Continuing Education Credit – 90 Minutes

Workshops Offering Continuing Education Credit – 90 Minutes (1.5 CE/CEU)

Torture to Healing: An Integrated and Holistic Approach to Treatment

Workshop Description:

The United States defines torture as an act committed by a person or group who intend to inflict severe physical or mental pain or suffering upon another within his custody or lawful control (TVRA, 1998). The purpose of torture is to create a climate of fear, breakdown communities and relationships, and produce a culture of silence and helplessness. With increased international unrest growing, torture is not only becoming a more common means to induce harm and fear within marginalized groups due to their race, cultural background, gender, sexuality, or political beliefs, but it is also becoming a more frequent and known cause of individuals fleeing their home countries to seek safety for their lives. It is estimated that over 1.3 million immigrant survivors of torture are currently living in the United States (cvt.org, 2016) and that Illinois ranks as the 4thth state in the nation for housing asylum seekers who have been tortured or fear persecution if forced to return to their home countries (2015). Marjorie Kovler Center is dedicated to transforming the lives of individuals recovering from the complex consequences of torture through provision of medical, mental health, social services, and mitigating the impact of torture as a human rights violation both domestically and abroad.

Through this 90-minute presentation, clinicians from Kovler Center will discuss the purpose and impact of torture on this marginalized population. The focus will address the clinical manifestation of “the triple trauma paradigm” of torture, flight, and resettlement through sharing an integrated medical, legal, mental health, and social services approach.  Further, the workshop will discuss the importance of screening for torture history, will highlight the tenets and practice considerations of torture survivor psychotherapy, and will offer lessons learned about the importance of healing, reconnection, and rebuilding through group and other culturally-sensitive integrative practices.

Learning Objectives:

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

(1) Identify the triple trauma paradigm and the clinical manifestations that asylum seekers experience beyond the normal trauma response.

(2) Articulate the pivotal importance of reconnection and rebuilding through integrated primary care, mental health, legal, and case management services as part of a holistic healing process for this unique population.

Professional Bio of Nicole St. Jean, Psy.D., Manager of Clinical Protocol and International Training, Heartland Alliance Marjorie Kovler Center

Nicole St. Jean, Psy.D. is a Licensed Clinical Psychologist and is the Manager of Clinical Protocol and International Training at Marjorie Kovler Center. She completed her Masters in Clinical Psychology at Columbia University, her doctorate in Clinical Psychology at The Chicago School of Professional Psychology, and her Postdoctoral Fellowship in Childhood Trauma and Sexual Abuse. She has served in the field of traumatic stress for close to 15 years and has specialized in working with children and families who have endured complex trauma experiences in under resourced communities. Dr. St. Jean has extensive experience providing trauma-focused assessment and psychotherapeutic services, supervising predoctoral and postdoctoral trauma psychology fellows, developing and adapting therapeutic resources for different ages and cultural groups to enhance application of therapeutic services, and offering expert consultation and training around understanding and responding to the impact of trauma both domestically and internationally in African nations.  She is responsible for developing clinical protocols and supporting local and international training efforts to help professionals and community members enhance their understanding and response to survivors of torture.

Professional Bio of Nirmeen K. Rajani, Psy.D., Staff Behavioral Health Clinician, Primary Care Psychology Associates LLC; Completed Post-doctral Fellowship, Heartland Alliance Marjorie Kovler Center

Nirmeen K. Rajani, Psy.D. received her masters and doctoral degree in Clinical Psychology from The Chicago School of Professional Psychology. She completed her doctoral internship at Boston University School of Medicine, Boston Medical Center’s Center for Multicultural Training in Psychology, where she provided clinical services to children and families from under-served communities and adolescents who attended a college-prep high school. Further, she completed her post-doctoral fellowship at Heartland Alliance Marjorie Kovler Center, where she worked with an international population who are survivors of political torture.

Dr. Rajani has experience working in interdisciplinary teams in hospital, out-patient, community mental health, and high school settings. She also has background in program development and implementation, with particular focus on mental health education and primary prevention. Her community work was recognized by the Secretary of State of Illinois, Mr. Jesse White, who awarded her with a Humanitarian Service Award for providing culturally sensitive mental health education to members of various under-served communities. Her therapeutic approaches can best be described as evidence-informed, with particular focus on Cognitive Behavioral Therapy and Parent-Child Interaction Therapy. Additionally, she strives to promote positive change using strengths based and person-centered approaches, which include trauma, social justice, multicultural, and systemic lenses. Dr. Rajani has significant experience conducting psychological assessments and individual, group, and family therapy. She is fluent in Hindi, Urdu, and Gujarati.

References:

(1) Identify the triple trauma paradigm and the clinical manifestations that asylum seekers experience beyond the normal trauma response.

(2) Articulate the pivotal importance of reconnection and rebuilding through integrated primary care, mental health, legal, and case management services as part of a holistic healing process for this unique population.

