The Social Work program consists of a dedicated team of faculty, instructors and staff who are dedicated to the education and growth of social work students at NEIU.
Ph.D., Loyola University of Chicago, School of Social Work, 2009; M.S.W., Loyola School of Social Work, 1998; B.A., University of Illinois at Chicago, Psychology, 1990
A Foot in Each World: Identity Complexity in Impinging Environments
Director of Clinical Services, Deborah’s Place, 2000-2010.
Anderson, Jacqueline. “Ethical Practice in Social Services.” Housing Opportunities for Women (HOW). December 2013
Anderson, Jacqueline. “Trauma-Informed Services.” Deborah’s Place. November 2013.
Anderson, Jacqueline. “Motivational Interviewing.” Deborah’s Place. October 2013
Anderson, Jacqueline. “Motivational Interviewing, Harm Reduction, and Evidence-Based Case Management Best Practices. Casa Central. July 2013
Anderson, Jacqueline. “The Recovery Model of Mental Health.” Midwest Harm Reduction Institute. Heartland Alliance. May 13, 2011
Anderson, Jacqueline. “Your Silence Will Not Protect You.” Take Back the Night Event. Northeastern Illinois University. December 9, 2010
Anderson, Jacqueline. “Gender-Responsive Housing.” Midwest Harm Reduction Institute. Heartland Alliance. September 17, 2010
Anderson, Jacqueline “Dare to Lead: Leadership and Supervision Training.” Build Inc., November 9, 2007
Anderson, J., and Lundy, M. “Empowering Women Across Diverse Settings and Circumstances: Challenging Perceptions Regarding Women’s Roles and Relationships. Loyola University. November, 2007
Anderson, Jacqueline. “Feminist Principles and Women’s Rights.” Mount Carmel High School. October, 2007
Midwest Harm Reduction Institute. Advanced Motivational Interviewing. Deborah’s Place. February, 2007
Midwest Harm Reduction Institute. Motivation Interviewing and Advanced Harm Reduction. Deborah’s Place. November, 2006
Anderson, Jacqueline. The Six Stages of Clinical Supervision. Field Instructor Conference. Loyola University of Chicago. October 28, 2005.
Anderson, Jacqueline. Race Matters. Trilogy Mental Health Center, Chicago, Illinois. November 18, 2004.
Anderson, Jacqueline. The Fundamentals of Supervision. Franciscan
Outreach Ministries. Chicago, Illinois. April 14, 2003.
LWH 3074
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D., University of Chicago, School of Social Service Administration
MSW, University of Chicago, School of Social Service Administration
M.A., Sociology, New School for Social Research
B.A., Sociology, DePaul University
Brake, A. (2019). Right from the start: Critical Classroom Practices for Building Teacher–Student Trust in the First 10 Weeks of Ninth Grade. The Urban Review, 1-22.
Brake, A., & Kelly, M. S. (2019). Camaraderie, Collaboration, and Capacity Building: A Qualitative Examination of School Social Workers in a Year Long Professional Learning Community. The Qualitative Report, 24(4), 667-692.
Kelly, M. S., Key, W., Brake, A., Cortes, M. & Wardzala, S. (2017). Educator professional learning communities (PLCs) for improving academic, social, and behavioral outcomes in K-12 schools: A systematic review (Accepted title). The Campbell Collaboration, 1-9.
Brake, A. & Roth, B. (2016). Contemporary Federal Policy and School Social Work: Implications for Practice and Opportunities for Leadership. In Villareal Sosa, L., Cox, T. & Alvarez, M. (Eds.), School Social Work: National Perspectives on Practice in School. Oxford University Press.
Roth, B. J., Sichling, F., & Brake, A. (2015). Recentering our tendencies: Immigrant youth development and the importance of context in social work research. Journal of Human Behavior in the Social Environment, 1-12.
Brake, A. & Livingston, L. (2015). Tackling oppression in schools: Orienting skills for school social workers. In Massat, C. R., Kelly, M. S., & Constable, R. T. (Eds.), School Social Work: Practice, Policy, and Research. (8th edition). Lyceum Books, Incorporated.
Brake, A., & Kelly, M. (January, 2018). Structured, sustained, and reciprocal: Evidence-informed capacity building in Chicago’s School Social Work Professional Learning Community Project. Presentation at the 22nd annual meeting of the Society for Social Work and Research, Washington, D.C.
