This 2 hour webinar explores the unique needs of LGBT military families and supportive strategies service professionals can implement in their work with these families. Archived recording of this webinar and information about FREE NASW CEU's can be found here: https://learn.extension.org/events/1571#.U78dX1amezA
Please find attached slides presented for the CIPD Guernsey Branch with Ellie Jones of @Liberate on Inclusion and Diversity at work - The LGBTQ Rainbow
This 60-minute webinar is part 1 of a 2-part series focusing on inclusive practices in working with LGBT youth and families. Part 1 will provide an introductory-type course focused on the language, terms, and background pertaining to the LGBT community, offering insight and guidance in working with this population.
Presentation of BSF's 2010 Military Family Lifestyle Survey results presented to a joint session of the Senate and House Military Family Caucuses on September 22, 2010.
Please find attached slides presented for the CIPD Guernsey Branch with Ellie Jones of @Liberate on Inclusion and Diversity at work - The LGBTQ Rainbow
This 60-minute webinar is part 1 of a 2-part series focusing on inclusive practices in working with LGBT youth and families. Part 1 will provide an introductory-type course focused on the language, terms, and background pertaining to the LGBT community, offering insight and guidance in working with this population.
Presentation of BSF's 2010 Military Family Lifestyle Survey results presented to a joint session of the Senate and House Military Family Caucuses on September 22, 2010.
Part of a training program aimed at encouraging faculty, staff and students at Fanshawe College to become "Positive Space" allies for GLBTTQQ students. If you wish to have this workshop presented in your classroom or department, contact Candice in the Counselling and Student Life Department, F2010, Fanshawe College.
One of the national standards of practice for healthcare interpreters that is often misunderstood is impartiality. It’s important for students as well as experienced interpreters to understand that at times they will be requested to interpret in situations about which they may have internal conflicts. Claiming a conflict of interest in these cases is not the ideal solution, as it might decrease language access. One area in which many interpreters have very limited knowledge and experience but may have very strong personal feelings is patients who identify as lesbian, gay, bisexual, transgender, intersex, asexual, or those who consider themselves queer. These sessions are more challenging than they need to be if interpreters do not evaluate their own biases with regard to LGBTQIA people and do not have the appropriate knowledge and vocabulary to impartially assist this unique group of patients. Additionally, LGBTQIA individuals face significant barriers in accessing health care that are heightened when that person is also limited English proficient (LEP). This training will provide trainers a framework for incorporating LGBTQIA issues in interpreting training, including respectful vocabulary that will allow patients and their family members to feel comfortable in opening up to their healthcare provider, regardless of the situation.
NAAHP 2010 poster on the collaboration between the offices of GMU Health Professions Advising and GMU LGBTQ Resources. For more information about the general Ally Safe Zone program, go to http://lgbtq.gmu.edu/ .
LGBTQ Affirming Professionals: Becoming Culturally Competent - This document contains information that complemented my CEU-Granting Workshop I conducted for the CAMFT.
2017 Ohio Family Care Association (OFCA) Resource Family ConferenceWendi Turner
It is time to talk, connect and build a better future for Ohio adoptive, foster, kinship and primary families
Join us for our 41st annual resource family conference June 16-17, 2017! Attended by over 150 resource families and leaders in Ohio’s child welfare and juvenile justice agencies, the conference is designed to connect, educate and build meaningful collaborations between people who share similar experiences. Out of this 2 day exchange of ideas, thoughts and information we will discover what we can do together that we cannot do alone.
Identity and Social Change AgencyIn this module, you are explori.docxsleeperharwell
Identity and Social Change Agency
In this module, you are exploring the concept of identity in relation to social change agency. The development of your identity is an ongoing process that spans your entire lifetime. Personality traits and lived experiences collectively, yet differentially, contribute to the lens through which you define your identity.
For your initial post, you will define and reflect on the relationship between identity and social change agency. Your post should address the following:
· In your own words, define identity and describe its relevance to social change agency.
· In what ways have personal and social factors influenced the development of your identity?
· Describe which aspects of your identity would be most beneficial in managing change and why.
· Reflect on your BA Psychology program experience and describe one way that you would apply your knowledge of psychology to manage the effects of social change.
· Describe how identity and social change agency connect to one of the following programmatic themes:
· Self-care, Social justice, Emotional intelligence (EI), Career connections, Ethics
Paper # 2 Integrated Ecoscan and Biopsychosocial-spiritual Assessment
·
·
Pages: 10-12
The purpose of this assignment is two-fold. First, to orient and accustom you to thinking about individuals and systems as interdependent and to provide you with a three-dimensional lens for understanding your client- (Clients can be individuals, families, or an individual in a group). In addition, this will be your first introduction to writing a BioPsychoSocialSpiritual (BPSS) Assessment.
A BPSS is the most common tool that social workers use to organize information that you have gathered about your client which will lead to your conceptualization (or formulation) of why you think your client is experiencing a particular problem at a particular moment in time. This data and conceptualization are essential for developing an appropriate treatment plan. Most agencies that you work at will require some version of a BPSS; some will be very brief, and others will require a longer, more narrative format. Because we are approaching this as both an academic exercise as well as a clinical intervention, citations are required (minimum of 6). As social workers, the focus of the information we gather should always be strengths-based and rooted in our understanding of how micro, mezzo, and macro factors influence our clients’ functioning.
The paper is divided into sections to help you organize your thinking about how the BPSS and Ecoscan are integrated. Please use headings when writing your assignment.
