Shelley Cohen Konrad PhD, LCSW, FNAP is the Director of the School of Social Work, Professor in the School of Social Work and Director of the Center for Excellence in Collaborative Education (CECE). A clinical social worker by training Shelley specializes in practice with children and families. The second edition of her book, Practice with Children and Families: A Relational Perspective was published in December 2019. In 1988 Shelley established Touchstone Psychotherapy Associates, a mental health collaborative designed to meet the complex needs of children, families, and carers. She co-founded the Kids First Center in 1997, a Portland-based non-profit program serving children, parenting partners, and families experiencing divorce, family disruption, and parental separation.
Shelley is committed to improving the quality of health and health-related care for all people. In 2010 she was named founding director of UNE's Interprofessional Education Collaborative (IPEC) and in 2019 IPEC was named as a Center for Excellence in Collaborative Education. CECE designs and implements educational programming that brings together students and faculty to learn about, from and with each other. The purpose of shared learning is to prepare graduates to be both excellent in their chosen fields as well as proficient members of practice teams. The overall aims of collaborative education are to improve patient safety, promote population health, social inclusion, and advance equitable, culturally-informed, quality health care.
Shelley's research and scholarship focuses on children and families; the use of the arts in health education: health perspectives of vulnerable populations, relational learning, and interprofessional education and collaborative care. She is an Associate Editor for the Journal of Interprofessional Care and the Journal of Family Social Work. Her own work is widely published in peer-reviewed journals. She travels nationally and internationally to consult with other universities seeking to enhance collaborative learning and present her scholarship and research. Shelley is an avid reader, art collector, gardener, baker, lover of the ocean, and enjoys time with her family on the coast of Maine.
HRSA Funded CHANNELS Project: Integrating cultural awareness, health literacy and collaborative practice education; promoting collaborative leadership; and including Community Health Outreach Workers as members of the interprofessional health team.
Evaluating impact of IPE in campus-based and community health environment education.
Cohen Konrad, S. Child and Family Practice: A Relational Perspective, Second Edition. New York: Oxford University Press.
Cohen Konrad, S., Fletcher, S., Hood, R., & Patel, K. Theories of power in interprofessional research –developing the field. Journal of Interprofessional Care, 33(5), 401-405.
Mokler, D., Hall, K., Rodriguez, K., St. Pierre, S., Thieme, V. S., Van Deusen, J., & Cohen Konrad, S. Learning Together: Interprofessional Education at the University of New England. Journal of the American Osteopathic Association. (in press).
Dunn, K. & Cohen Konrad, S. Stronger when combined: lessons from an interprofessional, jail-based service-learning project. Partnerships: A Journal of Service Learning and Civic Engagement, 10(1), 117-128.
Pardue, K.T., Cohen Konrad, S., & Dunbar, D.M. Weaving interprofessional education into nursing curricula. In M. Oermann, J. DeGagne, & B. Phillips (Eds.), Teaching in nursing and the role of the educator (Chapter 8, pp. 135-152). New York: Springer Publishing Company.
Cohen Konrad, S. Art in Social Work: Equivocation, Evidence, and Ethical Quandaries, Research on Social Work Practice, 1-5. DOI: 10.1177/104973151773589
Rubin, M., Cohen Konrad, S., Nimmagadda, J., Scheyett, A., & Dunn, K. Social Work and Interprofessional Education: Integration, Intersectionality, and Institutional Leadership. Social Work Education, 1-17. http://dx.doi.org/10.1080/02615479.2017.1363174
Cohen Konrad, S. C., Cavanaugh, J., Hall, K., Rodriguez, K., & Pardue, K. T. A five-session interprofessional team immersion program for health professions students. Journal of Interprofessional Education and Practice, 6, 49-54.
