Caroline S. Rosenthal Gelman
Assistant Professor of Social Work
MSW, PhD
caroline.rosenthal@nyu.edu | (212) 992-9731
bio
Dr. Caroline Rosenthal Gelman has been an Assistant Professor at NYU School of Social Work since 2000. Prior to her arrival she taught for three years at the Smith College School for Social Work. She has taught classes in the Human Behavior, Practice and Research areas to both Foundation and Advanced Concentration students. In the academic year 2002-2003 she was honored with the NYU School of Social Work’s Distinguished Teaching Award.
Dr. Rosenthal Gelman received her BA in Anthropology from Harvard in 1987, her MSW from the School of Social Welfare at the University of California, Berkeley, in 1991, and her Ph.D. from Smith College in 1998. She has practiced as a clinical social worker for 16 years, specializing in mental health issues in a variety of settings and with diverse populations. She has experience working in inpatient units, community mental health clinics, family service agencies, schools, and university counseling centers in California, Massachusetts and New York. Dr. Rosenthal Gelman has an especially strong commitment to and interest in working with Latino populations, and has done so throughout her career. Her teaching and research are strongly grounded in and informed by her practice.
There are two broad themes to Dr. Rosenthal Gelman’s research and scholarly activity. The first is a focus on the Latino population and ways social workers can intervene in culturally competent ways. Most recently she has focused on Latino older adults and their caregivers. The second broad theme is scholarship on teaching issues, such as student anxiety about entering field placements and students’ experiences with termination. Dr. Rosenthal Gelman has also developed innovative tools for teaching practice using video technology.
recent publications
- Rosenthal Gelman, C., Fernandez, P., Le Regent, N., Miller, S., & Weiner, M. (2007). Challenging endings: First year MSW interns’ experiences with premature termination and suggestions for supervisory guidance. Clinical Social Work Journal, in press.
- Rosenthal Gelman, C., & Tosone, C. (2006). Making it real: Enhancing curriculum delivery through the use of student-centered training videos. Journal of Technology in the Human Services, 24(1), 37-52.
- Rosenthal Gelman, C., López, M. A., & Pérez Foster, R. (2005). Evaluating a cognitive-behavioral intervention with depressed Latinas: A preliminary report. Social Work in Mental Health, 4(2), 1-18.
- Rosenthal Gelman, C., & Mirabito, D. (2005). Practicing what we teach: Using case studies from 9/11 to teach crisis intervention from a generalist perspective. Journal of Social Work Education, 41(3), 479-494.
- Tosone, C., Rosenthal Gelman, C., & McVeigh, L. (2005). Through their own eyes: A media-based approach to adolescent trauma. The International Journal of Group Psychotherapy, 55(3), 415-431.
- Rosenthal Gelman, C. (2004). Anxiety experienced by Foundation Year MSW students entering field placement: Implications for admissions, curriculum, and field education. Journal of Social Work Education, 40(1), 39-54.
- Rosenthal Gelman, C. (2004). Research-based principles for culturally competent practice with Latinos. Journal of Ethnic and Cultural Diversity in Social Work, 13(1), 83-108.
- Rosenthal Gelman, C. (2003). Toward a better understanding of the use of psychodynamically-informed treatment with Latinos: Findings from clinician experience. Clinical Social Work Journal, 32(1), 61-77.
- Rosenthal Gelman, C. (2003). Toward a better understanding of the use of psychodynamically-informed treatment with Latinos: A review of the theoretical literature and practice outcome research. Psychoanalytic Social Work, 10(2), 79-102.
- Rosenthal Gelman, C. (2002). The elder Latino population in Holyoke, MA: A qualitative study of unmet needs and community strengths. Journal of Gerontological Social Work, 39(4), 89-114.
- Rosenthal, C. (2000). Latino practice outcome research: A review of the literature. Smith College Studies in Social Work, 7, 217-238.