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Clinical Social Work Institute, Washington, DC

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History (1999 - 2009)

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The original impetus for establishing the Clinical Social Work Institute (CSWI) came from a significant need in graduate social work education for specialized clinical doctoral programs. Clinical Social Work Institutes had been established in Illinois and California and served as models for the Washington, D.C., program. Thomas Kenemore and Joseph Palombo of the Chicago Institute were especially helpful in supporting the development of CSWI.
On April 18, 1989, the Institute was incorporated in the District of Columbia. Bylaws were adopted and founding task force members became the Institute’s first Board of Trustees. The Institute acquired nonprofit status as a 501(c)(3) in 1990. Informational meetings were held with leaders of other educational institutions and agencies in the metropolitan area interested in clinical social work education at the doctoral level.
In April 1998, the Institute was licensed by the District of Columbia to offer a four-year, part-time nonresidential course of study. With ongoing support from the Greater Washington Society for Clinical Social Work and help from the wider clinical social work community, the Institute opened its doors to its first class in September 1999. It became the third free-standing Ph.D. granting program in the country and the only one on the east coast.
The first class of doctoral students was accepted for the academic year 1999-2000, and the first graduates received their degrees in May 2003. The vision of the Clinical Social Work Institute was to provide a doctoral program embedded in traditions of academic excellence. Classes were held on alternating weekends during the academic year allowing students to retain their employment while working toward a doctoral degree.
The innovative, tripartite, clinically based program included the major interlocking components of academic coursework, practice experience, and independent research leading to a dissertation. It was based on biopsychosocial research and practice understanding. The program promoted scientific inquiry, valued diversity, and promoted the concept of “giving back” to the profession and the community. The doctoral institution and its academic program received accolades each time it was reviewed for re-licensure.
Doctoral graduates are skilled in advanced practice methodologies and integrate theories of human functioning on the individual and societal level. They have achieved research skills that allow them to undertake independent scientific inquiry. With the attainment of these skills, they are now senior clinician-scholars reflecting the highest level of clinical social work practice. They are part of a community of practitioners with shared social work values and are building on our social work knowledge base.
Despite all efforts in fundraising and fiscal management, the Institute closed its doors in 2009 after ten years of operation. The challenges of obtaining grants as a provisionally accredited institution, finding major donors, and sustaining the level of gifting required to support a freestanding doctoral program overcame the capacity to meet those challenges.

The Academic Program

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CSWI developed a unique curriculum directed at producing highly skilled clinical social work scholar-practitioners able to meet the multifaceted challenges of leadership positions in clinical social work. With its biopsychosocial orientation, CSWI was the first in the field of social work to integrate an innovative sequence of courses in neuroscience into its curriculum. Its clinical courses, combined with emphasis on cultural diversity and supervised practicum requirements, placed it among a handful of clinical doctoral programs in the nation with actual emphasis on practice competency at the highest levels. As a doctoral program that promoted a rigorous stance of scholarly inquiry, the research curriculum and the independent dissertations contributed to the advancement of clinical social work theory and practice. The academic program was comprised of the following sequences:
Academic Coursework – The Behavioral Science Theories Sequence critically analyzed and synthesized the biopsychosocial theories that explain human behavior. Emphasis was given to the integration of theories of human behavior and clinical practice. Selected theories provided explanation and understanding of developmental issues across the life span, intrapsychic processes, social functioning, biological factors, sociocultural differences, and personal and interpersonal dynamics.
The Advanced Clinical Practice Sequence advanced an understanding of the theoretical underpinnings of clinical social work practice methodology.
The goal of the Clinical Case Conference Sequence was the integration of theory and practice in clinical social work. Emphasis was placed on issues with potential for further research and model building.
The goal of the Teaching and Supervision Sequence was to prepare students for making further contributions to the field of clinical social work through teaching and supervisory activities.
Research Sequence – The progression of courses in the Clinical Research Methodology Sequence provided students with the opportunity to acquire the necessary skills for the process of scientific inquiry, critical evaluation of existing research, and independent clinical social work research.
Furthermore, the completion of Independent Research leading to the Dissertation was considered evidence of the candidate’s competency in conducting independent research and of her or his capacity to contribute to the knowledge base of clinical social work.
Practice Sequence – The Practice Sequence provided students with the opportunity to broaden their expertise to include more than one treatment modality, to work with a variety of cases and to be exposed to diverse styles of supervision. Special emphasis was placed on the exploration of gender and other sociocultural issues relevant to each client. Each student was required to complete nine diagnostic assessments and five treatment cases.
In addition to successful completion of academic coursework, the Formal Case Presentation was an integral part of the Comprehensive Examination and a requirement for moving to Candidacy Status. Students were required to present a formal case to their Case Presentation Committee which consisted of the Practice Chair, the student’s case consultant and an academic faculty member. In a well written case formulation, the student was expected to demonstrate skills in biopsychosocial assessment, diagnosis and treatment; knowledge of the selected theoretical frame of reference which served as the underpinning for the case; and the reason for their selection including neuroscience and sociocultural theories. After approval by the Committee, students presented their case before a gathering of faculty and fellow students.

