Supporting LGBTQ+ Families in Turbulent Times

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Robin P. McHaelen, MSWRegister Now
Friday, October 16, 2026
9 am – 12 pm
Virtual
3 CECs

Registration Fee: $75
10% discount for UConn SSW Alumni and Current SSW Field Instructors

This program provides 3 hours of content on cultural competency.

LGBTQ+ people —transgender and non-binary people in particular — are navigating an increasingly hostile policy environment. Since early 2025, a series of federal executive orders, agency guidance changes, and enforcement actions have targeted gender-affirming care access, military service, federal identity documents, and civil rights protections for transgender people, while dozens of states have independently enacted restrictions on healthcare, school participation, and legal recognition. For LGBTQ+ individuals, their families, and the clinicians, educators, and caregivers who support them, this is a period of significant and compounding stress.

This 3-hour webinar equips participants with two complementary, evidence-based frameworks for understanding and responding to this moment. Ilan Meyer’s Minority Stress Model provides a theoretical foundation for understanding how stigma, discrimination, and anticipated rejection translate into measurable mental health disparities for sexual and gender minorities — and how distal stressors (like policy and legislation) interact with proximal, internalized stress processes. Caitlyn Ryan’s Family Acceptance Project (FAP) framework offers a practical, research-based model for helping social workers and clinicians move family and caregiver behavior along the acceptance-rejection continuum, even when starting from a place of ambivalence or discomfort.

Building on these frameworks, the webinar devotes focused attention to the current federal and state policy landscape affecting transgender and non-binary people specifically — including restrictions on gender-affirming care, military service, federal documentation, and Title IX protections, alongside the record volume of state-level legislation — and translates this landscape into practical clinical and caregiving guidance. Participants will leave with concrete language, screening considerations, and support strategies for working with LGBTQ+ clients and their families during a period of acute, ongoing systemic stress.

This webinar is designed for mental health clinicians, social workers, school counselors, healthcare providers, case managers, and other professionals who work with LGBTQ+ individuals and families. It is grounded in current, evolving policy conditions; because this is a fast-moving area, participants are encouraged to treat the specific legal/policy examples as illustrative of a broader pattern rather than a final or exhaustive accounting.

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

  • Explain the core components of Meyer’s Minority Sexual/Gender Minority Stress Model.
  • Identify how current federal and state policy actions function as distal minority stressors, describe their documented associations with anxiety, depression, and other mental health outcomes and identify potential interventions
  • Describe the Family Acceptance Project’s continuum of caregiver behaviors, using an intersectional lens to distinguish specific accepting and rejecting behaviors and their impact on outcomes for LGBTQ+ youth and adults.
  • Apply FAP-informed communication strategies to help ambivalent, uncertain, or struggling caregivers move toward more accepting behaviors, even when they hold personal, cultural, or religious reservations.
  • Assess for signs of minority stress, hypervigilance, and policy-related anticipatory anxiety in LGBTQ+ clients, with particular attention to the compounded burden on transgender and non-binary clients navigating an active and changing legal landscape.
  • Recognize the importance of remaining current on the fast-changing federal and state policy landscape and identify reliable sources (e.g., legal advocacy organizations, medical associations, state-specific trackers) for ongoing monitoring beyond the seminar.

Dear Black Male

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Welcome 2 RealityRegister Now
Tues, October 13, 2026
6 pm – 8 pm
2 CECs

Registration Fee: $50
10% discount for UConn SSW Alumni and Current SSW Field Instructors

This program provides 2 hours of content on cultural competence.

This training will focus on the depiction of black males in today’s world. The issues Black males go through and face. The cultural mistrust which influences perceptions and the quality of their relationships. Recognizing Black males varies in their individual needs and identifying supports that might be most effective. Consider how efforts to adequately provide for Black males can be linked to the fight for larger social justice goals for themselves and their communities.