Introduction: (No more than 1 page or 2 paragraphs)
· Agency and Student’s Role
· Identifying Information of the client system
o Age, sex/gender, race/ethnicity, relationship status, student/employment status, living situation, environmental context (Please note to include any pertinent information you consider relevant to yo.
The route to success in end of life care – achieving quality for lesbian, gay, bisexual and transgender people
21 June 2012 - National End of Life Care Programme
This guide has been developed following consultation with stakeholders at a series of discussion groups held around the country. It offers guidance and advice for those working with lesbian, gay, bisexual and transgender (LGBT) people, and for LGBT people themselves, whether giving or receiving end of life care.
It provides case studies, key recommendations and issues for health and social care professionals to consider, such as:
The importance of avoiding the assumption that someone is heterosexual.
The enhanced privacy rights for transgender people provided by the Gender Recognition Act (2004).
Avoiding the common misunderstanding that a next of kin needs to be a person related by blood or marriage.
Challenges faced if a person has not previously 'come out' - the need for end of life care can mean private domestic arrangements are subject to wider scrutiny.
Recognising that 'coming out' may result in LGBT people being isolated from their families of origin and therefore relying on other support networks.
The danger of not recognising the significance of a relationship, which may result in a bereaved person's grief going unrecognised.
The report calls for organisations and the people within them to have an LGBT-friendly culture and use education and training to positively address communication skills and attitudes. It urges organisations to have a clear confidentiality policy, involve LGBT people in services and promote the use of inclusive language at the end of life, with phrases that do not inadvertently make someone feel like they must reveal their sexual orientation and gender identity.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
Training 2013-2014-science -donate-life-northwest_v2EOCoordDLNW
This training reviews the 2013-2014 Donate Life Northwest Classroom Presentation program, and reviews the Power Point recommended for use in science (biology, anatomy, etc.) classrooms.
This online session serves as a substitute for volunteers unable to attend our Fall "Back to School" basic training. It is about an hour long.
Family Finances Series: Separation and Single Parenting in the MilitaryMFLNFamilyDevelopmnt
For many service members with families and children, it can be a difficult balance between responsibilities to their families and to the military. Separation and single parenting can make this balance even more difficult, leaving service members and their family members shouldering even more responsibilities than before. During this 90-minute webinar, Dr. Mixon and Dr. Gillen will discuss both the emotional and financial impacts of separation and single parenting in the military.
All Hands on Deck! Developing Culturally Alert Communication in Relationships MFLNFamilyDevelopmnt
During this 90-minute webinar, participants will be invited to examine the relationship between self-awareness, knowledge of others, and culturally alert interventions. The facilitators will challenge the participants to recognize the influence of intersecting identities on themselves and their clients and introduce strategies for gaining self and other awareness, including the RESPECT Model and Broaching. The facilitators will also provide participants with strategies to address powerlessness among clients who are marginalized and ways to engage in advocacy.
More Related Content
Similar to July 17, 2014: Needs and Supportive Strategies for Professionals Working with LGBT Military Families
Part of a training program aimed at encouraging faculty, staff and students at Fanshawe College to become "Positive Space" allies for GLBTTQQ students. If you wish to have this workshop presented in your classroom or department, contact Candice in the Counselling and Student Life Department, F2010, Fanshawe College.
One of the national standards of practice for healthcare interpreters that is often misunderstood is impartiality. It’s important for students as well as experienced interpreters to understand that at times they will be requested to interpret in situations about which they may have internal conflicts. Claiming a conflict of interest in these cases is not the ideal solution, as it might decrease language access. One area in which many interpreters have very limited knowledge and experience but may have very strong personal feelings is patients who identify as lesbian, gay, bisexual, transgender, intersex, asexual, or those who consider themselves queer. These sessions are more challenging than they need to be if interpreters do not evaluate their own biases with regard to LGBTQIA people and do not have the appropriate knowledge and vocabulary to impartially assist this unique group of patients. Additionally, LGBTQIA individuals face significant barriers in accessing health care that are heightened when that person is also limited English proficient (LEP). This training will provide trainers a framework for incorporating LGBTQIA issues in interpreting training, including respectful vocabulary that will allow patients and their family members to feel comfortable in opening up to their healthcare provider, regardless of the situation.
NAAHP 2010 poster on the collaboration between the offices of GMU Health Professions Advising and GMU LGBTQ Resources. For more information about the general Ally Safe Zone program, go to http://lgbtq.gmu.edu/ .
LGBTQ Affirming Professionals: Becoming Culturally Competent - This document contains information that complemented my CEU-Granting Workshop I conducted for the CAMFT.
2017 Ohio Family Care Association (OFCA) Resource Family ConferenceWendi Turner
It is time to talk, connect and build a better future for Ohio adoptive, foster, kinship and primary families
Join us for our 41st annual resource family conference June 16-17, 2017! Attended by over 150 resource families and leaders in Ohio’s child welfare and juvenile justice agencies, the conference is designed to connect, educate and build meaningful collaborations between people who share similar experiences. Out of this 2 day exchange of ideas, thoughts and information we will discover what we can do together that we cannot do alone.
Identity and Social Change AgencyIn this module, you are explori.docxsleeperharwell
Identity and Social Change Agency
In this module, you are exploring the concept of identity in relation to social change agency. The development of your identity is an ongoing process that spans your entire lifetime. Personality traits and lived experiences collectively, yet differentially, contribute to the lens through which you define your identity.
