Leadership & Faculty SocialWork@Simmons

Simmons School of Social Work (SSW) faculty are experienced teachers and professionals in the field of social work. They are actively engaged in their communities as clinicians, consultants, educators, researchers, and leaders. With research expertise in issues such as child welfare, pediatric chronic illness, gerontology, health care disparities, trauma, HIV/AIDS, refugees, family bereavement, and social policy, our faculty members bring their commitment for civic engagement and social justice to their work and to the classroom.

To learn more about SocialWork@Simmons faculty, contact an Admission Counselor at 1-855-523-7779Phone Number:1-855-523-7779.

Stephanie Berzin
Tamara J. Cadet
Jacqueline Dyer
Melinda Gushwa
Johnnie Hamilton-Mason
Hugo Kamya

Stephanie Berzin

Dr. Stephanie Berzin is the Dean of College of Social Sciences, Policy, and Practice. Prior to her arrival at Simmons, she served as Assistant Dean directing the Doctoral Program at the Boston College School of Social Work. Dr. Berzin developed and led the Social Innovation and Leadership Program, where she co-led the curriculum redesign and the development of a strategic vision around social innovation, social entrepreneurship, leadership, and resource development. She also served as co-director of the BC Center for Social Innovation, which works to build the evidence-base for social innovation, prepare tomorrow's social sector leaders, and promote the capacity of existing agencies to respond to social issues. Dr. Berzin also co-leads the Grand Challenge for Social Work, Harnessing Technology for Social Good. This work is designed to integrate technology into social work teaching, research, and practice.


Her most recent book was published by Oxford University Press, Innovation From Within: Redefining How Nonprofits Solve Problems (2018). Dr. Berzin graduated cum laude from Cornell University with a Bachelor of Arts in psychology, earned her MSW from Columbia University, and a PhD from the School of Social Welfare at the University of California, Berkeley.

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Tamara J. Cadet

Assistant Professor

Tamara J. Cadet, PhD, LICSW, MPH, chose Simmons to launch her academic career in July 2012, despite multiple offers from several research universities. Choosing Simmons allowed Cadet to investigate evidence-based health promotion interventions to contribute to reducing cancer and other health disparities, as well as the opportunity to teach in an environment that supports her research and 25 years of practice experiences in social work and public health. Cadet has worked in the fields of substance abuse, adoption, mental health, health care, schools, and oncology with children, adults, families, and older adults, as both a social worker and as a community organizer. Cadet particularly enjoys translating her research to practice for community-based organizations where she serves and preparing social workers for effective evidence-based practice.

Cadet’s research interests include oncology, aging, health behaviors, psychosocial and cultural factors, and health promotion. Her dissertation research focused on older Hispanic and non-Hispanic women and the psychosocial factors influencing their breast and cervical cancer screening participation. She is currently the principal investigator on a study assessing training programs for certified nurses’ aides in long-term care facilities to promote oral health and screening for oral cancer.

Cadet’s teaching interests include clinical practice, health-care practice, and statistics. Specifically, Cadet teaches the foundation clinical practice course, an advanced health care practice course, and a PhD-level course on advanced statistics at the School of Social Work. In addition, she teaches the Patient-Doctor I course at Harvard Medical School and holds a faculty appointment at the Harvard School of Dental Medicine. Cadet has been the recipient of several national career development awards for her research.

Why I Teach

I teach because I believe in the following three core assumptions: doing whatever helps students learn, adopting a critically reflective stance, and being aware of how students experience their learning and perceive my actions (Brookfield, 2006). I create safe environments for students to actively learn and engage with the topic in their own time and space. Creating active participants is "creating participatory spaces for the sharing of knowledge" (Hooks, 1994, p. 15). I teach using a variety of techniques, including lectures, discussions, case studies, roleplays, personal and professional examples, and multi-media. My goal is to have students experience learning as fun, interesting, and worthwhile. During this process of learning and engaging with students, it is my hope and goal that students will be excited about learning and participating in my class. Therefore, if I work with students to meet Jesse Jackson’s goal (If my mind can conceive it, and my heart can believe it, I know I can achieve it) to conceive and believe, then achievement in whatever way we define it occurs.