Participants will:

  • explore their knowledge base around historic and current systematic oppression and implicit bias and the physical and mental health impact it has on Black males
  • identify unconscious cultural responses to mental health
  • improve culturally specific skills to work with the Black male population more effectively
  • learn skills to support in the healing of the Black male

Beyond Behavior: Creating the Conditions for Regulation, Belonging, and Healthy Development

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Regina Lester-Harriat, LMSW, Assistant Professor in-ResidenceRegister Now
Mon, October 5, 2026
9 am – 12 pm
3 CECs

Registration Fee: $75
10% discount for UConn SSW Alumni and current SSW Practicum Instructors

Webinar link will be included in your confirmation email.

Understanding children’s behavior through a neuroscience-informed lens is an important first step. The next challenge is translating that understanding into sustainable practices that shape everyday experiences for children, families, and school communities.

This interactive workshop builds upon current research in neuroscience, attachment theory, and trauma-informed practice to help participants move beyond understanding behavior toward creating the relational, emotional, and environmental conditions that support regulation, belonging, and healthy development.

Participants will explore how everyday interactions, relationships, routines, and environments influence children’s nervous system regulation and developing sense of safety, connection, and identity. Through guided reflection, case application, and concrete planning, participants will examine how adults across school communities can cultivate conditions that promote resilience, strengthen relationships, and support positive developmental outcomes.

Grounded in school social work practice and designed for immediate application, this workshop emphasizes accessible, evidence-informed approaches that participants can integrate into existing systems without relying on costly programs or extensive new resources.

Participants will discover how to translate neuroscience, attachment theory, and trauma-informed knowledge into everyday practices that help adults intentionally create the relational, emotional, and environmental conditions in which children and the adults who care for them experience regulation, belonging, and the opportunity to thrive.

Participants will be able to:
1. Apply neuroscience, attachment theory, and trauma-informed principles to design relational and environmental practices that support regulation and belonging.
2. Evaluate how everyday interactions, routines, and school environments influence children’s developing nervous systems and sense of safety.
3. Integrate relationship-centered strategies that strengthen co-regulation, resilience, and positive developmental outcomes.
4. Develop approaches that become embedded within psychologically safe learning environments without requiring extensive financial or organizational resources.
5. Create an individualized action plan for implementing manageable relationship-centered practices that foster regulation, belonging, and healthy development within their professional setting.

Women with ADHD, Rejection Sensitivity, and Estrogen Fluctuations

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Unraveling the Symptoms that Everyone Wishes we Knew about Earlier

Ruth Pearlman, LCSW, LICSW, M.EDRegister Now
Wed, Aug 12, 2026
10:00 am – 12:00 pm (ET)
2 CECs
Virtual

Registration Fee: $50
10% discount for UConn SSW Alumni and current SSW Field Instructors

Webinar link will be emailed when your registration is complete

Early research in ADHD in women often neglected the role that estrogen played in the presentation of ADHD symptoms. Recent research now clearly demonstrates that estrogen fluctuations directly affect the intensity and spectrum of symptoms experienced by women at different stages over their lifetime. Over the last decade, there has been an increase in women in peri/menopausal stages that are newly diagnosed with ADHD. As estrogen decreases, ADHD symptoms such as distractibility and disorganization seem to increase. Additionally, we will also explore the recent findings linking Rejection Sensitivity Dysphoria (RSD) and ADHD.

In this webinar, we will:

• examine why women at different stages of life experience increases/decreases of ADHD symptoms
• explore why the topic of estrogen is rarely clinically explained when working with clients with ADHD
• discover the relationship between RSD and ADHD and why women are left questioning why they weren’t told of this earlier in their lives

Alumni Spotlight: Meet Jack Lu ’05 MSW, ’16 Ph.D. (SSW)

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Jack Lu ’05 MSW, ’16 Ph.D. (SSW)

Jack Lu is Director of Implementation at the Child Health and Development Institute (CHDI) in Farmington, Connecticut. Jack leads the dissemination and implementation of multiple evidence-based treatment initiatives for youth with behavioral health concerns. His particular focus is expanding a continuum of substance use and co-occurring disorder care that spans prevention, early intervention, treatment, and recovery.

