keys to the kingdom - naadac.org
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 1
Keys to the Kingdom
Developing Culturally Relevant SUD Education for Black Addictions Professionals
J A M E S B . G O L D E N , P S Y. D
C H I E F A C A D E M I C O F F I C E R
T A R Z A N A T R E A T M E N T C E N T E R S C O L L E G E
W O O D L A N D H I L L S , C A
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 2
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Keys to the Kingdom
Developing Culturally Relevant SUD Education for Black Addictions Professionals
J A M E S B . G O L D E N , P S Y. D
C H I E F A C A D E M I C O F F I C E R
T A R Z A N A T R E A T M E N T C E N T E R S C O L L E G E
W O O D L A N D H I L L S , C A
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 3
Unpacking the Title“ K E YS TO T H E K IN G D O M ”
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Acknowledgements
Fasiat Agaba
Yvonne Tiffer
Editing
Data
Haben Berhe
Megan Hansen
Research
Review
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Agenda
Ujima: Culturally Relevant Substance Use Education Curricula
EPA: Black Education & Learning EnvironmentsSankofa: Substance Use &
Education in Black AmericaAncestral Recognition
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 4
Learning Objectives
Participants will be able to identify the historic and current educational disparities in SUD education for Black Addictions Professionals.
Participants will be able to apply culturally relevant addictions theory to their professional development and educational practices.
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Caveat
We will be engaging in discussion and learning related to a very charged subject which incorporates elements of racism, equity, white supremacy, and health disparities.
It is our goal to offer methods to help address and dismantle the systems of oppression that create unsafe environments for Black learners.
We appreciate your desire to work through the hard moments and encourage you to continue efforts to identify areas in which our SUD Education systems can promote full safety for our students.
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To Our Ancestors
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Mary McLeod Bethune Septima Poinsette Clark Dr. Barbara Sizemore Booker T. Washington
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 5
Vocabulary
Intersectionality: an interconnected nature of social categorizations such as race, class, and gender an regarded as creating overlapping and interdependent systems of discrimination or disadvantage. (oxford dictionary)
Substance Use Disorder (SUD): disease of the brain that leads to the inability to control use of legal and/or illegal drugs or medications.
SUD Counselor: mental health counselor that specializes in treating patients that have a chemical dependency on drugs and alcohol.
Trauma: psychological or emotional response to an experience that was deeply distressing or disturbing.
White Supremacy: the belief that the white race is inherently superior to other races and should therefore assume control over society.
Anti-Racism: the active process of identifying and eliminating racism by changing systems, organizational structures, policies and practices and attitudes, so that power is redistributed and shared equitably.
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SANKOFA“TO GROW FROM YOUR PAST, GOTTA FACE IT”
— BEYONCE, “KEYS TO THE KINGDOM” (2019)
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Substance Use & Education in Black America
PART ONE
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 6
Defining Substance Use Disorder (SUD) Education
• Substance use disorders occur when the recurrent use of alcohol and/or drugs causes clinically and functionally significant impairment, such as health problems, disability, and failure to meet major responsibilities at work, school, or home. (SAMHSA)
SUD
• SUD Education refers to the academic programs that educate and train SUD Counselors within the United States, including practicum internship programs that provide necessary clinical hours.
SUD Education
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Historical SUD
Context in Black
America
Trauma
Health Disparities
High Incarceration & Imprisonment
Lack of Access to ResourcesLiquor Stores
Unemployment
Racism & Discrimination
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Cultural Trauma
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 7
Historical Black Trauma
American Slave Labor
Minstrelsy
Black Codes Jim Crow
The Great Migration
Ku Klux Klan Lynching
Ghetto and Welfare
Classifications
Institutional Racism
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Adverse Childhood Experiences
Adverse Childhood Experiences
Disrupted Neurodevelopment
Risky Health Behaviors
Socioemotional & Cognitive
Impairment
Disease and Disabilities
Early Death
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Brandon Jones, M.A.
