Lauren Quesenberry is a second-year student in the Clinical Mental Health Counseling Program at The Chicago School of Professional Psychology, Washington DC. She obtained a Master of Arts in Women’s Studies Gender Studies from Loyola University Chicago in 2011 and a Bachelor of Arts in English and Minor in Psychology from Gardner-Webb University in 2009. Her areas of professional and academic focus include women’s trauma/recovery and LGBTQ populations.
This poster session focuses on a study of the identity formation of three specific lesbian/bisexual women who were raised in the Southeast region of the United States characterized by a strong Christian fundamentalist/evangelical influence. Narrowing in on the intersection between religion, sexual orientation, geographic region and/or culture (amidst a variety of other factors having to do with the personal lives of these three participants), this poster will highlight therapeutic implications for counselors and psychologists. Beginning with the basics of identity politics and theory, intersectionality is a concept coined by Crenshaw (1989) to describe the way that issues like racism, sexism etc. seem to overlap and create multiple levels of social injustices. Research findings suggest that each minority class a person possesses compounds and interacts, thereby increasing threats of discrimination. This conceptualization of identity formation challenges the hierarchal nature of power within society and provides the following implications for psychological practitioners: practitioner cultural competence is a dire necessity. When working with persons who are participants in one or more minority classes, the following frameworks must be integral to the counseling process: feminist theory, multicultural counseling theory, relational-cultural theory etc. (i.e. empowerment modality used to dismantle the ways in which an individual has been silenced or blamed for his/her sexual orientation as “choice,” etc.). Understand the dangers of prioritizing culture over other factors/identities (sexuality, SES, etc.) which may reinstate powerlessness (i.e. lack of access to services, problems within that culture).
Mariannina Amato graduated in Psychology and specialized in Psychotherapy. She is an ASPIC-APA member. She currently works in the Child Neuropsychiatry of the ASP-CZ. She graduated in Psychology at the Sapienza of Rome in 1990, specialized in Clinical Psychology of Community and Integrated Humanistic Psychotherapy in ASPIC School in Rome in 2003. She attended the Master in Health Management 2014, the courses of Psychodiagnostics and Family Mediation in 1998. She expert in child psychology, problems of sexual abuse, foster care and family mediation at the Court of Lamezia Terme and Catanzaro from 1998 to today. Since 2007 she work as Psychologist and Psychotherapist at the OU of Obstetrics Gynecology. Currently she work as a psychologist in the Child Neuropsychiatry of Lamezia Terme, Italy.
The latest research in the field of neurosciences on empathy, tuning, emotional understanding and high executive functions found in 3D therapy is an effective implementation. 3D therapy applies the 3D printer in the realization of 3D objects that will be therapeutic elements. The 3D object is the result of emotional involvement in the therapeutic session. The evoked dysfunctional emotion is transposed as a graphic on a sheet by the same child. The method has a sequential process that is activated with adequate visual and verbal stimulation (phase A) the child's emotional involvement and blocked emotion that causes discomfort. The emotion evoked, transposed on a graph, is materialized in a 3D object (phase Bx) placed in front of the child. The observation of the object unleashes in the child (phase Cx), a strong emotional impact that goes from amazement/ wonder to surprise/novelty, an impact that calls for a dynamic process of visual and tactile observation (phase D). It follows a comparison and narration, with a continuous search for solution to the problem (phase E), up to the understanding and emotional stabilization (phase F) with the assimilation of new information on one's self, made more and more cohesive and integrated. The observation process involves the activation of mirror neurons that reflect the objective emotions, made clear and real by the 3D object, and the executive functions that plan a research strategy and solution to understand and integrate the emotional elements producing a real change in the self of the child.