School of Social Work (GRAD)
The School of Social Work offers programs leading to the M.S.W. and the Ph.D. degrees.
Admission into the M.S.W. program is based on an evaluation of the applicant's transcripts, references, written statement of interest in the field, prior experience, and readiness to undertake graduate professional education. To be considered for admission, the applicant must have a bachelor's degree from an accredited college or university, preferably with a broad liberal arts preparation in social and biological sciences and the humanities.
In the admissions process for the Ph.D. program, students are asked to provide evidence of
- A master's degree in social work from a school accredited by the Council on Social Work Education or, less preferably, in a related discipline
- Academic ability, as demonstrated in academic achievement
- Writing ability, as demonstrated in a writing sample
- Commitment to the values, goals, and purposes of the social work profession
- Professional experience in human services, and
- A direction for and commitment to scholarly work congruent with the objectives and resources of the doctoral program.
Courses
Numbered 400-999:
Social Work, 2-Year & 3-Year Master's Program (M.S.W.)
2-Year
Students complete the M.S.W. generalist curriculum of 29 credit hours that covers content related to human behavior and the social environment, institutionalized discrimination, social work practice, social policy, and research. In the evidence-informed practice specialization curriculum, students choose among two concentrations for an additional 33 academic credit hours: the community, management and policy practice concentration (CMPP), and the direct practice concentration (DP). The CMPP concentration prepares students for advanced social work practice related to administration, management, and community and policy practice. The DP concentration prepares students for advanced social work practice with individuals, families, and groups.
In both the M.S.W. generalist and specialization curriculum, students also enroll in practicum education in addition to their classroom-based coursework. In practicum education, M.S.W. students are placed in more than 250 government, nonprofit, and other human services agencies each semester of their studies. Through these practicums, students receive hands-on experience working in a wide array of practice areas such as anti-poverty programs, child welfare, community and program development, family violence, healthcare, behavioral health, among others.
Students develop coherent and cohesive plans of study to meet their M.S.W. degree requirements in consultation with faculty advisors. They select courses to meet their individual professional and educational goals, while also meeting the academic requirements of their concentration. In addition, students can explore content outside of their concentration and use elective credits to pursue learning goals related to diverse areas of interest. The typical time for degree completion is four semesters of full-time study.
3-Year
Additionally, students can earn an M.S.W. degree via a three-year program. In the first year, students take two courses each semester. In the second year of this program, students take two courses each semester, participate in a practicum seminar, and complete 16 hours per week in a practicum setting. Their final year, students in this program complete the specialization curriculum.
Course Requirements
| Code | Title | Hours |
|---|---|---|
| Core Courses | ||
| SOWO 500 | Human Development in Context I: Infancy to Adolescence | 3 |
| SOWO 501 | Oppression and Resistance in Social Work Practice | 3 |
| SOWO 505 | Human Development in Context II: Adulthood | 3 |
| SOWO 510 | Foundations for Evidence-Based Practice and Program Evaluation | 3 |
| SOWO 530 | Social Welfare Systems and Policies | 3 |
| SOWO 540 | Social Work Practice with Families, Individuals, and Groups | 3 |
| SOWO 570 | Social Work Practice with Organizations and Communities | 3 |
| SOWO 520 | Social Work Generalist Practicum I | 3 |
| SOWO 521 | Social Work Generalist Practicum II | 3 |
| SOWO 523 | Generalist Practicum Seminar I | 1 |
| SOWO 524 | Generalist Practicum Seminar II | 1 |
| Specialization Practice Course: | 3 | |
| Implementing Evidence-Informed Practice w/ Individuals, Families Groups | ||
or SOWO 770 | Implementing Evidence-Informed Practice with Organizations and Communities | |
| Specialization Theory/Advanced Practice Course – Students choose one from the following courses: | 3 | |
| Adult Mental Health: Theory and Practice | ||
| Child and Adolescent Mental Health: Theory and Practice | ||
| Families: Theory and Practice | ||
| Older Adults: Theory and Practice | ||
| Health: Theory and Practice | ||
| Administrative and Management: Theory and Practice | ||
| Interorganizational and Community-Level Theory and Practice | ||
| Development Theory and Practice in Global Settings | ||
| Specialization Policy Course – Students choose one from the following courses: | 1.5 | |
| Addiction and Public Policy: Implications for Practice | ||
| Child Welfare Policy Practice and Advocacy | ||
| Advanced Policy Practice | ||
| Poverty Policy | ||
| Health Access and Health Disparities | ||
| Disability Policy | ||
| Specialization Practicum: | 12 | |
| Social Work Specialization Practicum I | ||
| Social Work Specialization Practicum II | ||
| Electives | ||
| Elective courses must be graduate level and related to the student’s M.S.W. learning and professional goals. At least 3 credit hours of electives must be taken in the School of Social Work. | 10.5 | |
| Thesis/Substitute or Dissertation | ||
| SOWO 810 | Evaluation of Social Work Interventions 1 | 3 |
| Minimum Hours | 62 | |
- 1
All students must complete this Specialization Research Course as part of their Concentration.
