school social work association of washington dc

Burn Bright, Not Out: Ethics, Boundaries, and Sustainable Practice

2 CE Credits: Ethics

Presented by Dawn Prather, LICSW, LCSW-C

Meet the Presenter: Dawn Prather is the Owner and Psychotherapist for Revolutionary Wellness since 2021 where she provides therapeutic interventions and consults with multiple team members to support her clients. She has also been a trainer for the Government of the DC since 2015. She has provided trainings and instructional workshops focused on the social work competencies (family engagement, clinical assessments,

clinical interventions, enhancing resilience) team collaboration, community outreach, child/human development, mental illness, substance abuse, trauma, self-care, federal and local legislation, and agency policies and best practices.

Session Description 

In this dynamic, interactive workshop, participants will dive deep into the essential role of self-care in upholding ethical and effective clinical practice. Anchored in the NASW Code of Ethics, attendees will explore key principles that underscore self-care as a professional obligation. Through vibrant discussions and real-world scenarios, participants will gain insight into recognizing the early signs of worker impairment—such as burnout and boundary erosion—and understand their profound impact on client outcomes. The session will also equip participants with actionable strategies for maintaining ethical boundaries, even during the most challenging times. To close, attendees will engage in a reflective self-assessment and craft a personalized, measurable self-care plan designed to enhance resilience, prevent burnout, and ensure sustainable, high-quality practice in school social work.

Course Objectives

By the end of this workshop, participants will be able to:

1. Describe at least three ethical principles supporting self-care as outlined in the NASW Code of Ethics.

2. Identify five signs of worker impairment (e.g., burnout, boundary erosion) and explain their impact on clinical judgment and client outcomes.

3. Explain three strategies for maintaining ethical boundaries during crises.

4. Apply knowledge gained in order to assess personal self-care needs and develop a plan with three specific, measurable strategies to promote resilience and reduce burnout.

Practice/Content Level: Beginner, Intermediate, Advanced

Agenda

9-9:10 am Welcome, Introductions, and Objectives

9:10-9:30 am The Foundation of Self-Care in Clinical Practice

9:30-10 am Identifying Worker Impairment

10-10:30 am Practical Strategies for Ethical Self-Care

10:30-10:50 am Developing a Personalized Self-Care Plan

10:50-11 am Group Sharing, Final Q&A, and Closing

Martial Arts as a Clinical Intervention in Schools 

1 General CE Credit (ONLY FOR MARYLAND LICENSE RENEWAL)

Presented by Renee Mason, Ayisha Keith, LICSW, & Danielle Helme, LICSW

Meet the Presenters: Coach Renee Mason is the owner and operator of American Martial Arts Gym in Waldorf, Maryland. Ayisha Keith and Danielle Helme are school social workers in DC Public Schools, Sousa Middle and Columbia Heights Education Campus, respectively. 

Surviving School Social Work: Ethical & Practical Strategies for Success

2 CE Credits: Ethics

Presented by Joy Mayo-King, LICSW

Meet the Presenter: Joy Mayo-King is a school social worker for DC public schools, currently at Leckie Education Campus. She has been a school social worker since 2015. Prior to that, she worked for Child and Family Services for 10 years. 

Session Description 

So, you’re the School Social Worker. Fixer of everything. Are you sinking in responsibility? Are you the only mental health clinician in the school building? Do you ever feel isolated from the academic-centered world? Do you feel undervalued? Unheard? Are you experiencing burnout? With guidance from the NASW Code of Ethics, NASW Practice Standards for School Social Workers, and the SSWAA National School Social Work Model, this course will empower new and seasoned School Social Workers by providing easy to implement and data-driven strategies to provide effective clinical services and resources to students, their families, and the entire school community, while maintaining their ethical integrity and well-being. Attendees will become more confident leaders, as they will gain skills to effectively assert their clinical voice and build positive rapport with school administration and the Multi-Disciplinary Team (MDT).

Session Objectives

By the end of this workshop, participants will be able to: 

1. Examine the correlation between the NASW Code of Ethics, NASW Standards for School Social Work Services, and the SSWAA National School Social Work Model and its implication for effective, competent practice in the school setting, including interdisciplinary collaboration.

2. Identify at least 3 strategies to develop and maintain positive relationships within the school community, including methods to set boundaries, navigate challenging behaviors and interpersonal conflicts, and resolve ethical dilemmas regarding confidentiality, avoiding dual relationships, etc.

