Integrated-Care-Concepts-and-Consultation-CEU-Brochure

CEU OFFERINGS websupport@integratedcareconcepts.com 615 Hope Road Building 5B; 2nd Floor Eatontown, NJ 07724 TAU GH T BY 732.858.5432 Continued Education Courses 2021 Dialectical Behavioral Therapy – A Primer in the Practice of Acceptance and Change Motivational Interviewing and Mindfulness-Based Psychotherapy A Creative, Culturally Competent Approach That Is Inclusive and Affirming to the Trans/Queer/LGBTQ+ Folks The River of Grief and Loss: It’s Tributaries of Mourning and Complex Bereavement TABLE OF CONTENTS Opioid Use Disorder: Practice Pragmatics The Mindfulness Toolbox: Foundational Mind-Body Practices for the 21st Century Client 10 Trauma Sensitive Treatment: Across Settings and With Implications for Agency Culture 11 A Boy Named Sue: Healthy Masculinity in the 21st Century 12 Professional Development Courses .13 Course Registration 14 ICCC Instructors 16 Dialectical Behavioral Therapy - A Primer in the Practice of Acceptance and Change hours, CE Credits Dialectical behavior therapy (DBT) provides clients with new skills to manage painful emotions and decrease conflict in relationships DBT specifically focuses on providing therapeutic skills in four key areas First, mindfulness focuses on improving an individual’s ability to accept and be present in the current moment Second, distress tolerance is geared toward increasing a person’s tolerance of negative emotion, rather than trying to escape from it Third, emotion regulation covers strategies to manage and change intense emotions that are causing problems in a person’s life Fourth, interpersonal effectiveness consists of techniques that allow a person to communicate with others in a way that is assertive, maintains self-respect, and strengthens relationships O BJECTIVES : Continued Education Courses 2021 Review the history of dialectical behavior therapy: A very brief introduction Identify the biosocial model in DBT: How symptoms arise and are maintained Review the structure of standard DBT: Pretreatment and different components Identify the stages & targets in DBT Define the DBT assumptions about patients Understand the targets & goals of DBT Explore the DBT individual therapist roles Outline the DBT agreements & commitment strategies Review the prioritizing of treatment targets: The DBT hierarchy 10 Learn the importance of implementing diary cards, skills groups, phone coaching and Ryan Gervasi LSW, RYT Larry Thompson LCSW TAU GH T BY clinical consultation groups Motivational Interviewing and Mindfulness-Based Psychotherapy hours, CE Credits A Creative, Culturally Competent Approach That Is Inclusive and Affirming to the Trans/Queer/LGBTQ+ Folks Hours, CE Credits - Clinical & Social Cultural Competence Through dynamic demonstrations and didactic exploration of motivational interviewing (MI) combined with experiential mindfulness practices and description of mindfulness-based approaches, the powerful synergy of these models will be realized These evidenced approaches to elicit and support change will be presented in readily accessible lessons and immediate practices for clinicians to employ with themselves and their clients Presentations on the six stages of change as well as the three core types of mindfulness-based practices will be offered The corresponding intervention strategies that arise from these stages and practices will be the foundation for discussion on elements of effective feedback, approaches to motivation, choosing appropriate strategies, and clarifying the clinician’s role throughout the change process OBJ ECT I VES : Explain the benefits of the practice of mindfulness as the foundation of change TAU GH T BY work, for both the clinician and client Identify the different practices of mindfulness practice Describe how to combine mindfulness-based psychotherapy components to improve clinical outcomes using MI in a positive and supportive way Model how the four processes and OARS skills of MI help reduce client ambivalence and empower change Explore ways to elicit, recognize, and respond to “change talk” to improve treatment outcomes Develop clinical strategies for working effectively with clients who are resistant to change Explain ways that mindfulness-based psychotherapy and MI can enhance the effectiveness of other existing therapeutic approaches Choose how to effectively use MI to help alleviate symptoms of anxiety, depression, and addictive behaviors Kelly Dyckman LCSW Carli Hench MSW, LSW Identify and increase knowledge of barriers and disparities in care for LGBTQ+ people Define privilege and how to allow inclusion as a habitual practice Illustrate through clini3 cal cases and roleplay how to utilize inclusion Increase education through history of prior practices and ways to transform delivery of services to include safety as a goal for LGBTQ+ people Define intersectionality and privilege Offer clinical tools through case illustration and roleplay demonstrating cultural competence and affirming the right to healthcare Define adverse childhood experience (ACE), and the impact of historic, generational, and