 

Lessons Learned from Community-Based Participatory Research in Marginalized Communities

Workshop Description:

Chicago’s violence-plagued communities require systematic and culturally sensitive solutions that build on community strengths and involve members from those same communities.  Community-based participatory research (CBPR) is one strategy that involves academic researchers working collaboratively with a group of stakeholders in the hopes that research results can be translated into practice and lead to social change within these communities.  This presentation outlines the basic principles of CBPR, the ability to adapt this research approach to the needs of specific target groups and environments, and introduces attendees to the Inspiring Change CBPR curriculum that was designed to engage African Americans with mental illness in research.  We will give examples of how community-centered research can be implemented in local marginalized communities and discuss practical ways in which these same communities can be involved in each stage of the research process.  Finally, we will involve attendees in an interactive session to simulate the formation of a CBPR team and a simplified approach to narrowing down a research topic.

Learning Objectives:

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

(1) Describe the basic principles of community-based participatory research (CBPR).

(2) Explain the various roles involved in the community-based participatory research (CBPR) approach.

(3) Discuss lessons learned from past community-based participatory research (CBPR) projects.

(4) Explain how community-based participatory research (CBPR) can be used to engage systems and stakeholders in addressing cycles of violence and promote healing.

Professional Bio of Lindsay Sheehan, Ph.D., Community-Based Participatory Research, Illinois Institute of Technology

Lindsay Sheehan manages the PCORI-funded project that developed the community-based participatory research (CBPR) curriculum, Inspiring Change.  She is working alongside Ms. Ballentine to lead an advisory board of stakeholders, further develop and evaluate the curriculum, and provide technical support to local CBPR teams.  At Chicago Health Disparities (CCHD), she has worked extensively with Dr. Patrick Corrigan on CBPR projects that address ethnic health disparities.

Sonya Ballentine, Community-Based Participatory Research, Illinois Institute of Technology

Sonya Ballentine developed an interest in community-based participatory research (CBPR) when she was a lived experience team member on an NIH-funded project on peer navigation services for homeless African-Americans with serious mental illness.  She is currently co-PI on a PCORI-funded project to develop the Inspiring Change community-based participatory research (CBPR) manual.  She has most recently become Project Manager of a new NIH-funded CBPR grant to promote healthy lifestyles for African Americans with serious mental illness.  This research project is exploring ways to maintain healthy habits in food and exercise through peer navigation.

References:

(1) Corrigan, P. W., Pickett, S., Kraus, D., Burks, R., Schmidt, A., & the Health Disparities Consumer Research Team. (2015). Community based participatory research examining the health care needs of African Americans who are homeless with mental illness.  Journal of Health Care for the Poor and Underserved, 26,119-133.

(2) Sheehan, L., Ballentine, S., Agnew, L., Ali, Y., Canser, M., Connor, J., . . . Corrigan, P. W. (2015).  The inspiring change manual: A community-based participatory research manual for involving African Americans with serious mental illness in research.  Chicago, Illinois: Illinois Institute of Technology.

(3) Minkler, M., & Wallerstein, N. (2008). Community-based participatory research for health: From process to outcomes. San Francisco, CA: Jossey-Bass.

 

Serving Trans and Gender Nonconforming Youth and Young Adults: Community-Based Approaches to Restorative Justice and Harm-Reduction

Workshop Description:

Chicago’s transgender and gender nonconforming (TGNC) population, particularly TGNC people of color, are among the most vulnerable. Unstable housing and joblessness are among the top stressors for these young people. Access to resources is limited in their communities due to stigma associated with TGNC identities. The goal of this presentation is to demonstrate the way two organizations are seeking to provide support to these vulnerable youth and young adults by increasing access to basic services while demonstrating ways mental health services become integrated in community settings. Attendees will learn about the frameworks used to develop these programs, including restorative justice, harm-reduction, trauma-informed care, and a non-hierarchical, client-led approach. Attendees will learn about community activism from two perspectives: (1) ongoing commitment to social justice in an existing organization, and (2) development of a new organization based on community need.

Learning Objectives:

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

(1) Discuss specific applications of restorative justice and harm-reduction in mental health treatment within a community setting.

(2) Identify ways to adjust mental health treatment to a community setting.

(3) Describe how to tailor community-based interventions to TGNC youth and young adults.

Professional Bio of Kira Weidner, PsyD, Broadway Youth Center

Kira Weidner, PsyD (she/her/hers) is a licensed clinical psychologist at the Broadway Youth Center, a program of Howard Brown Health. She utilizes a trauma-informed and strengths-based approach to therapy. Dr. Weidner received a doctorate at The Chicago School of Professional Psychology in 2013 and completed a postdoctoral fellowship with youth at the Cook County Temporary Juvenile Detention Center. She is passionate about serving young people with diverse and multifaceted gender and sexual orientation identities. Areas of special interest include: restorative justice, trauma, depression, anxiety, suicide and self-injury, sexuality, and relationships. Dr. Weidner is also Adjunct Faculty at The Chicago School of Professional Psychology.