I accept students wherever they are in their learning with a goal of having them be something or someplace different (of their own choosing) when they have completed their course with me. According to Fink (2003), lasting change occurs when students experience significant learning. As a social work educator, one of my teaching goals is to create an environment for lasting change to occur. This type of change can occur when learning is viewed as a process. While I recognize the need for students to gain foundational knowledge, I am most interested in students’ applying and integrating knowledge. Gaining foundational knowledge is a minimum goal. I believe my role is to provide meaningful information that connects students’ learning to their overall personal, professional, and academic experiences (Hooks, 1994). Learning begins when students apply and integrate their knowledge. Significant learning begins when students integrate their ideas, when students learn about themselves and others, and, most importantly, when they learn how to learn. Significant learning is not a linear process but a cyclical process where one aspect of learning informs another. It is my hope that lasting change has occurred for my students through our collective learning.


BA, Tufts University, Child Study and Community Health
MPH, Boston University, Maternal and Child Health
MSW, Boston University, Macro Social Work and Human Services Management
PhD, Simmons College, Social Work


Cadet is conducting a community-based participatory research study assessing oral cancer screening training models for long-term care facilities. She is collaborating with colleagues to examine successful strategies of primary data collection from principal investigators who have received external funding to develop a blueprint for future investigators considering primary data collection. In addition, she is using national datasets, including the Health and Retirement Study, to investigate the psychosocial and cultural factors that influence older adults and their cancer-screening behaviors.


Oncology, aging, behavioral health promotion

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Jacqueline Dyer

Jacqueline Dyer, PhD, is the Associate Director of the Doctorate of Social Work Program and Associate Professor of Practice at Simmons University’s School of Social Work. As a social worker for more than 25 years, she has worked in direct mental health counseling practice, community outreach and advocacy, program development and leadership, and in academia. Her research and scholarly interests include clergy compassion fatigue, historical trauma, and intimate partner violence in faith communities. She has served as a clinical supervisor in secular and Christian agencies, and as a volunteer facilitator for a Christian domestic violence support-group. She presents professionally and in the community on the intersections of mental health and faith and maintains a community-based private practice.

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Melinda Gushwa

Associate Professor of Social Work and Director of the MSW, School of Social Work

Dr. Melinda Gushwa is an Associate Professor and MSW Program Director at Simmons School of Social Work. She teaches clinical practice courses and coordinates the Human Behavior in the Social Environment course. Dr. Gushwa has more than 25 years of practice experience in the areas of juvenile justice, residential treatment, child protection, employee assistance, crisis intervention counseling, pediatric medical social work, child welfare training, clinical practice (individual, couples, children and families), and clinical supervision. Prior to coming to Simmons, Dr. Gushwa taught in the social work programs at Washington University in St. Louis, University of Wisconsin Green Bay, University of Nevada Las Vegas and Rhode Island College. She loves being a social worker and teaching students about this great profession of ours.

Why I Teach

I teach because I love social work, and there's nothing better than being in a classroom and creating an environment of shared learning with and among students. I do my best to create a learning environment grounded in the core values of the social work profession. I enjoy watching students grow and develop in their practice skills and critical thought-- so that they will become the future of our profession.


PhD: Washington University in St. Louis
MSW: California State University San Bernardino
BA: University of Redlands


Dr. Gushwa’s research is connected to her practice experience as a child welfare worker and pediatric medical/ER social worker. She is interested in how organizational climate and bureaucracy impacts child welfare workers’ perceptions of their work. Her recent research focus has been on high risk child abuse and neglect situations, particularly child maltreatment fatalities.

Selected Publications

Douglas, E., Mohn, M. & Gushwa, M. (2014). The presence of maltreatment fatality-related content in pre-service child welfare training curricula: A brief report of 20 states. Child & Adolescent Social Work Journal, 32(3), 213-218.

Glantz, T. & Gushwa, M. (2013). Reflections on foster youth and education: Finding common ground. Reflections: Narratives of Professional Helping. 19(4), 15-23.

Gushwa, M. & Chance, T. (2008). Ethical dilemmas for mental health practitioners: Navigating mandated child maltreatment reporting decisions. Families in Society, 89(1), 78-83.