Milestones
The following list of milestones (non-course degree requirements) must be completed; view this list of standard milestone definitions for more information.
- Master's Committee
- Master's Oral Exam / Approved Substitute (SOWO 810)
- Thesis Substitute (SOWO 810)
- Residence Credit
- Exit Survey
Social Work, Online Master's Program (M.S.W.)
Students in the online M.S.W. program will follow the same curriculum requirements as students in the 2-year and 3-year M.S.W. programs and will be required to complete the same total number of credit hours (62). The only difference will be that their advanced policy course requirement will be 3 credit hours (instead of 1.5 credit hours as it is for students in the other M.S.W. programs) and they must complete 9 credit hours of elective credits instead of 10.5 elective credit hours as is the case with students in the 2-year and 3-year M.S.W. programs.
Course Requirements
| Code | Title | Hours |
|---|---|---|
| Core Courses | ||
| Students in the online M.S.W. program must complete all of the following: | ||
| SOWO 500 | Human Development in Context I: Infancy to Adolescence | 3 |
| SOWO 501 | Oppression and Resistance in Social Work Practice | 3 |
| SOWO 505 | Human Development in Context II: Adulthood | 3 |
| SOWO 510 | Foundations for Evidence-Based Practice and Program Evaluation | 3 |
| SOWO 530 | Social Welfare Systems and Policies | 3 |
| SOWO 540 | Social Work Practice with Families, Individuals, and Groups | 3 |
| SOWO 570 | Social Work Practice with Organizations and Communities | 3 |
| SOWO 520 | Social Work Generalist Practicum I | 3 |
| SOWO 521 | Social Work Generalist Practicum II | 3 |
| SOWO 523 | Generalist Practicum Seminar I | 1 |
| SOWO 524 | Generalist Practicum Seminar II | 1 |
| Specialization Practice Course: | 3 | |
| Implementing Evidence-Informed Practice w/ Individuals, Families Groups | ||
or SOWO 770 | Implementing Evidence-Informed Practice with Organizations and Communities | |
| Specialization Theory/Advanced Practice Course – Students choose one from the following courses: | 3 | |
| Adult Mental Health: Theory and Practice | ||
or SOWO 841 | Child and Adolescent Mental Health: Theory and Practice | |
or SOWO 874 | Administrative and Management: Theory and Practice | |
or SOWO 881 | Development Theory and Practice in Global Settings | |
| Specialization Policy Course: | 3 | |
| Social Work and Policy Practice: Theory, Analysis and Advocacy | ||
| Specialization Practicum - Students choose to complete their specialization practicum in three semesters (SOWO 822, 823, 824) (16 hours per week) | 12 | |
| Online MSW Program Specialization Practicum I and Online MSW Program Specialization Practicum II and Online MSW Program Specialization Practicum III | ||
| Social Work Specialization Practicum I | ||
or SOWO 821 | Social Work Specialization Practicum II | |
| Electives | ||
| Elective courses must be graduate level and related to the student’s M.S.W. learning and professional goals. At least 3 credit hours of electives must be taken in the School of Social Work. | 9 | |
| Thesis/Substitute or Dissertation | ||
| SOWO 810 | Evaluation of Social Work Interventions 1 | 3 |
| Minimum Hours | 62 | |
- 1
All students must complete this Specialization Research Course as part of their Concentration.
Milestones
The following list of milestones (non-course degree requirements) must be completed; view this list of standard milestone definitions for more information.
