Keys to the Kingdom - naadac.org

“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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Webinar Facilitator:Samson Teklemariam, LPC, CPTM

• NAADAC, the Association for Addiction Professionals

• www.naadac.org

• Steklemariam@ naadac.org

www.naadac.org/webinars N A A D A C , t h e A s s o c i a t i o n f o r A d d i c t i o n P r o f e s s i o n a l s

Director of Training and Professional Development for NAADAC

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www.naadac.org/culturally-relevant-education-webinar


Cost to Watch:Free

CE Hours Available:1.5 CE

CE Certificate for NAADAC Members:Free

CE Certificate for Non-members:$20

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5/19/2021


Using GoToWebinar(Live participants only)q Control Panel

q Asking Questions

q Handouts

q Audio (phone option)

q Polling Questions


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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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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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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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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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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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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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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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Racial Discrimination & Segregation

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Separate But Equal? Education

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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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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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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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https://cdn.penalreform.org/wp-content/uploads/2020/05/Global-Prison-Trends-2020-Penal-Reform-International-Second-Edition.pdf


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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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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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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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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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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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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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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

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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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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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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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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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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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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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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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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

[email protected]

Tarzana Treatment Centers College

www.TTCCollege.org

[email protected]

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mailto:[email protected]

http://www.ttccollege.org/

mailto:[email protected]


5/19/2021


www.naadac.org/culturally-relevant-education-webinar


Cost to Watch:Free

CE Hours Available:1.5 CE

CE Certificate for NAADAC Members:Free

CE Certificate for Non-members:$20

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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


Advancing Awareness in LGBTQ Care, Part I: History of Specialized Treatment for LGTBQ+ ClientsBy: Joe Amico, MDiv, LADC I, CAS and panel discussion

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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Call for Poster Presentations

www.naadac.org/ac21-call-for-poster-presentations

Submission deadline is May 31, 2021

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Wellness and Recovery in the Addiction Profession

NAADAC is proud to present the specialty online

training series Wellness and Recovery in the Addiction

Profession . Upon completion of the six-part training

series, participants may apply for the Certificate of

Achievement for Wellness and Recovery in the

Addiction Profession .

Specialty Online Training Series

www.naadac.org/certificate-for-wellness-and-recovery-online-training-series

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Ethics in Practice Specialty Online Training Series

The Ethics In Practice Specialty Online Training

Series will provide a thorough dive into the NAADAC/NCC AP Code of Ethics, bringing to life how the code plays out in the work of addiction

professionals and ways to handle and avoid ethical dilemmas.

www.naadac.org/certificate-for-ethics-in-practice-online-training-series

This series is designed to accompany the NAADAC/NCC AP Code of Ethics

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