Selected Presentations

Gushwa, M. (2015, May). I wouldn't want your job, but I could do it better than you: Walking the tightrope of child welfare practice. Invited presentation at the 2015 Massachusetts Family Impact Seminar, sponsored by the Mosakowski Institute for Public Enterprise at the Massachusetts Statehouse in Boston, MA.

Gushwa, M. & Paquin, W. (2015, January). Zip codes and child maltreatment: An examination of housing and neighborhood effects. Paper presented at the Annual Meeting of the Society for Social Work & Research in New Orleans, LA.

Douglas, E. & Gushwa, M. (2014, September). Child maltreatment fatalities: An evidence-based training on risk & assessment. Invited presentation at the Connecticut Department of Children & Families Regional Training Conference in Uncasville, CT.

Gushwa, M. (2014, January). Paper trails and practice reform: An exploration of street level bureaucracy in child welfare. Paper presented at the Annual Meeting of the Society for Social Work and Research in San Antonio, TX.

Glantz, T., Gushwa, M. & Malloy, T. [Rhode Island Representatives] (2014, January). Educational experiences of children and youth in the child welfare system. Invited podcast with the National Evaluation & Technical Assistance Center for the Education of Children & Youth who are Neglected, Delinquent, or At-Risk. (Available at http://www.neglected-delinquent.org/events/educational-experiences-children-and-youth-child-welfare-system)

Gushwa, M. & Chance, T. (2013, June). Standardized tools and practice skills: Promoting assessment capacity in child welfare. Paper presented at the Annual Colloquium of the American Professional Society on the Abuse of Children in Las Vegas, NV.

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Johnnie Hamilton-Mason

Professor - Eva Whiting White Endowed Chair


Dr. Johnnie Hamilton-Mason is a Professor at Simmons School of Social Work. She teaches Advanced Clinical Practice, HBSE, Leadership, Political Strategies for Clinical Social Workers Practice, Practice with Immigrants and Refugees, Realities of Racism and Oppression and Qualitative Research. From 2004- 2007, Dr. Hamilton-Mason served as Director of the Doctoral Program at SSW. In 2005 she co-founded the SSW’s Pharnal Longus Academy for Undoing Racism. From 2001 through 2008, she served as a Harvard University W.E.B. DuBois Institute non-resident fellow in African American research. Her scholarship and research interests are primarily on African American Women and Families, the intersection of cross cultural theory and practice, and HIV/AIDS prevention and treatment. She has served as a Researcher at the University of Texas’s Hurricane Katrina Researcher Collaborative. She has recent publications entitled “Working with African American Families”, “Work-life fit: The intersection of Developmental Life cycle and Academic Life Cycle”, “Hope Floats: African American Women's Survival Experiences after Katrina”, “Black Women talk about Workplace Stress and How They Cope”, “And Some of us are Braver: Stress and Coping among African American women”, “Psychoanalytic Theory: Responding to the Assessment Needs of People of Color?” "Using the Color of Fear as a Racial Identity Catalyst", and “Children and Urban Poverty.” With over twenty-one years of full-time teaching experience, she continues to enhance her teaching through clinical practice in urban agencies, as well as through consultation and education locally and internationally.

Dr. Hamilton-Mason presents papers regularly at national and international conferences on such topics as the dynamics of diversity; teaching and learning issues related to diversity; HIV/AIDS prevention and treatment in the United States and Africa; urban practice and urban leadership educational outcomes; cross cultural competency and racial identity theory in clinical work. Previously, Dr. Hamilton-Mason was appointed as Co-Chair of the HIV/AIDS Task force for the National Association of Black Social Workers and currently serves as the Co-Chair of the Council on Social Work Education’s Council on the Role and Status of Women in Higher Education. Dr. Hamilton-Mason is currently on the editorial board for Health and Social Work and the Journal of Social Work Education. She is also a Board of Trustees member for Research Education Collaborative for Al Quds University and the Heritage Guild. In 2013, she was honored to receive the Massachusetts NASW Social Work Educator of the Year Award. As a practitioner, researcher and scholar, her passion lies with serving underrepresented populations and communities.