- Master's Committee
- Master's Oral Exam / Approved Substitute (SOWO 810)
- Thesis Substitute (SOWO 810)
- Residence Credit
- Exit Survey
Social Work, 12-Month Advanced Standing Program (M.S.W.)
Graduates of undergraduate social work programs that are accredited by the Council on Social Work Education who meet specific course and admissions requirements are eligible to apply for the advanced standing program. In the advanced standing program, students fulfill the degree requirements in 12 months beginning in May of each year.
Course Requirements
| Code | Title | Hours |
|---|---|---|
| Students in the advanced standing M.S.W. program must complete the following “Bridge” courses during the summer term in order to enter the Specialization Curriculum in the fall: | ||
| SOWO 522 | Pre-Specialization Practicum for Advanced Standing Students | 4 |
| SOWO 702 | Human Development in Context | 1.5 |
| SOWO 712 | Foundations for Evidence-based Practice and Program Evaluation | 1.5 |
| SOWO 732 | Advanced Standing Bridge Course: Social Welfare Policy & Institutional Oppression | 1.5 |
| SOWO 772 | Integrative Bridge Course: Practice Overview | 1.5 |
| Specialization Practice Course: | 3 | |
| Implementing Evidence-Informed Practice w/ Individuals, Families Groups | ||
or SOWO 770 | Implementing Evidence-Informed Practice with Organizations and Communities | |
| Specialization Theory/Advanced Practice Course – Students choose one from the following courses: | 3 | |
| Adult Mental Health: Theory and Practice | ||
| Child and Adolescent Mental Health: Theory and Practice | ||
| Families: Theory and Practice | ||
| Older Adults: Theory and Practice | ||
| Health: Theory and Practice | ||
| Administrative and Management: Theory and Practice | ||
| Interorganizational and Community-Level Theory and Practice | ||
| Development Theory and Practice in Global Settings | ||
| Specialization Policy Course – Students choose one from the following courses: | 1.5 | |
| Addiction and Public Policy: Implications for Practice | ||
| Child Welfare Policy Practice and Advocacy | ||
| Advanced Policy Practice | ||
| Poverty Policy | ||
| Health Access and Health Disparities | ||
| Disability Policy | ||
| Specialization Practicum: | 12 | |
| Social Work Specialization Practicum I | ||
| Social Work Specialization Practicum II | ||
| Electives | ||
| Elective courses must be graduate level and related to the student’s M.S.W. learning and professional goals. At least 3 credit hours of electives must be taken in the School of Social Work. | 7.5 | |
| Thesis/Substitute or Dissertation | ||
| SOWO 810 | Evaluation of Social Work Interventions 1 | 3 |
| Minimum Hours | 40 | |
- 1
All students must complete this Specialization Research Course as part of their Concentration.
Milestones
The following list of milestones (non-course degree requirements) must be completed; view this list of standard milestone definitions for more information.
- Master's Committee
- Master's Oral Exam / Approved Substitute (SOWO 810)
- Thesis Substitute (SOWO 810)
- Residence Credit
- Exit Survey
Social Work, Doctoral Program (Ph.D.)
The Ph.D. program curriculum is grounded in core courses designed to understand, analyze, and intervene in social problems. Thorough training is offered in theory, research methodology, data analysis, and intervention development and testing. Students design their program of study to focus on a social problem of interest and are matched with faculty mentors to guide them in their work. Students publish, apply for grant funding, and complete a teaching practicum. They have rich opportunities for both independent teaching and research.
Students should refer to the Student Handbook for additional course, milestone, and recommended checklist details.