For your initial post, you will define and reflect on the relationship between identity and social change agency. Your post should address the following:
· In your own words, define identity and describe its relevance to social change agency.
· In what ways have personal and social factors influenced the development of your identity?
· Describe which aspects of your identity would be most beneficial in managing change and why.
· Reflect on your BA Psychology program experience and describe one way that you would apply your knowledge of psychology to manage the effects of social change.
· Describe how identity and social change agency connect to one of the following programmatic themes:
· Self-care, Social justice, Emotional intelligence (EI), Career connections, Ethics
Paper # 2 Integrated Ecoscan and Biopsychosocial-spiritual Assessment
·
·
Pages: 10-12
The purpose of this assignment is two-fold. First, to orient and accustom you to thinking about individuals and systems as interdependent and to provide you with a three-dimensional lens for understanding your client- (Clients can be individuals, families, or an individual in a group). In addition, this will be your first introduction to writing a BioPsychoSocialSpiritual (BPSS) Assessment.
A BPSS is the most common tool that social workers use to organize information that you have gathered about your client which will lead to your conceptualization (or formulation) of why you think your client is experiencing a particular problem at a particular moment in time. This data and conceptualization are essential for developing an appropriate treatment plan. Most agencies that you work at will require some version of a BPSS; some will be very brief, and others will require a longer, more narrative format. Because we are approaching this as both an academic exercise as well as a clinical intervention, citations are required (minimum of 6). As social workers, the focus of the information we gather should always be strengths-based and rooted in our understanding of how micro, mezzo, and macro factors influence our clients’ functioning.
The paper is divided into sections to help you organize your thinking about how the BPSS and Ecoscan are integrated. Please use headings when writing your assignment.
Introduction: (No more than 1 page or 2 paragraphs)
· Agency and Student’s Role
· Identifying Information of the client system
o Age, sex/gender, race/ethnicity, relationship status, student/employment status, living situation, environmental context (Please note to include any pertinent information you consider relevant to yo.
The route to success in end of life care – achieving quality for lesbian, gay, bisexual and transgender people
21 June 2012 - National End of Life Care Programme
This guide has been developed following consultation with stakeholders at a series of discussion groups held around the country. It offers guidance and advice for those working with lesbian, gay, bisexual and transgender (LGBT) people, and for LGBT people themselves, whether giving or receiving end of life care.
It provides case studies, key recommendations and issues for health and social care professionals to consider, such as:
The importance of avoiding the assumption that someone is heterosexual.
The enhanced privacy rights for transgender people provided by the Gender Recognition Act (2004).
Avoiding the common misunderstanding that a next of kin needs to be a person related by blood or marriage.
Challenges faced if a person has not previously 'come out' - the need for end of life care can mean private domestic arrangements are subject to wider scrutiny.
Recognising that 'coming out' may result in LGBT people being isolated from their families of origin and therefore relying on other support networks.
The danger of not recognising the significance of a relationship, which may result in a bereaved person's grief going unrecognised.
The report calls for organisations and the people within them to have an LGBT-friendly culture and use education and training to positively address communication skills and attitudes. It urges organisations to have a clear confidentiality policy, involve LGBT people in services and promote the use of inclusive language at the end of life, with phrases that do not inadvertently make someone feel like they must reveal their sexual orientation and gender identity.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
Training 2013-2014-science -donate-life-northwest_v2EOCoordDLNW
This training reviews the 2013-2014 Donate Life Northwest Classroom Presentation program, and reviews the Power Point recommended for use in science (biology, anatomy, etc.) classrooms.
This online session serves as a substitute for volunteers unable to attend our Fall "Back to School" basic training. It is about an hour long.
Similar to July 17, 2014: Needs and Supportive Strategies for Professionals Working with LGBT Military Families (20)
Family Finances Series: Separation and Single Parenting in the MilitaryMFLNFamilyDevelopmnt
For many service members with families and children, it can be a difficult balance between responsibilities to their families and to the military. Separation and single parenting can make this balance even more difficult, leaving service members and their family members shouldering even more responsibilities than before. During this 90-minute webinar, Dr. Mixon and Dr. Gillen will discuss both the emotional and financial impacts of separation and single parenting in the military.
All Hands on Deck! Developing Culturally Alert Communication in Relationships MFLNFamilyDevelopmnt
During this 90-minute webinar, participants will be invited to examine the relationship between self-awareness, knowledge of others, and culturally alert interventions. The facilitators will challenge the participants to recognize the influence of intersecting identities on themselves and their clients and introduce strategies for gaining self and other awareness, including the RESPECT Model and Broaching. The facilitators will also provide participants with strategies to address powerlessness among clients who are marginalized and ways to engage in advocacy.
Staying Strong by Seeking Help: Barriers and Facilitators to Military Mental ...MFLNFamilyDevelopmnt
This 90-minute webinar addresses the determinants of mental health treatment seeking among military personnel and interventions to increase the percentage of military personnel seeking treatment. Determinants of treatment seeking address both barriers and facilitators. Barriers include such factors as the perceived stigma associated with harm to one’s career and differential treatment by fellow service members, negative attitudes toward mental health treatment, not having enough time to work treatment into a busy schedule, and a preference for handling problems oneself. Facilitators of treatment seeking include the support of family and friends, leaders, and unit members, positive attitudes toward mental health treatment, and a recognition that symptoms are interfering with performance and relationships. Interventions to reduce barriers and increase facilitators of treatment seeking are discussed, including emphasizing mental health treatment as a mechanism for increasing resilience, modifications to the number and duration of treatment sessions, and increasing supportive behaviors by fellow unit members for helping service members receive and remain in treatment.
