educational initiative dedicated to Jewish cultural competence, trauma-informed care, and the psychological understanding of antisemitism. Malka’s work bridges clinical practice and social justice, helping professionals navigate identity-based trauma and build inclusive, healing-centered environments. She has trained thousands of mental-health providers, educators, and community leaders on topics including bias awareness, resilience, and collective trauma. Her frameworks—the GUARD System for resilience and the BRIDGE Protocol for dialogue and repair—are used to strengthen empathy, critical thinking, and cultural humility in both clinical and organizational settings. A frequent speaker and writer, Malka’s work explores the intersection of trauma, identity, and moral courage, with a focus on restoring safety and belonging in a divided world.

jodi taub

Jodi Taub, LCSW, PLLC

Jodi Taub, LCSW, PLLC, is a New York–based psychotherapist with over 27 years of experience providing individual, couples, family, and group therapy. She specializes in chronic illness and rare disease, helping patients and caregivers navigate health anxiety, medical trauma, and the emotional impact of complex health conditions. In addition to her clinical practice, Jodi is a published writer, researcher, and national speaker on the intersections of mental health and chronic illness. As Program Director for Kesher Shalom Projects, she advances Jewish cultural competence and antisemitism awareness in professional education. She collaborates with the NASW Jewish Special Interest Group, the Association of Jewish Psychologists, and the Jewish Social Work Consortium to strengthen inclusion and mental health support within Jewish communities. Through her work, Jodi fosters resilience, empathy, and healing across both clinical and communal settings.

160F Scientific Self-Care for Anti-Oppressive Supervision
10:45 AM–11:45 AM • 1 CE • Room TBD
Course Description

Social workers face high exposure to trauma, systemic inequities, and high emotional demands—conditions that heighten the risk for burnout, compassion fatigue, and vicarious trauma. This course reframes self-care from a passive act of “recovery” to an active, evidence-based process of nervous system regulation.

Participants will learn skills rooted in Dialectical Behavior Therapy (DBT) and Polyvagal Theory, equipping clinicians, supervisors, and helping professionals with tools to sustain wellness and uphold ethical, anti-oppressive practice.

Through exploration of the neurobiological foundations of emotional dysregulation in high-stress helping roles, participants will learn to apply DBT-informed strategies such as distress tolerance, emotion regulation, and mindfulness, adapted for use by practitioners and supervisors alike. We will also examine implementation considerations—how to integrate and sustain these regulation strategies in supervision, staff meetings, and agency culture in a turn-key, practical manner. Through interactive exercises and small-group reflection, attendees will leave with a personalized Regulation Toolkit designed to enhance self-awareness, promote emotional balance, and strengthen capacity to support others effectively.

Ultimately, this course aligns with the conference theme of Innovating Social Work for a Just Future by emphasizing that a just future requires regulated, self-aware, and centered clinicians. When we prioritize the well-being of those who support others, we create the conditions for equitable, ethical, and sustainable care across systems.  

Learning Objectives
  1. Explain the neurobiological mechanisms underlying burnout, dysregulation, and vicarious trauma (e.g. autonomic states, neuroception).
  2. Apply at least two DBT-derived self-regulation practices (e.g. TIPP, mindfulness, paced breathing) tailored for helping professionals.
  3. Design a practical strategy to embed regulation practices into their organizational context (e.g. supervision, staff meetings, peer check-ins).
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Mental Health Clinical Interventions or Diagnosis Health, Wellness, & Nutrition
Presenter Bio (click to expand)
Stephanie Clarke headshot (pending)

Stephanie Clarke, LCSW

Stephanie Clarke, LCSW, is a licensed clinical social worker, professor, and consultant with a background in school social work and clinical practice. She has extensive experience supporting children, teens, couples, and families through a strengths-based and trauma-informed lens. Trained in Dialectical Behavior Therapy (DBT), Stephanie integrates mindfulness and emotional regulation strategies into her work with both clients and professionals. As a clinical consultant, she partners with schools and organizations to enhance mental health programming, strengthen Multi-Tiered Systems of Support (MTSS), and promote equitable, trauma-informed practices across systems. Stephanie also serves as a professor of social work, where she teaches on cultural humility, trauma, and wellness in practice. Currently pursuing her Doctorate in Social Work, Stephanie’s research focuses on educator well-being, self-care, and DBT-informed mindfulness as tools to support emotional regulation and sustainability in helping professions. Her work bridges science and practice—empowering those who support others to do so with compassion, balance, and resilience.

10:45 AM–12:15 PM • 1.5 CEs

Breakout 1 — 90-Minute Sessions

190A Agents of Social Change: Social Workers Taking Action to End Solitary Confinement
10:45 AM–12:15 PM • 1.5 CEs • Room TBD
Course Description

This workshop will provide an in-depth examination of solitary confinement in the United States and its impact on individuals, families, and communities, with particular attention to mental health practice, ethical responsibilities, and social justice. Participants will learn about the historical evolution and current use of solitary confinement in prisons, jails, and detention centers, and how this practice disproportionately affects marginalized populations, including Black and Brown communities, people with serious mental illness, LGBTQ+ individuals, and youth. The workshop will review research on the psychological and physiological consequences of isolation, emphasizing trauma, crisis response, and clinical considerations for practitioners working with impacted populations. In alignment with NYSED topics, the training will address the social worker’s role in trauma-informed care, cultural humility, and eliminating the impacts of systemic racism within carceral settings. Instructors will also explore ethical issues guided by the NASW Code of Ethics, including human rights, dignity and worth of the person, and advocacy obligations when working with oppressed and vulnerable groups. Participants will also hear directly from a justice-impacted individual who has survived solitary confinement and is now an advocate, bringing lived experience and firsthand testimony to deepen understanding and promote authentic, human-centered learning.

Participants will be introduced to current reform efforts and legislation, such as New York’s End Health Professionals’ Complicity in the Torture of Detained or Incarcerated Individuals Act, while discussing best practices for interdisciplinary collaboration and policy advocacy. The workshop will conclude with actionable strategies for social workers to engage in clinical support, community education, and systemic change aimed at ending solitary confinement and advancing humane, community-based alternatives.

Learning Objectives
  1. Describe the historical evolution and current use of solitary confinement in U.S. prisons, jails, and detention centers, including disproportionate impact on marginalized populations.
  2. Identify the psychological, physiological, and behavioral consequences of isolation with attention to trauma and crisis response.
  3. Analyze intersections with systemic racism, disability, and human rights abuses and apply cultural humility and trauma-informed care.
  4. Explain ethical responsibilities related to dignity, challenging injustice, and advocacy for oppressed groups.
  5. Develop actionable steps for integrating advocacy, community education, and systemic change efforts into practice.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Criminal Justice / Courts / Forensics Anti-Racism Mental Health
Presenter Bio (click to expand)
Justyna Rzewinski headshot

Justyna Rzewinski, LCSW

Justyna Rzewinski, LCSW, is known as a Rikers Island whistleblower and is the founder of Justice Journey Wellness LLC, where she provides therapy, healing, and advocacy for justice-impacted individuals. Guided by an unshakable belief in humanity, dignity, and second chances, she has dedicated her life to transforming the systems that harm the very people they are meant to protect. After witnessing the inhumane treatment of people with serious mental illness as a Clinical Supervisor on Rikers Island, Justyna bravely testified before the NYC Board of Correction, exposing abusive practices which sparked an official investigation. She now serves as the Clinical Director of a Supervised Release Program, advancing community-based alternatives to incarceration and ensuring people receive support, not punishment, as they rebuild their lives. Justyna is the NASW-NY Queens Division Director and an active member of Freedom Agenda and SWASC—Social Workers Against Solitary Confinement, where she works to pass legislation that ends abusive practices, expands humane policies, and transforms the criminal legal system. As an educator, she teaches forensic psychology and social work at John Jay College, Long Island University, and Yeshiva University, inspiring future practitioners to lead with courage, compassion, and justice-centered values. Through Justice Journey Wellness, her legislative advocacy, and her leadership in community-based reform efforts, Justyna remains steadfast in her mission to build a world rooted in healing-centered justice, restore hope, and elevate the voices of those too often silenced.

Dr. Zelaika Hepworth Clarke headshot (pending)

Sandra Bernabei, LCSW

Sandra Bernabei, LCSW, NYC metro area community organizer, private practitioner. She is a liberation psychotherapist and life coach doing the work of liberation from the tyranny of depression, anxiety and addictions. She has taught social justice and empowerment case management. at Fordham University, Graduate School of Social Service. Sandy is a founding member of the Antiracist Alliance, an antiracist organizing collective of New York City area human service practitioners. ARA is building a movement to undo structural racism in our lifetime and to bring an analysis of structural racism as outlined by the People's Institute for Survival and Beyond to social work education and practice. www.antiracistalliance.com www.endthestructureofracism.ning.com She has over 30 years experience in the field of addictions and has served as directors of Barnard College/Columbia University, Alcohol & Substance Abuse Prevention Program, the Council on Alcoholism and other Drug Dependence in Rockland County- New York, and the Chemical Dependency Training Institute for Addiction Specialist. She received the 2012 Social Worker of the Year Award for NASW Westchester Division. In January 2008 she received a recognition award at the 10th anniversary of the Rockland County Drug Court for her work as the founder of a grassroots community effort that established the drug court. In May 2008 she was the recipient of the NASW NYC Social Work Image Award. She is also the recipient of the 2007 WestCOP Community Service Award. The Westchester Community Opportunity Program mission is to advocate, mobilize and effectively manage resources that will help the low income and at-risk populations in Westchester and Putnam Counties become more self-sufficient. She served two terms as a member of the Board of Directors of the National Association of Social Workers-New York City Chapter and is currently a board member for The Center for the Study of White American Culture, Vice Chair of WESPAC Foundation, and a member of The People’s Institute for Survival and Beyond, NYC leadership team.

Marvin Wade headshot

Marvin Wade, SWASC

Marvin Wade is a justice-impacted leader, writer, and advocate who was released from prison in 2019 after serving 25 years of incarceration. Born in 1970 in Brooklyn, New York, to a single mother raising three children, Marvin’s early life was marked by hardship, instability, and limited opportunities. Yet throughout his incarceration, he transformed adversity into purpose by cultivating his voice, deepening his spiritual consciousness, and committing himself to personal growth, healing, and community uplift. Marvin is a gifted and accomplished writer with published works featured in The Project Mend Journal, Voices of Fortune, and on the platform recreationwriters.com. His powerful storytelling and reflections on humanity, trauma, hope, and liberation have reached audiences both inside and outside correctional walls. Marvin’s writing has also been shared in prominent cultural spaces, including the Malin Gallery, Princeton University, the Everson Museum of Art, and the Museum of Modern Art (MoMA), where he has been invited to read and discuss his work. Today, Marvin serves as a Prison and Social Advocate, Spiritual Activist, and healing-centered educator. He believes his life’s purpose is to be a light for others, especially those who have been marginalized, incarcerated, or silenced. Through creative expression, spiritual grounding, and truth-telling, Marvin seeks to help people rediscover their inherent worth, reclaim their stories, and find their true path. He remains dedicated to advancing healing, humanity, and justice through the arts, community engagement, and transformative advocacy.

190B Healing Rhythms: The Power of Hip-Hop Therapy in Reimagining Social Work for Youth Justice and Community Healing
10:45 AM–12:15 PM • 1.5 CEs • Room TBD
Course Description

Healing Rhythms: The Power of Hip-Hop Therapy introduces participants to Hip-Hop Therapy as a culturally responsive, healing-centered practice that bridges clinical social work and community-based youth engagement. This course explores how the foundational elements of Hip-Hop—rhythm, lyricism, creativity, and storytelling—can be used to promote emotional regulation, self-expression, and resilience among youth impacted by trauma, systemic inequities, and marginalization. Participants will learn how to integrate cognitive reframing techniques, lyric analysis, and creative writing into therapeutic interventions that honor cultural identity and community voice.

The course will highlight best practices for engaging adolescents through culturally competent frameworks, addressing diversity arenas such as race, culture, and lived experience in mental health. Using interactive activities and real-world examples from Teens Under Construction programs, participants will gain tools to strengthen rapport, enhance cultural humility, and implement creative approaches to trauma-informed care. By the end of the course, attendees will understand how Hip-Hop Therapy aligns with social work ethics, equity-focused practice, and the reimagining of social work for a just and inclusive future.

Learning Objectives
  1. Define the principles and framework of Hip-Hop Therapy as a healing-centered, culturally responsive intervention. 
  2. Identify strategies to integrate music, creativity, and cultural identity into social work practice with youth. 
  3. Apply Hip-Hop Therapy techniques—such as lyric analysis and cognitive reframing—to support emotional regulation and positive identity formation. 
  4. Recognize how Hip-Hop Therapy aligns with social work values of empowerment, equity, and community voice. 
  5. Explore collaborative opportunities between social workers, educators, and community leaders to sustain culturally grounded healing spaces. 
Presentation Audience
Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Children and Youth Cultural Competency & Humility Clinical interventions or Diagnosis
Presenters — Yocasta Jimenez, LMSW & Shamar Watson, LMSW
Yocasta Jimenez headshot

Yocasta Jimenez, LMSW

Yocasta Jimenez, known as Yogi, is the founder and CEO of Teens Under Construction, Inc. (TUC)—the Home of Hip-Hop Therapy—a 501(c)(3) nonprofit providing innovative, culturally grounded therapeutic services to youth ages 13–25. Born in Harlem and raised in the Bronx, Yogi’s journey from a teenage mother who left high school at 15 to a community leader and clinician embodies resilience and transformation. Her lived experiences with adversity and the justice system have become the foundation of her mission to empower at-risk youth through creative and therapeutic expression. As a high school clinician, Yogi connects deeply with students, offering empathy, guidance, and practical tools to help them thrive. Her leadership at TUC centers on integrating Hip-Hop culture into therapy, using it as a bridge to engage and heal young people.

Shamar Watson headshot

Shamar Watson, LMSW

Shamar Watson, a proud Bronx native, was raised with strong values of perseverance and integrity that continue to guide his work today. His passion for youth advocacy began at a local community center, where he started as an after-school counselor and quickly discovered his calling to support and empower young people. At 22, becoming a father profoundly shaped his perspective, teaching him resilience, balance, and empathy for the challenges faced by young parents. This experience deepened his dedication to creating supportive environments for youth and families. Over the years, Shamar advanced from After-School Coordinator to Director, eventually becoming Director of Youth Development at a Bronx-based organization, where he gained valuable expertise in advocacy, funding, and program design. In 2019, he became Vice President of Teens Under Construction (TUC), a nonprofit that delivers transformative programs and mentorship opportunities to youth across the tri-state area. His leadership at TUC emphasizes collaboration with community partners such as the Department of Corrections, Youth Bureaus, and school districts to foster positive change. In 2023, Shamar joined the Ossining School District as a high school social worker, merging his passion for youth development with direct clinical practice. In this role, he provides students with guidance, resources, and emotional support to help them navigate life’s challenges. Shamar’s journey reflects his unwavering commitment to growth, resilience, and uplifting the next generation through compassion and community engagement.

190C Supporting Nonbinary and Genderqueer Parents: An Informative Workshop for Practitioners and Educators
10:45 AM–12:15 PM • 1.5 CEs • Room TBD
Course Description

As parents, guardians, and caretakers of all genders have always existed, the fields of health and mental health care continue to struggle to adapt and provide the non-binaried systems of support these families need. As nonbinary parents and parents who are gender expansive become more visible in the media, they challenge conventional ideas of parenting styles, family dynamics, and support structures. This discussion will address nonbinary erasure, paralleling bi-erasure, which excludes the experiences of those who do not identify within the gender binary. We will explore how such erasure impacts people’s access to pregnancy-related care, medical services, mental health support, and community networks. Drs. Hepworth Clarke and Thomas will share their experiences navigating the Medical Industrial Complex (Mingus, Page, Berne), highlighting the ways their nonbinary identities were challenged during care. This course is designed for clinicians, social workers, and other direct service providers who want to expand their understanding of parenting and identity beyond the binary.

