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S24-902 NTU Psychotherapy: A Culturally Focused Approach to Health and Healing

Total Credits: 6 including 6 Category I CE

Spring 2024 Anti-Oppressive Social Work Practice Workshops
700 Professional Growth & Development |  900 Anti-Oppressive Social Work Practice
Maisha Davis, LCSW-C
Course Levels:
7 Hours 30 Minutes
Target Audience:
Social Workers, LCPCs, and Psychologists



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 meets the requirement for Anti-Oppressive Social Work Practice for Maryland Board of Social Work Examiners COMAR with a focus on cultural humility. 


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


9:50 - 10:00 Log on 

10:00 - 10:30 Welcome & Opening Rituals                 

10:30 - 11:00 NTU Philosophy, Goals, Principles  

11:00 - 11:15 Break           

11:15 - 12:00 NTU Assumptions, Characteristics      

12:00 - 1:00 NTU Values – Nguzo Saba                

1:00 - 2:00 Lunch                                                       

2:00 - 3:00 Role of the Therapist                                    

3:00 - 4:00 Therapeutic Use of Rituals                   

4:00 - 5:00 NTU Phases and Techniques     

5:00 Closing Ritual   



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



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.


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.


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.

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. 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.

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!


Late Fees and Refunds

The base price is $130 and includes CE credit. A non-refundable late fee of $20 is added on May 16, 2024

Cancellations** must be received 24 hours in advance prior to the workshop to receive a refund or an account credit.

Late fees cannot be refunded or applied to  account credit. 

**ALL cancellations will be subjected to a $35.00 administration fee.**

Live Interactive Webinar Platforms


The Office of Continuing Professional Education hosts Live Interactive Webinars through two platforms: Zoom and WebEx.

Both platforms offer high quality and user-friendly webinar platforms 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.

Webinar Policies & FAQs

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ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

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