Brake, A. (November, 2017). Right from the start: Timing, trajectories, and teacher-student trust in the transition to high school. Invited workshop presentation for the Continuing Education Program at the University of Missouri Saint Louis, School of Social Work, Saint Louis, Mo.
Brake, A. & Omer, F. (March, 2016). Plugging the pipeline from within: School social work leadership and data driven discipline reform. Presentation at the annual meeting of the School Social Work Association of America National Conference, Baltimore, Md.
Andrew Brake is an assistant professor in the NEIU Social Work program and has more than eighteen years of experience working for an array of youth agencies and public high schools in Chicago. He received his Ph.D. and MSW from the University of Chicago and an M.A. in Sociology from the New School for Social Research. At NEIU, Dr. Brake has developed the Introduction to Social Work curriculum and teaches in both the BSW and MSW programs. His research examines how trust and collaboration shape teacher-student relationships and teaching and social work practice in schools in improving policies, practices, and partnerships in urban public schools. Most recently, Dr. Brake was Co-Principal Investigator for the School Mental Health Professional Learning Community Project, a two-year qualitative examination of a professional learning community designed specifically for school social workers in metropolitan Chicago. Dr. Brake’s future teaching, research, and service activities aim to align social work leadership to advance school mental health and school climate initiatives in urban public schools.
LWH 3080
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Loyola University Chicago
Crystal has more than 10 years experience working with children, adolescents and adults from diverse backgrounds. She has extensive experience working within the mental health setting. For nine years she has worked in various departments within the inpatient psychiatric hospital setting. Crystal seeks to encourage the development of social work professionals as she believes that this field, with its many facets and ever changing dynamics, is a wonderful journey to embark upon.
LWH 3097
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Master’s Degree in Social Work from the University of Illinois At Chicago’s Jane Addams College of Social Work
Has extensive direct practice experience, and is currently employed as a Program Administrator for the Dolores’ Safe Haven and Patty Crowley Apartments of Deborah’s Place
5500 N. St. Louis Ave.
LWH
Chicago, IL 60625
United States
Bachelor’s Degree: Brown University, Major: Economics, Minor: Urban Studies.
Master’s Degree: University of Chicago, Social Service Administration and Policy.
Master’s Degree: Northeastern Illinois University, Teaching English as a Second Language.
Former elementary school principal on Chicago’s West Side; former program manager at Healthy Families Illinois Program; former Instructor at Robert Morris University; former program director at Drug Free Schools and taught ESL at the Northeastern El Centro campus in the Community Program for four semesters.
Courtney Francis is a native of NYC and graduate of Brown University (Providence, RI), who came to Chicago for graduate school. Her BA is in Economics with a minor in Urban Studies. Courtney holds a Master's degree from University of Chicago in Social Service Administration and Policy, with a focus in Program Management and Administration. She is one class away from an MA in TESL/Applied Linguistics, here at NEIU. Her academic interests include language contact, American English dialect, research in Innovative ESL teaching methods, and English language learner interface with native English speakers in urban settings. Outside interests include swimming, art appreciation, researching her family history, and spending time with her husband, and their four children, aged 10-20.
In TESL, Courtney Francis teaches TESL 399 (TESL Clinical Experience) and TESL 340 (Practices and Procedures). She also teaches Developmental Writing and select courses in the Social Work Department and taught four semesters of ESL at the Northeastern El Centro campus.
LWH 3067
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ed.D., Doctorate of Education Curriculum Studies, DePaul University School of Education, Chicago, Illinois
M.S.W., Loyola University Chicago, School of Social Work, Chicago, Illinois
B.A., Bachelor of Arts, Psychology, Chicago State University, Chicago, Illinois
Harden, T., Kenemore, T., Mann, K., Martinson, K. & Edwards, M. (2015). Addressing trauma through a youth-led, trauma-informed, restorative framework. Journal of Child and Adolescent Social Work, (32)1, 65-79. DOI: 10.1007/s10560-014-0366-0
Harden, T. (2015). Merging practice and policy by restoring the social imagination. NASW Networker Magazine. February 2015, Chicago, Illinois.
