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The University of Maryland School of Social Work Office of Continuing Professional Education is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs and maintains full responsibility for this program. We are also approved to offer CE to Licensed Counselors and Psychologists. Clinicians in other states should verify with their licensing Board. For any questions, comments or concerns, please email cpe@ssw.umaryland.edu

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S26-907 NTU Psychotherapy: A Culturally Focused Approach to Health and Healing

Total Credits: 6 Anti-Oppressive Social Work Practices CEs

Bundle(s):: Spring 2026 Anti-Oppressive Social Work Practice Workshops
Categories:: 900 Anti-Oppressive Social Work Practice
Instructor:: Maisha Davis, LCSW-C
Course Levels:: Intermediate
Duration:: 7 Hours 30 Minutes
Target Audience:: Social Workers, LCPCs, and Psychologists

Dates

Event Dates

Fri, Jul 24, 2026 - 9:00 AM to 4:30 PM EDT

Base Price is $130.00 ~~Price reduced from Late Fee pricing 150.00~~ Ends 07/10/2026

Description

NTU Psychotherapy is an approach to working with families that allows them to recognize and tap into their inner strength for healing and oneness, understanding that healing is a natural process. Interventionists use spiritually focused, culturally competent methods to facilitate the healing process. This workshop will introduce participants to the basic elements of the NTU approach and, through a didactic and experiential delivery, show its application to a range of human service practices. In addition, the presenter will share empirical data demonstrating positive outcomes for individuals and families served. Finally, participants will be exposed to practical tools and examples that will make the content relevant and useful in practice with urban communities.

This workshop is in accordance with and compliance with the NASW Standards with a focus on service, social justice, dignity and worth of the person, importance of human relationships, integrity, competence, and social workers’ ethical responsibilities to clients, in practice settings, as professionals, to the social work profession, to the broader society.

This workshop is in compliance with the Maryland Board of Social Work Examiners’ COMAR 10.42.03.06.A(5) and with the District of Columbia Board of Social Work 17-70-7008.4.   

Maryland: This workshop meets the license renewal requirement for Anti-Oppressive Social Work Practice for Maryland Board of Social Work Examiners’ COMAR 10.42.06.03.A.(1)(d) with a focus on cultural humility.

District of Columbia: This workshop meets the continuing education requirement for DC Public Health Priorities in the following topic: 4. Healthcare Professional Retention and Capacity Building.

Instructor

Maisha Davis, LCSW-C Related Seminars and Products

Maisha Davis, a native of Baltimore, is driven by her passion for the thriving potential that exists within our communities. For more than twenty years, she has shared key social work abilities with families, youth, communities, human service professionals, and organizations that serve a range of populations. Her experiences include working directly with children living with severe emotional trauma, young people who engage in risk behaviors from high-risk communities, and families and parents in need of supports and improved skills to stabilize and maintain their family units. Additionally, Mrs. Davis has experiences in community building and public policy, where she has worked with individuals, funders, private providers, and government agencies to mobilize resources and initiate changes necessary to improve the systems that directly affect the lives of families and children in our communities. Mrs. Davis has over ten years’ experience as a social work administrator, focused on developing professionals and programs, arming both with critical tools needed to instill hope and promote healing, in environments that uphold responsible and accountable stewardship. Today, Mrs. Davis is an adjunct professor with the University of Maryland’s School of Social Work, where she enthusiastically trains the field’s budding leaders, from a practice and curriculum-based perspective. Finally, she is a principal leader with Rafiki Consortium, LLC, and her own private practice, Diaspora Healing and Wellness, LLC, where she continues in her mission to create, facilitate, and fortify sustainable programming and practices that are healing for communities and the practitioners who serve them.

Agenda & Learning Objectives

AGENDA:

8:50 am - 9:00 am Log on

9:00 am – 12:00 pm

There will be one 15-minute break in the morning.

Welcome & Opening Rituals
NTU Philosophy, Goals, Principles
NTU Assumptions, Characteristics
NTU Values – Nguzo Saba

12:00 pm – 1:00 pm Lunch

1:00 pm – 4:30 pm

There will be one 15-minute break in the afternoon.

Role of the Therapist
Therapeutic Use of Rituals
NTU Phases and Techniques
Closing Ritual

4:30 pm Adjournment

LEARNING OBJECTIVES:

Upon the completion of this workshop, participants will be able to:

Recite the basic principles of NTU philosophy.
Recall the components of NTU psychotherapy and how it is implemented.
Demonstrate the role of the NTU interventionists.
List the potential impact and benefits of this approach.

