Refunds will not be granted after purchase.
You will have access to the video for 30 days.
Total Credits: 1.5 including 1.5 Category II CEs
This presentation will provide an overview of adverse exposures and what is known about their influence on child development discussing exposure to poverty, crime, as well as pre-and postnatal exposures to psychopathology and substance use, and how these factors relate to racial inequities. Research from Dr. Rogers and her collaborators will be reviewed along with work from others. Ongoing longitudinal studies examining the role of social determinants on neonatal brain development and subsequent social-emotional development will be emphasized along with discussions about prevention and intervention strategies to optimize child development.
*Category II CEs are issued for On Demand Workshops
* You have 30 days to view after registration
Cynthia Rogers, M.D. is Professor of Psychiatry and Pediatrics at Washington University. Dr. Rogers co-directs the Washington University Neonatal Development Research (WUNDER) group, a multidisciplinary lab with members who specialize in Psychiatry, Neurology, Psychology, Neonatology, and Radiology. The WUNDER lab uses multimodal MRI including functional, structural, and diffusion MRI to understand how adverse exposures like poverty, prematurity, and prenatal substance use affect the brain at birth and alter brain development across childhood in racially and sociodemographically diverse populations. Dr. Rogers serves as prinicipal investigator of multiple NIMH and NIDA funded longtidinal research studies. Dr. Rogers also serves as Associate Director for both the Center for the Study of Race, Ethnicity and Equity (CRE2) and for the Intellectual and Developmental Disabilities Research Center. Dr. Rogers directs the Washington University Perinatal Behavioral Health Service which serves perinatal women with psychiatric and substance use disorders and she leads the NICU Behavioral Health Clinic, a teaching consultation clinic for formerly preterm children with early developmental and social-emotional delays. She serves on the editorial boards of Biological Psychiatry and of the Journal of the American Academy of Child and Adolescent Psychiatry and is a member of several professional societies, including the American Academy of Child and Adolescent Psychiatry, the FLUX Society, and the American College of Neuropsychopharmacology.
Kay Connors, LCSW-C, Instructor, University of Maryland School of Medicine, Executive Director, Taghi Modarressi Center for Infant Study, Program Director, Baltimore-Network of Early Services Transformation (B-NEST), NCTSN Category III Center and Center of Excellence for Infant and Early Childhood Mental Health, Division of Child and Adolescent Psychiatry. Kay is a clinical social worker specializing in working with families and young children dealing with traumatic stress. She trains providers in IECMH core competencies and evidence based practices, including Child Parent Psychotherapy. She works in interprofessional teams and with community and state leaders to increase access to child and family trauma and mental health resources.
Stacey B. Stephens LCSW-C is the Director of the B’more for Healthy Babies Upton/Druid Heights and Early Learning Programming at Promise Heights at the University of Maryland School of Social Work. Ms. Stephens is a visionary leader with 27 years of experience in assisting women and children access equitable health and mental health services throughout the Baltimore and the D.C. Metropolitan. Mrs. Stephens is a Clinical Instructor at the University Of Maryland School of Social Work and an Adjunct Professor at Morgan State University School of Social Work, where she teaches and inspires future healthcare professionals. She was a governor-appointed member of the Maryland taskforce to study perinatal mental health. She is also a Certified Diversity Practitioner which enables her to help individuals, groups, organizations and communities effectively manage cultural differences, influence system change and create equity in healthcare and educational sectors. With meaningful partnerships with residents and community partners, she has led the B’more for Healthy Babies team, who have accomplished a 75% reduction in the infant mortality rate over the past ten years which has resulted in the elimination of the disparity between Black and White infants in this community. Ms. Stephens incorporates self-care practices into her daily routine and she encourages her staff and community members to do the same.
Her areas of research interest are: achieving optimal health and mental well-being for women, children and families, process unresolved trauma in the subcortical area the brain, deepening authentic community engagement, environmental justice and food sovereignty and changing the deficit narrative surrounding expectant and parenting families of color.
As a result of this presentation, participants will be able to:
BIBLIOGRAPHY & REFERENCES
Hogan, V. K., Rowley, D., Bennett, T., & Taylor, K. D. (2012). Life course, social determinants, and health inequities: toward a national plan for achieving health equity for African American infants—a concept paper. Maternal and child health journal, 16(6), 1143-1150.
Lorch, S. A., & Enlow, E. (2016). The role of social determinants in explaining racial/ethnic disparities in perinatal outcomes. Pediatric research, 79(1), 141-147.
Moore, T. G., McDonald, M., Carlon, L., & O'Rourke, K. (2015). Early childhood development and the social determinants of health inequities. Health promotion international, 30(suppl_2), ii102-ii115.
Noonan, A. S., Velasco-Mondragon, H. E., & Wagner, F. A. (2016). Improving the health of African Americans in the USA: an overdue opportunity for social justice. Public health reviews, 37(1), 1-20.
Thornton, R. L., Glover, C. M., Cené, C. W., Glik, D. C., Henderson, J. A., & Williams, D. R. (2016). Evaluating strategies for reducing health disparities by addressing the social determinants of health. Health Affairs, 35(8), 1416-1423.
Fee & Registration:
The lecture is free, however, CE's are $20. You have access to the course for 30 days.
*No refunds will be granted.
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Category II Maryland BSWE Requirement
The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 1.5 Category II Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category B continuing professional education.
Social Workers, LCPCs, and Psychologists
All those interested in Topic Welcomed
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