At CHDI, Jack also worked as a senior project coordinator for the Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC) imitative; the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program; the Trauma-focused Cognitive Behavioral Therapy (TF-CBT) program; and the Mobile Crisis Performance Improvement Center.

Jack’s also the Principal Investigator for three federal grants that expand integrated, co-occurring services for youth, adults, and families. He’s the author of several peer-reviewed journal articles appearing in the Journal of Consulting and Clinical Psychology, Journal of Community Health, Journal of Social Work Education, among others.

Throughout his professional career, Jack has focused his work on communities that experience marginalization through direct practice, research, and scholarly activities. His primary interests include community-based participatory initiatives, health equity, refugee and immigrant communities, and models of integrated care.

After earning both an MSW and Ph.D. in social work from the UConn School of Social Work, Jack has found appreciation in the never-ending pursuit to learn and work alongside those with lived experiences to fight injustice.

“For more than 20 years, UConn has provided me with spaces to grow and evolve—to be a better, more inspired person for myself and others,” he said. “My gratitude in these opportunities afforded to me is only paid forward through the skills I am able to leverage in my career and personal life. My life is in service, and I aspire to do what many others have done before and will continue to do after me.”

Jack is often inspired by the legacies of other social justice giants and their impact, particularly the following self-reflective quote from Justice Ruth Bader Ginsburg, “Someone who used whatever talent she had to do her work to the very best of her ability. And to help repair tears in her society, to make things a little better through the use of whatever ability she has.”

Jack advises prospective and current students to find pride in how they share themselves, their culture, and find their unique skills to confront challenges faced in society.

“Show up in as many ways that you can when the work calls you to serve others,” he said. “On behalf of community health work and the many communities who I have learned from along my career path, particularly Cambodian Americans, keep in mind that to heal you is to heal me. Once a husky, always a part of the pack.”

Alumni Spotlight: Meet Cassandra Marrero, CLAS ’15, MSW ’18, LCSW

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Cassandra Marrero, CLAS ’15, MSW ’18, LCSW
Cassandra Marrero, CLAS ’15, MSW ’18, LCSW

Cassandra Marrero is a Licensed Clinical Social Worker and Clinical Supervisor at The Village for Families and Children in Hartford, Connecticut where she supports clinicians in providing high-quality, ethical, and trauma-informed care to children and families. In this role, she oversees and mentors clinical staff through individual and group supervision, case consultation, and documentation review, while ensuring compliance with clinical standards, organizational policies, and best practices.

Cassandra also serves as a key bridge between clinicians and organizational leadership. In addition to her leadership responsibilities, Cassandra maintains her own clinical caseload, delivering trauma-informed treatment.

Since graduating from the UConn School of Social Work, Cassandra has developed a multifaceted career that reflects both clinical depth and professional growth. Her career path has included work as an outpatient clinician, clinical supervisor, and adjunct professor, allowing her to explore different dimensions of social work practice while building advanced clinical and leadership skills.

“I’ve been able to help people see their own power, strength and resilience. I hope people see that no matter what adversities they may face, they are worthy,” she says.

Cassandra completed her MSW in 2018 with a concentration in casework and was involved with the Graduate Student Organization during her time at UConn. She credits her Human Oppression course as especially influential, noting that it strengthened her understanding of systemic inequities, cultural humility, and the social worker’s role in advocating for equity and social justice—skills she applies daily in both clinical practice and supervision.

Through her work, Cassandra hopes to empower individuals and families to recognize their own strength, resilience, and inherent worth, even in the face of significant adversity.

“If you feel a call to do this work, step into it. Honor it,” she says. “It’s truly a gift to help others and it makes life so much more meaningful.”

