This guidebook for the 2017 International Lecture

Series is a brief caption of each of the participants

from the United States who will share their research,

clinical best practice, and/or pedagogy during this

inaugural event at Lifeline in Capetown, South

Africa. Chosen lecturers/consultants for this

conference were based upon each professionals work

in the field of mental health and sexuality studies and

the impact that he/she has had on Black communities

and those who serve this unique population within

the African diaspora.

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 Table of Contents

Dr. James Wadley (Conference Chair) 4

Dr. Donnetrice Allison 5

Drs. Wendy Ashley & Allen Lipscomb 6

Dr. Gail Augustine 7

Mr. Patrick Grant 8

Dr. Pamela Kennebrew 9

Dr. Jeanine Staples 10

Dr. Bertrina Olivia West Al-Mahdi 11

Ms. Judith C. White 12

Dr. Erica Wilkins 13

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 James C. Wadley, Ph.D., LPC, NCC, ACS, IMHF
2017 International Lecture Series Conference Chair
Association of Black Sexologists and Clinicians
Lincoln University
jwadley@lincoln.edu

Dr. James Wadley is Associate Professor and Chair of the Counseling and Human
Services program at The Lincoln University. As a scholar-practitioner, he is a
licensed professional counselor and maintains a private practice in the States of
Pennsylvania and New Jersey.

He is the founding editor of the scholarly, interdisciplinary journal, the Journal of
Black Sexuality and Relationships (University of Nebraska Press). He is also the
founder and Principal of the Association of Black Sexologists and Clinicians and his
professional background in human sexuality education and educational leadership
has enabled him to galvanize scholars and practitioners in the field of sexology
across the world.

His research and publication interests include sexual decision making among
young adults, masculinity development and conceptions of fatherhood by non-
custodial fathers, and HIV/AIDS prevention. He has written undergraduate and
graduate courses and recently authored twenty-two courses for the Master of
Science in Counseling program for The Lincoln University (PA). In 2015, Dr.
Wadley earned his NBCC-International Mental Health Facilitator certification after
spending time with Rwandan therapists discussing the impact of genocide and
trauma in the early 1990s. In 2016, along with three other sexuality education
consultants, he conducted a training at the University of Muhimbili in Tanzania for
nursing and midwifery students.

Dr. Wadley received his Doctorate of Philosophy degree in Education from the
University of Pennsylvania with a concentration in Educational Leadership and
Human Sexuality Education. He earned a Master of Science in Education degree in
School Psychology from the University of Kentucky after completing his B.A. in
Psychology from Hampton University. Finally, he holds a clinical postgraduate
certificate from Thomas Jefferson University/Council for Relationships in
Philadelphia and is an AASECT Certified Sex Therapist Supervisor. These
credentials and a wealth of domestic and international clinical experiences, has
catapulted him to be one of the nations best marriage, family, and sexuality
clinicians.

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 Donnetrice C. Allison, Ph.D
Stockton University Galloway, NJ
allisond@stockton.edu

Biosketch
Donnetrice C. Allison, Ph.D currently serves as an associate professor of both Communication
Studies and Africana Studies at Stockton University in Galloway, NJ. Dr. Allison also serves as
coordinator for the Africana Studies Program, and she teaches numerous Africana Studies courses,
which include African American Movies and African Americans on Television and Women,
Minorities and the Media. Dr. Allison has been a scholar of media representation for more than
two decades and she most recently served as sole editor of the book Black Women's Portrayals on
Reality Television: The New Sapphire, published by Lexington Books.

Title
From Sapphire and the Brutal Buck to Thots and Thugs: The Long-lasting Legacy and Impact of
Negative Media Stereotypes on Blacks Self-Perception

The issue of negative representations of Blacks in media and, its potential impact on the Black
psyche, has been a focus of scholarship for more than a century. In 1903, in his seminal book, The
Souls of Black Folks, DuBois states:

It is a peculiar sensation, this double-consciousness, this sense of always looking at ones

self through the eyes of others, of measuring ones soul by the tape of a world that looks
on in amused contempt and pity.

