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4 Part Multi-Series Live Webinar Event

Webinar

Live Webinar

Service

Members: $80

Non-Members: $120

Date Start: 07/14/2021

Date End: 08/26/2021

Webinar Registration Information Registration Date:06/18/2021
* Specialty: * Highest Degree:
* Professional Level:
* CE Certificate Required:
 
 
Description

4- Part Multi-Series Live Webinar Event

6 Total Hours of CE

$80 for members / $120 for non-members

 

This webinar series includes the following presentations:

 

Thursday, July 8, 2021

11:00 am- 12:30 pm Eastern / 8:00 am – 9:30 am Pacific

Shawn C.T. Jones, Ph.D. Live Webinar: Leveraging Diverse Family Systems to Promote Dignity and Prepare for Discrimination: Racial Socialization for Black Youth

 

Thursday, July 29, 2021

11:00 am- 12:30 pm Eastern / 8:00 am – 9:30 am Pacific

Isha Metzgar, Ph.D. Live Webinar Culturally Affirming Cognitive Behavioral Therapy to Heal Interpersonal and Racial Trauma: The Importance of Racial Socialization for Black Youth

 

Thursday, August 12, 2021

11:00 am- 12:30 pm Eastern / 8:00 am – 9:30 am Pacific

Charity Griffin, Ph.D. Live Webinar:Clinical Considerations for Racial Stress and Trauma in School-Based Settings

 

Thursday, August 26, 2021

11:00 am- 12:30 pm Eastern / 8:00 am – 9:30 am Pacific

Kimberly Applewhite Live Webinar “Antiracism in the Third Wave: Culturally Humble Applications in Principle-Driven Treatment”

 

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Part 1: Multi-Series Live Webinar Event

Title: Leveraging Diverse Family Systems to Promote Dignity and Prepare for Discrimination: Racial Socialization for Black Youth

 

Presenter Level: Beginner 


Presenter and Affiliation: 

Shawn C.T. Jones, Ph.D. MHS LCP

Virginia Commonwealth University

 

Thursday, July 15, 2021

11:00 am- 12:30 pm Eastern/ 10 am – 11:30 am Central/ 9:00 am – 10:30 am Mountain/ 8:00 am – 9:30 am Pacific

 

Abstract:

Keniston (1978) asserted that Black youth are “the most endangered children in our society.” Indeed, Black children and teens are exposed to myriad risks, particularly those that emanate from the legacy of racism in this country. Yet, despite historical deficit-oriented narratives concerning them, Black youth—and their families—have continued to demonstrate positive psychosocial outcomes. Moreover, assisting diverse family structures in cogently providing racial socialization may optimize the historical psychosocial protection of this racially-relevant factor. In this presentation, conceptual and empirical work on mechanisms undergirding the salutary benefit of familial racial socialization will be discussed. Specifically, mixed-methods (i.e., survey, observation, interview) research will be presented that addresses how diverse families of Black youth navigate teaching their children about race.  This presentation will conclude with a discussion of ongoing and future research, including how both experimental and prospective studies can serve to promote the resiliency of Black youth.

Learning Objectives:

At the conclusion of this presentation, learners will be able to:

  • Describe the current state-of-the evidence concerning racism-related risk factors for Black youth
  • Demonstrate and apply a racial mindfulness technique as a means of considering the stress associated with racial socialization
  • Identify the research and clinical utility of racial socialization as a protective factor for Black youth
  • Understand how diverse family of Black youth may navigate and negotiate decisions around raising Black youth in ways that promote dignity and reduce the impact of discrimination.

Professional Biography:

 

Dr. Shawn Jones is an Assistant Professor in the Counseling Program in the Psychology Department at Virginia Commonwealth University. Prior to relocating to Richmond, Dr. Jones was a National Science Foundation SBE Postdoctoral Fellow at the University of Pennsylvania’s Graduate School of Education where he worked with Dr. Howard Stevenson. He received his doctorate in Clinical Psychology with an emphasis on Children and Families from the University of North Carolina at Chapel Hill and was a Child Clinical Psychology Predoctoral intern at UCLA. He also holds a Master of Health Science in Mental Health from Johns Hopkins University Bloomberg School of Public Health (2010) and a Bachelor of Science in Psychology from Duke University (2008). Dr. Jones endeavors to impact the psychosocial wellbeing of Black youth and their families by: a) exploring mechanisms undergirding culturally-relevant protective and promotive factors; b) translating basic research into interventions that harness the unique strengths of the Black experience; and c) disseminating this research to be consumed, critiqued and enhanced by the communities the work intends to serve.

