*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
Counselor educators want to provide a high level of services for their students, but they must maintain boundaries in keeping with the ethics of their profession. In this webinar, Shawn Spurgeon, Ph.D., LPCC, and Lynn Linde, Ed.D., focus on boundaries that are specific to counselor education and working with students and supervisees. They discuss Section F of the ACA Code of Ethics and emphasize recent changes to the code regarding counselor education and the implications for practice. Dr. Spurgeon is an associate professor of education at the University of Tennessee, Knoxville. Dr. Linde is a clinical assistant professor in the school counseling program, Education Specialties Department of Loyola University–Maryland School of Education and a past president of the American Counseling Association.
Summarize the basic tenets of Dr. Lynn Linde and Dr. Shawn Spurgeon’s webinar presentation: Gatekeeping and Boundary Issues for Counselor Educators.
Provide an overview of boundaries and how they impact counseling.
Review the ACA 2014 Code of Ethics Section F: Supervision, Training and Teaching; changes in the Code regarding counselor education, and implications for practice
Description: Compassion fatigue has been documented as an occupational hazard in counseling. Providing education to interns on compassion fatigue and protective factors, such as self-care, can normalize struggles experienced by interns. Supervision provides a relationship to build skills to help prevent compassion fatigue. Interns should understand counselor developmental phases and the necessity of self-care plans. To instill this knowledge, supervisors should focus on the purpose of supervision, activities of supervision, counselor developmental phases, and compassion fatigue education.
Objectives:
Examine compassion fatigue and how counseling supervisors can educate interns on protective factors
Explore strategies counseling supervisors can use to address compassion fatigue in supervision
Source: Using Technology to Enhance Clinical Supervision, edited by Tony Rousmaniere and Edina Renfro-Michel
Description: In this chapter, we focus on ethical guidelines that are available for counseling supervisors and the underlying ethical principles and virtues to consider in the use of technology-assisted-supervision (TAS).
Objectives:
Examine guidance from the literature, ethical principles, and virtue ethics on the use of technology in clinical supervision.
Explore common ethical issues counselors encounter in technology-assisted supervision (TAS).
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
Using experiential techniques can assist us in delving deeper into supervisee concerns allowing us to develop a growth-oriented supervisory relationship. This training is designed to highlight the usefulness of experiential techniques within the supervisory relationship. Attendees will explore several techniques designed to bring creativity to supervision, deepen supervisee self-awareness, and address supervision issues.
Learning Objectives:
Participants will engage in discussion about their own supervisory style and needs of their supervisees, and identify areas in which supervisees struggle to support client issues
Participants will discuss and review several expressive techniques that can be adapted to fit their supervision style and supervisee population to best respond to client needs.
Participants will understand several techniques that can be applied immediately to different aspects of the supervisory relationship.
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
Self-injury (SI) is a challenging clinical issue that can trigger complex counselor affective and cognitive responses. The presenters will address (a) common counselor responses to SI; (b) strategies to address counselor responses to SI and help supervisees learn to self-monitor; (c) treatment issues that affect risk and risk assessment with clients who self-injure; and (d) strategies to identify and manage risk with clients who self-injure.
Learning Objectives:
Participants will be able to identify common counselor affective and cognitive responses to self-injury and strategies to address counselor responses to self-injury.
Participants will be able to identify common treatment issues that affect risk and risk assessment with clients who self-injury.
Participants will be able to identify strategies to help identify and manage risk with clients who self-injure.
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate*
Medical and mental health professionals are increasingly being called into court to testify. The ethical conflict these situations create can be difficult to navigate while also in a treatment relationship. In this webinar, participants will learn how to work with their attorneys to navigate these difficult situations ethically, and legally.
Learning Objectives:
In this webinar participants will:
Learn the difference between the terms “expert witness” and “fact witness.”
Understand some of the major differences between criminal and civil law proceedings and how they are relevant to counselors and other mental health professionals.
Learn how to handle subpoenas in civil vs. criminal actions and what to do when served with a search warrant in a criminal case and/or when an investigator shows up, demanding information.
Although much has been written to help counselors understand the potential impact of their own biases toward clients from traditionally marginalized groups, much less attention has been given to assist counselors working with clients who express discriminatory views that counselors may find offensive. In this article, the authors briefly outline how constructive clinical supervision can be integrated with aspects of relational–cultural theory and moral foundations theory to help counselors work with clients who espouse discriminatory views.
Review how clinical supervisors can utilize the Constructive Clinical Supervision model to assist counselors working with clients who espouse discriminatory views.
Understand how to integrate aspects of Relational-Cultural Theory and Moral Foundations Theory into the Constructive Clinical Supervision model.
Counselor educators and supervisors train students and supervisees to become professional, ethical and competent counselors. However, some trainees are adamantly against working with LGBT people, some are insensitive about their language, and others don’t understand the inappropriate nature of their jokes. In this panel discussion LGBTQQIA counselor educators and supervisors discuss their own responses to slanderous speech, microaggressions, and overt ridicule regarding LGBTQQIA persons by students and supervisees. We will talk about our own emotional reactions and how they’ve changed over time, along with helpful and unhelpful responses to students/supervisees based on their own developmental level. Each panelist will briefly discuss one aspect of their experience, and we will then facilitate a discussion with attendees around best practices for managing emotional reactions while still offering appropriate responses to students and supervisees.
Learning Objectives:
Look at the effects on counselor educators when students make hurtful comments about an aspect of one’s identity.
Explore how the parts of one’s identity intersect and conflict with each other in difficult situations.
Learn ways to work with students and supervisees toward LGBT competence and advocacy
