Before and after - American Counseling Association

Transcription

10
Report from Sri Lanka
Joseph Wehrman's firsthand account of ministering to the
needs of a devastated nation in the wake of the deadly tsunami
rr~
36 Supervision and suicidal clients
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DEPARTMENTS
4 Letters to the Editor
5 From the President
6 Executive Directors Message
7 Student Focus
16 Finding Your Way
31 Innovations inCounseling
42 Dignity, Development & Diversity
46 Resource Reviews
50 Classifieds
p
A 3-D model provides context for the complex relationship
between supervisors, supervisees and clients at risk of suicide
40 Marketing 101 for counselors
Passionate advocates for their clients and communities,
counselors often get cold feet when it comes to self-promotion
04S
A**
A~~
(i
PDATE
n
A
Before and after
Examinintd ways to help students prevent school'violence
BYJONATHAN ROLLINS
Written and compiled by
Scott Barstow, Data Alpert and
Christopher Campbell
TRICARE, Medicare
counselor
reimbursement
bills introduced
,The American Counseling
Association is -pleased to announce the introduction of two
bills in Congress to establish
equal reimbursement of Licensed Professional Counselors
under federal health programs.
Introduction of the bills follows
coordinated, behind-the-scenes
lobbying by ACA and the American Mental Health Counselors
Association. If enacted, the legislation would go far toward
ending the inconsistent and discriminatory treatment of mental
health counselors.
In March, Rep. Robin Hayes
the
introduced
(R-N.C.)
"TRICARE Mental Health Services Enhancement Act" (H.R.
1358) to establish independent
Continued on page 33
Until Jeff Weise opened fire at
his school in Red Lake, Minn.,
approximately 18 months had
passed without a school shooting
resulting in death in the United
States. But soon after Weise
committed suicide, ending a
rampage that claimed the lives of
five students, a teacher, a school
security officer, Weise's grandfather and the grandfather's companion, all-too-familiar and
haunting questions quickly
resurfaced - just as they had
with previous school shootings.
How could this happen? Could it
have been prevented? What can
be done to help the living victims
of this tragedy? Is school violence - from bullying to physical assaults to the extreme of
homicide - an epidemic that
has no cure?
When Scott Wickman, Anne
Kuntz, Joan Collins-Marotte
and Terrance Peterson submitted
proposals to give presentations
at the 2005 American Counseling Association Convention,
they had no way of knowing
what would transpire a little
more than two weeks before the
PERIODICALS MAIL-NEWSPAPER HANDUNG
-
...
and deal with its aftermath
annual convention in Atlanta.
But the tragic events of March
21 on the Red Lake Indian
Reservation proved once again
why the information they shared
at the ACA Convention has special significance not only for
schools but society at large.
Before: Facilitating
violence prevention groups
As presenters at an ACA
Convention Learning Institute
titled "Listening to Youth: An
Outcome-Based Approach to
Facilitating Violence Prevention Groups in Schools," Wickman and Kuntz told the story of
how a project in Illinois started
small and quikly gained
momentum, with exceptional
anecdotal results.
The process started in 1999,
when the office of illinois thenAttorney General Jim Ryan
established focus groups of middle school students throughout
the state to discuss their concerns
related to school violence. When
asked what they needed from
adults to feel safer in school, students responded overwhelmingly that they wanted more groups
such as the ones in which they
had just participated. Based on
that feedback, the Attorney General's Office formed a Partners
for Peace Committee to assist in
the creation of similar group
experiences for middle school
students. Partners for Peace
included representatives from
the Illinois School Counselors'
Academy, the Illinois School
Counselor Association, the IlliContinued on page 19
Wickman and Kuntz believe strongly in Listening to Youth.
o
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NEWSBRIEFS
THIS ISSUE'S FEATURE ARTICLE SHORTS
ACA awards 15 graduate students
with first Ross Trust scholarships
The American Counseling
Association, in collaboration
with the ACA Foundation, recently announced the recipients
of its inaugural Ross Trust
Graduate Student Scholarships.
Five doctoral students and 10
master's students received the
scholarships, which ACA will
award annually thanks to the
generosity of Roland and
Dorothy Ross.
The recipients, all of whom
are preparing to work as counselors in elementary, middle or
secondary schools, were given
a $1,000 monetary award, a
complimentary one-year student membership in ACA and a
complimentary registration to
the ACA Convention.
Counselor educators from
across the United States nominated graduate students based
on the highest standards of academic achievement, volunteerism in the community and,
for doctoral students, evidence
of scholarly research, writing
and presentations. Each counselor educator was allowed to
nominate only one student for
the master's scholarship and
one student for the doctoral
scholarship.
