Students in Poverty: Maintaining Understanding and Engagement

Free

This module uses case studies to consider how socio-cultural and contextual factors such as poverty may influence the presentation of mental health and educational challenges for students and families. It briefly reviews strategies (such as Motivational Interviewing and peer support) which may be helpful in such situations.

Presenters

David Paley Lichtenstein, PhD

David Lichtenstein, PhD, is a staff psychologist at Bradley Hospital’s Verrecchia Clinic for Children with Autism and Developmental Disabilities and a clinical assistant professor in the department of psychiatry and human behavior at The Warren Alpert Medical School of Brown University. His research...

Susan Donovan

Susan Donovan joined RIPIN in January of 2003. She has been the program director of training and information at RIPIN for the last 10 years. Prior to that Donovan worked with the education team as a manager, team lead and transition coordinator. Donovan has raised three children and has navigated...

Margaret R. Paccione-Dyszlewski, PhD

Margaret Paccione, PhD, has more than 35 years of experience in supervisory and administrative positions as well as extensive experience with trauma patients and managing trauma-related service environments. As a licensed psychologist, teacher and rehabilitation specialist, Dr. Paccione is the...

Learning Objectives

By the end of this course, learners will be able to:

Recognize how poverty may influence the presentation of students/clients with a range of mental health or educational challenges, as well as in their response to typical interventions.
Recognize the need to send referrals to social services, including peer support, to attempt to address poverty and other related concerns.
Describe how typical mental health interventions, social-emotional learning initiatives, and social service referrals might complement each other to support the needs of students/clients and families struggling with poverty and other challenges.

Requirements for Successful Completion

For information on applicability and acceptance of continuing education credit for this activity, please consult your professional licensing board. The participant should: read this page of information; view the presentation in its entirety and complete an evaluation form. The evaluation form provides each participant with the opportunity to comment on the quality of the instructional process, the perception of enhanced professional effectiveness, the perception of commercial bias, and his/her views on future educational needs.

This activity is designed to be completed within the time designated on the title page; physicians, psychologists and licensed healthcare workers should claim only those credits that reflect the time actually spent in the activity. There are no prerequisites to participate in this activity or to receive CME/CE credit. In order to receive credit, participants must view the activity and complete the assessment and evaluation form. Statements of Credit are awarded upon successful completion of the assessment with a passing score of ≥ 80%, and evaluation form.

Follow these steps to earn credit:

Read the target audience, learning objectives, and author disclosures.
Study the educational content online or printed out.
Online, choose the best answer to each assessment question. To receive a certificate, you must receive a passing score as designated at the top of the assessment and complete the activity evaluation to provide feedback for future programming.

Course Details

Find more information about credit details and disclosures related to this course.

For CME and APA continuing education credits: Date of Original Release: May 27, 2021 Most Recent Review & Update: December 8, 2023 Valid for Credit Through: December 7, 2025 Media: Internet Estimated Time to Complete Activity: 60 minutes

For NASW-RI continuing education credits: Release date: May 1, 2025 Valid through: April 30, 2027 Media: Internet Estimated Time to Complete Activity: 60 minutes

The target audience for this course is psychologists, physicians, social workers and other interested health care professionals.
The instruction level for this course is intermediate.
1 CE hour/credit
This activity has been planned and implemented in accordance with the accreditation criteria and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of Rhode Island Hospital and Bradley Hospital. Rhode Island Hospital is accredited by the ACCME to provide continuing medical education for physicians.
Rhode Island Hospital designates this enduring activity for a maximum of 1.0 AMA PRA Category 1 Credit(s). Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Rhode Island Hospital is approved by the American Psychological Association to sponsor continuing education for psychologists. Rhode Island Hospital maintains responsibility for this program and its content.
CEs for this event have been approved by NASW-RI Chapter in accordance with the Regulations of the Rhode Island Social Work Board of Licensure, designating this activity for a maximum of 1.0 continuing education credit. NASW Authorization # RI-9912.

Disclosure of potential relevant financial conflicts of interest within the last 12 months must be made and resolved prior to the date of the CME/CE activity. The intent is to assist learners in assessing the potential for bias in information that is presented during this CME/CE activity.

David P. Lichtenstein, PhD has no relevant financial interest or contractual relationships with commercial interest to disclose.

Susan Donovan, BS has no relevant financial interest or contractual relationships with commercial interest to disclose.

Margaret Paccione-Dyszlewski, PhD has no relevant financial interest or contractual relationships with commercial interest to disclose.

Search for Resources & Information

Students in Poverty: Maintaining Understanding and Engagement

David Paley Lichtenstein, PhD

Susan Donovan

Margaret R. Paccione-Dyszlewski, PhD

Learning Objectives

Requirements for Successful Completion

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