individual trauma on LGBTQ+ people Strategies for identifying steps clinicians can take to expand the therapeutic practice within a compassionate and socially responsible model Carol Davis LCSW Jiselle Parker TAU GH T BY O BJECTI V ES: This course will address the lack of provider education about the diverse needs of the LGBTQ+ community within the social work field Inherent in the workshop will be an emphasis on shifting attitudes towards this population by increasing safe access to healthcare, through advocacy and allyship in today’s world There is increased evidence this population is underserved by clinicians in the state Clinicians will learn efficacy skills, in addition to clinical tools, to ensure safety and access to clinical care There is an opportunity to increase understanding of LGBTQ+ cultural competency, gender identity, queer history, and trauma related to family and community acceptance; all of which will require advocacy and increased education on multiple levels The River of Grief and Loss: It’s Tributaries of Mourning and Complex Bereavement Opioid Use Disorder: Practice Pragmatics Hours, CE Credits Hours, CE Credits O BJECTI V ES: Overview of grief and the concept of loss to better understand the experience of loss within the context of culture, family, gender, and spirituality Defining the stages of grief, the responses to mourning, and the R’s of the mourning process Review the diagnostic manual to differentiate between mourning and persistent complex bereavement Review neurobiology, attachment theory, thanatology, and grief theories with an emphasis on alternative modalities to assist in healing loss Provide case illustrations demonstrating the use of grief theories and holistic strategies Clinical strategies will be taught for responding to loss narratives through roleplays This workshop provides practice pragmatics in providing a foundational understanding of the territory of opioid use and practical guidance in supporting the client’s journey towards recovery A variety of tools and resources will be presented that aid in the recovery of opioid addiction and help to interpret symptoms of withdrawal The opioid crisis has touched every clinician and counselor in some way: either in direct work with the individual struggling to recover, working with those who are grieving the loss of a loved one who overdosed, the child or adolescent impacted by their parent’s use, or the parents who feel powerless and confused in helping their addicted child The profession has answered this condition through mandating that every clinician receives training in opioid use disorder OBJ ECT I VES : Discuss the epidemic of opioid use and addiction; the pain-allergic society and the TAU GH T BY Carol Davis LCSW Larry Thompson LCSW primary misunderstanding in the treatment of pain Exploring how opioids transact in the brain and how the individual under the influence of opioids presents in the waiting room, in the clinical session, and in their relationships Recognizing withdrawal symptoms and discussing the unique challenges individuals face when seeking recovery from opioid dependence Presenting various assessment tools practical to different clinical settings Engagement challenges with mandated clients or nonmandated clients Identify the various medications and applications of medically assisted treatment in support of the recovery of the individual experiencing opioid dependence Illustrate the complexities in treatment planning, highlighting challenges associated with medically assisted treatment Identify the gaps in services, care coordination and treatment for individuals and families striving towards recovery from opioids Review of resources in support of recovery, including integrated mental health approaches Courtney Facendo LCSW Colleen Kjems LCADC Marc Ackerman LCSW TAU GH T BY This workshop is designed for clinicians to further develop an understanding of the complexity of death and grief for clients and families Central to these ideas is an overview of grief theories, thanatology, and complicated bereavement Emphasis will be placed on Attachment Theory and its relationship to loss as well as stages of grief and mourning A series of case illustrations demonstrating healthy mourning and complex mourning will be described Roleplays will be practiced to further enhance skills in listening to the difficulties grief presents in a culture that is “allergic” and fearful of loss and its legacy The Mindfulness Toolbox: Foundational Mind-Body Practices for the 21st Century Client Trauma Sensitive Treatment: Across Settings and With Implications for Agency Culture Hrs, CE Credits Hrs, CE Credit This course presents an overview of the technological, economic, and political-social context of the 21st century’s impact in exacerbating the clinical presentation of clients encountered in practice We will explore the neuroscience of stress and trauma and its implications on the need for mind/body approaches, while also identifying the foundational approaches to a mindfulness toolbox with experiential practice opportunities Approaches