Nominated students were
asked to submit a statement
detailing their career goals and
how they anticipated utilizing
their counseling skills in an
educational environment. They
were also asked to describe
their volunteer experiences in
schools or elsewhere in the
community. Doctoral level students also submitted a statement summarizing their research, writing and presentation activities. .
The ACA Ross Trust Graduate Student Scholarship Advisory Committee reviewed all
the nominations and selected
the 15 winners for 2005.
Scholarship recipients for
each group are listed below in
alphabetical order.
Doctoral
Scholarship recipient
Tamisha Bouknight
,
Yushong Chen Foley
Kylie Phares Dotson-Blake
Julie B.Stephen
Joan Strutton
College/University
University of Connecticut
Georgia State University
College of William & Mary
University of North CarolinaGreensboro
Texas A&M University
Counselor educator nominator
Robert Colbert
Fran Mullis
Charles Gressard
Jane Myers
College/University
Southern Illinois University
Michigan State University
University of Georgia
Stetson University
Texas Women's University
University of North CarolinaGreensboro
Troy State University
Winthrop University
Indiana University-South Bend
Counselor educator nominator
Kimberly Asner-Self
Robbie Steward
Pam Paisley
Brigid Noonan
Susan Adams
Jose Villalba
George Leddick
Master's
Scholarship recipient
Amber Britton
Marie Isabel Dorado
Melissa Freeman
Russell L.Hand
Kelly Koslowski
Lucy Lewis
Cassandra R.Morris
Casie 01lendick
Stephanie Robertson
Sheryl Suppinger
Kenyon Knapp
Deryl Bailey
Ida Chauvin
Jeremy Linton
"
A
N
ACT
Four receive ACA Presidential Citation
"Each year we hear about people who have done extraordinary
things for the profession of counseling:' said American Counseling Association President Samuel T. Gladding at the Opening
Session of the ACA Convention inAtlanta, "and this year was no
exception." In recognition of some of those extraordinary efforts,
Gladding presented four members of the association with ACA
Presidential Citations: Kevin Forrester, Robert Conyne, Melanie
Wallace and Sandra Joy Eastlack.
Capt. Forrester, an Army chaplain and a Licensed Professional Counselor, came to the aid of Air Force Lt. Col. Kenneth
McKellar, who is also a Licensed Professional-Counselor, at the
2004 ACA Convention in Kansas City, Mo. "When Lt. Col.
McKellar collapsed:' Gladding said, "Kevin used his training as
an EMT, assessed the situation and realized that Lt. Col. McKellar was having some type of cardiopulmonary arrest. According
to a cardiologist who later treated Lt. Col. McKellar, had Kevin
not rendered aid, (McKellar) would have died."
* Conyne, professor and director of the counseling program at
the University of Cincinnati, was recognized for his voluntary
service as the chief coordinator and planner of the ACA Emerging Leaders Workshop for the last five years. "Most people who
volunteer to head workshops like this do it for one or two years:'
Gladding said. "Bob has been unselfish in his dedication to this
project, and through his efforts a number of individuals have
emerged into the forefront of leadership in ACA divisions, committees and branches. Bob truly represents the best of competence and dedication to the profession of counseling and ACA in
particular."
Wallace was cited for her work in helping to spread the word
about counseling. "Melanie was key to helping ACA produce a
public service announcement about professional counseling,"
Gladding said. "Her contributions to the project were numerous,
and her advice along the way truly helped us to produce a quality product. In fact, independent authorities in the television
industry have already commented during a preview about the
professionalism of the PSA." The public.service announcement,..
which features Christopheright-.of Brady Bunch fame (who
has also served as the spokesperson for ACA's "Healthy Skin,
Healthy Outlook" campaign), will be distributed to TV stations
nationwide beginning in June.
Eastlack was recognized for her dedication to the licensure
effort in Hawaii. "Sandra Joy Eastlack is one of those people
who looked beyond personal gain to help all professional counselors in her state of Hawaii," Gladding said. "For years, Sandra
worked tirelessly by organizing volunteers, meeting with legislators and educating others about the value of counselor licensure. Her efforts paid off as Hawaii joined 47 other states in the
nation, along with the District of Columbia, when its Legislature
passed a counselor licensure bill that was later signed into law
by the governor."
Attention ACA newsletter editors
The Last Word
"Everyone can benefitfrom the marketing side of counseling. Even as a school
counselor,for example, you need to be marketing your practice or your services to
the administration,the teachers and then to the students."