Harden, T. (2014). Street-life oriented African American males and violence as a public health concern. (24)6, 678-693, DOI: 10.1080/10911359.2014.930300
Harden, T. & Walton, L. (2012). Hoops and healing: The use of athletics for youth involved in recovery. Alcoholism Treatment Quarterly. (30)3, DOI:10.1080/07347324.2012.690702
Hall, D., Kenemore, T. & Harden, T. (2011). Social Work and Advocacy: A case example. NASW Networker Magazine. Chicago, Illinois.
Brown, S., Garvey, T. & Harden, T. (2011) A sporting chance: Using athletics and social work with groups for urban youth. Groupwork (21) 3, 62-77. DOI 095182411X636563.
Harden, T. (2009). Issues of Identity, Place, and Praxis for a Black Man as a Service-Learning Educator in a Predominantly White Institution. African Americans and Community Engagement, Evans, S., Taylor, C., Dunlap, M., & Miller, D., Eds. SUNY Press, NY.
(Harden, 2016) Mentoring when it matters: Engaging youth in mentoring, trauma-informed care and justice, presented at the Illinois Mentoring Partnership Research Symposium, Country Club Hills, Illinois (May 26)
(Harden, T. & Henry, Y., 2016). Interrupting systemic violence, symposium at Gerald R. Ford School of Public Policy, University of Michigan, Ann Arbor, Michigan (April 7)
(Harden, 2016) Systemic Violence, Race, and Social Trauma. Public lecture presented at Gerald R. Ford School of Public Policy, University of Michigan, Ann Arbor, Michigan (April 6)
(Harden, 2016) African American males and trauma informed care, public lecture presented for University of Memphis, Memphis, TN (January 19)
(Harden, 2014) Restoring Community: Race, Trauma and Healing, Annual Anti-racism lecture at Smith College, Northampton, Massachusetts (June)
(Harden, 2013) Project MENTOR: A holistic health mentoring program, presented at Annual Program Meeting, Council on Social Work Education, Dallas, Texas (October)
Troy Harden, EdD, LCSW, has over 25 years experience serving and consulting in social service and community settings. Dr. Harden currently serves as the Director of Northeastern Illinois University’s Master of Social Work Program, where is also an Associate Professor. His specialization areas include in trauma and traditional and non-traditional interventions within community settings. He has worked as a clinician, administrator, educator, activist and community practitioner concerning community issues in diverse settings. Dr. Harden served as a consultant with such diverse institutions as the City of Chicago, Chicago Public Schools, the Illinois Department of Human Services, the Appraisal Institute, the Pan African Association, the Illinois African American Coalition for Prevention and Burrell Communications, and concerning the development of Cook County’s Project Brotherhood, a Men’s Health Clinic. He is currently a Co-Principal Investigator with DePaul University’s Multifaith Veterans Support Project, an initiative in the state of Illinois to engage the faith community in supporting veterans. He is a graduate of Loyola University Chicago’s Master of Social Work program, and received his doctorate from DePaul University’s School of Education, specializing in curriculum studies.
State of Illinois Licensure, Licensed Clinical Social Worker
5500 North St. Louis Avenue
LWH 3079
Chicago, IL 60625
United States
PhD, Doctor of Philosophy in Social Work, Graduated with Distinction, Loyola University Chicago, School of Social Work, Chicago, Illinois
MSW, Master of Social Work, Loyola University Chicago, School of Social Work, Chicago, Illinois, Specialization: Mental Health and Leadership and Development in the Social Services
MS, Master of Science in Applied Child Development, Erikson Institute, Graduate School in Child Development, Chicago, Illinois, Specialization: Infant Studies
BA, Bachelor of Arts in Political Science, cum laude, University of California, San Diego, La Jolla, California, Minor: Communications
Ford-Paz, R.E., DeCarlo Santiago, C., Coyne, Rivera, C., Guo, S., Rusch, D., St. Jean, N., Hilado, A., & Cicchetti, C. (2019). You're Not Alone: A public health response to immigrant/refugee distress in the current sociopolitical context. American Psychological Association
Hilado, A., Leow, C., & Yang, Y. (2019). Understanding Immigration Trauma and the Potential of Home Visiting Among Immigrant and Refugee Families. ZERO TO THREE Stories from the Field, 38, 117-133.
