Annual Summit

Presenters: Nick Fagnant, Part-Time Faculty / Doctoral Student, Theology Department / Clough School of Theology and Ministry.

This workshop introduces synodal listening as a transformative practice for fostering ethical relationships and authentic belonging in diverse communities. Rooted in the Jesuit, Catholic mission to “care for the whole person” and to “engage wholeheartedly in the pursuit of a just society,” synodal listening invites us into a deeper way of being with one another—through accompaniment, shared discernment, and the co-creation of meaning. Participants will learn to facilitate listening sessions that honor the voices of all, especially those who have been marginalized.

Though synodal listening has emerged from within the Catholic Church’s renewed commitment to communion and participation, it is a practice open to all people—regardless of background or belief—and grounded in the conviction that truth is discovered in community. In the words of Gaudium et spes, “the desire for such dialogue, which can lead to truth through love alone, excludes no one” (§92). Through reflective exercises and practical tools, participants will leave equipped to foster spaces of renewal and recommitment, aligned with Boston College’s mission to “serve the common good” and the AJCU vision of educating for solidarity and justice.

Presenters: Kathleen Flinton, Assistant Professor of Clinical Practice Assistant Dean of Field Education; Susan Coleman, Assistant Dean of Field Education. School of Social Work.

The Trauma Integration Initiative at the School of Social Work has a strategic focus within their efforts on supporting students in field placement, where students can have trauma-related experiences, both as echoes of those students’ own trauma histories and as vicarious trauma experienced through their close work with clients. In response to the experiences, Kathleen Flinton and Sue Coleman–drawing on their expertise in trauma-informed care–developed an Trauma Responsive advising model to help advisors build relationships, maintain boundaries and trust while creating a supportive learning environment for students.

As a result of the session, participants will be able to:

• Identify trauma related symptoms as they may present in students’ behavior and performance both within and outside the classroom.
• Apply a trauma informed lens around support, structure and perspective as they provide advising to their students around learning.
• Create an advising system that is trauma responsive as it acknowledges students’ lived experiences, historically and currently.

Presenters: Aziz Rana, Professor, Law School; Jeffrey Cohen, Professor, Law School; Kent Greenfield, Professor, Law School 

This interactive panel discussion will engage participants in exploring the ongoing impact of the current administration's Executive Orders and laws on higher education. We will examine how institutions such as Boston College, along with community members, can reaffirm their commitment, in alignment with their institutional mission, particularly in light of our current legal climate. 

This session is at capacity.

Presenter: M. Mookie Manalili, Part-Time Faculty / Psychotherapist / Doctoral Student; SSW / MCAS / WCAS

This presentation presents and expands upon "Narrative Therapy", an emerging evidence-based approach rooted in family systems therapy practices and poststructural philosophy practice. As seen in the discourse (and discontent) in American culture and psychology, social justice movements have sought to critique the assumption of homogenizing every human person. Indeed, each human person is contextualized by heritages, cultures, and stories, which cannot be fully redacted in our therapeutic treatment. As our students (and patients) grapple with 'problems', 'diagnoses', and symptomatology - their unique values, goals, and motivations can (and ethically should) be brought to the foreground of accompaniment and therapy - to empower the folks we serve and allow for more humane treatment of students (and patients).

The presentation explores the theoretical foundations of narrative therapy, particularly social construction, and developmental, philosophical, ethical, and post-structural traditions. NT addresses the therapeutic position referred to as “de-centered and influential,” which respects “client’s, patient’s, person’s” local knowledge that is often obscured or subjugated when placed alongside normative discourse often reproduced in cultural and professional knowledge claims.

As a result of this session, participants will be able to:

• We will explore and critique the context of epistemologies and knowledge that give rise to what is "normative" for our students. We will do so through think-pair-shares and group discussions using Narrative Therapy practices.
• Narrative Therapy explores the power-dynamics that are implicit in each discourse and interaction, as well as the roles which we play in larger systems.
• The aforementioned frameworks and ways of approaching questions.

This session is at capacity.

Presenter: Heather DuBois, Assistant Professor of Peace Studies, Trauma, and Spirituality; Clough School of Theology and Ministry

Mitigating trauma is a communal responsibility. This session introduces trauma and a socio-ecological approach to its prevention and healing. Activities include reflection on spiritual and ethical resources in attendees' lives and organizational contexts.

As a result of this session, participants will be able to: Define trauma; list trauma-informed principles; and imagine their university roles as part of a trauma-informed ecology. Attendees will also be able to reflect on the importance of spirituality and ethics in fostering trauma-informed cultures.