Course Requirements
| Code | Title | Hours |
|---|---|---|
| Core Courses | ||
| SOWO 900 | Conceptualizing Social Problems to Inform Interventions | 3 |
| SOWO 910 | Research Methods in Social Intervention | 3 |
| SOWO 911 | Introduction to Social Statistics and Data Analysis | 3 |
| SOWO 913 | Advanced Research Methods in Social Intervention | 3 |
| SOWO 914 | Measurement in Intervention Research | 3 |
| SOWO 918 | Applied Regression Analysis and Generalized Linear Models | 3 |
| SOWO 919 | Special Topics in Doctoral Research 1 | 3 |
| SOWO 921 | Qualitative Analysis | 3 |
| SOWO 923 | Systemic Reviews and Introduction to Meta-Analysis | 3 |
| SOWO 940 | Development of Social Intervention Models | 3 |
| SOWO 941 | Teaching Practicum | 3 |
| Electives 2 | 6 | |
| 6 credit hours of Electives required (it is recommended that students consider taking one of the following courses after completing SOWO 918): | ||
| Structural Equation Modeling | ||
| Longitudinal and Multilevel Analysis | ||
| In addition, students must complete at least one substantive course for 3 credit hours outside the School of Social Work. This requirement can also be met by taking SOWO 924. | ||
| Thesis/Dissertation or Susbstiute | ||
| SOWO 994 | Doctoral Research and Dissertation 3 | 6 |
| Minimum Hours | 48 | |
- 1
Two sections, 1.5 credit hours each.
- 2
Electives must be at the 700-level or above. Students may take SOWO 919 as a substantive elective. Students may add as many electives as they wish.
- 3
Once students have advanced to candidacy, they must enroll for at least two semesters of dissertation credit (3 credits each). They must register for 994 in each semester, including the semester in which they defend their dissertation, until they graduate.
Milestones
The following list of milestones (non-course degree requirements) must be completed; view this list of standard milestone definitions for more information.
- Doctoral Committee
- Doctoral Oral Comprehensive Exam
- Doctoral Written Exam
- Prospectus Oral Exam
- ABD / Advanced to Candidacy
- Dissertation Defense
- Doctoral Dissertation Approved/Format Accepted
- Residence Credit
- Exit Survey
- Doctoral Teaching Experience (Independent Teaching as Instructor of Record)
Recommended Checklist
Students are encouraged to complete the following Recommended Checklist items. Please consult the Student Handbook for more information.
- Lunch and Learns
- Attendance and presentation at conferences, i.e., CSWE and SSWR
- Publications
Following the faculty member's name is a section number that students should use when registering for independent studies, reading, research, and thesis and dissertation courses with that particular professor.
Dean
Ramona Denby-Brinson (107), Child Welfare, Kinship Care, Foster Care, Children's Mental Health, Juvenile Justice, Culturally-Specific Child Welfare Services, African American Children and Families, Child Welfare Policy and Programming
Vice Dean
Robert Hawkins (103), Poverty Reduction, Social Capital, Social Policy, Qualitative Research, Cross-Cultural Issues, Human Behavior, Global Social Work
Distinguished Professors
Mimi V. Chapman (293), Child and Adolescent Well-Being, Migration and Adaptation, High Intensity Provider Preparation for Working with Diverse Populations, Mental Health Service Use, Visual and Arts-Based Methods and Interventions, Conflict, Higher Education
Gina A. Chowa (206), International Social Development, Asset Building, HIV/AIDS, Social Protection and Financial Capability
Trenette Clark Goings (304), Health Disparities, Substance Use Prevention, Prevention Science, Adolescence and Emerging Adulthood
Emily Putnam-Hornstein (239), Child Abuse and Neglect, Fatal Child Maltreatment, Child Protective Services, Administrative Data, Record Linkage, Predictive Risk Modeling
Paul J. Lanier (027), Child Maltreatment Prevention, Child Well-Being, Parenting, Evidence-Based Practice
Eric Rice (123) Homelessness, Young Adult Homelessness, Artificial Intelligence, Social Networks, Social Network Theory, Social Network Analysis, Community-Engaged Research, HIV Prevention, Suicide Prevention, Violence Prevention, Substance Use and Misuse, Quantitative Methods
Kimberly J. Strom (038), Professional Ethics, Moral Courage, Leadership, Higher Education
Sheryl Zimmerman (295), Evaluation of Practice, Social Gerontology, Psychosocial Aspects of Health, Long-Term Care, Outcome Research, Methods for Studying Older Populations, Dementia, Assisted Living, Nursing Homes
Professors
David Ansong (082), Educational and Economic Disparities, Financial Capability and Asset Building, Child and Youth Well-Being
Joy Noel Baumgartner (217), Adolescent Health and Well-Being, Severe Mental Illness, Global Mental Health Services Research, Integrated Care
Amy E. Wilson (225), Public Mental Health Services, Dual Diagnosis, Serious Mental Illness, Reentry from Jails/Prisons, Mental Illness and Criminal Justice
Lisa D. Zerden (222), Integrated Behavioral Health Care, Health Workforce Research, Behavioral Health, Substance Use Disorders (SUD) Prevention, Health Disparities and Access, Injection Drug Use and Harm Reduction, Interprofessional Education and Practice.
