Dr. Naaman Lauderdale has been in private practice in the St. Louis, Missouri Metropolitan Area for the past 8 years, providing CBT as a foundational approach to Clinical/Counseling/Talk Therapy.
Presentation(s):
Culturally Competent Clinical/Counseling/ Talk Therapy
Speaker(s): Nesbitt, Donna, BA
Description:
This presentation serves to examine the unique intricacies regarding substance use and recovery among the LGBTQIA+ population. This includes examining specific contributing factors to the prevalence of substance use disorders in the community, barriers to receiving proper treatment, and protocols agencies can implement within their own programs so as to better serve high-risk individuals. The hope is to increase competency regarding inclusivity and guide in providing an affirmative space so that it may encourage others to seek help.
Objectives
Speaker(s):
Description
This presentation will cover history of the LGBTQIA+ community, diversity within the community, and how to make your practice or organization more inclusive. While the topic range is broad, the presentation is meant to appeal to learners from all different backgrounds and knowledge bases. Through learning about history, diversity, and inclusion, you will be more aware of any implicit biases that exist. The goal is to meet participants at any point in their journey of cultural awareness, competency, or humility.
Objectives
Speaker(s):
Description
We are providing an in-depth practical intervention mode.
Objectives
Donna Nesbitt is a Certified Alcohol and Drug Counselor in the state of Missouri. She currently works at Ozark Center in Joplin as a Mobile Crisis Specialist for the 988-Lifeline. Her experience includes four years as a counselor in substance use and as a case manager. Donna holds a Bachelor’s degree in Psychology and in Sociology from Missouri Southern State University while having recently started the Master’s in Social Work program at Liberty University. Donna sits on the Committee for Diversity, Equity, and Inclusion at Ozark Center. She is an advocate for the LGBTQIA+ and recovery communities as well as being a part of both herself, identifying as a Lesbian woman and celebrating 11 years of sobriety this year. Donna has spoken previously at the Spring Training Institute and provided trainings within her agency as well as to others on various topics related to her competencies.
Presentation(s):
Speaker(s):
Description
From theories of human development (Erickson, Piaget, Kohlberg, Vygotsky) to models of personality and change (Freud, Rogers, Beck, Ellis), most clinicians are taught from a euro-centric worldview. As grounded in Ellis and Deitz’s (2018) contribution of community and environmental factors to the ACES framework, it is imperative that we rumble with the conceptual and affective gaps a euro-centric perspective creates when attempting to work with specific communities, like Black-identified clients.
Expanding on the previous year’s presentation advocating for updates to the ACES framework, part one will support participants in conceptualizing discrimination as a broad community/environmental factor that can disrupt human development and examining the influencing role of discrimination in early childhood development (e.g., access to resources, help-seeking tendencies, development of self-regulatory processes, parenting practices).
In part two, participants will be supported in examining personal biases that are a byproduct of under-education on and underexposure to Blackness. Through the use of art-making, participants will explore personal feelings and meaning to prepare for the refinement of clinical skills.
Objectives
1. Critically examine the clinical implications of the absence of Blackness in the training of mental health providers
2. Grapple with feelings that may impede capacity to humanize Black clients
3. Explore personal meaning surrounding counseling Black clients
Speaker(s):
Description
From theories of human development (Erickson, Piaget, Kohlberg, Vygotsky) to models of personality and change (Freud, Rogers, Beck, Ellis), most clinicians are taught from a euro-centric worldview. As grounded in Ellis and Deitz’s (2018) contribution of community and environmental factors to the ACES framework, it is imperative that we rumble with the conceptual and affective gaps a euro-centric perspective creates when attempting to work with specific communities, like Black-identified clients.
Expanding on the previous year’s presentation advocating for updates to the ACES framework, part one will support participants in conceptualizing discrimination as a broad community/environmental factor that can disrupt human development and examining the influencing role of discrimination in early childhood development (e.g., access to resources, help-seeking tendencies, development of self-regulatory processes, parenting practices).
In part two, participants will be supported in examining personal biases that are a byproduct of under-education on and underexposure to Blackness. Through the use of art-making, participants will explore personal feelings and meaning to prepare for the refinement of clinical skills.
Objectives
1. Critically examine the clinical implications of the absence of Blackness in the training of mental health providers
2. Grapple with feelings that may impede capacity to humanize Black clients
3. Explore personal meaning surrounding counseling Black clients
Speaker(s):
Description
The stereotype of Black fathers as “absent” and Black children as “fatherless”—first introduced over 50 years ago—has, like many racial stereotypes, refuses to go away. In the movie Fatherhood (based on a true story), American stand-up comedian, actor, and producer Kevin Hart portrays a recently widowed Black father left to rear his newborn daughter after the sudden and unexpected death of his wife. This presentation considers the impact of PTSD in African American fathers after maternal loss during childbirth or within 42 days after pregnancy. During this time. fathers need to learn to navigate fatherhood while coping with the death of their spouse/partner. The sudden and unexpected death of a woman at delivery or soon after delivery is a traumatic experience for her family. Sadly, Paternal bereavement following the unexpected loss of a spouse/partner can lead to mental complications including post-traumatic stress disorder (PTSD). Post-traumatic stress disorder (PTSD) is a condition that can develop following a stressful event. A sudden bereavement is a stressful event.
The presentation will address losses and the potentiality of PTSD in African American males after the loss of their spouse/partner. After a loss their challenges become three-fold. They must cope with the loss, they must deal with their grief, and they must care for the infant or child, possibly alone.
Objectives
1. Disseminate information on responsible fatherhood
2. Identify the influence fathers can have on their children
3. Discuss strategies for coping with loss of a spouse/partner
4. Identify challenges of fatherhood
5. Identify self-care techniques in response to loss and fatherhood
Speaker(s):
Description
This presentation will review the history and implementation of Racial Equity Learning Sessions at St.Louis Forensic Treatment Center. We will discuss our origins and growth over the past 7 years, including how we approached our efforts during the pandemic, gaining buy in from leadership, and key points we address when presenting information to our workforce in our learning session.
Objectives
Describe WHY race still matters and the value of courageous conversations.
Describe the WHY behind providing Racial Equity(RE) sessions in the workplace.
Identify the five content areas of our RE Session
Describe the HOW of RE Sessions (approach, challenges, lessons learned).
Speaker(s):
Description
Though often misunderstood and misrepresented, cultural competence remains the preferred term and construct at the core of culture-related professional standards and guidelines from the APA, ACA, NASW, SAMHSA, and others. This is for good reason. When properly understood, cultural competence guides program development, professional development, and diagnosis and treatment in essential ways that relate to standards of care and boundaries of professional competence. Learn what cultural competence really means for both organizations and individual practitioners, why a correct understanding is important to quality of care, and how to pursue developing it.
Objectives
1. Explain the correct meaning of cultural competence as used in professional standards and guidelines including its relationship to subordinate constructs such as cultural humility, cultural responsiveness, and cultural intelligence.
2. Describe how professional standards limit scope of practice to one’s boundaries of cultural competence and how cultural distance can be used to assess the required degree of competence in individual encounters.
3. Identify a range of approaches that can be used to develop cultural awareness, knowledge, and skills and resources that can support such development.
