The purpose of this study was to examine how training, perceived competence and workability, and knowledge of referral resources impact how counselors work with male sexual assault survivors. It was hypothesized that counselors, by in large, would have minimal training, low perceived competence and workability, and minimal identifiable resources for heterosexual male assault survivors. The audience will have a chance to examine their own preparedness to work with male sexual assault survivors.
How does a counselor maintain their capacity for genuine empathy while working with trauma survivors without experiencing secondary trauma? Clients are experiencing traumas such as childhood sexual abuse, combat trauma, and home invasion to name a few. The purpose of this session is to discuss how to attend to one's empathic capacity. Program objectives include identifying empathic capacity, exploring the impact of clients' stories, recognition of early warning signs, and creation of a personal empathy care plan. A lecture/discussion format will be utilized.
The purpose of this presentation is to: (a) introduce the Carnegie Initiative on the Doctorate, (b) review research investigating counselor education doctoral students' research competencies and scholarly productivity, and (c) offer practical implications to counselor education preparation programs to support their students' success.
Supervisors frequently report students' inability to conceptualize client issues from a theoretical perspective, and to articulate how that helped to inform the client's treatment plan. Students seem to have the pieces, but lack the ability to bridge them into conceptualization. What else besides practice integrating knowledge was missing? The answer seemed to be that students were not thinking critically. According to the classical philosophers, to know others we must first know ourselves (Levy, 1997). Discussion will prompt strategies to promote critical thought.
Professor & Director of Counselor Education & Supervision Program, Argosy University
I am passionate about the advancement of Counselor Education. To that end, I am actively involved in Doctoral training, including supervision and research. I oversee CACREP programming for CMHC & CES.
Diversity of childhood environments provides critical disparity in terms of attachment, neurodevelopment, and the ability to respond to life crises. Individuals struggling cognitively, emotionally, and behaviorally often have experienced some form of childhood maltreatment. Counselors need to be aware of the prevalence and impact of developmental trauma and be able to implement effective strategies for positive change. This presentation will examine standards for training trauma-informed and trauma-competent counselors.
Assessments are frequently utilized in the counseling of individuals of diverse backgrounds and identities. Due to the need to cover a wide breadth of material in counseling assessment courses, there is often little opportunity to process effective implementation of assessments in counseling. Counseling supervisors are critical agents in the development of supervisees' skills in this area. Strategies for facilitating positive growth in supervisees will be the focus of this presentation.
Presenters will share their experiences participating in a hybrid cohort Counselor Education and Supervision PhD program and how cohesion was created despite diversity and separation by four time zones. Current PhD students will discuss how they created unity with each other and developed a sense of belongingness within their program. Faculty members participating in or considering a similar cohort structure, along with current and prospective students, are invited to join the discussion.
First year doctoral students share their global counseling experiences, from countries like Haiti, Turkey, Brazil, and the U.S. Sharing these experiences will bring about multicultural awareness for counselor educators on how counseling is viewed around the world. With the demand of multicultural awareness in counseling, and ACA's initiations in the area of global counseling, it is essential that we bring awareness and knowledge to how counseling is perceived in other countries.
National and international crisis events continue to elevate the need for an adequate response from the mental health community, especially among children and adolescents of all diverse identities and backgrounds. With the growing expectation for counselors to be trauma-informed, it is important for counselor educators and supervisors to promote core constructs with this review of the literature, and through discussion of personal experiences in the field.
Experiences of personal crises are not isolated to the clients served by counselors in training. Often times, students in counseling programs experience tragedies that challenge or block their professional and personal growth and extend beyond the individual to parts of the program. The presenters will share the results from their research study which investigated counselor educators' reports of student crises encountered, best practice interventions, and effective departmental approaches.
As the field of Counselor Education & Supervision grows and changes, trends in hiring practices can be identified. Some easily recognized practices are the requirement of applicants to provide a teaching philosophy and/or research statement as part of the application materials. Presenters will provide the rationale, developmental nature, and benefits of maintaining a teaching philosophy and research statement, as well as strategies for developing both.
Supervision has always been a crucial component of counselor training programs. This education session presents a unique supervision method being used in an accredited counseling program in Israel. Special emphasis is given to the ways this method implements counseling skills and facilitates students' self monitoring and self awareness.
This interactive presentation addresses the following needs of doctoral students and new professionals: managing a doctoral committee, choosing a dissertation topic, utilizing the support of the cohort model, and writing effectively. Participants will be provided with a summary of the presenters' fifty tips and tricks. The implicit and explicit demands of a doctoral program will be explored in relation to personal and professional growth.
The purpose of this presentation is to discuss the important of assessing and understanding the individual personality differences between novice and experienced supervisors in triadic supervision. Two doctoral students and a faculty supervisor will share their triadic supervision experiences developed based on individual personality differences assessed through Myers-Briggs Type Indicator (MBTI) that successfully deepened the supervisory working alliance. Participants will gain experience from cross-cultural perspectives on developing supervisory relationships.
By recognizing the importance of trauma education and its impact on counselor competency, we will include in curriculum development the aspects of trauma-focused treatment including awareness, knowledge, and skills. Counselor awareness will be heightened through didactic and experiential activities. Central to trauma-curriculum are a theoretical understanding of trauma and the components of trauma treatment. Additionally, as part of counselor competence and self-efficacy, trauma-focused supervision will be addressed.
College students often experience high stress and exposure to high risk behaviors often related to mental health issues. This roundtable discussion will address the need for increased awareness surrounding suicide and related mental health issues on college campuses. Real world experiences will be shared by grant awardees of the Garrett Smith Lee Campus Suicide Prevention Grant. Campus-wide data collection, building infrastructure, and prevention strategies on a four- year commuter oriented college campus will be discussed.
Presenters will highlight and provide examples of how psychodrama and role play (which will be used interchangeably) can be used in the pre-practicum setting to enhance counselor growth and development. This program will share how these modalities can provide a transformational growth experience for emerging counselors in training.
Recent court cases (Ward v. Wilbanks et al. & Keeton v. ASU) have highlighted the need for counselor educators to clearly articulate the difference between values and competence issues as well as what discrimination can look like in the referral process. This presentation will give a brief overview of the issues, review recent court cases, and discuss the concept of teaching bracketing values and the use of bracketing in ethical decision making.
Minority women entering doctoral programs across the country do so with much enthusiasm, only to learn that they are in unfamiliar territories. Despite their drive and personal determination minority women struggle for multiple reasons to complete the process (for example family and funding matters). Further, when they recognize they are struggling, supports are not readily available. Minority women who have not only started the journey, but have completed their respective programs can be a source of support for those attempting to achieve the same.
Doctoral students in CACREP accredited Counselor Education and Supervision training programs progress through programs at a rigorous pace. The climate of cohorts can impact the ability to build collaborative cultures for learning. The purpose of this presentation is to explore ecological factors that contribute to collaborative cultures for learning in doctoral level cohorts. Tuckman's group development stages will be discussed, as well as how each of the five stages of group development hinge on the multicultural facets of co-horts.
Exposure to and discovery of new technologies by counselor educators and supervisors continues to be a solitary process. Counselor education techys need not be alone. This program will preview methods to find the best and newest technologies available on multiple platforms. A conversation on which types of tech gadgets provide the most flexibility, inside the classroom, during supervision, and via distance will be led. Walk away from this discussion loaded up with the most current technologies for counselor educators and supervisors.
Working on one's dissertation is a long and arduous process. It is important for individuals facing the stress of a dissertation to feel supported and connected, especially with others who are facing similar struggles. This roundtable discussion will highlight the importance of staying connected throughout the dissertation process and it will discuss an example of a cohort of counselor education doctoral students who created a dissertation social support group. Discussion about what other students are doing to stay connected during the dissertation process is encouraged!
Burnout prevention is commonly discussed and stressed within the counseling profession. Master's level and Doctoral counseling students are often under additional stress because of their workload and other life responsibilities, which may impact their academic performance, clinical supervision, and teaching. This presentation will discuss the importance of preventing burnout as a graduate level counseling student and share information on strategies and methods to incorporate to reduce and prevent burnout.
Learning to develop at least one fundable area of research/clinical expertise as a counselor educator; learning external grant writing tips to increase potential for external grant awards; learning how to manage an external grant program and sustain a grant program after funding ends.
Chances are if you develop a research mentoring relationship, your own research skills and competence will increase. Join this unique doctoral cohort to learn about their diverse experiences as research apprentices. The members will share their stories of how their mentoring relationship fostered their research and advocacy competencies. In addition, the cohort will share personal and research based suggestions on how to work with mentors and mentees to foster research development.
This program will discuss an innovative leadership course in which doctoral students developed individual learning contracts, based on self-assessments of their own leadership strengths and weaknesses. Students developed projects and products, selected evaluation strategies, and determined due dates. Projects were uploaded onto individual websites that function as e-portfolios. The presentation will overview the pedagogy behind learning contracts and their application to counselor education.
This session will provide insight from teaching assistants that have participated in the doctoral internship process. The presenters discuss mentorship with non-traditional collegiate populations, report the factors that increased their internship experience, and explore the research on attrition rates in the CES doctoral programs. Teaching assistant's will share diverse experiences of being mentored by various faculty and the process of finding their own teaching identity while practicing on varied platforms; online, blended, and on campus.
Entering the professoriate in counselor education often requires moving to a new location. Following this transition, it is not uncommon for challenges to arise. The goal of this session is to explore ways to adjust to the new setting and connect with others at the university and in the community. This session will explore resources for those in transition and provide suggestions for existing faculty who are welcoming newcomers. /
Whereas the increased focus and attention on social justice and advocacy for clients has become an integral part of CACREP-accredited masters programs, it is unclear whether such emphasis continues to be evidenced at the doctoral level. In this presentation, a research-based foundation will be established regarding the field's current initiatives concerning integrating social justice into counseling programs and how social justice knowledge and information is transmitted at the doctoral level.
First generation and ethnic minority student often navigate multiple identities. These students may feel they are in between two cultures: the culture of academia and the culture of their upbringing. These students also experience a lack of mentors who understand their intersecting identities. This session will give first generation and ethnic minority graduate students an opportunity to share their experiences. Non-minority counselor educators will have the opportunity to gain an awareness of the needs of these students.
This presentation will explore the process of obtaining a job as a Counselor Educator. Presenters will provide information for instructors who want to integrate this element into doctoral curricula as well as information for those on the job market. Depending on what session goers seek, areas discussed could include curricula inclusion; preparation; networking; search tips; cover letter; vitae; interviews; travel tips; and negotiation. Handouts and resources will be provided.
Therapeutic alliance has been heralded a major clinical tool advancing favorable therapeutic outcomes. Despite varied views, the ingredients of successful therapeutic alliance concern the interpersonal "bonds" between therapist and client. This round table discussion will highlight the literature on therapeutic alliance, consider whether clinical training can adopt new techniques to improve skills that support alliance-building approaches, and explore the nature of future research studies that would assist in moving the conversation on therapeutic alliance forward.
This presentation is designed to increase understanding of the dynamics that counselors working in rural environments face. Challenges such as isolation, multiple relationships, and high visibility in the community will be discussed. Strategies for coping with these challenges, as well as how counselor educators can better prepare future rural counselors will also be addressed. Participants will leave with specific examples of rural issues to integrate into their classrooms.
The academic performance of African American students has been examined by numerous studies and many researchers have partially attributed their underachievement to factors such as low academic self-efficacy, stereotype threat, test bias, and institutionalized racism. This presentation will discuss findings from a research study that examined the relationship between perceptions of standardized tests, academic self-efficacy, and academic performance for African American graduate students.
Facilitators will present both social cognitive variables (e.g., self-efficacy, locus of control) and status variables (e.g., emotional support, financial security) related to time-to-degree completion and dissertation completion. Assessment instruments related to dissertation self-efficacy, locus of control, and self-handicapping will be explored, and best practices related to dissertation advising for dissertation advisors will be identified. Doctoral students will be encouraged to explore these areas in detail as they relate to dissertation completion.
Student development issues challenge faculty and administrators to maintain a balance between student competence and professional standards. Training programs have the ethical responsibility to protect the public while promoting student development. Participants will gain understanding of ethical dilemmas encountered in the student development and remediation process as well as evaluate student remediation case studies and assess procedures addressing student issues, fair process, diversity, and interventions.