Clinical Professors
Mathieu R. Despard (191), Financial Determinants of Health, Financial Inclusion and Technology, Household Economic Security, Precarious Employment, Social Welfare and Tax Policy, Student Debt
Andrea J. Murray Lichtman (281), Critical and Ethical Practice, Spirituality and Health/Mental Health in Clinical Practice, Criminal-Legal System, Mental Illness, Prevention and Intervention of Substance Misuse, Global, Social, and Ethical Practice in Research, Policy, and Practice
Tina M. Souders (007), Professional Ethics, Social Work and the Law, Macro Practice with Organizations and Communities, Instructional Design and Technology
Sarah B. Verbiest (203), Maternal and Infant Health, Women's Health, Health Equity, Primary Prevention, Leadership Development, Partnership Building, Boundary Spanning, Strategic Planning, Reproductive Justice
Professor of the Practice
Allison J. Metz (230), Child Welfare, Early Childhood, Implementation Science, Implementation Practice, Research on Evidence Use, The Role of Trust and Relationships in Evidence Use, The Role of Teams and Leadership in Public Systems
Research Professors
Dean F. Duncan III (218), Human Trafficking, Child Welfare, Youth Aging Out of Foster Care, Management of Human Services Agencies, Research Methods, Community Collaboration
Virginia C. Strand (247), Complex Trauma in Children and Adolescents, Implementation Science, Common Elements Research, Workforce Development in Behavioral Health and Child Welfare
Associate Professors
Sarah E. (Betsy) Bledsoe (202), Mental Health Services, Intervention, Mixed Methods and Translational Research, Engaged and Community Based Participatory Research, Implementation Science, Perinatal, Maternal, Child, Adolescent and Family Mental Health, Mood, Anxiety, and Trauma Related Disorders, Access and Engagement in Health Care, Evidence-Based Practice, Workforce Development
Cynthia Fraga (234), Intimate Partner Violence, Child Exposure to Intimate Partner Violence, Human Trafficking, Latinx and Immigrant Survivors of Intimate Partner Violence, Coping, Parenting, Intervention Development and Evaluation
Rachel Goode (361), Psychosocial Interventions for Obesity Prevention and Treatment, Assessment and Treatment of Disordered Eating Behaviors, Racial and Ethnic Disparities in Obesity Prevalence and Treatment Outcomes, Design and Conduct of Community-Based Health Promotion Interventions, Racial Reconciliation and Healing, Spirituality in Social Work Practice, Qualitative Research
William Hall (362), Mental Health, Depression, Suicidality, Suicide Prevention, Health Disparities, Social Policy, Sexual Orientation, Adolescent Development, LGBTQ Issues
Hsun-Ta Hsu (038), Homelessness, Firearm Violence Exposure, Community-Engaged Data Science, Health Promotion
Melissa A. Lippold (260), Parenting and the Prevention of Adolescent Risky Behavior, Family Stress and Coping, Family-Based Preventive Interventions
Rainier Masa (23), Economic and Social Aspects of Health, HIV Prevention and Treatment, Food and Nutrition Security, Adolescents and Young Adults in Low Resource Settings, Intersectional Stigma and Resiliency
Clinical Associate Professors
Deborah Barrett (246), Direct Practice, Chronic Pain, Dialectical Behavioral Therapy, Mindfulness, Group Work
Charles K. Chear (160), Economic and Geographic Mobility, Poverty, Housing, Policy, Information Technology, Social Media Data, and Block Grants
Kathleen Colville (220), Policy Process Research, Narrative Policy Framework, Civic Engagement, Grassroots Social Change Processes, Social Determinants of Health and Well-Being, Health Equity, Emergency Preparedness and Response, Environmental Justice
Atensia Earp Bowen (110), Mental Health and Behavioral Health, Clinical Social Work Practice, Clinical Supervision, Social Work Curriculum, Administration and Management, Technology and Instructional Design
Kimberly Hogan (140), Human Trafficking & Exploitation, Survivor-Centered & Trauma-Informed Practice, Program Evaluation & Applied Research, Community-Based Partnerships, Service-Learning & Experiential Education, Social Justice & Systems Change
