Movie + Discussion on Sunday Afternoons
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These learning events are designed for helping professionals including, but not limited to, social workers, psychologists, mental health counselors, marriage & family therapists, and nurses. We choose films and design the learning methodology to further develop beginning, intermediate, and advanced helping professionals by expanding their knowledge base on important individual and societal issues for direct practice, supervision, and management positions.
Event Schedule, Content and Registration
Learning from the film: Judas and the Black Messiah
Date: Sunday September 19, 2021 - 3:00 pm to 6:30 pm EST, 3 CEs
Location: Live on Zoom, please note you must be able to attend with video on
Description: Judas and the Black Messiah will be used as a vehicle to examine the different perceptions of the Black power movement in the 1960’s. Polarized views of this movement include the perspective of Black people who saw it as an as empowerment movement; whereas the White justice system reacted to it as a threat in a war against people of color that required an undercover agent to inform on the group and eventually bring it down and murder its leader. The film discussion will focus on how these lessons are relevant to our clinical work in today’s charged political conflicts related to racial justice and identity that reflect themes from the film.
About the film: Fred Hampton, a young, charismatic activist, becomes Chairman of the Illinois chapter of the Black Panther Party - putting him directly in the crosshairs of the government, the FBI, and the Chicago Police. But to destroy the revolution, the authorities are going to need a man on the inside. FBI informant William O'Neal infiltrates the Illinois Black Panther Party and is tasked with keeping tabs on their charismatic leader. A career thief, O'Neal revels in the danger of manipulating both his comrades and his handler, Special Agent Roy Mitchell. Hampton's political prowess grows just as he's falling in love with fellow revolutionary Deborah Johnson. Meanwhile, a battle wages for O'Neal's soul. Will he align with the forces of good? Or subdue Hampton and The Panthers by any means, as FBI Director J. Edgar Hoover commands?
Reviews:
“An electrifying dramatization of historical events, Judas and the Black Messiah is a forceful condemnation of racial injustice.” Rotten Tomatoes
“Its message and story are tragically timeless, and radicalizing only in their plain honesty about true events.” Nicolás Delgadillo, Discussing Film
Director, Shaka King “manages to vindicate these revolutionary figures. As Fred himself said, "You can kill the revolutionary, but you cannot kill the revolution."
Edurne Larumbe Villarreal, El antepenúltimo mohicano
Learning Objectives:
Participants will be able to:
1. Describe how they can apply the lessons from the film to support clinical work with people from a variety of racial identities who are struggling with the effects of harm done to them related to racial injustice.
2. List two ways that watching the film impacts the way they see possibilities for healing to occur with regard to harmful beliefs, emotions and roles clients have taken on due to their racial/cultural identities as well as to recognize mistreatment and support the responsibility of the people with power to organize and support the efforts for equality and opportunity.
3. Define a minimum of two practices needed to utilize a dialogic methodology that includes all voices inviting clinicians to share their perspectives about difficult and divisive issues in a “safe/respectful” exchange so that they can use these practices in their work.
Date: Sunday September 19, 2021 - 3:00 pm to 6:30 pm EST, 3 CEs
Location: Live on Zoom, please note you must be able to attend with video on
Description: Judas and the Black Messiah will be used as a vehicle to examine the different perceptions of the Black power movement in the 1960’s. Polarized views of this movement include the perspective of Black people who saw it as an as empowerment movement; whereas the White justice system reacted to it as a threat in a war against people of color that required an undercover agent to inform on the group and eventually bring it down and murder its leader. The film discussion will focus on how these lessons are relevant to our clinical work in today’s charged political conflicts related to racial justice and identity that reflect themes from the film.
About the film: Fred Hampton, a young, charismatic activist, becomes Chairman of the Illinois chapter of the Black Panther Party - putting him directly in the crosshairs of the government, the FBI, and the Chicago Police. But to destroy the revolution, the authorities are going to need a man on the inside. FBI informant William O'Neal infiltrates the Illinois Black Panther Party and is tasked with keeping tabs on their charismatic leader. A career thief, O'Neal revels in the danger of manipulating both his comrades and his handler, Special Agent Roy Mitchell. Hampton's political prowess grows just as he's falling in love with fellow revolutionary Deborah Johnson. Meanwhile, a battle wages for O'Neal's soul. Will he align with the forces of good? Or subdue Hampton and The Panthers by any means, as FBI Director J. Edgar Hoover commands?
