Ethical Dilemmas and Confidentiality

and

Cultural Identity through Means of Blood and Social-Cultural Connection

8 Hours of Continuing Education

Workshop Presenters: 

Martin Greer, Ph.D.

&

Chantelle Yazzie, MSW candidate

 

Date/Location:

Las Cruces Public Schools

Friday, April 8th

8 a.m. to 4 p.m.

 

Workshop Description

 

Morning Session:

This workshop will provide participants with a discussion of ethical issues regarding client confidentiality.  The workshop will utilize pertinent case law to illustrate ethical and legal challenges discussed.  Participants will have ample opportunity to discuss cases and seek feedback.

Session Goals:

1.     Participants will near how to apply the concepts of confidentiality and privilege to mental records. 

2.     Participants will learn about situations that trigger a need to break confidentiality, including duty to warn. 

3.     Participants will learn about client and family access to mental health records.

 

Afternoon Session:

Participants will learn the history of Blood Quantum laws; the laws enacted in the United States and the former colonies to define qualification by ancestry as Native American. This will be addressed through both biological and historical-cultural contexts and how this impacts individual’s self-identity, treatment within their Native American culture and dominant culture. Participants will also learn how this impacts policy and access to services needed to support Indigenous Peoples. Participants will learn about personal journeys of self-identity through individual stories and case studies and the impact this has had on the individual’s family and sense of self. Participants will learn how to apply the knowledge gained in this workshop to their clinical practice.

 

Session Goals:

1.     Participants will learn about the Blood Quantum law.

2.     Participant will learn about the biological and historical-cultural contexts to Blood Quantum and how this impacts individual’s self-identity, treatment within their Native American culture and dominant culture.

3.     Participants will learn how Blood Quantum law impacts policy and access to services needed to support Indigenous Peoples.

4.     Participants will learn about personal journeys of self-identity through individual stories and case studies and the impact this has had on the individual’s family and sense of self.

5.     Participants will learn how to apply the knowledge gained in this workshop to their clinical practice.

 

Presenters:

 

Martin Greer, Ph.D., is a licensed psychologist and a licensed school psychologist in New Mexico.  He serves as the Lead Psychologist for the Las Cruces Public Schools.

 

Chaltelle Yazzie, MSW candidate is a student in the Social Work program at New Mexico State University.  She is also a Navaho Artist and has a special interest in the arts and social work.

 

 

 

 

Training Agenda:

 

8 a.m. – 8:15 a.m.                    Sign-in

8: 15 a.m. – 9:15 a.m.              Ethical Decision-Making model

9:15 a.m. 9:30 a.m.                  Break

9:30 a.m. – 11:45 a.m.             Case discussion and application

 

Lunch

12:20 p.m. – 12:30                  Afternoon Sign-in

12:30 p.m – 12:45 p.m.           Speaker introduction and background

                                                Brief history of the presenter’s work as a Navajo Artist.

Origins of the photo project explained.

12:45 p.m. – 1:30 p.m.            History of Blood Quantum using both biological and

                                                historical-cultural contexts.

1:30 p.m – 2:15 p.m                Current implications and how this is used in policy

and access to services.

2:15 p.m – 2:30 p.m                Break

3:00 p.m. – 3:30 p.m.              Current implications socially and culturally within tribes.

Presentation of Photo Series with self-identification and

exclusion regarding photo subjects.

 

3:30 – 4 p.m. – Wrap up discussion and CE certificates

 

 

Workshop Announcement

9-10-2015

 

We are pleased to announce an upcoming workshop for the mental health team members of the Las Cruces Public Schools!

 

Evidenced-based Autism Intervention Strategies

Workshop Presenters:  Martin Greer, Ph.D. ,Cosette Montanez, Ph.D., Morgan Harding, M.Ed., Lucia Robles, MSW,LISW, and Jennifer Raess, MSW, LISW

 

Date/Location: Las Cruces Public Schools, Thursday, September 17, 2015, 8 a.m. to 4 p.m.

 

Workshop Description

Morning Session: The morning session will cover evidence-based practices for autism intervention with school-age children.  The focus of the session will be on the key components of The STAR Program (Strategies for Teaching based on Autism Research) and the LINKS curriculum (Linking Assessment and Instruction for Independence).  The STAR program and LINKS curriculum are based upon ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines for children with autism. The STAR Program is the only curriculum that has been validated by multiple independent randomized control trials (including IES and NIH Grants) on the market today.  Participants will learn to use ABA techniques with students and will learn effective consultation skills in working with teachers and parents.

Afternoon Session: The afternoon session will have three break-out sessions.  Attendees will participate in two of the three sessions.  The three sessions include: (1) discrete trial training, (2) pivotal response training, and (3) functional behavioral assessment. 

Workshop Goals

  1. Participants will learn about the STAR Program and its ABA components.
  2. Participants will learn effective ways to work with students directly using ABA techniques.
  3. Participates will learn effective consultation strategies to work with teachers and parents in implementing ABA techniques and progress monitoring.
  4. Participants will learn two of three specific ABA techniques for working with children with autism.  The techniques include: (1) discrete trial training, (2) pivotal response training, and (3) functional behavioral assessment.