Michael E. McGuire (294), Adolescent and Family Development, Harm Reduction, Substance Use Treatment, Experiential Learning, Issues Around Military Families, Motivational Interviewing, Feedback Informed Treatment, Clinical Supervision, Clinical Model Implementation, Ethics, Workforce Development
Sherry C. Mergner (275), Disability Rights and Advocacy, Autism Spectrum Disorder (ASD), Intellectual and Developmental Disabilities (IDD), Families of Neurodivergent or Disabled Individuals, Emotional and Sensory Regulation Intervention Strategies, Modified Dialectical Behavioral Therapy with Neurodivergent and Disabled Individuals, and LGBTQ+ Issues
M. Theresa Palmer (258), Clinical Practice with Children, Adolescents, and Families, Clinical Supervision, Microaggressions and Hidden Bias, Field Education, Environmental Social Work
Shani K. Saxon (130), Critical Theories, Intersectionality, Mental Health Disparities and Wellbeing Among Black Women, Social Justice & Equity in Social Work Practice, Human development and Behavior, Culturally and Community Relevant Practices, Substance Misuse and Addiction in Black Women, Black Health and Healing, Interconnections Between Mental and Physical Health, Stress and Coping, Mindfulness and Heartfulness, Holistic Well-Being Across the Life Course, Impact of Indigenous Healing Circles and Racial Trauma
Laurie J. Selz-Campbell (240), Support for Adults and Parents with Severe Mental Illness, Arts-Based Interventions, Dialogue-Based Interventions, Social Welfare Policy
Sharon Thomas (261), Adolescent Pregnancy Prevention and Risk Behaviors, Families and Children, Interventions with Families of Color, International Social Work Education
Tauchiana J. Williams (259), School Social Work, Child and Adolescent Mental Health, Trauma
Research Associate Professors
Kanisha C. Brevard (247), Child Welfare Policy and Research, Program Evaluation, Racial Disparities in Child Welfare, Kinship Care
Steven H. Day (387), Program Evaluation, Intervention Research, Delinquency Prevention, Arts-Based Intervention
Crystal Joy Stewart (242), Child Welfare, Research Methods, Program Evaluation, Data Science, Administrative Data, Youth Aging Out of Foster Care, Trauma-Informed Care, Human Trafficking
Tonya B. Van Deinse (333), Adults with Mental Illness, Criminal Justice, Mental Health Services, Implementation Science
Assistant Professors
Rebecca Rebbe (291), Child Maltreatment, Child Neglect, Child Injury, System Responses to Child Maltreatment, Child Well-Being Policy, Child Protection Systems, Data Science, Linked Administrative Data, Data Visualization
Sonyia Richardson (235), Mental Health and Well-Being, Culturally Inclusive Interventions, Black Youth Suicide Prevention and Intervention Development, Urban Education
Millicent Robinson (213), Black Health and Healing, Women’s Health, Interconnections Between Mental and Physical Health, Stress and Coping, Mindfulness and Heartfulness, Holistic Well-Being Across the Life Course, Spirituality in Social Work Practice, Health Equity, Design, Implementation, Evaluation of Culturally Relevant Interventions to Address Health Disparities
Ankur Srivastava (91), LGBTQ Behavioral Health, Multiple Minority Stress, Sexual Identity Management, Sexual Identity Fluidity, Homelessness, Exchange and Survival Sex, HIV Prevention and Care
Bridgette Thom (360), Social Determinants of Health, Health-Related Financial Hardship, Mixed Methods Research, Healthcare Affordability, Financial Capability, Oncology
Tess Thompson (101), Cancer Survivorship, Psychosocial Oncology, Caregiving, Social Determinants of Health, Health Promotion, Health Disparities
Orrin Ware (232), Substance Use, Substance Use Disorders, Co-Occurring Substance Use and Mental Health Disorders
Clinical Assistant Professors
Agha Erum (226), Services for Immigrant and Refugee Populations, Cultural Adaptation of Interventions, Social Work with Communities, Treatment of Trauma, Public Mental Health
Benjamin Balderas (201), Child Welfare, Nonprofit Management and Leadership, Community Management and Policy Practice (CMPP)