Hilado, A., Leow, C., & Yang, Y. (2018). Baby TALK- RefugeeOne Randomized Controlled Trial: A study examining the impact of home visitation among refugee and immigrant families. Submitted to the Department of Health and Human Services for the Home Visiting Evidence of Effectiveness (HomVEE) Registry.
Hilado, A., & Lundy, M. (Eds.) (2017). Models for Practice with Immigrants and Refugees: Collaboration, Cultural Awareness and Integrative Theory. Thousand Oaks, CA: Sage Publications.
Lundy, M. & Hilado, A. (2017). Transnational practice as the client’s process: Reorienting practice. In A. Hilado & M. Lundy (Eds). Models for Practice with Immigrants and Refugees: Collaboration, Cultural Awareness and Integrative Theory. Thousand Oaks, CA: Sage Publications.
Hilado, A. & Hong, P.Y. (2016). Social support, economic pursuit and economic stability: Promoting acculturation, employment and overall health and wellbeing among migrant workers. In Q. Xu & L.P. Jordan (Eds). Migrant Workers: Social Identity, Occupational Challenges and Health Practices. NOVA Science Publishers, Inc.
Leow, C., Hilado, A., Limlingan, M.C., & Howard, E. (2014). Challenges of planning a birth-to-three evaluation: An early childhood statewide system evaluation. Journal of Early Childhood Research, 12(2), 129-139. doi: 10.1177/14761718X13515430
Hilado, A., Kallemeyn, L., & Phillips, L. (2013). Examining Understandings of Parent Involvement in Early Childhood Programs: Implications for Policies and Practice. Early Childhood Research and Practice, 15(2).
|
2019 |
Hilado, A., Annan, J., & Firchow, P. Evidence-based approaches to working with conflict-affected populations. University of Chicago, Keller Center. Chicago, IL (Dec. 3) |
|
2019 |
Cervantes, W., Usry, L., Hilado, A. & Norona, C.R. Understanding the impact of immigration policies on families at the border, local immigrant communities and across early childhood programs. ZERO TO THREE Issue Intensive Session. Hollywood, FL. (Oct. 4) |
|
2019 |
Hilado, A. & Rich.T. Opportunities to Address Trauma and Other Stressors for Immigrant Families through Home Visiting Programs. Migration Policy Institute. Washington, D.C. (Oct. 2) |
|
2019 |
Rusch, D., Ford-Paz, R., Hilado, A., Quinonez, V., Ferrera, M., Rivera, C., Coyne, C. & Cabrera, T. Supporting the Mental Health and Well-Being of All Immigrants: Chicago’s Local Response to Increased Distress in the Current Sociopolitical Climate. Paper presented at the SCRA Biennial Conference on Community Research and Action. Chicago, IL. (Jun. 26) |
|
2019 |
Hilado, A. Trauma and Refugee Children. Canada Series: Saskatchewan Early Childhood Mental Health Provincial Network. International webinar. (May 17) |
|
2019 |
Hilado, A. & Chu, A. Supporting infant-early childhood mental health (I-ECMH) among very young children of immigrant and refugee status. South Carolina Mental Health Association. Statewide webinar. (May 16) |
Aimee Hilado, Ph.D., LCSW is a licensed clinical social worker and academic researcher specializing in immigration trauma and immigrant/refugee mental health. Dr. Hilado is an Associate Professor of Social Work at Northeastern Illinois University where she teaches and conducts research on the importance of early development, early childhood and adult mental health, social support, and culturally-sensitive clinical practice with immigrants and refugees. She is also the Founding Clinical Director of the RefugeeOne Wellness Program, a mental health program established in 2011 for immigrants and refugees at the largest refugee resettlement agency in Chicago.
Additionally, Dr. Hilado continues to present nationally and publish in the areas of mental health, home visiting, and culturally sensitive clinical practice; her most recent edited book is Models for Practice With Immigrants and Refugees: Collaboration, Cultural Awareness, and Integrative Theory. She has played key roles in community organizing and advocacy, selected as a ZERO TO THREE Fellow, cofounding the Illinois Refugee Mental Health Task Force; serving as co-chair of the Illinois Childhood Trauma Coalition, Refugee and Immigrant Policy Workgroup; and training Mental Health First Responders as part of the citywide Chicago Is With You Task Force.
