Don't miss this special event!
De-Colonizing Reflective Consultation and Supervision: Accessing Non-Dominant Sources of Wisdom and
Opening Paths to Self-Awareness and System Change
October 4 or October 11, 2022
9am - 12pm PST
Virtual
This webinar is for all who participate in reflective consultation or supervision (RC/S), those who provide RC/S, and all who are curious about ways to improve their reflective practice and advance equity and social justice in systems that serve babies, children and families.
This training meets the training requirement for
"Provision of RSC" for categories IFRS and IMHM-C
Learning Objectives
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Recognize the value added to reflective consultation and supervision when participants can access diverse, non-dominant, culturally relevant sources of knowledge.
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Identify and be able to give an example of at least 2 principles of partnership with Indigenous People and other People who have been and continue to be oppressed and marginalized in American society.
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Practice the skills of pausing, witnessing, and supporting access, inclusion and mutual reflection
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Reconsider the impact identities, culture, values, beliefs, privilege, biases, and systems of oppression have on one’s own life, the lives of children and families, and our practices
Tony Abeyta (Navajo Diné). Gathering from Four Directions.
"We are what our thinking makes us."
~Nigerian Proverb
Two dates available!
Description
Colonialism has been a defining force in our world for more than 500 years. It established hierarchies, systems of power and the dominance of European perspectives and values in countries, societies and disciplines. Colonialism influences how we think about what is right and good to this day. Decolonization in RC/S is a way to welcome non-dominant familial, cultural and ancestral sources of wisdom, diverse experiences and perspectives in meetings. We grow in self-awareness and ability to be clear about our intentions and the impacts our words and actions might have for other people. The next step is thinking together about parallel process and ways to extend reflective practice to our work with diverse children, families and communities.
Dr. Condon and Dr. Charlot-Swilley will explain and demonstrate the use of storytelling and mutual reflection to access non-dominant sources of knowledge during RC/S. They will suggest and solicit examples of ways to make RC/S relevant, useful and sustainable for diverse service providers, particularly in under-resourced settings. Participants will have opportunities to practice decolonizing approaches to reflective practice like storytelling, radical listening, witnessing and supporting access, inclusion and mutual reflection, in small groups.
Drs. Charlot-Swilley and Condon offer Africentric and Indigenous perspectives. They will share inspiring examples of positive effects that decolonizing approaches to RC/S have had in children and families’ lives, programs, research, systems, and policies. This webinar is an opportunity to deepen understanding of how diversity-informed principles of work with young children and families apply to RC/S and system change.
$75 (scholarships available)
3 CEUs for mental health professionals, 3 STARS hours
Can be applied to Endorsement and the provision of RSC
Interpretación en Español disponible
The Adinkra symbol for Sankofa (Asante People Ghana).
"If you want to go fast, go alone.
If you want to go far, go together."
~African Proverb
Sankofa means, “It is not taboo to fetch what is at risk of being left behind.” The bird is a heron. She pauses, turns back, and picks up a precious egg at risk of being left behind.
Francis Horne, Sr. (Coast Salish) Blue Heron.
"We will be known forever by the tracks we leave."
~Dakota Proverb
Herons nest in community. In Coast Salish traditions, herons teach the People to be patient, resourceful, determined and graceful. They show the importance of collective wellbeing.
About the Presenters
Dr. Dominique Charlot-Swilley has been instrumental in implementing HealthySteps in the District of Columbia (HS-DC). HealthySteps is a national evidence-based model that promotes nurturing parenting and healthy development for babies and toddlers through the integration of an early childhood specialist into the pediatric primary care setting. She has over 25 years of experience working with communities impacted by structural racism and economic inequities in diverse settings in Washington, DC, Baltimore, MD, and Miami, FL. Her expertise is in Infant and Early Childhood Mental Health (IECMH). She places culture at the nexus of her work. Dr. Charlot-Swilley co-developed the IECMH Family Leadership Certificate Program at Georgetown University which aims to build and diversify the mental health workforce by increasing the knowledge and skills of individuals with no or minimal post-high school education. She also designed CPR2, Compassion, Practice, Relationship, & Restoration, a wellness, group-based intervention to promote the wellbeing of pediatric and early childhood providers. Her wellness work has extended to co-creating an online platform for behavioral health providers to assess individual and organizational wellbeing and engage in continuous quality improvement. Dr. Charlot-Swilley completed her PhD in Clinical Psychology at Howard University. She has provided reflective supervision and consultation to graduate and post-graduate students as well as to seasoned mental health providers. Dr. Charlot-Swilley is of Haitian descent and has conducted training on wellness, trauma and youth violence prevention in Haiti, South Africa, and Ghana.
Dr. Dominique Charlot-Swilley
Paul Nzalamba (Ugandan). Discussion.
"Having a good discussion
is like having riches."
~Kenyan Proverb
Dr. Marie-Celeste Condon
Carol Grigg (Cherokee). Song to the Mother’s Spirit.
"If we wonder often, the gift of knowledge will come."
~Arapaho Proverb
Dr. Marie-Celeste Condon is a clinician, reflective consultant, and mentor in Early Relational Health (ERH), with over 25 years of experience working with babies, young children, families, practitioners, and communities in Texas, the Midwest, Pacific Northwest, and Nicaragua. Settings included home visiting programs, Children’s Hospitals, pediatric primary care, early childhood schools, childcare centers, ECEAP and ESIT programs, Early Head Start, a community-based poverty alleviation program, and a Women’s Correctional Facility. Dr. Condon is committed to de-centering privilege and Eurocentric worldviews in research and practice so diverse, often marginalized families and service providers can draw on non-dominant sources of wisdom, and influence change in systems and policies that affect their lives. For example, she led a qualitative, participatory action study of babies’ experiences living with incarcerated mothers that enabled participants to influence changes in programs, policies and practices in court and corrections systems. The group’s work inspired the development of a sentencing alternative in the State of Washington. Now, many parents do prison time at home focusing on building healthy relationships with their children, and addressing problems that contribute to intergenerational incarceration. Dr. Condon is known for a relational style of leadership. She completed a Masters in Early Childhood Special Education at the University of Houston at Clear Lake, and a doctorate in Social Welfare at the University of Washington. Dr. Condon is a mixed race descendant of First Nations L’nu whose traditional land is the Gaspésie, Quebecois and Irish immigrants.
Partnership. Dr. Condon helped develop the concept of Early Relational Health (ERH). She partnered with Dr. Charlot-Swilley, other HealthySteps Specialists of color, and African American families in studying equity issues and phenomena associated with screening ERH in Washington, DC. Along with their colleague, Tininka Rahman, BSN, MHCA, Drs. Charlot-Swilley and Condon analyzed the study’s data and developed an innovative reflective model of care called Early Relational Health-Conversations (ERH-C). ERH-C represents a paradigm shift from practitioner- to culture- and family-centered care. On-going, engagement in RC/S is a key component of the model, ensuring fidelity and continuous quality improvement in practice. We walk in an understanding that all of us come to the table with assets, history, culture, traditions and creativity that can make a real difference in the lives of children and families, in communities, and in dismantling systemic racism.