What I Teach

  • Realities of Racism and Oppression
  • Qualitative Research Methods
  • Political Action Strategies for Clinical Social Workers
  • Leadership II
  • Clinical Practical
  • Advanced Clinical Practice
  • Clinical Practice with Refugees and Immigrants

Research/Creative Activities

Family Life Stress, Problem Solving, Coping, and Adaptability Among African American related Mothers and Daughters

Goals of the Study

Are there differences between the stress levels of unrelated mothers and daughters with high self-esteem compared to those with low self-esteem, the individual and family problem solving effectiveness, direct coping behaviors, family adaptation, cohesion, and satisfaction and family style

Focus of the Study

  • What factors significantly correlate with self-esteem?
  • To what extent do these factors account for variances in self-esteem?
  • How is the self-esteem of African American women related to stress levels, individual and family problem solving, and family adaptation?

Selected Publications

Hamilton-Mason, J., Everett, J., Hall, J. C., Harden, S., Lecloux, M., Mancini, S. & Warrington, R. (in press). Hope floats: African American women's survival experiences after Katrina. Journal of Human Behavior in the Social Environment. Advance online publication. doi:10.1080/10911359.2012.664982.

Hall, J.C., Everett, J.E. & Hamilton-Mason, J. (2011). Black women talk about workplace stress and how they cope. Journal of Black Studies, 43, 207-226. doi:10.1177/0021934711413272 Hamilton-Mason, J., Hall, J.C., & Everett, J. (2009). And some of us are braver: Stress and coping among African American women. Journal of Human Behavior in the Social Environment.

Cornelius, L. J. & Hamilton-Mason, J. ( 2009). Enduring issues of HIV/AIDS for people of color: What is the roadmap ahead? Health and Social Work, 34(4), 243-246.

Shanti, K., Bell, H., Beausoleil, J., Lein, L., Angel, R. J. & Hamilton-Mason, J. (2008). When the floods of compassion are not enough: A nation's and a city's response to the evacuees of Hurricane Katrina. Smith College Studies in Social Work, 78(4), 399-425.

Hamilton-Mason, J. (2007). Using the color of fear as a racial identity catalyst. In Victor Lewis & Hugh Vasquez (Eds.), The color of fear sourcebook: A toolkit for educators and practitioners. Sterling, VA: Stylus Publishing,LLC.

Selected Presentations

Mancini, S. L. & Hamilton-Mason, J. (2011, October). Navigating secondary data: Hearing and interpreting the voices of Hurricane Katrina. Presented at the 57th Annual Program Meeting of the Council on Social Work Education, Atlanta, GA.

Hamilton-Mason, J. (2011, April). Hope Floats: The Survival Experiences of African American Women in the Aftermath of Hurricane Katrina. Presented at the National Association of Black Social Workers Conference, New Orleans, LA.

Melendez, M. & Hamilton-Mason, J. (2011, March). Women of color and addiction treatment. Presented at "Treating the Addictions," Cambridge Health Alliance Department of Psychiatry, Division of Continuing Education, Boston, MA.

Hamilton-Mason, J. (2011, January). Black women discuss how they cope with racism in the workplace. Presented at the Society for Social Work Research Meeting, Tampa, FL.

Hamilton-Mason, J. (2010, November). And some of us are braver: Black women managing stress and coping. Presented at the Social Work Grand Rounds series at Beth Israel Deaconess Medical Center, Boston, MA.

Hamilton-Mason, J. (2010, August). Surveying the landscape of immigrants and refugees:Aa social work perspective. Presented at the 35th Association of Black Social Workers International Education Conference, Egypt.

Hamilton-Mason, J. & Everett, J. (2010, February). Understanding the significance of sexism and racism in the lives of black women. Presented at Simmons University, Boston, MA.

Hamilton-Mason, J. (2010, January). Understanding the significance of racism and sexism in the lives of black women. Presented at the Annual Conference of the Society for Social Work and Research, San Francisco, CA.

Hamilton-Mason, J. (2009, May). Dialogue about diversity in the classroom. Presented at a Faculty Development Institute at Anna Maria College, Paxton, MA.

Hamilton-Mason, J. (2009, February). Underlying causes of HIV disparities in black communities. Presented at the Black HIV/AIDS Conference, Boston, MA.

Hamilton-Mason, J. (2008, November). Black women and HIV/AIDS. Presented at Simmons University Black Student Organization's Dialogue on HIV/AIDS, Boston, MA.