Professional Bio of Fawna Stockwell, PhD, BCBA-D, Executive Director of Upswing Advocates

Fawna Stockwell, PhD, BCBA-D (They/Them/Theirs) is a doctoral-level Board Certified Behavior Analyst, teacher, researcher, and coach with a passion for transgender health and well-being and powerful, accessible mental health interventions.  Dr. Stockwell received their PhD from The Chicago School of Professional Psychology in 2011 and spent four years as Program Faculty in The Chicago School’s Applied Behavior Analysis department, where they currently serve as an Affiliate Faculty member.  Dr. Stockwell’s research has focused on topics including gender, sexual behavior, communication in relationships, mindfulness, and effective skill-building strategies.  As a queer, nonbinary trans person, Dr. Stockwell employs precise measurement and an individualized approach to support and strengthen the LGBTQIA community through Upswing Advocates’ sliding scale programming.

Professional Bio of Sarah Worner, MS ABA, Upswing Advocates

Sarah Worner, MS ABA (They/Them/Theirs) is an educator and coach dedicated to providing collaborative, autonomy-centric services. They are passionate about consent education for people of all ages, and about intimacy, social, and interpersonal health, especially in the queer and TGQI community. They work for Three Red Peaches, providing sexual health and consent education and access to body-safe sexual tools, and for Upswing Advocates, providing accessible, strengths-based coaching services.

References:

(1) Erickson-Schroth, L. (2014). Trans bodies, trans selves: A resource for the transgender community. New York, NY: Oxford University Press.

(2) Grant, J. M., Mottet, L. A., Tanis, J., Harrison, J., Herman, J. L., & Keisling, M. (2011). Injustice at every turn: A report of the National Transgender Discrimination Survey. Washington, DC: National Center for Transgender Equality and National Gay and Lesbian Task Force.

 

The Importance of Resiliency and Healing for Therapists: A Workshop to Help Therapists Examine and Prevent Vicarious Trauma

Workshop Description:

“‘Trauma stewardship’ is a concept that encompasses how, as people working for justice, we engage with the amount of pain and traumatic responses that we hold collectively in our communities and society” (Lipsky, 2009). As mental health providers, we must be mindful of the personal and professional impact of the work we do. Witnessing and being subjected to institutionalized racism, marginalization, and oppression impacts clients and service providers. Additionally, working with individuals who have experienced violence in marginalized communities can negatively impact mental health providers personally and professionally. Vicarious trauma is an occupational hazard for mental health providers (McCann & Pearlman, 1990). Vicarious trauma is defined as, “the process in which persons who work with victims may experience profound psychological effects, effects that can be disruptive and painful for the helper and can persist for months or years after work with traumatized persons” (McCann & Pearlman, 1990, p. 133). Clinicians who care about their work and are empathic are at risk of experiencing vicarious trauma (Figley, 1995). Although this is a normal and expected part of the work, self-care and prevention of vicarious trauma is not stressed enough in graduate training. This presentation will identify warning signs of vicarious trauma and assist participants in developing a plan to manage and prevent vicarious trauma.

Learning Objectives:

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

(1) Identify the warning signs of vicarious trauma

(2) Articulate how daily practices can mitigate the impact of vicarious trauma.

(3) Develop a personal plan to manage/prevent their vicarious trauma.

Professional Bio of Bianka Hardin, PsyD, Centered Therapy Chicago; Adjunct, Clinical Psychology, The Chicago School of Professional Psychology

Bianka Hardin, Psy.D. is a Licensed Clinical Psychologist and owner of Centered Therapy Chicago, LLC. Dr. Hardin founded Centered Therapy Chicago in 2014 with the mission to help both adolescents and adults improve their mental health and quality of life.

After graduating from Miami University of Oxford, Ohio in 1994, Dr. Hardin moved to Chicago to attend The Chicago School of Professional Psychology in 1995. While in school, she completed her clinical training with refugees of foreign conflict and torture survivors at the Marjorie Kovler Center in Chicago.  She went on to work at CAUSES in Lakeview where she worked with children, adolescents, and adults whose families were referred by the Department of Children and Families Services. Next, Dr. Hardin worked as a pre-doctoral intern at Advocate Family Care Network and the Childhood Trauma Treatment Program. There she provided assessments and treatment for abuse victims, while also facilitating an adolescent girls’ sexual abuse survivor group, a male sex offender group, and a children’s social skills group.

After completing her doctorate degree, Dr. Hardin completed her Post-Doctoral Fellowship at the Department of Health and Human Services at the Village of Hoffman Estates where she eventually became the Assistant Director and Director of the department.

Dr. Hardin has taught at The Chicago School of Professional Psychology since 2001. She became the Associate Department Chair of the Clinical PsyD Department in 2007 with a focus on the development and oversight of the Child and Adolescent Track, and she also served as a full-time faculty member. In 2013, she transitioned to a part-time faculty member, and in 2015, she transitioned to an Adjunct in the department.