Reviews:
“An electrifying dramatization of historical events, Judas and the Black Messiah is a forceful condemnation of racial injustice.” Rotten Tomatoes
“Its message and story are tragically timeless, and radicalizing only in their plain honesty about true events.” Nicolás Delgadillo, Discussing Film
Director, Shaka King “manages to vindicate these revolutionary figures. As Fred himself said, "You can kill the revolutionary, but you cannot kill the revolution."
Edurne Larumbe Villarreal, El antepenúltimo mohicano
Learning Objectives:
Participants will be able to:
1. Describe how they can apply the lessons from the film to support clinical work with people from a variety of racial identities who are struggling with the effects of harm done to them related to racial injustice.
2. List two ways that watching the film impacts the way they see possibilities for healing to occur with regard to harmful beliefs, emotions and roles clients have taken on due to their racial/cultural identities as well as to recognize mistreatment and support the responsibility of the people with power to organize and support the efforts for equality and opportunity.
3. Define a minimum of two practices needed to utilize a dialogic methodology that includes all voices inviting clinicians to share their perspectives about difficult and divisive issues in a “safe/respectful” exchange so that they can use these practices in their work.
Event CEs
Participants MUST attend 100% of the program to earn the 3 CEs approved. CE certificates will be given at the end of the event after you are fully paid and have completed the evaluation form. Details for approved professions: 3 CEs have been approved for licensed Social Work, Marriage and Family Therapy, Psychology and Nursing professionals by Commonwealth Educational Seminars. Licensed Mental Health Counselors can earn 3 CEs as Therapy Training Boston has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6707. Programs that do not qualify for NBCC credit are clearly identified. Therapy Training Boston is solely responsible for all aspects of the programs. For more detailed information about CEs, read this.
Please note the online system allows you to register: using your Paypal account, using Paypal as a conduit to your credit card or provides instructions to mail a check. Please complete the online registration form link even if you will be mailing a check for payment. Your registration is not complete until payment is received.
Event Policies
Please read all event policies here
PAST Event Schedule, Content and Registration
Learning from the film: Bending the Arc
Date: Sunday, February 21, 2021 - 3:00 pm to 6:30 pm EST, 3 CEs
Location: live on Zoom
Description: Dr. Paul Farmer, Dr. Jim Yong Kim, activist Ophelia Dahl, Todd McCormack, and investor Thomas White began a movement in the 1980s that changed global health forever. Bending the Arc tells their story. In 1983, these three young people barely out of their teens began a public health revolution by treating patients who had been abandoned by the health establishment. The community health model they developed to treat diseases like tuberculosis & HIV/AIDS has saved millions of lives in the developing world. Their fight for universal health equity became a global battle in the highest halls of power for the right to health for all. Reaching far beyond the issue of health care, Bending the Arc shows how moral imagination, strategy, and sheer will when they exist together can change the trajectory of the world, bending the arc of the moral universe closer to justice.
Learning Objectives:
Participants will be able to:
1. Describe how they can apply the idea behind this statement to their work in the mental health profession: Jim Kim says towards the end of the documentary that a “pessimism of the intellect, but an optimism of the will” is key in his line of work.
2. List two ways that watching the film impacts the way they see more expansively to find solutions for current challenges in their work.
3. Define a minimum of two practices needed to utilize a dialogic methodology that includes all voices inviting clinicians to share their perspectives about difficult and divisive issues in a “safe/respectful” exchange so that they can use these practices in their work.
Date: Sunday, February 21, 2021 - 3:00 pm to 6:30 pm EST, 3 CEs
Location: live on Zoom
Description: Dr. Paul Farmer, Dr. Jim Yong Kim, activist Ophelia Dahl, Todd McCormack, and investor Thomas White began a movement in the 1980s that changed global health forever. Bending the Arc tells their story. In 1983, these three young people barely out of their teens began a public health revolution by treating patients who had been abandoned by the health establishment. The community health model they developed to treat diseases like tuberculosis & HIV/AIDS has saved millions of lives in the developing world. Their fight for universal health equity became a global battle in the highest halls of power for the right to health for all. Reaching far beyond the issue of health care, Bending the Arc shows how moral imagination, strategy, and sheer will when they exist together can change the trajectory of the world, bending the arc of the moral universe closer to justice.
Learning Objectives:
Participants will be able to:
1. Describe how they can apply the idea behind this statement to their work in the mental health profession: Jim Kim says towards the end of the documentary that a “pessimism of the intellect, but an optimism of the will” is key in his line of work.
2. List two ways that watching the film impacts the way they see more expansively to find solutions for current challenges in their work.