Additionally, in an Esquire Magazine article, published in 1961, titled The Black Boy Looks at
the White Boy, James Baldwin writes:

All roles are dangerous. The world tends to trap you in the role you play and it is always
extremely hard to maintain a watchful, mocking distance between oneself as one appears
to be and oneself as one actually is.

The purpose of this project is to continue the conversation about the potential impact of negative
media representation on Black self-consciousness by analyzing some of todays film and television
images of Blacks.

Learning Objectives
1. By the end of the presentation, participants will be able to understand the importance of a
critical analysis of media images.

2. By the end of the presentation, participants will be able to understand the importance of a
Historical Analysis of media images.

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 Wendy Ashley, Psy.D., LCSW
Allen Lipscomb, Psy.D., LCSW
California State University Northridge Social Work Department
wendy.ashley@csun.edu; allen.lipscomb@csun.edu

Biosketch
Wendy Ashley, Psy.D., LCSW, Associate Professor and Associate Chair, joined the CSUN
faculty in Fall of 2008. Dr. Ashley received her Psy.D. from Ryokan College and her MSW from
the University of Southern California. She has been a Licensed Clinical Social Worker since
1998 and has over twenty years of social work experience in the areas of community mental
health, child welfare and addiction recovery. Dr. Ashley is the author of multiple publications,
speaks at conferences nationwide, maintains a private practice and provides training for multiple
community agencies. She is passionate about promoting social justice, and infuses an
intersectionality lens in her teaching, practice and research. You can learn more about Dr. Ashley
at DrWendyAshley.com.

Allen E. Lipscomb, Psy.D., LCSW, is a licensed clinical social worker in the state of California.
Dr. Lipscomb received his Doctorate in Clinical Psychology from Ryokan College and his
Masters in Social Work from the University of Southern California. Dr. Lipscomb is a
practitioner, clinical supervisor, field instructor, researcher, educator and author. His research is
centered on the psychiatric epidemiology among racialized Black identified men across the Black
Diaspora; complex-trauma, grief and loss, and race-based-trauma among children, youth and
men of color. Dr. Lipscomb has over 18 years of experience providing human related services to
children, youth and families throughout the Los Angeles and greater Los Angeles area.

Twitter: aLcombs101
Instagram: dr.alipscomb
LinkedIn: Allen Lipscomb, PsyD, LCSW

Title of Presentation
Colorful Disclosures: Culturally Affirming Clinical Supervision with Racialized Clinicians

This presentation is aimed at raising critical consciousness, awareness and visibility to the unique
supervision experiences and corresponding needs of clinicians of color with intersecting identities.
Managing microaggressions, marginalizing experiences, and negotiating oppression that occurs in
micro, mezzo and macro settings can be particularly challenging for clinicians of color. Using
quantitative and qualitative data from convenience and snowball sampling (n-92), the authors
explored the supervision experiences, needs and challenges of racialized clinicians. Special
attention is placed on the clinical supervisor-clinician-client triad (the triple process) and the
interpersonal dynamics of cultural sensitivity, cultural humility and authentic responsiveness that
supervisors aim to model and cultivate in the supervisory relationship. Recommendations and
strategies are offered to support supervisors in initiating difficult dialogues and shifting the
paradigm to promote this transformational perspective.

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Learning Objectives
1. Participants will learn how axis of identity including race, gender, gender identity, gender
expression, sexual orientation, citizenship status, age, ability, power and privilege inform
their clinical lenses, impact clinicians of colors' vulnerability in treatment and influence
the clinical supervision dyad.

2. Participants will learn strategies to explore the intra/inter-cultural dynamics inherent in

both the treatment providing process and clinical supervision, engage in difficult discourse
with supervisees and affirm and empower clinicians of color.