Bibliography & References

BIBLIOGRAPHY & REFERENCES

1. Belgrave, F., Brome, D. & Hampton C. (2000). The contribution of Africentric values and racial identit NTU Psychotherapy: A Culturally-Focused Approach to Health and Healing y to the prediction of drug knowledge, attitudes, and use among African American youth. Journal of Black Psychology, 26(4), 386-401.

2. Belgrave, F.Z., Chase-Vaughn, G., Gray, F., Dixon-Addison, J., & Cherry, V.R. (2000). The effectiveness of a culture and gender specific intervention for increasing resiliency among African American pre-adolescent females. Journal of Black Psychology, 26(2), 123-147.

3. Belgrave, F., Townsend, T., Cherry, V., & Cunningham, D. (1997). The influence of an Africentric worldview and demographic variables on drug knowledge, attitudes, and use among African American youth. Journal of Community Psychology 25(4), 421-433.

4. Belgrave, F., Cherry, V., Cunningham, D., Walwyn, S., Letiaka-Rennert, K. & Phillips, F. (1994). The influence of Africentric values, self-esteem, and Black identity on drug attitudes among African American fifth graders: A preliminary study. Journal of Black Psychology, v20(2), pp. 143-156.

5. Cherry, V.R., Belgrave, F.Z., Jones, W., Kennon, D.K., & Gray, F. (1998) An Africentric approach to substance abuse prevention among African American youth. Journal of Primary Prevention, 18(3), 319-339.

6. Fitts, P., Phillips, F (2002). An NTU Afrocentric Approach to Treatment Foster Care, In Case Studies in Child Welfare

7. Gregory, H., & Harper, K. (2001) The NTU Approach to Health and Healing, Journal of Black Psychology, 27(3), 304-320.

8. Gregory, S. & Phillips, F. (1997). “Of Mind, Body, and Spirit” Therapeutic Foster Care—An Innovative Approach to Healing from an NTU Perspective. In Child Welfare.

9. Gregory, S. &Phillips, F. (1996). NTU: Progressive Life Center’s Afrocentric Approach to Treatment Foster Care. In Model Programs in Child and Family Mental Health.

10. Jackson, L., Gregory, H., & Davis, M. (2004). NTU Psychotherapy and African American Youth. Ed. J.R. Ancis, Culturally Responsive Interventions: Innovative Approaches to Working with Diverse Populations, 49-70. New York: Brunner-Routledge.

11. Phillips, F (1998). Spirit Energy and NTU Psychotherapy. In R.L. Jones (Ed.), African American Mental Health, 357-377. Hampton, VA: Cobb & Henry.

12. Phillips, F. (1990). NTU: An Afrocentric Approach, The Journal of Black Psychology 17, (1) 215-222.

13. Phillips, F (1988). NTU: Psychotherapy: Principles and Process, African Psychology in Historical Perspective & Related Commentary. Daudi Ajani ya Azibo

14. Phillips, F., Foster, P. (1993) An Afrocentric Model for AIDS Education, Prevention, and Psychological Services Within the African American Community, Journal of Black Psychology, 19,123-141.

15. Taylor, A. & Wooten, R. (1996) African American Rites of Passage Today, Crossroads: The Quest for Contemporary Rites of Passage. Mahdi, Christopher, & Meade. 167-184, Chicago: Open Court Publishing.

16. Woods-Giscombe, C.L. & Black, A.R. (2010) Mind-Body Interventions to Reduce Risk for Health Disparities Related to Stress and Strength Among African American Women: The Potential of Mindfulness-Based Stress Reduction, Loving-Kindness, and the NTU Therapeutic Framework, Complementary Health Practice Review, 15, (3) 115 – 131.

17. Wynn, R. & West-Olatunji, C. (2008) Culture-centered case conceptualization using NTU Psychotherapy with an African American gay male client. Journal of LGBT Issues in Counseling, 2, 308 – 325.

18. Noble, W.W. (2015) From Black Psychology to Sakhu Djaer: Implications for the Further Development of a Pan African Black Psychology. Journal of Black Psychology, 41(5): 399-414.

19. Vandiver, B.J. (2016) Message From the New Editor-in-Chief. Journal of Black Psychology, 42(5): 391-393.

20. Gamst G, Arellano-Morales L, Meyers LS, et al. (2020) Shifting Can Be Stressful for African American Women: A Structural Mediation Model. Journal of Black Psychology, 46(5): 364-387.

