Health Communications: Methods for Meaningful Collaboration – PART 3: Intersections of Health and Culture
Presented by Dr. Shelby Forbes
This program was recorded on August 4, 2022
Access provided upon registration on “My Courses” page
Operating from the premise that effective patient-provider communication is essential to the efficacy of health related interventions, this multi-part presentation will cover a variety of topics in health communication.
The third part of this presentation examines the intersections of health and culture. In this section, we will consider how cultural beliefs impact health outcomes, especially from the perspective of historically marginalized communities and people of color. We will pay special attention to health beliefs outside of a Western context, and aim to identify ways to reconcile traditional and alternative healthcare approaches. Practitioners will learn specific strategies for adopting a culturally sensitive approach to healthcare, developing intercultural competency along the way, and ultimately eschewing ethnocentric beliefs, which may interfere with their practice.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 1.5 CEs for Psychologists.
Operating from the premise that effective patient-provider communication is essential to the efficacy of health related interventions, this multi-part presentation will cover a variety of topics in health communication.
The third part of this presentation examines the intersections of health and culture. In this section, we will consider how cultural beliefs impact health outcomes, especially from the perspective of historically marginalized communities and people of color. We will pay special attention to health beliefs outside of a Western context, and aim to identify ways to reconcile traditional and alternative healthcare approaches. Practitioners will learn specific strategies for adopting a culturally sensitive approach to healthcare, developing intercultural competency along the way, and ultimately eschewing ethnocentric beliefs, which may interfere with their practice.
After attending this advanced-level program, participants will be able to:
Part 3:
- Describe how cultural beliefs impact health outcomes through an examination of case studies of maternal and fetal medicine in Africa.
- Account for how systemic factors like poverty, race/ethnicity, and nationality impact health interventions by analyzing a case study of HIV/AIDS sex workers in India.
- Investigate the history of the Tuskegee Experiment and how it has impacted medical research practices, ensuring that practitioners’ future research with human participants is ethical.
- Implement a culture-centered approach (Dutta, 2006) to healthcare in their own practice.
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 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education as well as important relevant legal, statutory, leadership, or regulatory issues.
General Admission: $40
The Chicago School Students/Staff/Faculty: $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.
Shelby Forbes, Ph.D.
Shelby Forbes earned her doctorate in communication in 2014 from the University of South Florida. Her scholarship focuses on the intersections of health and communication, and she has written several journal articles, encyclopedia entries, and book chapters on the subject matter. She has also taught communication courses–mainly interpersonal communication and health communication–at various universities throughout the Southeast since 2008.
Basu, A. (2020). Critical reflexivity in health communication fieldwork: Points of engagement. SAGE Publications Ltd.
Dutta, M. J. (2018). Culture-centered approach in addressing health disparities: Communication infrastructures for subaltern voices. Communication Methods and Measures, 12(4), 239-259.
Marcus, E.R., Charon, R. (2019). Narrative medicine and the treatment-resistant patient. In V. Fornari, I. Dancyger (Eds.), Psychiatric nonadherence: A solutions-based approach (pp.129-144). Springer.
McLeod, G. (2018). Narrative medicine: A personal interview with expert Rita Charon. University of Manitoba Journal of Medicine, 1(1), 17-19.
O’Shay, S. (2022). ‘The chronicle of nightmares’: Emergency nurses’ frontstage and backstage communication in the emergency department. Health Communication, 37(8), 1-12.
Roscoe, L. A., & Tullis, J. A. (2015). The meaning of everything: Communication at the end of life. Journal of Medicine and the Person, 13(2), 75-81.
Roscoe, L. A., Eisenberg, E. M., & Forde, C. (2016). The role of patients’ stories in emergency medicine triage. Health communication, 31(9), 1155-1164.
Roscoe, L. A., & Barrison, P. (2018). Dilemmas adult children face in discussing end-of-life care preferences with their parents. Health Communication, 34(14), 1788-1794.
Zaharias, G. (2018). What is narrative-based medicine? Canadian Family Physician, 64(3), 176-180.
Target Audience: All mental health disciplines. Graduate students welcome.
Psychologists. This program, when attended in its entirety, is available for 1.5 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.
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.