DSM-5-TR: DEIB
Presented by Keonna Robinson, MA, LMFT
Recorded on Tuesday, February 27th, 2024
Access provided upon registration on “My Courses” page.
The DSM–5–TR serves as the federal government’s official manual for the diagnosing of mental disorders. The literature presented with the text provides practicing clinicians with research, current codes, and criteria for diagnosing mental disorders and other conditions. This program will provide a review of the chapters, cover changes from the DSM to the DSM-TR, and offer a refresher for the practicing clinician.
This DSM-5-TR: DEIB training takes a crucial look at the diverse backgrounds of clients and how it affects their mental health during the diagnostic process. The material covered will examine and address the intersection between ethical standards and systemic biases, microaggressions, and discrimination. The second part of this training will equip mental health professionals with the necessary skills to improve their communication skills, build cultural competence, and create a safe and inclusive environment for their clients.
Access provided upon registration on “My Courses” page.
When attended in full, this program offers 1.0 CEs for Psychologists, 1.0 IL CEUs for Counselors and Social Workers, 1.0 CA BBS CEUs for Counselors, Social Workers, and Marriage and Family Therapists, or 1.0 NASP CPDs for School Psychologists.
After attending this intermediate level program, participants will be able to:
- explain the importance of diversity, equity, inclusion, and belonging (DEIB) concepts within the diagnostic process.
- Utilize practical tools and strategies for creating more inclusivity during the assessment phase of treatment.
This program meets APA’s continuing education STANDARD 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that influence psychological practice, education, or research.
This program meets APA’s continuing education GOAL 1: Program is relevant to psychological practice, education, and/or science.
General Admission: $30
TCS Students: $15
TCS Faculty/Alumni: $20
(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.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
Aggarwal, N. K., Nicasio, A. V., DeSilva, R., Boiler, M., & Lewis-Fernández, R. (2013). Barriers to implementing the DSM-5 Cultural Formulation Interview: A qualitative study. Culture, Medicine and Psychiatry, 37(3), 505- 533. https://doi.org/10.1007/s11013-013-9325-z
Attention to Culture, Racism, and Discrimination in DSM-5-TR. (n.d.). https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/DS M-5-TR/APA-DSM5TR AttentiontoCultureRacismandDiscrimination.pdf
DEIB in research and creative accomplishments | Office for Faculty Equity & Welfare. (n.d.). Ofew.berkeley.edu. Retrieved June 17, 2023, from https://ofew.berkeley.edu/deib-research-and-creative-accomplishments
Ecks S. The strange absence of things in the “culture” of the DSM-V. CMAJ. 2015 Nov 9;188(2):142–3. doi: 10.1503/cmaj.150268. Epub ahead of print. PMID: 26553858; PMCID: PMC4732970.
Fadus, M., Ginsburg, K., Sobowale, K., Halliday-Boykins, C., Bryant, B., Gray, K., & Squeglia, L. (2020). Unconscious bias and the diagnosis of disruptive behavior disorders and ADHD in African American and Hispanic youth. Academic Psychiatry, 44, 95-102. https://doi.org/10.1007/s40596-019- 01127-6 4
Jarvis, G. E., Kirmayer, L. J., Gómez-Carrillo, A., Aggarwal, N. K., & Lewis-Fernández, R. (2020). Update on the Cultural Formulation Interview. Focus 18(1), 40- 46. https://doi.org/10.1176/appi.focus.20190037
Jones, S. C., & Neblett, E. (2019). The impact of racism on the mental health of people of color. In M. T. Williams, D. C. Rosen, & J. W. Kanter (Eds.), Eliminating race-based mental health disparities: Promoting equity and culturally responsive care across settings (pp. 79-97). New Harbinger.
Lekas, H. M., Pahl, K., & Fuller Lewis, C. (2020). Rethinking cultural competence: Shifting to cultural humility. Health Services Insights, 13(January), 1- 4. https://doi.org/10.1177/1178632920970580
Moran, M. (2022). Impact of Culture, Race, Social Determinants Reflected Throughout New DSM-5-TR. Psychiatric News, 57(3). https://doi.org/10.1176/appi.pn.2022.03.3.20
Morgan, P. L., Staff, J., Hillemeier, M. M., Farkas, G., & Maczuga, S. (2013). Racial and ethnic disparities in ADHD diagnosis from kindergarten to eighth grade. Pediatrics, 132(1), 85-93. https://doi.org/10.1542/peds.2012-2390
Ostacher, M. J. (2019). Ethical Issues in the Diagnosis and Treatment of Bipolar Disorders. FOCUS, 17(3), 265–268. https://doi.org/10.1176/appi.focus.20190010
Verlinden, N. (2022, January 12). Diversity, Equity, Inclusion and Belonging (DEIB): A 2022 Overview. AIHR. https://www.aihr.com/blog/diversity-equityinclusion-belonging-deib/
Zapata, K. (2020, February 27). Decolonizing mental health: The importance of an oppression-focused mental health system. Calgary Journal. https://calgaryjournal.ca/2020/02/27/decolonizing-mental-health-theimportance-of-an-oppression-focused-mental-health-system/
Keonna Robinson, MA, LMFT
With over 11 years of collective experience as a psychotherapist, assistant professor, clinical trainer, and mentor, Keonna Robinson, LMFT has worked as a clinician in multiple community mental health settings including residential programs, school-based, inpatient, and outpatient care. As the founder and co-owner of P.E.A.C.E. Wellness Collective:
Individual & Family Therapy Center, she specializes in grief, traumatic loss, and life transitions for adults and couples. She provides mental health trainings and workshops to Master’s level psychology students and trainees in her faculty role at TCSPP-LA. She also provides clinical training to associates, licensed psychologists, clinicians, and mental health workers for DMH-contracted mental health agencies and state-wide mental health organizations.
Target Audience: Psychologists, Counselors, Social Workers, Marriage and Family Therapists, and School Psychologists.
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 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 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.
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.
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.
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.