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 8
Education & Roots
Excerpt from Virginia Revised Code of 1819
That all meetings or assemblages of slaves, or free negroes
or mulattoes mixing and associating with such slaves at
any meeting-house or houses in the night; or at any
SCHOOL OR SCHOOLS for teaching them READING OR
WRITING, either in the day or night, under whatsoever
pretext, shall be deemed and considered an UNLAWFUL
ASSEMBLY
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Prohibition18th Amendment to the Constitution ratified by
states on January 16, 1919.
“The Klan often gained a foothold in local
communities in the 1920s by arguing that it would clean up communities, it would get rid of bootleggers and moonshiners.” –Lisa McGirr, Harvard University “The War on
Alcohol: Prohibition and the Rise of the American State”
Disproportionately targeted Black speakeasy businesses and liquor distributors largely through the enforcement of domestic terrorist
organization—Ku Klux Klan.
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Jim Crow & Lynchings
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 9
Racial Discrimination & Segregation
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Separate But Equal? Education
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 10
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War on Drugs (1971)
Disgraced President Nixon:
◦ Increased federal funding for drug-control agencies
◦ Proposed strict measures like mandatory prison sentencing for drug crimes
◦ Announced the creation of the Special Action Office for Drug Abuse Prevention (SAODAP)
◦ Created the Drug Enforcement Administration (DEA) (1973)
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 11
War on DrugsJohn Ehrlichman (Former President Nixon’s domestic policy chief) explained:
◦ The Nixon campaign had two enemies: “the antiwar left and black people.”
◦ “We knew we couldn’t make it illegal to be either against the war or black, but by getting the public to associate the hippies with marijuana and blacks with heroin, and then criminalizing both heavily, we could disrupt those communities.
◦ We could arrest their leaders, raid their homes, break up their meetings, and vilify them night after night on the evening news. Did we know we were lying about the drugs? Of course, we did.” (Harper’s 1991)
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War on DrugsAnti-Drug Abuse Act of 1986
Possession of 5 grams of crack cocaine = 5-year minimum
prison sentence without
possibility of parole.
Possession of 500 grams of
powder cocaine = 5-year
minimum prison sentence without possibility of parole.
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 12
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War on Drugs
In the US, Black people are incarcerated at five times the rate of
white people with nearly half sentenced for drug related
crimes. (Penal Reform International, 2020)
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 13
Prison Industrial Complex
Marijuana arrests are still
widespread nationwide, making up 43 percent of all drug arrests
— more than any other drug.
The vast majority of these
arrests — nine out of 10 — are for possession. (A C LU , 2020)
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SUD Treatment
There is growing evidence of the
associations between racial
discrimination and substance misuse
among Black Americans.
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 14
Racial Disparities in SUD Treatment
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Access to quality treatment
Receiving an accurate diagnosis
Being diverted to the criminal justice system rather than addiction treatment
Rates for completing treatment programs for drug and alcohol use
Length of stay in a treatment program
Recovery rates
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SUD Treatment Health Disparities
• Latinx individuals are 75% as likely as White Americans to complete treatment.
• Black individuals are 69% as likely as White Americans to complete treatment.
Completion Rates for
SUD Treatment
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(Mennis & Stahler 2016)
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 15
U.S. Population Projections Now-2050
Asian
8%
Latinx
24.4%
Black
14.6%
Despite the rapid growth of non-White
populations, the United States maintains a
consolidated system that creates opportunities
for White Americans while creating
impediments for people of color. (H a ll, 2015)
Black and Latinx individuals are found to have
greater barriers to accessing, completing, and
having satisfactory experiences within
substance use treatment than White individuals.
(M arsh , C ao , G uerre ro , & S h in , 2009 ; M enn is & S tah le r, 2016)
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EPAM O ST S C H O O L S ST IL L H AV E ST R U C T U R A L IN E Q U IT IE S T H AT A R E P R E D IC T I V E O F W H O W IL L B E A H IG H A C H IE V E R A N D W H O W IL L B E A LO W A C H IE V E R … A LO N G R A C IA L L IN E S .
— Z A R E T TA H A M M O N D
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Black Education &
Learning Environments
PART TWO
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 16
Effects of “Whiteness” on Black Student Perception
Whiteness◦ A set of characteristics and experiences generally
associated with being a member of the white race and having white skin.