Polishing our Protective Shields: Exploring Ways to Protect Youth from ViolenceMFLNFamilyDevelopmnt
This 90-minute webinar will focus on three different types of violence impacting youth including bullying, relationship violence in teens, and school shootings. The facilitator will offer information on trauma-informed approaches to polishing the protective shields of parents and youth in the face of danger and violence, using strategies such as identifying problematic situations, utilizing effective communication skills and emotional regulation, and engaging social support networks. Factors that increase the risk of negative consequences of stress and those that promote recovery and resilience will also be explored.
The Buffer Zone: What Adverse Childhood Experiences (ACE) Study Teaches about...MFLNFamilyDevelopmnt
In an attempt to look at the association between childhood trauma and the risk for physical and mental illness in adulthood, Kaiser Permanente and the Centers for Disease Control and Prevention established the Adverse Childhood Experiences (ACE) Study which is one of the largest scientific research studies of its kind. This 90-minute webinar will provide participants with in-depth information on this study and its implications.
"It works!" "I don't believe there are downsides to spanking!", "Spanking is not hitting and certainly not abuse!" , "It is a normal and necessary part of parenting in my community!". These arguments and many others are commonly used by parents to defend their use of spanking as a discipline technique. While many parents are continuing to spank their children, researchers are starting to reveal meta-analyses that conflict with the ideas behind the arguments in favor of spanking. This 90-minute webinar will provide service professionals with an in-depth look at spanking, the research behind it, and its effects on children's development.
This 90-minute webinar will provide participants with a basic awareness of Traumatic Brain Injury and the potential impact on daily life including work, family, and relationships. Participants will learn about signs, symptoms, and helpful interventions when working with individuals and families dealing with TBI.
TRANSforming Conversations: Addressing Needs of Transgender Youth and Their F...MFLNFamilyDevelopmnt
This 60-minute webinar is part 2 of a 2-part series focusing on inclusive practices in working with LGBT youth and families. Part 2 will focus on transgender youth specifically and the ways in which family and community play a role in their development.
This 90-minute webinar will provide guidance to professionals working with military families on ways in which they can facilitate and promote healthy relationships. In an effort to prevent intimate partner violence/domestic abuse and sexual assault, the speaker will provide resources, strategies, and tools throughout this presentation.
Participants will be given an opportunity to learn about the concept of Moral Injury and the ways in which it can impact service members and their families. In addition, the presenter will assist participants in learning ways in which service professionals and family members can assist those who have been impacted by Moral Injury.
This 1.5 hour webinar will offer valuable information on the utilization of play therapy in the effort to rebuild attachment with children in military families. The unique strengths of and risk factors for military children and families will be described along with the ways in which play therapy can assist in rebuilding attachment. The adaptation and application of techniques for working with trauma and grief to military children and families will also be presented.
It's hard enough for parents to navigate this oftentimes scary and confusing world, but parents who have children with disabilities often find themselves intimidated and lost. In this 1.5 hour webinar, participants will learn about the world of advocacy and the ways in which it is possible to find and receive the services necessary for their children to thrive. This webinar will include types, effective strategies, case studies, examples, and motivating and insightful conversation pertaining to advocacy. It is our hope that participants will leave this webinar feeling prepared and ready to face the challenges that they encounter head-on and to teach others how to do the same.
Battles on the Home Front: Working with Multi-Crisis Families - May 19, 2016MFLNFamilyDevelopmnt
This 90- minute webinar will assist service providers in identifying available resources for helping individuals and families with multiple, complex family issues. The presenter will outline similarities and differences within treatment issues such as addiction and discuss various treatment approaches from an Addiction Interaction Theory framework. The presenter will also explore loss spirals, resource caravans, and how to increase resources for the most vulnerable of clients.
Pathway to Practice: Incorporating Evidence into Military Family ServicesMFLNFamilyDevelopmnt
This 90-minute webinar will assist service professionals in "bridging the gap" between research and practice. We encourage you to join us in learning how our data can be applied to our everyday work with clients.
MFLN Family Development VLE Session 2| From Coercion to Collaboration: Streng...MFLNFamilyDevelopmnt
VLE Session 2: This 1.5 hour webinar will explore common approaches to working with domestic violence but also introduce how they intersect with a strength-based treatment model. Presenters will provide case study examples to further highlight the techniques shared.
VLE Session 1| The Ripple Effect: Trauma-Informed Interventions with AbusersMFLNFamilyDevelopmnt
This 1.5 hour webinar will offer trauma-informed interventions when working with abusers. Presenters will explore the impact abusers have on family functioning, inclusive of undermining victim-caregivers and using children as weapons. Presenters will also discuss typologies of abusers and share assessment tools that can assist in determining appropriate treatment options.
This 2 hour webinar will explore links between Post-traumatic Stress Disorder and Domestic Violence in Military Couples. Dr. Taft will provide background information regarding intimate partner violence (IPV) in military populations, discuss the development and treatment elements of the interventions, present treatment outcome data obtained from treatment development grants funded through the Centers for Disease Control, Department of Defense, and Department of Veterans Affairs, and discuss current efforts to implement the programs. He will also provide specific tips and skills for working with this challenging population.