for customizing mind/body practice will be reviewed including how to assess the readiness of the client and how to engage the client in psychoeducational conversation The ethics, informed consent, and liability around utilizing certain mind/body practices will also be considered Specific focus on the alignment of mind/body approaches to trauma sensitive treatment will be highlighted This workshop provides practice pragmatics in providing a foundational understanding of trauma sensitive treatment The parallel process between how a clinician is supported to work with the client in a trauma-informed care environment and how the agency supports the clinician and the client to engage in the work will be explored A specific focus on the agency’s supervisory style, the physical environment, and the agency’s procedures and policies will be offered OBJ ECT I VES : Define trauma Type and Type 2, exploring the stages of acute and chronic stress as Review the neuroscience of stress, trauma, and mindfulness Review of the neuroscience of mindfulness and how it addresses the variety of challenges TAU GH T BY 10 clients present with in session, e.g., stress, trauma, substance use, anxiety depression Defining mindfulness as an antidote for the 21st century challenges to wellness, recovery, and embodied presence Identify how mindfulness supports a client’s return to balance in mind and body Explore the implications of mind/body approaches as additional support to traditional talk therapy work: cognitive behavioral therapy (CBT), DBT, motivational interviewing, internal family systems (IFS) therapy, intersubjectivity-psychoanalytic phenomenology, family and couples work The importance of clinician use of mind/body approaches for self-care and impact on clinical work Provide a mindfulness toolbox identifying information on levels of mindfulness intervention: informal, formal, and intensive Strategies for customizing the mindfulness toolbox for each client including psychoeducation, informed consent, and how to engage in conversation of mindfulness through the lenses of gender, age, and social justice Provide experiential demonstrations of informal and formal mind/body mindfulness techniques for use with clients, such as breathwork, mindfulness meditation, trauma sensitive movement, emotionally focused therapy (EFT), & aromatherapy Ryan Gervasi LSW, RYT Larry Thompson LCSW Hannah Cambell MSW, LSW, RYT Ryan Gervasi LSW, RYT Larry Thompson LCSW Hannah Cambell MSW, LSW, RYT TAU GH T BY O BJECTI V ES: informed by neuroscience and outlined in the DSM V Explore the theoretical underpinnings of trauma sensitive treatment, including trauma theory, attachment theory, intersubjectivity, and neuroscience mind/body applications Ethical understanding of the meeting of the allopathic and the holistic settings- “Do No Harm” and “Ahimsa” in practice and in the agency The trauma sensitive relational approach, defined and preformed Review the practice dynamics of trauma sensitive treatment Practice integrated approaches with somatic inquiry in trauma sensitive treatment across treatment settings Identify the parallel process in agency culture that empowers and enhances trauma sensitive treatment 11 A Boy Named Sue: Healthy Masculinity in the 21st Century Hours, CE Credits To be a man, to be male, to be masculine; these are nouns, adjectives, objectives, identities, and labels for a condition that, though seemingly a birthright, is often confusing to understand or to feel one has achieved well Here in the 21st century where the script for almost all other groups have evolved, the narrative for men remains predominantly fixed Fathers are the primary path finders for their son’s journey from childhood through adolescence into adulthood Their transmission of knowledge around what healthy masculinity means, what it means to be a “real” man, is based on what the earlier generations found “functional” in their specific context A mindful perspective on what is healthy masculinity in the current social/ political context will be explored O BJECTI V ES: Understand the definition of terms: being male, being a man, being masculine Looking at these terms through the lenses of context: economic, social, political and cultural context Define different types of masculinity Explore the theoretical underpinning of the male journey into “becoming a man”object-relations theory, family systems, internal family systems, intersubjectivity, socialization, dialectic behavioral therapy Describe the traumatic transmission of what it means to be a man through different types of abuse from father and son Appreciate the unique context of the 21st century on the identity of masculinity Review of the neuroscience of masculinity as a manifestation of self-relation Identify the impact of internal resources, intention, purpose and the development of a compassionate relationship with one’s self based on a 21st century definition and function of healthy masculinity Professional Development Courses School Refusal- Hours Professional Development What is the behavior of school refusal saying about the child to the