Learning Objectives
  1. Define at least three key terms related to nonbinary and other expansive gender identities.
  2. Apply those terms appropriately within their professional or clinical practice.
  3. Identify two common clinical biases about nonbinary and gender-expansive parents and articulate one alternative framework for each.
Presentation Audience
Student Emerging (Beginner) Mid-career (intermediate) Advanced (Expert)
Practice Areas
LGBTQIA+ Cultural Competency & Humility Mental Health
Presenters — Dr. Shanéa Thomas, EdD, LICSW, CSE & Dr. Zelaika Hepworth Clarke (Dr., they/them, zie/zir), PhD, MSW, MEd, CSE, CST

(Click to expand)
Dr. Shanéa Thomas headshot (pending)

Dr. Shanéa Thomas, EdD, LICSW, CSE

Dr. Shanéa Thomas, LICSW, CSE (he/she/Dr.) is a bold lecturer, seasoned scholar–practitioner, TEDx Speaker, and AASECT’s (American Association of Sex Educators, Counselors and Therapists) 2024 Sexuality Educator of the Year, has more than 20 years of professional clinical social work experience in the Washington, D.C. metro area. As a proud Howard University School of Social Work graduate, Dr. Thomas’ main commitment in the field is training and strategizing with social workers, educators, and service providers around building safer therapeutic, educational and workplace spaces for all people. He has facilitated over 120 workshops centering needs around diversity, equity and inclusion, grief and loss, mental health, sex and gender, and LGBTQIA+ populations. Dr. Thomas ended his 10-year position at the University of Southern California School of Social Work as a Senior Lecturer in 2022 to further the commitment to LGBTQ+ inclusivity through the University of Maryland School of Public Health as their LGBTQ+ Training Specialist and Assistant Clinical Research Professor. She has assisted the Prevention Research Center in launching their national training program using evidence-based tools to build LGBTQIA+ competency in practice amongst mental health professionals.  After witnessing a deep disconnect between decision-makers, direct service professionals, and the community, and recognizing the urgent need for educators and practitioners to thrive, not just survive, Dr. Thomas shifted from her appointed role as Executive Director of Accreditation at the Council for Social Work Education to invest more intently into Thomas Consulting and Therapeutic Services. Today, she partners with clinicians, educators, and healthcare leaders highlighting what she calls as "The Thomas Standard" to build strategies and cultures rooted in empathy, accountability, and transformative growth through the lens of grief, legacy and equitable strategy.

Dr. Zelaika Hepworth Clarke headshot (pending)

Dr. Zelaika Hepworth Clarke, PhD, MSW, MEd, CSE, CST

Dr. Zelaika Hepworth Clarke, PhD, MSW, MEd,CSE, CST, (Dr., they/them, zie/zir) is an AASECT-Certified Sexuality Educator and AASECT Certified Sex Therapist, as well as a loveologist, cultural and clinical sexologist, Africa-centered social worker, anti-racist sexuality educator, decolonial eroticologist, decolonizing autoethnographer, and consultant. Dr. Hepworth Clarke is the first Jamerican (Jamaican-American) to earn three degrees in Sexuality Studies from accredited universities in the United States: a Bachelor of Arts from NYU in Sexuality, Culture, and Oppression (2007); a Master of Education in Human Sexuality (2012); and a Doctorate of Philosophy in Human Sexuality (2015) from the Center for Human Sexuality Studies at Widener University. Dr. Hepworth Clarke is currently an adjunct professor at Columbia University School of Social Work. They are a graduate of the National Academy for African-Centered Social Work, the International School of Transnational Decolonial Black Feminism in Brazil, and the Decolonizing Knowledge and Power Summer School in Barcelona, Catalonia. They co-founded the anti-racist decolonial sexuality studies program at Goddard College and co-created the Decolonial Sexual Attitude Restructuring/Reassessment (D-SAR), a sexuality training program that helps participants examine the impact of settler-colonialism, white supremacy, capitalism, and cisheteropatriarchy on sex, gender, and relational dynamics. As the director of The Pluriversity LLC, Dr. Hepworth Clarke offers decolonial guidance services, love education, consulting, and counseling with a commitment to increasing sexual multiepistemic literacy, erotic sovereignty, and sensual justice. Their work centers communities of the African diaspora, along with kinky, non-monogamous, queer, gender-expansive, and erotically colonized populations.

190D The SOLAR Program: An Academic-Practice Partnership to Build an Equity-Driven Addiction & Recovery Leadership Pipeline
10:45 AM–12:15 PM • 1.5 CEs • Room TBD
Course Description

This course presents SOLAR (Social Work Opportunities for Leadership in Addiction and Recovery)—a cross-sector partnership between Samaritan Daytop Village (SDV) and Stony Brook University School of Social Welfare (SBU) that builds an equity-driven leadership pipeline in the addiction and recovery workforce. Rooted in New York State policy context and sector advocacy, SOLAR integrates work-compatible MSW education, supervision and mentorship, and career pathways for frontline and mid-level staff—strengthening retention, advancement, and culturally responsive care. Presenters will connect practice realities with macro-level levers (funding policy, contract structures, wage equity, and workforce initiatives) to demonstrate how academic–practice partnerships can dismantle structural barriers and institutionalize equitable advancement. Through case studies, student spotlights, and small-group design work, participants will map how to adapt core SOLAR elements—curricular alignment, practicum integration, supervisory coaching, role redesign, and outcome tracking—to their organizations. We will review outcomes and implementation lessons (e.g., graduation milestones, promotions/licensure progress, retention, media/voice amplification) and discuss sustainability strategies (tuition partnerships, funder alignment, policy positioning). Participants leave with a replication toolkit to launch/scale leadership pipelines aligned to NYSED topics in practice, management/policy, supervision, pedagogy, and program evaluation.

Learning Objectives
  1. Analyze pathways through which academic–practice partnerships can address structural inequities in the addiction and recovery services workforce.
  2. Design a draft leadership pipeline plan (education, supervision, practicum, role progression) tailored to their agency’s needs using the SOLAR replication toolkit.
  3. Map funding and policy levers (e.g., state initiatives, philanthropy, contract structures) to support wage equity, retention, and advancement outcomes.
  4. Apply supervisory and mentorship frameworks that strengthen licensure progress, cultural humility, and trauma-informed practice among frontline staff.
  5. Develop an outcomes and evaluation grid that tracks retention, promotions, licensure milestones, and equity indicators over 12–24 months.
Presentation Audience
Emerging (Beginner) Mid-career (Intermediate) Advanced (Expert)
Practice Areas
Administration / Management / Leadership Addictions / Substance use College / University
Presenters — Melissa J. Earle, Ph.D., LCSW & James Hollywood, LCSW & Harry Scott, J.D., MSW, CASAC (click to expand)
Melissa J. Earle headshot

Melissa J. Earle, Ph.D., LCSW

Dr. Melissa J. Earle, Ph.D., LCSW is a Clinical Associate Professor and the Director of CASAC and Addictions Education at SBU’s SSW. Dr. Earle is a clinical social worker, educator, and researcher with over two decades of experience in behavioral health, workforce development, and nonprofit leadership. She currently serves as the Project Director of the SOLAR program at Stony Brook University’s School of Social Welfare, where she leads innovative academic-practice partnerships designed to strengthen the addiction services workforce. Dr. Earle’s work focuses on trauma-informed care, leadership development, and advancing equity in social work education. Her background includes executive roles in nonprofit organizations and a strong commitment to mentoring emerging professionals in the field. She holds a Ph.D. in Social Work and is a Licensed Clinical Social Worker in New York State. Dr. Earle will serve as the SBU lead on this presentation.

James Hollywood headshot (pending)

James Hollywood, LCSW

James Hollywood, LCSW is Vice President of Residential Treatment & Recovery Services at Samaritan Daytop Village (SDV), overseeing 12 residential treatment programs with 1,100+ beds serving over 3,000 clients annually. With 25+ years in substance use, mental health, and homeless services, he received the NYS OASAS Commissioner’s Service Award for Treatment. James co-developed Let’s Get Organized, an HHS-recognized intervention to improve client executive functioning during re-entry. He co-leads SDV’s SOLAR partnership with Stony Brook University, advancing an equity-driven leadership pipeline for the addictions workforce. His expertise spans trauma-informed care, supervision, program operations, and cross-sector collaboration. He is an MSW graduate of Hunter College and holds a BA in Sociology from St. John’s University.

Harry Scott headshot (pending)

Harry Scott, J.D., MSW, CASAC

Harry Scott, J.D. is SDV’s Assistant Vice President of Residential Treatment and oversees the “downstate” portfolio of residential treatment programs and determines clients’ eligibility and medical necessity for treatment. In this role, Scott also manages bed utilization and appropriate placement of clients into our system of care. He previously served as Program Director for the agency’s Van Wyck Residential Treatment Program in Queens. An accomplished attorney, Mr. Scott embraced a new career when he joined Samaritan Daytop Village in 2005 as a Case Manager. Prior to joining the agency, he spent nearly 30 years as a lawyer and general counsel with a specialty in labor relations. He represented organizations such as the National Labor Relations Board, the U.S. Department of Labor and New York City Off-Track Betting. He later spent seven years in private practice providing legal services to clients in criminal, landlord/tenant and family court cases. Mr. Scott previously served as an Adjunct Assistant Professor in the American Studies Department for the SUNY College at Old Westbury, and in the Labor Studies Program at Queens College. Mr. Scott received his Master of Social Work from Hunter College, and both a Juris Doctor in Law and a Bachelor of Arts in Political Science from the University of Pittsburgh. He is a Certified Alcohol and Substance Abuse Counselor (CASAC) and holds a graduate certificate from Cornell University’s Minority Labor Arbitrator Development Program. Mr. Scott facilitates practicum supervision for all SOLAR students; he is also a lead instructor within SBU’s CASAC program.

190E Exploring Alternatives to Mandated Reporting in New York
10:45 AM–12:15 PM • 1.5 CEs • Room TBD
Course Description

The calls to end mandated reporting across the United States are growing. Alternatives to existing policy are being explored in various forms through efforts like California’s Mandated Reporting to Community Supporting Task Force and Colorado’s Mandatory Reporting Taskforce. The New York Mandated Reporting Working Group (NY MRWG) is developing policy solutions to end the harms of mandated reporting. This course will highlight policy alternatives currently being considered by the NY MRWG. Pending NYS legislation which would remove criminal and civil penalties for “failing to report” will be discussed. Removing “neglect” from the mandate to report will be considered. “Mandated Supporting” will also be outlined. This course aims to engage participants in a critical examination of these and other alternatives, and include the opportunity for participants to propose their own suggested alternatives.

learning objectives
  1. Define the limits of the legal obligation to report suspected child abuse and maltreatment in NYS. 
  2. Identify the ethical conundrums social workers face when considering their obligations as mandated reporters. 
  3. Describe alternatives to mandated reporting that support children and families. 

Presentation Audience
Student Emerging (Beginner) Mid-career (Intermediate) Advanced (Expert)
Practice Areas
Advocacy Child Welfare Criminal Justice / Courts / Forensics
Presenters — Kathryn Krase, PhD, JD, MSW & Brandy Cooper, JD Candidate (click to expand)
Kathryn Krase headshot

Kathryn Krase, PhD, JD, MSW

Kathryn Krase, Ph.D., J.D., M.S.W., Principal Consultant with Krase Consultant, is an expert on the professional reporting of suspected child maltreatment. She has authored multiple books and articles on the subject. She has years of experience consulting with government and community based organizations to develop policy & practice standards.

Brandy Cooper headshot

Brandy Cooper, JD Candidate

Brandy Cooper is the Manager of Advocacy and Policy at HOPE585, where she leads systems-change efforts focused on reducing unnecessary child welfare involvement and advancing community-centered, non-punitive alternatives to surveillance and punishment. With a background in criminal justice and as a current Juris Doctor candidate at Syracuse University College of Law (Class of 2028), Brandy brings a multidisciplinary legal and policy lens to reform at the intersection of family regulation, public systems, and community well-being. She recently oversaw Reimagine, a human-centered initiative that convened professionals, advocates, and directly impacted parents to re-examine mandated reporting and co-create supportive pathways to care. Brandy serves on multiple working groups, including the New York Mandated Reporting Working Group, and grounds her work in both professional expertise and lived experience.

190F Breaking Stigma and Building Resilience: Latinx Immigrant Storytelling and Narratives
10:45 AM–12:15 PM • 1.5 CEs • Room TBD
Course Description

Even in times less challenging than these, immigrant narratives have always been rooted in stigma, negative stereotypes, and violence. In light of the current humanitarian crisis, these narratives have never been stronger. It is time to break harmful norms and stigmas by amplifying voices that are often ignored and rewriting migrant narratives from firsthand perspectives. We can do this through storytelling, bringing us back to our roots of oral tradition, ancestral wisdom, and holistic practice in Latinx culture.

Storytelling and personal narratives are powerful tools for Latinx immigrants, families, and individuals. The transformative experience of sharing your own story in your own words, reflecting on experiences, and taking up space helps promote mental wellness, empowerment, and community. At the same time, these narratives help to undo violent stigmas and harmful stereotypes, rewriting common misconceptions and helping change societal perspectives.

This workshop will begin with a presentation on the power of storytelling, drawing on case studies from the Latinx/e in Social Work book series, a collection of personal narratives that amplifies the voices of Latinx social workers. During the interactive activity, attendees will have the opportunity to write and share their own narratives. At the end of the workshop, Latinx, immigrant, and other marginalized attendees will feel more confident to not only share their own stories but engage in ethical storytelling techniques with their clients and community.

Learning Objectives
  1. Unpack the stigma around immigrants and immigration.
  2. Identify the transformative impacts of storytelling and sharing personal narratives, including the connection between storytelling and post-traumatic healing.
  3. Be inspired to tell their own story, as well as understand how to ethically record stories and inspire others to share their experiences.
  4. Apply strategies for combining storytelling and mental wellness into social work practice.
Presentation Audience
Student Emerging (Beginner) Mid-career (Intermediate) Advanced (Expert)
Practice Areas
Immigrants / Refugees Cultural Competency & Humility Mental Health
Presenter —Erica Priscilla Sandoval, LCSW, SIFI (click to expand)
Erica Priscilla Sandoval headshot

Erica Priscilla Sandoval, LCSW, SIFI

Erica Priscilla Sandoval, LCSW, SIFI is an award-winning mental health practitioner, speaker, executive coach, entrepreneur, podcaster, philanthropist, and author. Erica is the Executive Director of Siembra Today, a women-run, BIPOC-led nonprofit devoted to providing accessible mental health and wellness support through narrative storytelling, books, workshops, healing circles, conferences, and social media campaigns. Siembra Today’s goal is to destigmatize and promote mental health and wellness for the Latinx/e and BIPOC community, so that they can plant seeds of hope for themselves and future generations. Erica is the founder and CEO of Sandoval Psychotherapy Consultation—known as Sandoval CoLab—which offers talk therapy, ketamine-assisted psychotherapy (KAP), and holistic offerings. To further this work, she founded Casa Wellness in Queens, NY, and Casa Andes in Filandia, Colombia, to host community circles and wellness retreats. She is also the creator of the book series Latinx/e in Social Work, three volumes of personal narratives that amplify the voices of Latinx/e social workers nationwide. Erica holds a Post Master’s in Clinical Adolescent Psychology and a Master’s in Social Work from New York University, Silver School of Social Work. She is a President Emeritus of NASW-NYC, where she was the first immigrant Latina Board President of that chapter. As a proud immigrant from Ecuador, her passion is fueled by supporting her community.

10:45 AM–12:15 PM • 0 CEs

Breakout 1 — Student Sessions

SS190A Not Another Reflection: Addressing Minority Fatigue in Social Work Education
10:45 AM–12:15 PM • 0 CEs • Room TBD
Course Description

This session addresses the fatigue of being a “social justice warrior” while also navigating life in a marginalized identity. Social work programs often require students to explore PROP (power, race, oppression, and privilege), but these assignments frequently ask marginalized students to rehash the same personal stories in repetitive formats. PROP and similar frameworks have been implemented in some curricula to address the tokenization and hierarchical dynamics that social work has historically carried. This approach still caters to educating privileged identities rather than supporting the well-being of marginalized ones. Current literature across social work, sociology, and advocacy highlights the emotional labor and burnout experienced by minority students in these settings.

This session will summarize that research, identify the core issues, and explore why marginalized students may sometimes “skate by” assignments since some already understand PROP so deeply that the prompts don’t push them further. We will also discuss how this dynamic can limit their opportunities for deeper reflection and professional growth. The goal is to brainstorm strategies for re-engaging marginalized students in a way that respects their experiences without requiring constant self-exposure. Ultimately, the session aims to develop ideas for tailoring assignments and class practices that encourage more meaningful learning without relying on retelling narratives.

Learning Objectives
  1. Describe how PROP-centered coursework can contribute to minority fatigue and repetitive self-disclosure.
  2. Identify key themes from current literature on marginalized student experiences in social work and related fields.
  3. Examine classroom and assignment structures that may unintentionally privilege non-marginalized students.
  4. Generate strategies to re-engage marginalized students without relying on repeated personal narratives.
  5. Propose adjustments to assignments or discussions that foster deeper, more equitable student reflection.
Presentation Audience
Students (BSW) Students (MSW) Students (Doctorate) Students (DSW) Early-career Professionals Faculty / educators
Practice Areas
Diversity, Equity & Inclusion (DEI Education / Social Work Education (or College / University) Ethics and/or Boundaries
Presenter Bio (click to expand)
Amari Monet Jones headshot (pending)

Amari Monet Jones, MSW Student (2027), Colombia University

Graduating summa cum laude, Amari earned two B.A. 's from Emory & Henry College in Sociology and Political Science with a concentration in Data Analysis. During their undergraduate studies, they completed two honors theses grounded in theory, self-reflection, structural analysis, and identity formation, reflecting their early proclivity to exploring how identity and positionality shape an individual’s outlooks, opportunities, and outcomes. Amari now serves as a Community Engagement Associate for the City of Hampton, where they work to ensure residents across diverse backgrounds have meaningful access to civic processes, planning initiatives, and development decisions. In this role, they are leading outreach for Hampton’s Youth Master Plan, a youth-designed component of the city’s comprehensive plan aimed at building early civic literacy and fostering long-term participation in government and social justice movements.