Mellicent O. Blythe (203), Trauma-Informed Practice, Community Mental Health, Workforce Development, Public Policy, Implementation of Evidence-Based Treatments
Lakisha C. Brown (150) Clinical Practice with Children, Trauma, School Social Work, Practicum Education, Adolescents and Families, School-Based Mental Health, Juvenile Justice, Faith and Spirituality in Social Work Practice
Katrice L. Byrd (195), Suicide Prevention with Military‑Connected Populations, Lethal Means Safety Counseling, Military Culture and Transitions, Child, Adolescent, Adult & Family Mental Health, Emotional Intelligence, Clinical Supervision, Leadership & Ethics in Social Work; Integration of Storytelling in Evidence‑Based Practice, Social Determinants of Health, and Trauma-Informed Support Interventions
Jaylen Cates (243), Community-Based Food Systems, Food Access, Community Development, Shared Governance, Group Facilitation, Organizational Development
Michelle Chamber-Rollins (216), Mental Health and Well-Being in Black Women, Substance Misuse and Addiction in Black Women, Intersectionality and Mental Health Treatment, Child Welfare, Community-Based Interventions and Mental Health
Jacqueline Coleman-Carmon (105), Health Disparities and Inequities in African American Women, Trust Among African American Women and Their Healthcare Providers, Spirituality and Cultural Humility in Healthcare, and African American Women and Menopause
Tyrek T. Corry (128), Mental Health and Well-Being in Black Men, Social and Racial Justice, Faith and Spirituality in Social Work Practice, Trauma-Informed Practices and Collective Trauma, Culturally Responsive and Anti-Oppressive Practices, Mental Health Policy, Advocacy, and Systems Change, Structural Racism and Social Determinants of Health
Tierra L. Daniels (162), Young Black Mothers Ages 18–24 and Their Transition Out of Homelessness, Children and Families, Child Welfare, Homelessness, Mental Health and Well-Being, Community Engagement, Practicum Education, Non-Profits
Matthew Diehl (244), Evidence-Based Mental Health Practices, Community Inclusion, Disability Rights, Practicum Education, Cultural Humility, Social Justice
Alyssa Draffin (204), Psychedelic Assisted Therapy, Differential Diagnostics, Women’s Mood Disorders, Somatic Impact of Trauma, Psychosis, Direct Practice for Adults, Neurobiology of Trauma, Alternative Therapies, Epigenetics, Trauma-Informed Healthcare.
Theresa Flores (227), Mental Health, Racial Equity and Access, Cultural Considerations and Humility, Generational Trauma, Neurodiversity, LGBTQ Issues, Integrated Care, Trauma-Informed Practice
Rachel Foster (205), Child Welfare, Attachment and Child Maltreatment, Pre-and Perinatal Development, Interpersonal and Self-Directed Violence (Prevention and Response), Role Transitions and Acculturation, Military Sexual Assault/Trauma, Military Transitions
Luzelly Frias (190), Perinatal Mental Health, Social Determinants of Health, Medical Social Work, Refugee Resettlement, Immigration Trauma, Private Practice, Community Mental Health, Complex Care Management, Latinx/e Mental Health
Sasha Frinzl (209), Clinical Practice with Children, Adolescents and Families, Trauma, Social Work Field Education
Crystal P. Grant (235), School Social Work, School-Based Mental Health, Practicum Education, Clinical Practice with Children, Adolescents, and Families, Clinical Supervision, Criminal Justice, Integrated Behavioral Health
Jay Jahnes (175), Clinical Practice with Children, Adolescents and Families, Trauma-Informed Care, Evidence-Based Mental Health Practices, Clinical Supervision, Community Mental Health
Karon F. Johnson (229), Trauma-Informed and Somatic-focused Practice, Grief and Loss, Crisis Intervention, Spirituality and Social Work, Practical Theology, Interprofessional Learning and Practice Between Social Work and Chaplaincy, Culturally Relevant Practice, Ethics in Work with Diverse Populations