3. Define a minimum of two practices needed to utilize a dialogic methodology that includes all voices inviting clinicians to share their perspectives about difficult and divisive issues in a “safe/respectful” exchange so that they can use these practices in their work.
Learning from the film: My Octopus Teacher
Date: Sunday, March 21, 2021 - 3:00 pm to 6:30 pm EST, 3 CEs
Location: live on Zoom
Description: This engaging and crowd pleasing documentary by South African filmmaker and conservationist Craig Foster follows his unexpected kinship with a single octopus, encountered while diving in the richly populated kelp forest of South Africa’s Cape of Storms, provides narrative thrust and emotional heft. The story, a word-of-mouth phenomenon since its premiere in September, combines ravishingly filmed underwater observation and unabashed but earnest psychological projection. After years of swimming every day in the freezing ocean at the tip of Africa, Craig Foster meets an unlikely teacher a young octopus who displays remarkable curiosity. Visiting her den and tracking her movements for months on end he eventually wins the animal's trust and they develop a never before seen bond between human and wild animal which helps him learn and grow in relation to his human struggles. The film discussion will focus on how the relationship between Craig and the octopus is relevant to our helping relationships with clients.
Learning Objectives:
Participants will be able to:
1. Describe how they can apply the lessons from the film to support clinical work with people who are struggling.
2. List two ways that watching the film impacts the way they see possibilities for client healing to occur in session and in natural environments between sessions.
3. Define a minimum of two practices needed to utilize a dialogic methodology that includes all voices inviting clinicians to share their perspectives about difficult and divisive issues in a “safe/respectful” exchange so that they can use these practices in their work.
Date: Sunday, March 21, 2021 - 3:00 pm to 6:30 pm EST, 3 CEs
Location: live on Zoom
Description: This engaging and crowd pleasing documentary by South African filmmaker and conservationist Craig Foster follows his unexpected kinship with a single octopus, encountered while diving in the richly populated kelp forest of South Africa’s Cape of Storms, provides narrative thrust and emotional heft. The story, a word-of-mouth phenomenon since its premiere in September, combines ravishingly filmed underwater observation and unabashed but earnest psychological projection. After years of swimming every day in the freezing ocean at the tip of Africa, Craig Foster meets an unlikely teacher a young octopus who displays remarkable curiosity. Visiting her den and tracking her movements for months on end he eventually wins the animal's trust and they develop a never before seen bond between human and wild animal which helps him learn and grow in relation to his human struggles. The film discussion will focus on how the relationship between Craig and the octopus is relevant to our helping relationships with clients.
Learning Objectives:
Participants will be able to:
1. Describe how they can apply the lessons from the film to support clinical work with people who are struggling.
2. List two ways that watching the film impacts the way they see possibilities for client healing to occur in session and in natural environments between sessions.
3. Define a minimum of two practices needed to utilize a dialogic methodology that includes all voices inviting clinicians to share their perspectives about difficult and divisive issues in a “safe/respectful” exchange so that they can use these practices in their work.
Learning from the film: A Life On Our Planet
Date: Sunday, April 11, 2021 - 3:00 pm to 6:30 pm EST, 3 CEs
Location: live on Zoom
Description: One man has seen more of the natural world than any other. This unique feature documentary is his witness statement. In his 93 years, David Attenborough has visited every continent on the globe, exploring the wild places of our planet and documenting the living world in all its variety and wonder. Now, for the first time he reflects upon both the defining moments of his lifetime as a naturalist and the devastating changes he has seen. Produced by WWF and award-winning wildlife film-makers Silverback Films, David Attenborough: A Life On Our Planet is a first-hand account of humanity’s impact on nature and a message of hope for future generations. As we have seen worldwide by living with Covid 19, the lessons this film provides about learning to live with nature are relevant to the physical and mental health of all of us as well as our planet. The film discussion will focus on how these lessons are relevant to our clinical work.
Learning Objectives:
Participants will be able to:
1. Describe how they can apply the lessons from the film to support clinical work with people who are struggling from harm done to them related to climate change and faciliate openings in their paths of recovery from anxiety related to climate change and other global problems.
2. List two ways that watching the film impacts the way they see possibilities for client healing to occur in their relationship to nature and to improve ways to live well within the natural world that humanity inhabits.
3. Define a minimum of two practices needed to utilize a dialogic methodology that includes all voices inviting clinicians to share their perspectives about difficult and divisive issues in a “safe/respectful” exchange so that they can use these practices in their work.