parents, schools, society, and to the child themselves? Often the assumption of the highly sensitive child, the under socialized teen, or the disengaged parent misses the mark completely The basic wisdom in psychotherapy practice is that all behavior makes sense in context What is the narrative of school refusal communicating about this child, this family, this school or this social system? Is the appropriate response to listen and validate, or to lecture and reinforce, or is it to practice patience and compassion, or to set limits and push the child back to school? What role can the teacher, the Child Study Team or other school-based players take in working with a child who avoids engaging? What possible tools and ways of helping may offer the best chance to support the child to re-engage in the learning the school environment provides? This professional development training seeks to offer insights into these questions and to serve as a source of collaboration in the practice of working with children and families where school refusal has become a challenge OBJ ECT I VES : An overview of the 21st century child/adolescent, family, school, and societal context, TAU GH T BY 12 Larry Thompson LCSW exploring these conditions and their impact on the student’s successful school experience The common profiles of children refusing to attend school: the elementary age child, the middle schooler, and the high school adolescent The neuroscience of stress and its implications on learning, behavior and school performance and refusal An exploration of the family system and parenting styles that correlate with school-refusing children The school culture that may also be a factor in missing the opportunity to connect with the emerging absent/avoidant child Review of some assessment tools and opportunities to understand the narrative: applied behavioral analysis, school refusal assessment tool- child and parent, school anxiety assessment, absentee reporting, Beck depression scales, disciplinary reports Review of interventions and ways to help Case examples, successes and challenges Seth Arkush MSW, LCSW, MBA 13 Course Registration How to Register for Integrated Care Concepts and Consultation’s Course Offerings Course registration and scheduling are conducted via email For Groups, Companies, and Organizations To Book Selected Continued Education Courses for groups, please email: Larry Thompson at lthompson@integratedcareconcepts.com or John Alesi at jalesi@integratedcareconcepts.com For Individual Registrations To register for one of our upcoming prescheduled courses, visit our website at: https://integratedcareconcepts.com/events-2/ Questions? Specialized Course Inquiries? If you have a specific question about our Continuing Education courses or the registration process, please email John Alesi at jalesi@integratedcareconcepts.com for more information 14 Larry Thompson, LCSW Larry Thompson, LCSW was trained at New York University’s School of Social Work and earned a Master’s Degree in Social Work His theoretical orientation is in the use of self & Zen psychology and psychodynamic-object relations theories of psychology He was formerly the Director of Children’s Mobile Response in Ocean County and Team Leader for Monmouth County PACT team ICCC Instructors Larry holds postgraduate certificates in Child/Adolescent Mental Health and Parent Education from Rutgers University Larry incorporates his training in dialectic behavioral therapy and cognitive analytic therapy with nature and holistic approaches in his work with adolescents, individuals and families Larry’s passion for integrating a total wellness approach continues to carry over into his professional and personal life He has completed a postgraduate certificate through Drexel University in Complementary and Integrative Therapies, so as to offer his clients additional options for their wellness recovery, as well as iRest yoga nidra meditation through Integrative Restoration Institute Larry’s favorite authors and poets include David Whyte, Thich Nhat Hahn, Rumi, EE Cummings, and Kahlil Gibran One of his favorite mantras/meditations is by Thich Nhat Hahn, “Mountain Solid; Breathing in, I am a mountain, Breathing Out, I am solid.” His favorite LoJong slogan as interpreted by Pema Chodron, “Three poisons, three medicines, three paths to enlightenment.” Larry’s most transformative relationship lessons are those of “Loving Speech” and “Defenselessness.” What Larry is most often heard speaking of regarding mindfulness and emotions, “Emotions are not our enemy, they are vital aspects of the self reaching for regulation in the present moment.” 