Dr. Kelly Coker has worked as an assistant and associate professor in CACREP-accredited counseling programs as well as a core faculty member and administrator in online CACREP-accredited counseling programs. Dr. Coker serves as a CACREP board member and site team reviewer. She has... Read More →
Serving the human service needs of our communities in a competent, professional manner is a positive reflection on the profession and programs preparing those professionals. This session will present and examine the Supplemental Standards process instituted by the University of Phoenix that is utilized as an assessment tool, an educational tool, and a gatekeeping tool to assuring that graduates form our programs perform ethically and competently when they enter their communities as professionals.
As Complementary and Alternative Modalities (CAM) honor client diversity by using time-honored, as well as indigenous approaches, counselors will not only need to understand how to introduce the tools to clients, they will need appropriate supervision. This presentation provides an overview and introduction of CAM in counseling & supervision, discusses ethical considerations in supervision, and demonstrates how to introduce a skill in session.
This presentation investigates what role personal values should play in the counseling process by reviewing how other professions have managed this issue, by considering ethical principles, and by assessing the consequences to the client and the profession of incorporating personal values into the counseling process. The importance of developing a statement about the values of the counseling profession to be given to all counseling program applicants will be emphasized.
Spirituality in counseling continues to become more popular. It is important for counselors to become aware of and examine their own spiritual constructions. Reframing spirituality from a theological/inspirational framework to an explanatory framework, inherent to the human structure, which gives meaning to the lives we live, will be explored. Potential impact on awareness of one's spirituality might have on counselors-in-training and subsequently, on their potential to remain client focused, able to affirm diversity without interference of personal bias, will be discussed.
Students often encounter blurred lines when receiving clinical supervision throughout their education. Counselor educators, doctoral students, master students, and post-graduate students may be providing or receiving supervision under indistinct boundaries. This program examines multiple relationships of supervisors that develop as student's work toward licensure. An emphasis from the supervisor's perspective will be provided and discussed along with ethical implications of such relationships.
I am serving as President Elect of the North Central Association for Counselor Education and Supervision and will serve as President for 2014-2015.
I earned my Ph.D. in Counselor Education from the University of North Texas with a specialization in play and filial therapy. My thirteen... Read More →
Counselor educators and supervisors may use this standard format developed to ensure adherence to the ethics and training standards for group. Whether the counseling program favors the one-instructor or the two-instructor model, counselor educators may include these procedures to address informed consent, multicultural competencies, multiple relationships, group facilitator competencies, and other group ethics and training standards to develop the best group training for counseling students.
Please join us to discuss a creative case study activity that illuminates learning new perspective of laws and morality through comparison of different cultural worldviews. The scenarios are developed from one presenter's experience in Japan as a counseling professional. By using contemporary ethical decision models (Garcia, Cartwright, Winston, & Borzuchowska, 2003; Woody, 1990), you will learn a creative instructional strategy for sound ethical decision making with multicultural sensitivity.
Gatekeeping of the counseling profession is among the most critical ethical and legal concerns among counselor education faculty. In addition to existing research and literature, experience and professional discourse remains the best way to inform practices of gatekeeping and remediation in counselor preparation programs. This roundtable will provide a forum for exchanging practical, proactive, and innovative ideas related to the various stages of non-academic gatekeeping in counselor education.
Clinical work necessarily involves working with diverse client populations whose values and beliefs differ from those of the counselor. One task of the supervisor is to help supervisees accept clients' differences as they grapple with the potential value conflicts that may develop for them. Participants will have opportunities to discuss the challenges of working with supervisees around such conflicts. Upon completion of this session, participants will have new perspectives and ideas about supervision strategies.
As counselor educators strive to infuse material related to multicultluralism and diversity into all courses and workshops we face the double binds of promoting multicultural compentencies and the risk of perpetuating stereotypes. As counselor educators promoting unity while affirming diversity, it is crucial that we recognize the many different dimensions within diversity or the reality of diversity within diversity.
As gatekeepers, Counselor Educators are tasked with identifying and responding to issues that may make an individual unsuitable for the counseling profession. Gatekeeping is especially difficult when working with students who succeed academically but demonstrate deficits in intrapersonal, interpersonal, and clinical skills. This program highlights the challenges associated with non-academic gatekeeping, discusses relevant legal and ethical issues, and offers strategies for successfully identifying and responding to students of concern. Handouts will be provided.
So many times we find students who have committed some form of academic dishonesty have done so for unacademic reasons. When students misstep, we need to approach from a place of compassion, yet strong ethical intent to teach them why their act was inappropriate and how that might be reflected in practice later on. This program will attempt to explore these reasons behind academic misdeeds and the range of responses educators can have to promote learning from such mistakes and building a strong ethical base in these students.
Gatekeeping is an essential component in the counseling profession. At times, students may be in a better position to recognize peers' professional competence problems than faculty members. In those situations, it is important that faculty members respond both sensitively and ethically. In this discussion, presenters will outline a presenter-created model to include students in gatekeeping discussions and facilitate a discussion about how to respond to students' concerns about their peers.
Counselor educators face a complexity of issues related to remediating trainee deficiencies in current educational and cultural climates. Developing formal remediation processes and procedures, coupled with early-intervention strategies, are crucial components of competent gatekeeping. This program will provide attendees with a formal remediation model applicable for use within counselor education programs. Presenters will analyze and apply this remediation model to specific cases from their diverse perspectives as Program Chair, Clinical Coordinator, and Professor.
Limited student awareness of professional identity, potential breaches of client confidentiality, and vicarious liability has raised the potential for ethical violations, particularly in clinical experiences. A social media policy has been developed and implemented in a master's Clinical Mental Health Counseling program. The presenters will review the development, tenets, and implementation of the policy, and initial feedback from students, faculty, and administrators. An example of student remediation will be presented.
As our use of social media increases, we must explore the ways in which this medium impacts and influences the counseling profession. This presentation will present findings from a recent research study that investigated the perceptions and behaviors of counselors and counselor trainees on Facebook. Attendees will discuss the ways in which we use social media. The presenters will provide strategies to assist supervisors and educators in addressing issues related to social media.
This session will tell one counseling department's story of how they intentionally designed their curriculum and developed an assessment tool to address the essential self-awareness component of counselor training. Participants will explore the impact of a series of counselor laboratory courses on graduate students. Twenty-seven graduate students enrolled in Clinical Mental Health and School Counseling programs participated in a qualitative study to assess the impact of the labs.
Adhering to ethical standards can be complex when working with multiple children in a group format. Presenters will review ethical concerns related to group work with children, specifically attending to confidentiality and within-group relationships. Additionally, an ethical decision-making model will be taught that was specifically designed for working with children and adolescents. The presenters will encourage participation through discussion and application of ethical decision-making.
Delivering corrective feedback can be a challenge for clinical supervisors. Use of the Corrective Feedback Instrument-Revised can provide an effective tool for supervisors and supervisees to discuss factors that can contribute to their success as a counselor and overcome potential dispositional barriers. Discussion of self-assessment and pre-planning tools for supervisors will be included.
Counselor education training programs provide the personal and professional preparation foundation for counseling students. This program will disseminate five emergent themes from an interpretive case study on how the first year master's level counseling students learn, understand, experience, and apply counseling ethics education to their evolving professional identity and work in the program. The five emergent themes are: education foundation, education integration, education application, education assimilation, and education appreciation.
This presentation centers around the topic of burnout in Counselor Education, focused specifically on the impact of cynicism. Burnout can lead faculty to create mental distance from their work, colleagues, and students. Such disengagement can create an unhealthy environment for students and professional colleagues. Through group dialogue, this presentation will discuss ways to reduce burnout, to improve fit, and to identify and address cynicism through personal and professional connections.
Great clinical sites and on-site supervisors can truly enhance the trainees' professional development. Identifying suitable clinical sites can often be a challenge. This presentation will describe the development of two on-campus clinical sites working with diverse, high risk undergraduates and outline the trainee and client benefits of in-person faculty collaboration with on-site supervisors. Attendees will have the opportunity to dialogue about the barriers and resources for the creation of similar sites in their own institutions.
This program will feature a discussion of uncommon student development concerns and the personal reactions and professional responses faculty might experience in dealing with those concerns. University resources for students will also be identified. The presenters will share insights into their experiences with managing some very unique student issues and will invite participants to engage in a dialogue regarding student rights and counselor educator/supervisor responsibilities.
Case-and-problem-based examinations have been established evaluation tools in many professional schools (law, medicine, business). CACREP accreditation standards increasingly emphasize the generation of competence-based evidence of student performance in core areas. In addition, counselor competency can manifest in multiple and diverse ways. This presentation offers case-and-problem-based suggestions for student examinations from ethics and addictions courses. Specific examples are provided with accompanied rubrics for instructor grading.
Designing a cultural experience abroad is a journey. Presenters will share their experiences and describe an emergent program evaluation model. The model provides insight into basic program design, effective evaluation, and ongoing enhancement of study abroad programs intended to develop cultural competence. Discussion will be generated to reflect on the impact of cultural immersion experiences on individual participants, as well as on the internationalization of the counseling profession.
During this roundtable, presenters will engage attendees in a discussion of attachment dynamics inherent in counselor supervision relationships. An integration of current attachment research that suggests supervisees change their attachments during the process of supervision will be introduced. The understanding of how these changing attachments can be assimilated into a variety of supervision models will be central to the discussion. Implications for counselor training and supervision will also be addressed.
Are you interested in broadening your world view of international students? If so this presentation is for you! Moreover, this presentation will aid counselor educators in applying their multicultural competencies to create international student-friendly classrooms. The participants will learn the overarching understanding of being an international student in counseling departments and possible interventions to help international students overcome some of the barriers.
Effective self care and personal wellness is paramount to being and staying an effective counselor educator and supervisor. We are models for and our intentional practice promotes student learning. The means to this end are as diverse as we are; unity is found in the unequivocal need to practice what we teach regarding self care. This interactive session invites participants to self reflect about current self care, engage in 3 short experiential self care journeys, and gain insight into how others combat the pitfalls of not practicing self care, challenges of practice, and successes.
This interactive workshop will share adaptations of empirically-based, best practices in teaching to the field of counseling education. Specifically, the presenters will share how educational taxonomies and empirical research on effective teaching can support counselor educators with the task of preparing students to achieve high levels of cognitive, relational, and affective competence. Presenters will also share gaps in the current knowledge base in effective teaching in counselor education, as well as the diversity inherent in the processes of teaching and learning.
Tenured, women, counselor educators navigate abundant multiple roles, including professional and family responsibilities. This session explores the navigation of multiple professional and family roles, and its impact on overall sense of well-being for tenured, women, counselor educators working at research universities. The literature review, methodology, data collection, analysis, and findings of a qualitative doctoral dissertation focused on women counselor educators' experiences will be presented.
Do you sometimes feel like a dinosaur when it comes to surviving in the fast-paced digital community where you work? Come join us for a program which explores the challenges of unifying counseling education students, faculty, and supervisors in a digitally diverse community. We will explore together how the terms "digital dinosaur," "digital immigrant," "digital native," and "digital savant" apply to the practice of counselor education as well as the challenges and rewards inherent in working in such a rapidly changing environment.
We are told there is no right way to grieve. When a Counseling Department loses a beloved faculty member, rarely is there even time to spend dealing with the loss before moving forward with filling the open faculty line or finding adjuncts to cover classes. The absence of the former faculty can feel like the proverbial "elephant in the room" for both faculty and students. Faculty need time to process the loss and help students adapt to changes in their programs and faculty relationships. Challenges and experiences will be discussed and general strategies for effectiveness will be proposed.
In light of some very public court cases related to dismissal of students from programs based upon personal values that conflict with counseling ethics, how do we work with students in a manner that increases positive outcomes? This session will present information on admission contracts, assignments intended to identify bias, remediation plans, and interventions strategies. Participants are encouraged to interact and share their experiences.
Research in higher education literature suggests that faculty advising is critical in student retention, academic success, and student satisfaction. Surprisingly, there is little reference to the nature of the faculty advisory role in either the CACREP standards or the ACA ethical code (Choate & Granello, 2006). In this session, presenters will provide an overview of the literature related to doctoral advising and engage participants in a discussion related to their doctoral advising experiences.
Third year Doctoral Student/Intern; Doctoral Associate, Graduate College, Western Michigan Uni
My passion for counseling directed me to come to the U.S. from China six years ago. After completing my masters program in counseling at Governors State Uni, I followed my passion to pursue my PhD degree in counselor education at Western Michigan Uni. I love what I have been doing... Read More →
Counselor educators have a responsibility to gatekeep for the counseling profession beginning with the screening of applicants for the counseling program. The presenters will discuss data from a recent study regarding the prevalence of admission procedures for master's and doctoral level counselor education programs across the country. Additionally, the presenters will facilitate a discussion about screening strategies and methods for rating applicants.
