2022 Conference Agenda and Session Descriptions
Burnout Prevention in the Online Teaching Environment
10:00 a.m. Central Time
30-Minute Presentation
10:00 a.m. Central Time
30-Minute Presentation
Presenters
Shaakira Sharif is an Ed.D. candidate in the Educational Psychology and Technology degree program at the Chicago School of Professional Psychology. She obtained a Bachelor of Arts degree in Psychology from University of Illinois at Chicago in 2010, Master of Public Administration from DePaul University in 2012, and Master of Arts in Community Counseling from Saint Xavier University in 2015. Currently, Shaakira is a Licensed Professional Counselor and provides telehealth counseling services to adults. Lastly, her research interests include mental health, mindfulness, and online education. Dr. Aubrey Statti earned a Bachelor of Arts in Political Science and Spanish from the University of Florida in 2005, a Master’s of Professional Counseling in 2008, and a Doctorate of Education in 2011 from Liberty University. She is an Associate Professor with TCSPP in the Educational Psychology and Technology EdD program. Her research interests include K-12 education, online education, early childhood education, digital storytelling, rural education, and the impact of mentorship in educational settings. Dr. Kelly Torres is the Department Chair of the Educational Psychology and Technology program at TCSPP. She earned her doctorate degree in Educational Psychology. She also earned two master’s degrees in Educational Psychology and Curriculum and Instruction. She possesses Florida K-12 English for Speakers of Other Languages (ESOL) and Exceptional Student Education (ESE) teaching certificates. Dr. Torres’s research interests are focused on the implementation of technology into educational settings in order to enhance student academic outcomes and on various aspects of the motivational influences that may impact second language learning and culture. Brooke Urbina earned a Bachelor of Science in English, with secondary and middle school certifications, from the University of Central Missouri, in 2002, and a Master's in Educational Technology from the University of Central Missouri in 2004. After teaching middle school English, serving as the technology department for a small district for one year, and teaching high school English, she obtained her Specialist in Technology in Schools, with a Library Media Specialist certification, in 2016, and she became a Middle School Library Media Specialist in 2017. |
Session Abstract
This session will discuss the effects of burnout on teaching professionals in the online learning environment. During the COVID-19 pandemic, many teaching professionals have used video conferencing to connect with students and colleagues throughout the academic term. For example, Zoom's video conference tool has been widely used in online education environments for online instruction and meetings. Concerning the high utilization of Zoom and other online/video conferencing tools, teaching professionals have experienced high levels of Zoom fatigue and it is imperative to identify viable solutions to address this issue. Interventions to reduce burnout such as, virtual journaling, mindfulness, and positive affirmations are used to reduce burnout for professionals. Lastly, the presenters will discuss and provide examples of how these techniques can benefit individuals in different workplace settings. |
Conference Keynote: Bridging the Gap Across Disciplines and Professions: Crossing Parallels
11:15 a.m. Central Time
60-Minute Talk
11:15 a.m. Central Time
60-Minute Talk
Join Dr. Chris Stout for a discussion on ways to work across, and with, many disciplines; methods to “stack” your work in order to amplify it; and provide ideas and examples you can use and adapt to your work and career.
Dr. Chris Stout is a licensed clinical psychologist and international humanitarian with a diverse background in various domains. He is the Founding Director of the Center for Global Initiatives (a Top-Rated Nonprofit) and is the Executive Producer and Host of the popular “Living a Life in Full” a top-ranked podcast with an audience of over 3 million. He was a Fellow in the School of Public Health and Full Professor in the Department of Psychiatry in the College of Medicine at the University of Illinois, Chicago and prior to that he held an academic appointment at Northwestern University’s Feinberg School of Medicine. He served as a NGO Special Representative and had the honor of speaking at the United Nations; he holds the distinction of being one of only 100 world-wide leaders appointed to the World Economic Forum’s Global Leaders of Tomorrow and was an Invited Faculty at the Annual Meeting in Davos.