21. Woods-Giscombé, C. L., & Gaylord, S. A. (2014). The Cultural Relevance of Mindfulness Meditation as a Health Intervention for African Americans: Implications for Reducing Stress-Related Health Disparities. Journal of Holistic Nursing, 32(3), 147–160.

22. Jackson, V. H. (2015). Practitioner characteristics and organizational contexts as essential elements in the evidence-based practice versus cultural competence debate. Transcultural Psychiatry, 52(2), 150–173.

23. Jamison, D. F. (2018). Key Concepts, Theories, and Issues in African/Black Psychology: A View From the Bridge. Journal of Black Psychology, 44(8), 722-746. https://doi.org/10.1177/0095798418810596

24. Kesha Morant Williams (2022) Centering Mindfulness in an Afrocentric Worldview: African American Women, Social Support and Health When Creating Culturally Relevant Mindfulness Techniques Connected to African American Families, Western Journal of Communication, 86:2, 250-258, DOI: 10.1080/10570314.2021.1949030

25. Husain Lateef (2023) What is African-centered youth development? A content analysis of Bantu perspectives, Journal of Ethnic & Cultural Diversity in Social Work, 32:1, 12-22, DOI: 10.1080/15313204.2020.1870600

26. Wingate, L.R., Oliphant, V., Clement, D.N., Benson, O. (2023). Resilience and Black Identity Considerations for Black Mental Health Research. In: Koch, J.M., Townsend-Bell, E.E., Hubach, R.D. (eds) Identity as Resilience in Minoritized Communities. Emerging Issues in Family and Individual Resilience. Springer, Cham. https://doi.org/10.1007/978-3-031-38977-1_8

27. Watson, M. D. (2022). Half-Connecting Theory: Developing African Psychology Theory in a “Radical Beginnings” Direction. Journal of Black Psychology, 48(6), 683-725. https://doi.org/10.1177/00957984221080964

Course Completion & CE Information

Category I 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 6 Category I Continuing Education Units for anti-oppressive social work practices. 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 A continuing professional education.

ASWB Information

University of Maryland School of Social Work Office of Continuing Professional Education, #1611, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 2/11/2024-2/11/2027.

To receive ACE credit, full attendance is required; no partial credits will be given for partial attendance.

Certificate Access

To access the evaluation and certificate, click on the orange certificate button in your CPE account. Once you complete the evaluation, access to the certificate will be available.

Live Interactive Webinars (Cat I) and Live Webinars (Cat II) - Allow up to 30 minutes post-training for attendance to be verified, then you will be able to access the evaluation and certificate.

In Person Trainings - Please allow five (5) business days post-training for attendance to be verified, then you will be able to access the evaluation and certificate.

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters. Contact our office at cpe@ssw.umaryland.edu for more information.

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.

System Requirements:

Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Our webinar policies can be found on our website by clicking here.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129

Code of Conduct

The Office of Continuing Professional Education at the University of Maryland School of Social Work adheres to the NASW Code of Ethics. This policy is to ensure that the training environment for social work professionals remains respectful, productive, and conducive to learning. Disruptive behavior that interferes with the learning process, disrupts the training experience for others, or undermines the integrity of the program will not be tolerated.

Expectations for Participant Engagement:

In alignment with the NASW Code of Ethics and the University of Maryland Baltimore Code of Conduct, participants are expected to demonstrate professionalism, which includes respecting confidentiality, maintaining a collaborative and respectful tone, and contributing positively to the group dynamic. Disclosures made during the training (e.g., case studies or personal reflections) must be handled with care and in accordance with ethical and legal guidelines.

All participants in the training program are expected to:

Engage actively in the learning process and show respect for the opinions and contributions of others.
Demonstrate professionalism in both attitude and behavior, maintaining respect for instructors, peers, and the training environment.
Maintain open communication by expressing concerns or disagreements constructively and respectfully.
Follow the guidelines and expectations provided by instructors and facilitators.
Support a collaborative learning environment where all participants feel valued and safe to contribute.

Instructors and CPE staff reserve the right to dismiss participants who do not adhere to ethical/professional principles and standards. If removed, CEs will be adjusted to reflect the time attended, unless otherwise specified.

ADA Accommodations

To request ADA accommodations:

Please email our office at least four (4) weeks before the workshop. Late requests may not be accommodated.

Our email address is cpe@ssw.umaryland.edu.

Late Fees and Refunds

The base price is $130, which includes CE credit.

Late Fee: On 07/10/26, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.

Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.** To be eligible for a refund or CPE account credit, cancellations must be made at least 24 hours before the workshop.

For more information, please read the general policies on our website.

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