School counseling students who enter graduate school without a teaching background may be surprised to learn that they are expected to be educators as well as counselors. Additionally, the focus of many counselor preparation programs is on developing clinical skills, not necessarily skills in the classroom. This session will begin to explore the question: "How can we best prepare these students to be effective educators as well as counselors?"
Within recent times, governments have begun focusing on the social-emotional and career development of their students in government operated schools. The effects of globalization are widening the chasm between traditional Caribbean values and contemporary prevention/intervention strategies. Prior to augmenting student support services there needs to be a transformation of the mindset of the peoples of the Caribbean regarding the importance of social-emotional issues as a part of normal human development and school success.
Individuals with disabilities come into contact with stressors that can be compounded through day-to-day interactions with the majority population. The impact for counselor educators, supervisors, and advisees will be discussed in relation to social conditioning, the use of microaggressions, the myth of meritocracy, and ability privilege. The counselor educator and supervisor can assist supervisees in becoming more effective in ethical and culturally competent practices in working with this population.
Counselor educators should serve as healthy and effective role models for their trainees. Well-rounded counselor educators may be more likely to produce well-rounded counselors. Definitions and research of the healthy, respectful, and culturally sensitive counselor educator and supervisor will be reviewed. Participants will be presented with the challenges and misperceptions related to role-modeling healthy interpersonal interactions as counselor educators. Methods for promoting wellness and diversity in counselor training programs will be explored.
I have a Ph.D. degree in Marriage and Family Therapy and am licensed as an LMFT-S and an LPC-S. I am an AAMFT-approved clinical supervisor, a trained hypnotherapist, and a certified Integral Breath Therapy trainer. I am a professor and the coordinator of the Marriage and Family Child... Read More →
Learn about counselor training settings implementing biopsychosocial approaches to patient care within medical settings. The presenters include educators who have developed mental health counseling programs in three distinct hospital-based medical settings: an Alzheimer's clinic, a trauma unit, and a family practice residency program clinic. The challenges, benefits, and feasibility of creating unique opportunities for counselors-in-training in medical settings will be discussed.
The theme of "Promoting Unity While Affirming Diversity" is particularly relevant to the purpose of this roundtable presentation: to provide a forum for dialogue about the benefits and challenges related to effectively integrating varied faculty backgrounds in counselor education programs. The presenters represent four different fields of doctoral study and strive to utilize diverse perspectives to better inform student preparation practices, embodying the cooperation that is possible in a sometimes warring professional arena.
Engaging in ethical gatekeeping can be emotional for counselor educators and supervisors. Because they want to be empathic with students and their struggles, they may become reluctant to engage in gatekeeping and remediation interventions which create an Empathy Veil. This presentation will provide information on the latest research regarding this issue, as well as addressing how diversity confounds this process, and provide participants an opportunity to engage in insightful dialogue regarding the concept of the Empathy Veil.
For early-career counselor educators who did not have much prior teaching experience, the instructor role requires a lot of time, energy, and attention. Experiential learning encompasses an approach where the instructor engages learners in direct experience and then reflects on what occurred. In this roundtable, participants will explore how this teaching approach can help address some common challenges of early-career educators and share ideas for creating a more experiential classroom.
Counselor educators are responsible for introducing their students to the social injustices that have a daily impact on the populations we serve. But facilitating social justice dialogue can be a challenge in either smaller programs or minimally diverse programs for a multitude of reasons. During this roundtable, participants will have a chance to learn from the presenters and one another in how they face the challenges of smaller, less ethnically diverse counselor education programs.
In 2001, the presenters authored "High Tech / High Touch: Distance Learning in Counselor Preparation" for ACES. Over the past 12 years, much has changed in relation to the availability of new technologies and the role of distance learning in many counselor preparation programs. In this interactive session, the presenters will assist participants in considering important issues related to distance learning in the counselor preparation process.
This round table discussion is targeted for new counselor educators employed in positions that involve promotion and tenure. This discussion will provide clarity of the promotion and tenure process as well as provide resources on how to prepare.
While robust, models in counselor education often fail to account for the multiplicity of experience occurring between discrete, objectively defined parameters. This program facilitates discourse related to the ethical and efficacious practice of authentic "selves" as counselor educators. Roundtable discussion will center on utilizing unintended critical incidents in clinical interactions, multiple relationships, supervision, course instruction, self-disclosure, and administrative structures.
Dr. Jessica Lloyd-Hazlett is an Associate Professor in the Department of Counseling at UTSA. She took her undergraduate degree at the University of Virginia and Master’s and Doctoral degrees at the College of William & Mary. She is a licensed professional counselor supervisor, specializing... Read More →
Graduate education will substantially change by 2025. New pedagogies, advances in technology, and global environmental and social changes are already part of higher education planning and thought. What skills, knowledge and experiences will 2025 students have? What changes will we need to make and how will counselor education honor and strengthen the counseling's core values? How and what will we teach? This presentation will foster a discussion about the future context of counselor education, the students we will serve, and our clients' needs.
Join us for an interactive session discussing the intersection of expecting academic excellence and creating an atmosphere to support positive faculty evaluations. Facilitators and participants will dialog about the moral dilemma and anxiety of valuing academic rigor while balancing student receptiveness to high standards, hard work, and critical feedback.
Diversity continues to increase in college and university classrooms across the United States. This diversity is represented by the increased enrollment of international students and the hiring of an increasingly diverse faculty population. This workshop will explore the obstacles and the unique opportunities for effective learning between: (1) international students (whose first language is not English) and native English Faculty as well as; (2) non-native English speaking faculty and native English speaking students.
CACREP requires counselor skill outcome measurements for counselor education programs, and ASGW has defined core competencies for leading small groups. This program is an interactive presentation that reduces those competencies to three rubrics and structures the classroom experience to allow each student opportunity to demonstrate their skills and faculty to provide them with feedback. Practical suggestions and materials to implement this structure will be offered, as well as student feedback that has been collected over the past 5 years.
The assessment of counselor competency is central to evidence-based counselor education and supervision. This presentation will present a review, analysis, and critique of quantitative instruments that have been used to measure counselor competence. These instruments will be presented and critiqued in terms of psychometrics, target constructs, format, and frequency of use in the literature. Recommendations will be provided in regard to counselor education program evaluation, counselor performance assessment, and large-scale counselor competence research.
This program will cover aspects of how one department offering three tracks (CMHC, School Counseling, and Addiction Counseling) incorporated CACREP Standards within common core syllabi. Examples of common core syllabi will be provided to demonstrate the incorporation of CACREP Standards across all three tracks, and to include NCATE Standards. Participants will engage in an open discussion of ways to integrating rubrics within syllabi to connect course assignments to SLOs.
During this roundtable session, we will share experiences and facilitate discussion regarding how counseling departments can provide support for international counseling students' experiences and cross-cultural perspectives. This roundtable session would help international and domestic students, faculty members, and supervisors understand the backgrounds, strengths, and needs of their international counseling students and help to create an inclusive environment.
The current "gold standard" in Counselor Education program accreditation is The Council for Accreditation of Counseling and Related Educational Programs (CACREP). This presentation examines this assumption based on counselor disciplinary data and licensee's training programs from state licensing boards. The presenters will share findings about the relationship between disciplinary actions imposed by the state regulatory board and the licensee's training program accreditation status.
What would it take to create a culture of socially and politically active counselors? This session will discuss advocacy strategies and provide resources to integrate experiential learning into the existing counselor education curriculum to emphasize this aspect of professional identity among new counseling graduates.
Gifted students are often perceived as a homogeneous group of bright students who can easily move through the educational system. However, this is an extremely diverse group, often misunderstood and misidentified, who face a variety of struggles within the school system. Twice exceptional students are at an even greater risk of being misunderstood or overlooked than their peers in gifted or special education settings. This presentation seeks to inform participants of the diversity and unique needs of this population.
More than 2.3 million U.S. service members have been deployed to Afghanistan and Iraq since September 11, 2001. Traumatic Brain Injury is considered by many to be a "signature injury" of the current conflict. This roundtable discussion will explore TBI and the impact on service members and their families. Evidence-based strategies will be identified for counselors who work with this special population. Attendees will leave with specific advocacy tactics and treatment recommendations.
This Roundtable Session will focus on the implementation of the new CACREP 2009 standards with emphasis on developing and integrating Student Learning Outcomes into syllabi, providing data to close the assessment loop. Examples will be shared to accomplish an integration of SLO, assessment, and data collection, insuring successful student training and a strong evidence-based counselor education program. Additional standard related challenges will also be discussed.
Professional counseling is a relatively new discipline in the mental health field. In order to continue growing as a credible profession in the eyes of the public and other established mental health providers, it is imperative to develop a united professional identity. Attendees are invited to participate in this discussion in order to better understand the need for a professional identity, the current barriers to identity development, and ways to promote professional identity in counselor education, supervision, research, and advocacy.
As Counselor Educators, our professional identity is evolving. However, many counselor education faculties are struggling to develop and strengthen our collective identity. The goal of this program is to discuss the challenges as we attempt to move toward a coherent notion of what it means to be a "counselor educator," while respecting and valuing the diversity among our peers.
Current information regarding the current state of self-injury and treatment options will be provided with special focus on adolescents. Strategies to collaborate with clients who are currently self-injuring to help them reduce or abstain from engaging in self-injury will be examined through the use of case examples and role plays.
CACREP accredited training programs are now required to have relevant training in counseling supervision and to provide professional development opportunities to site supervisors. This presentation will overview needs assessment and focus group data from a pilot study to assess site supervisor self-efficacy and training needs. An overview of an online supervision training module being developed will also be showcased. Implications for counselor education and supervision will also be discussed.
A Relational-Cultural Model of Development raises awareness with the goal to introduce students, educators, and clinicians to the complexities of group interaction that is unfamiliar to them. The presenter will share an in depth description of this model; this presentation forum will offer information on using A Relational Model of Awareness Development adapted from A Relational Model of Gender Awareness Development to work with diverse population in various settings.
Classism is common in many cultures. Those individuals may experience social disconnect that could result in mental health issues. Understanding the social effects of classism among various cultures can help provide counselor educators and supervisors with a multicultural framework for teaching classism in multicultural competency training. Come join a discussion of the social effects of classism and learn ways to incorporate it into multicultural competency training.
Counselors expend mental, spiritual, and physical energy in order to provide services to the individuals they are committed to helping. Past studies have also examined how client issues can affect counselor burnout rates. There is a gap in the research with regards to Native American practitioner wellness and the wellness of non-Native practitioners working on reservations. The goal of this presentation is to guide participants through the specific issues surrounding practitioner self-care and wellbeing unique to those serving on Indian reservations in the United States.
The self-study process can be confusing, frustrating, and quite demanding. This round table is designed to discuss how faculty and students in one counseling department worked together on a successful self-study. They will share their perspectives on the collaborative process and building professional identity, as well as provide helpful tips in what to do and what not to do.
Doctoral Student; Research Assistant; LPC-Intern, St. Mary's University
I have a masters degree in Clinical Mental Health Counseling from St. Mary’s University in San Antonio, Texas and currently pursuing a doctoral degree in Counselor Education and Supervision. I have completed advanced clinical training in Gestalt therapy at The Gestalt Institute... Read More →
The parallel process is a very prominent aspect of the supervision relationship (Bernard & Goodyear, 2009). The traditional view of the parallel process is where the supervisee mirrors some characteristic of the client during supervision. As counselor educators, embracing the more contemporary view of the parallel process being bidirectional, where the supervisor contributes a dynamic that's operative in the supervisee's therapy, could prove fruitful in affirming diversity (Kaiser, 1997).
Program Summary: How might counselor education doctoral students perceive recovery? Values and beliefs influence counselor education. Through a Round Table discussion, we will present the results from our study exploring how six counselor education doctoral students perceive recovery. We hope this will involve participant dialogue.The six students have diverse spiritual and cultural perspectives including Buddhism, Islam, Christianity, Alcoholics Anonymous (AA), yoga, and mindfulness and come from unique backgrounds including the United States, Malaysia, and Africa.
Professional standards and ethics codes state that counselors are charged with the responsibility of being gatekeepers of our profession. Despite this, many counseling programs still struggle with effectively assessing the readiness and fit of students for our profession. When unfit individuals are allowed into this profession, the repercussions are vast. This presentation will explore comprehensive interventions aimed at selection and retention standards. Legal issues will also be addressed.