Dr. Chris Stout is a licensed clinical psychologist and international humanitarian with a diverse background in various domains. He is the Founding Director of the Center for Global Initiatives (a Top-Rated Nonprofit) and is the Executive Producer and Host of the popular “Living a Life in Full” a top-ranked podcast with an audience of over 3 million. He was a Fellow in the School of Public Health and Full Professor in the Department of Psychiatry in the College of Medicine at the University of Illinois, Chicago and prior to that he held an academic appointment at Northwestern University’s Feinberg School of Medicine. He served as a NGO Special Representative and had the honor of speaking at the United Nations; he holds the distinction of being one of only 100 world-wide leaders appointed to the World Economic Forum’s Global Leaders of Tomorrow and was an Invited Faculty at the Annual Meeting in Davos.
Interprofessional Approaches to Critical Disability Theory and Therapy
12:30 p.m. Central Time
60-Minute Panel
12:30 p.m. Central Time
60-Minute Panel
Presenters
Claude Barbre, Ph.D., L.P. is Distinguished Full Professor, The Chicago School of Professional Psychology. He is Course-Lead Coordinator of the Psychodynamics Orientation, and faculty in Child and Adolescent Studies. He served for 12 years as Executive Director of The Harlem Family Institute, NY. He is a five-time recipient of the international Gradiva Award for “outstanding writing in psychoanalysis and the arts.” He is also the recipient of the 2018 Distinguished International Award (TCS), and the 2022 Distinguished Psychoanalytic Educator Award from IFPE. Dr. Barbre is a Board Member at the Chicago Center for Psychoanalysis, and in private practice in Chicago. Bonnie Shoemaker, B.S., is a second year Psy.D. Candidate in the Clinical Psychology Program on the Chicago Campus. Her research focus centers on clinical neuropsychology and trauma studies, with particular interests in eating disorders, gender disabilities, victim advocacy, and psychopharmacology. She has also been active in child advocacy and forensic studies, working at Mary Abbot Children’s House in Norman, Oklahoma, and the Pediatric Intensive Care Unit at The Children’s Hospital, Oklahoma City, OK. Lowell Bisio, B.A., is a second year Psy.D. Candidate in the Clinical Psychology Program on the Chicago Campus. Mr. Bisio received distinctions in his studies of philosophical psychology at the Colorado College, Colorado Springs, CO. He has worked in hospice care facilities, conducting visits at patients’ homes. He is a recipient of the Glenn Gray Memorial Award at Colorado College. His research interests at The Chicago School focus on the interdisciplinary intersections of philosophy, clinical psychology, and therapeutic interventions, especially in areas of trauma studies and suicidal ideation. Dr. Rocco Catrone, PhD., BCBA-D, is an Assistant Professor at The Chicago School of Professional Psychology, Chicago Campus, in the Behavior Analysis Department where he teaches, advises and conducts research. He completed his Ph.D. in Rehabilitation specialization in Behavior Analysis and therapy from Southern Illinois University, and also teaches online content in Perugia, Italy. His research interests focus on the underpinnings of disability stigma through basic, computer-based research while engaging in community participatory actions research for applied supports. His work centers on providing ethical and efficient care for those diagnosed with developmental disabilities between ages 2- and 18 years old. |
Session Abstract
This panel will address the ethical obligations to deconstruct ableism while reconstructing an understanding of individual and social identity from a strength-based and affirming approach, which is a vital necessity in at a time of health disparities and social oppression prevalent in diverse cultures. Critical disability theory refers to an interdisciplinary approach that “involves scrutinizing not bodily impairments but the social norms that define particular attributes as impairments, as well as the social conditions that concentrate stigmatized attributes in particular populations” (Schalk, 2017). It involves the “scrutiny of normative ideologies that should occur not for its own sake but with the goal of producing knowledge in support of justice for people with stigmatized bodies and minds” (Minch, 2017). It is a means of study that seeks to support the transformation of society so that disabled people in all their diversity are equal participants and fully integrated into their communities. As Panthkrit Sanyal notes, “Critical disability theorists have long argued that racism and ableism operate jointly, intensifying and borrowing from each other.” Annamma, Connor, and Ferri describe a theoretical framework to what they call Disability Critical Race Studies (DisCrit) that focuses on the forces of racism and ableism that create social constructions affecting individuals and cultures by setting up notions of privileged perspectives of normality. Instead, “DisCrit privileges voices of marginalized populations, traditionally not acknowledged within research, considering legal and historical aspects of dis/ability and race and how both have been used separately and together to deny the rights of some citizens ( Annamma, Connor, and Ferri, 2015). In this presentation of short talks and discussions, the panel will explore the vicissitudes of disability critical race theory through the lens of moral injury, the intermingling forces of hope and despair, gender and race disparities, and clinical approaches to confronting ableist oppression and prejudice. Finally, the panel will discuss the interprofessional relevance of understanding critical disability studies as it affects individual and cultural settings in our work as psychologists and mental health professionals. |
