Preventing Clinical Bias for Providers Working with Youth in Social Systems
Time & Location
About the Event
This training will assist providers in reflecting on their own power and privilege within their personal identities, while also considering the intersectional context of their youth clients in out of home care. Through personal assessment, group discussion, and multimedia, participants will define microaggressions, bias, power, privilege, and learn to recognize them. Finally, through group activity and roleplay, participants will develop personal strategies to intervene when witnessing the perpetration of damaging messages and embody what it feels like to respond in uncomfortable situations, particularly if clients or colleagues are not responsive to feedback. All definitions will be discussed in the context of system-involved youth.
- Reflect on their unique combination of identities.
- Define intersectionality and recognize how their identities interact to create privilege or marginalization in relation to their clients.
- Discuss cultural barriers to therapy.
- Explore four therapeutic models (Client-Centered, Critical Race Theory, Person-in-Environment, and Trauma-Informed Care) to reduce bias and empower clients.
- Apply these four frameworks to a case study.
- Review APA guidelines for culturally-sensitive therapy.
9:30-9:40am Introductions, community agreements.
9:40-9:50am Activity: Identity map individual activity.
9:50-10:00am Discuss: Breakout group ID map discussion.
10:00-10:10am Discuss: Analyze two example identity maps for relative privilege and marginalization. Discuss protected classes.
10:10-10:20am Define: Intersectionality.
10:20-10:55am Discuss: Ways identities affect access to therapeutic services—i.e. distrust of psychotherapists, historical trauma in health systems, culture-bound syndromes.
10:55-11:10am Break (CEUs will not be issued for this time)
11:10-11:20am Define: Implicit bias/prejudice, stereotyping, and discrimination.
11:20-11:30am Activity: Demonstration of Harvard Project Implicit test.
11:30am-Noon Activity: Each participant takes Harvard Project Implicit (Skin Tone) test.
Noon-12:30pm Self-reflect and discuss: Results of Project Implicit test.
12:30-1:00pm Lunch Break (CEUs will not be issued for this time)
1:00-1:15pm Embodied check-in.
1:15-1:35pm Discuss: Ways our implicit biases impact client interactions.
1:35-1:50pm Define: Microaggressions (microassault, microinsult, microinvalidation.) Video: What is a microaggression?
1:50-2:20pm Activity: (Breakout group) Microaggressions roleplay, pair share.
2:20-2:40pm Best practices: Providers with privilege, providers with marginalized identities. Harm reduction and constellation of choices re: supporting clients experiencing institutional oppression.
2:40-2:55pm Break (CEUs will not be issued for this time)
2:55-3:20pm Review:APA Best practices for multicultural engagement.
3:20-3:50pm Best practices: Four frameworks for addressing power and privilege with clients: client-centered, critical race theory, person-in-environment, and trauma-informed.
3:50-4:20pm Activity:Roleplay in small groups.
4:20-4:40pm Discuss:Roleplay approaches.
4:40-4:50pm Self-reflection: What did you learn today you can take into your practice?
4:50-5:00pm Questions & Answers and evaluations.
Meet Our Trainer
Kelsey Pacha, MA, M.Div. is a trans man who has worked with marginalized communities for 15+ years in a variety of settings. He holds a Master of Religion and Psychology, Master of Divinity, and Certificate of Sexuality and Religion from Pacific School of Religion in Berkeley, CA. He also holds a Bachelor of Science in Human Development and Psychological Services from Northwestern University in Evanston, IL. He is the owner of Kelsey Pacha Consulting, which supports the work of institutions and individuals in increasing their capacity for cultural humility and social justice-informed institutional change. Kelsey offers educational trainings and LGBTQ workplace policy expertise with an emphasis on practical skills, identity awareness, and personal empowerment. He regularly works with corporate diversity, equity, and inclusion officers and LGBTQ affinity groups, as well as legal, clinical, medical, and direct service (including child welfare and faith leader) personnel. For more information, visit kelseypachaconsulting.com or email email@example.com.
This course meets the qualifications for (6.5) BBS CEUs for LCSWs and MFTs as required by the California Board of Behavioral Sciences & is provided by Fred Finch Youth Center, CAMFT Provider #045295.