Pardue, K. T. & Cohen Konrad, S. Leveraging Online Learning and Creative Narrative to Advance Interprofessional Competency Development. Collaborative Healthcare: Interprofessional Practice, Education and Evaluation (JCIPE): Vol. 7: Issue. 1, Article 3. Available at: http://jdc.jefferson.edu/jcipe/vol7/iss1/3
Pardue, K. T., Konrad, S. C., Morton, J., & Mason, T. Community-based Interprofessional Education: Partnerships Promoting Health and Well-being, Chapter 7, In E. Speakman, Interprofessional Education in Nursing.
Morton, M. L., Withers, M., Konrad, S. C., Buterbaugh, C. & Spence, R (2015). Bridging the gaps: An early integrated support collaborative for at risk mothers in rural Maine. WORK: The Journal of Prevention, Assessment & Rehabilitation, 44, 1-11.
Dow, A., Blue, A. V., Konrad, S. C., Earnest, M., & Reeves, S. Interprofessional Leadership in the United States. In D. Forman, M. Jones, & J. Thistlewaite (Eds.). Leadership development for interprofessional education and collaborative practice. New York: Palgrave McMillan.
Konrad, S. C. (2013). Social Work Practice with Children and Families: A Relational Perspective. Chicago: Lyceum Press.
Dow, A., Konrad, S. C., Blue, A. V., Earnest, M., & Reeves, S. (2013). The Moving Target: Outcomes of Interprofessional Education, Journal of Interprofessional Care, 27, (5), 353-355.
Please contact Dr. Cohen Konrad if you're interested in continuing a conversation.
Dow, A., Konrad, S. C., Blue, A. V., Earnest, M., & Reeves, S. The Moving Target: Outcomes of Interprofessional Education, Journal of Interprofessional Care. 2013 Konrad, S. C. (2013).
Social Work Practice with Children and Families: A Relational Perspective. Chicago: Lyceum Press.
Konrad, S. C. & Morton, S. C. (2012). If I feel judged by you, I will not trust you: Relational Practice with Addicted Mothers. In J. Berzoff (Ed.), Falling through the cracks: Psychodynamic Practice with vulnerable and oppressed populations, pp. 106-140. New York: Columbia University Press.
Cavanaugh, J. T. & S. C. Konrad. (2012).
Fostering the development of effective person-centered healthcare communication skills: An interprofessional shared learning model. WORK: The Journal of Prevention, Assessment & Rehabilitation, 41, 293-301. Konrad, S. C. & Browning, D. M. (2012).
Relational Learning and Interprofessional Practice: Transforming Health Education for the 21st Century. WORK: The Journal of Prevention, Assessment & Rehabilitation, 41, 247-251.
Konrad, S. C. (2010). Relational learning in social work education: Transformative education for teaching a course on grief, death and loss. Journal of Teaching in Social Work, 30(1).
Konrad, S. C. (2009). Loss in translation: A model for therapeutic engagement and intervention with grieving clients. Families in Society, 90(4), 407-412.
Invited plenary presentation
Jun 2013 COMPtime: Competencies for Collaborative Healthcare _ Putting Creativity into IPE Curriculum, Collaborating Across Borders IV, Vancouver, BC, with Dr. Karen Pardue, Christine Hall, Ryan Eling, Cathy Plourde, Director Add Verb Productions.
Jun 2013 Expanding Interprofessional Teams to Meet the Needs of Immigrant and Refugee Communities, Collaborating Across Borders IV, Vancouver, BC with Dr. Jennifer Morton, Dr. Kowale Bankole, & Toho Soma MPH.
May 2013 Not Left to Chance: Building & Sustaining an Interprofessional Culture for Campus & Clinical Education. St. CatherineÕs University, St. Paul, MN
Nov 2013 Intention, Inspiration, and Integration: Building a Culture of Shared Learning amongst faculty in the Health. St. Louis University, St. Louis MS
Nov 2012 Transformation after Loss: A Story in Three Parts. Massachusetts National Association of Social Workers Annual Conference. Framingham, MA
Nov 2011 Interprofessional Education: The Context and Culture of Change. Collaborating Across Borders, Tuscon, AZ
Parent perspectives on quality of health care; impact of working with suffering in the workplace; posttraumatic growth after tragedy; interprofessional education and care.