3. Discover how the use and analysis of various data sources (SEL/behavior, academic, etc.) can improve overall school social work service delivery through effective and ethical interdisciplinary leadership and collaboration.

4. Recognize symptoms of burnout and develop realistic self-care strategies to manage stress and prevent burnout in the school setting, particularly as it relates to maintaining positive working relationships with colleagues from all backgrounds within your school organization.

Practice/Content Level: Beginner, Intermediate

Agenda

1-1:20 pm Introduction, Objectives, and Self-Assessment Poll (QR Code)/Group Discussion 

1:20-1:40 pm Ethical standards on competent school social work practice

1:40-2 pm Connection between data analysis & effective and ethical interdisciplinary leadership and collaboration.

2-2:10 pm Whole group discussion

2:10-2:50 Positive relationships in school-based work

1. Navigating interpersonal conflicts and resolving ethical dilemmas

2. Connection between stress/burnout and positive working relationships in interdisciplinary collaboration

2:50-3 pm Whole group discussion and Q&A

Navigating Through Everyone’s Feelings, From a Systems Perspective: Maintaining Ethical and Professional Roles and Advocacy on School Campuses 

2 CE Credits: Ethics, Implicit Bias (MD), Public Health Priorities (DC)

Presented by Sheri Koller, LCSW, LCSW-C, PPSC, NCSSW

Meet the Presenter: Sheri Koller is the owner of Brave Journeys LLC that provides consultation, program development, needs assessment, clinical supervision, and training for social workers. She is also an adjunct professor of social work for University of Tennessee, Knoxville and previously at the California State University, Long Beach, CA. Prior to this, she was a school based therapist and supervisor for many years at the Guidance Center, Long Beach, CA. 

Session Description 

Schools are messy, wondrous, creative, challenging places of growth and engagement. They are also hierarchical systems that rely on conformity, routine, and adherence to local and national politics and beliefs about educating children. In this workshop, participants will explore the dark secret schools don’t like to talk about…bias and systemic racism. Community influences, the understanding and lived experiences of school staff across multiple professions, and the schema that we’ve adopted of “what education should look like” will be explored. Focus will also include self-exploration of bias and enhancing the school social worker’s role in calling out bias in decisions, policies, and engagement with students, their families, and the community with the values and ethical standards of the social work profession in mind, ranging from confidentiality. Attendees will engage in discussion about interdisciplinary teams and the benefits and challenges of working with various perspectives and understandings of youth mental health.  

Course Objectives

By the end of this workshop, participants will be able to: 

1. Analyze the impact that various Codes of Ethics have on multi-disciplinary teams (NASW, NASP, etc) working in schools and how School Social Workers can play a specific role in advocacy.

2. Apply NASW ethics topics of boundaries, confidentiality, and advocacy specifically to the school setting.  

3. Evaluate school policies and decisions by using an anti-racist, diversity, equity, and inclusion lens to understand the importance of de-colonizing oppression and calling out bias and inequities maintained by staff decisions. 

Practice/Content Level: Intermediate, Advanced

Agenda (Format: Live and interactive webinar)

6-6:20 pm Introduction to the topic 

6:20-6:45 pm Overview of historical contexts of school social work

6:45-7:10 pm Incorporation of multi-disciplinary team members 

7:10-7:35 pm Discussion of boundaries, confidentiality, and advocacy in schools 

7:35-7:55 pm Questions and Answer 

7:55-8 pm Conclusion of session

Queer Youth: Providing Safety in Uncertain Times

2 CE Credits: Cultural Competency, LGBTQ (DC)

Presented by Danielle DuPuis, LMS, NBCT & Courvaun Hill, LGSW

Meet the Presenters: Danielle DuPuis is a LGBTQIA Initiatives Specialist for Howard County Public Schools. Prior to that, Ms. Dupuis was a Library Media Specialist for over 10 years at Hammond High School.  Courvaun Hill is a school social worker at DC Prep - Benning Elementary Campus. Prior to that, Mr. Hill held internships at two DCPS schools and was a program manager for the Ward 8 Community Economic Development: Trauma Project. 