Jessica Lambert Ward (219), Community Management and Policy Practice (CMPP), Community Capacity Building, Cultivating Cultures of Care and Mutuality in Communities and Organizations, Culturally Relevant Practice, Indigenous Populations, Intergenerational Trauma and Resilience, Practical Applications of Indigenous Knowledge, Organizational and Community Change, Social Justice, Student Success and Retention in Higher Education
Amy S. Levine (236), Child Welfare Practice, Child and Adolescent Mental Health, Clinical Practice, Trauma-Informed Care, Professional Wellness and Resilience, Social Work Practicum Education, Social Work Curriculum Development
Tywan Lindsey (314), Intake and Crisis Assessment, Bias and Disparities in Mental Health Treatment, Assessment and Diagnosis
Mathieu McNeil (139), Community Mental Health, Mindfulness, Men's Health, Health Disparities, Mental Health and Well-Being with Black Men, Community-Based Interventions and Mental Health, Social Policy, Spirituality and Social Work Practice, Eastern Medicine, Movement, Yoga
Heidi E. McNeilly (163)
Matthew Morgan (313), Aging Services & Gerontology, End-of-Life Care, Medical Social Work, Health Equity, Public Health, Communities and Neighborhoods, Community-Engaged Research, Critical Theory, Racial Equity and Access
April S. Parker (250), Maternal Mental Health, Mental Health Equity, Cultural Humility, Social and Racial Justice, Anti-Racist and Anti-Oppressive Practices, Clinical Supervision, Clinical Social Work, Social Work with Groups, International Social Work Practice
Michele Patak-Pietrafesa (092), School Social Work, School-to-Prison Pipeline, Neurodiversity, Disability Rights, Universal Design for Learning, Anti-Racist & Anti-Oppressive Practice, Intergroup Dialogue, Organizational Behavior & Systems Change, Systems & Implementation Sciences, Program Development, Implementation, and Evaluation, Research Methods, Structural Equation Modeling
Sarah Patterson (312), School Social Work, Children and Families, Juvenile Justice, International Social Work, Cultural Humility, Practicum Education
Adrienne Slaughter (311), Adult Mental Health, Trauma, Personality Disorders, Health Determinant in Black Families Specifically Menopausal Women, Low Income Population Policies, Food Desserts, Community Gardens, Policing in Black Communities
Arlana E. Speller (120), Hospital-Based Clinical Social Work and Interdisciplinary Care, Social Work Practicum Education, Crisis Intervention, Behavioral Health Case Management, Community Mental Health, Social Work with Children and Families
Christopher Toenes (257), Adult Mental Health Practice, Psychotherapy, Substance Use Treatment, Harm Reduction, Trauma Treatment Modalities, Trauma-Informed Care, Grief and Loss, Culturally Responsive Practice, Anti-Oppressive Clinical Practice, Clinical Practice with Members of LGBTQIA Community, Racial Equity and Access
Monique E. Tuset (154), Higher Education Access, Career Development, Social Capital, Nonprofit Leadership
Carynne Williams (310), Faith and Spirituality in SW Practice, Treatment for Depression, Anxiety, Trauma, Men's Issues, Community Development, Government, Nonprofits
Research Assistant Professors
Brianna Lombardi (212), Integrated Behavioral Health, Behavioral Health, Heath Workforce
Kathleen Malley (207), Educational Psychology, Child Development and Well-Being, Child Welfare, School Engagement and Outcomes, Public Assistance Utilization, Program Evaluation, Administrative Data, Quantitative and Qualitative Methods and Analysis, School Counseling
Hannah A. Silverstein (138), Impact Evaluation, Social Protection, Disability, and Child Wellbeing.
Clinical Instructors
Adam Pierson Milano (145), Military Social Work, Global Social Work, Crisis Response, Student Veteran Mental Health, Mental Health in Higher Education, Storytelling, Mentorship, Disaster Mental Health, Public Speaking
Professors Emeriti
Gary L. Bowen
Iris Carlton-LaNey
Mark Fraser
Dorothy N. Gamble
Marilyn A. Ghezzi
Michael Lambert
Hortense K. McClinton
Gary Nelson
Dennis Orthner
Jack M. Richman
Amelia Roberts-Lewis
Kathleen A. Rounds
Mark Testa
Charles Lindsey (Lynn) Usher
Marie Weil
Irene Zipper
School of Social Work
