Skip to main content
This product may have additional discounts available which will be visible once you checkout.
Not Found
Webinar

S26-210 Fostering Healthy Communication

Total Credits: 3 Category I CEs

Categories:
100 Children & Adolescents |  200 Adults, Couples & Families |  New
Instructor:
NaShey Ingram, LCSW-C, RPT-S
Course Levels:
Intermediate
Duration:
3 Hours 15 Minutes
Target Audience:
Social Workers, LCPCs, and Psychologists
Dates
Save for Later  Add to Cart »

Description

Communication is the foundation of healthy family relationships. It shapes identity, informs how we engage with the world, and influences how we navigate conflict and connection. Family roles, generational perspectives, and life experiences often create barriers that hinder effective communication. This training offers clinicians strategies to support families in developing verbal and nonverbal skills, exploring generational influences, and fostering authentic dialogue across ages and roles.  

 

This workshop is in accordance and in compliance with the NASW standards with a focus on the principles of service, dignity and worth of the person, importance of human relationships, and competence; and the standard of responsibilities to clients, practice setting, as professionals, to the social work profession, and 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.    

Instructor

NaShey Ingram, LCSW-C, RPT-S Related Seminars and Products

NaShey Ingram, LCSW-C, RPT-S, is a registered play therapist supervisor and creator of African-centered play therapy. Aiming to address the unique needs of Black children and their families, NaShey created African-centered play therapy in response to the lack of cultural focus in traditional play therapy. NaShey holds a Master of Social Work degree from Morgan State University and a Bachelor of Science degree in psychology from Towson University.    

With over fifteen years of child welfare experience, NaShey remains committed to the holistic healing of children and making African-centered play therapy accessible by providing affordable therapeutic products, training, and supervision for mental health professionals, as well as for children and the individuals who support and love them. Her overall goal is to improve the mental well-being of Black children and families.    

Agenda & Learning Objectives

AGENDA:

12:50 pm - 1:00 pm Log on

1:00 pm - 2:30 pm 

  • Intro to Speaker
  • Overview of Objectives
  • Icebreaker
  • Exploring Communication: Verbal and Non-Verbal
  • Intervention Intro and Practice

2:30 pm  - 2:45 pm BREAK

2:45 - 4:15 pm

  • Generational Impacts on Communication
  • Cultural Impacts on Communication
  • Intervention Intro and Practice
  • Fostering Healthy Communication:
  • Consistent Evaluation of Practices
  • Intervention Intro and Practice

4:15 Adjournment

 

LEARNING OBJECTIVES:

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

  • Identify verbal and nonverbal communication power and how it is commonly observed in family systems.   

  • Analyze generational beliefs and cultural frameworks that influence communication styles.  

  • Apply three evidence-based strategies to foster honest and authentic family communication.   

  • Demonstrate approaches that sustain ongoing healthy dialogue between family members. 

Bibliography & References

BIBLIOGRAPHY & REFERENCES

Anderson, L. A., Caughy, M. O., & Owen, M. T. (2022). "The Talk" and parenting while Black in America: Centering race, resistance, and refuge. Journal of Black Psychology, 48(3–4), 475–506.  https://doi.org/10.1177/00957984211034294

Anderson, R. E., Johnson, N., Jones, S. C. T., Patterson, A., & Anyiwo, N. (2024). Racial socialization and Black adolescent mental health and developmental outcomes: A critical review and future directions. Journal of Clinical Child & Adolescent Psychology, 53(5), 709–732. https://doi.org/10.1080/15374416.2024.2384025

Bonafide, K., "Parent-Child Communication among African American Families: Does "Being on the Same Page" Protect Against Adolescent Sexual Risk Behavior?" (2015). Dissertations - ALL. 333. https://surface.syr.edu/etd/333

Bukowski, Joseph, "Sorry to Bother You - the perception of code-switching among African American males" (2019). Culminating Projects in TESL. 4. https://repository.stcloudstate.edu/tesl_etds/4