April 23 Wellness Strategies, Burnout Prevention & Mindfulness-Part 2MFLNFamilyDevelopmnt
This 2 hour webinar will explore not only current research findings linked to wellness and mindfulness but also how mental health clinicians and those in helping professional roles can utilize this information to implement preventative and restorative practices in their work and personal lives. The presentation will also include practical examples that individuals can provide to families dealing with stress, anxiety and other difficulties that can provide barriers to wellness.
4.2.15 wellness strategies burnout prevention mindfulness part 1MFLNFamilyDevelopmnt
This 2 hour webinar will explore current research findings linked to burnout and wellness for mental health clinicians. The presentation will also include burnout prevention and wellness strategies utilized to promote a more mindful work-life balance.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
July 17, 2014: Needs and Supportive Strategies for Professionals Working with LGBT Military Families
1. Please
share
your
email
address
with
us!
We’d like to send you a link to this webinar’s recording, resources, and
notifications for future webinars.!
Provide
feedback
and
earn
CE
Credit
with
one
link:
We will provide this link at the end of the webinar!
Welcome to the
Military Families Learning Network Webinar
Needs and Supportive Strategies for Professionals
Working with LGBT Military Families!
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
2. Welcome to the
Military Families Learning Network
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
Research and evidenced-based
professional development !
through engaged online communities!
eXtension.org/militaryfamilies!
!
!
3. POLL
How
would
you
best
describe
your
current
employer?
4. This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
To receive notifications of future webinars and other learning opportunities from the
Military Families Learning Network, sign up for the Military Families Learning Network
Email Mailing list at: http://bit.ly/MFLNlist
https://www.facebook.com/MilitaryFamilyAdvocate
https://twitter.com/MilFamAdvocate
#eXfamilydevelopment
https://www.youtube.com/user/MIlFamLN
5. • Webinar participants who want to get 2.0 NASW CE Credits (or just
want proof of participation in this training) need to take an
evaluation and post-test. A link will be provided at the end of the
webinar.!
» CE Certificates of completion will be automatically emailed to participants upon
completion of the post-test. !
» Questions/concerns surrounding the National Association of Social Workers
(NASW) CE credit certificates can be emailed to this address:
MFLNmilitaryfamilyadvocate@gmail.com!
» Sometimes state/professional licensure boards for fields other than social work
recognize NASW CE Credits, however, you would have to check with your state
and/or professional boards if you need CE Credits for your field. !
"
• To learn more about obtaining CE Credits, please visit this website:
http://blogs.extension.org/militaryfamilies/family-development/professional-
development/nasw-ce-credits/!
CE Credit Information!
6. Today’s Presenter:
Dr. Lori Hensic, Director of Educational Affairs for the
American Military Partner Association (AMPA, earned her Doctorate of
Pharmacy (PharmD) with an emphasis in Health Policy & Management from UC
San Francisco. Shortly after the repeal of “Don’t Ask Don’t Tell” (DADT), Lori
relocated to be with her partner, who is stationed in San Diego and currently
an active duty U.S. Marine Corps helicopter pilot and squadron department
head. Dr. Hensic found the American Military Partner Association (AMPA)
after her move when struggling to figure out how to “survive military life,” and
since then has been determined to give back to the organization that helped her
so wholeheartedly. Lori is dedicated to critical educational efforts aimed at
strengthening LGBT military families’ representation and engagement in policy
changes. Her educational outreach help inform LGBT military families, elected
officials, and the general public about disparities in our families’ access to
services and benefits – as well as how to assist with means to change them.
INSERT
PHOTO
7. Needs and Supportive Strategies
for Professionals Working with
Military Families
Lori Hensic, PharmD, BCACP, AAHIVP
Director of Research & Policy
The American Military Partner Association
www.MilitaryPartners.org
8. Discussion
Ø LGBT Cultural Sensitivity 101
Ø LGBT Military Community – Historical Timeline
Ø “Don’t Ask, Don’t Tell” (DADT)
Ø Defense of Marriage Act (DOMA)
Ø Remaining Challenges for LGBT Service Members,
Veterans, and their Families
Ø The American Military Partner Association
9. What IS Cultural
Sensitivity?
Ø Does not have an endpoint; rather, it is a philosophy that emphasizes a
commitment to lifelong learning, self-evaluation and self-critique
Ø Rather than focusing on outcomes such as “mastering” another culture,
cultural sensitivity emphasizes the ongoing process of listening to and
communicating with people from different backgrounds as a way to provide
better quality of care
Ø Key components are active listening, open communication and openness to
difference
Ø Cultural sensitivity aims to be other-oriented or open to the other person and
their cultural identity and allowing each person to define themselves
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
10. Cultural Sensitivity
Ø Important terms
q Sexual Orientation
q Gender/Gender Identity
q LGBT
§ Lesbian
§ Gay
§ Bisexual
§ Transgender
q Queer, Intersex, Asexual, Pansexual, Questioning…
https://lgbt.ucsd.edu/education/terminology.html
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
12. Ø Gender refers to the attitudes, feelings, and behaviors that a
given culture associates with a person’s biological sex
Ø A socially constructed system of classification that assigns
qualities of masculinity and femininity to people
Ø Gender characteristics and expectations can change over
time and are different between cultures
A person’s gender is something we often assume based on how
they behave, appear, talk, walk, dress, etc.
We need to be careful about making assumptions!