Bi/multilingual counselors-in-training may struggle with complex issues during their professional development, often influenced by culture, ethnicity, and language. Life experiences of a bilingual graduate student and counselor educator will illuminate impacts of being bilingual during their educational journeys. Participants will be encouraged to share their own experiences to increase our mutual understanding of strengths and challenges for bi/multilingual counselors in their professional development and ways to advocate for them.
As the Common Core State Standards (CCSS) begin to disseminate into school districts, educators need to understand how these affect their role. Professional school counselors (PSC) play an important role in helping others understand and implement these standards. School counselor educators are now charged with the task of adding this initiative to their curriculum. Now, more than ever, it is important to promote to our students the importance of distributed leadership and advocacy.
Dr. Sandra Logan-McKibben is a Clinical Assistant Professor in the Counselor Education program. She has worked as a counselor educator at The University of Alabama, where she also served as the EdS Program Coordinator, and as Field Supervisor Coordinator at Lamar University in Texas... Read More →
This roundtable discussion will review current research studying the relationship between academic performance of Native American students and various learning styles of Native American students. Educational alternatives that address learning styles, as well as attend to traditional values of Native American tribes and clans, will also be discussed.
Experience a unique opportunity to collaborate with individuals dedicated to providing cohesive leadership and opportunity for advocacy. This venue provides the ideal time for each Colorado chapter of CSI to compare strengths and challenges, as well as take time to inspire and learn from each other. In addition, we hope to accomplish a permanent networking to better serve in our individual settings.
Counselor Education Programs tend to teach core courses with students of different specializations and have limited time to address the different needs of the different tracks. This roundtable discussion will allow counselor educators the time to brainstorm and discuss specific assignments from core courses (e.g., Intro, Group, Career, Multicultural, etc.) that would also allow school counselors-in-training the opportunity to acquire the knowledge and skill sets to implement a college and career ready developmental guidance program.
Attendees will learn about our experience in developing a global studies unit with our Counseling Education program to increase student participation in seeking a substance abuse certification (44% increase in 2 years). Additionally, promoting student exposure to diverse cultures while studying international policy differences is used to strengthen student socio-political advocacy initiatives.
This round table will focus on the implementation of evidence based approaches common to the arena of adolescent substance abuse and the multicultural concerns raised by these treatments. Particular focus will be given to creating a dialog exploring real world applications of the ACA advocacy competencies and ways to address the needs of a diverse population.
Courses such as marriage and family, addictions, multicultural, diagnosis, practicum, and internship can serve as an opportunity to bridge didactic learning methods with experiential learning experiences. This round table presentation will invoke awareness and provide participants with ways to infuse social justice throughout their existing counseling curriculum. Handouts will be provided with examples of social justice within counseling programs, reading materials and references, and suggested student learning objectives.
The purpose of this presentation is to engage counselor educators in discussion regarding the intentional selection of pedoagogical instruction, assignments, projects, and presentations and impact on professional identity development. This presentation will highlight intentionally selected assignments, projects, and presentations included in the presenter's courses. Attendees will learn about various approaches to teaching advocacy competencies through active learning strategies, and will be asked to share their own experiences.
Through the lens of intersection of race, class, and language, counselors should understand the complexity of parents' experiences in schools and help typically marginalized parents become involved in children's education by means of parent empowerment. Attendees will gain knowledge of an intersectionality framework in relation to marginalization and empowerment in schools and understand the relationships of intersecting factors of race, income, and language on empowerment.
Every year a large number of new Professional School Counselors (PSCs) graduate from master degree programs across the United States. Each graduate looking to become a counselor in a school environment. However, for many finding a position can be a daunting task, especially in a time of budget cuts and a souring economy. This presentation will discuss suggestions for how School Counselor Educators can work PSC trainees on how to navigate and find work in a difficult job market.
The goal of this session is to share an Evidence-Based school counseling workshop curriculum. This practical workshop curriculum is designed for one full day workshop for current school counselors or master level school counselor trainees. Participants of this session will learn how to train school counselors with this curriculum. 1) Why? and What? Evidence-based school counseling practice, 2) Needs assessment and school data management, 3) Program evaluation, 4) Statistical analysis with Microsoft Excel, 5) Results reports and use of online resources
A treatment modality that is non-threatening, respects culture, and empowers all clients is horticultural therapy. Horticulture therapy presents a type of phenomenological counseling approach sensitive to different styles of interaction. This approach is being tried in Cincinnati, Ohio, with a group of refugees who survived genocide in Burundi, many of whom were farmers in their native land. In addition to building esteem, it also gives them a sense of control in their lives and provides them with an opportunity to provide for their families and the community.
The recently released "ALGBTIC Competencies for Counseling with Lesbian, Gay, Bisexual, Queer, Questioning, Intersex, and Ally Individuals" provides a structured rubric for practicing school, mental health, student affairs and other counselors to utilize when working with the LGBQQIA community. Through this presentation participants will be introduced to the document, learn about the commitment to ethical and evidence-based practice it presents, and how to utilize the document in the teaching of courses.
This interactive workshop is designed to address the career needs of older adult counselors and to provide career counselors with specific strategies for working with our colleagues. Biases, laws, and how to deal with workplace ageism are important aspects of this program. Counselors of all ages are welcome.
If you had a client who was addicted to Internet pornography, would you feel comfortable discussing this in session? Would your students? The differences in counselor comfort discussing sexual issues with clients, reported self-efficacy counseling this population, counselor attitudes toward pornography, and satisfaction with their addiction training will be presented as a summary of dissertation research where 286 professional members of the ACA were surveyed.
This session will explore the ways that attachment relationships influence emerging adulthood, the developmental stage experienced by individuals between the ages of 18-29. Findings will be presented from two research studies concerning attachment in emerging adulthood. Implications discussed will include adherence to CACREP standards, best practices for counselor educators who teach from a developmental framework, and best practices for supervisors working with emerging adult supervisees.
Martial arts potentially provide clients with physical and moral instruction which embodies becoming one with the total being. Receiving instruction in this medium can provide clients with a non-violent approach to understanding the ethical principles and teachings associated with determination, goal-orientation, pro-social bonds, and positive role modeling. This presentation integrates martial arts and therapeutic principles into a culturally sensitive model that cultivates change in clients.
This program discusses career counseling considerations for school counselors who work with students living in poverty. School counselors have expressed feeling less satisfied with the experiential training when providing responsive services to students living in poverty. However, school counselors play a significant role in the career and academic decision-making process for adolescents. This program will explore information and models that will assist counselor educators in assisting with school counselor's effectiveness with student living in poverty.
College counselors, doctoral students, and counselor educators are often asked to teach undergraduate career courses including of students from diverse backgrounds, class levels, and career development needs. Presenters will share student reports of the effectiveness of career course activities sorted by student demographics. Participants will be invited to share their experiences in career courses. Discussion will focus on creating developmentally appropriate, theory-based course activities.
Counselor education attracts diverse student trainees. Some challenges for training sites include: delivering uniform training that recognizes a site's training, supervision, and service delivery requirements, accommodating trainees' unique characteristics, and ensuring trainees gain the knowledge and skills needed to work with diverse clients. This session describes an effective collaboration that met these challenges, thereby contributing to counselee trainee success, quality service delivery, and the extension of a career center's services to diverse clientele.
I am an Associate Professor in the Educational Psychology and Learning Systems department at the Florida State University, and a Nationally Certified Counselor. I am a Fellow and recent (2012-2013) Past President of the National Career Development Association. My program of research... Read More →
A review of the DSM V sliding scale diagnostic criteria for alcoholism will be presented to be used within a culturally diverse female population. Case examples will be used to highlight trends in drinking patterns and the increased focus on binge drinking for females. Implications for counselor educators and supervision will be included with a detailed look at who meets the criteria and treatment options specific to females.
The program will educate participants about benefits of incorporating AAT-C in their everyday counseling practice. Utilizing a didactic approach, participants will be informed about: client benefits of incorporating AAT-C into clinical practice, the process of certification, pet selection, collaborating with your clinical setting to begin AAT-C, liabilities, and specific AAT-C interventions. The presenter will discuss how she implements AAT-C with a therapy canine into her clinical work in a college counseling center, as well as an acute care inpatient setting.
Mental Health Counselor & Doctoral Candidate., North Dakota State University
I have worked as a clinical mental health counselor since graduating from Plattsburgh State University in 2002. My professional endeavors have offered me a vast array of clinical experience in non-profit community agencies, community college and university settings, inpatient mental... Read More →
If you've ever felt like you've drawn the short straw when assigned to teach career development/ counseling classes or ever struggled to excite students with this subject matter, this is the session for you! Come learn about experiential activities for use in such courses. You will have an opportunity to participate in the activities, receive handouts detailing them, and receive a list of other resources to support your use of experiential activities in career development/counseling courses.
New synchronous learning tools are available which create real-time, virtual classrooms that can facilitate positive learning communities more easily than text-based online courses. As in a face-to-face classroom, the professor can facilitate a learning community where trust, bonding, and respect between students develops. The program will demonstrate a pre-recorded role-play by two students and the small group discussion giving feedback to the students in the real-time, virtual classroom. Strengths and limitations of the learning tool will be discussed.
College and Career Readiness counseling is a critical aspect of school counseling program curricula. During this round table session, presenters will share ideas about how they integrated college and career readiness counseling into a career counseling for school counselors course. The use of the NOSCA 8 Components of College and Career Readiness Counseling as a framework for introducing college and career counseling will be discussed. Course assignments and class activities will be shared.
This presentation will explore issues pertaining to the integration of mental health and career counseling in counselor education programs. Historical and contextual factors contributing to the lack of integration will be reviewed for understanding. A variety of strategies that enhance integration, that demonstrate the inter-relatedness of career and personal counseling, and promote students' self-efficacy and interest in career counseling will be discussed.
Counselors are often unclear of their motivations for entering the profession, receive little information on future work environments, and are often not mentored post graduation . Counselors receiving career mentoring are less likely to leave the field, as they are better able to weather the journey to a satisfying job. The values of researching differences of counselor work environments will be discussed. Finally, the avenues and benefits of career mentoring new counselors will be explored.
Increasingly, individuals access the Internet for sexual purposes. For some, the sexual behavior is obsessive and uncontrollable. Men who have sex with men (MSM) are especially vulnerable to online sexual compulsivity. Grounded in research, this program identifies factors that put MSM at greater risk for online sexual compulsivity compared to other populations. In this program, interactive discussions take place on how to effectively assess, treat, and prevent online sexual compulsivity among MSM. Implications for counselor preparation and supervision are explicated.
The nature of substance abuse is ever-changing, why is the Addictions course staying the same? This presentation is designed to pose a change in the way the Addiction course is traditionally taught in the counseling field. This presentation emphasizes practical application of knowledge and skills by focusing on three main areas in the Addictions course: (1) emphasis on the development of clinical skills; (2) developing knowledge of resources; (3) exploring the biopsychosocial effects of drugs and process addictions.
Does social networking use foster positive relationships or does it have the potential to negatively affect social development and psychological wellbeing? This roundtable will explore SNS use among the generation who grew up integrating this technology into their personal lives, Millennials. We will explore the impact this has had on wellbeing as well as differences between genders. We will also describe current trends of daily SNS use and implications for counselor educators and practitioners.
This presentation will focus on the consideration of fundamental behavioral principles to assess the etiology, maintenance, and treatment of Substance Use Disorders (SUDs). It will provide an opportunity for participants to think beyond the dominant conceptualization of chemical addictions (i.e., disease or medical models) by offering alternative methods of understanding and addressing such disorders.
With the growing numbers of military service members returning from combat-zone deployments, counselors must be prepared to work with this special population and their families. This program is designed to engage counselor educators in a dynamic discussion related to the unique stressors faced by military families as well as advocacy skill development in the educational setting. Attendees will leave with handouts highlighting resources for military families as well as educational case scenarios and advocacy instructional activities.
Positive benefits of spending time in natural environments include improved self-concept; lower stress levels; increased emotional health; and opportunities for deeper connection to meaning, purpose, and spirituality. Furthermore, spending time outdoors has shown to decrease symptoms of ADHD, depression, anxiety, and other physical health problems. This 50-minute round-table session will provide an overview of the benefits of counseling in nature, practical counseling activities and techniques, as well as ethical and practical concerns of this type of practice.