Gail Augustine, Ph.D

Florida A & M University
dr.gail.augustine@gmail.com

Biosketch
Dr. Gail Augustine is an Assistant Professor at Florida A & M University. She has over 15 years
of research, peer reviewed publications, teaching, and practice experiences in both the United
States, and the United Kingdom. Throughout her matriculation, she embarked on various
trajectories which provided a framework for her to examine beliefs, cultural assumptions, and
knowledge about concepts related to diversity, and marginal students in higher education. Her
scholarship interest includes andragogy epistemological framework, social work intervention in
higher education, and social psychological barriers in higher education.

Title of Presentation
An Examination of Social Psychological Barriers which impede Minority Undergraduate Students
in Higher Education Institutions.

More than half of the 400,000 freshmen minority students enrolled each year in colleges and
universities in the United States fail to graduate within six years and some not at all. Many barriers
impact student retention in college, especially for underrepresented undergraduate minority
students. Studies in the past have focused on the causes of attrition of underrepresented
undergraduate minority students, revealing a significant gap in the research on what leads to their
success in higher education. A phenomenological study was used to allow participants to share
their experiences from their individual perspectives. This qualitative research study investigated
the social psychological attrition barriers encountered by successful undergraduate
underrepresented minority students. The findings provided new perspectives on the barriers that
minority students face in Predominantly White Institutions (PWI), how these barriers can be
addressed to help minority students to successfully graduate.

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Learning Objectives
1. Participants will understand the scope of how social psychological barriers impede
minority students on Predominantly White Institutions (PWI).

2. Participants will gain new perspectives on how to address and to minimize attrition,
specifically, for undergraduate students from minority backgrounds.

Patrick Grant, MPH

La Salle University
grant4@student.lasalle.edu
Twitter: @MphGrant
Instagram: @IamPryan

Biosketch
Patrick Grant, MPH is a health educator and sexual health program coordinator in Philadelphia,
PA. He is currently in his second year at La Salle University, pursuing a Doctorate in Clinical
Psychology. His research interests include improving mental health andadvocating for the sexual
freedoms of minority communities.

Title of Presentation
Protect Yourself PA: Defending the Dignities of LGBT Youth Across the Diaspora

Protect Yourself PA is a program centered around hour long workshops designed to educate
LGBTQ Youth on physical, mental and sexual health awareness. Protect Yourself PA was
developed as a crucial response to better equip LGBTQ youth with information and community
allies and resources. This workshop is a tangible solution to help lower and eventually annihilate
the disproportionate rates at which LGBTQ youth are bullied, contract STI/HIV and deal with
depression, suicide, discrimination and brutality.

The current presentation will give attendees the chance to experience the hour long Protect
Yourself PA workshop. Attendees will receive tips and skills on Western methods of safety
surrounding interaction with the police, as well as with a sexual partner. Additionally, attendees
will engage in a discussion that connects specific social issues to mental health. At the end of the
session, questions will be addressed and international health resources will be distributed.

Learning Objectives
By the end of the workshop, participants will be able to:

1. Identify at least two ways in which their respective identities can impact their physical,
sexual, and mental health.

2. Apply how United States methods of protection can relate and be applied to the South
African context.

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 Pamela Kennebrew, Ed.D
Lincoln University
pam.kennebrew@gmail.com

Biosketch
Pamela Kennebrew is a scholar activist. She is an adjunct professor at Harcum College and Lincoln
University and teaches behind the wall in Philadelphia area prisons. Pamela holds a doctorate
in Educational Leadership from Fielding Graduate University, a Masters in Human Services with
a specialty in counseling from Lincoln University and a BA from Thomas Edison College.

Pamela is the Founder and President of the Black Womens Center for Carceral
Empowerment. The organizations mission is to expand the conversation regarding mass
incarceration by affirmatively and intentionally including those convicted of crimes but not
incarcerated. It is committed to the restoration of economic, educational and political rights of
those whose lives have been adversely impacted by a criminal conviction. Through her work,
Pamela seeks to raise awareness and foster research and scholarship regarding those women who
have been convicted of crimes but not sentenced to prison the invisible members of the convict
class.

Title of Presentation:
Love and Lock-up: A look at intimacy among Black women beyond bars.