Gender
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
13. Gender identity is an inner psychological sense of oneself as a
man or woman, both, neither or something else.
Everyone has a gender identity and it can change!
Gender Identity
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
14. TRANSGENDER
FTM MTF
• Cross-dresser
• Transsexual
• Gender Non-conforming
• Intersex
Transgender Man Transgender Woman
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
15. Transgender Man Transgender Woman
A person’s gender identity does not tell us ANYTHING about
their sexual orientation
TRANSGENDERTRANSGENDER
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
16. Cultural Sensitivity
Ø What to Avoid
q “Sexual Preference”
q “Lifestyle”
q Outing an individual
q Default assumption of
heterosexuality
§ Even when you know the client
is married, has children or
grandchildren
q Husband/Wife (unless
known)
q Asking transgender
individuals about their
genital status
Ø What is “OK”
q “Sexual Orientation”
q Keeping the individual’s
sexual orientation
confidential unless
explicitly told otherwise
§ Includes caution in
language used in public
places
q “Spouse” (if unknown)
q Asking transgender
individuals about their
preferred pronoun
17. Challenging Assumptions
Ø Service providers assume they can identify any LGBT service
members, veterans and/or their families who are accessing their
services
Ø By not asking about sexual orientation or gender identity, service
providers believe they are ensuring that their organization does not
discriminate against LGBT people
Ø In terms of services provided, it does not matter if a service
member, veteran and/or their family member is LGBT
Ø Don’t assume that homophobia and transphobia affect only LGBT
clients
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
18. Best Practices
Creating a culture of respect for diversity begins with
client intake and staff hiring
Ø Emphasize your policy on confidentiality
Ø Include sexual orientation and gender identity in your non-discrimination
statement, and print it on intake forms and other materials
Ø Use language that does not implicitly assume the client’s sexual
orientation or gender identity
Ø Update intake forms:
Ø Ask if individuals identify as Lesbian, Gay, Bisexual
Ø For sex or gender, add a third category for Transgender
Ø Include “partner” rather that just spouse
Ø Use LGBT-friendly statements and images in brochures and outreach
materials
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
20. Feb
1994
1982
Homosexuality
is incompatible
with military
service
1981
Discharge
mandatory for
any service
member who
engaged in, has
attempted to
engage in, or has
solicited another
to engage in a
homosexual act
Sept
2011
DADT
OVER
Feb
2013
Intent to extend
select benefits
to “same-sex
domestic
partners of
military service
members”
Mar
2013
DOMA
cases
heard by
SCOTUS
DADT
instituted
July
2013
DOMA
OVER
Oct
2013
Permissive
leave to
legally
marry
Historical Timeline
Sep
2013
FEDERAL
BENEFITS
ACTIVE
June
2014
1st DoD
Sanctioned
Pride
Month
Sept
1996
DOMA
enacted
21. Activity
Recall a time from your training
when you felt especially included in
the learning process.
What made you feel included?
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
22. Activity
Recall a time from your training
when you felt especially excluded in
the learning process.
What made you feel excluded?
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
24. “Don’t Ask, Don’t Tell”
(DADT)
Ø Service members who disclosed that they are homosexual or
engage in homosexual conduct should be separated
(discharged)
q Except when such conduct was "for the purpose of avoiding
or terminating military service" or when it "would not be in
the best interest of the armed forces.”
Ø Prohibited any homosexual or bisexual person serving in the U.S. Military from:
q Disclosing his/her sexual orientation
q Speaking about any homosexual relationships, including marriages or other familial
attributes
25. DADT
Ø Superiors should not
initiate investigation of
a service member's
orientation without
witnessing disallowed
behaviors, though
credible evidence of
homosexual behavior
could be used to initiate
an investigation.
29. Ø Blue Star Family survey
Ø The Palm Center study
Ø Other NATO countries’
integration of LGBT
individuals into the armed
services
q Israel, Canada, etc.
Serving After DADT
http://www.scribd.com/doc/141215832/Comprehensive-Report2013
33. Serving After DADT
Healthcare systems have been traditionally
unresponsive to, if not discriminatory towards, the
existence of LGBT populations
Services are often unconsciously aimed at the heterosexual population
Ø In study by the American Association of Physicians for Human
Rights, 67% of doctors and medical students report LGBT
patients receiving substandard care or denied care
Ø About 25% of transgender people report being denied equal
health care (or being refused treatment outright)
Ø Latino Transgender people reporting the highest rate of
unequal treatment
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
34. Poll
Select the quote that has the greatest impact on your empathy to the LGBT
military community.
1) “The diagnosis of homosexuality as a ‘disorder’ is a contributing factor to the pathology of those homosexuals
who do become mentally ill. …Nothing is more likely to make you sick than being constantly told that you are
sick.” —Ronald Gold
2) “The most exhausting thing in life is being insincere.” —Anne Morrow Lindbergh
3) “There’s this illusion that homosexuals have sex and heterosexuals fall in love. That’s completely untrue.
Everybody wants to be loved.” —Boy George
4) “There’s no place like home.” —Dorothy Gale, The Wizard of Oz
5) “There came a time when the risk to remain tight in the bud was more painful than the risk it took to blossom.”
—Anaïs Nin
6) “There is just one life for each of us: our own.” —Euripides
7) “There’s a period of life when we swallow a knowledge of ourselves and it becomes either good or sour inside.”
