Continuing Education Credit – 60 Minutes

Workshops Offering Continuing Education Credit – 60 Minutes (1CE/CEU)

The Impact of Violence in the African American Community: Past and Present Perspectives

Workshop Description:

This presentation will give a snapshot view of the history of African American people from the time of slavery to the current war zone of inner city Chicago. The focus will be on historical trauma, resilience, and potential solutions.   Participants will increase their understanding of the effects of history on the current conditions of chaos and violence in Chicago, identify possible resolutions, and provide a ray of hope.

Learning Objectives:

After attending this introductory-level workshop, participants will be able to:

(1) Discuss the history of slavery in America and describe the Great African American migration from the South to Chicago.

(2) Examine the impact of historical trauma on the current inner city African American youth culture.

(3) Identify possible solutions to the current violence in Chicago’s inner city streets.

(4) Apply culturally sensitive interventions for working with African Americans who have be impacted by violence.

Professional Bio of Sandra Siegel, Psy.D., RN, LCPC, Associate Professor, Counseling Psychology, The Chicago School of Professional Psychology

Sandra Siegel, Psy.D., RN, LCPC attended Northwestern University for her undergraduate studies in psychology and received her doctoral degree from The Adler School of Professional Psychology. She is licensed as a RN, LCPC, and Clinical Psychologist, as well as being a certified Cognitive Behavioral Therapist.  Her areas of interest are: community mental health, treatment of addictions, and working with clients in the criminal justice system.  Dr. Siegel has an APA published chapter on Group Therapy with Dually-Diagnosed Individuals.  She is currently an Associate Professor at The Chicago School of Professional Psychology and the coordinator of the Addiction Concentration in the Counseling Department. Dr. Siegel has been the director of an inner-city community mental health center for more than ten years, a director of a large long-term care facility for severely mentally ill patients, and has been working in the prison and jail systems for the Thresholds Justice Program and the Women’s Justice Program at the Cook County Jail.  She also worked as an expert mitigater for the Cook County Public Defender’s office on death penalty cases for many years. Dr. Siegel is an Adjunct Professor at the Chicago Medical School where she has taught community mental health, cross cultural psychiatry, group therapy, and substance abuse treatment.

Professional Bio of Linda Robinson, Psy.D., Associate Professor, Counseling Psychology, The Chicago School of Professional Psychology

Linda Robinson, Psy.D. is a graduate of The Illinois School of Professional Psychology. She holds a license in the State of Illinois as a Licensed Clinical Professional Counselor, is board certified via The National Board of Certified Counselors, and holds a Distance Credentialed Counselor Certification (DCC) from the Center for Credentialing and Education. Additionally, she is a member of the American Counseling Association and the Illinois Counseling Association. Dr. Robinson’s clinical experience includes 25 years working in the field of community mental health providing both direct counseling services and administrative direction to various clinical programs. She has served as Assistant Director of the child and adolescent program for The Community Mental Health Council in Chicago. Dr. Robinson has also held the position of Administrative Program Director at The Bobby E. Wright Mental Health Center in Chicago where she provided administrative direction to their adult programs for the mentally ill. Her special interests include cultural competence, community mental health, and issues of bilingualism in the counseling setting. She is currently an Associate Professor at The Chicago School of Professional Psychology. Dr. Robinson also owns a private counseling practice servicing adults and families in the Chicago area.

References:

(1) Boyd-Franklin, N. (2003). Black families in therapy: Understanding the African American experience (2nd ed.). New York, NY: Guilford Press.

(2) Degruy Leary, J. (2005). Post traumatic slave syndrome. Milwaukie, OR: Uptone Press.

(3) Dillard, J. (1972). Black English: Its history and usage in the United States (2nd ed.). New York, NY:  Vintage Books.

(4) Gibbs, J., Huang, L., & Associates. (2003). Children of color: Psychological interventions with culturally diverse youth (2nd ed. Revised). San Francisco, CA: John Wiley & Sons, Inc.

(5) McGoldrick, M., Gerson, R., & Perry, S. (2008). Genograms: Assessment and intervention. New York, NY: Norton & Company.

(6) Muesner, K., Rosenberg, S., & Rosenberg, H. (2009). Treatment of Posttraumatic Stress Disorder in special populations: A cognitive restructuring program. Washington, D.C.: American Psychological Association.

(7) Ridley, C. (2005). Overcoming unintentional racism in counseling and therapy: A practitioner’s guide to intentional intervention (2nd ed.).  Thousand Oaks, CA: Sage Publications.

(8) Sue, D., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.).  Hoboken, NJ: John Wiley & Sons. New York, NY: Guilford Press.