Amari’s fondness of identity-centered and diversified centered approaches to equity, relational engagement, and the dismantling of structural barriers is what pulls them to social work. As a social work student, Amari intends to pursue policy and systems-change work, at Columbia University, using a social work lens to challenge and transform the conditions that produce disparities across communities; ones they are a product of themselves.

SS190B Land, Healing, and Justice: Reimagining Harm Reduction for NYC Youth

10:45 AM–12:15 PM • 0 CEs • Room TBD

Course Description

This presentation introduces participants to a culturally grounded model of adolescent well-being rooted in land-based healing, youth leadership, and community care. The session will explore how reconnecting Black, Latinx, and Indigenous youth to land, ancestry, and collective memory can expand conventional harm reduction frameworks and address the structural harms that drive mental health crises and substance-use vulnerability. Drawing from community partnerships through the work of the NYC Land-Based Healing Project, current research and Indigenous scholarship, the presentation highlights how gardens, farms, and outdoor cultural practices can function as protective factors for adolescents navigating trauma, housing instability, racism, and economic inequity. The session will include a combination of visual storytelling, informational handouts and interactive material, demonstrating applied examples of how urban farming, stewardship, and cultural practices encourage identity development, resilience, and post-traumatic growth in youth. Designed for students, social workers, and practitioners, this session invites participants to reimagine youth services through decolonized, harm reduction and healing forward, community-led approaches that amplify collective power. The purpose of this session is to illustrate a scalable, justice-oriented intervention model that can be integrated into future youth programming, policy advocacy, and community partnerships across New York State.

Learning Objectives
  1. Define land-based healing and explain how it expands harm reduction frameworks for adolescents through culturally grounded, community-centered practices.
  2. Identify the impacts of historical trauma, structural racism, and environmental inequity on adolescent mental health and substance-use vulnerability in New York City.
  3. Describe at least three land-based healing activities (e.g., youth-led farming, stewardship, ancestral foodways, and collective ritual) and their relevance to healing and resilience among adolescents of color.
  4. Analyze how community farms, intergenerational mentorship, and cultural reconnection can function as protective factors that reduce long-term risk of addiction and mental health challenges.
  5. Apply principles of decolonized, healing-centered practice to envision youth programming or community partnerships aligned with social work values and statewide advocacy for systemic equity.
Presentation Audience
Students (BSW) Students (MSW) Students (Doctorate) Students (DSW) Early-career professionals Faculty / educators
Practice Areas
Children and Youth Mental Health Cultural Competency & Humility
Presenter bio (click to expand)
Essivi Collins headshot (pending)

Essivi Collins, BSW Student (2026), Silberman School of Social Work at Hunter College )

Essivi Collins is a Mellon Public Humanities and Social Justice Scholar, a Bachelor of Social Work student at Hunter College, and a "harm reductionist" focused on adolescent well-being and community-based healing. Her academic work centers on expanding decolonized approaches to mental health, particularly examining the role of land, culture, and collective memory in supporting youth resiliency. Essivi’s background includes professional experience in homelessness services, substance use counseling, crisis intervention and trauma-informed care, where she has worked directly with adults and adolescents navigating healing and recovery. Her research draws from Indigenous scholarship, community partnerships, and qualitative inquiries to reimagine harm reduction through culturally grounded land-based practices. As a member of the NYC Land-Based Healing Project Council, she collaborates with community farms and youth leaders to explore how land stewardship and cultural reconnection can function as protective factors for Black, Latinx, and Indigenous adolescents. Essivi brings a combined lens of lived experience, community-rooted scholarship, and clinical training to this work, with a commitment to advancing social justice-oriented, sustainable models of healing for young people across New York City.

Breakout 2 — Session Planner

1:45 PM–2:45 PM • 1 CE

Breakout 2 — 60-Minute Sessions

260A At the Margins of Nation and Narrative: Centering Black Immigrant Voices in the Pursuit of Justice
1:45 PM–2:45 PM • 1 CE • Room TBD
Course Description (starter)

The concept of “the Other”—those perceived as foreign, threatening, or less deserving—has long shaped the immigrant experience in the United States (Said, 1978). For Black immigrants, this Othering is intensified by the intersection of racialization and foreignness, subjecting them to compounding systems of exclusion. While all immigrants may face xenophobia, Black immigrants are uniquely positioned at the nexus of anti-Black racism and national exclusion, rendering their experiences both hypervisible in systems of surveillance and punishment, and invisible in policy and discourse.

This 60-minute presentation critically examines the dual marginalization of Black immigrants and refugees through an intersectional, historical, and ethical lens. Drawing on research, policy data, and lived experience, Dr. Christiana Best-Giacomini exposes how anti-Blackness operates across immigration systems—from policing and detention to deportation. Through storytelling, reflection, and case-based dialogue, participants will explore how social workers can ethically confront systemic racism while amplifying Black immigrant voices in practice, education, and advocacy. The course connects the NASW Code of Ethics to global human rights frameworks, calling social workers to move beyond cultural competence toward relational accountability and solidarity. Participants will leave with practical tools for ethical engagement, narrative repair, and justice-oriented practice that centers those most affected by racialized exclusion.

Learning Objectives
  1. Analyze how anti-Black racism and xenophobia converge to shape Black immigrant experiences within U.S. immigration systems.
  2. Identify ethical imperatives and practice strategies grounded in the NASW Code of Ethics and international human rights standards.
  3. Apply intersectional and anti-racist frameworks to dismantle racialized harm in immigrant-serving settings.
  4. Develop approaches to elevate Black immigrant leadership and lived experience in social work research, education, and advocacy.
Presentation Audience
Student Emerging Mid-Career Advanced
Practice Areas
Immigrants / Refugees Anti-Racism Ethics
Presenter Bio (click to expand)
Christiana Best headshot

Dr. Christiana Best-Giacomini, Ph.D., LMSW

Dr. Christiana Best-Giacomini, LMSW Associate Professor, Department of Social Work & Equitable Community Practice, University of Saint Joseph. Dr. Best-Giacomini is a qualitative researcher, oral historian, and author of The Long Goodbye: Challenges of Transnational Parenting. Her scholarship centers race, migration, and justice through narrative and community-engaged methodologies. She co-leads the Immigration and Global Social Work Collective and directs Rising from the Waves: Carriacou’s Stories of Survival and Strength, a 15-month oral history project documenting resilience and solidarity in the Caribbean post–Hurricane Beryl.

260B How Gut Health Affects Our Mental Health
1:45 PM–2:45 PM • 1 CE • Room TBD
Course Description (starter)

Our mental health is closely connected to our gut health through what’s known as the gut-brain axis. Research shows that imbalances in gut bacteria can influence mood, stress levels, and emotional regulation. Poor gut health can contribute to inflammation and disrupted communication between the gut and the brain, which may heighten the body’s stress response, including over activation of the amygdala — the area of the brain involved in processing emotions such as fear and anxiety.

By supporting gut health through a balanced diet, adequate hydration, and mindful eating, we can positively influence neurotransmitters like GABA and serotonin, which play key roles in mood regulation and relaxation. The amygdala, which contributes to emotional learning, stress responses, and memory, can function more optimally when the nervous system is balanced. Practices that engage the parasympathetic nervous system — such as deep breathing, mindfulness, and gentle movement — also help regulate the amygdala and improve overall mental well-being. Supporting both gut health and nervous system balance can play a vital role in managing symptoms of anxiety, depression, and emotional dysregulation.

Learning Objectives
  1. Demonstrate one parasympathetic activation technique (e.g., breathing, mindfulness exercise).
  2. Develop a personal wellness action plan integrating nutrition, mindfulness, and lifestyle changes to support mental health.
  3. Examine the connection between personal stress triggers and physiological responses.
Presentation Audience
Student Emerging
Practice Areas
Mental Health Health & Wellness Clinical Interventions
Presenters — Andrea Wright, LMSW; Crystal Isom, DM (click to expand)
Andrea Wright headshot

Andrea Wright, LMSW

As a Licensed Master Social Worker and Fee-for-Service Therapist based in New York, I specialize in providing holistic, trauma-informed therapy that integrates mind-body awareness and evidence-based interventions. With clinical experience addressing anxiety, depression, and stress-related disorders, I help clients recognize the physiological roots of emotional dysregulation and develop strategies for restoring balance. My approach bridges traditional talk therapy with psychoeducation on the gut-brain connection and nervous system regulation—empowering clients to understand how nutrition, lifestyle, and self-regulation practices influence mood and resilience. Drawing from nearly a decade of social service experience and an MBA-level understanding of systems and program design, I promote accessible wellness education that supports individual and community healing. Through Wright at Home Therapy and Community Support Services, I continue to advance initiatives that connect mental health awareness with practical wellness tools—making this workshop a natural extension of my commitment to integrative, client-centered care.

Crystal Isom headshot (pending)

Crystal Isom, DM, MSHM, RHIA, CCS

Crystal holds an earned Doctorate in Healthcare Management and Administration, with a research focus on healthcare leadership and the integration of artificial intelligence (AI) into the healthcare workforce. Her doctoral work examined ethical adoption, workforce readiness, and the impact of AI-enabled systems on professional judgment and interdisciplinary collaboration. 

She also serves as an adjunct professor at Colorado Technical University, where she teaches undergraduate healthcare administration courses emphasizing healthcare systems, policy, ethics, compliance, life sciences, and technology-informed practice. She has also taught at New York University. 

Crystal brings extensive applied experience in healthcare documentation, coding, and regulatory compliance within large integrated health systems, contributing to professional education, policy development, and research on industry best practices. She is a published author of multiple AHIMA practice briefs and toolkits addressing compliant documentation, ICD-10 implementation, and automated coding workflows. 

Crystal holds the RHIA, CCS, and a Master of Science in Healthcare.

260C From Paychecks to Pantries: Food Insecurity, SNAP Reductions, and the Fight for Equity
1:45 PM–2:45 PM • 1 CE • Room TBD
Course Description (starter)

This course explores the impact of recent reductions in Supplemental Nutrition Assistance Program (SNAP) benefits on families, highlighting systemic inequities, racial disparities, and the lived experiences of women-led households, children, and BIPOC communities. Participants will examine the intersection of food insecurity, poverty, and health through research, case studies, and community narratives. The course will emphasize culturally responsive practice, grassroots leadership, and the integration of community voice into advocacy. Interactive discussion will guide participants in linking direct practice to statewide policy reform and collective action. By the end of the course, participants will have practical strategies to address food insecurity in their work and advance equity through social work practice and policy engagement.

Learning Objectives
  1. Analyze the impact of SNAP benefit reductions on food insecurity, poverty, and health outcomes across diverse populations.
  2. Examine how systemic inequities and racial disparities shape the lived experiences of families experiencing food insecurity.
  3. Apply culturally responsive and equity-focused strategies to social work practice when addressing hunger and poverty.
  4. Develop advocacy approaches that align direct practice with statewide policy reform and grassroots leadership.
  5. Evaluate opportunities to integrate community voice and collective power into program design, service delivery, and legislative change.
Presentation Audience
Emerging Mid-Career Advanced
Practice Areas
Advocacy Health & Nutrition Community Organizing
Presenter Bio (click to expand)
Charise Breeden-Balaam headshot

Dr. Charise Breeden-Balaam, LSW, Ed.D

Dr. Charise Breeden-Balaam is a licensed social worker, scholar, and higher education leader with extensive experience in social work practice, research, and community engagement. She currently serves as Director of Field Placement for the Master of Social Work program at Marymount University, where she supports students in developing practice competencies through experiential learning. Her research focuses on food insecurity among college students and communities of color, with particular attention to the systemic inequities that perpetuate poverty and hunger.

As a practitioner, Dr. Breeden-Balaam has provided counseling, program development, and advocacy for at-risk populations, bridging direct service with policy-level change. She is also the founder of Road to the H.O.O.D., LLC, an organization dedicated to empowering communities through healing, ownership, opportunity, and development. A frequent conference presenter, she has delivered workshops and research talks on food insecurity, racial equity, mental health, and student success.

Her leadership extends beyond academia into civic and professional organizations, where she champions equity-driven initiatives and collective empowerment. Committed to integrating research, practice, and advocacy, Dr. Breeden-Balaam continues to elevate community voices and build pathways to justice through her work.

260D Professional Ethics, Solidarity, and the Mandate for Paid Social Work Internships
1:45 PM–2:45 PM • 1 CE • Room TBD
Course Description (starter)

The social work profession in New York faces a critical juncture, grappling with a severe workforce shortage compounded by the pervasive issue of mandatory unpaid internships. This presentation will explore how the Payment for Placements (P4P) movement is reimagining social work education for a just future by addressing systemic inequities from the student level. Hear from two of the P4P–New York advocates who will discuss their lived experiences with unpaid placements and the efforts they, along with other P4P–New York State Chapter members, are doing to end unpaid placements in New York.

Participants will delve into the historical and contemporary challenges posed by unpaid internships, examining their detrimental impact on student accessibility, diversity within the profession, and the overall recruitment and retention of social workers. We will analyze the Payment for Placements (P4P)-–New York Coalition's advocacy for legislative solutions and explore how community voice and solidarity are driving impactful systems change. This presentation directly addresses practice areas such as advocacy, policy practice, and community organizing, and highlights diversity arenas by focusing on economic justice and equitable access to the profession. It also touches upon topics related to professional ethics, social welfare policy, and promoting racial, social, and economic justice. By the end of this course, attendees will gain actionable insights into how fair compensation for placements is not just a student issue, but a vital component of building a robust, diverse, and just social work profession for all New Yorkers.

Learning Objectives
  1. Describe the mission and purpose of Payments for Placement (P4P) and disseminate information to others regarding the P4P movement.
  2. Identify the legislative solutions and advocacy strategies employed by the Payment for Placements (P4P)-New York Coalition to promote economic justice and equitable access for social work students.
  3. Analyze how unpaid social work internships negatively impact student wellbeing and formulate actionable steps to support fair compensation within social work placements.
Presentation Audience
Student Emerging Mid-Career Advanced
Practice Areas
Advocacy Community Organizing Economic Justice
Presenters — Pilar O. Bonilla, MSW; Monique Murray, LMSW (click to expand)
Pilar Bonilla headshot

Pilar O. Bonilla, MSW

Pilar O. Bonilla, MSW, earned her Master of Social Work degree from Hunter College Silberman School of Social Work. As a self-described social justice worker, Pilar is actively involved in the Payment for Placements (P4P) movement, the Social Worker Equity Campaign (SWEC), and the #StopASWB Campaign—advocating for racial, gender, and socioeconomic justice through collective action that is needed for long-term change.

Recognizing the urgent need for healthcare reform, Pilar is committed to improving the healthcare system for both service users and providers. Her vision includes ensuring healthcare accessibility for all, irrespective of race, sexual orientation, gender identity, migration status, ability, or socioeconomic background. Pilar intends to realize this vision through social advocacy, research, and practice.

In her leadership roles, Pilar serves as co-chair of P4P’s Advocacy Alliance, a movement that aligns with the broader struggle for dignity and better working conditions for all oppressed workers. Additionally, Pilar is part of the steering committee of the Social Worker Equity Campaign – a campaign built around the principles of “equity, unity, and action.”

Monique Murray headshot

Monique Murray, LMSW

Monique Murray is a Licensed Social Worker who loves the helping profession and is committed to empowering individuals and communities through education, advocacy, and service. Monique also works to reflect her dedication to community empowerment, inclusive education, and the advancement of the social work profession. With over two decades of experience in social services and administrative leadership, Monique combines strong organizational and interpersonal skills with a deep commitment to social justice and equity. She is also a current advocate and member of Payment for Placements (P4P) New York and aims towards fair compensation for social work interns.

Known as an innovator to advocate for others, Monique is a passionate advocate for people’s needs. Monique hopes the social work profession will continue to grow and unite—advancing through empowerment and membership to better support all social workers, including inspiring social work student scholars.

260E Culturally Responsive Telehealth: Advancing Equity and Connection in Virtual Care
1:45 PM–2:45 PM • 1 CE • Room TBD
Course Description (starter)

This course bridges theory and practice to address the ethical and cultural dimensions of telehealth delivery. Attendees will explore case examples that highlight challenges such as language access, digital literacy, and cultural mistrust within telehealth contexts. The facilitator will introduce strategies for culturally attuned engagement, using reflective practice, empowerment-based communication, and equity-driven supervision models. Participants will engage in small-group reflection and guided discussion to apply these strategies to their own professional contexts. The workshop concludes with a practical toolkit for integrating culturally responsive telehealth practices into agency policy and clinician training. Designed for clinicians, supervisors, and program leaders, this course aligns with NASW’s mission to promote social justice and equity through innovation in behavioral health care.

