BA, Queens College, MA, SUNY at Buffalo, MSW, Hunter College, Licensed Clinical Social Worker (LCSW-R). Deborah has 23 years clinical experience treating adults with physical disabilities, chronic illness, traumatic brain injury, mental illness, and addiction disorders. She has presented at community-based conferences on topics such as Chemical Dependency and Disability; Emotional and Psychological Effects of Sarcoidosis on Family and Friends; Ethnicity and Rehabilitation; and Cultural Diversity in Healthcare and Rehabilitation. She also has taught numerous in-service staff trainings on Disability Rights History; Short Term Solution Focused Treatment Planning; and Client Centered Treatment and the Well-Written Treatment Plan. Formerly a Senior Social Worker at the International Center for the Disabled in New York City, her special interests include medical and psychiatric clinical assessment; chronic pain conditions and neurodegenerative diseases; and mindfulness-based stress reduction. SLC, 2012-
Current graduate courses
This course will use a group supervision format to oversee and develop the internship experience by strengthening clinical appraisal skills and movement and observation assessment through oral presentation of cases, as well as written diagnostic evaluations that will include the student’s clinical process and interventions.
Academic content related to assessment, diagnosis, interventions and the supervision process will be fluid within the overall structure of the course and weekly classes in order to meet the specific needs of each internship setting.
In this course, students will build on concepts learned in Graduate Seminar in Methods and Theory of DMT I and II, Human Growth, Psychopathology, and Movement Observation I and II to refine their assessment skills in developing treatment plans consistent with DSM-5 criteria and the application of dance/movement therapy principles and interventions. The role of pharmacotherapy will be included. We will also examine clinical and treatment planning, with a focus on developing clinical writing skills as they relate to specific settings and populations, including children, adolescents, adults, and geriatrics.
In this course, students will expand their knowledge of the basic theories, methods, concepts and clinical applications learned in Group Work I. We will explore the core elements of systems approaches to group work theory and DMT clinical practice. Specifically, we will examine the contributions of Monica McGoldrick's influential work concerning ethno-cultural aspects affecting families, including the impact of race, class, religion, historical factors and migration experiences; and attitudes about sexual orientation and intermarriage. Other theoretical models will include the relational-cultural paradigm developed at the Stone Center's Jean Baker Miller Training Institute and the principles of Resilience Theory that emerged from the research of Dr. Emmy Werner. These models have implications for the development of therapeutic interventions and will inform our study of the clinical roles and skills needed for the effective practice of DMT group work with children, adolescents, and families in various clinical settings.
Students will learn the fundamental tenets underlying professional ethics and ethical decision-making in the practice of dance/movement therapy. We will identify and explore ethical concepts, standards, and guidelines that will inform your clinical judgment, and become aware and mindful of the ways your personal ethics relate to your role as a professional DMT. In addition to course readings, we will study the ADTA Code of Ethics and Standards of Ethical Practice, and the New York State Education Department requirements for standards of licensure in Creative Arts Therapy, including training in the identification and reporting of child abuse and maltreatment.
Students in this course will learn the ethical standards reflected in, and upheld by, the American Dance Therapy Association Code of Ethical Practice and the New York State Education Department’s requirements for standards for licensure in Creative Arts Therapy. We will also examine each student’s personal ethics as they relate to the role of the profession of DMT.