CHILD ABUSE REPORTING EDUCATION
CHLD ABUSE REPORTING EDUC
The Child Abuse Reporting Education (CARE) Project is an online resource designed to teach graduate students in the Columbia University School of Social Work and the College of Dental Medicine how to recognize the symptoms of child abuse and how to report abuse when acting in their professional capacities.
The Child Abuse Reporting Education (CARE) online training. CARE is a mandatory requirement to graduate. It will take you approximately 60 minutes. Social Workers have the responsibility as mandated reporters of child abuse.
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Instructor:
Yesika Montoya
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TOPICS IN HUMAN BEHAVIOR AND THE SOCIAL
RESILIENT AGING
- W 9 a.m.-11:30 a.m.
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Instructor:
Diane D Williams
Info - 1.5 points
TOPICS IN HUMAN BEHAVIOR AND THE SOCIAL
TRAUMA AND ITS IMPACT
- R 4:30 p.m.-7 p.m.
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Instructor:
Patricia Moles
Info - 1.5 points
TOPICS IN HUMAN BEHAVIOR AND THE SOCIAL
TRAUMA/LOSS IN CHILDHOOD
- T 8 p.m.-10:30 p.m.
- 1.5 points
TOPICS IN HUMAN BEHAVIOR AND THE SOCIAL
MASS INCARCERATION & RE-ENTRY
- W 9 a.m.-11:30 a.m.
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Instructor:
Cameron W Rasmussen
Info - 1.5 points
TOPICS IN HUMAN BEHAVIOR AND THE SOCIAL
TRAUMA AND ITS IMPACT
- W 9 a.m.-11:30 a.m.
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Instructor:
Jennifer M Hartmann
h-index: 1 Info - 1.5 points
TOPICS IN HUMAN BEHAVIOR AND THE SOCIAL
RELIGION/SPIRITUALITY
- R 4:30 p.m.-7 p.m.
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Instructor:
Frederick Streets
Info - 1.5 points
TOPICS IN HUMAN BEHAVIOR AND THE SOCIAL
MENTAL HEALTH STIGMA
- T 8 p.m.-10:30 p.m.
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Instructor:
Zhanjie Si
Info - 1.5 points
TOPICS IN HUMAN BEHAVIOR AND THE SOCIAL
DISABILITIES
- W 9 a.m.-11:30 a.m.
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Instructor:
Tiffany C Rice
Info - 1.5 points
GENERALIST SOCIAL WORK PRACTICUM
GENERALIST SW PRACTICUM
Field education is a central component in each student's professional education, and requires 21 hours a week for all four terms of the full-time M.S. degree. Placements provide a range of experiences to integrate with theoretical learning from class work and to develop knowledge, values, and skills for social practice.
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Instructor:
Barbara Victome
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Instructor:
Stephanie Jalinos
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Instructor:
Elisa Kaplan
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Instructor:
Christelle N Onwu
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Instructor:
Vanessa Zeigler
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Instructor:
Maria Zuluaga
Info - 4.5 points
GENERALIST SOCIAL WORK PRACTICUM
GENERALIST SW PRACTICUM
Field education is a central component in each student's professional education, and requires 21 hours a week for all four terms of the full-time M.S. degree. Placements provide a range of experiences to integrate with theoretical learning from class work and to develop knowledge, values, and skills for social practice.
- 4.5 points
Advanced Standing Practicum Seminar
ADV STANDING PRACTICUM SE
This seminar addresses the particular needs of Advanced Standing Students. The seminar provides a context and tools to deepen, critically reflect upon, and integrate each student's learning about the professional use of self in practice and the field. Also included is the review and exploration of professional social work identities within historical and current contexts, and an examination of the multiple professional identities that are inherent in all areas of social work practice.
- TW 9 a.m.-12:30 p.m.
- TW 2 p.m.-5:30 p.m.
- TW 12:30 p.m.-4 p.m.
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Instructor:
Katherine Marshall-Polite
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Instructor:
Richard T Hara
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Instructor:
Analeah Green
h-index: None Info - 3 points
GENERALIST SOCIAL WORK PRACTICUM
GENERALIST SW PRACTICUM
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Instructor:
Rebecca Knickmeier
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Instructor:
Barbara Victome
Info - 3 points
SW PRACTICE WITH FAMILIES
- T noon-2:30 p.m.
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Instructor:
Chenobia Webster-Hill
Info - 3 points
SOCIAL WORK RESEARCH
- R 8 p.m.-10:30 p.m.
- M 6 p.m.-8:30 p.m.
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Instructor:
Sara Bartlett
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Instructor:
Laurie Maldonado
Info - 3 points
SOCIAL WORK PRACTICE II
- W 1:30 p.m.-5 p.m.