Learning Objectives
  1. Identify barriers to equitable telehealth engagement for racially, culturally, and linguistically diverse populations.
  2. Apply trauma-informed and culturally responsive frameworks to telehealth practice and supervision.
  3. Integrate DEI principles into telehealth program policies, clinician training, and client engagement strategies.
  4. Develop actionable steps to enhance inclusivity, accessibility, and trust in virtual therapeutic relationships.
Presentation Audience
Student Emerging Mid-Career Advanced
Practice Areas
Clinical Interventions Cultural Competency DEI
Presenter Bio (click to expand)
Nadolphia Andou headshot

Nadolphia Andou, LCSW

Nadolphia Andou, LICSW, is Vice President of Telehealth & Outpatient Services at Northeast Family Services/Real Help, overseeing multi-state behavioral health programs. She serves as Adjunct Faculty at Simmons University and is currently pursuing a Doctorate in Social Work. Her leadership integrates trauma-informed, culturally responsive, and DEIPAR-centered practices to strengthen workforce development, reflective supervision, and equitable access to care. With extensive experience in program development and telehealth innovation, she advances equity and inclusion in behavioral health systems through collaborative, data-informed, and person-centered strategies.

260F Why Understanding Long-Term Care Planning and Medicaid Planning Is Crucial for Social Workers
1:45 PM–2:45 PM • 1 CE • Room TBD
Course Description (starter)

Elder Law firms are invaluable partners for Social Workers who work with older adults or people with disabilities. These populations often navigate ever-increasing, disastrously expensive long-term care needs. Many people from less well served communities have worked hard to buy a home and to create savings. Yet they are often not aware of, or are poorly informed about, government programs that can help them avoid depleting their entire life savings.

Social Workers who are aware of the benefits of programs such as Medicaid, and who are aware of the importance of planning, are in a far better position to assist their clients or patients. Our presentation would focus on the basics of long-term planning, including how to achieve Medicaid eligibility. It would explain the importance of informing clients that these opportunities exist, and of encouraging them to seek professional advice. Effective planning can keep them in their homes longer, optimize their quality of life, and help them to avoid financial ruin.

Learning Objectives
  1. Understand why long-term care planning can be useful to most people.
  2. Understand some of the ways clients can become eligible for government programs such as Medicaid.
  3. Evaluate whether a client's current or anticipated long-term care costs merit seeking professional advice.
  4. Remember that if a client achieves Medicaid eligibility, it will maximize their ability to remain in their homes as long as possible.
  5. Apply their understanding of the crucial nature of a properly-drafted Power of Attorney and of the Health Care Proxy to encourage their clients to execute both.
Presentation Audience
Student Emerging Mid-Career Advanced
Practice Areas
Aging Medical Social Work Financial Social Work
Presenter Bio (click to expand)
David Cutner headshot

David Cutner, Esq.

David Cutner is a founder of Lamson & Cutner, P.C., a preeminent Elder Law and Estate Planning firm with offices in New York City and Westchester County. The firm advises seniors and their families, and people with disabilities, on health care planning and estate planning. An effective plan can often work seamlessly to serve multiple objectives.

David has written numerous articles about estate planning and health care planning, including his booklets, 25 Strategies to Prevent Financial Ruin from Long-Term Care Costs (which was recently published in its Fourth Edition) and The Guide to Estate Planning and Elder Care. David is a knowledgeable and compassionate advocate, and a compelling public speaker. He presents frequently to seniors and caregivers, as well as to licensed health care professionals. Since 2015, Lamson & Cutner has been authorized by the New York State Department of Education to grant continuing education credits to licensed social workers and care managers for the firm’s popular courses on Elder Law and Estate Planning topics. Evaluations by attendees commend David’s clear explanations of these complicated subjects.

1:45 PM–3:15 PM • 1.5 CEs

Breakout 2 — 90-Minute Sessions

290A Solutions Not Suspensions: Advancing Equitable School Discipline Through Social Work Advocacy
1:45 PM–3:15 PM • 1.5 CEs • Room TBD
Course Description (CD)

School discipline policies in New York have historically resulted in inequitable outcomes, disproportionately affecting Black and Latinx students and students with disabilities. The Solutions Not Suspensions legislation offers a transformative approach by shifting the focus from punitive measures to restorative practices, supportive interventions, and community-centered solutions.

This course will guide social workers in aligning their practice with statewide advocacy to promote equitable school discipline. Participants will: (1) Examine the historical and systemic inequities in traditional disciplinary practices and their long-term impact on students and communities. (2) Explore the key provisions of the Solutions Not Suspensions legislation and how it can reshape school culture, support student well-being, and reduce the school-to-prison pipeline. (3) Identify actionable strategies for integrating advocacy, policy reform, and coalition-building into social work practice. (4) Explore practical and community-driven approaches that elevate student and family voices in shaping equitable disciplinary practices.

Learning Objectives (LO)
  1. Analyze historical and systemic inequities in New York school discipline policies and their impact on students and communities.
  2. Describe the key provisions of the Solutions Not Suspensions legislation and how it promotes restorative practices and supportive interventions.
  3. Apply strategies for advocacy, policy reform, and coalition-building to advance equitable school discipline within social work practice.
  4. Develop approaches to engage students, families, and community stakeholders in shaping inclusive and equitable disciplinary practices.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Children and Youth School Social Work Advocacy
Presenter Bio (click to expand)
Angel Gray headshot (pending)

Angel Gray, MSW

Angel Gray is a passionate nonprofit leader and social work professional with over nine years of experience empowering children, youth, and families across diverse settings, including psychiatric hospitals, schools, residential treatment centers, and community based mental health programs. Since joining the Westchester Children’s Association (WCA) in February 2022 as Program and Policy Manager, Angel has led transformative initiatives, forged powerful cross-sector coalitions, and partnered with service providers, public officials, and community stakeholders to drive meaningful change for children and youth in Westchester County.
Angel holds a Master of Social Work from New York University, a Master of Science in Organizational Leadership from Mercy College, and a Bachelor of Arts in Psychology from Spelman College. Her unwavering commitment to advocacy and youth well-being fuels her drive to advocate for policies and practices that uplift underserved communities across New York State. With a deep-rooted passion for social justice and community empowerment, Angel continues to leverage her expertise to advocate for those who need it most, ensuring that every child and family has access to the resources and opportunities they deserve.

290B Examining Forced Marriage in the US: Context, Challenges, and Responses
1:45 PM–3:15 PM • 1.5 CEs • Room TBD
Course Description (CD)

Forced marriage is an underrecognized but significant issue in the United States, with thousands of known and suspected cases documented nationwide. Research indicates a measurable prevalence of forced marriage and highlights its strong intersection with gender-based violence. Sanctuary for Families has identified a particular vulnerability among first-generation college students (FGCS), especially those from immigrant and minority backgrounds, when educational aspirations conflict with family expectations and obligations.

This workshop will provide an overview of forced marriage in the U.S. context, examining its prevalence, risk factors, and connection to gender-based violence. Participants will explore the unique challenges faced by forced marriage survivors, including barriers to education, safety, and autonomy that parallel those experienced by FGCS, such as increased isolation and higher dropout rates. The course emphasizes interdisciplinary, survivor-centered responses and highlights collaborative advocacy models between clinical and legal providers to effectively support individuals at risk of or surviving a forced marriage.

Learning Objectives (LO)
  1. Define forced marriage and describe its connection to gender-based violence.
  2. Identify forced marriage amongst patients and clients.
  3. Identify risk factors and best practices in working with at-risk forced marriage survivors.
  4. Apply tools to advocate for survivors.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Intimate Partner Violence / Survivors / Sexual Assault Immigrants / Refugees Clinical Interventions or Diagnosis
Presenters — Bushra Husain, DSW, LCSW; Sarah Syed, Esq. (click to expand)
Bushra Husain headshot (pending)

Bushra Husain, DSW, LCSW

Dr. Bushra Husain, DSW, LCSW is Program Director of Non-Residential Services at Sanctuary for Families with 17+ years of experience supporting survivors through trauma-informed counseling, policy advocacy, and community education. She holds a DSW from Rutgers University and an MSW from Columbia University.

Sarah Syed headshot (pending)

Sarah Syed, Esq.

Sarah Syed is a Senior Staff Attorney at Sanctuary for Families' Immigration Intervention Project. She has represented survivors in family law matters and previously completed a Legal Fellowship in Lahore, Pakistan focused on gender-based violence and reproductive rights. She earned her J.D. from the University of Michigan Law School.

290C Going Beyond Talk Therapy: Integrating Art, Play, Creativity, and Neuroscience into Practice
1:45 PM–3:15 PM • 1.5 CEs • Room TBD
Course Description (CD)

Integrating creative and expressive techniques can bolster therapeutic rapport, promote client resilience, and deepen the healing experience of traditional “talk therapy.” By understanding how our nervous systems create safety and connection, clinicians can effectively use creativity to strengthen engagement, regulate affect, and enhance emotional processing.

This workshop introduces the science behind creative and expressive interventions, illustrating how these techniques activate neurobiological pathways that support emotional regulation and relationship-building. Participants will explore playful, experiential, and interactive strategies to use safely and ethically within counseling sessions. Attendees will leave the workshop equipped with practical, adaptable tools that can be implemented across populations, ages, and presenting concerns—enhancing outcomes for both clients and clinicians.

Learning Objectives (LO)
  1. Identify at least two primary sensory or neurological functions that inform safety and therapeutic challenges for clinicians and clients.
  2. List three basic art or play-based materials that can be integrated into clinical sessions to enhance creativity and emotional expression.
  3. Describe at least two ways in which integrating creative expression supports emotional regulation for both the clinician and the client.
  4. Apply at least one expressive or play-based technique that fosters connection and resilience within the therapeutic relationship.
  5. Evaluate the appropriateness and ethical use of creative and expressive methods across different client populations and settings.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Clinical Interventions or Diagnosis Mental Health Children and Youth
Presenter Bio (click to expand)
Dr. Mary Affee headshot (pending)

Dr. Mary Affee, Ed.D., LCSW, RPT-S

Dr. Mary Affee is a licensed clinical social worker and registered play therapist-supervisor, founder and clinical director of Horizon Integrated Wellness Group, PLLC. She is a past President of the North Carolina Association for Play Therapy and received the 2023 NASW-NC Social Worker of the Year award. She is also an author of children’s books and co-editor of Play Therapy Treatment Planning for Children and Families.

290D Community and Climate Resilience: Using DEIJAB Strategies to Strengthen Engagement
1:45 PM–3:15 PM • 1.5 CEs • Room TBD
Course Description (CD)

What will the community of tomorrow look like? The impacts of climate change are felt by communities across New York State in different ways, often shaped by histories of institutional mistrust and trauma. As the state’s planner, the New York State Department of State (DOS) uses climate adaptation strategies such as strategic relocation, which has the potential to re-traumatize communities who have experienced forced migration.

This workshop gives an overview of Community Climate Sessions, a piloted interdisciplinary community engagement and education initiative that focuses on upskilling local leaders and community members to be better prepared for climate change impacts, with a focus on disadvantaged communities (DACs). Participants will leave with a framework for understanding how climate policy may impact disadvantaged communities and strategies for building buy-in for DEIJAB approaches in their agencies.

Learning Objectives (LO)
  1. Understand diversity, equity, inclusion, justice, accessibility, and belonging (DEIJAB) as a strategy that can be integrated into agency operations.
  2. Develop a DEIJAB strategic framework that fits an agency mission, including strategies to build buy-in among leadership.
  3. Integrate DEIJAB principles into real-world application to improve engagement with the public, advocacy groups, community leaders, and impacted populations.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Environmental Justice / Climate Justice Community Organizing / Development / Planning Advocacy
Presenters — Jea Frasier; Nicole Jean Christian; Elizabeth Mogus-Garcia (click to expand)
Jea Frasier headshot (pending)

Jea Frasier (they/them), LMSW, RYT-200

Jea Frasier serves as a Senior Policy Advisor for Diversity, Equity, and Inclusion in the office of the Governor. They bring lived experience and somatic healing to racial equity work and co-authored work in a special issue of Advances in Social Work focused on dismantling white supremacy in social work education.

Nicole Jean Christian headshot (pending)

Nicole Jean Christian (all pronouns), BBA, MPA

Nicole Jean Christian is DOS Chief Diversity Officer/Director of DEIA, guiding strategy across offices and program areas. She is a former NYS Empire Fellow and has extensive experience in economic development, revitalization, and policy/program oversight, along with a background in teaching and research.

Elizabeth Mogus-Garcia headshot (pending)

Elizabeth Mogus-Garcia (she/they), BA, BS, MS

Lizzy Mogus-Garcia is an Ocean and Lakes Policy Analyst focusing on Climate Justice and Resiliency for the Department of State and serves as the OPDCI DEIJAB Coordinator. Their work connects climate resilience planning with people-first community engagement and university partnerships.

290E Role Models and Red Flags: LGBTQ+ Youth's Experiences with Social Media
1:45 PM–3:15 PM • 1.5 CEs • Room TBD
Course Description (CD)

Social media serves as both a vital lifeline and potential risk for LGBTQ+ youth. This interactive workshop centers the lived experiences and voices of LGBTQ+ youth themselves, exploring how they navigate digital spaces for connection, community-building, and identity affirmation, while also confronting harassment, misinformation, and safety concerns.

Through video/audio vignettes featuring LGBTQ+ youth sharing their own stories, alongside current research, participants will develop concrete strategies to support young people in cultivating healthy, affirming online experiences. This course emphasizes youth as experts in their own digital worlds and explores how social workers can partner with LGBTQ+ youth in navigating social media.

Learning Objectives (LO)
  1. Identify at least three risks and warning signs that disproportionately affect LGBTQ+ youth in online spaces.
  2. Articulate how LGBTQ+ youth leverage social media as a tool for identity development, peer support, and activism.
  3. Collaborate with LGBTQ+ youth to co-create safety plans and boundaries that honor their need for digital community while supporting their mental health.
  4. Apply youth-informed, strengths-based approaches that build digital literacy and critical thinking skills, empowering LGBTQ+ youth to navigate social media in a safe and healthy way.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate)
Practice Areas
LGBTQIA+ Children and Youth Mental Health
Presenter Bio (click to expand)
Kaleigh Cornelison headshot (pending)

Kaleigh Cornelison, LMSW, LCSW

Kaleigh Cornelison is a licensed clinical social worker with 15+ years of experience working with teens and trusted adults. She leads workshops, writes the both/and newsletter, and serves as Project Manager for the National Technical Assistance Center for Adolescent Health and Well-Being.

290F Grieving Together, Healing Together: Lessons from Urban Grief

1:45 PM–3:15 PM • 1.5 CEs • Room TBD

Course Description (CD)

This workshop will explore how the grassroots organization Urban Grief in Albany, NY is addressing the intersection of trauma, violence, and community healing. Participants will examine practical strategies for engaging local communities in collective advocacy and leadership development while applying trauma-informed principles to organizational and social work practice.

Through case studies, storytelling, and facilitated discussion, attendees will gain tools to help communities move from crisis to collaboration, emphasizing culturally responsive and strengths-based approaches. The course also highlights how social workers can partner with community-based initiatives to sustain collective empowerment and systemic change.

Learning Objectives (LO)
  1. Describe how trauma-informed principles can be applied to community engagement and leadership initiatives.
  2. Identify strategies for amplifying community voices in response to collective trauma and systemic inequities.
  3. Analyze real-world examples of grassroots advocacy through the Urban Grief model.
  4. Develop a plan for integrating culturally responsive, strengths-based approaches into social work and organizational practice.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Community Organizing / Development / Planning Trauma / Mental Health Advocacy
Presenters — Lisa Good; Danisha Bonner (click to expand)
Lisa Good headshot (pending)

Lisa Good, MSW, LSW, PhD

Lisa Good is founder/coordinator of Urban Grief and coordinator for Albany’s Trauma Response Team. She has 20+ years of experience as an addiction professional and extensive community violence response and advocacy experience, and is pursuing a PhD in the School of Social Welfare.

Danisha Bonner headshot (pending)

Danisha Bonner, MA, LPCC-S, LMHC, LPC, NCC

Danisha Bonner is a nationally certified counselor licensed across multiple states with 20+ years of experience across schools, residential programs, corrections, and higher education. She is founder of The CROWN, LLC and The TRUST Academy and maintains a multi-state private practice.