An exploration of the cultural context of assessment and treatment of Black/African Americans will be provided. Clinicians counseling African Americans must be prepared to assess and address PTSD, racial trauma, micro-aggressions, and other known (or unknown) issues that may affect Black/African Americans. In addition, clinicians must be prepared for the depth and permanence of race-based stress and trauma, as well as the idea that said stress and trauma can result from unaddressed environmental, familial, and/or individual factors.
In order to assist Bhutan in building their mental health infrastructure, NBCC has facilitated counselors visiting and working in their country. As part of the government's strategy for growth, they have focused on the concept of Gross National Happiness as a key indicator of the citizen's social and psychological well-being. Counselors need to be sensitive to how the field of counseling can expand internationally, while being sensitive to how counseling values, concepts, methods, and professional credentialing must be altered in order to be successful internationally.
Counselor Educators (CE) are responsible for "growing" quality counseling professionals and have an obligation to model self-care and wellness for counselors-in-training (CIT). For the most part, counselor educators have strong levels of wellness. What do we know, however, about how CE's with mental health diagnoses address their own wellness? Participants will be exposed to literature and the results of a preliminary, exploratory study of CE's with mental health diagnoses. Findings, implications, and recommendations will be discussed.
The use of social media is also witness to what can be called "cybergrieving." Through tools like Facebook, Twitter, online condolence books, and virtual memorials, people are expressing their grief in new ways using technology. Clients experiencing complicated mourning may be afraid to turn to traditional forms of help, and due to disenfranchised losses will seek out virtual communities and resources online. This interactive presentation will provide counselor educators with tools to assist students in helping clients express their grief in healthy ways using social media.
The purpose of this presentation is to discuss and review the literature associated with the effectiveness of treatment for patients meeting diagnostic criteria for Borderline Personality Disorder (BPD) using Linehan's Dialectical Behavioral Therapy (DBT). This presentation will review studies of patients in both in-patient and outpatient settings. This presentation serves only as an introduction to DBT and a brief overview of several studies conducted over the last decade.
Graduate counseling students have the knowledge and skills necessary to provide educators with basic mental health information that will be useful in creating safe and positive K-12 school climates. They can share this knowledge through service learning partnerships with K-12 schools. This program describes how service learning can be used to achieve student learning. The presenters share examples of their own experiences with service learning, including successes and failures. Participants will have an opportunity to brainstorm their own service learning project ideas.
The presentation details research related to the ongoing stress of first responders that can lead to substantial mental health issues. Lack of participation and stigma within the first responder culture correlates with mental health services having trouble aiding this population effectively. Presenters will discuss literature associated with first responders' mental health issues and discuss how counselors can become more effective agents of change for first responders.
Traditional psychology and counseling approaches are problem-focused. Too many teens are defined by their problems, and need help realizing that they are much more than their problems. This presentation will discuss the application and outcomes of positive psychology interventions used with troubled teens in a residential treatment settings for adolescents with extensive trauma histories. Interventions are presented with a goal to empower individuals to look beyond past trauma, abuse, and neglect, to identify and use their strengths to overcome their most difficult struggles.
The Equine Assisted Growth and Learning Association (EAGALA) model is a ground-based equine counseling model. The outcomes of the research conducted in a treatment facility will be highlighted in order to promote diversity within the client population and treatment realms. Through the use of research results, experiential in-class activities, case examples and discussion, participants will explore the possibilities of equine-assisted therapy.
In this roundtable session, presenters will lead a discussion on the importance of the personhood of the counselor, and how to promote this in counselor education and supervision. Presenters will integrate relevant results of a study of meaningful experiences in counseling, where clients, counselors-in-training, and an observer all identified immediacy as meaningful.
Exposure to the natural environment profoundly influences humans in ways that are both positive and restorative. Indoor lifestyles are often linked with higher rates of mental depletion and fatigue, increased aggression and violence, a loss of emotional control, attention deficit disorder, and increased incidences of depression, anxiety, and other psychological disorders. This presentation will explore the evidence related to the nature-wellbeing link, and how counseling professionals can use nature-based approaches to enhance their clients' and students' wellbeing.
Sexual and gender minorities exhibit higher health-risk behaviors when compared to their dominant culture peers. Although the exact cause of such behaviors is not completely understood, literature is pointing to the effects that shame can have on concepts of self-worth, existential purpose, and connection to others. This workshop-style-presentation focuses on recognizing shame and its affect on sexual and gender minorities, understanding the connection between judgment and shame, and learning how to address issues of shame within the family system.
Jeff Lubsen is a Nationally Certified Counselor, a Licensed Professional Counselor Candidate in the State of Colorado, and a PhD doctoral candidate in Clinical Mental Health Counseling Education and Supervision. Jeff is a member of Golden Key and Chi Sigma Iota Masters and Doctoral... Read More →
Stress is an everyday fact of life as a counselor educator and supervisor. You cannot avoid it. Stress is a change that you must adapt to, ranging from the extreme negative to the most euphoric. It is how you respond to these experiences that determine the impact stress will have on your life. Fundamentals of stress management will be introduced (including breathing exercises, muscle tension awareness, and visualization demonstrations).
Soldiers returning from deployment present with a plethora of serious mental health challenges, including depression, anxiety, post-traumatic stress disorder, sleep disturbances, and substance abuse issues. Students entering community mental health counseling internships may not have the tools for conceptualizing and addressing trauma specific to combat stress nor have a clear understanding of military culture. This presentation will describe the journey of one soldier following his deployment to Iraq and the difficulties he faced upon reintegration. Clinicians representing four approaches-- dialectical behavior therapy (DBT), eye movement desensitization and reprocessing (EMDR), group systems theory, and motivational interviewing (MI) will provide perspectives on the development of traumatic response symptomology, as well as suggestions for understanding and treating the soldier profiled in the case study. The presentation will provide ideas of teaching various approaches for addressing traumatology; particularly as it relates to working with returning veterans.
In this interactive presentation, participants will learn about Autism Spectrum Disorder and how it commonly affects children. The presenter will identify unique mental health needs of this population and helpful counseling interventions that can be taught in the classroom. Upcoming changes to the diagnosis of Autism Spectrum Disorder in the DSM-5 will also be discussed.
Addressing spiritual concerns in counseling might be especially difficult when the client's spiritual beliefs are different than those of the therapist. Such a situation has the potential to become a barrier for the therapeutic relationship. This presentation, delivered by a pastor and an atheist, examines how to provide effective and ethical counseling to clients faced with issues concerning spirituality.
Providing culturally competent counseling services to Spanish speaking clients requires much more than a Spanish speaking counselor. This presentation will review findings of a qualitative study regarding the challenges students face providing counseling services in Spanish. Implications for counselors and counselor education programs will be discussed.
This education session will include current research on the state of counseling students' attitudes toward clinical training, as well as research on the current state of entitlement in counselor education. The session will offer research and case study support for a recommendation to increase the focus of counselor education from student-focused to client focused.
Couples and families can be some of the most difficult clients in a counselor's practice. When a couple enters counseling, the counselor wonders about seeing the clients individually. Often counseling supervisors are well-trained in supervising work with individuals, but struggle with how to supervise work with couples and families. The supervisor will learn to help the counselor examine family patterns of interaction, external systems, and focus on interpersonal relationships, in addition to intrapersonal experiences.
Working with students in need of remediation can be time consuming, challenging and even painful. In this presentation we will offer participants an opportunity to explore the use of faculty collaboration and of building strong alliances with students in need of additional support in developing and completing successful remediation intervention. This session will explore remediation tools at the programmatic, faculty/faculty, faculty/student, and peer level of intervention.
An expansion of standard cognitive and behavioral therapies, Dialectical Behavior Therapy (DBT) was initially developed for adult women with symptoms of emotion dysregulation and distress intolerance, focusing on teaching new behavioral skills. The skills and exercises developed for DBT can be modified and used effectively by counselor educators and supervisors when working with students struggling with challenges, moving to new phases of development, and needing effective tools for self-care.
It is critical that Marriage and Family Counselor Educators know and effectively teach students about ALL types of families and couples. This Roundtable is an opportunity for those who teach Marriage and Family Counseling courses to share assignments, grading rubrics, and other approaches related to CACREP standards that have enhanced student learning in this area.
A recurring concern of counselor educators is how to best manage the dual-role dilemma created by requiring master's-level students to partake in faculty-led experiential component of group counseling classes. Notably, the group work activities could lead to self-disclosures that may negatively affect how students are viewed by their peers and/or evaluated by faculty. This roundtable discussion will provide an opportunity for participants to review the most current research into the matter, share ideas on the issues, and strategize as to how to best manage a challenging dilemma.
Among members of the rapidly expanding population of older adults, many will need mental health services for psychological problems that typically emerge in late life. This program will present an interdisciplinary model that details the predominant sources of threat to gerontological mental health. Special attention will be given to the burgeoning field of psychoneuroimmunology, which is a mind-body phenomenon with an important relationship to mental health in late life. Relevant intervention strategies will be discussed.
This interactive presentation will provide a deeper understanding of the diversity within LGBTQ populations by considering these populations in the context of age, race, ethnicity, SES, and identity development. A practical understanding of the lived experiences of these diverse populations will be addressed through a discussion on culture, language, stigma, and identity. Practical strategies for counseling and teaching about these diverse populations as well as research and resources on LGBTQ populations will be provided.
Children are frequently overlooked in appraisal and assessment courses, leaving many counselors ill-equipped to face the unique challenges of serving children in school and community settings. Presenters will share creative approaches for integrating child assessment knowledge and skills into a general appraisal, child therapy, or other clinical course. Presenters will provide examples of lecture topics, class activities, student experiences, and assignments to effectively prepare counselors for child assessment.
This presentation will describe the history, rationale for change, specific document drafts, effective communication processes, unanticipated barriers, and needed evaluator training as they relate to the collaborative development by school counselor educators and area school counselor associations of a new school counselor evaluation assessment tool based on the ASCA National Model.
Find a mentor! We've all heard that advice, but how can we ensure that our mentoring relationships are impactful? We pose that impactful mentors attend to the developmental needs of their mentees. In this session, participants will discuss the results of a pilot study, funded by an ACES grant, examining the unique mentoring needs of counseling students and pretenured counseling faculty. Attendees will learn how to make their own mentoring relationships more impactful.
This session explores outcomes of an ongoing collaboration between the instructor for an undergraduate Introduction to Counseling course and the instructor for a graduate Counseling Skills course. Instructors designed a program whereby undergraduate students serve as clients for graduate students. Session participants will receive detailed descriptions of activities and assignments used, learning outcomes, and lessons learned by the instructors during implementation.
Based on the book Strengths-Based Supervision in Clinical Practice (Edwards, 2012), attendees will witness a live demonstration of Strengths-Based Supervision. Attendees will also have a chance to engage one another in the Strength-Based Supervisors' Ways of Being. Ultimately, attendees will see not only the potential in the supervisees but in themselves.
It is imperative that a mental health professional be in consultation with the variety of caregivers, professionals, and administrators who are involved in the client child's life in order to attain best practices in outcome. There is an unfortunate gap in the literature on the topic of working in consultation on child mental health cases. It is becoming apparent that guidance is needed to help supervisors, professionals, and graduate students find better ways to consult when working with a child in play therapy and child counseling.
The therapeutic document (TD) is a social constructivist, narrative summation of the group counseling session. Researchers will describe the process of therapeutic letter writing in an experiential group counseling context. The theoretical justification for the therapeutic document and strategies for implementing its use with counseling students and supervisees will be discussed. Results of a multi-semester, multi- campus research study implementing the TD will be disseminated.
Functional Family Therapy (FFT) uses measures to determine effectiveness of the therapeutic intervention developed by James F. Alexander, Ph. D. Engagement and Motivation, Behavior Change, and Generalization are FFT's three phases. It is an empirically sound model that has been very successful for troubled youth and their families. Outcome measure will be described and reviewed to describe how Functional Family Therapists determine the effectiveness of therapy. Outcome measures show pre and post change.
The job search process can be both exciting and stressful, as new challenges await individuals when they transition into life as a new faculty member. Presenters will elaborate on the job search process and highlight their experiences as new counselor educators. Audience members will be invited to share their unique perspectives, questions, and concerns. In this session, we hope to recognize the diverse experiences of each job seeker, while also promoting unity among new counselor educators.
CACREP Standards (CACREP, 2009) place an onus on programs to develop a systemic programmatic evaluation which assesses the competencies of students and how the program promotes those competencies. These new standards create interesting issues for counseling programs to navigate; which include deciding which competencies are considered core to counselor effectiveness and how to assess those competencies. This presentation will explore these issues and suggest a programmatic constructivist approach in dialogue mapping to address these issues.