The Traumatic Betrayal of American and Dominican Haitian Youth: Lessons in Combating Structural Violence

Workshop Description:

In the past two years, I have been jarred by disturbing images of assaults on young Black bodies in the American media – Tamir Rice, Michael Brown, Dajerria Becton to name a few.  In recent news, I was jarred by another image: Dominican born youth of Haitian ancestry protesting their impending statelessness. In September 2013, the court delivered a ruling now known as La Sentencia, or the Sentence. La Sentencia ultimately revoked the Dominican citizenship of those born after 1929 to parents not of Dominican ancestry, including Jualiana Deguis Pierre. In each tragedy, I am saddened and troubled that the representatives of the very system intended to protect Black youth, instead violated these individuals’ corporal integrity. Our law enforcement system did not view them as children to be protected, but as the enemy from which society necessitated protecting.

Psychologist Jennifer Freyd (2008) has identified betrayal trauma as a type of trauma that occurs when the people or institutions on which a person depends for existence significantly violate that person’s trust and well-being. Betrayal trauma is particularly harmful because one’s sense of trust, connectedness, and psychological well-being is compromised.

Tamir Rice, Michael Brown, Dajerria Brown, and Juliana Deguis Pierre all trusted that their system, their country, their tribe would care for them. Not only did these systems fail to care for them, but in each instance, “their” systems were the very entities perpetrating the betraying harm.

In this presentation, the presenter will discuss the psychological concept of betrayal trauma as related to black youth in the United States and the Dominican Republic. She will discuss specific strategies youth are using in the liberation process and how we can/ought to all participate in the liberation process.

Learning Objectives:

After attending this intermediate-level workshop, participants will be able to:

(1) Define betrayal trauma.

(2) Identify cross cultural examples of betrayal trauma of black youth.

(3) Name specific strategies they can use in their own communities to combat the traumatic betrayal of black youth.

Professional Bio of Cynthia Lubin Langtiw, PsyD, Associate Professor and Association Chair, Clinical Psychology, The Chicago School of Professional Psychology

Cynthia Lubin Langtiw, PsyD is a Haitian American licensed clinical psychologist and associate professor/associate chair of clinical psychology at The Chicago School of Professional Psychology. Dr. Langtiw is also a volunteer psychologist and clinical supervisor with The Marjorie Kovler Center for Survivors of Torture. Much of her clinical work has been helping youth, adults, families, and communities utilize their own resources to heal from trauma.

References:

(1)  Comas-Díaz, L. (2016). Racial trauma recovery: A race-informed therapeutic approach to racial wounds. In A. N. Alvarez, C. T. H. Liang, & H. A. Neville (Eds.), The cost of racism for people of color: Contextualizing experiences of discriminatio. (pp. 249-272). Washington, DC: American Psychological Association,.

(2) Freyd, J. J. (2008). Betrayal trauma.  In G. Reyes, J. D. Elhai, & J. D. Ford (Eds.), Encyclopedia of psychological trauma (p. 76). New York, NY: John Wiley & Sons.

(3) Georgetown Law Human Rights Institute Fact Finding Project. (2014). Left behind: How statelessness in the Dominican Republic limits children’s access to education. Retrieved from http://www.law.georgetown.edu/academics/centers-institutes/human-rights-institute/fact-finding/upload/Left-Behind_HRI_Report-2014_English_Final.pdf.

(4) Simmons, D. (2010). Structural violence as social practice: Haitian agricultural workers, anti-Haitianism and health in the Dominican Republic. Human Organization, 69(1), 10-18.

 

Universities as Intervening Organizations: Psychological Residuals of Slavery and Colonization Impacting Communities

Workshop Description:

The current political, social, and educational climate in Indonesia has a great deal to offer the US as we grapple with questions of multiculturalism, oppression, resiliency, and healing. This southeast Asian nation became the United States of Indonesia in 1949, through the consolidation of hundreds of ethnic groups and a thousands of volcanic islands. With a population of over 250 million people, Indonesia is the largest Muslim-majority country in the world, with the second highest level of biodiversity in the world.

The Old Javanese motto for the country is “Unity in Diversity (many yet one)” reflecting the wide range of cultures that came together choosing a national language, with religious diversity.  The culture is influenced by all of the world religions, including Islam, Hinduism, Buddhism, Christianity, and Confucianism, as a result of the history of trade, colonization, and occupation.

Indonesia has been colonized by the Dutch, occupied by the Japanese, and lost millions to famine and civil war. The Indonesian people have experienced corruption, political suppression, social unrest, military occupation, terrorism, and severe economic crisis. As they work to strengthen their democracy, the Indonesian people are making progress and are working on creating a pluralist society where educational opportunity and international relationships are leveraged to best effect.

In the field of School Guidance and Counseling, private and public university systems on the main island of Java work together to help promote individual and community empowerment through their efforts toward social justice. This presentation will focus on what we can learn from an Indonesian university program about their role in healing the past, respecting diversity, and focusing on the present and future.