Recommended Readings: 

  1. Jones, S.C.T. & Neblett, E.W. (2019). Black parenting couples’ discussions of the racial socialization process: Occurrence and effectiveness. Journal of Child and Family Studies, 28(1), 218-232. https://doi.org/10.1007/s10826-018-1248-4
  2. Jones, S.C.T., Anderson, R.E., Gaskin-Wasson, A.L., Sawyer, B.A., Applewhite, K.A, & Metzger, I.W. (2020). From “crib to coffin”: Navigating coping from racism-related stress throughout the lifespan of Black Americans. American Journal of Orthopsychiatry, 90(2), 267–282. https://doi.org/10.1037/ort0000430
  3. Anderson, R. E., Jones, S. C. T., & Stevenson, H. C. (2020). The initial development and validation of the Racial Socialization Competency Scale: Quality and quantity. Cultural Diversity and Ethnic Minority Psychology, 26(4), 426–436. https://doi.org/10.1037/cdp0000316
  4. Jones, S.C.T., Anderson, R.E., & Metzger, I. (2020). “Standing in the Gap”: The continued importance of culturally competent intervention in CBT for Black youth. Evidence Based Practice in Child and Adolescent Mental Health, 5(3), 327-339. https://doi.org/10.1080/23794925.2020.1796546

 

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Part 2: Multi-Series Live Webinar Event

Title: Culturally Affirming Cognitive Behavioral Therapy to Heal Interpersonal and Racial Trauma: The Importance of Racial Socialization for Black Youth

 

Audience Level: Intermediate

 

Presenter and Affiliation:

Isha W. Metzger, Ph.D.

 

Thursday, July 29, 2021

11:00 am- 12:30 pm Eastern/ 10 am – 11:30 am Central/ 9:00 am – 10:30 am Mountain/ 8:00 am – 9:30 am Pacific

 

Moderator: Brittany Hall- Clark, Ph.D.

Abstract:

The negative consequences of interpersonal trauma (e.g., physical abuse) take a disproportionate toll on Black youth due to the compounding stress of experiencing unique race related stressors both directly (e.g., microaggressions) and vicariously (e.g., witnessing police brutality in the media). Community based mental health services exist to provide child and family treatment for trauma to help prevent and treat negative sequelae. However, these services are often underutilized as they do not systematically consider racial stress and trauma in their intakes, assessment, or treatments. To increase their utility in responding to and treating trauma, cognitive-behavioral treatments and services should address cultural factors (e.g., system mistrust) that are likely to influence Black families' willingness to engage in treatment. In addition, Black youth rely on particular assets and strengths in their families and communities to reduce negative mental and behavioral health outcomes from interpersonal and race-related stressors. Racial socialization is the protective process of transmitting cultural behaviors, attitudes, and values to prepare youth to cope with racial stressors, and is associated with positive outcomes including increased resilience, coping abilities, and decreased problem behaviors and anxiety in Black youth. This webinar will provide an overview of the impact of interpersonal and racial stress and trauma on mental health and behavioral outcomes for Black youth. This webinar will also present findings from research on organizational barriers and facilitators to service utilization and engagement for ethnic minority caregivers referred for treatment at a nationally accredited community mental health center for children. Last, a focus of this webinar will be on providing participants an overview of groundbreaking strategies and resources for utilizing racial socialization to deliver cognitive-behavioral therapy in a culturally affirming and validating manner for Black youth and families who are healing from interpersonal and racial trauma.

Learning Objectives:

At the conclusion of this webinar, participants will be able to:

  1. Identify ways that interpersonal and racial stress and trauma impact Black youth development;
  2. Understand research on barriers and facilitators to mental health service utilization for ethnic minority youth and families;
  3. Define racial socialization including evidence-based themes that the messages convey, benefits of racial socialization for Black youth, and common modes for transmitting racial socialization messages and practices; and
  4. Utilize 2-3 strategies for integrating racial socialization as a culturally specific cognitive-behavioral treatment strategy for Black clients.

 

About the Presenter:

Dr. Isha Metzger is an Assistant Professor of Psychology at the University of Georgia, and Visiting Research Faculty at the Center for Interdisciplinary Research on AIDS’ at Yale University. Dr. Metzger earned her PhD in Clinical-Community Psychology from the University of South Carolina, she completed her pre-doctoral internship at the Medical University of South Carolina, and she received postdoctoral training both at the National Crime Victims Center and at Yale University. As Director of The EMPOWER Lab at UGA, Dr. Metzger focuses on reducing mental health disparities through "Engaging Minorities in Prevention, Outreach, Wellness, Education, & Research.” Dr. Metzger’s systematic research program is aimed at elucidating the role of culturally specific risk (e.g., racial discrimination) and protective (e.g., racial socialization) factors to better inform cognitive-behavioral outcomes for Black youth receiving evidence-based services for interpersonal and racial stress and trauma in “real world” settings. Dr. Metzger is a Licensed Clinical Psychologist who offers award-winning instruction, supervision, training, and consultation to students, professionals, and organizations across the nation on the delivery of evidence-based treatments for underserved individuals seeking mental health treatment for a range of problems. Additionally, Dr. Metzger is an advocate for Black youth and families in the local community, and she is both personally and professionally committed to illuminating and utilizing the individual and communal ability of Black Americans to heal from and thrive in spite of anti-Black racism.