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Instructor:
Mohamad A Brooks
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Instructor:
Chantelle J Doswell
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Instructor:
Helodia Dastine
Info - 3 points
ADVOCACY IN SW PRACTICE
- W 9 a.m.-12:30 p.m.
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Instructor:
Sumathy D Applewhite
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Instructor:
Teena Brooks
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Instructor:
Eishelle Tillery
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Instructor:
John G Robertson
Info - 3 points
Advanced Standing Integrative Seminar
ADV STAND INTEGRATIVE SEM
- TW 9 a.m.-12:30 p.m.
- TW 2 p.m.-5:30 p.m.
- TW 5:30 p.m.-9 p.m.
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Instructor:
Janelle L Stanley
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Instructor:
Diana A Melendez
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Instructor:
Michael Bomar II
Info - 3 points
SOCIAL WORK PRACTICE IN ALCOHOL AND SUBS
SW PRAC ALCOHL & SUBSTANC
- M 1 p.m.-3:30 p.m.
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Instructor:
Andrew Hamid
Info - 3 points
SW PRAC & GENDER-BASED VIOLENCE
Students examine the issue of violence against women and families. The demographics of the population, theories of domestic violence, crisis intervention, and short- and long-term clinical issues will be examined, as will service modalities for women victims and survivors, batterers, and their children.
- W 8 p.m.-10:30 p.m.
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Instructor:
Carmen S Fajardo
Info - 3 points
ADULT PSYCHPATH/PATHWAY-WELLNS
- M 8 p.m.-10:30 p.m.
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Instructor:
Sarah E Strole
Info - 3 points
INTRODUCTION TO DBT SKILLS
Dialectical Behavior Therapy (DBT) is an evidence-based treatment that was originally developed for chronically suicidal individuals and is now the gold standard treatment for Borderline Personality Disorder. The treatment and its adaptations have since been proven through research to be effective across a wide range of disorders and behavioral problems which have at their core the issue of Pervasive Emotion Dysregulation. Students will be introduced to key theoretical concepts that inform the “spirit” of DBT, along with an overview of core treatment strategies as used within a DBT skills group. This course is focused on DBT skills, and will provide students with a basic understanding of the four DBT skills modules (Core Mindfulness, Interpersonal Effectiveness, Emotional Regulation, Distress Tolerance). The focus will be on the revised and expanded DBT Skills Manual released in late 2014. Through course assignments and in-class activities, students will have an opportunity to learn the content of the skills, as well as how to structure and conduct a DBT skills group. Students will develop a beginning understanding of standard comprehensive DBT, the particular function of each treatment component, (e.g., individual, group, consultation team, coaching) and how DBT skills relate to the other program components. The basic format of this course will include the Instructor's presentation of concepts and principles, group discussion, modeling, role-plays, and technique coaching. As a practice elective, the major focus is on skill development. As such, students are expected participate fully in in-class practice exercises and be receptive to feedback from their classmates.
- T 4 p.m.-6:30 p.m.
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Instructor:
Kitama S Cahill-Jackson
Info - 3 points
DIALECTICAL BEHAVIOR THERAPY PRACTICE
DBT PRACTICE
This class is the first required course in the Columbia University DBT Training Program and only open to students admitted to that program. It is designed to prepare students for intensive DBT training and for their DBT internships in the community and for ensuring that program interns are prepared for beginning DBT practice with client populations exhibiting a range of behavioral dysfunctions. These range from mild problems in living that may benefit from DBT skills training to more complex disorders, including suicidal behaviors, requiring comprehensive DBT. It is understood that students enter this program with varying levels of competence and experience in mental health practice and that ongoing individual assessment between the student and instructor play an ongoing role throughout the DBT Training Program, beginning in this class. Personal development as a clinician and personal practices that improve performance are an integral part of all these activities.
- W 4:30 p.m.-7 p.m.
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Instructor:
John A Fredrickson
Info - 3 points
BEHAVIORAL ASSESSMENT & INTERVENTIONS
BEHAVIORAL ASSESMT & INTE
This course will review both foundational principles of behaviorism (e.g., classical and operant conditioning), techniques in standard behavioral therapy, and recent advances in therapeutic techniques that involve behavioral elements. Students will learn to translate this knowledge and understanding of human behavior to real world applications in clinical settings. Heavy emphasis will be placed on learning behavioral assessment techniques and developing treatment strategies based on behavioral conceptualizations. Specific techniques for putting this knowledge into practice will include instruction in functional analysis, behavioral assessment, behavioral change strategies, case conceptualization and treatment planning. Students will also gain knowledge of recent “third wave” behavioral treatments. Evidence and outcomes for behavioral treatments will be reviewed. Education in how multicultural factors arise in behavioral assessment and therapy will also be emphasized.