16 17 Ryan Gervasi, LSW, RYT Ryan earned her undergraduate degree from Kean University in Psychology During her time there, she studied Drug and Alcohol Use and Community Mental Health She continued her education and was trained at Kean University’s School of Social Work, where she graduated with a Master’s of Social Work specializing in the areas of Trauma and Healing, and Drug and Alcohol Dependence Ryan is now a Licensed Social Worker (LSW) Ryan’s path of restoration and wellness was birthed through adverse life experiences that called her to the art of healing herself and others Through conscious breathing and awareness of the prana (life force energy) Ryan has found that the breath is our best medicine for managing pain and suffering Ryan’s passion for healing the mind, body and soul holistically aligns with her clinical approach as she integrates her knowledge and experience as a Registered Yoga Teacher (RYT 200), and Reiki practitioner into wellness and recovery practices by combining clinical medicine and intuitive healing methods Specializing in Vinyasa flow as well as gentle, restorative, and yin-focused traditions, Ryan believes that joining the three parts through flowing as well as still movements is a beautiful and blissful foundation for self-exploration, self-love and self-compassion which inevitably facilitates forgiveness, healing and growth Ryan has many years of self-study in the practice of yoga, adding to her expertise in the area of holistic care Ryan continues to be a faithful student of yoga and meditation practice, grateful for all of her teachers who continue mentoring and supporting her journey One of Ryan’s favorite quotes that resonates on and off her mat is “Often one goes for one thing and finds another” by Neem Karoli Baba 18 Kelly Dyckman, LCSW Kelly Dyckman, LCSW completed her undergraduate degrees in Psychology and Gender as well as Women’s Studies at Villanova University She earned her Master’s degree in Social Work at Rutgers University with a clinical focus in violence against women and children Kelly believes that therapy is a process and partnership Kelly recognizes that trust, empowerment, and awareness are crucial elements in therapeutic relationships Her ultimate professional goal is to assist individuals of all ages in developing effective coping skills that will enable them to live happier and healthier lives As a licensed clinical social worker, Kelly has experience working with children (ages 6+), adolescents, and adults in their homes, outpatient settings, partial hospitalization and intensive outpatient programs Kelly utilizes various therapeutic techniques in her practice including thought challenging and reframing, distress tolerance, and radical acceptance Kelly further recognizes the importance of identifying individual strengths in therapeutic work and tapping into one’s uniqueness as a means of coping, learning, and growing In addition to mental health counseling, Kelly has also had training and work experience in substance use counseling, domestic violence intervention and counseling, and oncology counseling Kelly is an avid college basketball fan, proud dog mom, and finds her zen at the Jersey Shore She enjoys reading, music, and spending time with friends and family 19 Carli Hench, MSW, LSW Carli Hench MSW, LSW received her Bachelors of Arts degree from her beloved alma mater, Kean University, where she studied Psychology and Theatre She went on to pursue her Masters of Social Work degree at Rutgers University, where she was reminded of her passion to serve She began her career in service at Kean University in Student Affairs, where she was an educator, mentor, trainer and leadership coach for college students Simultaneously, as a Licensed Social Worker, she had the privilege of serving children, adolescents, adults, couples, families, and individuals with special needs, both in an intensive in-home community setting and outpatient practice Carli believes that relationships are at the core of our very existence and that each and every person she has the opportunity to work with is a gift She utilizes a strengths-based perspective to provide relief to individuals utilizing sound theoretical practices and strategic tactics to improve an individual’s quality of life Her empathic and motivational style allows others to feel empowered Regardless of where an individual is starting, she believes her job is to support them in their journey, assist them in visioning their path, and strategize with them as they overcome their challenges Carol Davis, LCSW Carol Davis, LCSW provides consultation services to the partners, individual and group supervision to staff Carol’s approach to psychotherapy encompasses listening to the “life story“ and helping a person understand and reach self-acceptance and healing Carol has extensive experience in helping individuals with severe psychological trauma, grief and loss, eating disorders, sexual abuse and all aspects of substance abuse including the impact on family life Carol has been providing psychotherapy and clinical training for the past 35 years and works with individuals, couples and families Her clinical experiences have afforded her numerous opportunities to train and mentor new and experienced mental health professionals Carol leads clinical training seminars that incorporate theories from self-psychology, intersubjective theory, family therapy, grief and loss, trauma theory, dialectical behavior therapy (DBT), and LGBTQ+ issues Carli is an avid learner and believes that “A well-educated mind will always