Webinar: Fostering Equity & Inclusion Through Language

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Description

Language has long since been a salient feature of the development of identity. Historically, language in the rehabilitation field had connotations derived from the medical model paradigm and thus, were often discriminatory and stigmatizing. Newer nomenclature in the field of Rehabilitation has since been developed to minimize internal stigma and support positive identity development. This session will present two language approaches to addressing individual’s with health conditions engaged in rehabilitation services, the “Person First” approach and the “Identity First” approach. Additionally, we explore why Rehabilitation Practitioners should be cognizant of the impact of language in the counseling relationship and how it influences the narrative of people engaged in services.

Credits: 1.0 CEs of the following credits have been applied: ABVE, CCMC, CDMS,CLCP-MSCC, CRCC, CVE-CWA-CCAA (Pending Approval)

Learning Objectives

At the end of this webinar, participants will be able to:

Explain the “Person First” approach to Rehabilitation Practitioner's language
Explain “Identity First” approach to Rehabilitation Practitioner's language
Apply these language approaches to attendees' practice through Q & A

Contributors

Amy Banko MS, CPRP

Amy Banko MS, CPRP is a Lecturer in the Department of Psychiatric Rehabilitation and Counseling Professions at Rutgers University. In addition to providing Supported Education and Supported Employment course instruction, Ms. Banko serves as a lead trainer and consultant at the Integrated Employment Institute of Rutgers. Within this role, Ms. Banko facilitates Career Services training and technical assistance to enhance practitioner competencies and program outcomes throughout New York and New Jersey. Previously, Ms. Banko was a clinical contributor on three NIDILRR funded research studies. She is currently Co-Investigator on two NIDILRR funded projects related to postsecondary education and students with mental health conditions. Additionally, she is coauthor of a best practices manual for providing career services to transition age youth. Ms. Banko obtained both her bachelor’s degree in Psychiatric Rehabilitation and her master’s degree in Rehabilitation Counseling from Rutgers University. She is currently attending her doctoral studies at Kean University for Education Counseling and Supervision with a focus on the treatment of trauma. Ms. Banko also utilizes her lived experience of a mental health condition to inform her practice, training, research, and teaching.
Danielle E. Lorenz

Danielle E. Lorenz is a PhD candidate in the Department of Educational Policy Studies at the University of Alberta. In her SSHRC-funded dissertation work, Danielle examines the connections between settler colonialism and Canadian state development through a focus on Alberta’s K-12 education system. Danielle’s academic research focuses on settler colonialism, educational and social policy, disability studies, higher education, and the way(s) these areas converge. She has published or co-published articles in a number of academic journals plus chapters in Indigenous and Decolonizing Studies in Education: Mapping the Long View (Routledge) and Radical Youth Pedagogy: Flipping the Script on the Culture of Schooling (DIO Press). Danielle is also the Knowledge Mobilization Editor for the Canadian Journal of Disability Studies. In this role, she is responsible for promoting the scholarship published in the journal; in addition, she has been able to create an online community of disabled graduate students through a monthly Twitter chat, while also publicizing work in disability studies scholarship in CJDS and other journals by untenured academics, graduate students, and community members.

Thank you

Description

Learning Objectives

Contributors

Amy Banko MS, CPRP

Danielle E. Lorenz