The presentation will explore the history of the Black church and the negative impact of generational trauma. Mental health disparities will be identified and explored to increase awareness and dispel stigma in Black church communities. This presentation focuses on Afrocentric and systems theory to analyze historical context, modern representation, and provide future implications for collaborative faith-based health resources.?

Restoreth My Soul is a new trauma-informed care program for Black churches developed by the presenter. Restoreth My Soul will be launched in September 2023. The program aims to create conversations about mental health in local/international African American church communities through webinars and virtual conferences.

Although these conversations are uncommon, Restoreth My Soul intends to provide resources to reduce the members and leaders silently suffering as result of their trauma. The intended outcome of the program is the educate, evaluate, and implement mental health policies in Black congregations. For more information about RMS sign up for the mailing list at www.chelecebrown.com.

This presentation will review three scholarly products that examine how chronically ill older adults interact with healthcare systems and senior service delivery systems in the United States. Product One examines how community-based senior programs that are funded by the Older Americans Act (OAA) positively impact health outcomes and promote health and wellness among the older adult population. Product Two examines how Accountable Care Organizations (ACOs), Managed Care Organizations (MCOs), Area Agencies on Aging (AAA) interact with the patient and with one another using the lens of Systems Theory.

Product Three examines best practices regarding care coordination among all systems that impact the older adult, uses a case example to discuss how care coordination addresses service gaps, and discusses strategies that organizational leaders can use among all systems to promote care coordination behaviors.

The practice of online social work education at the college and university level goes back nearly as far as the mass propagation of internet access in the 1990s. Higher education has a history of working to accommodate students who work or otherwise have challenges being present at a brick-and-mortar campus during traditional working hours, Monday through Friday. Over the years, colleges and universities have offered evening and weekend classes, correspondence courses via the United States Postal Service, and even self-paced CD-ROM programs.

As internet access has increased over the decades, so has the amount of web-based social work courses and programs. With the arrival of Covid-19 in March 2020, institutes of higher learning had to quickly pivot to online instruction, and quickly adapt and utilize web-based learning management systems and media to engage and educate students. As higher education has returned to a new normal following Covid-related restrictions and lockdowns in the early 2020s, it is important to take a new look at the delivery of online social work education to ensure current best practices and innovations are in place to maximize student engagement and success in this important area of social work practice.

This presentation will review three scholarly products that explore practitioner wellness in the context of the social work field. As the burnout rate among social workers is higher than in other professions, self-care and organizational wellness are promoted to combat this phenomenon. The first product, a systematic literature review, provides a foundation of information found in the current literature.

Social worker self-care and wellness are explored within education, organizations, and within the broader professional culture. The second product, a conceptual paper, promotes the idea of holistic practitioner wellness by viewing it through the lens of three theoretical frameworks with an emphasis on the impact of the workplace setting and leadership. The third product, a practice application paper, offers a wellness program for social work organizations.

This program was adapted using an existing framework identified in product one and applies the information synthesized in product two.

Being a clinician survivor of a client suicide is a devastating and tragic risk of working in the mental health field. Following the loss of a client to a completed suicide, the clinician survivor is left with personal and professional struggles. This presentation will provide an overview of a systemic literature review of clinician survivors of client suicide.

The literature review will focus on the significant experience that the loss of a client to a completed suicide has on a clinician. Theoretical perspectives will address the impact that a client’s suicide has on a clinician. Systems theory will provide an explanation of the clinician’s struggles following a loss of a client.

Wounded health theory offers the clinician survivor hope to transform from a wounded individual to a wounded healer following the client’s death to a completed suicide. A policy will be offered to support clinicians on a college or university campus following a client’s suicide using the steps from Crisis Incident Stress Management.

Social Workers are often seen and valued in our society as change makers, especially related to social justice. While that presents as a shared value and focus across the field there is little research or guidance from social workers, specifically clinical social workers, about supervision frameworks that ensure anti-oppressive direct clinical care is being provided.

This presentation will showcase the history of this issue, important notations from the utilization of a systematic literature review, mentions of other attempts and supports to rectify this concern, a highlighting of anti-oppressive supervisory models created by clinicians from other clinical disciplines, an in depth case study and logic model that leads us to the five step supervisory framework created by University of Kentucky doctoral candidate, Rachel Buxbaum, to support the decentering of privilege via clinical social work supervision.

Serious mental illness (SMI) is heavily stigmatized by the public and within healthcare systems. This stigma can be a barrier to treatment and recovery, negatively impacting the person, their family, and the community. Becoming aware of the stigmatizing beliefs of clinicians and acknowledging implicit bias exists among clinicians is imperative to the success of treatment.

Through formulating and practicing an integrative approach to treatment, people with SMI can receive ethical and competent care. Social workers often serve at the forefront of care for vulnerable populations and can act as effective agents in changing the therapeutic dynamic with people with SMI.

The promotion of human rights, equity, and social justice are central tenets in the social work discipline. However, as a profession, social work has experienced ideological fissures, leading to failures to capture the complexities of contextual and systemic influences in clinical practice. This capstone project seeks to address this dichotomy in education and practice by situating clinical supervision as the ideal pedagogical space for the development of justice-oriented practitioners.

In this presentation, the author will first report on the findings of a systematic literature review investigating the role of social justice in the salient clinical supervision literature. Next, the author will propose the rationale for a conceptual model for social justice–oriented clinical supervision. The Critical Relational Model (CRM) emerged during the analytic process, demonstrating the layered and contextual nature of clinical supervision (e.g.: sociocultural identities, power dynamics, systemic injustices).

Grounded in a constructionist metatheory and applied though a relational lens, the model draws from critical theories, critical pedagogy, anti-oppressive and decolonizing frameworks, while centering the supervisory relationship in the process of learning and growth. Last, the author describes how the model can be applied in clinical supervision to develop critical skills and meta–competencies, decolonize supervision, and promote epistemic justice. Beyond a supervision model, the CRM is a call to action.

Given the growing socio-political and racial tension in the US and emerging debates over the many manifestations of injustice, oppression, marginalization, discrimination, and human rights violations impacting individuals’ lived experiences, there has never been better time to reclaim social justice in the clinical arena.