Alumni Spotlight: Meet Vannessa Dorantes, MSW ’98, LMSW

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Vannessa Dorantes, MSW ’98, LMSW
Vannessa Dorantes, MSW ’98, LMSW

Vannessa Dorantes has dedicated more than 30 years of her career to advancing human services and transforming public child welfare systems with vision, integrity, and compassion.
She’s currently managing director of strategic consulting and systems improvement at Casey Family Programs, where she works to improve outcomes for children and families nationwide.

Previously, she served as Commissioner of the Connecticut Department of Children and Families (DCF) and chaired The Governor’s Kids Cabinet — advising on conditions, strategies and outcomes related to the wellbeing of state’s children. Vannessa also co-chaired Connecticut’s Alcohol & Drug Policy Council and the Governor’s Council on Women & Girls.

During her three-decade tenure with DCF, Vannessa held every position in the department’s social work job class. As a DCF regional administrator, she oversaw 43 municipalities which lead to her 2019 appointment as Commissioner managing a department budget of $868M and 3,200 staff. Vannessa also participated in several federal public policy roundtables, including one with the Vice President of the United States and U.S. Education Secretary in 2021, and testified before The New York Advisory Committee to the U.S. Commission on Civil Rights in 2023 as an expert witness in Child Welfare.

Vannessa earned her BA in psychology from Teikyo Post University, and an MSW from UConn SSW, focusing on casework and community organizing. She worked on this degree while employed at the DCF.

“The UCONN SSW MSW program was special because it allowed me to take courses while continuing to work at DCF. This allowed for a full integration between theory and practice,” she says. “The professors were exceptional and my advisor, Dr. Patricia Henry-Hensley, was instrumental in setting high expectations for the seriousness of our profession and that the work we were embarking upon should not be taken lightly.”

As a student, Vannessa says her most impactful field practicum was at the Clifford Beer Child Guidance Clinic in New Haven, Connecticut.

“Working directly with children and parents in a clinical setting was invaluable as I would later work within systems that would refer to community-based organizations serving these same vulnerable populations,” she says.

Vannessa served as an adjunct professor at Central Connecticut State University from 2004 until her appointment as Commissioner. She holds a certification in supervision and field instruction, has mentored countless undergraduate and graduate level interns while teaching several elective and core competency social work courses. At UConn, she served as a member of UConn School of Social Work Board of Advocates, Dean search committee, and honored as commencement speaker twice for her alma mater. In 2026, she was honored with the SSW’s Lifetime Achievement Award for making significant long-term contributions to the field of social work.

Currently, Vannessa is a member of the Board of Directors of the Child Welfare League of America (CWLA) as well as the American Public Human Services Association (APHSA) where she has chaired the National Association of Public Child Welfare Administrators (NAPCWA). She remains civically involved in her local community as a member of Alpha Kappa Alpha Sorority, Incorporated and The Links, Incorporated.

Learn more about Vannessa’s work on these national news casts:
NBC’s The TODAY SHOW (2022) and NBC News with Lester Holt (2023)

Magical Thinking and Trauma Throughout the Lifespan

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Ruth Pearlman, LCSW, LICSW, M.EDRegister Now for CE programs

Wednesday, July 29, 2026
10 am – 12 pm (ET)
Live Webinar
2 CECs

Registration Fee: $50
10% discount for UConn SSW Alumni and current SSW Field Instructors

Webinar link will be emailed when your registration is complete.

Magical Thinking, the cognitive process of assigning direct cause and effect to life events, was once thought to only occur in young childhood. Recent research supports that Magical Thinking is present throughout the lifespan, especially when we are confronted with traumatic and/or grief events. This workshop will explore how the Magical Thinking of traumatic events in childhood forges a narrative of self-blame that the child brings into adulthood. We will explore how to clinically expose the destructive self-blame stories that clients have carried within themselves. We will explore ways to assist clients in reconstructing their narratives. This workshop will also examine elements of Magical Thinking that child perpetrators use to manipulate their victims into silence. Lastly, we will discuss the tendency for traumatically grieved clients to re-employ Magical Thinking in their guilt and shock over the deaths of loved ones.

