Jefferson Clinical Consulting

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Barbara Jefferson LCSW-S

About Barbara

Background

I am a Council approved Licensed Clinical Social Worker -Supervisor, through the Texas Behavioral Health Executive Council. I graduated with a Bachelor of Arts in Psychology degree from St. Edward's University in Austin, Texas in 1981. I graduated from the University of Texas at Austin with a Master of Science in Social Work degree in 1986.

I’ve had a diverse social work background working in a residential treatment center as a psychotherapist, in medical social work, in school social work, and in child welfare within the Child Protective Services system, and in a Children’s Advocacy Center.

My focus area of practice is the impact of trauma on children and families. I have worked with children and families impacted by crises and trauma throughout my entire career. I approach the clinical assessment and treatment process from a neurodevelopmental lens.

Understanding the impact of trauma on a child’s brain development will assist in determining the specific types of supports and interventions that will be most helpful in addressing the developmental needs of a child.

I am trained in the Neurosequential Model of Therapeutics (NMT) and Phase II certified. NMT is an evidence based clinical assessment approach developed by Dr. Bruce Perry M.D., Ph.D. of The ChildTrauma Academy and the Neurosequential Model Network.

The Neurosequential Network

The Neurosequential Network acknowledges that Barbara Jefferson LCSW-S has completed NMT Training Certification through the Phase II level. For more information on NMT Training Certification and the NMT Assessment Process, click on the button below.

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Experience

University of Texas at Austin, steve hicks school of social work - Austin, TX: present

Adjunct Assistant Professor:

Teaching the Neurodevelopment and Trauma Course for Master of Science in Social Work graduate students in their final academic year.

Course covers:

Neurosequential Model of Therapeutics core concepts and application;
Aspects of neurodevelopment which includes brain organization and development of functional capacities in early childhood;
Developmental trauma;
Assessment and thinking critically about treatment planning:
Ethical considerations with emphasis and sensitivity to working with individuals and families impacted by trauma;
Provide Clinical Supervision for graduate students in their Final Field Internship within school-based settings providing the Neurosequential Model of Education within the school district's organizational systems.

Center for Child Protection - Austin, TX: 2003-2020

Chief Clinical Officer Emeritus 2019 to 2020:

The Center completed site certification in Phase I of the Neurosequential Model of Therapeutics. In my last year at the Center, our clinical leadership focused on the development of our NMT organizational maintenance plan, and began its' implementation.

Responsibilities included:

Working with clinical leadership to develop our NMT maintenance plan to meet organizational goals;
Working with clinical leadership to develop a process in providing NMT Phase 1 training for newly onboarded clinicians;
Direct training of new clinicians in Phase 1 of NMT.

Clinical Director 2003 to 2019:

Responsible for program development within our Clinical Services department which involved clinical services for children and families impacted by trauma;
Provided weekly clinical supervision for clinicians;
Provided LCSW clinical supervision for our LMSW staff pursuing their LCSW licensure;
Provided supervision for our clinical interns;
Facilitated involvement in clinical trainings for our team;
Provided community trainings on trauma.

Communities in Schools of Central Texas - Austin, TX - Program Manager 1999-2003

Brackenridge Hospital - Austin, TX - Medical Social Worker 1997-1999

San Marcos Treatment Center - San Marcos, TX - Unit Therapist & Admissions Therapist 1987 to 1997

Child Protective Services Bexar County - San Antonio, TX- CPS Caseworker 1987

clinical approach

Learning is an ongoing process:

I continue to be as passionate about our field today, as I was when I began. We develop our clinical skills and expertise, while simultaneously continuing to learn throughout our career. Knowledge, old and new, enables us to keep abreast of new research, clinical tools, and services that can be helpful to the clients we serve. The learning process never stops.

My training:

Attachment theory, object relations theory, cognitive behavioral theory, systems theory, trauma focused cognitive behavioral therapy, to name a few, are some of the theoretical approaches I've drawn upon from working with my mentors and in trainings through the years. I have been trained in the Neurosequential Model of Therapeutics (NMT) through the ChildTrauma Academy and Neurosequential Model Network. I am Phase II certified in the Neurosequential Model of Therapeutics.

My approach to working with children impacted by developmental trauma:

A systems approach is important when working with children who have experienced trauma. It may be working with the child and their biological parents, adoptive parents, grandparents, or foster parents. Children need supportive and caring adults to be involved in the therapeutic process with them.

Ultimately, the child will need the support of caring adults in other areas of their lives such as the school setting, extracurricular activities, and other supports they may have.

With teamwork, the parent/caregiver, the therapist, and those important in the child's life can provide practical day to day support and strategies specific for the childs' needs. It will be the collective experiences the child has in their environment and in their relationships with others that creates new experiences that will assist in the healing process.

Working with trauma:

There are numerous therapeutic interventions and strategies for working with children and adults impacted by trauma. EMDR, TFCBT, Play Therapy, PCIT, Somatosensory therapies, Animal-Assisted Therapy, art therapy and other experiential based modalities to name some excellent therapeutic approaches. How do we know which clinical intervention will be helpful for a client?

A thorough clinical assessment is necessary to determine the needs of the client and family. Crisis and trauma is a subjective experience for an individual. Just as every client is a unique individual, treatment should be approached in the same way. Treatment should be specific to the unique needs of the individual.

The research on the impact of trauma on the brain development of children has grown considerably over the last few decades. The importance of understanding how exposure to chronic abuse, neglect, and violence to a child's developing brain is not only important for a clinician to understand, but important for those involved in the child's life to understand. Progress and healing is possible when realistic goals, activities, and strategies are established at the outset.