The number of Black women who are incarcerated and under community supervision is rapidly
increasing. A number of stereotypes and myths exist regarding relationships between incarcerated
women, there is a paucity of research examining intimacy between women during incarceration.

A qualitative study was conducted with seven formerly incarcerated Black women with a
combined total of over 200 years in prison. Almost all the women reported developing strong
intimate relationships with other women during incarceration. The participants cited these intimate
relationships as coping factors to withstand the trauma of prison. The women also reported an
inability to re-create or establish similar relationships with others post incarceration.

The resulting paucity of research about how formerly incarcerated women perceive their prison
intimate relationships and the effect of those experiences on their current intimate relationships
has left a void that has implications for successful interpersonal and community relationships.

Learning Objectives
1. To explore how formerly incarcerated women respond to and transcend adversity by
forming intimate relationships in prison.

2. How the desire to re-create those experiences post incarceration may contribute to the
maladaptive behavior post incarceration.

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 3. How an understanding of those relationships might assist mental health professionals and
other community partners better serve formerly incarcerated women.

Jeanine Staples, Ed.D

The Pennsylvania State University
staples@psu.edu

Biosketch
Jeanine Staples is an Associate Professor of Literacy and Language, African American Studies,
and Womens Gender and Sexuality Studies at Penn State. Her new literacies scholarship,
teaching, and coaching push forward anti-racist, anti-sexist, and anti-ableist education through an
ideological concept called Supreme Love. Visit www.jeaninestaples.com to learn more.

Title of Presentation
Total Justice: Identifying & Dismantling White Supremacy Through An Endarkened Feminist
Epistemological and Ontological Framework For Black Womens Total Freedom In Love And
Life

In this talk, the author explores how Beyonces Lemonade demonstrates #BlackGirlMagic as a
heuristic whereby scholars, educators, and activists can understand the epistemological and
ontological contributions Blackness, Girlness, and Womaness make to social, emotional, and
sexual justice for all people. The talk particularly privileges the ways the author, a Black woman,
produced an endarkened feminist new literacies event to demonstrate these contributions and
interpret their implications for justice movements in schools and society where Black girls and
women develop in myriad ways. By featuring the concepts of relational and social t/Terrors and
clarifying how they come about and can be healed through #BlackGirlMagic - a (re)production of
endarkened, feminist epistemologies and ontologies - the author shares a method to dismantle
white supremacist patriarchal ideologies and enactments and contribute to Black womens total
and whole freedom in love and life.

Learning Objectives
1. Within the time frame prescribed, participants will learn three (3) ontological methods for
producing emotional justice for social justice for Black girls and women.

2. Within the time frame prescribed, participants will learn a typography of relational and
social t/Terrors through which to examine the scope and sequence of intersectional
aggressions exacted upon Black girls and women, and note their implications for social
and emotional justice for all of humankind.

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 Bertrina Olivia West Al-Mahdi, Ph.D
The Chicago School of Professional Psychology-DC
bowest@blackladiesinternationalinc.org

Biosketch
Dr. Bertrina Olivia West Al-Mahdi is an International Psychologist with a concentration in trauma.
She earned her Masters Degree in Clinical Psychology from Argosy University and her PhD from
the Chicago School of Professional Psychology. Dr. Al-Mahdis previous research includes
studying the Quality of Life of Informal/Nonfamilial Caregivers of Childhood Sexual Abuse
Survivors in South Africa. Dr. Al-Mahdis research interest also include female genital mutation,
colorism, vicarious traumatization and other diversity-related trauma, sexual abuse,
discrimination, diversity and inclusion, issues of acculturation, anxiety, depression, self-esteem,
invisible disability related issues, and conflict resolution.