Session Description 

This workshop will provide participants with current national data linked to the well-being of LGBTQIA+ students. Participants will have the opportunity to engage in dialogue with colleagues to review resources, learn and discuss best practices to engage LGBTQIA+ youth, and learn about creative and practical ways to serve LGBTQIA+ students. Participants will leave this session with a customized resource that they can immediately incorporate into their practice. 

Course Objectives

By the end of this workshop, participants will be able to: 

1. Interpret national data in reference to the need for local work

2. Identify ways to support stakeholders (students, parents, and school staff)

3. Develop a custom resource to share with students, parents, and/or school staff

4. Evaluate current practices of serving LGBTQIA+ youth 

Practice/Content Level: Intermediate

Agenda (Format: Live and interactive webinar)

6-6:03 pm Welcome & Housekeeping

6:03-6:08 pm Introductions

6:08-6:10 pm Objectives

6:10-6:40pm Data Deep Dive

6:40-6:50 pm Resource Review

6:50-7:05 pm Shareable Resource Database - participants will contribute to and organize resources

7:05-7:20 pm Scenario Snapshots

7:20-7:40 pm Current Practices + Role Recommendations

7:40-8 pm Serving LGBTQIA+ Youth - Creative Programming

Introduction to the Peace of Mind Curriculum: A Tier 1 SEL Approach Supporting Conflict Resolution

1 Clinical CE Credit

Presented by Linda Ryden, Ashley Brown, MA, & Ayisha Keith, MSW

Meet the Presenters: Linda Ryden is the Founder of Peace of Mind with the goal of equipping students with the tools to manage their own well-being. Prior to Peace of Mind, Ms. Ryden was a teacher for almost 30 years, primarily at Lafayette Elementary. Ashley Brown is the program director of Peace of Mind where she partners with 35+ schools across the DMV focused on creating inclusive, supportive environments for students. Prior to that, she worked for SuitUp on their programming and developing partnerships. Ayisha Keith is a school social worker for DCPS at Sousa Middle School. 

Session Description 

Educator-created and research-supported, Peace of Mind is a comprehensive whole-school program used in over 30 schools in the greater DC/MD/VA area to reach over 6,000 students every year. Peace of Mind shares a highly effective program that supports students in managing their own emotions, supporting each other in doing so, showing compassion and kindness, and resolving conflicts peacefully, practices that will inevitably create a more peaceful world. In this session, Social Workers will discover how Peace of Mind’s Tier 1 Social and Emotional Learning (SEL) curriculum for PreK-8th grade classrooms supports the wonderful work they are already doing in fostering a culture of mindfulness and community within the classroom, the whole school, and their communities beyond school. This workshop highlights how mindfulness, brain science, and conflict resolution can enhance students’ emotional well-being and academic performance. Participants will gain practical tools and strategies to integrate Peace of Mind’s approach into a multi-tiered system of supports (MTSS) to promote whole-school mental health and well-being.

Course Objectives

By the end of this workshop, participants will be able to: 

1. Summarize Peace of Mind’s Tier 1 approach to Social and Emotional Learning (SEL) with an emphasis on Mindfulness and Conflict Resolution, and its alignment with evidence-based practices in supporting whole-school well-being. 

2. Summarize Peace of Mind’s tools and strategies for integrating mindfulness and basic neuroscience into social work practice to support students’ mental health and academic success.

3. Recall and give examples for how to implement Peace of Mind’s curriculum to enhance mindfulness, conflict resolution, and emotional regulation skills among students, promoting a mindful and positive classroom and school culture.

Practice/Content Level: Beginner

Agenda (Format: Live and interactive webinar)

6-6:20 pm Presentation on OSSE’s SEL Standards and Peace of Mind curriculum

6:20-6:40 pm Interactive small group activities to explore implementation strategies

6:40-6:50 pm Group discussion

6:50-7 pmQ&A

Bibliographies are available upon request submitted to info@sswadc.org 

Virtual Conference Session Information

These live and interactive webinars take place on Zoom and is a live, synchronous workshop. Attendees may ask and answer questions throughout the presentation and participate in instructor-led discussions.

System Requirements

• An internet connection – broadband wired or wireless (3G or 4G/LTE)

• Speakers and a microphone – built-in, USB plug-in, or wireless Bluetooth

• A webcam or HD webcam - built-in, USB plug-in, or:

• • An HD cam or HD camcorder with a video-capture card
    Note: See the list of supported devices.