1:45 PM–2:45 PM • 0 CEs

Breakout 2 — Student Sessions

SS260A Defending DACA: What It Means to Be a DREAMER in This Political Climate
1:45 PM–2:45 PM • 0 CEs • Room TBD
Course Description (CD)

The presentation will target all levels of professional social workers allowing them to dive into what it means to be a DREAMER in this political climate. Define Deferred Action for Childhood Arrivals (DACA) the impact and implication of DACA at the local, state and national level. Through an interactive activity participants will be able to engage and develop conscience of their knowledge on DACA recipient data. The presentation will include stories of current Deferred Action for Childhood Arrivals (DACA) students and achievements including the presenters story. The goal is to create advocacy through public education, resources and encourage participants to engage in open dialogue about how their agencies, institution are impacting DREAMERS.

Learning Objectives (LO)
  1. Gain knowledge on Deferred Action for Childhood Arrivals (DACA).
  2. Share lived experience of individuals impacted by DACA.
  3. Discuss how organizations, agencies, and institutions are impacting DREAMers.
  4. Share impact of DACA at the local, state, and national levels.
  5. Identify relevant resources to support DREAMers.
Presentation Audience
Students (BSW) Students (MSW) Students (Doctorate) Students (DSW) Early-career professionals Faculty / educators
Practice Areas
Immigrants / Refugees Advocacy Social Work Management, Administration, or Social Policy
Presenter Bio (click to expand)
Mitzi G Castillo Amigón headshot

Mitzi G Castillo Amigón, MSW Student (2026)

Mitzi G Castillo Amigón is a DACA recipient, Mexicana, first-generation college student and published writer. A senior in Hunter’s BSW program, Mitzi has 10+ years of experience across social work programs and co-founded Brooklyn Lifelink’s DreamTeam supporting undocumented and DACA college students. She currently works as a family advocate at Center for Family Life in Sunset Park and interns in the Family Support Program.

SS260B Long Covid: Shifting From a Medical Model to Political Advocacy
1:45 PM–2:45 PM • 0 CEs • Room TBD
Course Description (CD)

As Long Covid survivors mark the six-year anniversary of a pandemic that has largely receded in the American consciousness, social workers’ competency in this area is more important than ever and must transcend micro-level practice. In this 60-minute interactive presentation geared toward social work students and professionals interested in disability justice and policy advocacy, we will center Long Covid patients’ lived experiences and explore how broadening social work’s scope of practice to a macro perspective could shape the future of policy and practice in this area. Participants will learn to apply the social model of disability and other macro-level frameworks to Long Covid and advocate for better healthcare access, paid time off, and the dismantling of occupational segregation, while also situating Long Covid in the context of social determinants of health.

Learning Objectives (LO)
  1. Better understand the lived experiences of Long Covid survivors.
  2. Identify the systems and structures that harm Long Covid survivors’ health, finances, and ability to work.
  3. Apply macro perspectives to working with populations with Long Covid.
  4. Place Long Covid in the context of social determinants of health.
Presentation Audience
Students (BSW) Students (MSW) Students (Doctorate) Students (DSW) Early-career professionals Faculty / educators
Practice Areas
Health, Wellness, & Nutrition Advocacy Medical Social Work
Presenter Bio (click to expand)
Meera Jagannathan headshot (pending)

Meera Jagannathan, MSW Student (2028)

Meera Jagannathan is a journalist in Brooklyn and foundation-year MSW student at the University at Buffalo School of Social Work. She previously served as Inequality Editor at MarketWatch and reported on financial and workplace issues affecting marginalized groups, including amplifying the voices of people living with Long Covid. She holds a master’s in journalism from Syracuse University and a B.A. in public policy from UNC-Chapel Hill.

Breakout 3 — Session Planner

3:00 PM–4:00 PM • 1 CE

Breakout 3 — 60-Minute Sessions

360A Aging in Solidarity: Cross-Sector Partnerships that Advance Mental Health, Dignity, and Whole-Person Care for Older Adults
3:00 PM–4:00 PM • 1 CE • Room TBD
Course Description (starter)

This workshop explores how cross-sector collaboration can enhance the mental health, dignity, and quality of life of older adults navigating complex systems of care. Participants will examine how partnerships between healthcare providers, social workers, legal advocates, and community-based organizations can dismantle structural barriers that limit access to equitable services. The course integrates principles of trauma-informed practice, cultural humility, and person-centered care, with attention to age, race, ability, and socioeconomic diversity within aging populations. Through case examples and interactive exercises, participants will learn to assess systemic fragmentation, identify points of connection, and design coordinated interventions that support whole-person well-being.

Drawing from biopsychosocial-spiritual and ecological frameworks, the course emphasizes practical tools for strengthening interdisciplinary communication, preventing caregiver burnout, and fostering inclusion across service systems. Participants will also discuss ethical considerations in aging care, including informed consent, autonomy, and advocacy within cross-sector collaboration. By the end of the presentation, attendees will be prepared to apply solidarity-based strategies that promote shared accountability, equity, and sustainable change for older adults and their families.Learning objectives

  1. Analyze how cross-sector partnerships—among healthcare, legal, educational, and community organizations—can enhance coordination of care and improve outcomes for older adults.
  2. Evaluate ethical considerations, including self-determination, informed consent, and advocacy, within collaborative models of aging care.
  3. Design an action plan that outlines strategies for implementing cross-sector partnerships promoting solidarity, accountability, and sustainable systems of care for older adults.
  4. Identify systemic and structural barriers that impact access to equitable healthcare and mental health services for diverse older adult populations.
Presentation Audience
Student Emerging Mid-Career
Practice Areas
Aging Mental Health Community Services
Presenter Bio (click to expand)
Felicia Wilson headshot

Felicia L Wilson, LCSE

Dr. Felicia Wilson, LCSW is an Associate Professor in the online Master of Social Work program at Alliant International University. Dr. Wilson received her doctoral degree in human services, Master of Social Work degree, Master of Business Administration, and Bachelor of Social Work degree. She is a licensed clinical social worker in the state of Georgia. She also holds a certificate in Contemporary Theory in Addictive Behavior and is a Certified Professional Life Coach. Prior to joining academia, Dr. Wilson worked as an assistant administrator/director of social services in a long-term care facility, as a therapist with abused children who were survivors of sexual exploitation, as a director of customer services with a healthcare technology company, and as a home care agency social worker. Her research interests include family caregiving, aging transitions, caregiver burnout, job burnout antecedents, and prevention.

360B From Prohibition to Possibility: Cannabis Science, Trauma-Informed Care, and Harm Reduction in Social Work Practice
3:00 PM–4:00 PM • 1 CE • Room TBD
Course Description (starter)

This workshop examines the intersection of cannabis prohibition, social justice, and trauma through the lens of social work practice. Participants will explore how the criminalization of cannabis has disproportionately impacted communities of color, contributing to racial inequities, intergenerational trauma, and systemic barriers to wellness. Drawing on cannabis science, including the endocannabinoid system, the presentation introduces participants to trauma-informed and healing-centered approaches that support clients’ autonomy and resilience. Emphasis will be placed on advocacy and policy engagement, highlighting how social workers can advance equity through legislative reform and community-based strategies. Cultural competency and humility will serve as guiding principles, ensuring practitioners are equipped to navigate diverse cultural perspectives and reduce stigma around cannabis use. The workshop will connect these themes to the NASW Code of Ethics, underscoring the profession’s commitment to self-determination, human rights, and racial justice. Participants will also be introduced to a practical educational resource—the Mental Health & Cannabinoid Guide—to support the integration of cannabis education into clinical and community practice. By situating cannabis within broader conversations about race, equity, and trauma, this course reimagines social work practice for a just future.

Learning Objectives
  1. Analyze the historical and racialized impacts of cannabis prohibition, including how criminalization has shaped systemic inequities and intergenerational trauma.
  2. Explain the basic science of the endocannabinoid system (ECS) and its relevance to trauma, mental health, and healing.
  3. Apply trauma-informed and healing-centered strategies that honor client self-determination and reduce stigma in conversations around cannabis use.
  4. Examine how cultural competency and humility, grounded in the NASW Code of Ethics, can guide equity-driven practice with clients and communities impacted by prohibition.
  5. Identify advocacy and policy strategies, supported by practical resources such as the Mental Health & Cannabinoid Guide, to advance racial equity and integrate cannabis education into social work practice.
Presentation Audience
Mid-Career
Practice Areas
Substance Use / Harm Reduction Criminal Justice / Courts / Forensics
Presenter Bio (click to expand)
Paulette Smith headshot

Dr. Paulette S. Smith, DSW, MS, LCSW-C

Dr. Paulette Simone Smith, MS, LCSW-C, is a licensed clinical social worker, educator, and founder of Paulette Simone & Associates and Canna Heals, LLC. She holds a Doctor of Social Work from Simmons University, a master’s in Medical Cannabis Science & Therapeutics from the University of Maryland School of Pharmacy, an MSW from Morgan State University, and a BS in Broadcast Journalism from Bowie State University. Dr. Smith serves as an Assistant Professor at Morgan State University’s School of Social Work and is an Adjunct at UMB’s MCST program. Her expertise includes trauma-informed care, Internal Family Systems (Level 1), and integrative wellness. She researches and teaches topics such as cannabis science, mental health, social equity, and the effects of decriminalization on arrest rates and urban stability. Through therapy, education, and advocacy, she promotes evidence-based, client-centered, and socially just practices like harm reduction, trauma-informed care, culturally responsive counseling, and policy efforts to reduce stigma and systemic barriers related to cannabis prohibition.

360C Lifting Voices: What We've Learned from Our Experience and from Other Youth with Complex Mental Health Needs and their Families
3:00 PM–4:00 PM • 1 CE • Room TBD
Course Description (starter)

This course will be co-facilitated by a young adult with lived experience of the NYS mental health system and her mother, an LMSW with 30 years of experience as a NYS behavioral health consultant. They will share their respective experiences from what has now been a 10-year recovery journey through multiple modalities and across many stops along the NYS children's care continuum. Presenters will describe how their experience led them to join with other young people with complex mental health conditions and their parents to co-develop the Lifting Voices survey initiative. They will share Lifting Voices survey findings and invite participants to further support dissemination. Lifting Voices has partnered with state and national advocacy organizations to gather experiences and recommendations from over 300 young people and families from across the country as part of the movement to transform the children’s behavioral health system. By elevating the perspectives and experiences of youth who have faced severe mental health challenges and their families this presentation will support participants of all ages and at all stages of their career to center the child and family experience of care, adapt practices to meet the needs of each person and family, and consider access challenges in the context of equity as we all strive to facilitate recovery for every child whose full potential can be achieved through evidence-based professional and peer interventions.

Learning Objectives
  1. Empathize with the experience of children and youth who struggle and with their parents or caregivers. 
  2. Apply specific recommendations shared by youth and families with similar experiences.
  3. Promote access to the Lifting Voices survey in order to learn more from youth and families about how to improve services and programs.
Presentation Audience
Student Emerging Mid-Career
Practice Areas
Children and Youth Mental Health Family Systems
Presenters — Heidi Arthur; Lilah Arthur (click to expand)
Heidi Arthur headshot

Heidi Arthur, LMSW

Heidi Arthur, LMSW is a Principal at Health Management Associates. She has nearly 30 years of experience in delivery system redesign to promote health equity and build access to community-based health and human services. She specializes in supporting national, state, and local leaders to design, finance, and implement interventions that promote child welfare, maternal health, and child and family mental wellbeing. Her recent work has focused on advancing adoption of the Certified Behavioral Health Clinic model, promoting peer support, and developing care models for states, counties, managed care organizations and behavioral health provider networks serving children and youth, with a focus on addressing the youth behavioral health crisis, advancing 988, and improved models of care for children in foster care. Prior to joining HMA nearly a decade ago, she was the vice president of a behavioral health grant writing firm for 10 years. She also formerly held management positions for the New York City Department of Health and the New York State Office of Mental Health in support of behavioral health organizations and schools responding to the mental health impact of 9/11. She started her career in direct practice with children and families, including implementing an early Systems of Care program for women who were pregnant and parenting and then serving as a child welfare worker, a foster care worker, and providing intensive in-home therapy. She earned her Master of Social Work from the Columbia University School of Social Work, where she has also served as a field instructor and an adjunct lecturer.  She is a frequent conference presenter and the co-editor and author of the book Service Delivery for Vulnerable Populations: New Directions in Behavioral Health.

Lilah Arthur headshot

Lilah Arthur

Lilah Arthur is a mental health activist and a freshman at York College. She has received mental health advocacy training from Active Minds, the largest nonprofit in the United States mobilizing youth and young adults to transform mental health norms across society. Her commitment to advancing equitable access to child and family centered care is rooted in her recovery journey, which was enriched by her graduation from Robert Louis Stevenson, a DBT infused therapeutic independent high school.

360D Beyond Rainbow Stickers: Building LGBTQ+ Community Safety in Rural & Small-Town New York
3:00 PM–4:00 PM • 1 CE • Room TBD
Course Description (starter)

This course focuses on transforming symbolic “LGBTQ-friendly” gestures into trauma-informed, community-rooted safety for LGBTQ+ adolescents and adults living in rural and small-town New York. While visibility matters, safety requires intentional program design, accessible services, and protective community structures. Participants will learn how to assess rural-specific barriers—including transportation, healthcare scarcity, disability access, and local political climate—and apply practical strategies for safe, affirming programming. The course will explore trauma-informed event and program design, crisis and harassment response, and sensory accessibility planning. Attendees will examine cross-sector partnerships with schools, libraries, county agencies, and healthcare providers, and learn how those collaborations reduce isolation and increase access to care. Real-world examples, including the development of an LGBTQ+ center and Pride festival in a rural region, will illustrate sustainability through advisory structures, volunteer engagement, and funding approaches. The course aligns with social work ethics, cultural humility, and community organizing practice.

Learning Objectives
  1. Identify structural and geographic barriers experienced by LGBTQ+ individuals in rural and small-town New York, including access, safety, and service gaps.
  2. Apply trauma-informed and disability-inclusive strategies to create safe, affirming community programs and events.
  3. Build cross-sector partnerships with schools, healthcare providers, libraries, law enforcement, and county agencies to increase safety and access.
  4. Develop a sustainability plan for LGBTQ+ community initiatives through advisory boards, volunteer engagement, and community accountability.
Presentation Audience
Emerging Mid-Career
Practice Areas
LGBTQIA+ Community Organizing / Development / Planning
Presenter Bio (click to expand)
Amy Hickey-Smith headshot

Amy Hickey-Smith, LCSW

Amy Hickey-Smith, MSW, LCSW, is a clinical social worker, Assistant Professor of Social Work, and a member of the LGBTQ+ community. She founded LGBTQ+ programs—now the Community Program—at Family Counseling Service of the Finger Lakes, creating the region’s first dedicated services and affirming supports. Amy also launched the region’s first Pride festival and has spent more than a decade developing trauma-informed community partnerships, peer supports, and inclusive programming in small-town and rural areas. She specializes in trauma-informed, feminist, and identity-affirming clinical practice with gender-expansive adolescents and adults. Amy trains clinicians, educators, and community organizations across New York on reducing institutional harm and building identity-safe environments. As a faculty member, she teaches BSW and MSW students how to integrate cultural humility, advocacy, and anti-oppressive practice into both clinical and community settings. Her work centers the belief that safety and belonging require action—not just symbolic support.

360E Ethical and Responsible Use of AI for Social Work Practice
3:00 PM–4:00 PM • 1 CE • Room TBD
Course description (starter)

This workshop is designed to introduce social work professionals to the transformative potential of generative AI technologies. It is tailored to provide participants with a comprehensive foundation in AI applications across social work practice. The workshop will engage participants in critical discussions about the ethical implications of using AI in social work, emphasizing the importance of social work ethics such as privacy, confidentiality, awareness of bias, and maintaining human-centered approaches while using generative AI. This will also be an interactive course complete with live demonstrations, enabling participants to develop the skills necessary to integrate and adopt AI technologies into their everyday social work practices. All participants will receive a Generative AI Prompt Guidebook tailored for Social Work Practice, designed to aid in the practical application of AI tools in various social work settings. This webinar is an opportunity for social work professionals eager to enhance their practice with innovative AI solutions while adhering to ethical standards and promoting human-centric approaches.

