The presentation will cover what psychoeducational groups are and what this model looks like in treatment. The history of where psychoeducational groups started will be discussed and how the original model has developed into what psychoeducational groups look like today. Why a group model is effective will be covered and why there is an emphasis placed on the group instead of an individual session.

The transformation from how psychoeducational groups started to how psychoeducational groups look now will be discussed on the foundation of various theoretical approaches. The theoretical foundations will include the psychodynamic theory, cognitive behavioral theory, attachment theory, transtheoretical model, and motivational interviewing. There will be a discussion on how the search strategy was carried out throughout the research process including what databases were used, the search terms, and the process of selecting the literature for this project.

Finally, the presentation will include how there can be an improvement in practice, research, and policy. The future of psychoeducational groups will be contingent on how this is carried out.

Mental health Technology is an innovative service delivery method used to minimize healthcare access challenges. African-Americans have increased their engagement in mental health technology in various aspects as professionals and patients while companies scale in capacity and funding to expand their technological reach globally. The need to explore the intentionality of cultural inclusion, research analysis, evidence-based practices, program design, organizational structures, and policy implementation is essential to ensure the sustainability of mental health technology as a reliable model in the future of healthcare.

This presentation will examine the capstone project as a collection of three papers, the Systematic Literature review, Concept paper, and Practical application paper, analyzing cultural inclusion concerns from the African-American patient and professional perspective. There was an examination of patient issues related to program design, evidence-based interventions, therapist matching, marketing, and research, with professionals experiencing inequities in hiring practices, career ladders, diversity training, strategic planning, STEM careers, and organizational ownership.

This presentation will take a deeper dive into the systematic literature review which explored the current literature, common themes, research barriers, and future research implication for practice. It will further explain the concept paper which described the interconnection between anti-oppressive theory, systems theory, the historical constructs of structural racism, and the structural discrepancies that reinforce obstructive ideologies in the cultural inclusion reform process. Lastly, it will discuss the practice application paper which investigated the root cause of cultural equity challenges, examined behavioral leadership theory doctrines, and provided problem-solving strategies using a three-tiered method of practical reform interventions. This is a call to action for mental health technology cultural inclusion reform.

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.

This capstone project’s main aims are to (1) identify psychotherapy interventions in the literature that specifically addresses internalized homonegativity (IH) in lesbian, gay, and bisexual individuals (LGBI), (2) present a conceptual model integrating several therapeutic approaches to target the multifaceted nature of IH, and (3) adapt the conceptual model for individual psychotherapy. Specifically, the systematic literature review (SLR) explored the research question, “What psychotherapeutic interventions have been identified in the literature to address the internalized homonegativity (IH) of LGB adult individuals?” The goal of the SLR was to identify the therapeutic approaches that had been adopted for use with LGBI, targeting IH. The findings illustrate four main psychotherapy approaches, (1) psychodynamic psychotherapy, (2) gay-affirmative therapy, (3) person-centered therapy, and (4) cognitive therapy. The conceptual model outlines a new and novel approach to treating IH in LGBI, named the Internalized Psychotherapy Model for Internalized Homonegativty (IPM-IH). The IPM-IH systematically integrates interventions from each of the four therapy models. The practice application paper builds on the conceptual paper by detailing how the IPM-IH is applied to individual therapy. The IPM-IH for individual therapy with LGBI is a three-stage approach that systematically addresses the intrapsychic, cognitive, and interpersonal functions implicated in IH. The treatment model describes the (1) assessment, (2) treatment, and (3) evaluation stages of treatment. While each paper has a particular focus, the culmination of the three papers results in a novel approach to working with LGBI with internalized homonegative biases.

Few studies have examined the overlap of symptoms between autism and dementia in people over the age of 65. This research proposal will address the gap in the literature which indicates that it would be informative to conduct a study similar to a previous one but with a more diverse subsection of people with late onset dementia. This review will broaden the understanding of the relationship between autism and dementia, highlighting the impact of the similarities.

Through an analysis of interviews of patients and caregivers, a consideration of innovative technology/Social Learning Theory, Constructivist Grounded Theory, assessment scales for dementia and autism, and a promotion of advanced care planning, this study will explore whether there is a link between autism and dementia and if there is, what further development is needed of existing interventions.

This presentation overviews an examination of the need for social work education and training for child welfare staff. Although social workers' extensive education and ongoing training make them preferable for child welfare positions, many states have had to broaden their hiring searches for these positions. In West Virginia, child welfare staff only need to have a four-year degree. These child welfare staff members are missing crucial foundational knowledge and training for working with the vulnerable families served by the child welfare system.

There is a gap in the literature surrounding the need for social work special education and training in child welfare and whether it affects the families served. However, there is information regarding the need for some specific training that would be helpful in child welfare jobs. Given the sometimes oppressive nature of child removal systems, the need has been identified for providing child welfare staff with social justice training, specifically in anti-oppressive practice. Through collaboration between child placing agencies and social work schools through Title IV-E funding in WV, training can be implemented to increase the competence of child welfare workers that do not have previous social work education.

This presentation highlights conclusions from three scholarly products examining different aspects of race within white-majority churches. Findings originate from sociology, psychology, social work, education, and religion research literature. Central to this presentation is a discussion of white racial identity formation, white racial affects, and the dominant ideology of whiteness within individuals, churches, and American society. Churches are viewed as white spaces reflecting the dominant white culture. An educational framework incorporating critical consciousness, intersectionality, and contemporary emotion theory addresses the particular needs and challenges of predominantly white churches seeking to become anti-racist organizations. This presentation proposes an educational intervention incorporating an instructional framework with church leaders at a mainline Protestant church. This approach involves two dimensions in becoming anti-racist: the individual and the corporate. The White Racial Identity Development Model and The Continuum on Becoming an Anti-Racist Multi-Racist Institution serve as key elements in the church’s critical self-evaluation process. The presenter recognizes the foundational assumptions and perspectives within this research project. Implications for personal growth, the social work profession, and white churches are identified along with future research needed.