◦ Sociologists believe the construct of whiteness is directly connected to the correlating construct of non-White people as "other" in society. Because of this, whiteness comes with a wide variety of privileges.
Whiteness as a theory was constructed to counter the problematic and stereotypical designations of non-white cultures:
◦ Asianness: studious, reserved, hardworking, law-abiding, respectful of elders
◦ Blackness: lazy, criminal, from broken families, rebellious, emotional, disrespectful of authority
(Cole 2019) (Perry, Still & Hillard 2019)
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Achievement Gaps
Black-White Testing Gap
◦ Racial gaps exist across all kinds of tests, not only
SATs
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Achievement Gaps
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 17
SUD Certificates
Black Students are enrolled in and
complete more certificate-based
programs in the U.S than any other
group.
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No One to Blame
“MEMBERSHIP IN A CASTE-LIKE GROUP IS PERMANENT, ASCRIBED AT BIRTH.” (OBGU 1983)
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 18
Microaggressions in Education
Racial microaggressions are one of the new faces of
racism. (Sue, D.)
Often perpetuated by white faculty, administrators, staff and students unaware of the racist origins of their actions
(Constantine et al. 2008; Louis et al. 2016; Sue et al.
2011)
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Common Educational Microaggressions Toward Black Students
Microaggressions
Mispronouncing Names
Setting low expectations for
students
Disregarding religious traditions
or their details
Using inappropriate or
degrading humor in class
Expecting Black students to
represent the Black perspective
Assigning class projects or creating
classroom or school procedures
that are heterosexist, sexist, racist, or promote other oppressions, even inadvertently
Assigning projects that ignore
differences in socioeconomic
class status
Ignoring student-to-student microaggressions
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Common Educational Microaggressions Toward Black Students
Color Blindness: “America is a melting pot” – “There’s one race: the human race.”
Denial of Individual Racism: “I’m not racist, I have Black friends.”
Meritocracy: “Everyone can succeed in this society, if they work hard enough.”
Environmental: College buildings named after Cisgender white upper-class males.
Imitating dialects or using the “N word” because it’s written in text.
Low Expectations: “You’re really smart” – “You’re so articulate”
Assumptions: Quoting Hip Hop lyrics or referencing Black TV shows or films.
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 19
Black Student Triggers
Any subject related to law enforcement or the judicial system
The Pledge of Allegiance and National Anthem
Reactions to racial disparities
Content connected to health-related deaths
Contents including racist slurs
Discussions and labels related to protesting or protesters
Research based on Western thought or by only white scientists
Metal detectors and police presence55
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Black Student SuicideSuicide among Black Youth has doubled since 2000, and is now the 3rd leading cause of death for Black Americans ages 15-24
Suicide attempts among black children and teenagers have increased by 73% since 1991
Suicide attempts decreased among teens in every ethnic group except for African Americans
(Hobson & Raphelson, 2019)
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Crack Epidemic vs. Opioid Crisis
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 20
Crack Epidemicas Projected (1980s-1990s)
Epidemic: a widespread occurrence of an infectious disease within a
community
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Opioid Crisisas Projected
(2000-Present)
Crisis: a time of intense difficulty, trouble, or danger
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Revictimization & Gaslighting
Black SUD counseling students often sit in discussions
on prohibition, racial health disparities, law, ethics, and treatment practices in SUD programs wondering several questions:
◦ Why haven’t we historically benefited from the theories being discussed?
◦ What was so different about Black substance users
that they were treated as criminals rather than patients?
◦ Why aren’t there any Black theorists being used to offer treatment options to Black SUD treatment?
Revictimization: victimization occurring at different points in time;
found repeatedly in college, community, and
clinical samples.
Gaslighting: a form of psychological abuse
where a person or group makes someone question their sanity, perception of
reality, or memories.
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 21
Unconscious and Implicit Bias
Biases• Any unconsciously-held
set of associations about a social group
• Result in the attribution of qualities to all individuals from that group, also known as stereotyping
• Product of learned associations and social conditioning
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Tools to Address Bias• Harvard Implicit Bias Testing• Attend Cultural Humility Trainings• Read Texts on Anti-Racism and
Bias• Hire a Diversity & Inclusion
Consultant
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Addressing Bias in SUD Treatment
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Know
Courageously know thyself. Learn about your own socialization process and history with regards to race, gender, sexuality, religion.