Learning objectives
  1. Gain a foundational understanding of generative AI technologies, including how these tools are developed and their potential applications within different levels of social work practice (micro, mezzo, and macro).
  2. Identify and discuss the ethical challenges associated with AI use in social work practice with strategies for navigating these issues responsibly.
  3. Develop practical skills in utilizing generative AI tools through exercises and live demonstrations, empowering participants to apply AI solutions effectively within their specific social work contexts while maintaining a client-centered, ethically responsible approach.
Presentation Audience
Mid-Career Advanced
Practice Areas
Technology & Policy Ethics
Presenter Bio (click to expand)
Marina Badillo-Diaz headshot

Marina Badillo-Diaz, DSW, LCSW

Dr. Badillo-Diaz is an experienced former school administrator and counseling director with a demonstrated history of working in community mental health and in education as a social worker. She is the founder of MABD Consulting, where she conducts training for educators and social workers to ethically and responsibly integrate artificial intelligence (AI) into their practice. Dr. Badillo-Diaz is also an adjunct professor, teaching at New York University, Columbia University, Hunter College, and Louisiana State University. She is the author of "The AI Social Worker", a widely recognized blog that serves as a 21st-century skills and AI guide for social workers. Her teaching portfolio includes courses for NYU’s Silver School of Social Work postgraduate certificate programs, specifically focusing on school social work practice, data and technology, and AI in mental health. She currently serves on the NASW-NY State Chapter Board as secretary and is a former northeastern rep board member of the School Social Work Association of America. She has presented nationally and internationally on AI and social work practice, including engagements with the National School Social Work Association of America, the Canadian Association for Social Work, and the School Social Work Association of America, and has conducted trainings for over 3,500 social workers across the United States and Canada. Dr. Badillo-Diaz’s areas of expertise include 21st-century skills, social-emotional learning, school social work practice, youth mental health, clinical supervision, AI applications, and data management. Her current research explores how school social workers are integrating AI into their daily practice.

360F From Taboo to Treatment: Elevating Hormonal Awareness in Mental Health Care
3:00 PM–4:00 PM • 1 CE • Room TBD
Course Description (starter)

As social workers, we encounter people every day who are navigating complex hormonal experiences. Whether it’s a Premenstrual Disorder like Premenstrual Dysphoric Disorder (PMDD), perimenopause, postpartum changes, Gender Affirming Hormone Therapy (GAHT), or simply the emotional and cultural reality of living in a body that bleeds, the mental health impact of hormonal shifts is profound.

Hormonal cycle education has traditionally focused on people assigned female at birth (AFAB) and has often been framed through a heteronormative, reproduction-centered lens. In today's climate, our clients seek to fill that gap in health education on TikTok, ChatGPT, and Reddit, to varying degrees of accuracy. This means that both we and our clients often lack the tools to understand how hormones may be affecting mental and physical health. To provide the best possible care, we must feel better equipped to initiate deeper conversations around hormonal mental health - improving differential diagnosis, treatment planning, referrals, and, ultimately, our connection with clients.

Hormone receptors exist throughout the body, meaning the hormonal cycle can influence a wide range of physical and emotional experiences. This extends far beyond the limited, fertility-focused narratives typically found in mainstream sex education. This course acknowledges diverse cultural perspectives, addresses medical trauma and dismissal, and critiques historical and systemic bias in the medical field.  

Learning objectives
  1. Describe how systemic, clinical, and provider limitations affect client care and access to health information and support. 
  2. Give an example of the impact of hormonal shifts on therapy treatment goals, like PME, attachment and relational dynamics, and risk assessment considerations
  3. Name one assessment question that can easily be used to support an inclusive and supportive understanding of a client's unique experience with hormonal cycles. 
  4. Demonstrate a deeper understanding of the hormonal cycle as a vital component of health and diagnostic tool, and identify key hormones involved in health and their implications for mental, emotional, and sexual well-being. 
  5. Reflect on their own values, attitudes, and possible biases regarding menstruation and hormones and how these may affect professional practice. 
Presentation Audience
Emerging Mid-Career
Practice Areas
Perinatal / Reproductive Health Mental Health
Presenters — Laura Federico; Morgan Miller (click to expand)
Laura Federico headshot

Laura Federico, LCSW, CST

Laura Federico, LCSW, CST Laura is a psychotherapist, AASECT-certified sex therapist, writer, and consultant. Specializing in sex and relationships, Laura focuses on bodily autonomy, sex positivity, and support for those who have felt in the dark or dismissed when navigating their emotional and physical well-being. Laura's work has brought her to collaborations across fields, including midwifery. Laura works with individuals and couples in her therapy practice using a non-judgmental, sex-positive, anti-oppressive, mindful, integrative, and interactive process, focusing on strengths. Located in Canada, she has worked most recently in New York, Iowa, Istanbul, and Switzerland. After moving regularly as a result of her partner’s work in the humanitarian sector, she personally understands the importance of accessible support and treatment, no matter where we may be.

Morgan Miller headshot

Morgan Miller, CPM, LM, IBCLC

Morgan MIller, CPM, LM, IBCLC is a practicing midwife and lactation consultant in Maine and California. Morgan is the founder of Soft Corner Midwifery and Birth Center and is an activist, author, and the co-founder of the Perinatal Transitions Program. Passionate about pregnancy and reproductive care, Morgan has over 10 years of experience caring for people throughout their reproductive cycles. She was a full-time midwife at the Bend Birth Center in Oregon for over 5 years before relocating to Maine to establish Soft Corner. Dedicated, kind, and considerate, Morgan doesn’t think twice about running that extra mile for her clients. She has a fierce enthusiasm for what she does and supports the vision of essential reproductive rights and highest-quality reproductive care being available to everyone.

3:30 PM–5:00 PM • 1.5 CEs

Breakout 3 — 90-Minute Sessions

390A Best Practices in Clinical Social Work for Prenatal Mental Health
3:30 PM–5:00 PM • 1.5 CEs • Room TBD
Course Description (starter)

This course provides clinical social workers with essential knowledge and practical strategies to support the mental health of pregnant individuals. Participants will learn to identify early signs of prenatal mood and anxiety disorders, understand risk and protective factors, and apply trauma-informed, culturally responsive frameworks to clinical practice. The course explores how social determinants such as trauma, systemic inequities, and migration experiences shape prenatal emotional well-being. Also psychotherapy and group interventions success.

Learning Objectives
  1. Identify common prenatal mood and anxiety disorders and related risk factors.
  2. Apply trauma-informed and culturally responsive approaches in prenatal psychotherapy.
  3. Demonstrate best practices in individual and group therapy for pregnant individuals.
  4. Implement brief interventions and screening tools to assess prenatal emotional wellness.
  5. Collaborate effectively with medical and community-based providers to support prenatal care.
Presentation Audience
Emerging Mid-Career Advanced
Presenter Bio (click to expand)
Lizet Oviedo headshot

Lizet Oviedo, LCSW

Lizet Oviedo, MSW, LCSW, SIFI. She earned her Master of Social Work (MSW) from Columbia University. Lizet has more than eight years of personal experience navigating mental health challenges, which informs her empathetic and client-centered approach. Her clinical expertise includes trauma-informed care, prenatal and perinatal mental health, and culturally responsive interventions. In her current role as Clinical Supervisor at the New York City Department of Health and Mental Hygiene, she oversees clinical teams and implements evidence-based practices. Lizet develops and facilitates training programs for clinicians to enhance skills in assessment, psychotherapy, and group therapy. She has led numerous group therapy initiatives focused on psychoeducation, coping strategies, and emotional wellness for clients. Lizet is committed to expanding access to mental health services in underserved communities.

390B BIPOC Men's Empowerment and Emotional Wellness: A Clinician's Guide to Facilitating Men's Groups in Black and Brown Communities
3:30 PM–5:00 PM • 1.5 CEs • Room TBD
Course Description (starter)

This course is designed to help clinicians understand and facilitate therapeutic spaces focused on BIPOC men’s emotional growth, accountability, and resilience. The course will explore topics such as healthy communication, anger management, vulnerability, emotional regulation, and breaking generational patterns of masculinity. Participants will examine how BIPOC men often struggle to express emotions due to social conditioning and how this impacts relationships, self-esteem, and mental health.

Through case examples and interactive discussions, this course will demonstrate how interventions like Cognitive Behavioral Therapy (CBT), motivational interviewing, and mindfulness techniques can be applied to help men reframe negative thinking patterns and build skills to enhance empathy. Attendees will learn facilitation strategies for group cohesion, managing resistance, and fostering a safe environment for authentic conversation. The training will also highlight the importance of addressing family dynamics, trauma, and identity development in male populations.

Clinicians completing the course will gain practical tools to integrate gender-responsive practices into their sessions and a deeper understanding of how to support men in redefining strength through emotional intelligence and connection.

Learning objectives
  1. Identify key psychological and social factors that influence men’s emotional expression, communication styles, and coping mechanisms.
  2. Demonstrate effective use of therapeutic approaches—such as CBT, mindfulness, and motivational interviewing—to address anger, vulnerability, and emotional regulation in male clients.
  3. Develop facilitation skills to create and sustain a safe, supportive environment for men’s group discussions focused on accountability, empathy, and growth.
  4. Analyze the impact of generational patterns, family dynamics, and societal expectations on BIPOC Men’s mental health and relational functioning.
  5. Apply gender-responsive strategies in clinical practice to promote resilience, emotional awareness, and healthier definitions of masculinity.
Presentation Audience
Emerging Mid-Career
Presenters — Keenan Shoulders; Kabian Brown (click to expand)
Keenan Shoulders headshot

Keenan Shoulders, LMSW

Keenan Shoulders, LMSW, is a Licensed Social Worker with nearly two decades of experience serving communities across New York City, with a focus on Black and Brown populations. Born and raised in the Bronx, he is deeply committed to culturally responsive mental health care, advocacy, and direct service. He earned his undergraduate degree in Social Work and African American Studies from Syracuse University in 2004 and immediately began working to combat homelessness. Over the next sixteen years, Keenan gained extensive experience in case planning, preventive services, foster care, and homeless outreach, working closely with underserved communities. In 2020, he completed his Master’s in Social Work at Hunter College and became a Licensed Master Social Worker. Keenan currently works in the Emergency Department at Lincoln Hospital, providing crisis intervention, and serves as a Licensed Therapist with SOS Consulting Inc., offering therapeutic services to diverse clients. He also facilitates men’s empowerment and emotional wellness groups, guiding Black and Brown men through interventions that foster emotional regulation, accountability, and personal growth.

Kabian Brown headshot

Kabian Brown, LCSW

Kabian Brown is originally from Bronx, NY, I have worked with a huge demographic. I have worked as a contractor for the Army Reserve as a Youth Services Specialist responsible for Family Programming, Yellow Ribbon Re-Integration Events, Battle Weekends, etc. In addition, to enhance my social services background, I have also served as a Care Ambassador with CDC assisting with Ebola outreach prevention services. Treatment modalities include but are not limited to: DBT, CBT, Strengths-Based, Motivational Interviewing, Gestalt therapy interventions, I am able to complete anger management assessments, trauma assessments, substance abuse assessments, bio-psychosocial assessments, and various training. I host an annual Men's group with my private practice, located in Georgia and believe that Men suffer Silently, especially BIPOC men.

390C From Conflict to Connection: Turning Tension into Trust — Emotional Intelligence for Collaborative Social Work Practice
3:30 PM–5:00 PM • 1.5 CEs • Room TBD
Course Description (starter)

This course explores how social workers can transform team dynamics by using Team Emotional Intelligence (TEI) and healing-centered communication to create collaborative, emotionally safe environments. Because conflict is inevitable in systems under pressure, participants will learn to reframe conflict as data, deepen psychological safety, and build shared language that honors identity, voice, and emotion. Drawing from our full-day retreat model , participants will engage in activities such as Common Threads, reflective prompts, and a Conflict-to-Connection lab designed to strengthen emotional attunement, collaborative norms, and trust. We will explore how belonging, shared values, and emotionally attuned communication improve relationships, reduce burnout, and support youth and families. The course emphasizes self-awareness, empathy, and boundary-aligned expression as core leadership competencies in social work. Participants leave with a concrete plan to strengthen communication climates, navigate tension with compassion, and co-create team norms that support healing and accountability.

Learning Objectives
  1. Analyze how conflict, identity, and system conditions influence communication within teams.
  2. Apply at least one TEI communication strategy that increases emotional safety and belonging.
  3. Differentiate between conflict avoidance and conflict transformation.
  4. Demonstrate a communication micro-skill (reflective listening, curiosity questioning, boundary repair) in skill practice.
  5. Design one team norm that promotes collaboration and sustained trust.
Presenters — Cindy Bautista-Thomas; Ancy Lewis (click to expand)
Cindy Bautista-Thomas headshot

Cindy Bautista-Thomas, PhD, LCSW

Dr. Cindy Bautista-Thomas, PhD, LCSW, RYT is an Assistant Professor of Social Work at Lehman College (CUNY), clinician, author, and co-founder of Velocity Visions, Inc. She is also the founder of Abundance Counseling Services, LCSW, PLLC, where she provides psychotherapy, supervision, and wellness coaching rooted in mindfulness and healing-centered engagement. Dr. Bautista-Thomas specializes in resilience-building, culturally responsive practice, and social-emotional learning for schools and youth-serving organizations. Her work integrates mindfulness, storytelling, and trauma research to support meaning-making, identity, and post-traumatic growth. With more than twenty years of experience, she has facilitated professional development and continuing education workshops across educational, nonprofit, and community settings. Her teaching and scholarship explore the intersection of social work, culture, and healing—equipping practitioners to foster belonging, purpose, and reflective practice. Dr. Bautista-Thomas bridges academia and applied work, helping social workers lead with empathy, equity, and emotional intelligence to transform the systems they serve.

Ancy Lewis headshot

Ancy Lewis, LCSW

Ancy Lewis, LCSW is a clinician, educator, and co-founder of Velocity Visions, Inc., with extensive experience supporting youth and families across school, disability, and community settings. She specializes in experiential learning, healing-centered engagement, and resilience-focused communication practices. Ancy trains social workers and helping professionals in reflective tools, restorative communication, and identity-conscious approaches that promote belonging and sustainability in the work. Her facilitation style blends warmth, clarity, accountability, and cultural humility. Ancy Lewis, LCSW, is a seasoned social worker with 23 years of experience across higher education, mental health, early childhood, adult nursing care, and child welfare. She serves as the Assistant Director of Field Education at Fordham University’s Graduate School of Social Service and is the co-founder and President of Velocity Visions, Inc., a professional development company that equips individuals and organizations with tools to prevent burnout and promote sustainable practice. Ancy has provided training, coaching, and continuing education to professionals in diverse settings, drawing on a background that includes community mental health, foster care, and private practice. She has been featured as a contributor in outlets such as Parents Magazine, The Journal News, Pregnancy Corner, Reader’s Digest, and The Baltimore Times. Ancy’s work centers on self-care, resilience, and reflective engagement, and she brings a communication style rooted in clarity, cultural humility, and collaboration. She holds a Master of Social Work degree from New York University.

390D Become a Social Worker in Public Office
3:30 PM–5:00 PM • 1.5 CEs • Room TBD
Course Description (starter)

This workshop is designed to introduce social workers to the basics of campaigning and to the importance of social workers holding elected office. Topics will include understanding different aspects of running for office, standing for social work ethical principles in public service, and reflecting on how life experiences and personal values can inspire your run for office. The workshop will follow a lecture discussion format. The first section of the workshop will be devoted to the instructor covering the basics of running for office and social workers’ involvement in the political process, the middle portion will be focused on discussion of the instructor’s personal experience and discussions with students, and the remaining will focus on participants starting their own campaign plans using a personal worksheet.

Learning objectives
  1. Describe why social workers make for good elected officials.
  2. Apply the social work code of ethics while running for office and being in office.
  3. Develop a personal “why run for office” campaign goals and campaign plan.
Presenter Bio (click to expand)
Ayesha M. Wilson headshot

Ayesha M. Wilson, MSW

Ayesha M. Wilson is a Cambridge City Councillor serving her first term. Ayesha is a social worker, non-profit leader, mental health advocate and former Cambridge School Committee member. As city councillor, she has worked towards expanding Cambridge’s universal preschool program, helped create the most affordable housing possible in Cambridge by ending single-family zoning, and reaffirmed Cambridge’s status as a sanctuary city for all vulnerable people. Growing up as the oldest of three girls, in a single-parent Jamaican immigrant household in a public housing development in Cambridge, Ayesha witnessed first hand the socioeconomic barriers that families face. Ayesha is the product of Cambridge public schools, graduating from Cambridge Rindge and Latin and later attending Wheelock College, attaining a Bachelor’s and a Master’s degree in Social Work.

390E Money: The Last Taboo in Psychotherapy
3:30 PM–5:00 PM • 1.5 CEs • Room TBD
Course Description (starter)

Whether it is fee setting, or deciding how much a psychotherapy session is worth, the topic of money is a difficult one for therapists and patients alike. This interactive workshop will introduce an equitable sliding scale model that also provokes therapeutic conversations around money, wealth, power, capitalism and economic justice.

This workshop seeks to introduce a more equitable sliding scale model, that also does not require a loss of income for practicing psychotherapists. We will start with an introduction and brief history of money in psychoanalysis and psychotherapy. We will present some current sliding scale models practiced by many clinicians, and ask attendees to reflect and discuss their own relationship to money and capitalism. Finally, we will introduce a more equitable sliding scale model.