School counselors cite inadequate preparation and a lack of supervision as main reasons why they do not implement groups in their schools. Presenters will facilitate a dialogue around modifying counselor education curriculum to include more specific instruction on running groups with children and adolescents in the schools, as well as providing supervision focused on group work to practicing school counselors.
The purpose of this presentation is to present and discuss research findings focused on counselor education students, and how they perceived and navigated the experiential component of their group counseling course. This presentation will provide attendees with research results that shed light on both the opportunities and challenges related to the experiential components of group work training. Participants will have the opportunity to share their own experiences as counselor educators, and discuss the implications of experiential training for counselor education.
I am passionate about my profession, and am a member of several professional organizations, including ACES, North Central ACES, ACA, ASCA, NCDA, ASGW, and ASERVIC. I am a Licensed Professional Counselor and a National Certified Counselor. Professional interests include counselor... Read More →
This workshop will focus on innovative and engaging ways to teach group counseling so that students learn skills and the application of these skills. Focus will be on various formats that allow students to get much more experiential learning during the course. Focus will also be on skill development in planning groups, leading the beginning and closing of a session and skills for making the working phase more meaningful. Time will be spent on how to teach effective use of group exercises. Emphasis will be placed on how to use class time for practicing the essential skills of group leading.
The Common Core Standards (CCS), adopted by 45 states, represent what K-12 students are expected to learn. School counselors need to understand how the CSS relate to student academic planning and how to integrate them into their own curriculum. School counselors who are unable to articulate their roles in relation to the CCS will struggle to be marketable. Thus, this program will provide ideas for preparing school counseling students with the CCS knowledge and skills they need.
While the traditional role of education views the student as a passive receptacle of knowledge, andragogy views the student as an active learner in the process. Presenters teaching in a CACREP accredited master's program and a PhD program in Counselor Education at an on-line, for-profit institution will discuss strategies focused on four andragogical assumptions of teaching and learning specifically designed to address the unique needs of diverse adult learners.
Dr. Kelly Coker has worked as an assistant and associate professor in CACREP-accredited counseling programs as well as a core faculty member and administrator in online CACREP-accredited counseling programs. Dr. Coker serves as a CACREP board member and site team reviewer. She has... Read More →
Providing opportunities for integration of learning is a goal for counselor educators. Through group work and mindfulness training, emerging counselors can gain self-awareness, an understanding of group dynamics, self-care techniques, and the importance of group therapeutic factors. Participants will be given a description of the group curriculum, engage in mindfulness activities specific to the curriculum, and share their ideas regarding the potential benefits and challenges of utilizing a mindfulness based small group to meet CACREP requirements
Coordinating counselor education preparation programs can be an exciting but daunting task. Depending on the university setting, coordination entails everything from class and curriculum sequencing, budgeting, program promotion, accreditation alignment, and most importantly, student recruitment and retention. This roundtable, facilitated by two past and one current program coordinator, is designed to create dialogue about "lessons learned" and to promote brainstorming for support and change in program coordination.
As Counselor Educators, we have the task of assessing students multiple times in order to meet CACREp standards. As a routine part of a program of study, the faculty, as a whole, may developmentally link assignments. This will in turn allow for a systematic developmental assessment and provide evidence of growing, cognitive complexity. This session provides a rationale and concrete examples of how to link and developmentally assess assignments.
This session will demonstrate a technology-driven approach to support site supervisors in their initial training as well as continued professional development specific to supervision. We will share our supervision site that explores supervisory theories and skills for licensed professional school counselors.
It has long been recognized that a counselor brings more to the therapeutic experience than merely training and skills. He also brings "the self" which includes many unique personal qualities. Some of what a therapist brings is helpful (a genuine concern for the wellbeing of others, an ability to engage a client, acceptance). But far too often, there are characteristics that do not further the therapeutic process, and might even impede it. Therefore, it is imperative that supervisor training programs utilize a model that embraces both counselor skills and personal growth.
Do your teaching and assessment practices reflect the social justice framework of the counseling profession? What do your syllabi communicate to students? How do you manage students who are distracted by technology and drawn to this less-personal mode of engagement? How do you design your curriculum and syllabi in a way that balances professional standards and academic freedom? How do you assess learning of processes that are highly subjective? Join this forum to share ideas and talk about what we actually do in the classroom to prepare culturally competent professional counselors.
Among adolescents, peers hold considerable sway. As in the U.S., group intervention has been found to be effective when working with adolescents. The presenter designed a 4 session psychoeducational group intervention for at-risk, Malaysian, female, teen, orphans by intermingling aspects of Carrel (western intervention) and the three main principles of usrah (Muslim study circle - Taaruf, Taffahum, and Takaful). Process and results will be presented. Discussion encouraged. Handouts available.
Values, biases, and assumptions are like water to a fish. We only recognize that they exist when we step out of them. Experiential exercises pry students out of their own cultural milieu and confront them with the cultural lens through which they have been seeing the world. This presentation shares the findings of a qualitative study which examined the impact of the experiential exercises on the master's level counseling student. We wanted to know if we could learn something from student reactions that would help us enhance the learning experience.
Presenters will discuss strategies to navigate tension in a multicultural class by using counseling skills and group process. Counselor educators must be prepared to use every opportunity to help students not only learn about multicultural counseling, but about themselves and their worldview in order to best prepare for serving diverse clientele. Strong emphasis will be placed on demonstrating how a multicultural class can also be a lab for practicing safe group process, respect, and conflict navigation.
This round table presentation is designed to stimulate discussion and engage scholars, students, and practitioners in assessing the development and progress of increasing diversity related mentorship research. Attendees will determine their effectiveness in a mentor/protege relationship.
Mentoring in counselor education has often been described as a useful tool in the professional growth and support of counselors in training and CES students. With the emergence of programs across the country that offer distance learning curriculum in counselor education, many counselor education trainees have limited face-to-face interactions with faculty in order to fully engage in a mentoring relationship. This workshop will provide participants with strategies for mentoring and developing professional identity of distance and online doctoral CES students.
This program will introduce conference participants to the Fulbright Specialist program and how they can become successful applicants for an overseas experience in teaching counselor education and supervision in another country while simultaneously learning about how counseling is practiced in that country. Counselor education and supervision is united as a worldwide phenomenon and is diverse in its applications depending on the culture of the country in which it is practiced.
Study abroad experiences have the potential to positively impact counseling students' multicultural competencies. The co-presenters will describe a successful study abroad experience to Germany and present attendees with suggestions for creating and implementing a high-impact counseling-related study abroad experience for students. Explore elements such as selecting sites, organizing a pre-trip retreat, and initiating culturally-focused group process meetings throughout the trip. Presenters will disseminate research results from this wunderbar experience!
The presenter will describe the Multi-model approach using the Discrimination Model (Bernard, 1979) with Narrative Therapy and Interpersonal Process Recall for supervising counselors and counselors-in-training. The presenter will share experiences of using the approach in cross-cultural supervision, and will invite participants to share their experiences and perspectives of using components of this approach in supervision.
This program will be a roundtable discussion focusing on microaggressions in the supervisory relationship. Audience members will learn knowledge, awareness, and skills of broaching cultural concerns as they relate to supervision. Further, audience members will be invited to share their experiences as supervisors and supervisees regarding social and cultural concerns. Participants will obtain awareness of cross-cultural dynamics and necessary skills they can utilize within supervision.
After over a decade of war, counseling needs of military service members and their families are extensive. Preparing counselors with familiarity of unique characteristics of the military can support counselors in addressing mental health, family, and career challenges. Explore materials for inclusion in counselor education to facilitate cultural awareness of the military.
According to a recent New York Times (Carey, 2011) article men account for only 10% of social workers, 20% of all Master's Degrees in psychology, and 10% of counselors. Furthermore, the American counseling association reports that less than 26% of their memberships belong to males. In this presentation, we share the findings of a recent qualitative study, which examined the lived experiences of male counselors in training with the intention of generating insights into how counselor educators can better assist male counselors in their development.
As globalization increases, the numbers of transculturals entering universities is increasing. As counselor educators, it is important for us to develop best practices utilizing research and our shared experiences when working with this understudied population. As of now there is no single developmental model specifically researched for transculturals (McDonald, 2010). The goal of this program is to discuss the ways in which we can best meet the diverse needs of this population.
This roundtable discussion will focus the concept of being color-blind to difference as it is used, oftentimes, to communicate an openness to and tolerance for individuals who somehow standout as being different. It is a concept that is especially common in schools and is typically translated into practices that may have unintended consequences for students, school counselors, and school communities. The goals of the presentation are to explore the implications of the "colorblind" stance and to help participants devise strategies for interrupting this practice.
Counselor educators may encounter unusual student behaviors, and may be in a position of needing to determine if the behaviors suggest that the student poses a risk to the educational community, the larger community, or future clients. This can be difficult in light of cultural differences, documented disabilities, the need for safety, and a sometimes litigious environment. These issues and potential interventions will be explored through articles, expert opinion, examples and discussion.
Too often school counselors are assigned inappropriate duties and are expected to carry out an effective comprehensive guidance and counseling program; all with a student-to-counselor ratio that exceeds the ASCA recommendation. How is this possible? How effective are you with an excessive caseload and how do you manage to get to know your client's cultural background? How are you able to promote diversity school wide?
The Latina/o population is one of the fastest growing groups in the United States (U.S. Census Bureau, 2012). Eight high school counselors provided perceptions of factors that contribute to Latina/o students' mental health, as well as culturally-effective theories and techniques when working this population. Implications for counselor educators, counseling graduate students, and counseling professionals will be presented.
It is expected that spiritual and religious (S&R) values are integrated into counselor education. Robertson (2010) found that less than 5% of students in her study were aware of spiritual competencies, suggesting they had been inadequately trained regarding S&R values in counseling. The presenters will briefly share results of a content analysis on S&R of the ACES syllabi Clearinghouse; most of the time will be spent sharing ideas from participants to integrate S&R values in counselor education.
Participants will participate in a discussion regarding the unique challenges of Black women in workplace settings as a result of racial and gender stereotypes. Types of stereotypes unique to Black women will be discussed along with the impact of these stereotypes in the workplace. The presenter will share lessons from the field regarding her experience with stereotypes as a clinical supervisor working with white supervisees and advanced suggestions for promoting positive supervisory alliances.
Since Narrative Therapy focuses on unraveling client's multiple "stories," it is effective to use a literary narrative to teach students how to unravel, understand, and focus on client's complex life "stories." "Les Miserable" consists of three prominent themes which align with the Narrative Therapy concept of client's multiple stories. The various plots are the outcome of characters' choices which parallels the Narrative Therapy concepts of constructing realities, applying meaning, and creating alternative stories.
The counseling profession is going international and with it, research on counseling effectiveness. We need culturally appropriate and psychometrically sound measures. The Counseling Self-Estimate Inventory (COSE: Larson et al., 1992) measures counselors' self-efficacy counseling U.S. clients. We used the COSE-Malay scale (Wan Jaafar, 2007) to measure the impact of clinical supervision experiences on Malaysian counselors' current self-efficacy. Findings presented, active discussion expected.
Cultural competence is an ethical requirement, yet assumptions are routinely made regarding the quality of education or supervision based upon the outward appearance of the educator or supervisor. Bias related to middle age, white female educators and supervisors will be explored. Case studies of supervision and teaching influenced by outward appearance and invisible cultural identities will be presented and participants will receive exercises and activities to help students and supervisees in elevating self awareness related to their own hidden identities and existing bias.
Teaching Counseling Across the Lifespan in a way that prepares new counselors to understand not only mainstream developmental theories but also the various developmental trajectories that are present in our diverse world is a challenge for even the most experienced counselor educator. This session will introduce a successful new model for teaching human development that utilizes service learning to best prepare new counselors for ethical, reflective, multiculturally competent practice with diverse populations.
The number of African American males completing college pales in comparison to other ethnic groups (Maxwell, 2007). This presentation is designed to highlight factors African American males consider relevant for fostering college completion. Participants will learn the important role professional counselors play in increasing college completion for this population.
Counselors provide therapeutic benefits for clients when feedback about the results of brief self-report measures is given. Furthermore, organizations and third-party payers are increasingly relying on or requiring these measures. Graduate students, however, bring a diverse set of views regarding the use of these measures in counseling. The purpose of this session is to identify students' commonly held worldviews that can either support or interfere with their use of questionnaires in counseling, and teaching and supervision strategies for promoting the value of them.