Hamilton-Mason, J., Hall, C & Everett, J. (2008, November). Everyday stressors and daily conflicts: Coping responses of black women. Presented at the Council on Social Work Education Annual Program Meeting, Philadelphia, PA.

Hamilton-Mason, J. (2008). And some of us are braver: Black women managing stress and coping. Presented at the Council on Social Work Education, Philadelphia, PA. Professional Affiliations & Memberships

  • South End Community Mental Health Center - Senior Clinical Consultant - 1997-Present
  • Multicultural AIDS Coalition - Consultant Popular Education and Clinical Supervisor - 1999-2010

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Hugo Kamya

Social Work Alumni Fund Endowed Chair and Professor


  • PhD: Boston University, Graduate School of Arts and Sciences, Psychology, May 1994
    • Dissertation: The interrelationship of stress, self-esteem, spiritual well-being and coping resources among African immigrants in the United States
  • MSW: Boston College, 1989
  • MDiv: Harvard University, Divinity School, 1987
  • Dip. Phil.: St. Thomas Aquinas Seminary, Nairobi, Kenya, Philosophy and Religious Studies, 1983


  • Licensed Psychologist
  • Licensed Independent Clinical Social Worker (LICSW)
  • Certified Group Psychotherapist (CGP)
  • Certified Oral Proficiency Tester, American Council on the Teaching of Foreign Languages (ACTFL)
  • M.Div.
  • M.S.W.
  • Ph.D.

What I Teach

  • Evaluation in Social Work Practice
  • Simmons World Challenge (Brutality: Violence at Local, National and International levels; Non-violence as Option for Change; Language, Power and Violence)
  • Teaching and Learning (Doctoral Program)
  • Social Work with Groups
  • Spirituality and Social Work
  • Social Action and Advocacy: Human Services in Developing Countries
  • Narrative Approaches to Social Work Practice (on ground)
  • Narrative Approaches to Social Work Practice (Online)
  • Critical Analysis of Clinical Practice (Doctoral Program)
  • Advanced Clinical Practice
  • Social Work Practice
  • The Relational and Multi-contextual Treatment of Trauma
  • Family Therapy Approaches

Community Engagement

  • 2005-Present: Board/Founding Member, Makula Fund for Children
  • 2005-Present: Board Member, Girma Haddis Foundation
  • 1995-Present: Founding Member, Boston Institute for Culturally Affirming Practices
  • 2004-Present: Advisory Board Member, The Guidance Center, Inc.
  • 1992-Present: Board Member, De Novo: Center for Justice and Healing (formally Community Legal Services and Counseling Center)
  • 1997-2008: Board Member, St. Elizabeth Medical Center, Clinical Pastoral Education Program
  • 1996-Present: Board Member, The Danielsen Institute, Boston University
  • 1995-Present: Consultant, Center for Multi-Cultural Training in Psychology, Boston Medical Center
  • 1997-1999: Consultant, International Institute of Boston
  • 1992-1996: Member, Diversity Task Force for Northeastern Society for Group Psychotherapy
  • 1990-1996: Board Member, Temporary Care Services - Respite Care for Mentally Handicapped Children

Research/Special Projects

Caring across communities; community capacity building; enhancing social, cultural, and human capital in immigrant and refugee populations; suicide prevention education; the psychological impact of war, political persecution, trauma on children and families; HIV/AIDS; family therapy; international practice and human rights; spirituality; health disparities; youth and social economic development in sub-Saharan Africa; qualitative methods and designing international studies.

Selected Publications

Kamya, H. (2019). Children, war, HIV/AIDS and the human rights imperative: Bio-psychosocial outcomes. In Marinilda Rivera Diaz (Ed.) HIV/AIDS, Migrations and Human Rights: Interdisciplinary Perspectives. (pp. 173-189). Miami: Latin American Council of Social Sciences (CLACSO)

Kamya, H. & Mirkin, M. (2019). Working with immigrant and refugee families. In Monica McGoldrick and Kenneth Hardy (Eds.). Revisioning Family Therapy: Race, culture and gender in clinical practice. 3nd edition. (pp. 403-418). New York: Guilford Press.

