Summer Institute on Grief and Loss Monday, July 18 – Friday, July 22

Attend as many sessions as you like for only $125/day (meals included)

2016 Summer Institute Grief and Loss FAQ and Agenda

Continuing Education Hours

“Application for six (6) social work continuing education credits has been submitted. Please contact us at for the status of social work CE accreditation.”

To register, please complete and submit the application to the right. Once you submit the application, you will be directed to the online payment form.

Please note that your registration will not be considered complete until you have paid.

Registration for Summer Institute

Please fill out the form below to complete step 1 of the registration process. Once you complete the form, you will be taken to the payment page where you can complete step 2.Registration will not be accepted until payment is submitted.


Our Work, Ourselves: A Workshop for Caregivers

Monday, July 18, 2016
Presenters: Jack Jordan, PhD; Franklin Cook, MA, CPC; Joanne L. Harpel, M.Phil., J.D.

As professionals in thanatology, we care for the dying and the bereaved, and we study, write and teach about these experiences. But what about the losses of bereavement caregivers, researchers, and educators themselves? How have our own life experiences with loss influenced our thinking, our practice, and our view of ourselves? These important but rarely discussed issues will be the focus of this day-long workshop. The workshop will address the unmet need for mutual support among caregivers in end-of-life and bereavement care within a safe and supportive environment

Learning Objectives:
1. Reflect on the impact of their own life losses on their personal and professional lives: How has loss affected their interactions with family members, friends, and colleagues? Their work with parishioners, students, patients and clients?
2. Learn about the psychological and emotional impact of working in end-of-life and bereavement care
3. Share their own experiences with fellow caregivers, with the assistance of skilled facilitators in a safe setting where the discussion will be supportive, non-judgmental, and encouraging
4. Learn from one another about strategies for coping and dealing with work-related stress.

Creative Arts Therapies for Grieving Children

Tuesday, July 19, 2016
Presenter: Russell Hilliard, PhD, LCSW, LCAT, MT-BC

This course provides innovative strategies based on the creative arts therapies to support grieving children and adolescents throughout the bereavement process. Developmental stages and corresponding interventions will be provided, and an overview of creative arts therapies will be offered. Research-supported curricula will be presented and participants will learn ways to incorporate creative arts therapies in their work with grieving children and adolescents.

Learning Objectives:
1. Recognize developmental stages of grieving children and corresponding interventions.
2. Identify tenets of creative arts therapies and applications for the bereaved.
3. Demonstrate uses of the creative arts in working with grieving children and adolescents.
4. Understand research supporting the effects of creative arts therapies in grief and loss.

Beyond Stages: Understanding the Personal Pathways of Grief

Wednesday, July 20, 2016
Presenter: Ken Doka, PhD

While Kübler-Ross’ work is nearing a half-century old, most grief clinicians now emphasize the very individual pathways that individuals experience in grief. This seminar emphasizes that new work, highlighting Bonanno’s work on pathways and resilience as well as Doka and Martin’s work on Grieving Styles. This session explores the different patterns or styles of grief, emphasizing that each of these pattern has their own distinct advantages and disadvantages. Counselors would benefit from this session in two major ways. First it challenges counselors to move beyond affect to explore the many ways that individuals cope with loss. Second, the workshop offers specific interventive strategies that are effective with different patterns.

Learning Objectives:
1. Delineate 5 different pathways of grief
2. Define resilience and differentiate resilience from post-traumatic growth
3. Describe institutional, intuitive, blended and dissonant patterns of grief
4. Describe the theoretical and research basis for a continuum of grieving styles and discuss the ways that each pattern can facilitate or complicate the grieving process
5. Identify and discuss pathways to grieving patterns including, gender, culture, cohort, and temperament
6. Describe interventive techniques need to be tailored to specific pathways and patterns

Dismantling Privilege, Power, and the Stigma Threat in Grief and Loss for Marginalized Populations

Thursday, July 21, 2016
Presenter: Tashel Bordere, PhD

This interactive workshop will take participants along a powerful journey of self-awareness and exploration of institutional practices and programming (health care settings, educational systems, funeral industry) that uniquely impact loss and grief experiences for both care providers and for underrepresented populations in end of life and after care. Through self-reflective and group activities, we will explore the concept of “suffocated grief” as a culturally-relevant framework for both “self” and “other” understanding in privilege, oppression, micro-aggressions, and alliance building in interactions with bereaved marginalized populations. Case studies, research findings, and highly publicized cases in the media will be utilized to provide a comprehensive description of social positionality in meaning-making, coping, and the complexities of grief for marginalized individuals and families from a cultural-contextual, systemic, developmental, and social justice perspective. Individual and community factors that facilitate resiliency and enfranchisement of grief (e.g., New Orleans Cultural Grief Practices and Rituals) will be explored as well as other creative and effective approaches, including a Cultural Iconic Approach and the 5 A’s of Culturally Conscientious Practice, in work with the bereaved. Attendees from diverse disciplines and practices will be able to connect, exchange, and be equipped with tools to increase both self and other awareness and have opportunities, in a safe and supportive environment, to further develop skills necessary for uncovering and reducing participation in systems of oppression among the bereaved, relationship-building, trust and humility, and effective service delivery to otherwise disenfranchised populations.

Learning Objectives:
1. Define self-awareness, including the value of self-understanding, and the significance of such awareness and on-going development in effective practice with bereaved populations
2. Explicate and discuss privilege, power, and marginalization in service delivery and individual and familial experiences in primary social institutions of death, dying, loss, and grief as well as after death care settings.
3. Describe patterns unique to the grief experiences of marginalized individuals and families in end of life care, with particular focus on African American families, from a developmental, historical, contextual, and social justice perspective
4. Delineate factors that may enfranchise the grief process for underrepresented individuals and families in end of life care, including approaches that facilitate on-going self and other awareness, the cultural iconic approach, and cultural self-humility.

Responding to a Crisis in a Community

Friday, July 22, 2016
Presenter: Diane Moran, MSW

Following a tragedy in a community, we have all heard, “There will be grief counselors on hand today.” What does that look like? Are people even ready for grief counseling? Who goes? Are they trained? With increasing frequency, we are being asked to respond to critical incidents in our communities. And, how many of us, want to help out, but don’t know how. This workshop will provide you with the tools to respond to a critical incident in your community, either in a clinical capacity or as a para-professional. Dr. Jeffrey Mitchel, PhD has defined crisis intervention as “temporary, but active and supportive entry into the lives of individuals or groups during a period of extreme stress.” Participants will learn via role play how to participate in crisis interventions.

Learning Objectives:
1. Identify what constitutes a crisis in a community setting
2. Learn 5 ways to intervene with the goal of mitigating the impact of an event
3. Identify and explain critical incidents from a developmental perspective
4. Be able to co-facilitate a post crisis debriefing.