Dr. Hardin enjoys clinical supervision and has supervised practicum students, interns, and postdoctoral fellows at the Village of Hoffman Estates Department of Health and Human Services, The Chicago School’s Community Leadership Internship Consortium, and Centered Therapy Chicago.  Dr. Hardin has a passion for working with trauma survivors and has worked in this area since 1997. She has taught courses at the graduate level and is completing her 3-year training in Somatic Experiencing and will be a Somatic Experiencing Practitioner in late 2016.

References:

1) Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. New York, NY: Brunner/Mazel.

2)Lipsky, L. (2009). Trauma stewardship: An everyday guide to caring for self while caring for others. San Franciso, CA: Berrett-Koehler Publishers Inc.

3) McCann, I. L., & Pearlman, L.A. (1990). Vicarious traumatization: A framework for understanding the psychological effects of working with victims. Journal of Traumatic Stress, 3(1), 131–149.

 

 

Global Community Intervention: Promoting trauma healing/resiliency in community using Forgiveness, Gratitude and Appreciation

Workshop Description:

This Global Community Intervention presentation will enhance your knowledge of a successful community intervention that address trauma and violence as well as giving you some concrete tools for yourself, your children or at work. The intervention supports changes to brain patterns and increases vibrational well-being especially as related to depression, anger, unworthiness and other mental health matters. This intervention is built on over 17 years of evidence-based research by Dr. Nancy Peddle with results showing a reduction of stress, anger, hurt, trauma and increased resiliency and well-being globally.  Dr. Peddle developed FGA event through work with Drs. Luskin (Stanford), Toussaint (Lutheran) and Dubrow (Erickson). In addition, research has shown the power of forgiveness, gratitude and appreciation in positively linking them to better physical health, positive psychosocial well-being, greater longevity and increased happiness.  You will also hear about how the activities apply to children. Dr. Peddle with Vicki Browne RN, BSN, OCN and TCSPP students have worked with people globally from Bhutan, The Gambia and Nicaragua to L.A, Chicago and Sierra Leone with the same healing results. Self-care will be emphasized along with hands on activities for sharing what you learned with others in your family or work environment.

Learning Objectives:

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

(1) Identify stress and trauma in one’s own life and learn ways to release it.

(2) Discuss why forgiving yourself, the person who hurt you, and people who may do so in the future has physical, emotional and psychological benefits for you.

(3) Learn practical ways to forgive old anger/hurts and reduce the burden of the anger and hurts if you choose.

(4) Set the intention of and learn activities to promote Peace of Mind, positive emotion, gratitude, joy, appreciation and examine our beliefs, rules and habits about forgiveness for better well-being

Professional Bio of Nancy Peddle, Ph.D., Founder and Executive Director of the LemonAid Fund

Nancy Peddle, Ph.D. earned doctoral and master’s degrees in human organization and development from Fielding Graduate University in Santa Barbara, California. She also holds a M.S. in Education from Bank Street College in New York City. She is founder and executive director of the LemonAid Fund, an international nonprofit supporting locally developed projects and programs that contribute to the health, education and economic development of children, families and communities affected by war, violence, poverty, natural disasters and other extreme hardships. She has been involved in leadership, early childhood development, child protection, women’s issues, community-based programs, systems, participatory research, trauma, forgiveness and psychosocial needs of children in more than 24 countries.

Dr. Peddle has served as a research fellow at the national Prevent Child Abuse America and was the first executive director for the International Society for the Prevention of Child Abuse and Neglect. Her expertise in the area of child and adolescent development includes parenting styles; discipline; cognitive, identity, physical and social development; child and sexual abuse; PTSD; secondary traumatic stress; forgiveness; and crisis intervention. Dr. Peddle also specializes in employee motivation, executive coaching, leadership, organizational development and diversity, and training and development.

Professional Bio of Stephani Contreras, M.S., The Chicago School of Professional Psychology Clinical Psychology, graduate student

Stephanie Contreras earned bachelor’s degree in Psychology from Benedictine University. She also holds a M.S. in Clinical Psychology and is presently enrolled in the Chicago campus Clinical Psychology Doctoral Program.

She placed at practicum site Ada S. Mckinley Community Services, where she provides in home and community therapy for Spanish speaking immigrant families. Stephanie serves at The Young Center as a child advocate for unaccompanied minors being held in detention, for World Relief assisting refugees resettle into her hometown, and conducts diagnostic evaluations for adults with disabilities with MidAmerican Psychological Institute. Her experience in advocacy includes lobbying with the United Nations Association-Chicago Chapter to address the refugee crisis, as well as with Save The Children Action Network to improve early education in the United States. Stephanie’s dissertation involves documenting the stories of surviving families that have had their loved ones politically disappeared during the civil wars in Guatemala.

In her spare time, Stephanie leads art workshops with the Cairn Project in the Chicago Land area, volunteers at Latina Girls Code to provide STEM workshops to underserved communities, and co-authors an after school psychosocial manual for children in military called Kids Rank. Stephanie is an avid traveler and has visited Cuba, Peru, Nicaragua, Mexico, Canada, Austria, Hungary, Thailand, and the Philippines.