Learning Objectives:

After attending this intermediate-level workshop, participants will be able to:

(1) Articulate similarities and differences between the diversity challenges faced in the US and Indonesia.

(2) Describe strategies used to address challenges in the US and in Indonesia, using Sanata Dharma University as a contextual example.

(3) Develop alternative approaches to diversity challenges in the US based on insights they have gained about Indonesia

Professional Bio of Breeda McGrath, Ph.D., Dean of Academic Affairs, The Chicago School of Professional Psychology, Online Campus

Breeda McGrath, Ph.D. is Dean of Academic Affairs for the Online Campus at The Chicago School of Professional Psychology. Dr. McGrath earned her doctoral and master’s degrees in school psychology from Loyola University Chicago and has worked at The Chicago School since 2007. Prior to her role as Dean of the Online Campus, she served as International Psychology Department Chair, Dean of Academic Affairs at the Chicago Campus, Associate Dean, Faculty Council Chair, and School Psychology faculty. Dr. McGrath consults with organizations locally and internationally on the topics of immigrants, school crisis prevention, and disability rights. She also provides training and consultation for the Young Center of Immigrant Children’s Rights at the University of Chicago. Dr. McGrath is a licensed clinical psychologist and a nationally certified school psychologist. She worked as a school psychologist in the Illinois public schools for 9 years and has worked with children and families in private practice since 2007. Dr. McGrath is a certified trainer in the NASP School Crisis Prevention and Intervention Training Curriculum (PREPaRE).

References:

(1) Boucher, D. (2015). Illiberal democracy in Indonesia: The ideology of the family state (Politics in Asia). London, England: Routledge.

(2) Dimitrova, R., Bender, M., & Van de Vijver, F. (Eds.) (2014). Global perspectives on well-being in immigrant families. New York, NY: Springer.

(3) Jansen, Y., Celikates, R., & De Bloois, J. (Eds.) (2015). The irregularization of migration in contemporary Europe: Detention, deportation, drowning. Lanham, MD: Rowman & Littlefield International.

ACTing Together – A Graduate Program-Community Partnership for Violence Prevention

Workshop Description:

Growing   awareness of the impact of violence and its direct consequence on health outcomes across the lifespan has made prevention of violence a public health imperative. Research estimates that between 25 and 30% of adults were exposed to health altering violence during childhood. (Moffitt, 2013)   Research has shown that intervening early in life and developing effective parenting skills are critical ways to prevent violence in the lives of children.

The Clinical PsyD program of the Chicago campus of the TCSPP has partnered with the American Psychological Association to provide communities in Illinois with access to the “ACT/Parents Raising Safe Kids program” – an evidence informed culturally sensitive multisession prevention program targeted to parents and others who care for children.   The ACT program has been translated into 5 languages and is currently utilized in 13 countries to help parents and caregivers raise children without violence.  This session will provide an overview of the ACT program, the research upon which it is based, and how communities and professionals can integrate it into their violence prevention efforts.   Faculty mentors, community members and students will discuss the implementation of the partnership and how   participation in the partnership can build critical community engagement, violence prevention, research and interprofessionalism skills in the graduate students.

Overview of research on violence prevention in youth, description of an evidence informed community violence prevention program (ACT), short film and focused skill building sessions including handouts that can be used in clinical practice and community setting.

Learning Objectives:

After attending this intermediate-level workshop, participants will be able to:

(1) Summarize the relationship between community violence and health outcomes

(2) Identify the primary goals and essential components of the ACT Raising Safe Kids

(3) Describe how participation in a community based violence prevention efforts can build critical community engagement, violence prevention, research and interprofessionalism skills in the graduate students.

Professional Bio of Kim Dell’Angela, Ph.D., Associate Professor and Department Chair, The Chicago School of Professional Psychology

Kim Dell’Angela, Ph.D. is an Associate Professor and Department Chair for the APA accredited Doctoral Program in Clinical Psychology at the Chicago Campus of TCSPP. A graduate of Rutgers University and Loyola University Chicago and a licensed clinical psychologist her career has reflected her passion for the fields of healthcare and higher education and her commitment to collaborative research, practice and advocacy. During 17 years on the faculty of Loyola Stritch School of Medicine, she held academic and medical staff appointments in Pediatrics, Anesthesiology and Psychiatry. Her clinical practice at Loyola focused on chronic disease, pain management, child development and protection, complementary/alternative/wellness health practices, developmental disabilities and behavioral health interventions. Dr. Dell ‘Angela’s research, teaching, grants and, program development have aligned with a focus on interprofessional practice. Her research has informed graduate medical education guidelines for workload, pediatric screening for developmental concerns, and protocols for chronic disease management and post trauma emergency medicine and nursing care. Her teams at Loyola received $265,000.00 in state and private grants to establish an interdisciplinary and interagency program to identify and care for child victims of sexual abuse. Dr. Dell ‘Angela’s served a 12 year appointment as vice chair and executive council member of Illinois Child Death Review Teams in Illinois.

