Recorded on Friday, December 16, 2022
Presented in partnership with the Association of Counseling Sexology & Sexual Wellness (ACSSW)
When attended in full, offers 2.0 CEs for Psychologists, 2.0 IL CEUs for Social Workers, or 2.0 BBS CEUs for Counselors and Social Workers.
This presentation uses Critical Race Theory (CRT) as a lens to explore two clinical cases and the utility of self-awareness and self-disclosure in therapy and supervision. Critical Race Theory (CRT) has garnered much attention over the past ten years but has been around since the Civil Rights and feminist movements of the late 1960’s and 1970’s. With a focus on individual perspective and racial subjectivity, CRT sheds light upon some of the structural inequities embedded within White supremacy that impact individual, relational, and systemic functioning. The field of sex therapy is no exception as some of its research, clinical ideologies, and praxis leave minimal space for visibility and viability for practitioners of color.
This presentation highlights the evolution of Critical Race Theory (CRT) and its implications for sex therapy and supervision. This workshop assumes that practitioners hold a myriad of identities (oppressed and privileged) that are negotiated in clinical sessions that can be invitational or oppositional to clients’ needs. Self-awareness is needed as it relates to how race/ethnicity are managed. Moreover, self-awareness and self-disclosure are critical for contemporary sex therapists to be transformative change agents and advocates for the clients they serve.
After completing this introductory level program, participants will be able to:
- Describe how therapists may utilize CRT to effectively self-disclose to clients in addressing racially and sexually related issues.
- Apply self-disclosure in a supervisory relationship with an understanding of how privileged/oppressed identities play a role in these interactions and the outcomes.
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 1: Program is relevant to psychological practice, education, and/or science.
Aponte, H. J., & Winter, J. E. (2013). The person and practice of the therapist: Treatment and training. In The use of self in therapy?(pp. 167-191). Oxford: Routledge.
Baldwin, M. (Ed.). (2013). The use of self in therapy. Oxford: Routledge.
Hauer, K., & Hung, E. (2022). Mental health self-disclosure: From stigma to empowerment. Medical Education, 56(8), 784-787.
Mehr, K., & Daltry, R. (2022). Supervisor Self-Disclosure, the Supervisory Alliance, and Trainee Willingness to Disclose. Professional Psychology: Research and Practice, 53(3), 313-317.
Rubinsky, V. (2022). Sex Talk: The Effects of Sexual Self-Disclosure and Identity Gaps on Sexual and Relational Outcomes in Diverse Relationships. Sexuality & Culture, 26(4), 1452-1476.
Shen-Miller, D. S., Grus, C. L., Van Sickle, K. S., Schwartz-Mette, R., Cage, E. A., Elman, N. S., and Kaslow, N. J. (2011). Trainees’ experiences with peers having competence problems: A national survey. Training and Education in Professional Psychology, 5(2), 112.
Warrender, D. (2020). Self-disclosure: the invaluable grey area. British Journal of Mental Health Nursing, 9(1), 9-15.
Wadley, J. C., & Siegel, R. (Eds.). (2019). The art of sex therapy supervision. Oxford: Routledge
Wadley, J. C. (2021). Black Like Me: Reflections from a Black Male Sex Therapist and Supervisor. In Malone, R., Stewart, M., Gary-Smith, M., & Wadley, J. (Eds.) An Intersectional Approach to Sex Therapy (pp. 25-34). Routledge.
General Admission: $55
Target Audience: All mental health disciplines.
Psychologists. This program, when attended in its entirety, is available for 2.0 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 [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.
Social Workers. This program, when attended in its entirety, is available for 2.0 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 2.0 hour 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.
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.