Please note: This workshop will contain content regarding childhood sexual abuse and suicide.

Learning objectives:

1. Participants will be able to identify Magical Thinking throughout the lifespan
2. Participants will learn how to assist clients in reframing narratives that have been distorted by Magical Thinking Cause and Effect beliefs.
3. Participants will understand the role of Magical Thinking in the cognitive processing of grief.

Why the DSM Doesn’t Acknowledge Sensory Integration Symptoms

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Register for CE programs nowRuth Pearlman, LCSW, LICSW, M.ED
Monday, August 10, 2026
10 am – 12 pm

Live Webinar
2 CECs

Registration Fee: $50
10% discount for UConn SSW Alumni and current SSW Field Instructors

Webinar link will be emailed when your registration is complete.

Sensory Processing Disorder (SPD) is a condition where a person has difficulties regulating their senses within their environment. These are our clients who can experience the world as being “too loud” or “too intense”. They can experience the world as being so sensory over-whelming that their bodies go into a defensive “fight, flight or freeze” stance. For many people with SPD, their constant need to re-regulate their senses to adapt to the stimuli around them, creates symptoms of distractibility, irritability, anxiety, and depression.

So where is SPD in the DSM? It isn’t. Although more than half of all the diagnostic criteria of disorders in the DSM 5 describe symptoms of SPD, the APA refuses to acknowledge SPD as a disorder. Therefore, DSM 5 conditions such as ADHD, PTSD, Tourette’s, ASD, ODD, the Anxiety Disorders as well as Schizophrenia and other psychotic disorders, are never understood or treated through the lens of sensory integration. Yet all of the above disorders are, in large part, sensory-based disorders. Imagine trying to treat a client with ASD or PTSD and not teaching the client about their sensory system reactions?

In this interactive webinar, participants will:

  • Explore the long-delayed need to incorporate sensory integration issues into our working knowledge of the DSM
  • Recognize that negative behaviors of are better de-escalated when sensory overload can be quieted (calmed down), similar to “sensory rooms” and “sensory placed” used in schools
  • Consider the clinical cost of these misinterpretations for both children and adults

Building Your Private Practice

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Jennifer Berton, PhD, LICSW, CADC-IIRegister now for CE programs
Live Webinar
Tuesdays, July 21, 28, and August 11
9 am – 12 pm (ET)
9 CECs – participants must attend all 3 sessions to earn CECs

Registration Fee: $225
10% discount for UConn SSW Alumni and Current SSW Field Instructors

Webinar link will be emailed when your registration is complete.

Welcome to the Building a Private Practice Series. This training is not only for people who are thinking about starting a practice, but also for those who have an existing practice. It’s never too late to make some adjustments to your practice that will help it grow more effectively. This training relates to direct practice as it aims to help the clinician build a practice that will benefit the clients it serves and ensure their practice adheres to the strictest of ethical principles. Participants will learn how to build a private practice that meet the needs of the clients they serve and strengthens both the client’s treatment experience and the profession as a whole.

This training is split into 3 consecutive Tuesday webinars. Participants must attend all 3 sessions to earn CECs.

DAY 1 covers the top mistakes people make in private practice, and begins to layout the framework for building a better one. We will explore the nuts and bolts of who, why,  where, and when to open a private practice. Then we will dive into how to set up your practice with your own policies and procedures.

DAY 2 begins with ironing out all the financial aspects of your private practice, including how to set a fee schedule, how and why to work with insurances, how and why to work with private pay options, bank accounts, insurances, and taxes. We will then lay out all the clinical paperwork you need to safeguard your practice the right way.

DAY 3 begins with a discussion of how to market your business, where you should focus and what you should ignore. We then round out the series by exploring how to develop your practice, how to effectively close your practice, and how to troubleshoot your practice when it isn’t growing as you would like it to grow.