ODL 357: Supporting Vulnerable Populations in Schools: Ethical, Legal, and Practical Strategies for School Professionals

Please make sure to check with your own state board to ensure the transferability of CE credit for an asynchronous course. Some state boards may place restrictions regarding the modality of training required for ethics credits to be awarded. If this training indicates ethics credits are available, please verify that your state allows them to be earned through an on-demand course format.

5 CREDIT HOURS APPROVED FOR:

Social Workers
ASWB ACE – 5 CE Credits
New York State Education Department’s State Board for Social Work – 5 Contact Hours
Psychologists
APA – 5 CE Credits
Counselors
NBCC ACEP – 5 Contact Hours
New York State Education Department’s State Board for Mental Health Practitioners – 5 Contact Hours
Addiction Professionals
NAADAC – 5 Contact Hours
Nurses
California Board of Registered Nursing – 5 Contact Hour
New York State Education Department’s State Board for Mental Health Practitioners – 5 Contact Hours
Case Managers
CCMC – 5 Contact Hours

Created On:  9/22/25                   

Target Audience:

This course is targeted for social workers, psychologists, counselors, nurses and case managers.

Counselor Skill Groups: 

4. Counseling Services
5. Documentation
6. Case Management
7. Discharge and Continuing Care

Overview:

School social workers, psychologists, counselors, case managers, and nurses are on the front lines, addressing the unique needs of students who belong to vulnerable populations. This symposium will provide an in-depth exploration of current challenges, relevant legislation, and evidence-based strategies for supporting four key populations: students experiencing homelessness, immigrant families, LGBTQ+ students, and children involved with child welfare or in foster care. Each session will integrate legal frameworks, ethical considerations, and culturally responsive practices, empowering school professionals to advocate effectively and ethically within today’s complex educational and political landscape.

Course Objectives:

By the end of the session, the participant will be able to:

• Identify key legal mandates, including the McKinney-Vento Act and the Every Student Succeeds Act, that impact service delivery to homeless and foster care youth.
• Explain strategies for ethically supporting immigrant families in schools, including awareness of immigration-related policies affecting educational access.
• Evaluate the ethical and legal considerations related to confidentiality and advocacy when working with LGBTQ+ students in schools.
• Apply culturally competent, trauma-informed interventions to address the needs of students experiencing homelessness, immigration challenges, LGBTQ+ identity issues, or involvement with child welfare systems.
• Analyze the intersection of professional ethics, legal mandates, and current legislation in guiding school social work practice with vulnerable populations.

Presenters:

Lori Carmack, Licensed Master Social Worker, Licensed School Social Worker/Mental Health Clinician, Youth & Family Advocate

With over 20 years of experience in the school system, Lori has dedicated her career to supporting youth and families. She has extensive experience with the McKinney-Vento Act, juvenile justice, mental health counseling, suicide prevention, and risk assessments. Lori has been instrumental in developing community partnerships to enhance mental health services, support students experiencing homelessness, and address the basic needs that are essential for student well-being and support. 

Lori built a school social work program aligned with the School Social Work Association of America’s (SSWAA) National School Social Work Practice Model. Her leadership in creating this framework, along with her expertise in grant writing and retention efforts, has earned her both state and national recognition.

Passionate about creating sustainable change, Lori continues to advocate for school social work services that align with the updated SSWAA Practice Model 2.0 to promote equity, evidenced-based practice, and systemic support for the whole child.

Dr. Stephanie Carnes, PhD, LCSW, LLM

Dr. Stephanie Carnes is an Assistant Professor of Social Work at Sacred Heart University as well as a bilingual clinician, advocate, and researcher. She has spent the better part of the past 15 years engaged in clinical practice and advocacy work with Central American immigrant youth, first at a federally funded shelter program and subsequently as a school social worker in a public high school in New York’s Westchester County. She has conducted extensive research on identity development, social inclusion, and well-being in Spanish-speaking immigrant youth. In addition to a doctorate in social welfare and an MSW degree, Stephanie also holds an LLM Masters of International Human Rights Law.

Breanca Smith, LCSW and School Social Worker for Hamilton County Schools

Breanca Smith is a Licensed Clinical Social Worker and Licensed School Social Worker living in Chattanooga, TN. She currently serves as one of two social work leads for Hamilton County Schools, which serves approximately 45,000 students in Southeast Tennessee. 

She began her social work career in 2014 by attending Salisbury University out of Maryland (graduated in 2016 with a Master of Social Work degree). Since then, she has worked in substance abuse prevention, mental health, and school-based support services. Her previous roles include substance abuse counselor, therapist (both community mental health and private sector), care coordinator/case manager, and school social worker. She has served many types of special populations including racial/ethnic minorities, those with disabilities (deaf/hard of hearing, vision impaired, etc.), LGBTQIA+ community members, individuals with autism, individuals in foster care, justice involved/incarcerated individuals, and other groups.

Richard A. Brandon-Friedman, PhD, LCSW, LCAC and Associate Professor at Indiana University School of Social Work

Richard A. Brandon-Friedman (He/Him/His) is an Associate Professor within the Indiana University School of Social Work. Dr. Brandon-Friedman’s current clinical work and research focus on the well-being of LGBTQ+ youth. His past social work practice experience with youth in the child welfare system, as a home- and school-based case manager, and as a clinical social worker within a therapeutic foster care agency guides his inquiry into how psychosocial experiences such as trauma, sexual messaging, social environments, and societal messaging about sexual and/or gender minorities impact youths’ sexual and gender identity development. Through his work, Dr. Brandon-Friedman aims to help service providers understand how to best assist youth in developing a positive sense of their gender identity, sexual identity, and selfhood.

Dr. Brandon-Friedman has received several grants to evaluate the impact of gender-affirming care on the well-being of gender-diverse youth and to enhance service provision to transgender, nonbinary, and gender-diverse people of color. His current research is following a cohort of gender-diverse youth for 2 years to explore the impact of gender-affirming care on their educational, social, and psychological well-being. In 2016, he helped to establish the Gender Health Program at Riley Hospital for Children and continues to conduct research within the program. In addition to his continuing clinical work, Richard serves as Chair of the Indiana Chapter of the NASW’s Committee on Sexual Orientation and Gender Identity.

Stephanie Guster, LCSW, School Social Worker and Associate Professor

Stephanie Guster holds a masters degree in social work from The Ohio State University. She is a Licensed Clinical Social Worker (LCSW) in both Tennessee and Georgia. Prior to joining the School of Social Work faculty, Professor Guster worked full-time as a school social worker in Dalton City Schools, while teaching as an adjunct professor for Southern Adventist University. Professor Guster has adjunct experience with teaching several online masters courses for Simmons University. Her background also includes providing school social work services at the elementary, middle, and high school level. Additionally, she has experience providing clinical services while working in the area of hospice and bereavement.