Conference 2014

Cultural Awareness in Psychodynamic Practice: Implications for Clinical Technique and Research
The conference will examine the impact of large-scale, community trauma among individuals and communities within nonwestern societies. Cultural influences on psychoanalytic practice will be examined using research findings presented by social worker and researcher, Joanne Corbin, PhD, and discussed by Maurine Kelly, PhD, a psychologist-psychoanalyst, and Silvia Olarte, MD, a psychiatrist-psychoanalyst. Dr. Corbin will present case examples from her research that demonstrate the far-ranging impact of rebel forces upon individuals and communities in Uganda, arising from the abduction of child soldiers, and from their difficulties reintegrating into their home communities upon resettlement. The presenter and discussants will consider some of the implications from such research for the psychoanalytic clinician working within a western context, including ways to develop competency at working with individuals and families from a different cultural orientation. Given the affectively charged nature of this trauma material, the affective learning model will be incorporated as an intercultural tool to examine cultural differences such as gender role, professional perspectives, and family culture. This activity is designed to enhance competence in the provision of psychological services to culturally diverse populations, as required for Maryland Psychologists and certain other mental health professionals.

LEARNING OBJECTIVES

At the conclusion of the conference, the participants should be able to:

1. Examine subjective understandings and meanings of trauma in individual and communal narratives, and apply their understanding of nonwestern practices to enrich their clinical competence.

2. Explain how their implicit cultural assumptions, operating within the transference-countertransference field, can impact their clinical technique.

3. List four important things to know when working with individuals and families from a different culture.
4. Describe the impact of community trauma on shaping the development of an individual’s and a community’s identity.

5. Give examples of the applicability of grounded theory research methodology to studying the impact of culture on mental health beliefs and practices.

6. Utilize the affective learning model as an intercultural tool to examine, cultural differences, gender role differences, professional perspectives, and family culture.

7. Self-assess their cultural competence utilizing the Multicultural Counseling Inventory (MCI), a research-validated instrument.

REFERENCES:

Constantine, M. & Sue, D.W. (2005). Overview of the American Psychological Association’s Multicultural Guidelines: Implications for Multicultural Competence. In: Constantine, M. & Sue, D.W. (2005) Strategies for Building Cultural Competence in Mental Health and educational Settings. Wiley-Blackwell. Pages 1-15.

Corbin, J. (Ed.). (2012). Children and families affected by armed conflicts in Africa: Implications and strategies for helping professionals in the United States. Washington, D.C.: NASW Press.

Corbin, J.N. (2012). Ethical tensions and dilemmas experienced in a northern Ugandan social work internship. Journal of Social Work Education, 48(4), 817-836.

Lee, E. (2010). Revisioning cultural competencies in clinical social work practice. Families in Society, 91(3), 272-279. DOI: 10.1606/1044-3894.4005

Shonfeld-Ringel, S. (2001). A re-conceptualization of the working alliance in cross-cultural practice with non-western clients: Integrating relational perspectives and multicultural theories. Clinical Social Work Journal, 29(1), 53-63.

Shibusawa, T. & Chung, I.W. (2009). Wrapping and unwrapping emotions: Clinical practice with East Asian immigrant elders. Clinical Social Work Journal, 37(4), 312-319.

CONTINUING EDUCATION CREDITS

For Physicians: This activity has been planned and implemented in accordance with the Essential Areas and Policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint sponsorship of the American Academy of Psychoanalysis and Dynamic Psychiatry and Consortium for Psychoanalytic Research, Inc. The American Academy of Psychoanalysis and Dynamic Psychiatry is accredited by the ACCME to provide continuing medical education for physicians.

The American Academy of Psychoanalysis and Dynamic Psychiatry designates this live activity for a maximum of 6.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

For Psychologists: This program is available for 6 continuing education credits. Participants must attend 100% of the program. Upon completion of a conference evaluation form, a certificate will be issued. This serves as documentation of attendance for all participants. Psychologists will have their participation registered through Division 39. Division 39 is approved by the American Psychological Association to sponsor continuing education for psychologists. Division 39 maintains responsibility for the program and its content. WPSP and Division 39 are committed to accessibility and non-discrimination in continuing education activities, and will conduct all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. There is no commercial support for this program, nor are there any relationships between the CE Sponsors, presenting organization, presenter and discussants, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

For Social Workers: 6 hours of Category 1 credit will be awarded by the American Association for Psychoanalysis in Clinical Social Work.