-Mark Young
(See "The fine art of self-promotion" on page 40)
Thanks in large part to feedback received at the Council of
Newsletter Editors Meeting at the ACA Convention in Atlanta,
ACA is establishing a listserv for those involved in producing a
branch or division newsletter. The listserv will allow newsletter
editors to share ideas for improving these vital communication
tools and to solicit advice from others in meeting challenges
such as going electronic, managing printing costs and managing
deadlines. Anyone interested in joining the listserv can e-mail
Jonathan Rollins [email protected]
a0
0
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3
Letters
Silence surrounding
pope's death isdeafening
to convention attendee
The death of this great religious leader left an emptiness
in our hearts. His face was
familiar to people around the
world. At the 1993 conference,
the American Counseling Association honored him with a
march. In the 2005 advance
registration brochure for the
ACA Convention in Atlanta, his
legacy was referenced on pages
1, 3 and 22, as well as in the
program guide on pages 1 and
2. I'm speaking of course of
Martin Luther King Jr. .
Another great religious leader
was buried during the 2005
ACA Convention in Atlanta. His
picture appeared on the cover of
Time, Newsweek, U.S. News and
World Report, People and other
international magazines. Two
billion people watched his
funeral, possibly making it the
most multicultural event in history. The Economist said, "He
epitomized the possibility of
prevailing in the direst situations." Bill Schneider of CNN
described him as a force for
unity in the world. He defended
the rights of the disenfranchised
and oppressed. He did more for
the diverse peoples of the world,
ethnic and racial groups, than
the counseling profession could
ever dream of doing.
Yet there could be neither
explicitmention of his name nor
even 15 seconds of silence for
him at the general assemblies
during the ACA Convention in
Atlanta. I was told that it was
against the policy of ACA to
mention religious leaders in
public. This policy is obviously
applied in a blatantly discriminatory fashion. ACA appropriately recognizes Martin Luther
King Jr. but officially snubs
another great religious leader. In
embracing a politically correct
double standard, the leadership
of. ACA has demonstrated its
disconnectedness from the
masses of people.
I wish to thank ACA President
Sam Gladding, who did the best
he could by mentioning transitions in the world, including that
of the Vatican. But he was not
permitted to acknowledge a
great religious leader who
helped to liberate millions .of
people from tyranny.
Oh yes, who was that man? I
dare not utter his name!
Robert E. Wubbolding
Cincinnati,Ohio
[email protected]
Article helps to ease
reader's anxieties about
beginning internship
Going through Counseling
Today's April 2005 Student
Focus column, "Making proactive internship choices," by
Scott Peters, I found it to be very
helpful and supportive - especially to a graduate student such
as myself who is going to start
his full-time internship in the
fall. Peters' experience has made
me aware of and given me
insight into an internship. At this
point I can learn from his experience and not get "stuck" or
question my potential in the
middle of my internship. I also
find Peters' article helps me to
process and prepare while dealing with situations out there in
the internship practice.
As an international counseling
student from Nepal, I had to
struggle in understanding the
culture, language and lifestyle in
the United States. At the same
time I find there is a transition
for me from collectivistic to
individualistic culture, resulting
in a cultural conflict. Now I
identify myself as bicultural
person. As an international student it would be an interesting
experience to go through my
internship carrying my anxi-,
eties, nervousness and struggle
along with cultural conflicts.
Peters deserved a thank you
note from me for a such a wonderful article.
Subrath Shrestha
Bridgeport,Conn.
[email protected]
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Editor-in-Chief
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CT Column Coordinators
Washington Update
Scott Barstow
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Finding Your Way
Jeffrey Kottler
California State University
-
Fullerton
Department of Counseling
Fullerton, CA 92834-6868
[email protected]
Dignity, Development
and Diversity
Patricia Arredondo
Division of Psychology
in Education
Arizona State University
Payne Hall
Tempe, AZ 85287-0611
enpow@aoL com
and
Michael D'Andrea
Dept. of Counselor Education
1776 University Ave.
University of Hawaii
Honolulu, HI 96822
[email protected]
and
Judy Daniels
Dept. of Counselor Education
1776 University Ave.
University of Hawaii
Honolulu, HI 96822
[email protected]
Student Focus
Richard Hazler
Dept. of Counselor Education,
Counseling Psychology and
Rehabilitation Services
327 CEDAR Building
Pennsylvania State University
University Park, PA 16802
[email protected]
Resource Reviews
James S. Korcuska
624 Catalina Ave.
Vermillion; SD 57069-3610
[email protected]
The American CounselingAssociation
President
Samuel Gladding
800.347.6647 ext. 232
[email protected]
President-Elect
Patricia Arredondo
800.347.6647
[email protected]
Executive Director
Richard Yep
800.347.6647 ext. 231
[email protected]
Associate Executive Director
Carol Neiman
800.347.6647 ext. 288
[email protected]
. Counseling Today
(ISSN 1078-8719)
is the monthly newspaper of the
American Counseling Association,
5999 Stevenson Ave.,
Alexandria, VA 22304-3300;
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Subscriptions are available for $94
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Mission Statement
The mission of the American Counseling Association is to enhance the
quality of life in society by promoting the development of professional
counselors, advancing the counseling profession, and using the profession and practice of counseling
to promote respect for human
dignity and diversity.