 

Recommended Readings/Resources:

  1. Metzger, I., Anderson, R., Are, F., & Ritchwood, T (2020). Healing interpersonal and racial trauma: Integrating Racial Socialization into TF-CBT for African American Youth. Child Maltreatment. https://doi.org/10.1177/1077559520921457. PMID: 32367729.
  2. Wang, M.-T., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (2020). Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist, 75(1), 1–22.
  3. Anderson, R., Metzger, I., Applewhite, K., Sawyer, B., Jackson, W., Flores, S., McKenny, M., & Carter, R. (2020). Hands Up, Now What?: Participant Reactions to Family and School Racial Socialization Interventions to Reduce Racial Stress for Black Youth. Journal of Youth Development. 93-109.
  4. Coard, S. I., Wallace, S. A., Stevenson, H. C., & Brotman, L. M. (2004). Towards culturally relevant preventive interventions: The consideration of racial socialization in parent training with African American families. Journal of Child and Family Studies, 13(3), 277-293.
  5. Neblett, E. W., White, R. L., Ford, K. R., Philip, C. L., Nguyên, H. X., & Sellers, R. M. (2008). Patterns of racial socialization and psychological adjustment: Can parental communications about race reduce the impact of racial discrimination?. Journal of Research on Adolescence, 18(3), 477-515.

 

About the Moderator:  Brittany Hall-Clark Ph.D., is an Assistant Professor in the Department of Psychiatry & Behavioral Sciences at the University of Texas Health Science Center at San Antonio. Currently, she is working primarily in her private practice, InSight Psychology and Behavioral Health Services, where she clinically specializes in trauma and Post-Traumatic Stress Disorder, nightmares, insomnia, sleep, and anxiety.

 

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Part 3: Multi-Series Live Webinar Event:

 Clinical Considerations for Racial Stress and Trauma in School-Based Settings

 

Audience Level: Beginner

 

Presenter and Affiliation:

Charity Griffin, Ph.D.

Assistant Professor at Winston- Salem State University

 

Thursday, August 12, 2021

11:00 am- 12:30 pm Eastern/ 10 am – 11:30 am Central/ 9:00 am – 10:30 am Mountain/ 8:00 am – 9:30 am Pacific

 

Moderator: Shadi Beshai, Ph.D.

Abstract:

Black children and adolescents live in a society wherein anti-Black racism is a common experience. Schools systems are often platforms for these social injustices, where Black children experience disproportionately punitive discipline, microaggressions, explicit racism, and police brutality while simultaneously attempting to learn. Racial stress and trauma (RST) is a byproduct of racism when racism disrupts psychological, emotional and physical well-being. This presentation will explore Black youth’s experiences with racism and racial stress and trauma in schools and intervention research conducted on school-based trauma interventions. Additionally, this presentation provides future directions for research and reveals the need for further research on school-based assessment and interventions for Black youth’s racial stress and trauma. Strategies for building resilience among this population and practice recommendations based on empirical evidence will also be discussed.  

 

Learning Objectives:

At the conclusion of this webinar, participants will be able to:

  1. Describe school-based racial stress and trauma experiences among Black youth  
  2. Discuss school-based trauma interventions
  3.  Understand practice recommendations for youth experiencing school-based racial stress and trauma 

 

About the Presenter:

Dr. Charity Brown Griffin is an Assistant Professor in the Department of Psychological Sciences at Winston-Salem State University. She earned a B.A. in Psychology from the University of North Carolina, Chapel Hill and a M.A. and Ph.D. in School Psychology from the University of South Carolina. After completing her graduate training, Dr. Griffin served children and families through her practice as a Nationally Certified School Psychologist, and she is also Licensed as a Psychologist by the North Carolina Psychology Board. Dr. Griffin’s research program examines how Black youths’ experiences with race-related processes in schools and communities influence educational and psychological outcomes. Her research on topics, including racial identity, racial socialization, racism and racial discrimination, school racial climate, and school engagement, has been published in popular media outlets for PBS Kids and Successful Black Parenting Magazine and peer-reviewed journals such as Psychology in the Schools, Journal of Black Psychology, Journal of Child and Family Studies, Journal of Applied School PsychologySex Roles and others.  

Recommended Readings/Resources:


Grapin, S. L., Griffin, C. B., Naser, S. C., Brown, J. M., & Proctor, S. L. (2019). School-based interventions for reducing youths’ racial and ethnic prejudice. Policy Insights from the Behavioral and Brain Sciences6(2), 154-161. 