Professional Bio of Jennifer Ayala, M.S., The Chicago School of Professional Psychology Clinical Psychology, graduate student

Jennifer Ayala earned her Bachelor’s degree in psychology in 2013 from Loyola University and her Master’s degree in Clinical Psychology in 2016 from The Chicago School of Professional Psychology. She is currently a graduate student in the Clinical Psychology Psy.D. Program at The Chicago School of Professional Psychology and is enroute to receive her doctoral degree in 2019. During her diagnostic practicum at the UIC Institute on Disability and Human Development, she gained experience working with children and adolescents with a range of developmental disabilities including autism spectrum disorders, behavior disorders, and intellectual disabilities. While at UIC, Jennifer also co-facilitated a social skills building group for children between the ages of 8 and 12 that had an autism spectrum disorder diagnosis. In addition, she is a volunteer for Grupo SALTO, a support group for Latino families living with autism and was a camp counselor for Adventure Camp, an intensive treatment for children that have selective mutism. Jennifer recently began an externship at United Stand, where she has been conducting therapy with children and adolescents using a cognitive-behavioral orientation.

References:

(1) Enright, R. D. (1994). The Enright forgiveness inventory.  Retrieved from www.ForgivenessInstitute.org

(2) Enright, R. D., & Fitzgibbons, R. P. (2000). Helping clients forgive: An empirical guide for resolving anger and restoring hope.  Washington, DC: American Psychological Association.

(3) Luskin, F. (2002). Forgive for good: A proven prescription for health and happiness. San Francisco, CA: Harper.

(4) McCullough, M. E., Rachal, K. C., Sandage, S. J., Worthington, E. L., Jr., Brown, S. W., & Hight, T. L. (1998). Interpersonal forgiveness in close relationships II: Theoretical elaboration and measurement.  Journal of Personality and Social Psychology, 75, 1586-1603.

(5) Peddle, N. (2001). Forgiveness in recovery/resiliency from the trauma of war among a selected group of adolescents and adult refugees (Unpublished doctoral dissertation). The Fielding Institute, Santa Barbara, CA.

(6) Satici, S. A., Uysal, R., & Akin, A. (2014). Forgiveness and vengeance: The mediating role of gratitude. Psychological Reports, 114, 157-168. doi: 10.2466/07.09.PR0.114k11w9

(7) Stuckless, N., & Goranson, R. (1992). The Vengeance Scale: Development of a measure of attitudes toward revenge. Journal of Social Behavior and Personality, 7(1), 25-42..

(8) Toussaint, L. L., Owen, A. D., & Cheadle, A. (2012). Longevity forgive to live: Forgiveness, health, and longevity. Journal of Behavioral Medicine, 35(4), 375-86.

(9) Toussaint, L., Peddle, N., Cheadle, A., Sellu, A., & Luskin, F. (2009). Striving for peace through forgiveness in Sierra Leone: Effectiveness of a psychoeducational forgiveness intervention. In A. Kalayjian & D. Eugene (Eds.), Mass trauma and emotional healing around the world: Rituals and practices for resilience: Human-made disasters (Vol. 2, pp. 251-268). Santa Barbara, CA: Praeger,

 

Finding Understanding and Diverting Violence Prone Persons: An Evidence Based Approach

Workshop Description:

The developmental pathway from “normal” childhood aggression to adult violence includes conceptual and empirical accumulation of: (a) childhood trauma (three types of stress); (b) deprivation; and (c) genetic vulnerability. Violence can be predicted sensitively and specifically. Empirical evidence-based diversions include jobs, mentors, and anger management cognitive behavior therapy that saved 324 lives as well as $2.005B in Chicago from 2009-2015. The algorithm to be presented resulted in four US Presidential executive orders releasing 6100 nonviolent federal prisoners; two US Supreme Court decisions, Miller v. Alabama and Graham v. Florida; and 1 Act of Congress on predictive analytics for the military and veterans. Sections from the bestselling Listening to Killers: Lessons Learned from My 20 Years as a Psychological Expert Witness in Murder Cases (2015) will be presented.

Learning Objectives:

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

(1) Describe the development of violent behavior from normal to aggression as an accumulation of childhood trauma (three types of stress), deprivation, and genetic vulnerability.

(2) Articulate the three types of abuse and how they impact normal day to day functioning including the three types of stress that can result in disassociation.

(3) Describe cost beneficial diversions from violence including jobs, mentors, and anger management cognitive behavior therapy, regardless of risk pattern presented.

Professional Bio of James Garbarino, Ph.D., Professor, Psychology, Loyola University Chicago

James Garbarino received his Ph.D. in Human Development and Family Studies from Cornell University in 1973. He currently holds the Maude C. Clarke Chair in Humanistic Psychology and was founding Director of the Center for the Human Rights of Children at Loyola University Chicago. Previously, Dr. Garbarino was Elizabeth Lee Vincent Professor of Human Development and Co-Director of the Family Life Development Center at Cornell University, where he is now Emeritus Professor.

