Join Dr. Jude Bergkamp at SMC in-person or virtually for a 4 hour workshop on Decolonizing Mental Health. For those who attended our fall conference, Dr. Bergkamp facilitated the same workshop on this topic at the College of Marin. He will be hosting the same workshop in the morning (2 hours), with an enhance workshop in the afternoon.
Additional Information Please contact Nancy Alfaro.
agenda
Friday 3/20/24 9:00 - 11:00 am Untangling our colonial roots: Tracking the colonial influences in contemporary clinical psychology (2 CEs) Jude Bergkamp, Psy.D.
12:00 - 1:00 pm Lunch Break
12:00-2:00 pm Contemporary colonial causes: The importance of social location and the Aggregate Model for clinical work (2 CEs) Jude Bergkamp, Psy.D.
CEs Training
Untangling our colonial roots: Tracking the colonial influences in contemporary clinical psychology (2 CEs) Jude Bergkamp, Psy.D.
Decolonization has been an increasingly popular term within our societal discourse, as well as in clinical psychology. Often, it is used to infer social justice or issues of equity and diversity. Yet, some have asserted that the use of this term, without a clear understanding of its historical impact, can dilute the term to a mere metaphor (Tuck & Yang, 2012). In the first of two presentations, Dr. Bergkamp will provide a historical clarification of the terms colonialization, colonization, and colonial mindset (Quijano, 2007). The philosophical underpinnings and common strategies of 14th century European expansion will also be introduced. Dr. Bergkamp’s personal story of colonial impact within his family will be utilized to bring these concepts to life. Then, participants will explore how colonial philosophy and strategies are currently influencing our Western society, our individual lives, and our shared field of clinical psychology (Bhatia, 2018; Adams et al., 2015).
Learning Objectives:
Participants will be able to define and differentiate the terms colonialization, colonization, and colonial mindset;
Participants will be able to demonstrate an understanding of the general timeline of historical colonization;
Participants will be able to describe colonization’s impact on clinical psychology.
Suggested reading: McCubbin, L. D., Alex, R. M., Bergkamp, J., Malone, C. M., Wang, C. D. C., & Reynolds, A. L. (equal contributions; 2023). Returning the colonizers gaze: Critiquing Whiteness in our training programs. Training and Education in Professional Psychology, 17(1), 14–21. https://doi.org/10.1037/tep0000436
Contemporary colonial causes: The importance of social location and the Aggregate Model for clinical work (2 CEs) Jude Bergkamp, Psy.D.
This second didactic presentation will assist in linking historical colonization to contemporary colonial mindset, asserting that colonization established the current system of socially-conferred privilege allotment (Bergkamp et al., 2022). Definitions and theory will be introduced to establish the concept of social privilege. Then the results of a multi-year, grounded theory study will be presented. A developmental model of social privilege awareness will then be utilized to begin to see the areas of decolonization and liberation needed to address our own intersectional identities. The model also has implications for how we train and practice clinical psychology. Moving to pragmatic application in clinical practice, Dr. Bergkamp will provide a case conceptualization method termed the Aggregate Model, to begin to integrate politics and history into psychotherapy (assessment, diagnosis, case conceptualization, treatment planning, outcome measurement). This model is meant to expose the historical amnesia implicit in the medical model of our field.
Learning Objectives:
Participants will be able to define social privilege and dysconsciousness (Bergkamp, 2022; King, 1995);
Participants will be able to apply the ADDRESSING model (Hays, 2022), status/rank, and agent/target designations to construct our social location;
Participants will be able to apply the Aggregate Model (Bergkamp, in press) as a case conceptualization tool incorporating decolonial efforts.
Suggested reading: Bergkamp, J., Olson, L., & Martin, A. (2022). Before allyship: A model of integrating awareness of a privileged social identity. Frontiers in Psychology: Personality and Social Psychology, 13:993610.https://doi.org/10.3389/fpsyg.2022.993610
Bergkamp, J., Persaud, S., Lonikar, & A., Khan, A. (2022). South Asian multicultural, multi-heritage, and diaspora identities. In Counseling South Asian Americans: Psychological and Clinical Implications. Routledge Press. Link to Book
Presenter Biography Dr. Jude Bergkamp is the program chair of the clinical psychology program at Antioch University Seattle, as well as clinical faculty in the Department of Psychiatry and Behavioral Sciences at the University of Washington. He serves as the Chair of the Ethnic and Racial Diversity Committee within the National Council of Schools and Programs of Professional Psychology (NCSPP). Recently, he was elected President-Elect of NCSPP. In addition, he serves on the APA’s BEA/BPA Task Force on Doctoral Competencies in Health Service Psychology. He was trained in forensic and neuropsychology and has worked in the Washington State Department of Corrections, and currently as a forensic evaluator at the Center for Forensic Services at Western State Hospital. His current research interests include the decolonization of psychology, the exploration of social privilege as the flip side of oppression, and the role social privilege plays in psychotherapy.
information
*MHWA is a CE provider approved by the California Psychological Association to provide continuing professional education for psychologists. The Board of Behavioral Sciences recognizes CE credit from CPA approved providers for LCSWs, MFTs, LEPs, and LPCCs. MHWA’s CE programs meet the California Board of Nursing’s requirements for acceptable continuing education for BRN licensees. MHWA maintains responsibility for this program and its content.
Attendance policy Those who attend this training in full and complete the appropriate evaluation form will receive CE credits. Those arriving more than 15 minutes after the start time or leaving before the training is completed will not receive CE credits.