ACE Foundation Programs

2021 Program Archive

New York State Society for Clinical Social Work Met Chapter Committee on Racial Equality with The Advanced Clinical Education Foundation of the NYSSCSW Presents:


Program Description

The Moderator for the entirety of the program will be Sandra Cambridge, LCSW, RDT

Session 1


With the recent social upheaval and turmoil over the past ten months related to the Black Lives Matter movement, following the killings of George Floyd, Breonna Taylor, and Ahmaud Arbery (amongst others), and the social inequities exposed by the COVID19 pandemic disproportionally affecting Black, Brown, and poor urban communities, our society’s consciousness has been raised to forces of power, privilege, cultural difference, social hierarchies, oppression, and discrimination, that have always been present, to a level that has not been seen since the Civil Rights movement of the 1950s and 60s.

This context gives mental health providers a special opportunity to examine these powerful and ubiquitous social and cultural forces as they relate to the theoretical underpinnings and practice of psychotherapy, understanding ourselves and our clients as racial/cultural beings, and providing multiculturally competent counseling services to our clients. The overall goal of this webinar is to provide mental health providers with relevant knowledge of systemic sociocultural forces that affect their understanding of themselves, their clients, and how they provide services to their clients; and to help them develop new perspectives and skills in providing multiculturally competent services to their clients.

To this end, this webinar will: a.) define and explore systemic racism and differentiate it from individual thoughts, affect, and behaviors that result in prejudice and discrimination; b.) examine power and privilege (or the lack there of) related to social hierarchies around racial/cultural group memberships and how these phenomena may affect how clinicians see, understand, and provide services to their clients, and affect their clients’ psychological realities and functioning; and c.) assist participants in examining themselves as racial/cultural beings as well as how they may benefit (or not) from systemic racism (or other systemic forms of oppression) and develop/generate new perspectives and skills to address these systemic sociocultural forces in working with their clients.

Session 2


The presenting complaints of African American patients and People of Color rarely indicate that they are seeking psychotherapy to better manage some pressing problem with systemic racism. There is a complex interaction between what is experienced in the external world and how this finds expression in the internal world of our clients. Content related to race/racism can emerge at any stage of treatment. This presentation will reflect on how issues of race/racism that emerge and are cathected in the intra psychic lives of our clients are consistent with, and extend, our emerging understanding of their psychodynamics. Case illustrations will be drawn from both individual and combined individual/group treatment.

Session 3


Research using the Implicit Association Test (IAT, 2021) or subliminal priming suggests most Americans display anti-Black implicit bias. Phelps et al. (2000) and Lieberman et al. (2005) trace implicit bias to amygdala activation associated with fear conditioning. It may be culturally shared and reinforced through stereotype-consistent media misrepresentations of ‘Black crime’ (Craemer, 2011; Dixon, 2006; 2008; 2017; Dixon & Linz, 2000a; 2000b). Dovidio et al. (1997) show that implicit bias can lead to awkward automatic body language, perceived by Black conversation partners as ‘racist.’ Attempts at reducing implicit bias can be successful over the short-term (e.g., Patané et al. 2020) but do not persist over the long term (FitzGerald et al., 2019; Lai et al., 2016). However, pro-Black implicit identification may be able to overwrite implicit bias among some white respondents leading to pro-Black attitudes (Craemer, 2014). However, among Black respondents, pro-Black implicit identification may exacerbate “stereotype threat” leading to underperformance (Craemer & Orey, 2017). Macan and Merritt (2011) observe stereotype threat also among whites in interracial situations. In summary, anti-Black implicit bias poses a threat to therapy in interracial settings, while pro-Black implicit identification may provide opportunity.

Registration Options

*NYSSCSW Discount applies to NYSSCSW members in good standing only.

**Student Discount only applies to full time students currently enrolled in social work and MHP master level programs.

This is an ACE Foundation Program. If this is your first time taking an ACE Foundation program not co-sponsored by an NYSSCSW, you will be prompted to make your complimentary account on the ACE Foundation Learning Center platform, where you will be able to access all program information, course materials and information for future ACE Foundation programs from your member dashboard. You will be asked to set a password for your new ACE Foundation Learning Center account.


February 20, 2021

9:00am - 3:45 pm

Course Number



Jonathan Rust, Ph.D., N.C.C., Judith White, LCSW, and Thomas Craemer, Ph.D.

Program Originator:

Metropolitan Chapter



contact Hours:

6.0 Contact Hours Will Be Awarded For This Program

Applicable for:



Registration is closed.

Program Details

Session 1:
At the end of this presentation, participants will be able to:

  1. Define systemic racism and differentiate it from racism associated with individuals’ attitudes and behaviors by listing at least three differences.
  2. Explain how systemic racism, especially how it relates to power, privilege, and access to resources, is relevant and present in your work with clients, by identifying at least three ways it affects your attitudes and behaviors, your clients’ attitudes and behavior, and the interaction or dynamics in the relationship between you and your clients.
  3. Identify your racial/cultural group memberships and identities, understand how they are relevant to systemic racism, power, privilege, and access to resources, and identify at least three ways these factors affect your work as therapists.

Session 2:
At the end of this presentation, participants will be able to:

  1. Describe how racial content can emerge at different stages of the clinical process.
  2. Explain the distinction between stereotypes and transference. Racial and cultural issues, including stereotypes may forecast the developing transference. However, clarify the distinction between stereotypes and transference.
  3. Provide an example of how a patient’s choice of a specific stereotype of Blacks fits the patients’ psychodynamics.
  4. Provide an example of when a therapist uses the model of combined individual and group therapy and ways in which the group process elicits feelings about one’s own racial/ethnic group and different groups with greater intensity than individual therapy.
  5. Identify two societal events which can stimulate patient’s discussion of racism in the clinical hour and or in group therapy?