Apply
Liberally apply humility.
Collaborate
Don’t work in isolation; seek out supervision and other forms of support from someone who is knowledgeable.
Be Aware
Be aware of the role of power in society and in the therapeutic relationship.
Be aware of how media informs and reinforces implicit bias.
Monitor
Monitor what information you consume on a regular basis.
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Stigmatic and Racist Language Based on Bias
PositiveP erson w ho uses
substances
R eccurence o f use
P harm aco therapy
A cc iden ta l D rug
P o ison ing
P erson w ith a S ubstance
U se D iso rder
Negative
S ubstance A buser R e lapseM ed ica tion -
A ss is ted
T rea tm en t
O verdose A dd ic t A lcoho lic
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 22
Anti-Racist SUD Administration Self-Assessment
5. Why is our organization invested in diversity/intersectional work?
4. What have been the experiences of Black students in our school?
3. How have we set up or restructured processes in the service of inclusion?
2. How does our leadership team identify ourselves? Can we name our privileges?
1. What are the demographics of our executives, administrators, and instructors?
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https://everydayfeminism.com/2016/06/questions-for-anti-racist-orgs/
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Traditional SUDHealth Disparities & Bias Against Black People Translates toSUD Education Environments
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Ujima“NOBODY’S FREE UNTIL EVERYBODY’S FREE.”
—FANNIE LOU HAMER
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 23
Culturally Relevant
Substance Use Education
PART THREE
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Racism in SUD Treatment Education
As substance use treatment counselors are socialized within institutions of systemic racism, it is important to examine their positioning on racism in relation to their capacity for culturally competent care. (Matsuzaka & Knapp 2019)
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Anti-Racism Policies
Anti-Racist SUD Education Policies
Should:
• Proactively seek to recruit, and admit or hire diverse students, faculty and staff to their campuses.
• Reduce reliance on standardized measures of success that have been shown to be both discriminatory and of limited value in identifying ability and predicting success.
• Create programs, measures, and systems of accountability to make sure that students from diverse backgrounds feel they belong and can succeed.
• Develop a systematic approach to assessing and monitoring institutional climate, ensuring that implicit bias and its potential consequences are understood, and that people of diverse backgrounds feel welcome and respected.
• Encourage and support research efforts by faculty directed to better understanding racism, its causes and effects.
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(Association for Prevention Teaching and Research 2019)
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 24
Standard Curricula vs. Progressive Curricula
Rooted in White Western Theory
Mentions Racial Health D isparities
Teaches Counselor to Engage SUD Clients Unilaterally
Focuses on the Role of the SUD Counselor Solely
Teaches Counselors Blanket Assessment Strategies
Rooted in Black, Latinx, Asian, LGBTQIA2S Theory
Seeks to D ismantle Racial Health D isparities
Teaches Counselor Tools to Engage Clients in Developing a Treatment Plan
Teaches Counselors the Continuum of Care and Advocacy Skills
Teaches Counselors to Assess with Insight on Racial D isparities in Assessing
Sta
nd
ard
Cu
rric
ula P
rog
ressive
Cu
rricula
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Anti-Racist Curriculum
Anti-Racist SUD Educators and Writers Should Incorporate:
• Social determinants of health and the unequal distribution of these determinants in relationship to race, ethnicity and other socially defined groups.
• The place of biology in understanding race and health differences, the limited role of genetics as a primary causal factor in differences in health and disease with particular attention to understanding race as primarily a socially constructed rather than biological system of categorization.
• Clarity about the concepts of health disparities and health equity, as well as the primary causal roles of human decisions and actions and socially constructed systems in health disparities.
• Structural differences in access to care and quality of care for minority groups, and particularly for African-Americans, and how these differences lead to health inequities.
• The historical development and implementation of principles, policies and practices that embedded inequities of care into the U.S. health care system
• A range of strategies, including clinical quality improvement methods and advocacy, for health professions to address health inequities in their professional role.