have more questions than answers” (Helen Keller) She believes learning takes place everywhere in everything we do, see and engage in, as long as we are open to it Carli is a proud mother of two boys, a thespian, a writer, a lover of art and music She loves to read, meditate, laugh, yoga, travel and eat, as her son says – “yummy food” She is always open to new experiences wherever she goes and works every day to find the space between the future and the past, where we, as human beings, can be more focused, more present and more fulfilled 20 21 Jiselle Parker Jiselle Parker, Founder & CEO of GenderFabulous, has done community-based work for over years at several nonprofits throughout Monmouth county Many of those years were spent collaborating on preventative health initiatives and interventions funded by the New Jersey Department of Health Her main focus has been empowering LGBTQI+ youth and adults as well as other disenfranchised communities through her work Jiselle is pursuing an AA degree in pre-social work, and upon completion she will continue her education Jiselle is passionate about contributing healing and light to the world through poetry, creative collaborations, art, music, and social entrepreneurship Inspired by spiritual masters like Iyanla Vanzant, Marianne Williamson, Louise L Hay, and Michael Bernard Beckwich, she identifies as a spiritual student Jiselle believes, “Every human has the right to live a peaceful, prosperous, love filled existence; it’s up to each of us to claim and affirm our bliss.” Courtney Facendo, LCSW Courtney Facendo, LCSW earned her Bachelor’s and Master’s degrees in Social Work from Monmouth University Throughout her educational career, Courtney has been acknowledged for her academic success and is a member of Phi Alpha Social Work Honors Society Courtney is a Licensed Clinical Social Worker and currently working towards the credentials of a Licensed Clinical Alcohol and Drug Counselor Courtney has clinical experience working with individuals, couples and families struggling with many diverse issues Some examples of these are: substance abuse/addictions, mental health disorders, trauma, relationships, grief/loss, eating disorders, self-esteem and/or life changes Courtney’s experience in the addiction field includes counseling adolescents and adults to not only overcome their addiction but also learn to identify and cope with previous trauma and co-occurring disorders Courtney previously worked at an intensive outpatient substance abuse agency where she provided both individual and group counseling to those struggling with addiction and co-occurring disorders Courtney’s style of psychotherapy is eclectic while providing a safe, warm, and nurturing space for individuals to explore and express themselves openly without judgment Courtney is passionately committed to building a genuine and comfortable relationship with clients while assisting them in the direction of wellness, peace, and healing “Your wounds lead you to your purpose.” 22 23 Colleen Kjems, LCADC Colleen Kjems LCADC is our Substance Use Coordinator and leads all aspects of the Substance Use Recovery Program, which includes integrated aftercare, substance use assessment, intoxicated driver resource center, and the “Partnering for Recovery Group” for the families and friends of the substance-using client Colleen is a qualified clinician and holds a LCADC license from the Board of Consumer Affairs, Department of Marriage and Family Therapists since 2005 Before that, she received her Certification in Alcohol & Drug Counseling in 1991 and her International Certificate in 1992 In 2016, she became nationally certified as an addiction’ counselor (NCAC I) Colleen is no stranger to the field of addiction counseling, having spent 34 years as a clinician working in all modalities of treatment from substance use detoxification to long-term residential treatment, where she’s worked with clients, supervised clinicians, wrote policies and procedures, and created programs Before joining Integrated Care, Concepts and Consultation, Colleen worked for Easter Seals NJ, Monmouth Chemical Dependency Treatment Center Options Program, Catholic Charities, Diocese of Metuchen, and others Passionate about recovery from addiction, having watched friends and family members struggle with this illness, Colleen provides exemplary services that help not only the addict, but their families and friends as well She uses all her resources to assist in providing the best care possible in helping families toward recovery, and/or assisting clients in maintaining their journey toward a better life 24 Marc Ackerman, LCSW Marc is a Licensed Social Worker and obtained a Master’s degree in Social Work from Monmouth University and has a Bachelor of Science degree in Criminology from The College of New Jersey Marc began his clinical experience working in outreach crisis diversion and transitioned into counseling, working with substance abuse and co-occurring clients in outpatient, intensive outpatient, and residential settings In addition, Marc spent considerable time working outreach