Learning objectives
  1. Identify and describe unconscious processes and associations around money.
  2. Reflect on and analyze one’s own relationship to money and capitalism.
  3. Identify and explain critical therapy’s sliding scale model.
Presenter Bio (click to expand)
Silvia Dutchevici headshot

Silvia Dutchevici, MA, MSW, LCSW

Silvia Dutchevici, MA, LCSW, is president and founder of the Critical Therapy Institute and author of Critical Therapy: Power and Liberation in Psychotherapy. A trained psychotherapist, Dutchevici, created critical therapy on perceiving a need for the theory and practice of psychology to reflect how race, class, gender, and religion intersect with psychological conflicts. She is a founding board member of Black Women's Blueprint and a member of the Physicians for Human Right’s Asylum Network, where she conducts psychological evaluations documenting evidence of torture and persecution for survivors fleeing danger in their home countries. She trained at the Bellevue/NYU Survivors of Torture Program, the Parent Child Center of the New York Psychoanalytic Society, and the New York Freudian Society. Dutchevici has a master’s degree in social work from New York University and a master’s degree in psychology from the New School, and a bachelor’s degree in religious studies and political science from Fordham University. She has lectured and presented throughout the country on critical therapy, including at Fordham and NYU, and has been featured in the Washington Post, The Wall Street Journal, Psychology Today, The Guardian, International Business Times, and Women’s Health.

390F Reimagining Social Workers as First Responders: B-HEARD, an Alternative Response to 911 Mental Health Calls
3:30 PM–5:00 PM • 1.5 CEs • Room TBD
Course Description (starter)

New York City’s Behavioral Health Emergency Assistance Response Division (B-HEARD) deploys interdisciplinary teams—comprising a licensed social worker and EMTs/paramedics—to respond to 911-dispatch mental health calls using a public-health approach rather than defaulting to police or emergency department transport. Since its launch in 2021, B-HEARD has responded across thousands of calls in the Bronx, Manhattan, Queens and Brooklyn, meeting individuals in crisis (ages 6 and up) in communities, schools, shelters, homes, parks and residential programs. BHEARD has illustrated the additional value that social workers can provide 911 responses. Social workers responding to 911 calls help with a range of crisis situations - They assist individuals experiencing anxiety attacks, help mediate family disputes, offer supportive counseling for those experiencing suicidal ideation or substance abuse, and aid in navigating systems such as shelters, outpatient services, or essential benefits. They also address stigma around serious mental illness or disabilities and help ensure clear communication of clinical information to providers across the continuum of care. For example, in FY24 the program achieved a 96% patient-satisfaction rate with the statement that “B-HEARD helped me,” and 94% of respondents who had previously received an EMS response agreed that the B-HEARD response was more appropriate for their needs. Community Mental Health Office.

Critically, by providing mental-health clinicians on the scene, B-HEARD has shifted care away from the default hospital-transport pathway: in FY24, of clients who received full assessments, approximately 43% were served and remained in their community rather than being transported to a hospital. NYC Health + Hospitals.

This presentation will explore the lessons learned, case scenarios and evidence from B-HEARD’s field operations, offering social work leaders a model for integrating clinical crisis skills, system-level thinking and alternative emergency response frameworks.

Learning objectives
  1. Describe how B-HEARD social workers engage with people in crisis within a 911 response framework—highlighting how clinical, operational and community factors converge.
  2. Analyze hypothetical and real case scenarios of 911 mental-health calls to reflect on the role of social workers as first responders in de-escalation, assessment, linkage and transport decision-making.
  3. Identify and evaluate the clinical skills, cultural-competence constructs and data-driven perspectives critical to effective social work practice in high-stakes emergency settings, including how to measure and improve patient experience and reduce unnecessary hospital transports.
Presenters — Zak Anolic; Morgan Nevins; Shane Hanlon (click to expand)
Zak Anolic headshot

Zak Anolic, LCSW

Zak (he/him) is a clinical social worker, who earned his Masters Degree from Yeshiva University and has over twelve years of experience working in alternative to Incarceration , foster care, children survivors of sexual abuse, child custody/divorce proceedings, and as an advocate in family court. Prior to his current position, Zak was also an expert witness in Family, IDV and Supreme Courts for custody trials. Zak is currently a supervisor with the Behavioral Health Emergency Assistance Response Division (BHEARD) in the South Bronx through cooperation of Health and Hospitals Corporation of NYC and FDNY EMS. Zak has presented to the Office of Victim Services and to the Annual conference on Families and Adoption. He also worked as a private therapist with the LGBTQ+ and non-monogamous communities, where he provided low cost/free therapy to low income individuals. Zak spends his downtime with his partner of 8yrs, and their cat Riis, as well surfing and cooking.

Morgan Nevins headshot

Morgan Nevins, LCSW, MIA

Morgan (she/hers) has been a social worker with NYC Health + Hospital's BHEARD since Feb 2022, when the program opened in the South Bronx. She is a Licensed Clinical Social Worker. She is also a fee for service therapist with Brooklyn Center for Psychotherapy. She earned a double masters in May 2021 from Columbia University SIPA and School of Social Work in International Affairs and Social Work, where she studied human rights, humanitarian response, conflict resolution, and advanced clinical social work. She previously worked in mobile crisis in Brooklyn and Queens and provided peer hotline support for gender-based violence response in Baltimore. She also has experience in community health and HIV prevention, care and treatment programs in Mozambique where she served as a Peace Corps Volunteer. She once rode her bicycle across the United States and has participated in the East Coast National EMS Memorial Bike Ride.

Shane Hanlon headshot

Shane Hanlon, MPA

Shane (he/him) is the Director of NYC Health + Hospitals’ Behavioral Health Emergency Assistance Response Division (B-HEARD). He brings over a decade of experience in humanitarian operations, program management, and interagency coordination across the U.S. and abroad. Before joining B-HEARD, Shane directed large-scale emergency response operations for NYC Health + Hospitals, supporting medical, mental health, and resettlement services for more than 250,000 asylum seekers. He previously managed humanitarian portfolios with USAID and coordinated field programs with Doctors Without Borders.

3:00 PM–4:00 PM • 0 CEs

Breakout 3 — Student Sessions

SS360A Decolonizing Social Practice: Spirituality as Praxis
3:00 PM–4:00 PM • 0 CEs
Course Description (starter)

Spirituality is inherently individualistic and need not be confined to organized religion; it can exist independently of structured belief systems. As bell hooks (1999) explains, spirituality as a praxis of healing and love transcends time and cultural boundaries. This ancestral practice has been passed down through generations, not solely for traditional purposes but to enhance one’s overall quality of life. Regardless of one’s identity, spirituality serves a singular purpose to deepen one’s connection with the self and foster an intimate understanding of the world. The secularization of spirituality is a byproduct of white supremacy, permeating social structures and frameworks. As social workers, we must consider how to navigate and dismantle white domination in its multiple forms, both at the institutional level and in micro-level interactions. Decolonizing social work practice provides the critical dialogue and framework needed to break generational trauma and intergenerational harm.

Learning objectives
  1. Engage in an important dialogue that fosters critical thinking and reflection.
  2. Explore the role of spirituality as a framework for anti-oppressive and decolonizing social work tool.
  3. Engage in shadow work to explore and share how personal biases influence their perspectives and practice.
Presentation Audience
Students (BSW) Students (MSW) Faculty / educators
Presenter Bio (click to expand)
Nathaly Portorreal headshot

Nathaly Portorreal, BSW Student (2025)

Nathaly Portorreal is an emerging, multidimensional social work professional dedicated to resilience, community empowerment, and collective uplift. With a diverse background, Nathaly has worked cross-departmentally and engaged in social work practice across the micro, mezzo, and macro levels. She has experience in the service industry and childhood development, having supported youth through social-emotional learning and community engagement, which has strengthened her understanding of healthy growth and developmental needs. Previously, Nathaly served as a social work intern at Medgar Evers College, where she facilitated team coordination and communication within the Steele Collaborative, an initiative focused on building political consciousness among college students through grassroots community organizing. She also assisted her field supervisor with mentoring and supporting interns within the Social Work Department, gaining valuable leadership and supervision experience .Through her experiences in academic settings and her expanding exposure to clinical environments, Nathaly brings a trauma-informed approach that centers autonomy, dignity, and self-determination.

SS360B The Prospects for Social Work in Zohran Mamdani's Department of Community Safety
3:00 PM–4:00 PM • 0 CEs
Course Description (starter)

This student-led panel examines NYC Mayor-elect Zohran Mamdani’s proposal to create a Department of Community Safety, a structural shift that would move violence prevention, housing-first supports, crisis response, community mental health, and school safety away from policing and into a public health–anchored, community-controlled agency. Drawing on Mamdani’s platform emphasizing non-police crisis response, overdose prevention centers, peer-led supports, Safe Haven beds, and “health-first” responses to poverty, mental illness, and distress, the panel explores what these reforms could mean for the future of social work practice, identity, and training.

Panelists, a mix of MSW students, early-career practitioners, and scholars of abolitionist and healing-centered approaches, will analyze how such a department could transform typical front-line pathways: crisis intervention, street outreach, harm reduction, school-based work, and housing stabilization. We will critically consider both the possibilities (community-based authority, unionized care labor, new non-carceral jobs) and the risks (scope creep, burnout, underfunding, co-optation by managerial logic).

Learning Objectives
  1. Describe the major components of Mamdani’s proposed Department of Community Safety. 
  2. Identify at least three potential roles for social workers within a community-safety, public-health infrastructure.
  3. Critically evaluate risks and challenges.
Presenter Bio (click to expand)
Matt Cutler headshot

Matt Cutler, MSW Student

Matt Cutler is an MSW candidate at Hunter College's Silberman School of Social Work, where he has focused on clinical mental health. Matt brings diverse experience from his previous leadership roles in the tech industry. His research interests include psychoanalytic theory, labor justice, and the intersection of technology and mental health care. Matt holds an M.T.S. in Religion from Harvard Divinity School and a B.A. in English from The College of Wooster.

& Four Panelists

Breakout 4 — Session Planner

4:15 PM–5:15 PM • 1 CE

Breakout 4 — 60-Minute Sessions

460A Centering Survivor Expertise: Cross-System Strategies for High-Risk Intimate Partner Violence
4:15 PM–5:15 PM • 1 CE • Room TBD
Course Description (CD)

This presentation will focus on the relationship that both Kate (LMSW), a survivor of High Risk Domestic Violence, and Kristin, a professional, experienced in working together to address high risk domestic/ intimate partner violence in their community as well as Kate’s personal life. It will examine how cross systems align with professionals and survivors and how a meaningful team approach can significantly change outcomes for those seeking safety. As well as the skills needed by both partners to have a meaningful partnership.

It will explore “Wrap Around” meetings facilitated by professionals but led by survivors to increase their own safety through their lived and tried experience.

Lastly, it will include struggles seen by the pair while seeking long term safety for Kate and how identifying HRDV victims is an important but small piece of the work that needs to be done throughout communities and NYS as well as the important work of professionalizing survivors as credentialed peers.

Learning Objectives (LO)
  1. Understand the complexities of High Risk Domestic Violence (HRDV) victimization and its unique components through Kate’s lived experience.
  2. Learn the skills needed by both presenters to create a mutually beneficial relationship.
  3. Explore systems that benefit from collaborative voices and how one partner relies on the other to enhance experiences and outcomes, while impacting other systems.
  4. Analyze the challenges of this innovative work and how professionalizing the work of survivors as credentialed peers is invaluable.
Presentation Audience
Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Intimate Partner Violence / Survivors / Sexual Assault Mental Health Community Organizing / Development / Planning
Presenters — Katherine Mikulski; Kristin Beylo (click to expand)
Katherine Mikulski headshot (pending)

Katherine Mikulski, LMSW

Katherine Mikulski, LMSW, is a licensed social worker based in Owego, NY, with a degree in Social Work from Binghamton University. A survivor of high-risk domestic violence, Katherine brings lived experience to her advocacy. She is a Survivor Consultant to Broome County's Domestic Violence High Risk Team and provide the survivor prospective for their Lethality Assessment Program.

Kristin Beylo headshot (pending)

Kristin Beylo, Danger Assessment Certification

Kristin Beylo has worked in local Government for over a decade. Her experience is in Child Protective, Foster Care, and abuse prevention. She is currently coordinating IPV prevention efforts in her County under the NYS STRIVE initiative.

460B Eating Disorders in Vulnerable Youth and Teens
4:15 PM–5:15 PM • 1 CE • Room TBD
Course Description (CD)

Researchers and clinicians alike have noticed an increase in hospitalizations and treatment admissions for pediatric eating disorders since COVID-19. While many wrongly assume that an eating disorder is a "young, white, privileged" disorder, at-risk groups and communities are suffering and must be highlighted. In this presentation, those identifying as LGBTQ+, individuals experiencing food scarcity or lower SES, minorities, and children with reported ACES, will be examined.

Attendees will learn assessment tools for eating disorder warning signs, some of which are lesser known, in today's most vulnerable youth. Evidence-supported treatments such as CBT-E, DBT, and ACT, in these at-risk populations will be shared for further study. Attendees will walk away with treatment recommendations in order to support and manage urgent, crisis-level, clients as well as provide effective outpatient services.

Learning Objectives (LO)
  1. Describe current risk factors for eating disorders in youth.
  2. Differentiate individuals, communities, demographics, and systems, more at risk for eating disorders.
  3. Apply effective diagnosis and assessment skills for early intervention.
  4. Utilize and implement treatment strategies in clinical practice.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Eating Disorders Children and Youth Clinical Interventions or Diagnosis
Presenter Bio (click to expand)
Dr. Cassandra Lenza headshot (pending)

Dr. Cassandra Lenza, DSW, LCSW

Dr. Cassandra Lenza, LCSW is a clinician, eating disorder expert, and published author, with over 15 years of experience working as an individual and family therapist. Dr. Lenza has and currently works with adults, adolescents, and families who are struggling with disordered eating, depression, anxiety, trauma, and body image concerns. Now the owner of a private practice in New Jersey, Healing on Hudson, Dr. Lenza was previously the Clinical Director of BALANCE, a leading eating disorder treatment center in NYC.

460C Double Duty: Social Workers as Family Caregivers and the Case for Caregiver-Friendly Workplaces
4:15 PM–5:15 PM • 1 CE • Room TBD
Course Description (CD)

Seventy percent of working-age adults are family caregivers according to the 2025 Caregiving in the U.S Report, by AARP and the National Alliance for Caregiving. Family caregivers who work as social workers are at risk of developing a double dose of compassion fatigue that can hinder their capacity to engage in their dual responsibilities. This presentation will explore this critical yet often overlooked group of social workers. With input from the audience, we will then discuss existing and innovative strategies to support these social workers in the workplace. By the end of this presentation, participants will have the tools to design their own caregiver support action plan to implement in the workplace.

Learning Objectives (LO)
  1. Describe the concept of care as a universal human experience to explain how caregiving occurs outside of formal settings and roles.
  2. Identify the commonalities between family caregiving and social work, roles that are rooted in compassion, advocacy and service.
  3. Identify gaps/barriers within the formal systems that impact family caregiving and social work, increasing the risk for compassion fatigue.
  4. Gain insight from existing practices and proposed solutions to create transformative shifts in the workplace to support the social work and family caregiver roles.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Families Self-Care, Burnout & Compassion Fatigue Administration / Management / Leadership
Presenters — Maria Miranda; Shyvonne Noboa; Joseph DiBenedetto (click to expand)
Maria Miranda headshot

Maria Miranda, LMSW

Maria Miranda is a licensed social worker for Presbyterian Senior Services, where she provides in-home support and services to an average of 70 older adults and their families living in the East Bronx area. She is also a therapist for Sandoval Colab, specializing in supporting family caregivers. Maria's social work and therapist role is inspired and informed by her life-long experience as a caregiver to her late grandparents and currently her parents. Maria has brought her personal and professional experience to Albany and Washington DC, advocating for policy change for older adults, family caregivers and the social workers that serve them. She has ties to several caregiver advocacy organizations, most notably serving as a National Advisory Council Member for the American Association of Caregiving Youth, named a 2024 Care Fellow by Caring Across Generations and recognized as a leader within the Caring Majority Rising movement in New York State. She also serves as Board Treasurer for Release Wellness NYC and is a member of the Latino Social Work Coalition and Social Workers for Justice. Maria received her bachelor’s degree in Sociology from Fordham University and her master’s in social work degree from Fordham University Graduate School of Social Service.

Shyvonne Noboa headshot

Shyvonne Noboa, LMSW

Shyvonne Noboa currently serves as Associate Executive Director for Older Adult Services at Sunnyside Community Services (SCS), a position she has held since September 2022. As a key member of SCS’s executive leadership team, she is responsible for a portfolio of programs that serve over 5,000 older adults and their family caregivers. With over a decade of service with SCS, she is a strong advocate for the aging community and human services sector. She volunteers with the Patient & Family Advisory Council at New York Presbyterian Queens, serves on the American Society on Aging’s Equity & Justice Council and is a board member of Social Workers for Justice. Shyvonne is a licensed social worker with a master’s from New York University - Silver School of Social Work. As a first-gen Latina, Ecuadorian American, she brings a deep understanding of immigrant and multicultural experiences to her work. When not working, you’ll find her running around NYC keeping up with her two kids on some adventure or rooting for the greatest baseball team, the New York Mets.