Session 3:
At the end of this presentation, participants will be able to:

  1. Define their own implicit racial associations using the IAT.
  2. Explain the effect of anti-Black implicit associations on ones’ own behavior under stress.
  3. Identify possible ways in which they may enhance pro-Black implicit identification to overwrite any existing anti-Black implicit bias.

Psychiatrists, psychologists, social workers, licensed psychoanalysts, nurse practitioners and family and marriage/couple therapists and mental health counselors.

This seminar is appropriate for clinicians with all levels of experience.

Sandra Cambridge, LCSW, RDT has over 20 years of clinical experience, having worked in biopsychosocial, medical, and psychiatric settings. She received her Masters in Social Work from Wurzweiler Yeshiva University, and went on to pursue post graduate studies at the Institute for Contemporary Psychotherapies, earning a certificate in psychoanalytic informed psychotherapy. She also trained as a Drama Therapist at the Institute for the Arts in psychotherapy, and is a member of the National Association for Drama Therapy. After completing a training at Columbia University, she used her training to instruct many students in field placement. Sandra has developed a keen interest in advocating for racial equality in both her personal and work lives, and has recently, during her sabbatical, undertaken leadership of the BIPOC Committee; a network for Black, Latinx, Asian, and Indigenous People of Color, which aims to provide support primarily, but not exclusively, to individuals at the beginning of their careers in Clinical Social Work.

Session 1
Dr. Jonathan Rust is an Associate Professor of Psychology and Counselor Education at the State University of New York (SUNY) at New Paltz. As a faculty member in the Counselor Education program, he is responsible for training the school counseling and mental health counseling students. Relevant courses he teaches include Multicultural Counseling and Group Dynamics and Counseling. He is a Certified Group Relations Consultant with the AK Rice Institute for the Study of Social Systems as well as a member of the affiliate organization the New York Center for the Study of Groups, Organizations and Social Systems. Furthermore, Dr. Rust is a NYS licensed psychologist and a National Certified Counselor, who maintains a private practice in Poughkeepsie, NY. His areas of expertise in research, teaching, psychotherapy, and consulting include understanding how racial/cultural factors—and the societal power and privilege dynamics associated with these factors—systemically affect the psychosocial development and mental health of racially/culturally diverse groups. He has conducted training workshops on diversity and multicultural counseling for the Hudson Valley Psychological Association, the Westchester Center for the Study of Psychoanalysis and Psychotherapy, and for Vassar College’s Counseling Service. In addition, Dr. Rust has provided consultative services to the Greenburgh Eleven Union Free School District assessing the racial/cultural attitudes and dynamics that affected the school district’s task of educating a racially/ethnically diverse student body.

Session 2
Judith C. White, LCSW, CGP, is a psychotherapist in private practice who works with individuals, couples, families and groups. Ms. White’s clinical practice and publications have focused on the intersection of psychotherapy with issues of race/ethnicity, culture, and sexuality.

Ms. White was the director of counseling at Malcolm-King Harlem College Extension.

Ms. White earned her certification in psychotherapy/psychoanalysis and analytic group therapy from Postgraduate Center for Mental Health. She has been a faculty member and supervisor in the Advanced Training Program of the Jewish Board of Family and Children’s Services. Currently she is a faculty member and training analyst at the Harlem Family Institute.

Session 3
Thomas Craemer, Ph.D. obtained a political science doctorate in 2001 from the University of Tuebingen in his native Germany, and a PhD from Stony Brook University, New York, in 2005. He teaches at the University of Connecticut’s Department of Public Policy. His experience of growing up in post-World-War II Germany motivated is research on implicit racial attitudes and race-related policies including slavery reparations. He has used reaction time measures to tap people’s implicit racial attitudes in a number of papers, including his paper on “Implicit Closeness to Blacks, Support for Affirmative Action, Slavery Reparations, and Vote Intentions for Barack Obama in the 2008 Elections,” which received the International Society of Political Psychology’s Roberta Sigel Award in 2010. In 2014, the paper appeared in Basic and Applied Social Psychology (Vol. 36, No. 5, pp. 413-424). His research on reparations has been widely cited in the media, including appearances in Full Frontal with Samantha Bee in 2019, and United Shades of America with W. Kamau Bell on CNN in 2020.

Zoom conference – Presentations followed by panel discussion

Contact Hours will be awarded once the entire course is completed, as evidenced by signing in and out and completing a course evaluation. Certificates will be emailed approximately ten business days after the completion of the course.

ACE welcomes participants with diverse abilities. Please contact Kristin or Jennifer at, at time of registration, to request accessibility accommodations. Accommodation requests are considered in accordance with the Americans with Disabilities ACT (ADA), Section 505 of the Rehabilitation ACT.

Cancellation Policy:

Cancellations made at least five days before the event will be fully refunded. For cancellation please call 1-800-288-4279, or email us at

Inclement Weather Policy:

Should Inclement weather occur, we will be notifying all registrants via the email by which the registrant signed up. Please be sure to check your email before you leave for the course.

  • 6.0 Contact Hours will be awarded once the entire course is completed.
  • All registrations must be submitted by the Wednesday prior to the program.
  • Certificates will be emailed approximately ten business days after the completion of the course.
  • For questions regarding disability access please contact Kristin or Jennifer, at time of registration, so that we can see to it that arrangements are made to accommodate your special needs:
  • For questions regarding course content, please contact Kristin or Jennifer:
  • In the event of any grievance please contact:

Advanced Clinical Education (ACE) Foundation of the New York State Society for Clinical Social Work, Inc. is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists  #PSY-0121.

Advanced Clinical Education Foundation of the NYSSCSW, Inc., SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0056; LP# P0017; LMFT #0028; LMHC #0045.

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