with the homeless community He is also a Certified Clinical Trauma Professional who has done extensive work with clients and their families who have been impacted by trauma For the past several years, Marc has been working at the highest level of management for larger organizations such as Integrity House and Pinnacle Treatment Centers and now has partnered with ICCC in Montclair to bring his dynamic and client-centered approach to the team When he is not working, Marc enjoys spending his time with his beautiful fiancée, Erica, as well as with his children, Jayvier and Sydney, and his 2-year-old grandson, Cameron Marc has been a lifelong practitioner of martial arts and has been a competitor in Brazilian Jiu-Jitsu tournaments since 2009 In addition to his partnership with ICCC, Marc has begun the process of opening his own practice so that he may continue to offer himself in a multitude of capacities within his community He has always considered himself a person of service and this endeavor will be just another extension of that belief 25 Hannah Cambell, MSW, LSW, RYT Hannah earned her graduate degree from Rutgers University in Masters of Social Work and is now a Licensed Social Worker After completion of her degree, Hannah began working with co-occurring, mental health, and substance abuse adult population Hannah specializes in bereavement and trauma-focused care to reconnect the mind and body through the healing process Hannah began her social work journey in completing her undergraduate degree from Montclair State University in Social Services and Child Life Specialist During her time there, she studied social work practice and working with hospitalized children Following the completion of her degree, she worked with children suffering from acute medical disorders, mental health in an emergency and residential setting, adolescent males in treatment homes, and therapeutic play within the pediatric hospital setting She is a certified behavior assistant specializing in in-home care therapy, working with children and their families in need Following her internship with Integrated Care Concepts & Consultation, Hannah completed her Yoga Teacher Training and is now a Registered Yoga Teacher Hannah’s inspiration for integrating yoga into her social work practice came from her own personal journey where she experienced the benefits of breathwork, gentle and restorative movement, and yoga nidra as a way to heal the mind and reconnect with the body The empowerment she found within yoga practices has fostered a desire to help those experiencing trauma find opportunities for growth This desire was deepened by both her personal and professional experiences, and she is eager to follow this journey as a student and a teacher to further grow Seth Arkush, MSW, LCSW, MBA Seth Arkush earned his Master’s of Business Administration at Drexel University and obtained his clinical training at Fordham University ,where he also earned his Master’s of Social Work degree Soon thereafter, he earned his clinical social work license (LCSW) In addition to his psychotherapeutic work at ICC&C, for the past 10 years Seth has worked clinically with: urban youth; as an in-home therapist for at-risk children and families; children and families in crisis through Children’s Mobile Response; and as the Clinical Specialist leading a team of therapists for Therapeutic Family Visitation Services serving families in the Division of Child Protection & Permanency system (formerly known as DYFS) During his college years, Seth worked for a suicide and crisis hotline and in a Youth Services Program that served runaway youth and their families In his senior year, Seth received a funding grant to develop a Men’s Counseling Program After graduating, he worked for the Juvenile Division of the NJ Department of Corrections serving incarcerated youth From the mid-1980s through the early 2000s, Seth held positions of increasing responsibility in corporate budgeting and financial analysis and eventually became a consultant for at-risk companies Seth holds a postgraduate certification in Child/Adolescent Mental Health from Rutgers University and is a certified trainer of the Strengthening Families Program He is the proud father and stepfather of three adult children and has two beautiful grandchildren When not in the office, Seth enjoys cooking for family and friends (hopefully they enjoy it as well), playing tennis, reading, and listening to and playing music Hannah’s passions for yoga, mindfulness, and meditation align with her holistic and integrative therapy approach Her favorite poem by Mary Oliver best represents her growth and opportunity to live in this moment Journey by Mary Oliver, “…But little by little, as you left their voices behind, the stars began to burn through the sheets of clouds, and there was a new voice, which you slowly recognized as your own, that kept you company as you strode deeper and deeper into the world, determined to the only thing you could do…” 26 27 732.858.5432 websupport@integratedcareconcepts.com 615 Hope Road Building 5B; 2nd Floor Eatontown, NJ 07724