—Pearl Bailey
8) “Straight Americans need...an education of the heart and soul. They must understand—to begin with—how it
can feel to spend years denying your own deepest truths, to sit silently through classes, meals, and church
services while people you love toss off remarks that brutalize your soul.” —Bruce Bawer, The Advocate
Adapted from Openhouse LGBT Curriculum, http://openhouse-sf.org/
35. Ø What it did NOT address
q Transgender service
q Inclusion of “sexual
orientation” within non-
discrimination policy and/or
Equal Opportunity Program
q Recognition of same-gender
marriage
q Equal access to pay (“with-
dependents”)
q Equal access to benefits
DADT Repeal
Ø What it DID address
q Open service for LGB
service members
36. DOMA
Ø Signed into law by President Clinton, September 1996
Ø Section 1. Short title
q This Act may be cited as the "Defense of Marriage Act".
Ø Section 2. Powers reserved to the state
q “No State…shall be required to give effect to any…judicial proceeding
of any other State…respecting a relationship between persons of the
same sex that is treated as a marriage under the laws of such other
State…”
Ø Section 3. Definition of marriage (ruled unconstitutional by
SCOTUS)
q “…the word 'marriage' means only a legal union between one man
and one woman as husband and wife, and the word 'spouse' refers only
to a person of the opposite sex who is a husband or a wife.”
37. Serving Under DOMA
Ø Benefits Unavailable Because of DOMA
q Basic Allowance for Housing
q Health Insurance/TRICARE
q Morale, Welfare & Recreation Programs
q Relocation & Transportation
q Employment & Education for Spouses
q Family Separation Allowance
q Family Advocacy & Spouse Abuse
38. Serving Under DOMA
Ø Benefits Unavailable Because of DoD Regulations
q Joint Duty Assignments
q Free Legal Services
q Military Family Housing
q Shopping at Commissary & Exchange
q Family Programs
q Spousal Privilege in Courts Martial
q Relocation & Overseas “Command-Sponsored” Status
39. Serving Under DOMA
Ø Service Members
q https://www.youtube.com/watch?v=nJ-iWSrxi_c
Ø Spouses/Partners
q http://militarypartners.org/i-too-am-america/
q https://www.youtube.com/watch?v=fZx4EwrzmU4
q http://storycorps.org/listen/tracy-and-sandra-johnson/
Ø Children
q http://japan.stripes.com/education/my-moms-and-me
41. Serving Under DOMA
Ø Extension of DoD Regulated Benefits to Same-Gender
Domestic Partners of Military Members
q Secretary of Defense Leon Panetta, Feb 2013 memo
q Implementation required by Oct 1, 2013
q All DoD benefits, except:
§ Military Family Housing (on-base housing)
§ Overseas “Command-Sponsored” Status
43. Ø What it did NOT address
q Transgender service
q State recognition of same-
sex marriage
q Equal access to veterans’
benefits (Title 38)
q Inclusion of “sexual
orientation” within non-
discrimination policy and/or
Equal Opportunity Program
q Status of Forces Agreements
(SOFA) agreements for all
OCONUS locations
Demise of DOMA
Ø What it DID address
q Federal recognition of
same-gender marriage
q Equal access to spousal
benefits
q Equal access to service
member pay (“with-
dependents” rate)
http://www.washingtonpost.com/blogs/wonkblog/wp/2014/06/26/a-year-
after-supreme-court-ruling-a-rundown-of-whats-changed-for-same-sex-couples/
44. Challenges
still remain:
Ø Transgender Service
Ø Marriage Inequality & Military
Families in Non-Marriage
Equality States
Ø VA - Title 38 Section 103(c)
Ø Non-Discrimination Policy
Ø Status of Forces Agreements
Ø Military Chaplains
Ø LGBT Cultural Sensitivity
45. Remaining Challenges
Ø Respecting Transgender Troops & Their Families
q DoD medical regulations continue to prevent
transgender Americans from openly serving
q Approximately 15,000 active duty transgender service
members serve in silence
Ø Marriage Equality & Military Families Stationed in
Non-Marriage Equality States
q Military Children & Parental Rights
q In-state Tuition/Education Costs
q Military Spouse Residency Relief Act
q Military Spouse Unemployment Compensation
q Military Spouse Licensure Portability
46. Remaining Challenges
Ø Transitioning from Active Duty – Accessing Veterans
Benefits
q Title 38 Section 103(c) requires the VA to look to the
state of residence when determining whether or not to
recognize a marriage, cutting off thousands of veterans
and their spouses living in non-marriage equality states
from their earned benefits
Ø Inclusion of “Sexual Orientation” within DoD Non-
Discrimination Policy
q Available for civilian DoD employees, but no protection
for uniformed service members
q Acceptance and willingness to serve openly
q Reporting & reliable action on reports of discrimination
47. Remaining Challenges
Ø Status of Forces Agreements (SOFA) and OCONUS
Command Sponsorship
Ø Many locations do not have agreements to ensure the
host nation will recognize same-gender military spouses
as dependents
Ø Separation of spouse and family members from the
service member
Ø Military Chaplain & Counseling Support
Ø Many chaplains are prohibited from ministering to
same-gender military couples
Ø Limits resources for support and guidance, especially for
those located in places with already limited services
48. Remaining Challenges
Ø LGBT Cultural Sensitivity Training and Awareness
q Within the U.S. Military & Services Provided to
Military Families
§ Command Sensitivity
§ Benefits/Programs
§ Healthcare
49. S
The nation’s premier
resource and support
network
for the partners, spouses, and families of
America’s LGBT service members
and veterans
50. Our Organization
& Team
Ø An independent non-
partisan, non-profit
501(c)3 organization
founded by the partners
of active duty service
members
Ø 100% volunteer-lead such
that 100% of ALL
financial contributions
goes directly to
supporting our nation’s
LGBT military families
Stephen Peters
President
Ashley Broadway
Director of
Family Readiness
Jim Cassidy
Director of
Organizational
Development
Lori Hensic
Director of
Research & Policy
Chris Rowzee
State &
National Guard
Affairs Coordinator
Bianca
Strzalkowski
Organizational
Advocate
Caitlin Granade
Communications
Assistant
Lance Buchanan
Communications
Assistant
Verita Richardson
Events
Coordinator
Gene Silvestri
Veteran Affairs
Coordinator
51. More About AMPA…
Ø Based in Washington, DC, with local military family networks
across the country and around the world
Ø Originally began in 2009 as the Campaign for Military Partners
sponsored by Servicemembers United
Ø Over 25,000 members and supporters – the nation’s largest
resource and support network for LGBT military partners,
spouses, their families, and allies
54. Referral Organizations Supporting
LGBT Military Families
S The American Military Partner Association (AMPA)
(http://militarypartners.org/)
S Connecting members with other LGBT service members, spouses/partners,
and their families
S Support networks on a national and local levels (chapter-based)
S Educational Webinars, Connection with Resources, etc.
