Jennifer Berton, PhD, LICSW, CADC-II
Tuesday, August 13, 2024![]()
9:30 am – 4 pm
5 CECs
Registration Fee: $125
UConn SSW Alumni and Current Field Instructors receive a 10% discount
Classroom location, directions and parking details will be included in your email confirmation
Historically mislabeled as a difficult population, this workshop explores the characteristics of adolescent addiction, the recovery pitfalls, and effective treatment interventions that will engage your young clients.
Adolescent Addiction is a distinct problem, with biopsychosocial elements unique to this age group, which indicates there are unique treatment implications. This training explores the unique elements of adolescent addiction and discusses the best ways to both prevent and treat it. While the majority of the training addresses substance use, other addictions – gambling, sex, internet, fitness – will be included.
Adolescent Addiction is often guided by cultural, political, and social forces. Adolescents my be judged for wanting attention, submitting to peer pressure, or making “stupid” choices, depending on the culture in which the teen is a member. The degree that the addiction is accepted is often based on these influences. This training includes a discussion of these influences, not only in understanding how teen addiction develops, but also how recovery can be sabotaged or supported by these influences.
Participants will:
• learn the differences between the adult and adolescent brain
• explore the principles of addiction and how it affects the adolescent brain
• review updated assessment tools for this subpopulation
• Learn strategies to create improved treatment plans that address the adolescent’s unique needs




































An example of an innovative partnership with the state is the work of Assistant Research Professor Patricia Carlson, who along with her colleague Brenda Kurz, has received a grant to study a new program to empower families. The Department of Children and Families refers families to the program, Integrated Family Care and Support (IFCS), after an investigation has deemed the children are safe. IFCS uses a Wraparound Practice model, which brings together a team of family members, friends, and providers identified by the family to develop a plan of care.
In a study published by the Journal of Public Child Welfare, Assistant Professor of Social Work Nate Okpych investigated how a federal law increasing the foster care age limit might affect postsecondary outcomes for foster care youth. The law, passed in 2008, gives states the option to raise the foster care age limit from 18 to 21. Okpych analyzed a longitudinal study of over 700 young people in foster care in three midwestern states. He compared college data from one midwestern state that had extended the foster care age limit with data from two other states that had not.
Professor Louise Simmons drew upon her many years of work in the field of community labor coalitions to co-edit the book, Igniting Justice and Progressive Power: The Partnership for Working Families Cities. Each chapter, written by academics in different states, tells the story of the local organizations affiliated with the Partnership (now known as Power Switch Action). From California to Georgia to Tennessee, the authors used different qualitative methods to demonstrate how affiliates successfully took on specific modern urban problems. Issues included environmental regulations related to ports, police relations, development and community benefits, and school reform.
The COVID-19 pandemic has led many older adults to become more socially isolated, particularly older adults of color who have also been affected by racial tensions in society. The isolation contributes to inactivity, diminished mental health, and may even accelerate the aging process. To study this phenomenon, Assistant Professor Rupal Parekh developed an intervention to engage older African Americans in Hartford. Over eight weeks, the research team will engage these older adults with a web-based behavioral intervention that encourages physical activity and greater mental health. Participants will also discuss the intervention with a group leader and receive peer support.
As the third edition of International Social Work, the textbook by Professor Rebecca Leela Thomas and Distinguished Professor Emerita Lynne Moore Healy, was going to press, the COVID pandemic struck. The historic event underscored a central theme of the book. “A global pandemic such as this shows the need for much more global cooperation, and why there is a need for social workers to understand global interdependence and exchange,” says Thomas. The 500-page textbook is a comprehensive treatment of all dimensions of international social work. Within a four-part framework, it addresses a wide range of topics, including domestic practice and policy influenced by global forces, professional exchange, international practice, and global social policy.