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.
*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
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
What responsibilities should counselors consider when they begin to build their practice? M. Janelle Disney, Ph.D., LPC, LMFT, and Richard E. Watts, Ph.D., LPC-S, provide advice for counselors on how to market and build their practices; how to maintain competence and self-care; and how to be responsible to their employees, coworkers, and the public. They also discuss ethical issues regarding the use of treatment modalities. Dr. Disney is a professor in the counseling department at Argosy University, Atlanta. Dr. Watts is university-distinguished professor and director of the Center for Research and Doctoral Studies in Counselor Education at Sam Houston State University.
Summarize the basic tenets of Dr. M. Janelle Disney and Dr. Richard E. Watts webinar presentation: Professional Responsibilities of the Counselor.
Discuss ethical issues in the practice of counseling .
Further discuss ethical issues as it relates to treatment modalities.
Government grants can assist counselors in building their practices, but competition is fierce for such grants and it is difficult to win them. In this presentation, Jason King, Ph.D., DCMHS, ASC, and Russ Gaede, Psy.D., LMHC, discuss how counselors can turn requests for proposal (RFPs) into profitable grants for their agencies or practices. They provide an overview on particular marketing strategies and discuss how to create successful RFP submission content. Dr. King has a private practice in Utah, and he is the clinical director of the Life Enhancement Center in Provo, Utah. Dr. Gaede has a private practice in Utah and is the executive director of the Life Enhancement Center in Provo, Utah. This is the second webinar in a series of seven focusing on how private practitioners can improve their businesses.
Summarize the basic tenets of Jason H. King, PhD and Russell C. Gaede, PsyD webinar presentation.
Provide an overview on securing government contracts.
Discuss marketing strategies and RFP submission content.
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
Description: The application of single-case research design (SCRD) offers counseling practitioners and researchers a practical and viable method for evaluating the effectiveness of interventions that target behavior, emotions, personal characteristics, and other counseling-related constructs of interest. This article discusses general issues relevant to SCRD, as well as obstacles to its implementation in counseling settings. Steps to SCRD development, application, and analysis that are specific to the counseling field are also provided to encourage its use among counselors and researchers.
Objectives:
Understand steps to single case research design development, application and analysis.
Explore how counselors can use single case research design to evaluate the effectiveness of counseling interventions.
Source: Evaluating Student Learning Outcomes in Counselor Education written and edited by Casey A. Barrio Minton, Donna M. Gibson, and Carrie A. Wachter Morris
Description: 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: Counseling Research: A Practitioner-Scholar Approach by Richard S. Balkin and David M. Kleist
Description: 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)
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.