S Advocacy for LGBT service members, spouses/partners, and their families
S OutServe-SLDN (http://www.sldn.org/)
S Legal Services (Issues Stemming from Discrimination)
S Discharge Upgrades
S "Guide to LGBT Military Service"
55. Referral Organizations Supporting
LGBT Military Families (cont.)
S American Veterans for Equal Rights (AVER) (http://aver.us/)
S Advocacy for full and equitable treatment for all present and former members
of the U.S. Armed Forces
S Support networks on national and local levels (chapter-based)
S Military OneSource (http://www.militaryonesource.mil/)
S Toll Free National Hotline - Confidential Help & Counseling
S Military Life Topics
S Blogs, Podcasts, and Webinars
S Military & Family Life Counselor Program
S Confidential Help & Counseling
S https://www.mhngs.com/app/programsandservices/mflc_program.content
S http://www.militaryonesource.mil/12038/MOS/Factsheets/Factsheet_MFLC.pdf
S http://www.dtic.mil/whs/directives/corres/pdf/649006p.pdf
56. Referral Organizations Supporting
LGBT Military Families (cont.)
S GLBT National Help Center (
http://www.glbtnationalhelpcenter.org/)
S Free, confidential support for LGBT people and those with
questions about sexual orientation and/or gender identity
S Resources, Online Peer-Support Chats
S Toll-Free National Hotline (Youth & Adult)
S *Look also for local LGBT centers in your county/city*
S National Center for Transgender Equality (
http://transequality.org/)
S Social justice organization dedicated to advancing the equality of
transgender people through advocacy, collaboration and
empowerment
57. Referral Organizations Supporting
LGBT Military Families (cont.)
S Parents, Families and Friends of Lesbians and Gays (PFLAG)
(www.pflag.org)
S Promotes health & well-being of LGBT persons, their families & friends thru support,
education, and advocacy
S Support networks on national and local levels (chapter-based)
S COLAGE (http://www.colage.org/)
S Unites people with LGBT parents into a network of peers
S Online Communities
S Support networks on national and local levels (chapter-based)
S Family Equality Council (http://www.familyequality.org/)
S Connects, supports and represents the 3 million parents who are LGBT and their 6 million
children
S Programs, Parent Groups & Local Events
59. Resources for LGBT Families
• Here is a link to a PDF file with Resources:
» For clinicians working with LGBT military & civilian
families
» Listing referral organizations that support LGBT
families
» On relevant peer reviewed research articles
» And more…
• http://create.extension.org/sites/default/files/Resources%20for
%20Work%20with%20LGBT%20Military%20Families_1.pdf
60. • Webinar participants who want to get 2.0 NASW CE Credits (or just
want proof of participation in this training) need to take an
evaluation and post-test. Here is the link:
https://vte.co1.qualtrics.com/SE/?SID=SV_1L02Y7HH6B7BYvr
"
» CE Certificates of completion will be automatically emailed to participants upon
completion of the post-test. !
» Questions/concerns surrounding the National Association of Social Workers
(NASW) CE credit certificates can be emailed to this address:
MFLNmilitaryfamilyadvocate@gmail.com!
» Sometimes state/professional licensure boards for fields other than social work
recognize NASW CE Credits, however, you would have to check with your state
and/or professional boards if you need CE Credits for your field. !
"
• To learn more about obtaining CE Credits, please visit this website:
http://blogs.extension.org/militaryfamilies/family-development/professional-
development/nasw-ce-credits/!
CE Credit Information!
61. This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
Next Webinar:
TBA
Updates on future MFLN Family Development webinars can be
found at:
http://blogs.extension.org/militaryfamilies/family-development/
professional-development/
Military
Families
Learning
Network
Family Development
62. Military Families Learning Network"
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture,
and the Office of Family Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685 and 2012-48755-20306.
Find all upcoming and recorded webinars covering:
!
Family Development
Military Caregiving !
Personal Finance !
Network Literacy!
!
http://www.extension.org/62581
!