Imagine teaching, learning, and practicing counseling in a society in which there are no professional ethics, no training standards, no licensure, and little recognition of your profession. This program looks at the development of the helping professions in India and Nepal and the experience of counselors, counselor educators, and supervisors within those countries. The values inherent in the counseling profession as it is practiced in Western civilization will be explored in comparison to the cultural values of South Asia.
This session will provide research information related to first year doctoral students' preparedness for advanced group counseling practice and the development of skill in a counselor training program. Participants will have an opportunity to overview the preliminary findings for developing doctoral students serving as group facilitators. This session can provide further insights to the development of doctoral students.
This roundtable discussion will engage potential dilemmas trainees who hold exclusionary religious values, such as patriarchy or heteronormativity, may encounter when engaging issues of minority gender or sexual orientation. Using Relational-Cultural Theory as a lens, participants will practice curiosity, validation, and empathy to explore: "How do we define multicultural competency?" "How do we assist those with exclusive religious values to do no harm to LGBTQ clients/colleagues?" and "How do we create safe enough spaces for trainees to process value conflicts?"
This presentation offers an innovative approach to address multicultural issues within the training of counselors. Participants will learn about Critical Race Theory (CRT) and how this perspective can be used to extend our view of cultural wealth. Using this framework introduces a new way of conceptualizing and understanding cultural strengths of minority clients. Discussion and experiential components will be part of this presentation to highlight the concepts.
Using New York City as a backdrop of racial, cultural, ethnic, and religious diversity, journey with us to experience an innovative approach to helping our graduate students become more knowledgeable and understanding of the needs of K-12 students and their families who represent so many different backgrounds, beliefs, and traditions. Participate in our unique model which has for 6 years broadened the world view and global perspective of hundreds of graduate students to develop culturally sensitive interventions for a wide range of cross cultural school counseling issues.
The empirical debate continues as to the effectiveness of coursework integration versus full-course multicultural training, in diversity issues such as disability. The number of children diagnosed with various disabilities has increased. It is imperative that school counselors receive training in specific methodology in working with students with disabilities to promote counselor effectiveness. This roundtable discussion will focus on discovering ways of incorporating disability coursework and training into existing school counseling programs.
Doctoral Candidate/School Counselor (4-8), The Pennsylvania State University/Grandview Heights City School District
Currently, I am a doctoral candidate in Counselor Education and Supervision at The Pennsylvania State University. Additionally, I am the school counselor (for grades 4-8) at Edison Intermediate Middle School in Grandview Heights, Columbus, Ohio. My research interests include: school... Read More →
An overview of the current challenges to professional counselor development and delivery of mental health services in Uganda will provide the framework for discussing cultural modifications of the Integrated Developmental Model for Supervision. Challenges to providing international support for advanced training and research will also be reviewed. Presentation team includes a US trained resident native Ugandan able to provide a unique and comprehensive perspective.
Deaf and hard-of-hearing counselors-in-training must learn to navigate between two cultures. In this interactive presentation, counselor educators will explore opportunities for increased inclusion of Deaf and hard-of-hearing individuals in our training programs. Factors such as language, interpreting, logistics, culture, social justice issues, and counseling skill development will be discussed. Particular emphasis will be given to the supervision experience and process.
In this roundtable discussion, the presenter will share useful computer and ipad applications and her experience of teaching in specially designed classrooms to promote active learning. Then, the participants will discuss the pros and cons of those applications for the underrepresented students in class.
This program examines whether school personnel perceive racism bias as a continual problem in our nation's schools. The program also explores whether school policies, procedures, and curricula are continuely evaluated in order to guard against racial bias and discrimination. A research based anti-racism training model is presented for discussion.
This session will offer insight into how a multi-disciplinary approach to counseling can be enhanced by incorporating spirituality into counselor education in a way that affirms each student's diverse background while creating a safe space for students to learn from each other. Understanding that greater healing occurs when a client is able to connect with their innate spirituality, this session will provide practical interventions for the classroom as well as for use with clients.
Individual context impacts the way we experience losses in life. Losses are disenfranchised when they are unrecognized or not socially sanctioned. LGBTQ people may experience disenfranchised grief through the death of a partner or the coming out process itself. The withdrawal of support from loved ones may represent ambiguous loss. This session aims to help counselors understand the universal aspects of loss while acknowledging the diverse loss experiences of LGBTQ people.
This presentation will focus on two counselor educator's transformational experiences teaching counselor supervision workshops in Malaysia. As the globalization of the counseling profession continues, collaboration amongst counselor educators can provide the needed dialogue to advance the profession globally. The result of this experience and the subsequent autoethnographic study provides practical implications in promoting counselor unity across nations while affirming the cultural diversity that exists between the guest and host cultures.
As counselors work with religious/spiritual clients, they bring related concerns to clinical supervision. However, many of us have not received training specific to addressing effectively religious/spiritual issues with our supervisees. In response, this roundtable will provide the space for clinical supervisors to come together to discuss the complexities, challenges, successes, and rewards of processing religious/spiritual issues in supervision. Resources will also be provided.
Supervisors have immense power in the supervisory relationship. This presentation will provide specific techniques to use this power responsibly, specifically in addressing gender dynamics with supervisees. Relevant literature will be presented, as well as the risks and benefits of addressing gender. Concrete suggestions about how to facilitate an effective discussion of gender in supervision will be provided. The techniques presented are based in a combination of feminist supervision theory and the interpersonal process model.
When I began my master's in clinical counseling, I remember feeling incredibly lucky to have found a career that resonated so well with my deepest self. Now, as a third-year doctoral student in Counselor Education and Supervision, I feel doubly lucky to get to do something that I... Read More →
There is a need to meet the current and ever increasing demand for online counselor education. The diversity of culture and experience you find in an online class is difficult to replicate in a land based course. Utilizing the latest technology available, we strive to meet and exceed the standards of CACREP accreditation while meeting the diverse and challenging needs of our students. We will share our most effective practices for educating the next generation of counselors while promoting the incredible diversity, life experiences, and expertise of our students.
This roundtable session provides an opportunity for online counselor educators to discuss pedagogical methods of providing supervision and training with counseling students, and ethical considerations related to online supervision. Online counselor educators seek to provide exceptional training opportunities, supervisory accountability, and professional gatekeeping responsibilities to the profession. This discussion allows for the exchange of ideas relating to these responsibilities.
Innovative and diverse pedagogy will be presented and discussed to help make research less isolating and painful to both teach and learn. Foci include a sundry of teaching methods, sample assignments, and experiential activities to help facilitate a more fluid and cohesive learning process for counselors-in-training. Attendees will explore approaches to helping students overcome their fear of both statistics and research. Innovative approaches for online learning will also be presented.
Multicultural competence is a key element to building and maintaining relationships with clients, but what does it look like? As supervisees attempt to establish their counseling "style", it is important that supervisors embrace multicultural competence within supervision. This presentation will illustrate how modeling multicultural competence in play therapy can impact important relationships on multiple levels. The presenter will demonstrate fun and engaging methods of approaching multicultural issues and will address the pitfalls when these issues are avoided.
In this presentation, the constructive approach to clinical supervision will be defined and described. Research that has examined the efficacy of the approach will be shared along with activities designed to facilitate supervisee development from a constructive perspective.
With advances in technology, many counselor educators are opting (and others are experiencing pressure) to teach their courses on-line. Counselor educators can use this technology through intentional course design to maintain a constructivist environment to nurture, foster, and develop a students' counselor identity during this formative stage. This session will explore pedagogical strategies for hybrid course designs intended for graduate level counseling classes.
Counselor educators can influence the national agenda for health through collaborative campus initiatives. This program will describe the process of developing an online undergraduate wellness course. The pilot course offering enrolled over 200 students who studied principles of wellness, completed a self-assessment, and monitored progress toward self-generated goals. Participants will receive a guided tour of the course site and discuss opportunities for collaboration at their home institutions that can impact student well-being and generate meaningful research.
This roundtable session is an interactive discussion of the effectiveness of an online supervision model used by the presenters in a doctoral-level clinical supervision class. The presenters will describe experiences and insights that were gained as professors, students, and doctoral supervisors of master's-level students. Participants will learn strategies for engaging supervisees from diverse backgrounds, various developmental levels, and learning styles in an online supervision environment.
Mindfulness is a simple practice with powerful results in both clinical and class settings. The presenters will share their experiences of incorporating mindfulness into a variety of counselor education courses. Artifacts from these courses will be presented, which will include descriptions of activities, as well as student responses. Attendees will be invited to participate in a mindfulness exercise and be provided materials for incorporating similar practices into their courses.
The online classroom is a unique place to promote diversity and values like mentoring and relationship building. This session will look at creative ways to increase interconnectivity within the online environment. Based on best pedagogical practices in distance education, participants will learn how to incorporate these teaching strategies in the classroom, resulting in productive student-student and student-professor interactions. Available online tools to enhance teaching and community will be demonstrated.
Lead management is a style of management that encourages involvement, decision-making, and internal motivation. This style of management has potential as a method for working with counselors-in-training to develop self-evaluation of quality performance. Attendees will be provided with an overview of lead management and its potential application as a method for it uses in counselor education.
Social justice advocacy, cross cultural, and multicultural counseling competencies are mandatory components of effective counseling and counselor education programs. Furthermore, CACREP accredited counselor education programs are required to teach multicultural and social justice theories. This round table format will allow participants to have a conversation about contemporary theories that integrate culture, gender, race, ethnicity, sexual orientation, oppression, sociopolitical factors, and social justice competencies into the models.
Results of a research study on stigma experienced by battering survivors revealed important results on stigma from counselors and other professionals (e.g., law enforcement, court officials, medical doctors, shelter staff, and clergy). This presentation highlights results of a two-part study that investigated stigma with 12 in-depth qualitative interviews and quantitative data from an international sample of 219 participants. Presenters will share stories of stigma, and facilitate a large group
This workshop will focus on making counseling and counselor education more engaging by teaching multisensory techniques. Focus will be on the value of multisensory techniques and how to teach them in numerous courses. Students need to be taught ways of doing counseling that fits with 21st century, technology savvy client. Ideas presented will be useful in many different courses. Demonstrations of the techniques will be presented along with a variety of ways to teach these techniques. Special emphasis will be on how to teach the techniques and theories courses more effectively.
The flipped classroom is a method of teaching that increases interaction with students and allows them to take responsibility for their own learning. This roundtable session will address characteristics of a flipped classroom, advantages and disadvantages to this form of teaching, and how the flipped classroom can be applied to counselor education. One example of a flipped classroom will be shared, including student feedback, and participants will be invited to share their own experiences.
Counselor Educators need to consider innovative strategies for improving the quality of collaborative online learning environments given the rapid expansion of distance education. The purpose of this presentation is to review the literature on online teaching while highlighting suggestions for improving online student/ student interactions and student/ instructor interactions in a variety of counseling courses. The presenters have a variety of experience with online teaching, currently teaching at an institution with over 400 fully online students.
Diversity of learning styles can challenge counselor educators who strive to maintain high academic standards. Bloom's Taxonomy and Krathwohl's Affective Taxonomy can provide tools to guide the development of knowledge, skills, and dispositions that culminate in effective counseling practice. Together, these two structures give supervisors an intentional method to enhance professional development in emerging counselors. The goal of this roundtable is to foster discussion of excellence in counselor education: how we define it, foster it, and measure it.
Passions include school counseling, leadership, multicultural counseling, pedagogy, creativity -- I think I must be the posterchild for Research ADD (the newest diagnosis in the DSM-V).
Counselor educators and supervisors not only have an ethical obligation to teach students/supervisees wellness models and interventions, but counselor educators and supervisors should also reflect on their own wellness practices. This presentation will facilitate a conversation based on presenters' wellness practices of Caribbean, Zimbabwean, and Indian cultures, as well as participants' experiences with their own wellness practices.
Traditional methods of teaching DSM stress memorization of the diagnostic criteria for various diagnoses. An alternative, multidimensional approach for teaching DSM will be presented and discussed. Components of this approach include: 1) utilizing media to illustrate common diagnoses; 2) providing an understanding of basic neurobiology; 3) conceptualizing normal personality as well as personality disorders; and 4) constructing diagnosis-specific, multifaceted treatment plans.
Over 47,000 service members have been injured in combat as a result, affecting the lives of over 30,000 children. Children of wounded warriors are often neglected and left to cope with the new challenges in their life. With licensed counselors and school counselors working with military children, it is essential for counselor educators to prepare clinicians to deal with this diverse population. The session will provide attendees with the resources needed to support children of wounded warriors.
