Dealing with Dementia: Alzheimer’s Disease and Other Neurocognitive Disorders

18 CEs

Dementia will be analyzed against a backdrop of environmental conditions and social influences, formal resources and informal support in order to appropriately respond to the needs of older adults and their caregivers. This presentation will cover the best practices in dementia care and highlight communication techniques: pharmacological and non-pharmacological treatments, and environmental enhancements. The goals of preserving dignity and supporting quality of life will be promoted as priorities in discussions of strengths-based and person-centered care.

Learning Objectives

Those who attend this webinar will be able to:

1. identify how CASEL model of social, emotional learning applies to social workers
2. define and apply the following twelve tools in your social, emotional skills toolbox in your social work practice: learning from difficult people, power and vulnerability, living in the “and”, companioning, empathy blockers, shame resilience, use of humor and play, apologizing, meaning making, trauma stewardship, listening to behavior and love.
3. utilize social, emotional learning skills to decrease burnout and vicarious trauma.

Workshop Information

Date

September 23 – October 28

Time

9:00 a.m. – 12:00 p.m.

Tuition

$390

Neuropathology and Symptomology

September 23 and September 30 (Session 1 and 2)

Students will understand the clinical practice implications of:

• Assessment procedures and diagnostic criteria for neurocognitive disorder.
• Bio-psycho-social-environmental assessments of patient and family needs throughout the progression of neurocognitive disorder.
• Differences in etiological and pathological traits of distinct diseases which cause neurocognitive disorder.
• Progressive intellectual symptoms of distinct diseases which cause neurocognitive disorder.
• Progressive psychiatric and behavioral symptoms of distinct diseases which cause neurocognitive disorder.
• Progressive social and psychological impacts of distinct diseases which cause neurocognitive disorder.

Care and Communication

October 7 and October 14 (Session 3 and 4)

Students will understand the clinical practice implications of:

• Strategies for supporting functional capacity in instrumental and basic activities of daily living.
• Person-centered strengths-based care for clients living with neurocognitive disorder.
• Cultural humility in care planning and service delivery as well as in the critical assessment of care quality across settings.
• Communication techniques which are effective with clients living with neurocognitive disorder.
• Using empathy, reflection and interpersonal skills to promote the personhood of diverse clients confronting neurocognitive disorder.
• Using inter-professional collaboration to identify and enact strategies for behavior management.

Treatment and Environment

October 21 and October 28 (Session 5 and 6)

Students will understand the clinical practice implications of:

• Applying critical thinking to analyze and translate research findings pertaining to nonpharmacological clinical interventions that are acceptable and effective for clients in varying stages of neurocognitive disorder and sociocultural contexts.
• Applying critical thinking to analyze and translate research findings pertaining to available pharmacological treatments for neurocognitive disorder.
• Complexities in the management of multiple medical and psychiatric comorbidities and polypharmacy.
• Using inter-professional collaboration to identify and enact strategies environmental risk reduction.
• The importance of diversity and difference in shaping the experiences of people living with dementia, their family members, themselves and other providers.
• Social, economic and environmental justice to engage and advocate in partnership with people with dementia and their families in assuring their human rights are met and needs are fulfilled.

Speaker

Daniel B. Kaplan, PhD, LICSW, LMSW, CSW-G, QDCS

Daniel B. Kaplan is a gerontological clinical social worker with expertise in mental and neurological disorders. He is an Assistant Professor at Adelphi University School of Social Work. His research includes intervention studies and workforce development initiatives to optimize services, clinical interventions and supportive environments for older adults with mental and neurological disorders living in the community. Dr. Kaplan is Co-Investigator for the John A. Hartford Foundation-funded NASW Supervisory Leaders in Aging initiative. He is the former National Director of Social Services for the Alzheimer’s Foundation of America. Dr. Kaplan holds clinical social work licensure in New York and Massachusetts, as well as an NASW certification in advanced gerontological clinical social work. He earned his doctorate at Columbia University and then held a postdoctoral research fellowship in the NIMH Geriatric Mental Health Services Research Program at the Weill Cornell Institute of Geriatric Psychiatry.

Adelphi University School of Social Work is an approved provider for continuing education credits for the following:

• Social Workers
• LMHC
• LMFT
• CASAC Renewal
• Psychology
• LCAT
• NYSED Psychology

Successful completion for the award of approved continuing education credits requires attendance at the entire training/workshop and submission of a completed evaluation form.

New York State Office of the Professions (NYSED) regulations require that participants must be present for the entire approved educational activity in order to receive a certificate for continuing education hours. There is no accommodation in the State regulations for late arrival, late return from lunch or breaks, or early departure. According to NYSED, in order to award social work CEs; “When you offer a multi-day or multi-part course/educational activity, the learner must complete all parts in order to earn the certificate for contact hours, in the same way that a student must complete a semester-long course to receive college credit. You may not award partial credit for a program, even a one-day program, if the learner does not complete all requirements at that time.”

Cancellation Policy

Unfortunately, we cannot provide refunds for cancellations made seven working days or fewer before the event for any reason—or for no-shows. We can provide credit towards a future workshop up to 24 hours before the event. After that, no credit will be issuedCancellation Policy Unfortunately, we cannot provide refunds for cancellations made seven working days or fewer before the event for any reason—or for no-shows. We can provide credit towards a future workshop up to 24 hours before the event. After that, no credit will be issued.

Accessibility Statement

The Student Access Office ensures equal access to all of Adelphi University’s programs, services and facilities for students with documented needs. Through assistance, advocacy and reasonable accommodations, the office provides an accessible and supportive campus environment.

The Student Access Office provides cost-free assistance and services that are tailored to meet the needs of individuals based on their specific, appropriately documented needs, while preserving Adelphi’s academic integrity and high standards of academic expectations and performance.

If you are a student with a documented disability and wish to request accommodation services, please submit a Petition for Reasonable Accommodations form along with the required information as detailed in the Guidelines for Documentation.

Please be aware that all decisions regarding accommodations and equal access are made in accordance with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and prevailing University Policy.

For further information, please contact the Student Access Office at 516.877.3806