Title of Presentation
The Quality of Life of South African Informal Nonfamilial Caregivers of Childhood Sexual Abuse
Survivors in South Africa

Previous research has indicated that providing care to trauma survivors has both positive and
negative effects on the quality of life (QoL) of caregivers. Negative effects that caregiving may
have include: experiencing symptoms of vicarious trauma (VT), compassion fatigue (CF),
secondary traumatic stress (STS), or burn out. In contrast, positive effects may include
experiencing CF, posttraumatic growth (PTG), or vicarious resilience (VR). This study took a
phenomenological approach to exploring the impact of providing care to childhood sexual abuse
survivors (CSAS) on the QoL of life among informal non-familial caregivers in South Africa
(n=15). Results confirmed findings from previous research suggesting that providing care to CSAS
has both positive and negative effects on the QoL of caregivers; however, negative effects were
more persistent. Results also indicated that caregivers experienced positive effects; however, those
experiences were minimum due to lack of education, training, social support, and coping skills.

Learning Objectives
1. By the end of this presentation, participants will have an understanding of the history of
sex abuse in South Africa and how it has impacted the quality of life and culture of South
Africans.

2. By the end of this presentation, participants will be able to identify and define in detail the
negative and positive effects of caregiving on the quality of life of informal/nonfamilial
caregivers of childhood sexual abuse survivors in South Africa.
a. Including the 79 themes found among the caregivers to include symptoms of:
i. vicarious trauma (VT)
ii. compassion fatigue (CF)
iii. secondary traumatic stress (STS)
iv. burn out
v. posttraumatic growth (PTG)

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 vi. vicarious resilience (VR).

3. By the end of this presentation, participants will identify ways to combat against the
negative effects of caregiving to include:
a. Providing caregivers with additional education, training, and emotional support
b. Discuss ways to ensure the retention of caregivers and ways to motivate the next
generation of prospective caregivers.
c. Collaborating on ways to increase training, supervision, and support from work,
family, and the community. This may include educational courses or community-
based training regarding childhood sexual abuse in their communities, including
how to talk to their biological children and family members about the impacts of
providing care to CSAS, how to talk to CSAS about their experiences, and
parenting tips.
d. Providing periodic meetings, support teams, or support groups made up of other
caregivers of CSAS.
e. Identifying culturally relevant coping skills and self-care practices that are may be
most beneficial to caregivers in South Africa.

Erica Wilkins, Ph.D., LMFT

Drexel University
Ejw72@drexel.edu

Biosketch
Erica Wilkins, Ph.D., LMFT is Assistant Clinical Professor and Clinical Coordinator within the
Couple and Family Therapy Program at Drexel University. She has been a practicing couple and
family therapist for 13 years and is an Approved Supervisor for the American Association for
Marriage and Family Therapy. Dr. Wilkins clinical experience includes therapy within a PWI and
an HBCU, various agency settings, and a private practice that primarily serves Black clientele. She
has completed presentations and publications examining Black sexuality, the residual effects of
slavery and trauma. Her supervision integrates self-of-the therapist exploration with the agenda of
social justice.

Title of Presentation
Descendants of the Transatlantic Slave Trade: Lessons that Therapists Can Use from their
Ancestors

It has been theorized that slavery and its subsequent events have affected African Americans in an
assortment of ways by (Akbar, 1996; Crawford, Nobles & DeGruy Leary, 2003; DeGruy Leary,
2005; Hardy, 1995). African Americans have adopted survival strategies and suffered
psychological and emotional injuries as a consequence of slavery (Crawford et al., 2003). Studies
have explored the ways in which the residual effects of slavery (RES) affect clients, but a dearth
of literature has discussed how these residuals affect therapists and how they are explored within
the context of clinical supervision. Therefore, this presentation will address (1) how can RES be
explored within the supervisory relationship and (2) ways in which the residual intersect with self-

12
of-the therapist themes. The two presenters will provide examples from their work with
supervisees.

Learning Objectives
1. Participants will learn 2 supervision techniques that can be used to explore the residual
effects of slavery within supervision

2. By the end of the presentation, participants will understand how to address the residual
effects of slavery within supervision and will practice identifying how the residual effects
of slavery have affected their own clinical work.

