The Intersectionality of Health, Race, and Mental Health in America
Presented by Jose ‘Pepe’ Lopez PhD, LPC-Supervisor (TX), CSC (TX) and Tonya Chando
Recorded live on Thursday, November 16th, 2023
Access provided upon registration on “My Courses” page
The program will provide information about health outcomes in America and how those intersect with race and mental health. Physical health and mental health correlate with one another; the presentation aims to present how those correlations are significant for vulnerable populations. Audience members will understand how issues such as race, gender, income among other things impact individuals and ultimately their wellbeing and happiness.
The presentation will cover the importance of being mindful of race and health in order to improve health outcomes, especially with vulnerable population in America. The presentation will inform readers about health disparities and how professionals can address those both at a micro and macro level. As the demographics of the U.S. continue to change it is important for mental health professionals to not just understand those changes, but also being able and willing to adapt in order to address the mental health concerns of a changing demographic.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 1.0 APA CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, or 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs
The program will provide information about health outcomes in America and how those intersect with race and mental health. Physical health and mental health correlate with one another; the presentation aims to present how those correlations are significant for vulnerable populations. Audience members will understand how issues such as race, gender, income among other things impact individuals and ultimately their wellbeing and happiness.
The presentation will cover the importance of being mindful of race and health in order to improve health outcomes, especially with vulnerable population in America. The presentation will inform readers about health disparities and how professionals can address those both at a micro and macro level. As the demographics of the U.S. continue to change it is important for mental health professionals to not just understand those changes, but also being able and willing to adapt in order to address the mental health concerns of a changing demographic.
After attending this intermediate-level program, participants will be able to:
- List discrepancies in health outcomes and how those relate to mental health and race in America.
- Identify reasons for health outcome disparities and historical implications.
- Describe how professionals and advocates in the field can address the disparities at both micro and macro levels.
This program meets APA’s continuing education STANDARD 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.
General Admission: $20
The Chicago School Faculty/Staff/Alumni: $15*
The Chicago School Students: $10*
(*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.
Alegria, M., Green, J. G., McLaughlin, K. A., & Loder, S. (2015). Disparities in child and adolescent mental health and mental health services in the U.S. Retrieved from http://www.mamh.org/Portals/0/Uploads/Documents/Public/Disparities%20in%20Child%20and%20 Adolescent%20Mental%20Health.pdf
Conradi, L., & Wilson, C. (2015). Trauma-informed care and family serving programs. In D. L. Corwin (Ed.), Adverse childhood experiences: Informing best practices (pp. 28–30). Retrieved from http://www. avahealth.org/aces_best_practices/increasing-resilience.html
Oluo, I. (2019). So you want to talk about race. Seal Press. Substance Abuse and Mental Health Services Administration. (2014). Improving cultural competence (Treatment Improvement Protocol [TIP] Series No. 59, HHS Publication No. SMA 14-4849). Retrieved from http://store.samhsa.gov/shin/content/SMA14-4849/SMA14-4849.pdf
Umpierre, M., Meyers, L. V., Ortiz, A., Paulino, A., Rodriguez, A. V., Miranda, A., . . . McKay, M. M. (2015). Understanding Latino parents’ child mental health literacy: Todos a bordo/all aboard. Research on Social Work Practice, 25(5), 607–618.
Jose ‘Pepe’ Lopez PhD, LPC-Supervisor (TX), CSC (TX)
Dr. Pepe is a first generation immigrant who grew up undocumented. Dr. Pepe has worked as a professor, school counselor, private practice, and in the non-profit sector. He specializes in working with Spanish-speaking clients, immigrant, refugees, and children and adolescence.
Tonya Chando
Tonya is a student in the Masters program at the Chicago School of Psychology. She has interest in working with the multicultural population and has various life experiences that have led her down the road of wanting to work in the Mental Health profession.
Target Audience: Mental health professionals, educators, and students.
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 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.
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.