Contreras, M. M., Caughy, M. O., & Owen, M. T. (2022). Emergence of ethnic-racial socialization for African American and Latinx families: Evidence for factorial validity and measurement invariance across early childhood. Cultural Diversity and Ethnic Minority Psychology, 28(2), 193–204. https://doi.org/10.1037/cdp0000496

Corsini, Vonnie, "A descriptive study of the use of the black communication style by African Americans within an organization" (1994). Electronic Theses & Dissertations. 512. https://digitalcommons.pittstate.edu/etd/512

Cross, C. J., Taylor, R. J., & Chatters, L. M. (2018). Family social support networks of African American and Black Caribbean adolescents. Journal of Child and Family Studies, 27(9), 2757–2771. https://doi.org/10.1007/s10826-018-1116-2

Dixon, S. V., Graber, J. A., & Brooks-Gunn, J. (2008). The roles of respect for parental authority and parenting practices in parent–child conflict among African American, Latino, and European American families. Journal of Family Psychology, 22(1), 1–10. https://doi.org/10.1037/0893-3200.22.1.1

Farrington, C., King, S., & Kohn, M. (2021). Sources of variation in the speech of African Americans: Perspectives from sociophonetics. Wiley interdisciplinary reviews. Cognitive science, 12(3), e1550. https://doi.org/10.1002/wcs.1550

Fickers, M. (2022). Recognizing the importance of the socio-cultural context: An analysis of code- switching between African American English and Standard English in the United States. (Unpublished master's thesis). Université de Liège, Liège, Belgique. Retrieved from https://matheo.uliege.be/handle/2268.2/15397

Henderson, M.-K. (2016). Decoding metacommunication patterns from African American single mothers to sons(Doctoral dissertation, Walden University). Walden Dissertations and Doctoral Studies.

Hyter, Y. D., Rivers, K. O., & DeJarnette, G. (2015). Pragmatic language of African American children and adolescents: A systematic synthesis of the literature. Topics in Language Disorders, 35(1), 8–45. https://doi.org/10.1097/TLD.0000000000000043

Howard, S. C. (Ed.). (2021). Why Wakanda matters: What Black Panther reveals about psychology, identity, and communication. Smart Pop Books.

Johnson, D. G., Mattan, B. D., Flores, N., Lauharatanahirun, N., & Falk, E. B. (2021). Social-Cognitive and Affective Antecedents of Code Switching and the Consequences of Linguistic Racism for Black People and People of Color. Affective science, 3(1), 5–13. https://doi.org/10.1007/s42761-021-00072-8

Kurinec, C. A., & Weaver, C. A. III. (2021). “Sounding Black”: Speech stereotypicality activates racial stereotypes and expectations about appearance. Frontiers in Psychology, 12, 785283. https://doi.org/10.3389/fpsyg.2021.785283

LeCuyer, E. A., & Swanson, D. P. (2016). A within-group analysis of African American Mothers’ authoritarian attitudes, limit-setting

Richardson, B.L., Macon, T.A., Mustafaa, F.N. et al. Associations of Racial Discrimination and Parental Discrimination Coping Messages with African American Adolescent Racial Identity. J Youth Adolescence 44, 1301–1317 (2015). https://doi.org/10.1007/s10964-014-0196-6

Roach, C., "Switchin’ up: The effect of code-switching on black professionals in predominantly white organizations" (2023). Communication Theses. 56. https://mavmatrix.uta.edu/communication_theses/56

Small, Khris-Ann K., "The Association of Ethnic-Racial Socialization with Ethnic-Racial Identity in Black Youth: A Meta-Analysis" (2016). Master's Theses. 1031.

Vereen, L. G. (2007). African American Family Structure: A Review of the Literature. The Family Journal, 15(3), 282-285. https://doi.org/10.1177/1066480707301504 (Original work published 2007) and children’s self-regulation. Journal of Child and Family Studies, 26(3), 833–842. https://doi.org/10.1007/s10826-016-0609-0

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 3 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. 

 

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 $70, which includes CE credit.  

Late Fee: On 05/21/26, 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.  

 

Back to Top