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(Association for Prevention Teaching and Research 2019)
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The Value of Student StoriesIncorporate SUD student personal
stories into curriculum as a best
practice for culturally relevant educational experiences, justice,
inclusion, and giving voice to Black
students.
Life stories allow the instructor to learn about student values, background,
learning styles and goals.
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 25
Culturally Responsive Texts
Fetal Alcohol Exposure in the African American
Community
by Dr. Carl C. Bell, M.D.
Culturally Specific Treatment: A Model for the
Treatment of African-American Clients
by Hattie Wash, Psy. D.
Dysfunctional by Design: The Rebirth of Cultural
Survivors
by William Green
No Hiding Place: Empowerment and
Recovery for Our Troubled Communities
by Cecil Williams and Rebecca Laird
I'm Black and I'm Sober: The Timeless Story Of A
Woman's Journey Back To Sanity
by Chaney Allen
Black Pain: It Just Looks Like We’re Not Hurting
by Terrie Williams
Medical Apartheid: The Dark History of Medical
Experimentation on Black Americans from Colonial
Times to the Present
by Harriet A. Washington
Just Medicine: A Cure for Racial Inequality in
American Health Care
by Dayna Bowen Matthew
The Health Gap (The Challenge of an Unequal
World)
by Michael Marmot
Black Man in a White Coat (A Doctor’s Reflections on
Race and Medicine)
by Damon Tweedy
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Culturally Responsive SUD Teaching Practices
“Using a familiar
communication style
could possibly reduce
cultural dissonance,
create a sense of
membership, and
symbolically affirm
students who are
members of racial
minority groups.”
(Erickson, 1987)
Rely on Rely on inquiry-based learning rather than appearing as content experts
Utilize Utilize peer teaching and project design
Use Use media that is sensitive to the cultural trauma of Black students
Cultivate Cultivate intentionally intersectional guest speakers
Integrate Integrate relevant case studies
Interview Interview your students
Learn about Learn about your students
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Abolitionist Teaching
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Instructors hold themselves and colleagues accountable for complicity in perpetuating the Educational Survival Complex.
Recognize the impact of whiteness in classrooms and refuse to oppress dark students.
Identify racism in curriculum and texts.
Recruit instructors of color and pay for their college education.
Advocate for an education system where all Black and Brown children are thriving.
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 26
Planning for Triggers
Instructors need to be taught
how to question whiteness and
white supremacy, how to
check and deal with their
white emotions of guilt, anger,
and how these all impact their
classrooms. (Love 2019)
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Final ThoughtsIf we solve the problems of the
Black student in clinical education,
we solve the problems for all
students in clinical education.
It’s time to advocate and elevate.
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Contact Information
Dr. James B. Golden
Tarzana Treatment Centers College
www.TTCCollege.org
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
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Presented by: James B. Golden, PsyD 27
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UPCOMING WEBINARS
Treatment Considerations: Medication Assisted Treatment of Opioid Use Disorders with BuprenorphineBy: Jamelia Hand, MHS, CADC, CODP
June 16th, 2021
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June 18th, 2021
Codependency Turns 40! I Celebrate? Adapt? or Reconsider?By: Robert Weiss PhD, LCSW
May 26th, 2021
Protect Your Brain: Addressing Adolescent African American Males and Substance UseBy: Faye Barner, PhD, LPC, LSATP, CSOTP and Melendez Byrd, PhD
June 9th, 2021
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 28
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Treatment Practice
Certificate Programs
NAADAC Annual Conference, October 28 – 30, 2021 Virtual
www.naadac.org/annualconference
Engagement in the Black Community: A Virtual
NAADAC Summit (OnDemand)www.naadac.org/engagement-in-the-black-
community-webinars
Conferences and Events
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“Keys to the Kingdom”: Developing Culturally Relevant SUD Education for Black Addiction Professional
5/19/2021
Presented by: James B. Golden, PsyD 29
NAADACorg
Naadac
NAADAC
Thank YouNAADAC, the Association for Addiction Professionals
703.741.7686 / 800.548.0497
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