  • Virtual camera software for use with broadcasting software like OBS or IP cameras

• Supported Operating Systems: 

• • macOS X with macOS X (10.13) or later

  • Windows 11

  • Windows 10
    Note: Devices running Windows 10 must run Windows 10 Home, Pro, or Enterprise. S Mode is not supported.

  • Ubuntu 12.04 or higher

  • Mint 17.1 or higher

  • Red Hat Enterprise Linux 8.0 or higher

  • Oracle Linux 8.0 or higher

  • CentOS 8 or higher

  • Fedora 21 or higher

  • OpenSUSE 13.2 or higher

  • ArchLinux (64-bit only)

• Supported Web Browsers (Desktop):

• • Chrome: Within the current and past 2 versions

  • Firefox: Within the current and past 2 versions

  • Edge: Within the current and past 2 versions

  • Safari: Within the current and past 2 versions

• Supported Web Browsers (Mobile):

• • Safari: Within the current and past 2 versions

  • Chrome: Within the current and past 2 versions

  • Firefox: Within the current and past 2 versions

Registration & Participation Policy

Registration deadline is one week prior to the conference start date (May 10, 2025 at 12 pm).

Attendees are required to sign-in and sign-out of the CE course via paper attendance sheet (for in-person workshops) or virtual meeting chat record. 

Post-workshop evaluations should be completed within 72 hours of course completion. Evaluations will be available via online form or paper form when requested. The School Social Work Association of Washington, DC will issue certificates of CE hours within 10 business days of evaluation completion. The attendee must complete the evaluation questions and submit their name via the attestation in order to receive credit. 

Any issues with certificates of CE hours or general concerns should be submitted to The School Social Work Association of Washington, DC at info@sswadc.org. Follow-up will be provided within 72 hours. 

Attendees are responsible for understanding the CE course requirements for each state with which they hold a license, and should contact their licensure board(s) with any questions regarding allowances for ASWB approved continuing education. Click here to confirm that your state accepts ethics courses approved by ASWB ACE. 

The School Social Work Association of Washington, DC will maintain CE course completion records for seven (7) years. If you misplace your certificate, you may request a copy at info@sswadc.org.

Refund & Cancellation Policy

Purchase of this Continuing Education (CE) course is non-refundable. Purchase credit will be issued if the customer notifies The School Social Work Association of Washington, DC, in writing, in advance of the workshop start time. The School Social Work Association of Washington, DC will offer a credit for use on a future CE course or other eligible class or workshop. This credit is good for 12 months from the original purchase date. A full refund will be issued if the course is cancelled by The School Social Work Association of Washington, DC. 

Instructions for Requesting Accessibility Accommodations

We are committed to creating an inclusive environment for all participants. If you require any accommodations to fully participate in this workshop, please contact The School Social Work Association of Washington, DC at info@sswadc.orgat least 14 days in advance. We will make every effort to ensure your needs are met.

Grievances 

The School Social Work Association of Washington, DC is fully committed to conducting all activities in strict conformance with the Association of Social Work Boards and the National Association of Social Workers. The School Social Work Association of Washington, DC will comply with all legal and ethical responsibilities to be non-discriminatory in promotional activities, program content and in the treatment of program participants. The monitoring and assessment of compliance with these standards will be the responsibility of the owner and course instructor. 

While The School Social Work Association of Washington, DC goes to great lengths to assure fair treatment for all participants and attempts to anticipate problems, there will be occasional issues which come to the attention of the course instructor which require intervention and/or action on the part of The School Social Work Association of Washington, DC. This procedural description serves as a guideline for handling such grievances.

When a participant, either orally or in written format, files a grievance and expects action on the complaint, the following actions will be taken.

1. The Social Work Consultant (Allie Perez) who supported development of the course will be involved in all grievance resolutions for social workers. 

2. If the grievance concerns the Course Instructor, the content presented by the Course Instructor, or the style of presentation, the individual filing the grievance will be asked to put their comments in written format via the post-workshop evaluation. 

3. If the grievance concerns the level of presentation or the facilities in which the workshop is offered, the Course Instructor or Workshop Assistant will:

• Attempt to resolve concerns/requests in the moment and will follow-up at the conclusion of the workshop to understand if the concern was appropriately and fully addressed. 
• If the concern was filed after the conclusion of the workshop, review and follow-up within 72 hours. 

Questions?

Please email us at info@sswadc.org.