State of Illinois Licensure, Licensed Clinical Social Worker
LWH 3075
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Masters of Social Work- Loyola University Chicago
Masters of Arts- Gender Studies- Loyola University, Chicago
LWH
5500 N. St. Louis Ave.
Chicago, IL 60625
United States
University of Wisconsin-Madison, Ph.D.: Social Welfare, Applied Economics (Minor)
Washington University in St. Louis, J.D., M.S.W.: Law, Social Work
Cornell University, A.B.: Government, Sociology
5500 N. St. Louis Ave.
Chicago, IL 60625
United States
National Louis University, Chicago IL., Ed.D Adult Education Program
Jane Adams College of Social Work, University of Illinois at Chicago, Masters of Social Work
Governors State University, University Park, Illinois, Bachelors of Social Work
Morton College, Cicero, Illinois, Associates in Liberal Arts
Truman College, Chicago, Illinois, Basic Certificate in Earl Childhood Ed.
LWH
5500 N. St. Louis Ave.
Chicago, IL 60625
United States
Ph.D. (Public Health), M.Ed. (Education), B.Ed. (Education)
Ngwe, J. E. (2013). Social Work Research Methods: An Invitation. Boston, MA: Pearson publishing company (ISBN-13: 978-1-269-56132-7. USA: Pearson publishing company
Ngwe, J. E. (2011). Social Work Research Practicum: A Step-by-Step Planning Handbook (Second edition). Boston, MA: Pearson publishing company (ISBN 0-536-29551-4). USA: Pearson publishing company
Ngwe, J. E. (2010). Social Work Research Practicum II: A User-friendly Data Analysis and Statistics Handbook (Second edition). USA: Pearson publishing company
Ngwe, J. E. (2007). Social Work Research Practicum II: A User-friendly Data Analysis and Statistics Handbook”. Boston, MA: Pearson publishing company (ISBN 0-536-338-124)
Ngwe, J. E. (2006). Social Work Research Practicum: A Step-by-Step Planning Handbook. Boston, MA: Pearson publishing company (ISBN 0-536-29551-4).
Ngwe, J. E. & Elechi, O. O. (2013). Human Trafficking: The modern day slavery of the 21st century. African Journal of Criminology and Justice Studies: AJCJS, 6 (1 & 2): 95-112
Elechi, O. O., Okosun, T. Y. & Ngwe, J. E. (2007). Factors Vitiating Against the Effectiveness of the Nigerian Police in Combating the Criminal Exploitation of Children and Women. African Journal of Criminology & Justice Studies (AJCJS), 3(1): 1-49.
Eisuke, S., Ngwe, J. E., & Flay, B. R. (2005). Evaluation of the effects of the Aban Aya Youth Project in reducing violence among African American adolescent males using Latent Class Growth Mixture Modeling Techniques. Evaluation Review: A Journal of Applied Social Research, 29(2): 128-148.
Ngwe, J. E., Li, Q., Flay, B. R., & Eisuke, S. (2004). Violence prevention among African American Adolescent Males: Test of mediating mechanisms. American Journal of Health Behavior, 28(Supplement 1): 24-37.
Ngwe, J. E. (1999). Peer Mediation in Elementary Schools: Toward a comprehensive framework. Unpublished Doctoral Dissertation. University of Illinois at Chicago, Illinois
Ngwe, J. E. (1987). Assessment of education needs of health educators in Manitoba,
Unpublished master's thesis, University of Manitoba, Winnipeg, Canada.
Ngwe, J. E. (1987). Education Needs of Health Educators in Manitoba. Journal of Education Administration and Foundation, 2 (1): 55-60 (ED# 164 746)
5500 North St. Louis Avenue
Lech Walesa
Chicago, IL 60625
United States
Wilberforce University (BA) The University of Chicago (MA)
IMAGES: A Collection of Poetry featuring poems by D. Maurice Waddell Volume 1 is available on Amazon.com and createspace.com/3717413
DONSONGS: An Anthology of Literary Sound Volume 2 is available on https://www.createspace.com/4126373
365: Imprints of a Beautiful Mind Volume 3 http://www.amazon.com/s/ref=nb_sb_noss/191-0607373-2363401?url=search-alias%3Dstripbooks&field-keywords=365+imprints+of+a+beautiful+mind+by+d+Maurice+Waddell
LWH
5500 North Saint Louis Avenue
Chicago, IL 60625
United States