Dr. Garbarino has served as consultant or advisor to a wide range of organizations, including the National Committee to Prevent Child Abuse, the National Institute for Mental Health, the American Medical Association, the National Black Child Development Institute, the National Science Foundation, the U.S. Advisory Board on Child Abuse and Neglect, and the FBI. He is a Fellow of the American Psychological Association. In 1991, he undertook missions for UNICEF to assess the impact of the Gulf War upon children in Kuwait and Iraq; has served as a consultant for programs serving Vietnamese, Bosnian, and Croatian child refugees; and advises programs dealing with literacy as a resource in dealing with trauma in El Salvador and India.

Dr. Garbarino serves as a consultant for media reports on children and families. In 1981, he received the Silver Award at the International Film and Television Festival of New York for co-authoring “Don’t Get Stuck There: A Film on Adolescent Abuse.” In 1985, he collaborated with John Merrow to produce “Assault on the Psyche,” a program dealing with psychological abuse. He also serves as a scientific expert witness in criminal and civil cases involving issues of violence and children.

The National Conference on Child Abuse and Neglect honored Dr. Garbarino in 1985 with its first C. Henry Kempe Award, in recognition of his efforts on behalf of abused and neglected children. In 1975, Dr. Garbarino was named a Spencer Fellow by the National Academy of Education, and in 1981, he was named a National Fellow by the Kellogg Foundation. In 1979, and again in 1981, he received the Mitchell Prize from the Woodlands Conference on Sustainable Societies. In 1987, Dr. Garbarino was elected President of the American Psychological Association’s Division on Child, Youth and Family Services. In 1988, he received the American Humane Association’s Vincent De Francis Award for nationally significant contributions to child protection. In 1989, Dr. Garbarino received the American Psychological Association’s Award for Distinguished Professional Contributions to Public Service, and in 1992, the Society for Psychological Study of Social Issues prize for research on child abuse. In 1993, he received the Brandt F. Steele Award from the Kempe National Center on Child Abuse and Neglect, and in 1994, he received the American Psychological Association’s Division on Child, Youth and Family Services’ Nicholas Hobbs Award.  Also in 1994, Dr. Garbarino received the Dale Richmond Award from the American Academy of Pediatrics Section on Behavioral and Developmental Pediatrics.  In 1995, he was awarded an honorary Doctor of Humane Letters by St. Lawrence University. In 1999, he received the Humanitarian Award from the University of Missouri’s International Center for Psychosocial Trauma. In 2000, Dr. Garbarino received the President’s Celebrating Success Award from the National Association of School Psychologists, and in 2003, he received the Outstanding Service to Children Award of the Chicago Association for the Education of Young Children. In 2011, he received the Max Hayman Award from the American Orthopsychiatric Association for contributions to the prevention of genocide. In 2015, Dr. Garbarino received the Rosenberry Award from Colorado Children’s Hospital in Denver for his work in advancing clinical insight into children and youth. In 2016, he received the Paul Fink Interpersonal Violence Prevention Award from the National Partnership to End Interpersonal Violence.

Dr. Garbarino has authored or edited a number of books including: Listening to Killers: Lessons Learned from My 20 Years as a Psychological Expert Witness in Murder Cases (2015); Children and the Dark Side of Human Experience (2008); See Jane Hit: Why Girls Are Growing More Violent and What We Can Do About It (2006); And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence  (2002); Parents Under Siege: Why You Are the Solution, Not the Problem, in Your Child’s Life (2001); Lost Boys: Why Our Sons Turn Violent and How We Can Save Them (1999); Raising Children in a Socially Toxic Environment (1995); Let’s Talk About Living in a World with Violence (1993); Children in Danger: Coping With The Consequences of Community Violence (1992); Children and Families in the Social Environment (2nd ed., 1992); What Children Can Tell Us (1989); No Place To Be A Child: Growing Up In A War Zone (1991); Psychologically Battered Child (1986); Troubled Youth, Troubled Families (1986); Adolescent Development: An Ecological Perspective (1985); Social Support Networks (1983); Successful Schools and Competent Students (1981); Understanding Abusive Families (1980; 2nd ed., 1997); and Protecting Children From Abuse and Neglect (1980).

Professional Bio of Robert John Zagar, PhD, MPH, Juvenile Division Circuit Court of Cook County; Adjunct Professor, The Chicago School of Professional Psychology

Robert John Zagar, PHD, MPH is a researcher, statistician, psychologist, and professor.  Dr. Zagar obtained a bachelor’s from University of Wisconsin in Milwaukee and a master’s from Illinois Institute of Technology. He is an expert in research design and evaluation methods graduating from Northwestern University.  Dr. Zagar completed fellowships in sleep disorders at Rush University and public health prevention (master’s degree) at University of Illinois Medical Center.  He also completed 2 years each of pre-medical sciences and basic medical sciences. He is a registered clinical psychologist, a certified school psychologist, and on the National Register of Health Care Providers in Psychology.