Intercultural Competency and Humility in Healthcare Training
1:45 p.m. Central Time
60-Minute Roundtable
1:45 p.m. Central Time
60-Minute Roundtable
Presenters
Dr. Sherri Smith-Keys is a Nursing Leader and Educator with greater than 35 years of experience, which includes various clinical roles, didactic course work, consultant, strategist and executive administrative work. As part of her scholarly work, she has presented work on leadership, education, and various other topics. She coaches and mentors students and faculty as a means of supporting scholarship, enhancing the quality of care, and advancing the profession of nursing. Her educational background includes DNP, Walden University; M.S.N., Regis University; BSN, University of Texas at Arlington. Dr. Charlotte Chance has 35 years of nursing experience. She earned her ADN in 1985 from State Community College in East St. Louis. She received her BSN from the University of Missouri-St. Louis, with MS in Healthcare and Nursing Administration, and DNP consecutively from Southern Illinois University- Edwardsville (SIUe), in Edwardsville, Illinois. Dr. Chance was a Clinical Assistant Professor at SIUe teaching undergraduate and graduate-level students in Leadership and Community/Public Health. Dr. Chance maintained an active presence in the community educating students by participating in various healthcare promotional events and community projects. She worked to increase care access for all patient populations and decrease social barriers and disparities that prevent patients from seeking care. Dr. Chance believes that the fundamental goal of teaching is to foster learning. Learning takes place in many different circumstances and contexts. Although everyone is capable of learning, a student's desire to learn is a vital pre-condition to learning new concepts and skills. Dr. Dorothy Sanders-Thompson is a leader and educator. Her background includes greater than 25 years of nursing, which includes various clinical roles, teaching and administration. As part of her scholarly work, she has presented work on leadership, education and various other topics. She coaches staff and mentors’ students as a means of defining scholarship, enhancing the quality of care, and advancing the profession of nursing. Her educational background includes DNP, Walden University; M.S., Walden University; MS-HC, Capella University, B.S., Alcorn University Dr. Annie Addison is a leader and educator. Her background includes greater than 15 years of nursing, which includes various roles of clinical advanced practice and education. She is an esteemed Veteran, serving over 5 years in the United States Army. As part of her scholarly work, she has presented work on leadership, education, and various other topics. She currently mentors and tutors students and faculty as a means of supporting scholarship, enhancing the quality of care, and advancing the profession of nursing. |
Session Abstract
As global racial/ethnic diversity increases, higher education and businesses are incorporating diversity concepts into training modules, courses and hiring subject matter experts to work within the company, school, and with individuals for workforce training with positive outcomes, such as improved learning outcomes and group performance. As cross-cultural educational initiatives for professionals are now commonplace across a variety of sectors, our discussion/s will center around these questions of interprofessional competencies and humility within our healthcare training received. |
Training the Next Generation of Psychologists in Social Justice and Public Policy Advocacy
3:00 p.m. Central Time
60-Minute Panel
3:00 p.m. Central Time
60-Minute Panel
Presenters
Dr. Teresa Collins-Jones Dr. Collins-Jones is the Department Chair of the Clinical Psychology (PsyD) Program on the Dallas Campus of The Chicago School of Professional Psychology. She obtained her Bachelor of Arts in Psychology and Sociology from the University of Missouri-Columbia and her Master of Arts degree in Counseling and Guidance, with a concentration in Marital and Family Therapy, from the University of Missouri-Kansas City. She then went on to complete her Ph.D. in Counseling Psychology at the University of Oklahoma, with an emphasis in Pediatric Psychology and Clinical Child Psychology. In addition, Dr. Collins-Jones completed her Predoctoral Internship and Post-Doctoral Fellowship in Pediatric Psychology at the University of Maryland School of Medicine. She has spent the past 25 years working with children and adolescents in underserved areas and now focuses her work on training the next generation of