Kamya, H. (2018). Harnessing spirituality within traditional healing systems: A personal journey. In D. Trimble (Ed.), Engaging with spirituality in family therapy: Meeting in sacred space (67-81). Cham, Switzerland: AFTA Springer Briefs in Family Therapy.

Bacigalupe, G., Ham, M., Kamya, H., King, J., Kliman, J., Llerena-Quinn, R., Pinderhughes, E., Romney, P., & Trimble, D., (BICAP). (2017). Deconstructing power to build connection: The importance of dialogue. In Pinderhughes, E., Jackson, V., & Romney, P. Understanding power: An imperative for human services. (pp. 195-218). Washington, D.D.: NASW Press.

Kamya, H. (2014). Developing Effective International Partnerships in Social Work: HIV/AIDS and the Case of Uganda. In Libal, K., Healy, L., Thomas, R., & Berthold, M. Advancing Human Rights in Social Work Education, (pp. 299-316) Alexandria, VA: CSWE.

Roberts, J., Abu-Baker, K., Diez Fernández, C., Chong Garcia, N., Fredman, G., Kamya, H., Martín Higarza, Y., Fortes de Leff, J., Messent, P., Nakamura, S., Reid, F., Sim, T., Subrahmanian, C., & Vega, R. (2014). Up Close: Family Therapy Challenges and Innovations Around the World, Family Process, 53, 3, 544-576. DOI: 10.1111/famp.12094

Healy, L. & Kamya, H. (2014). Ethics and international discourse in social work: The case of Uganda's anti-homosexuality legislation. Ethics and Social Welfare, 8, 2, 151-169.

Kamya, H. (2013). Engaging spirituality in family conflict: Witnessing to hope and dialogue. Journal of the American Academy of Matrimonial Lawyers, 26, 4, 901-916.

Kamya, H. (Spring, 2012). Motivational interviewing: A key ingredient of supervision. Field Educator, 1(2).

Kamya, H. (2012). The cultural universality of narrative techniques in the creation of meaning. In B. MacKin, Newman, E., Fogler, J., & Keane, T. (Eds.) Trauma therapy in context: The science and craft of evidence based practice. (pp.231-246). Washington, D.C: American Psychological Association.

Kamya, H. (2012). HIV/AIDS: The Global Pandemic. HIV/AIDS. In Healy, M. & Link, R. (Eds.). Handbook of International Social Work. Oxford: Oxford University Press.

Kamya, H. (2011). The impact of war on children: The psychology of displacement and exile. In Kelle, B. (Ed.). Interpreting Exile: Interdisciplinary studies of displacement and deportation in Biblical and modern contexts. (pp.235-249). Atlanta: Society of Biblical Literature Press.

Kamya, H. & White, E. (2011). Expanding cross-cultural understanding of suicide among immigrants: The case of the Somali. Families in Society, 92(4), 419-425.