Dr. Zagar is a sworn officer of the Circuit Court of Cook County-Juvenile Division. He has published forty articles and chapters in books often coauthoring peer reviewed research with the leading professors in the world.  His work has been quoted in Newsweek, New York Times, Chicago Tribune, Suntimes, and other print media as well as radio stations.

Dr. Zagar received Northwestern and Rush University Scholarships and the National Institute of Mental Health National Service Award. He is a member of the Twenty First Century Two Thousand Most Prominent Scientists; Who’s Who in the: World, Midwest, Professionals, America, Medicine and Healthcare, and Science and Engineering; Contemporary Who’s Who; and Delta Omega National Public Health Honorary Society.  Dr. Zagar served on Mayor Daley’s Youth Violence Task Force with the mayor and his city’s chiefs of staff.

References:

1) Zagar, R. J., Zagar, A. K., Busch, K. G., Garbarino, J., Ferrari, T., Hughes, J. R., . . . Basile, B. (2016). Finding high risk persons with internet-based tests to manage risk: A literature review with policy implications to avoid tragedies, save lives and money. Review of European Studies, 8(1), 1-31. doi:10.5539/res.v8n1p

2) Garbarino, J. (1999). Lost boys: why our sons turn violent and how we can save them. New York: Free Press.

3) Zagar, R. J., Arbit, J., Busch, K. G., Hughes, J. R. & Sylvies, R. (1998). Juvenile murderers: Are there more medical risks? In Adolescents in turmoil, (Ed.) A. Schwartzberg, Westport, Connecticut: Greenwood. pp. 143–156.

4) Zagar, R. J., Grove, W.M., & Busch, K.G. (2013). “Delinquency best treatments: How do we divert youth from crime and save detention costs. Behavior Sciences and the Law.”, 31, 381-396. doi: 10.1002/bsl.2062

5) Zagar, R. J., Kovach, J., Ferrari, T., Grove, W.M., Busch, K.G., Hughes, J.R., & Zagar, A.K. (2013). “Applying best treatments by using a regression equation to target violent prone at-risk youth: A review.” Comprehensive Psychology, 2, 6. 10.2466/03.16.49.CP.2.7

6) Garbarino, J. (2015) “Listening to killers; lessons learned from my 20 years as a psychological expert witness.” Oakland California: University of San Francisco Press.

7) Zagar, R. J., & Grove, W. M. Violence risk appraisal of male and female youth, adults, and individuals. Psychological Reports, 107, 3, 983-1009. http://dx.doi.org.10.2466/02.03.16.PR0.107.6.983-1009

8) Zagar, R. J., Kovach, J., Basile, B., Grove, W. M., Hughes, J. R., Busch, K. G., Zablocki, M., Osnowitz, W., Neuhengen, J., Liu, Y., & Zagar, A. K. (2013). “Finding workers, offenders or students most at-risk for violence: actuarial tests save lives and resources.” Psychological Reports.113, 685-716. doi: 16.03.PR0.113x29z3

9) Shao J. (1996). “Bootstrap model selection. Journal of the American Statistical Association” 91, 655-665.

10) Zagar, R. J., Arbit, J., Busch, K. G., Hughes, J. R., & Sylvies, R. (1991). “Homicidal adolescents: a replication. Psychological Reports.”, 67, 1235-1242

 

Police Torture in Chicago: A History of Trauma, Justice, and Rehumanization

Workshop Description:

This presentation will provide an overview of the “Reparations Now” movement that led to the passing of the historic reparations ordinance.  In addition, this presentation will highlight the progress of the development of a specialized torture treatment program on the South Side of Chicago. Chicago Torture Justice Memorials (CTJM) hope Chicago’s Reparations Ordinance will serve as a “blueprint for what reparations might look like for systemic police abuse occurring in cities nationwide.” Finally, this presentation will address the importance reparations in terms of healing in marginalized communities.

In addition to power point presentation concerning the history of police torture that will outline significant cases and the recent reparations project, we will also include a narrative/memoir method with a guest speaker who survived police torture in Chicago who will present and oral history. We will thus employ oral history, narrative history, and didactic history of police torture in the Chicago, and relate this story in regard to torture dynamics in United States history in brief. Current events as examples will also be included.