People Involved

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The Graduates

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Donna Dickson Arling, Ph.D. An Exploratory Study of the Therapist’s Experience with Telephone Psychotherapy

Helen Bianca, Ph.D. Women with Epilepsy and Their Experience with Seizure-Alert Dogs: How Women with Epilepsy Use Seizure-Alert Dogs to Cope with Their Illness

Diane Dowling, Ph.D. From the Familiar to the Unfamiliar: The Psychosocial Journey of the Immigrant

Danille Drake, Ph.D. Transition from Psychotherapy to Psychoanalysis: A Study of Social Work Psychoanalysts’ Experience

Sharon Holloway Gentemann, Ph.D. The Adaptive Attachment Behavior of Children who are Blind or Visually Impaired

Caroline Hall, Ph.D. First-Time Mothers’ Experiences of Childbirth: Perspectives on Psychological Responses to Their Bodies

Marian Kaufman, Ph.D. Bariatric Surgery: Self State Experience of Women Before and After

Leyla Mahbod Kenny, Ph.D. Burnout and Coping Skills among Clinical Social Workers

Roberta Legg, Ph.D. Expressions of Self-Identity: An Ethnographic Study of Adolescent Social Networking Profiles

Alisa Marie Lewis, Ph.D. The Effects of Individual Therapy and/or Group Therapy with Clients Diagnosed with HIV/AIDS

Kerry Malawista, Ph.D. Women with Symptoms of Bulimia: The Influence of the Father-Daughter Relationship and the Development of Feminine Identity

Lynda Myers, Ph.D. Counselors and Clinicians Working, Living and Breathing in the Deaf Community

Wanda Pickens, Ph.D. The Role of Spirituality in Substance Abuse Recovery among African-American Women

Tania Ponomarenko, Ph.D. The Meaning of Money to the Therapist: An Exploratory Study of the Experiences of Clinical Social Workers in Private Practice

Laura Robbins, Ph.D. Profiling the Encopretic Child: A Comparison of the Behaviors of Children with Encopresis to Children with Other Diagnoses and No Diagnosis

Barbara Rowe, Ph.D. Mothers Serving in the Military: A Phenomenological Study of their Experience of Deployment and Separation from Their children

Patricia Ruiz, Ph.D. Addictive Behavior to Computer Games in Adolescent Males with Specific Learning Needs

John Russotto, Ph.D. Personality Trait Predictors of Acute Stress Disorder Following Trauma Exposure

Ann Smolen, Ph.D. Mothering Without a Home: An Exploration of Attachment Representation and Behaviors in Homeless Women and Children

Eileen Stanzione, Ph.D. The Occurrence of Breast Cancer in a Female and How She Seeks Care within Her Romantic Relationship

Elizabeth Thomas, Ph.D. Conflict in Supervision: A Phenomenological Investigation

Bernadette Winters, Ph.D. The Male Batterer’s Subjective Reality of Intimate Violence

Wendy Zack, Ph.D. Therapeutic Alliance Effects on Social Function Outcome: A Reanalysis of the National Institute of Mental Health Treatment Depression Collaborative Research Program

Founding Members

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Dr. Golnar Simpson is the Founding Dean and Dr. Mary Dluhy served as President Emerita. The first Chairperson of the Board of Trustees was Rosalie Mandelbaum, MSW. Dr. Carolyn Gruber was the first President and Dr. Anita Bryce was the first Dean.

Deans

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Anita Bryce, Ph.D.

Carolyn Gruber, Ph.D.

Golnar Simpson, Ph.D. Founding Dean

Presidents

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Core Faculty

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Classroom Faculty

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Librarian

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Gabeyehu Adugna, MLS

Practice Faculty

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Board of Trustees

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Honorary Board of Trustees

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Awards

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Elma Kahn Wolf Award

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The Clinical Social Work Institute established the Elma Kahn Wolf Award in 1999 to honor women who have demonstrated outstanding leadership and who have made significant and sustained contributions to the field of mental health.
During Elma Kahn Wolf's nearly sixty years of experience as a social worker she was an innovator who approached problems with creativity, objectivity, and flexibility. She was a leader in social work practice development in both the public and private sectors and an educator and role model to generations of social work practitioners.
Elma Kahn Wolf supported the Clinical Social Work Institute since its early Task Force days and was a member of its Honorary Board of Trustees. She was the first founding donor and her generosity and vision enabled the Institute to move from an idea to a reality.
Recipients of the Elma Kahn Wolf Award were chosen each spring and honored at an annual reception. Those receiving the award include Mary Dluhy, Golnar Simpson, Alice Kassabian, Frances Thomas, Charlotte McConnell, and Marilyn Stickle.


The Clinical Social Work Leadership Award

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The Clinical Social Work Leadership Award was established to honor individuals who demonstrated outstanding leadership and service to the health and well being of the citizens of the District of Columbia. The award was given at the annual Spring Reception. Recipients include Lawrence Mirel, Esq., John Livingood, MD, Barbara Meade, Phil Mendelsohn, Diane Rehm and Barbara Harrison.

Donors and Contributors

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Between 1987 and 2009, well over 500 donors and volunteers supported their belief in the Clinical Social Work Institute's mission with donations of time, money and resources. Their vision and support of the Institute helped to create ten years of academic excellence and twenty-three clinician-scholars.
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