Counselor educators must find ways to equip school counselors with interprofessional collaboration skills so that they can be strong leaders in schools and adept members of multidisciplinary teams. This presenter will share a method to develop school counselor trainees' collaboration skills through a simulation activity with pre-service special education teachers. Attendees will have the opportunity to reflect on qualitative data collected from pre-professional students involved in this simulation.
Dawnette Cigrand, Ph.D. is an professor and a coordinator of the school counseling program at Winona State University. She earned her M.A. in School Counseling (2000), and her Ph.D. in Counselor Education (2011) from the University of Iowa. She was a school counselor and teacher in... Read More →
Most counseling programs offer a course on research methods in counseling. However, integrating research methods in other courses and/or helping students see the importance of understanding research seems to be a greater challenge for counselor educators. This round-table workshop will provide practical strategies as well as offer an open forum for discussing ways we can include research methods into existing curriculum and help students identify their own research identity.
Compassion fatigue is both a probable and possible hazard for the neophyte counselor as well as for counselors well established in the field. This roundtable discussion will incorporate supervision techniques as well as how to check-in with counselors at all levels of experience, while normalizing compassion fatigue as part of working in the field. Topics include creating and fostering a supervisor/ supervisee or student/professor relationship wherein it is safe to dialogue about compassion fatigue symptoms, counter-transference, and self-care.
This session will briefly highlight the tenets of experiential learning (including problem-based learning and collaborative inquiry) as a foundation to the discussion, and then proceed to a sharing of activities used to enhance school counseling students' knowledge and application of comprehensive school counseling programs. Learning outcomes and assessment for each activity will be shared. Opportunity for audience participation in the form of sharing and discussion around activities and course assignments is welcomed.
The challenge of getting counselors-in-training ready for practicum/internship is of primary concern to counselor educators. In this program, the presenter will describe a unique and innovative pre-practicum skill development course that is designed to optimize students' self-efficacy by creating a comprehensive simulation environment designed to parallel practicum and internship experiences. Connections with CACREP standards will be provided, along with detailed strategies to optimize the simulation experience
To help counseling programs consider the option of developing and offering a master's level course in supervision, this presentation offers four models for supervision training at the master's level. The models presented will include (a) developing a stand-alone didactic course in supervision, (b) combining a didactic supervision course with a practicum component, (c) incorporating supervision training in the master's level internship course, and (d) offering a post master's add-on certification for supervisors.
Counselor educators must examine a research problem from multiple perspectives; therefore, it is to our benefit to develop interdisciplinary research teams. There are many benefits to pursuing interdisciplinary research, but there are also challenges to working with a team of researchers from diverse backgrounds. This presentation focuses on recommendations for counselors to develop and implement interdisciplinary research projects. Discussion will also include ways to encourage graduate students to pursue interdisciplinary research.
I am currently involved in research related to trauma, intimate partner violence, and clinical supervision. My clinical specialities include community mental health, disaster work, and gender violence. I am also co-chairing a search committee for a full-time clinical mental health... Read More →
The profession of school counseling continues to evolve; pedagogy in graduate level courses has followed suit. Diverse perspectives on the education and training of school counselors can be found in counselor education programs across the country. At risk is the professional identity of professional school counselors. This presentation will focus on how counselor educators can work together for a unified pedagogy while retaining valued diversity components. Presenters will provide research on professional identity as trends in graduate education.
School counselors have the dual experience of being trained to follow the ASCA Model as well as comply and adhere to required responsibilities requested by building supervisors, which may be outside of school counselor's professional identity and training. Across the Nation, discussions have taken place; advocacy is being conducted to support the roles of school counselors while some implementation has occurred. Yet, many school counselors still insist they operate as a secretary.
Consistently emerging teaching technologies may have much to offer counselor educators, but these educators may also find themselves challenged to consider how such tools and trends intersect with their existing teaching philosophies and pedagogical methods. The program will provide a brief review of the recent literature on technology and pedagogy in higher education. Participants will explore the pedagogical advantages and challenges when integrating technologies into counseling programs and brainstorm ideas in leveraging technologies to support their pedagogical aims.
Effective case conceptualization is an important yet challenging skill to learn for many counseling students. The implication and appropriateness of grounding student's conceptualization of client issues from a humanistic perspective will be discussed. This presentation will assist counselor educators who teach counseling skills to look at how they teach conceptualization skills and identify new strategies within a humanistic framework to enable students to effectively conceptualize client issues regardless of primary theoretical orientation.
The CACREP standards specify that site supervisors obtain relevant training in supervision. Additionally, the standards state that counseling program faculty members maintain a responsibility for providing site supervisors with orientation, assistance, consultation, and professional development opportunities. The purpose of the roundtable discussion is to discuss the results of a pilot study, which will provide participants with innovative ideas regarding the implementation of training site supervisors in diverse settings.
The counseling field is currently evolving to become more research-oriented by using evidence-based practices and measuring the effectiveness of treatment. This type of mindset is most likely established in training program settings making it important for programs to infuse and measure the effectiveness of research oriented curriculum. The purpose of the presentation is to discuss findings from research on The Research Identity Scale.
The thriving female counselor educator: She is motivated, takes initiative, and has found balance in her pursuit of personal and academic success. What fuels such success? This presentation will explore various avenues of success taken by women engaged in scholarship, service, and teaching as counselor educators. Attendees will be introduced to a foundation of literature as well as the results of the presenter's recent qualitative research study, exploring the experiences of women in the field.
"Promoting Unity While Affirming Diversity" sounds simple in both theory and practice but may require a later developmental worldview. Consider the rash of messages on CESNET in mid-December 2012: many seemed unwilling or unable to reach for commonality or unity with others. Mindfulness along with integral awareness may offer us ways to evolve so that we can hold both unity and diversity. A school counseling course on mindful and integral practices will be presented for mindful discussion.
Supervisees describe feeling alone, disconnected, heavy, doubtful, and distant as they grow toward increased independence from the supervisor. This presentation will review the existential experiences of supervisees throughout various stages of development and the ways in which supervisors can help them navigate the integration of the new awareness of self and how it impacts their continued development as professional counselors.
In an attempt to more effectively utilize existing faculty resources as well as enhance the prepracticum training experience for counseling students, two counselor educators developed a collaborative model of team-teaching prepracticum. A discussion of the utility of this approach to teaching prepracticum, including student feedback regarding the experience, will be discussed. Strategies for applying a collaborative teaching structure while maintaining diversity of supervision styles, to prepracticum courses in master's-level training programs, will be highlighted.
APPs abound in our technology based world, but what happens when we look at an APP that provides face to face collaboration instead of a digital interaction? Join presenters from two programs in a college of education to find out how their APP (Appreciative Partner Project) brought together preservice teachers and school counselors-in-training for a semester long project that provided support and skill development to these current students who will be future colleagues.
I serve as the Assistant Dean and Instructor of Elementary Education in the College of Education at Butler University. My background includes serving as an elementary classroom teacher, middle school nonprofit director, consultant, teacher educator and National Certified Counselor... Read More →
The central goal of this program is to explore the relationships between advisees within a master's program and the advisors. There is a great deal of research on the advisory relationship of doctoral programs and undergraduate programs. There is a paucity of research on the master's level advisory relationship. What is the process for advising in master's programs and what are the needs of the advisees and advisors? These are the questions being explored within a small rural college in Nebraska.
With diversity continuing to grow within the US, counselors and counselors educators must design strategies (and employ nontraditional approaches) to assess the needs of students when language may be a limitation or barrier. The session, facilitated by a high school counselor, will explore strategies for designing needs assessments that can adequately capture the needs of ESOL students within schools.
Empathy development is a critical part of counselor training. One of the primary goals of such training is to help students broaden their capacity for empathy with those from different backgrounds, cultures, and orientations. Self-reflection can be a meaningful way to sharpen empathy skills. This roundtable discussion will explore various ways to keep empathy development, through self-reflection, at the forefront of student learning throughout counselor training.
Gender inequity is a persistent and pernicious issue in occupational environments and educational settings, and faculty and doctoral students in counselor education might experience a "chilly climate" based on gender stereotypes, gender devaluation, and exclusion. Awareness, however, is only the beginning: educators, supervisors, and counselors in training need tools, including interactive learning opportunities to counteract the negative effects of gender inequities.
The proposed 2016 CACREP Standards make clear the need for intentionally-created doctoral internships, which provide invaluable experience to beginning counselor educators, as well as opportunities for mentorship and service for all involved. This discussion-based presentation will provide participants with an overview of doctoral internships in counselor education programs gathered from survey research conducted during the spring of 2013. One example of a partnership will be offered, as well as a vision for how this partnership could become a model for other institutions.
Nearly 90% of undergraduates use social networking sites (College Board & Art & Science Group, LLC, 2009), and separate research has speculated if technology is related to the increase in narcissistic traits in students (Twenge et al., 2008). Yet, little research describes how such trends affect students. This session will raise questions of how social networking sites and possible correlations to narcissism may affect the ability of counseling students to create a therapeutic relationship.
Empathy has been noted as an integral part of building the therapeutic relationship. As counselor educators, one of our main roles is teaching students the foundations of a therapeutic relationship. This program provides a review of methods in the literature used to build empathic skills and creates a forum for introduction of new ideas. We will address counseling students' developmental levels as related to empathy, and distinguish between conveying empathy and other basic counseling skills.
School counselor trainees benefit from opportunities to develop in their social justice and multicultural competencies. Counselor educators and supervisors can unite to raise the level of intentionality and authenticity of social justice infusion and competency. This discussion will build on one program's experiences, as participants further reflect on foundational questions and individual and systemic interventions that can be included in their practicum and internship experiences.
Burnout and compassion fatigue affect counselors and counselor educators in every setting. Counselors-in-training may not yet understand the connections between self-care and burnout. This session is designed to aid participants in teaching counselors-in-training to recognize the signs of burnout in themselves, define wellness, and to determine the best place to begin preventative self-care.
Attendees of this presentation will be exposed to current literature that addresses the tension between advocating for the profession of counseling before advocating for clients. The process and results of a recent pilot study of ACA member's perceptions will be presented with an emphasis on the participant responses to academic preparedness to advocate for the profession whether they are in leadership positions or not. Participants will be given the opportunity to collaborate on strategies to integrate more intentional advocacy training into counselor education.
Culture is an instrumental component of clinical practice. Thus, tackling it during supervision is the best method to ensure its implementation. Cultural differences can hinder the synergy of the supervisory relationship and damage the efficiency of productivity and clinical outcomes. Supervisors can learn to take these obstacles and turn them into advantages with the right skill levels and tools for approaching a multicultural supervisory relationship.
PhD Candidate/Counselor Education and Supervision Program, Capella University
Currently, I work as the Clinical Director at Y.E.S. and maintain my own Counseling and Consulting Practice. I am a Licensed Professional Counselor Supervisor, Board Certified Coach, Distance Credentialed Counselor, Approved Clinical Supervisor and National Certified Counselor. I... Read More →
As counselors, supervisors, and educators, we are obligated to ensure that cultural issues are discussed in the classroom and in counseling and supervision sessions. In this session, we propose that a cohort model creates an ideal environment for encouraging students of diverse experiences and cultural backgrounds to work together further enhancing professional and academic experiences. We examine the dynamics of a diverse cohort and identify the benefits of this model for graduate programs.
The role of the school counselor remains a "hot" topic for discussion among counselor educators, school counselors, school administrators, and other stakeholders. School counselors continue to perform inappropriate or non-counseling activities. Results of the current study indicate that Kenyan school counselors continue to face similar, but unique challenges. Participants in this round-table discussion will learn how school counselors in international schools negotiate these challenges.
This education session will explore the impact of Yoga philosophy on the mission of counselor education. The experience of a developing cross-cultural exchange program with counseling departments in India will also be presented. Combining both theory and practice, we will explore the dharma of counseling.
Rural school counselors work in settings characterized by unique cultural and socioeconomic benefits and challenges for students, community members, and school counselors alike. This presentation examines these factors, presents advocacy intervention strategies shared by practicing rural school counselors, and examines perceptions of rural school counseling from school counselors in training. Ideas shared in this presentation shed light on the significance of preparing school counselors to meet student needs in rural areas.
Are your school counseling students interested in solution focused therapy (SFT), and you would like to know how to move beyond the miracle question? This workshop will assist you in expanding your knowledge of SFT and how to integrate it into school counseling. We will discuss current practices and review the foundations of SFT while focusing on how to effectively utilize SFT in schools.