Learning Objectives:

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

(1) Learn the history of police torture in Chicago

(2) Learn about significant cases of police torture in Chicago

(3) Learn about the reparations project for survivors of police torture in Chicago

(4) Learn clinical approaches to trauma and suffering especially in regard to police torture in Chicago

Professional Bio of Claude Barbre, M.S., M.Div., Ph.D., L.P., Full Professor, The Chicago School of Professional Psychology

Claude Barbre, M.S., M.Div., Ph.D., L.P., is Full Professor, Clinical Psychology Psy.D. Department, The Chicago School of Professional Psychology. Dr. Barbre is Course Lead Coordinator of the Psychodynamic Orientation at The Chicago School, a faculty member of the Child and Adolescent Area of Study, and lead faculty in the Psychology and Spirituality Studies. He has counseled children and families for over 30 years, and served for 12 years as Executive Director of The Harlem Family Institute, a New York City school-based, psychoanalytic training program, working with children and families in low-income, high-needs neighborhoods. Dr. Barbre is a past faculty member, training supervisor, and analyst at Westchester Institute for Training in Psychoanalysis (Bedford-Hills, N.Y.), and The Harlem Family Institute (New York City). He taught psychology and religion at Manhattan College and Fordham University before his appointment at The Chicago School, and has lectured widely as an international, national, and community speaker on topics devoted to psychology and religion, psychoanalysis, and the humanities. Dr. Barbre is a former Editor-In-Chief of Gender and Psychoanalysis (IUP Press), and was Associate Editor of the Journal of Religion and Health: Psychology, Spirituality, and Medicine (Springer Press) for 15 years. His edited books include: with Esther Menaker, The Freedom to Inquire (Jason Aronson, 1995), and Separation Will, and Creativity: The Wisdom of Otto Rank (Aronson, 1996); with Alan Roland, and Barry Ulanov, Creative Dissent: Psychoanalysis in Evolution (Praeger-Greenwood Press, 2003); and with Marcella Weiner and Paul C. Cooper, Psychotherapy and Religion: Many Paths, One Journey (Rowman and Littlefield, 2005). Author of prize-winning articles, books, and poetry, Dr. Barbre is a seven-time nominee and five-time recipient of the international Gradiva Award, presented by the National Association for the Advancement of Psychoanalysis (NAAP). In addition, he is a William B. Given Jr. Fellow of the Episcopal Church Foundation, and a Daniel Day Williams Fellow in Psychiatry and Religion at Union Theological Seminary, New York City. A licensed psychoanalyst and certified hospital chaplain, Dr. Barbre served from 1994 to 2004 as Director and Pastoral Supervisor of Openings, a Bellevue Hospital lay chaplaincy program of The Episcopal Social Services (ESS), New York City. He was also the American Academy of Religion (AAR) Mid-Atlantic Region Coordinator of the Psychology and Religion Section for nearly 15 years. In 2010 he received the Margaret Morgan Lawrence Award “for outstanding service to the Harlem Family Institute, and the children and families of Harlem, New York City.” During Dr. Barbre’s tenure as Executive Director, The Harlem Family Institute provided nearly 60,000 therapy sessions with children and families who would not have had therapy sessions provided for them without HFI’s school-based and neighborhood outreach programs. In 2012 and 2014 Dr. Barbre was nominated by TCS students for the Ted Rubenstein Inspired Teacher Award. He is currently a Board Member, Training Supervisor, and Core Faculty Member at The Chicago Center for Psychoanalysis (CCP). His clinical and research interests focus on foster care, psychology and religion, contemplative psychology, critical psychology, psychology and the arts, and the integration of therapeutic approaches to cultural and global perspectives.
Professional Bio of Sarah Pekoc, MA, third year doctoral student, The Chicago School of Professional Psychology

Sarah Pekoc, MA is a third year doctoral student in the clinical psychology program. She obtained a bachelors degree in psychology from Loyola University, where she was involved in research on self-regulation, academic achievement, social skills, and coping in low-income youth of color who are exposed to community violence. Prior to coming to The Chicago School, she conducted her own research on early childhood self-regulation as a predictor of delinquency in later adolescence, the role in trauma in therapy outcomes, and the importance of advocacy for victims of violence in clinical work. Drawing on a broad range of clinical and research experiences within the field of trauma, Sarah has presented on trauma-informed policing and community responses to police brutality. Her specific interests include community-based and anti-oppressive therapeutic techniques for victims of traumatic violence as well as the influence of socio-cultural factors in the perpetration of violence.

 

Professional Bio of Natasa Brozovic, MA, fifth year doctoral student, The Chicago School of Professional Psychology

Natasa Brozovic, MA is currently fifth year Clinical Psychology student at The Chicago School of Professional Psychology. Her academic and professional interests include psychological healing from trauma, torture, and systemic oppression. Natasa’s personal values and attitudes embrace a commitment to social justice and international human rights. Her dissertation examines transgenerational transmission of nationalism and trauma in her native country Bosnia and Herzegovina.

Natasa is currently a psychotherapy extern at the Marjorie Kovler Center where she provides psychotherapy to immigrant survivors of torture living in the United States.

 

References:

1) Dale, E. (2016). Robert Nixon and police torture in Chicago, 1871-1971. New York: NIU Press.

2) Cohen, S. (2001). States of denial: Knowing about atrocities and suffering. Cambridge: Polity Press.

3) Lokaneeta, J. (2011). Transnational torture: Law, violence, and state power in the United States and India. New York: New York University Press.

 

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 1.5 continuing education credits. 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 1.5 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 1.5 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.

Screen Resolution Blue Background_8.5.14

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.