At Harper Community College, she led an Academic and Student Affairs division as the Associate Dean of Wellness and Director of the college’s Health and Psychological Service Clinic. In addition to providing health and mental health care, prevention services and education programing for the student body of over 20,000 – this interprofessional outpatient clinic provided onsite occupational health and employee wellness services for faculty and staff. Her division and clinic also collaborated with community agencies to provide education, triage to social services, low cost prevention and health screening programs for those in the local community with limited access to healthcare service. Grants received by Dr. Dell’Angela supported a textbook loan program for students at risk of dropping our due to financial concerns, and supported campus smoking cessation programing and an initiative for a smoke free campus. She established the college’s Early Alert/Threat Assessment team and worked with leadership to implement an All Hazards emergency response plan including pandemic flu response. In alignment with the clinic’s focus on wellness, she integrated Strength based principles into all clinic practices.

Dr. Dell’Angela career has included substantial involvement in governance and accreditation activities. As Chair and Vice Chair of the University Faculty Council of Loyola University Chicago she lead the faculty through a successful multiyear renewal initiative under a new president. Dr. Dell’Angela has experience in state, regional and healthcare accreditation and certification including HLC/NCA, ACGME, LCME, WASC, APA, JCAHO, CAP and CLIA. She holds credentials in Early Intervention, Family Mediation and Human Subjects Research. She has completed graduate work in Organizational Development and received her MA in Legal Studies with a focus on Healthcare and Education law in spring 2015. She serves on review panels for HRSA grant programs and serves as a reviewer for the “Professional Psychology Research and Practice” and other peer reviewed journals.

In the Clinical PsyD program at TCSPP she has lead the development of responsive admission and enrollment management ,student progress and advising protocols. Current areas of focus include professional competency assessment and curriculum development in interprofessional practice, health psychology, military psychology and the practice of clinical psychology under the Patient Protection and Affordable Care Act. She serves on the Human Subjects Research Institutional Review Board of TCSPP. Recent courses taught include Biological Bases of Behavior, Divorce and Child Custody, Professional Practice and Advanced Practicum Seminar. She has served on dissertations committees in neuropsychology, health psychology, wellness, military psychology, professional competence and leadership.
Professional Bio of Jaleel Abdul-Adil, Ph.D., Professor, The Chicago School of Professional Psychology

Dr. Abdul-Adil is a part-time Professor of Clinical Psychology who specializes in evidence-based, culturally-sensitive, and best practices programs for the prevention and intervention of child trauma, community violence, and conduct problems with low-income urban youth and families. Dr. Abdul-Adil’s current courses include child development and family systems therapy.

Dr. Abdul-Adil is also a full-time Associate Professor of Clinical Psychology in Psychiatry at the University of Illinois at Chicago (UIC). He is the Co-Director of the Urban Youth Trauma Center at UIC which is part of the National Child Traumatic Stress Network (NCTSN). Dr. Abdul-Adil’s work investigates best practices for integrated approaches to co-occurring trauma and disruptive behavior disorders.

In addition, Dr. Abdul-Adil is the co-founder of Young Warriors/Hip-Hop Heal, a media-based intervention that uses modern Rap music and Hip-Hop media to promote critical thinking, prosocial skills, and trauma-informed services for urban adolescents.

References:

(1) Knox, M., Burkhart, K., & Hunter, K. E. (2010). ACT Against Violence Parents Raising Safe Kids Program: Effects on maltreatment-related parenting behaviors and beliefs.  Journal of Family Issues, 32(1), 55-74.

(2) Moffitt, T. E., & the Klaus-Grawe 2012 Think Tank. (2013). Childhood exposure to violence and lifelong health: Clinical intervention science and stress biology research join forces. Development and Psychopathology, 25(4 0 2), 10.1017/S0954579413000801. http://doi.org/10.1017/S0954579413000801

 

Program Standards and Goals

This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.

This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.

 

Psychologists. This program, when attended in its entirety, is available for 1 continuing education credit. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program.  If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.  If participants have special needs, we will attempt to accommodate them.  Please address questions, concerns and any complaints to Moira Jackson at 312-467-2364. Support for this conference was received from Copyright Clearance Center and Potbelly Sandwich Shop.

Counselors/Clinical Counselors. This program, when attended in its entirety, is available for 1 continuing education units.  The Chicago School of Professional Psychology is licensed in the State of Illinois to provide continuing education programming for counselors and clinical counselors.  License Number: 197.000159

Social Workers. This program, when attended in its entirety, is available for 1 continuing education units.  The Chicago School of Professional Psychology is licensed in the State of Illinois to provide continuing education programming for social workers.  License Number: 159.001036

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

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The Institute for Professional & Continuing Studies at The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.