Selected Presentations

  • Peer to Peer Support for Immigrant High School Students: Enhancing Social Work Services in School Settings. CSWE 65th Annual Program Meeting, Denver, CO. October 24-27, 2010.
  • Working with Immigrants and Refugees: Implications for Cross-Cultural Treatment. Wayside Youth and Family Support. May 8, 2019
  • Engaging Spirituality in Family Therapy. IFTA World Therapy Congress. Aberdeen, Scotland. March 28-30, 2019
  • Understanding the needs of Immigrant High School Students: Importance of Multiple Perspectives through a Social Justice Lens. 23rd Annual Conference of the Society for Social Work and Research (SSWR), San Francisco, CA. January 15-19, 2019.
  • Understanding the needs of Immigrant High School Students: Importance of Multiple Perspectives. CSWE 64th Annual Program Meeting, Orlando, FL. November 8-11, 2018
  • Cross-cultural treatment issues with Refugees: The case of the Somali. Global & Local Center for Mental Health Disparities Global Dinner Series, Boston Medical Center, Boston, MA. May 21, 2018
  • Developing Effective Partnerships. Boston Medical Center, Boston, MA. April 18, 2018
  • Working with Immigrants and Refugees: Cross-cultural treatment issues. Boston Medical Center, Boston, MA. April 11, 2018
  • Narrative Practices with Trauma and Loss: Cross-cultural treatment. Salem State University, Salem, MA March 24, 2018
  • It Takes a Community: Collaboration Among Adolescents, Parents, School Personnel to “Raise” an Immigrant High School Student: An Ecological Perspective. CSWE 63rd Annual Program Meeting, Atlanta, GA. October 19-22, 2017
  • Working with immigrants and refugees. Greater Lynn Senior Services. Boston, MA. April 2017 and May 2017
  • Spirituality and Mental health. Institute of Living, Hartford, CT. March 30, 2017
  • Violence against children and families: The inter-sectionalities of intervention approaches. 25th IFTA Family Therapy Congress. Malaga, Spain. March 15-18, 2017
  • Trauma, Attachment Disruption and Narrative Practices: Health Crisis and Cross-cultural Trauma Treatment. Dana Cancer Institute. Boston, MA February 3, 2017
  • Responsible Citizenship: HIV/AIDS and South Africa. 27th Annual National Conference on Social Work and HIV/AIDS. Minneapolis, MN, May 26-29, 2016.
  • Working with African Immigrant Children and Parents: Challenges and Training Needs from Middle and High School Teachers’ Perspectives. 20th Annual Conference for Society for Social Work and Research, Washington, DC, January 13-17, 2016
  • Developing an Innovative Field Placement: Building Capacity at an African Immigrant-led Organization. CSWE 611st Annual Program Meeting, Denver, CO. October 15-October, 18, 2015.
  • Recognizing the Universality of Loss: Lived Experiences of Attachment Disruption. Trauma of Displacement and Disrupted Attachment. 16th Annual conference. Worcester Institute on Loss and Trauma, Worcester, MA September 16, 2015
  • Uganda’s ABC to South Africa: Challenges and Opportunities. 19th International Symposium of the International Consortium for Social Development. SIM University, Singapore, July 7-10, 2015.
  • Challenges in Addressing HIV/AIDS Among Immigrant Populations: A Case Study. 27th Annual National Conference on Social Work and HIV/AIDS. Minneapolis, MN, May 26-29, 2016.
  • Child-headed Households in the African Context: What does the future promise? 26th Annual National Conference on Social Work and HIV/AIDS. Denver, May 22-25, 2014
  • Peace psychology: From monologue to dialogue - Engaging trauma and disparities. Bay Cove Human Services, Boston. May 7, 2014
  • Transforming Life Narratives: Weaving Stories of Healing. 23rd Annual Anniversary Culture Conference, The Multicultural Family Institute. April 11-12, 2014
  • A Cross cultural understanding of trauma in families, and
  • Community organizing and social development. PROSOWO Conference, International Social Work Conference, Kampala Uganda. March 17-18, 2014

Professional Affiliations and Memberships

  • National Association of Social Workers (NASW)
  • Association of Black Social Workers (ABSW)
  • American Psychological Association
  • American Group Psychotherapy Association (AGPA)
  • Boston Institute for Culturally Affirming Practices (BICAP)
  • Northeastern Society for Group Psychotherapy
  • American Family Therapy Academy (AFTA)
  • Council on Social Work Education (CSWE)
  • Commission on Global Education in Social Work (CSWE)
  • International Society for Traumatic and Stress Studies (ISTSS)
  • International Consortium of Social Development (ICSD)
  • International Federation of Social Workers (IFSW)


  • 2018-2021: Social Work Alumni Fund Endowed Chair
  • 2018: Center for Global Education Leadership Award, Simmons University, Boston, MA
  • 2016: Mentor Recognition, Society for Social Work Research Conference, Washington, DC.
  • 2014: Fulbright Specialist Roster. U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) and the Institute of International Education’s Council for International Exchange of Scholars (CIES)
  • 2014:Greatest Contribution to Social Work Education. NASW Mass Chapter Symposium 2014. NASW Mass Chapter Symposium, Framingham, MA.
  • 2003: Cultural and Economic Diversity (Social Justice) Award by the American Family Therapy Academy, Miami, FL.
  • 1999: Paradigm Shift Award. Distinguished Service Award in Pastoral Psychotherapy, Andover-Newton, MA
  • 1999: Paul Johnson Award. Nomination for Teaching Assistantship, Boston University, Boston, MA.

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