psychologists. Dr. Ellen Breckenridge Dr. Breckenridge, is an Assistant Professor at The University of Texas Health Science Center at Houston, School of Public Health, Department of Management, Policy, and Community Health. Dr. Breckenridge received her Bachelor of Arts in History and Science from Harvard University, her Master of Arts and Doctor of Philosophy in History & Sociology of Science from the University of Pennsylvania, her Juris Doctor with a specialization in Health Care Law from the University of Houston Law Center, and her Master of Public Health with a specialization in Management, Policy, and Community Health from The University of Texas Health Science Center at Houston. Dr. Breckenridge has been a Co-investigator and project manager of several federally funded grants, developed a certificate program in Public Health Law Research and Policy Surveillance at The University of Texas Health Science Center at Houston in the School of Public Health, and published numerous book chapters, peer-reviewed journal articles, and book reviews. Dr. Lance Garrison Dr. Garrison is a licensed psychologist and licensed specialist in school psychology. He currently serves as the Campus Dean for the Dallas Campus of The Chicago School of Professional Psychology. Dr. Garrison completed a PhD in Health Psychology and Behavioral Medicine and a Master of Arts in School Psychology at the University of North Texas. In addition to nearly 20 years of experience in higher education, his clinical experience includes work with school districts, pain management and rehabilitation, psychological and neuropsychological assessment, inpatient psychiatric services, medical/surgical and oncology psychological consultation, and private practice in pediatric psychology. |
Session Abstract
This panel discussion will provide an overview of a social justice and public policy advocacy seminar series included as part of the professional psychology doctoral training program curriculum. This series was developed to increase awareness of social advocacy efforts and public policy issues impacting the clients we serve. Understanding the role that psychologists play in safeguarding the rights of those who benefit from psychological services is needed to focus attention on healthcare inequities and highlight the need for healthcare reform. Focusing on developing advocacy skills during graduate training will provide the framework to continue engaging in advocacy after they enter the workforce. |
Trauma & Community in a Cultural Context
4:15 p.m. Central Time
60-Minute Presentation
4:15 p.m. Central Time
60-Minute Presentation
Presenters
Walanda Johnson is a Licensed Marriage and Family Therapist who has spent over ten years in mental health providing trauma-informed care to children and their families across various cultures. She has provided parenting, and social engagement training facilitated domestic violence and youth behavioral groups andassisted in building couple enrichment for military couples. She co-founded eSquared, Inc., a non-profit that engages youth through education, outdoor, cultural, and entertainment experiences. She currently works in private practice and studies International Psychology at The Chicago School of Professional Psychology. Pamela North is a certified professional trauma coach and director of a nonprofit for domestic violence. Her focus is Trauma Services. Michele Redding-LaRosa is a Licensed Professional Counselor and Licensed Addiction Counselor with over 15 years of clinical experience in all levels of care, currently pursuing a doctoral degree in International Psychology with a focus on trauma services. Robyn L. Wheeler is a Ph.D. student at the Chicago School of Professional Psychology majoring in International Psychology with a concentration in Organizations & Systems. Professionally, Robyn is a Senior Director and serves as the Diversity, Equity, and Inclusion (DEI) Leader for Willis Towers Watson’s (WTW) Chicago Market. She has over 20 years of experience helping clients manage complex and often global, changes while keeping empathy for the employee experience top of mind. Before this role, Robyn was a Senior Director in the Talent &Rewards practice. She also served as the Midwest Market Leader for WTW’s Talent Management & Organizational Alignment practice. |
Session Abstract
Project SOW is an organization in the Philippines that supports orphans and widows who have experienced trauma from losing loved ones due to extrajudicial killings. In collaboration with this project and the Universal Declaration of Ethical Principles for Psychologists, doctoral students at TCSPP developed four modules for youth (13 and older) focusing on community, leadership skills, and confidence. Each session was designed to help youth reconnect with their community and hope for the future through engaging their leadership skills. The modules are simple and portable and within the cultural context. Through this session, participants will not only learn about Project SOW and cultural collaboration within the Filipino context but experience the modules by engaging in breakout sessions which include relaxation techniques, creativity, self-esteem, encouragement to develop a better future, and how to move forward. |