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
Provided is a brief review of accountability and SLO assessment movements in higher education, a general program evaluation model, illustrate ways in which these processes link with the types of data you will utilize in program evaluation, and identify resources for learning more about the big-picture program evaluation process, explore what we mean by SLOs and discuss the process of creating SLOs to guide program and course assessment processes. Attention to curriculum mapping as a means for ensuring that curricula includes the types of experiences students need to develop SLOs, and procedures and tools for crafting broad-based, curriculum-linked, SLO-focused assessment plans.
Objectives:
Understand how to evaluate student learning outcomes in higher education
Examine best practices for engaging in student and program evaluation
Explore the process of creating SLOs to guide program and course assessment processes
Source: Evaluating Student Learning Outcomes in Counselor Education written and edited by Casey A. Barrio Minton, Donna M. Gibson, and Carrie A. Wachter Morris
The historical antecedents leading to the formation and implementation of institutional review boards (IRBs) are rooted in human tragedies from a multicultural context. An understanding and practice of ethical behavior in research is a federal mandate as well as a professional obligation. The requirements of meeting this charge, from both a legal and moral standpoint, are explored in this chapter.
Objectives:
Understand historical antecedents leading to the formation and implementation of institutional review boards, federal guidelines, and research ethics
Examine federal regulations from Office for Human Research Protections (OHRP)
Source: Counseling Research: A Practitioner-Scholar Approach by Richard S. Balkin and David M. Kleist
Securing external funding to support programs or research is crucial to success and sustainability, yet grants are becoming increasingly competitive. This interactive session will highlight current research and provide strategies for identifying a community or research need, finding funding sources, and writing a successful grant proposal. To demystify the process, information will be presented in a practical, step-by-step manner. This session gives you the tools for producing a successful grant proposal.
Learning Objectives:
Participants will learn four effective strategies involved in writing a successful grant proposal including understanding the importance of a compelling need statement, writing goals and objectives, designing programmatic or research methodology and preparing a budget with budget justifications
Participants will be able to identify four funding resources that could be applicable to their proposal or project
Participants will learn three common themes involving counselors’ perceptions of grant writing based on the presenters recent research study: “Perceptions of Grant Funding of Counselors and Counselor Educators: An Exploratory Study"
*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
Starting a new position in a new school is challenging, even for seasoned school counselors. Dr. Nancy Carlson discusses some tips and ideas for getting off to a good start with a new population of students. Topics covered range from organizing student schedules to handling a diverse student population with a variety of counseling needs.
Learning Objectives: In this webinar participants will:
Learn some tips on how to prepare for a new school year.
What to look for in terms of differences between age groups and school systems.
Understand the importance of assessing the cultural make up of the student population.
*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.
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
