How to Engage Adolescent Males in Therapy
Presented by Jose ‘Pepe’ Lopez, PhD, LPC
Recorded on Friday, August 30, 2024
Access provided upon registration on “My Courses” page
Historically, male clients attend therapy at a lesser rate than female clients. To address this disparity, this presentation will focus on the therapy practices and considerations for male clients. Starting with a historical overview of therapy as a female dominated field and its impact on male therapy, participants will learn what considerations should be taken when working with male (specifically adolescent male) clients in an effort to market to the male population.
Additionally, participants will learn why the difference between female and male clients exist and the unique characteristics of male clients. Finally, participants will walk away with strategies for working with male clients within the therapy environment.
This program, when attended in its entirety, offers 1.0 CE for Psychologists, 1.0 IL CEU for Counselors and Social Workers, 1.0 BBS California CEU for LPCCs, LPSWs, and LMFTs, or 1.0 NASP CPD for School Psychologists.
Historically, male clients attend therapy at a lesser rate than female clients. To address this disparity, this presentation will focus on the therapy practices and considerations for male clients. Starting with a historical overview of therapy as a female dominated field and its impact on male therapy, participants will learn what considerations should be taken when working with male (specifically adolescent male) clients in an effort to market to the male population.
Additionally, participants will learn why the difference between female and male clients exist and the unique characteristics of male clients. Finally, participants will walk away with strategies for working with male clients within the therapy environment.
After attending this introductory-level program, participants will be able to:
- Identify the unique characteristics of male clients.
- Discuss how the historically female dominated therapy field has impacted male therapy.
- Apply strategies for working with male clients.
This program meets APA’s continuing education STANDARD 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education GOAL 1: Program is relevant to psychological practice, education, and/or science.
General Admission: $30
The Chicago School Faculty/Staff/Alumni: $20*
The Chicago School Students: $15*
(*Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Jose ‘Pepe’ Lopez, PhD, LPC-Supervisor (TX), CSC (TX)
Dr. Pepe started his professional counseling career in 2012, with experiences ranging from working with j youth, immigrants, Spanish-speaking individuals, among others as an elementary school counselor, as a secondary school counselor, as a counselor educator, and as a private practice clinician.
Dr. Pepe earned his PhD from Texas A&M Commerce, master’s from Texas A&M Commerce & Texas Woman’s University, and bachelor’s from Southwestern University. Dr. Pepe began his career in higher education in 2019 and has been serving as a full-time faculty member at area Universities.
Dr. Pepe has presented at several national, state, and local conferences over the span of his professional career. Dr. Pepe research interests, publications, and presentations have included the following areas: working with Spanish Speaking clients, the use of clinical notes to incriminate undocumented youth, working with male clients, best practices in parenting, and best practices for Bilingual supervisors.
American Psychological Association. (2018). APA guidelines for psychological practice with boys and men. Available from: http://www.apa.org/about/policy/psychological-practice-boys-men-guidelines.pdf
Clark, L.H., Hudson, J.L., Dunstan, D.A., & Clark, G.I. (2018). Capturing the attitudes of adolescent males’ towards computerised mental health help-seeking. Australian Psychologist, 53, 416–426.
Colizzi, M., Lasalvia, A., & Ruggeri, M. (2020). Prevention and early intervention in youth mental health: Is it time for a multidisciplinary and trans-diagnostic model for care? International Journal of Mental Health Systems, 14, 1-14.
Target Audience: Clinicians interested in marketing their practice to male clients.
Psychologists. This program, when attended in its entirety, is available for 1.0 continuing education credits. 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. 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.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available for 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) 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 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 1.0 hours of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
School Psychologists. This program, when attended in its entirety, is available for 1.0 hours of continuing professional development. The Chicago School of Professional Psychology’s School Psychology Program is approved by the National Association of School Psychologists to offer continuing professional development. The Chicago School of Professional Psychology maintains responsibility for this continuing professional development activity.
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.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.