Joseph DiBenedetto headshot

Joseph DiBenedetto, LMSW, SIFI

Joseph DiBenedetto, LMSW, SIFI, is a community organizer, educator, and licensed social worker with a deep commitment to social justice, aging equity, and policy advocacy. With a Master of Social Work from the Silberman School of Social Work at Hunter College, Joseph brings over a decade of experience leading community-engaged research, developing advocacy programs, and mentoring emerging social workers. His work spans grassroots organizing, intergenerational coalition-building, and civic engagement, with a growing focus on combating misinformation and advancing equitable access to care. Joseph currently serves as a Project Manager at Mount Sinai’s MINDt Lab and teaches graduate-level social work courses.

460D Leveraging Google Notebook to Advance Inclusive Learning in Social Work Education
4:15 PM–5:15 PM • 1 CE • Room TBD
Course Description (CD)

Social work faces complex and multidimensional challenges when addressing systemic inequalities, educational accessibility, and professional development. Traditional pedagogical methods are outdated and often fail to meet social workers' diverse learning needs even after degree completion. Additionally, maintaining upstream involvement with the constant flow of social work knowledge is equally challenging. Integrating Google Notebook into social work continuing education offers solutions that: 1.) foster inclusive, adaptive, and accessible learning environments, 2.) enhance preparation for the structural and analytical components of writing and learning, and 3.) guide social workers towards contributing to social work practice knowledge. This course will provide social workers with the tools to navigate Google Notebook into their practice and educational endeavors, as well as understand the ethical considerations in working with AI professional spaces and in practice.

Learning Objectives (LO)
  1. Apply NotebookLM to continuing education in a disciplinary area.
  2. Analyze the strengths and weaknesses of NotebookLM.
  3. Evaluate the application of NotebookLM to building a body of social work knowledge and practice.
  4. Apply ethical principles from the NASW Code of Ethics to assess best practices for the use of NotebookLM and other non-generative AI platforms in social work research.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Higher Education Technology & Social Work Ethics and/or Boundaries
Presenters — Emily Coderre; Doreen Dorcely; Jemel Aguilar (click to expand)
Emily Coderre headshot

Emily Coderre, LMSW, PhD Candidate

Emily Coderre, LMSW, is a Ph.D. candidate at Fordham University’s Graduate School of Social Service and a school social worker at a high school in East Harlem. Her work supports students with social, emotional, and mental health needs while informing her research on equity and access in higher education. Emily’s scholarship focuses on undocumented and immigrant students’ access to higher education, immigration policy reform, and the use of technology to enhance student well-being and learning. Guided by a commitment to social justice and equity, she aims to bridge research, policy, and practice to expand educational opportunity for all students.

Doreen Dorcely headshot

Doreen Dorcely, LMSW, PhD Candidate

Doreen Dorcely is a Licensed Master Social Worker, adjunct professor, and doctoral candidate at Fordham University’s Graduate School of Social Service. Her experience in a school-based mental health clinic and as a school counselor has fueled her passion for supporting students and their families throughout their educational journeys. She is deeply committed to advocating for educational equity and students’ rights, particularly within special education. Currently, her research interests focus on of mental health, education, and technology. She also integrates creativity into her work, using innovative approaches to promote growth and empowerment.

Jemel Aguilar headshot

Jemel Aguilar, PhD, LCSW, MPH

Dr. Jemel Aguilar earned his PhD and master’s degrees in Social Work from the University of Minnesota Twin Cities, focusing on children and families within generalist social work practice. His extensive background in HIV services and a Master's in Public Health have shaped his academic interests in health promotion for marginalized and low-income populations. Dr. Aguilar has contributed to key journals, including Culture, Health, and Sexuality, and is the author of Decolonizing Human Behavior in the Social Environment. He is currently editing a textbook that explores marginalized identities across the lifespan. Dr. Aguilar also examines how people with invisible disabilities experience society and social structures; these relationships are then linked to the formulation of oppression.

460E Unions in Non-Profits & Social Work: Maximizing the Synergy
4:15 PM–5:15 PM • 1 CE • Room TBD
Course Description (CD)

This course examines the role that Unions play in the social work space, particularly in non-profit organizations. By connecting the values of social work to the impact of a collective bargaining agreement in an organization, participants will learn how Unions can help keep social work organizations just and equitable for their staff. Facilitated by a social worker who has worked for 20+ years as an administrator and manager in a unionized environment, participants will begin by discussing the reasons that social workers are seeking to Unionize in this moment. Further, participants will learn important factors related to negotiating and implementing a collective bargaining agreement while providing a supportive environment for your unionized members and leadership team.

Learning Objectives (LO)
  1. Examine the reasons that social workers are seeking to unionize.
  2. Describe the relationship between social work values and unionizing.
  3. Understand key concepts in negotiating and implementing a collective bargaining agreement.
  4. Apply key strategies in supporting unionized members and leadership team.
Presentation Audience
Mid-Career (Intermediate) Advanced (Expert)
Practice Areas
Organizations / Non-Profit Management / Leadership Administration / Management / Leadership Advocacy / Labor & Workforce Justice
Presenter Bio (click to expand)
Robyn Wiktorski-Reynolds headshot

Robyn Wiktorski-Reynolds, LMSW

Robyn Wiktorski-Reynolds has been a social worker since 2001. She serves as a Clinical Assistant Professor at the University at Buffalo’s School of Social Work program. Her interests are anchored in social work management, specifically the beneficial impact that trauma-informed and human rights perspectives can have on social workers, programs and organizations, as well as the collective influence these perspectives can have on creating more socially just and equitable policies. This includes the role of Unions in social work environments. Ms. Wiktorski-Reynolds spent 21 years as a manager and leader in a Buffalo, NY crisis center that was unionized. She received her BA in English and a Women’s Studies minor in 1997 from SUNY College at Buffalo and her Master’s degree in Social Work from the University of Texas at Austin in 2001.

460F Bridging Social Work and Applied Behavior Analysis: Reimagining Practice Through Cultural Humility, Systems Change, and Neurodiversity Awareness
4:15 PM–5:15 PM • 1 CE • Room TBD
Course Description (CD)

This interactive workshop bridges social work and Applied Behavior Analysis (ABA) to strengthen culturally responsive, ethical, and evidence-informed practice. Grounded in the Person-in-Environment (PIE) perspective, the course integrates behavioral science with social-work ethics to enhance assessment, intervention, and collaboration. Participants will examine the intersection of neurodiversity, mental health, and culture, addressing disparities in access and outcomes for children, teens, and adults. Case examples will illustrate trauma-informed, family-centered approaches that promote inclusion and empowerment across systems of care. Attendees will learn how to apply behavioral strategies ethically within social work contexts and strengthen interdisciplinary collaboration. Emphasis will be placed on integrating theory, ethics, and cultural humility to support equitable outcomes. The workshop concludes with practical tools to advance systems change and inclusive service delivery.

Learning Objectives (LO)
  1. Identify intersections between social-work ethics and behavioral science that promote culturally responsive and equitable practice.
  2. Apply the Person-in-Environment (PIE) framework to behavioral assessment, intervention planning, and interdisciplinary collaboration.
  3. Analyze the relationship between neurodiversity, mental health, and systemic inequities in access to care.
  4. Develop trauma-informed and family-centered strategies that strengthen engagement with diverse communities.
  5. Evaluate how integrating social work and ABA principles can drive systems change and inclusive service delivery.
Presentation Audience
Student Emerging (Beginner) Mid-Career (Intermediate)
Practice Areas
Behavior / Behavior Intervention Children and Youth Dis/abilities (Intellectual / Developmental / Physical)
Presenter Bio (click to expand)
Kimberlee Thomas-Seales headshot

Dr. Kimberlee Thomas-Seales, LMSW

Dr. Kimberlee Thomas-Seales, LMSW, is a licensed social worker, behavioral therapist, and educator with over 20 years of experience in the social-services field. She is the Founder and Program Director of DAKXS Leadership & Empowerment Circle, LLC, an organization dedicated to bridging social work and applied behavior analysis (ABA) through culturally responsive training, early-intervention services, and professional development. Dr. Thomas-Seales teaches graduate-level social-work courses in values, ethics, identity, social justice, and clinical practice. Her interdisciplinary approach integrates the Person-in-Environment (PIE) perspective, ABA principles, and cultural humility to strengthen ethical practice and promote equity across systems of care. Drawing from extensive experience in early intervention, program management, and psychotherapy, she trains professionals to support neurodivergent individuals and families through evidence-based and trauma-informed methods. Her work emphasizes collaboration, cultural responsiveness, and systems change as pathways to more inclusive and equitable social-work practice.

4:15 PM–5:15 PM • 0 CEs

Breakout 4 — Student Sessions

SS460A A Sector-Wide Social Workers’ Union is Possible and Imperative: Historical Groundings and Contemporary Precedents
4:15 PM–5:15 PM • 0 CEs
Course Description (CD)

This student presentation highlights the history and contemporary landscape of organized labor in the field of social work and argues for the necessity of a sector-wide social workers’ union. Participants – conference attendees with professional and personal interest in the future of the field of social work in New York – will learn about the history of unions and unionizing in the context of social work’s history in the United States. The session will challenge participants to critically analyze the comparative presence of union efforts in adjacent fields including healthcare and education. Lastly, the session will allow participants to gain perspective on the systemic obstacles to a sector-wide social work union and the possible next steps to take to overcome this barrier. We believe that social workers can and should collectively exert influence on policies that meaningfully improve people’s lives, and that formation of a sector-wide union is an important step towards this end.

Learning Objectives (LO)
  1. Identify benefits of a sector-wide social work union in the US for social workers, service users, and communities.
  2. Understand history and current landscape of organized labor in social work in the US.
  3. Understand strategic obstacles to forming a sector-wide union.
  4. Learn about current second-year students’ interests in and barriers to joining a union after graduation.
  5. Learn about presenters’ efforts to engage fellow students through resource sharing, organizing tactics, and more.
Presentation Audience
Students (BSW) Students (MSW) Students (Doctorate) Students (DSW) Early-career professionals Faculty / educators
Primary Practice Areas
Advocacy Community Organizing / Development / Planning Administration / Management / Leadership
Presenters — Nellie Beach; Roman Stark (click to expand)
Nellie Beach headshot (requested)

Nellie Beach, MSW Student (2026)

Nellie Beach is a second-year MSW candidate at the Silberman School of Social Work in the clinical track who is interested in critical social work, psychoanalysis, and bridging the micro/mezzo/macro divide. She previously worked at the New York City budget office and in fundraising for an international NGO. Her practicum experiences at Silberman have been in a high school through the NYC Department of Education and on an Assertive Community Treatment team with NYC Health + Hospitals. After graduation she would like to work in public healthcare with young people in psychiatric settings.

Roman Stark headshot (requested)

Roman Stark, MSW Student (2026)

Roman Stark is a second-year MSW candidate at the Silberman School of Social Work in the clinical track and holds an MA in Curatorial Studies from the Center for Curatorial Studies (CCS) at Bard College. In previous work lives, he has assisted Afghan refugees in relocating, curated exhibitions in museums, and provided caretaking for queer and trans community members. Through his MSW training placements, he was a case manager at St. Nicks Alliance Supportive Housing and is currently a therapist at The Institute for Contemporary Psychotherapy, where he is also a candidate in the 4-Year Psychoanalytic Training Program. He is committed to abolition and liberation, and cares deeply about collaborative experiments toward shifting the levers of power.

SS460B Developing a Specialized Translation Model for Social Work
4:15 PM–5:15 PM • 0 CEs
Course Description (CD)

According to the NYS Office of General Services, New Yorkers speak over 800 languages, and around 2.5 million don’t speak, write, or understand English very well, making it difficult to access critical services. Time and resource pressures make translation applications a necessity to many. AI translation apps such as Google Translate and DeepL are created with a large dataset of translated texts, but pre-existing bias, and cultural assumptions from this dataset become encoded into the tool. Despite this limitation, the presenters could not find any translation applications specifically made for social work contexts that are trained on new data to preserve a strengths-based, person-centered perspective. We set out to build a rudimentary translation app that is social-work specific, based on work done previously for medical settings.

Beyond technical outcomes, this project serves as a case study exploring the indispensable role social workers must play in AI development. We ask: What ethical considerations emerge when curating datasets to train our model? How do we evaluate whether translations preserve strengths-based principles, cultural nuance, and professional ethics alongside literal meaning? What does it look like to have an ethical and enabling partnership with a translation tool in the context of practice? As we take attendees through our journey of building this tool, we demonstrate that social workers cannot be absent from the table when technologies are developed to augment practice, and we offer a framework for responsible, critically-informed collaboration between technologists and practitioners in an AI-augmented future for the profession.

Learning Objectives (LO)
  1. Understand when AI-based translation tools can help strengthen communication between service users and providers.
  2. Identify and understand the ethical risks inherent in the use of AI as a human-centered tool.
  3. Apply a framework for how social workers can contribute to and evaluate the development of AI.
  4. Evaluate the strengths and limitations of AI translation applications in social work practice.
Presentation Audience
Students (BSW) Students (MSW) Students (Doctorate) Students (DSW) Early-career professionals
Primary Practice Areas
Technology in Social Work Practice Ethics and/or Boundaries Cultural Competency & Humility
Presenters — Jessica Spencer; Rajandeep Singh; Hannah Landes (click to expand)
Jessica Spencer headshot (requested)

Jessica Spencer, MSW Student (2026)

Jessica Spencer grew up in a small town in Orange County, NY, and earned her Bachelor of Arts in Computer Science and American Studies from Connecticut College. She began her career as a software engineer at a healthcare startup, where exposure to population health data sparked her interest in statistics and data science. She went on to complete a Master’s degree in Applied Statistics for Social Science Research at New York University. She has worked as a data scientist, statistician and technical consultant in various settings. Alongside this work, she volunteered in NYC emergency departments, accompanying survivors of assault and abuse. This led her to pursue a Masters of Social Work, where her focus now centers on how data-driven technologies, including AI, impact individuals, communities, and social work practice. She is particularly interested in how these tools can be designed and leveraged to advance wellbeing, equity, and human-centered care. Jessica is a New York City Council Social Work Fellow and is completing her field placement with Dr. Laura Graham Holmes at Compass NYC, where the team co-develops support groups and interventions with autistic adults. She is an active member of the Global Social Work Alliance chapter at Silberman and plays violin in community music groups in her spare time.

Rajandeep Singh headshot (requested)

Rajandeep Singh, MSW Student (2026)

Born and raised in London, Rajandeep completed his undergraduate degree in German & Italian at University College London, the Free University of Berlin, and University of Bologna, followed by a Master’s in Translation & Interpreting at the University of Westminster, and a Postgraduate Diploma in Modern Language Education at the University of Oxford. Prior to moving to New York in 2024, Rajandeep has worked cross-culturally for over a decade managing research for UK universities in Central and South Asia, Latin America, and Sub-Saharan Africa with a focus on building scholarships for under-resourced students. He has spent time teaching modern languages in schools in underserved communities of London and worked with technology start ups to develop localization software for South Asian languages. He is now completing the accelerated clinical MSW at the Silberman School of Social Work. He is both a Cabrini-Hunter and New York City Council Social Work Fellow. He is pursuing a Field of Specialization in Global Social Work and currently serves as the Treasurer for Silberman’s Global Social Work Alliance. His clinical field placement at an NYS Office of Mental Health outpatient clinic in Manhattan allows him to bring these global perspectives into his local context. Overall, his interests lie in multilingual and global social work practice with a focus on non-Western epistemologies and culturally/linguistically-responsive care.

Hannah Landes headshot (requested)

Hannah Landes, MSW Student (2026)

Hannah Landes grew up in New York City and earned a Bachelor’s degree in Anthropology from the University of Chicago. After working as a UChicago Public Interest Fellow at the Chicago Department of Family and Youth Services, Hannah went into health tech, working for a company focused on connecting health systems with social services, using a medical referral framework to target the social determinants of health. Following several years in this field, Hannah pivoted into social service, where she worked in supportive housing after the 2020 COVID shutdown, re-instituting on-site events and resources. In all her roles, Hannah’s focus has been equitable resource connection and distribution, working in community-centered ways and engaging clients where they are at. Since beginning her Masters in Social Work at Silberman, Hannah has worked in a placement at Green City Force supporting life planning for young adults in NYCHA housing backgrounds. She is now in her second year in the Silberman accelerated program with a Field of Specialization in Global Social Work. Hannah is the secretary of the newly re-chartered Silberman Global Social Work Alliance. Outside of her social work career, Hannah is a lifelong musician and sings in multiple ensembles in the city.