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Systemic Racism and Disparities: Strategies for Accountability and Processes for Repair – PART 4: Structural Racism with Sequential, Embedded Inequities: Clinical and Educational Commitments

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A four-part webinar series.

Presented by Matthew R. Mock, Ph.D.

Each individual session, when attended in its entirety, offers 1.0 CE for Psychologists or 1.0 CEU for Counselors, Social Workers and LMFTs. 

Workshop Series Description:

This four-hour, four part series will address how systemic racism has contributed significantly to disparities in health and mental health for BIPOC communities. These historical inequities in mental health can also be seen in educational institutions. Current and future education as well as treatment strategies committed to social justice, equity, diversity and inclusion will be provided. The goals of this series are to:

a) more fully understand ways systemic racism has a direct impact on disparities in health and mental health for cultural and ethnic communities as well as BIPOC individually,

b) to recognize strategies clinically as well as educationally leading to greater equity, diversity and inclusion in clinical practice for mental wellness.

The description of PART 4 – Structural Racism with Sequential, Embedded Inequities: Clinical and Educational Commitments is as follows:

The pandemic of racism is evident in microaggressions, assaults, and an array of racial traumas. In addition to managing current stressors, intergenerational trauma also has an impact on mental wellness. The field of psychology, while wanting to contribute to an understanding of “normality”, has also sometimes played a role in viewing those as socially marginalized in negatives ways. This can be seen in psychology education and subsequent mental health treatment. An examination of some of the impacts within psychological institutions will be presented along with initiatives to transform them.

Learning Objectives:

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

  1. Discuss ways in which psychology and mental health education has contributed to inequities and social injustices.

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.

Biography of Presenter Matthew R. Mock, Ph.D., Professor of Psychology, John F. Kennedy School of Psychology, National University

Matthew R. Mock, Ph.D., has led dynamic courses, workshops and presentations on the relevance of social justice, community mental health, cultural responsiveness, ethnicity and multiculturalism in psychotherapy throughout California, nationally and internationally. He is currently a Professor of Psychology with John F. Kennedy University in the Bay Area. Prior to this, he was Director of Family, Youth, Children and Multicultural Services for Berkeley Mental Health for over 20 years.  While there he led initiatives establishing school-based mental health services in Berkeley. For several years he then worked throughout the State of California as the Director of the Center for Multicultural Development with the California Institute for Mental Health addressing disparities throughout all 58 counties. He has had a longstanding private clinical practice in Berkeley providing services to children, couples, adults and families, as well as consultation to organizations. Dr. Mock is third generation Chinese-American, passionately committed to community mental health concerns, competent and responsive services with diverse communities, as well as social justice policies and practices, throughout his career. He has received numerous awards from professional organizations, guilds and programs including the American Family Therapy Academy (AFTA) and CAMFT. Most recently, in 2019, Dr. Mock was bestowed the Distinguished Contributions Award from the Asian American Psychological Association (AAPA). The author of numerous book chapters and articles, he is an invited speaker nationally and internationally. Kenneth Camaclang is a student currently in the MA Sport Psychology/Clinical Psy.D. program at the John F. Kennedy School of Psychology at National University. He received his B.A. in Psychology & Social Behavior (with a minor in Biological Sciences) from the University of California, Irvine, and an M.A. in Psychology (emphasis on Developmental Psychology) from Azusa Pacific University. Originally from Bakersfield, California, he is currently working at the Pacific Center for Human Growth for practicum/as a psychological trainee. Whether in the field of clinical psychology or mental skills training, he hopes to help underserved populations and break down stigmas surrounding mental health. Erica Rush (She/her) is a second-year dual degree student at the John F. Kennedy School of Psychology at National University. She received a bachelor’s degree in psychology from John F. Kennedy University and is currently pursuing a master’s degree in sport psychology and a doctoral degree in clinical psychology. Erica is currently participating in a practicum placement at the Portia Bell Hume Behavioral Health and Training Center. She is interested in concentrations related to Forensic and Neuropsychology.

References:

Lawrence, K., & Keleher, T. (2004). Chronic Disparity: Strong and Pervasive Evidence of Racial Inequalities. Retrieved 2020, from https://www.racialequitytools.org/resourcefiles/Definitions-of%20Racism.pdf[3]

Rutgers University. (2019, March 21). African-Americans more likely to be misdiagnosed with schizophrenia, study finds: The study suggests a bias in misdiagnosing blacks with major depression and schizophrenia. ScienceDaily. Retrieved June 23, 2020 from www.sciencedaily.com/releases/2019/03/190321130300.htm[

Perzichilli, T. (2020, May 12). The historical roots of racial disparities in the mental health system. Counseling Today. Retrieved June 24, 2020, from https://ct.counseling.org/2020/05/the-historical-roots-of-racial-disparities-in-the-mental-health-system/[

Rutgers University. (2019, March 21). African-Americans more likely to be misdiagnosed with schizophrenia, study finds: The study suggests a bias in misdiagnosing blacks with major depression and schizophrenia. ScienceDaily. Retrieved June 23, 2020 from www.sciencedaily.com/releases/2019/03/190321130300.htm[

American Psychiatric Association. Mental Health Disparities: Diverse Populations. (2017). Retrieved 2020, from https://www.psychiatry.org/psychiatrists/cultural-competency/education/mental-health-facts

Howard, C. (2018, April 12). The State of Minority Mental Health. Retrieved June 24, 2020, from https://www.mentalhealthfirstaid.org/external/2018/04/state-minority-mental-health/

The Bronfenbrenner Center for Translational Research (BCTR). Psychology Today. (2019, August 27). How Racism Affects Youth Health and Well-being. Retrieved June 24, 2020, from https://www.psychologytoday.com/us/blog/evidence-based-living/201908/how-racism-affects-youth-health-and-well-being

American Psychiatric Association. Mental Health Disparities: Diverse Populations. (2017). Retrieved 2020, from https://www.psychiatry.org/psychiatrists/cultural-competency/education/mental-health-facts

Registration & Fees:

General Admission: $50 (each part)

Continuing Education:

Target Audience: All mental health disciplines. Graduate students welcome.

Psychologists. This program, when attended in its entirety, is available for 1.0 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 OfficeofCE@thechicagoschool.edu. 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.

Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.

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.

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.