Golden, A. R., Griffin, C. B., Metzger, I. W., & Cooper, S. M. (2018). School racial climate and academic outcomes in African American adolescents: The protective role of peers. Journal of Black Psychology44(1), 47-73.

Henderson, D. X., Walker, L., Barnes, R. R., Lunsford, A., Edwards, C., & Clark, C. (2019). A framework for raceā€related trauma in the public education system and implications on health for black youth. Journal of school health89(11), 926-933.  

Jernigan, M. M., & Daniel, J. H. (2011). Racial trauma in the lives of Black children and adolescents: Challenges and clinical implications. Journal of Child & Adolescent Trauma4(2), 123-141.  

 

About the Moderator : Dr. Shadi Beshai is an associate professor at the University of Regina and Director of the Depression Cognition and Culture Lab. Dr. Beshai’s research is focused on improving access to and promotion of evidence-based psychological treatments for adult depression and anxiety.

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Part 4: Multi-Series Live Webinar Event

Title: “Antiracism in the Third Wave: Culturally Humble Applications in Principle-Driven Treatment”

Audience Level: Beginner/Intermediate

 

Presenter and Affiliation:

Kimberly Applewhite, PsyD

 

Thursday, August 26, 2021

11:00 am- 12:30 pm Eastern/ 10 am – 11:30 am Central/ 9:00 am – 10:30 am Mountain/ 8:00 am – 9:30 am Pacific

 

Moderator: Lily Brown, Ph.D.

Abstract:

The racially stressful events of the past decade, punctuated by the current “double pandemic” of COVID-19 and racially-implicated deaths of Black individuals, have heightened the call for anti-racism in various spheres of influence, including in clinical work. Principle-driven strategies for treatment, often found in “Third Wave” adaptations to cognitive and behavioral treatment, have the potential to imbue principles of anti-racism more thoroughly into treatment while maintaining the integrity of evidence-based treatment protocols. This presentation will discuss the ethical responsibility of practitioners to engage in anti-racist work, review literature of existing third-wave interventions (i.e. DBT, ACT) that use principle-driven anti-racist strategies to present culturally humble care, and focus participants on their own committed action to anti-racism in their own practice. 

 

Learning Objectives:

At the conclusion of this webinar, participants will be able to:

  1. Connect existing practitioner ethical commitments to anti-racist practice.
  2. Deepen understanding of “what is being left out” of research and practice related to racially diverse communities.
  3. Identify personal and role-level values consistency between evidence based practice and anti-racism in treatment and research.
  4. Learn ways to increase the quality of principle-driven approaches to enhance existing protocols in a culturally humble manner
  5. Identify values-consistent committed action to anti-racist practice.

 

About the Presenter:

Kimberly Applewhite, PsyD, is a licensed clinical psychologist, author, adjunct professor, and clinical consultant practicing in the Salt Lake City area. She received a Doctorate of Psychology in School-Clinical Child Psychology from the Ferkauf Graduate School of Psychology of Yeshiva University (Bronx, NY). Kimberly received the Leadership and Education in Adolescent Health psychology postdoctoral fellowship at Boston Children’s Hospital Division of Adolescent Medicine (Boston, MA). She works primarily as a psychologist on the Dialectical Behavior Therapy team at the Utah Center for Evidence Based Treatment, PRN psychologist at Huntsman Mental Health Institute (formerly University of Utah Neuropsychiatric Institute, Salt Lake City, UT) and adjunct instructor at the University of Utah. She also is a co-founder of The Black Clinicians, a consultation and mental health group serving the Black community in Utah and beyond. 

 

Recommended Readings/Resources:

 

  1. Lillis, J. & Hayes, S.C. (2007). Applying Acceptance, Mindfulness, and Values to the Reduction of Prejudice: A Pilot Study. Behavior Modification, 31(4), 389-411. https://doi.org/10.1177/0145445506298413
  2. Pierson, A.M., Arunagiri, V., & Bond, D.M. (2021). “You Didn’t Cause Racism, and You Have to Solve it Anyways”: Antiracist Therapist Adaptations to Dialectical Behavior Therapy (DBT). https://doi.org/10.31219/osf.io/jbzq4
  3. Babu, C. (2017, January). Why I Left My White Therapist. Vice. Accessed from https://www.vice.com/en/article/d7pa5j/why-i-left-my-white-therapist

 

About the Moderator:  Lily Brown, PhD, is the Director of the Center for the Treatment and Study of Anxiety and an assistant professor in the Department of Psychiatry at the University of Pennsylvania. Her research and clinical work focuses on anxiety-related disorders and suicide prevention.

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Date Start: 07/14/2021

Date End:   08/26/2021

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