Judith C. White, LCSW, CGP, CST

Harlem Family Institute and Group Therapy Training Program of the Institute of
the Postgraduate Psychoanalytic Society
jwhitelcsw@gmail.com

Biosketch
Judith C. White, LCSW,CGP, is a psychoanalyst and psychotherapist in private practice who
works with individuals, couples,families and groups in New York, New York. Over the years, Ms.
White has developed a clinical practice which integrates knowledge of psychoanalysis and
psychodynamic psychotherapy with an understanding of issues of ethnicity culture, and sexuality.

As a certified sexuality therapist and continuing education provider with the American Association
of Sex Educators, Counselors and Therapists(AASECT), she conducts workshops for mental
health professionals who wish to integrate issues of sexuality into their clinical practice.

A licensed clinical social worker who graduated from Columbia University and who earned her
certification in psychotherapy and psychoanalysis from Postgraduate Center for Mental Health,
Ms. White brings three decades of experience to her clinical practice. Currently, she is a Training
Analyst and faculty member at the Harlem Family Institute as well as a faculty member and
supervisor of the Group Therapy Training Program of the Institute of the Postgraduate
Psychoanalytic Society.

As an author and public speaker, Ms. White has made numerous presentations and has published
articles on the impact of race/ethnicity with both black, white and women of color. Some of her
publications are cited below:

The Impact of Race and Ethnicity on Transference and Countertransference in Combined

Individual /Group Psychotherapy
Group, Vol.18, No.2 Summer 1994, Brunner Mazel.

The Bad Mother in All Female Groups in Psychotherapy with African American Women:
Psychodynamic Perspectives. Eds. by Jackson and Greene. Guilford, New York, 2000.

Clinical issues with African American Women and White Women Wishing to Marry in Mid-life

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co-authored with Prudence Emery in the Clinical Social Work Journal,2006 .

Taking a Sexual History. The Psychologists Desk Reference. Koocher,Norcross and Green,
Eds. Oxford University Press,2013.

Title of Presentation
Internalization of Sexual Racial Stereotypes by Black People

This lecture will explore the internalization of sexual racial stereotypes by African American
people and African immigrants/naturalized citizens living in the United States. Clinical material
with highlight how these stereotypes have been woven into the psyche.

Our American society is founded on a racial hierarchy which maintains that whites are superior
and people of African descent are inferior. Stereotypes are a tool of oppression for the dominant
group. They are always negative and rationalize the social order.

The stereotypes and myths that the white majority have about black sexuality draw black women
and men either as threatening creatures who have the potential for sexual power over whites or as
harmless, desexed underlings of a white culture. (1994.West, Cornell. Race Matters.)

Some of these stereotypes include: Jezebel, the seductive temptress or Aunt Jemima, the mammy,
the sexless long suffering nurturer; Jack Johnson, the super performer in sex or Uncle Tom, sexless
and impotent.

These stereotypes convey blacks as either hypersexual or as abstainers. The tension between these
two poles, hypersexuality and celibacy have been mirrored in African American culture as well as
the sexual identity development of African American people. Clinical material with heterosexuals
and LGBT people will be cited.

Learning Objectives
1. Participants will identify two ways in which the stereotype of black hypersexuality is
reflected in African American culture.

2. Identify two ways racial sexual stereotypes inhibit ones true self.

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15
16
Journal of Black
Sexuality and
Relationships
Edited by James C. Wadley,
Lincoln University
To order subscriptions or back
issues, or for more information,
visit: bit.ly/UNP-JBSR
The Journal of Black Sexuality and Relationships is
devoted to addressing the epistemological,
ontological, and social construction of sexual
expression and relationships of persons within the
African diaspora. The journal seeks to take into
account the trans-historical substrates that subsume
behavioral, affective, and cognitive functioning of
persons of African descent as well as those who
educate or clinically serve this important population.
Quantitative, qualitative, and conceptual articles,
book reviews, and letters to the editor address
various cultural substrates that intersect or weave
themselves in/out of sexual expression, romantic
relationships, and/or friendships.
Read the entire first volume free at
bit.ly/JBSR_MUSE.
Journal of Black Sexuality and Relationships
is published by
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