From the President - BY SAMUEL T GLADDING
Recognize counseling
as a quiet revolution
He tries to explain the pain
but like attempting to describe
grey skies and rain
his words fall short of their goal
and hit the ground with an
emptysound.
She listens, reflects,
and helps direct
the session beyond raw hurt.
Together they move
toward solution;
counseling is a quiet revolution.
When most of us hear the
word "revolution," we do not
think of counseling. The reason
is that our mental association
with the "R" word is primarily
tied to orbital motions or the
overthrow of governments.
Thus, we talk about the revolving of planets or historical
uprisings in the establishment
of nations such as France or
Russia.
Yet, counseling at its best is
revolutionary. It is a discovery
process that ultimately changes
people by disrupting the axis
around which they revolve, such
as obsession, depression and
anxiety. The disruption results
in an uprising against the
restraints that have held them
back -
negative thoughts or
hostile environments, for instance. Hence, counseling involves the rotating in a peison's
She was furious, but she
focused.
Usually, however, theories
and relationships are at the heart
of the process of change, as are
universal helping skills. The
experience of the counselor and
the readiness of clients play a
part, too.
If counseling is constructive,
clients grow and open up. They
make purposeful decisions.
They stop behaviors that are
destructive and nonproductive
such as fighting, being passive
or just blabbering. They quit trying to externally control others
and begin taking charge of
themselves. They assess and utilize their strengths. Outside of
sessions, they practice new behaviors through role-plays and
simulations. They confront
injustices and abuse. They give
themselves permission to seek
wellness. The outcome is substantial, for old habits become
history and new skills, realities
and lifestyles emerge.
I experienced the quiet transformational power of counseling a number of years ago when
I met a middle-aged woman at a
life of cognitions, emotions and
behaviors, as well as the ouster
of self-defeating habits, irrational mandates and environmental restraints. In a word,
counseling is "radical"!
Yet the process of counseling
is seldom noisy - at least not as
perceived by the public. In fact,
it usually takes place in' calm
surroundings, such as the privacy of an office. Consequently,
counseling can be conceptualized is a quiet helping profession with a profound impact. It is
experiericed directly by those
involved in it and indirectly by
those who are recipients of its
impact. The result is that counseling is felt throughout the environments in which it is conducted. Everyone in the wake of the
experience benefits.
So how does it happen? Well,
sometimes it happens through
trial and error. For instance, as a
novice counselor, I once had a
client who talked a lot but did
not really say anything. When I
confronted her, she said: "Talk
is cheap?'
I replied: "Not anymore. I'm
doubling your fees."
social. She knew me and asked
if I remembered her. I was clueless.. Therefore, she reintroduced herself through a story.
Years before she was a living
wreck with bad breath, greasy
hair and . appalling behavior.
People avoided her because, she
was likely to say or do anything
that was unpleasant, inappropriate or ugly, They called her
names that ended in the letters
"itch?' However, as the pain of
rejection and discomfort grew,
she sought the services of a
counselor. Her therapy helped
her modify her actions and
looks. Her self-concept rose.
Her health improved. She established a new circle of friends
and created a productive life.
Granted, most shifts in life are
not as remarkable. However,
even small adjustments can
make a huge difference. For
instance, learning to apologize
or reflect instead of being angry
or reactive can change the tone
and tenor of any relationship. So
even though our services may
not make the front page of the
New York Times or be the lead
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Executive Directors Message - BYRICHARD
Work continues, and
your role is critical
Last month, nearly 3,500 professional counselors, counselor
educators and graduate students
convened in Atlanta for the
American Counseling Association's 53rd Annual Convention. I
can honestly say that this conference had an incredible amount of
energy and that the professional
development opportunities for
attendees were outstanding. I
want to personally thank the
ACA leadership for their support
of the convention. Also deserving of thanks are those who presented, those who attended and
the 53 members of the ACA staff
whaielped to plan, organize and
impleriient all that goes into providing more than 400 Education
Sessions.
I especially want to acknowledge ACA President Sam
Gladding for selecting a theme
("Counseling: A Creative Force
in the Fabric of Life") that led to
some outstanding presentations
on creativity in counseling. In
addition, Sam's choice of Irvin
Yalom as our opening keynote
speaker was a brilliant selection.
In fact, we even had to set up
250 chairs outside the ballroom
where Dr. Yalom spoke so that
we could show his speech on
closed circuit television!
E
The Atlanta convention broke
a number of "records" when
compared with the association's
last 12 annual conferences
(when we began keeping these
types of statistics), so I want to
again express my thanks to all
who attended.
During the convention, I was
personally humbled when presented with an 'Ohana Award
from Counselors for Social Justice. As many of you know, I am
a "behind-the-scenes" type of
guy. This type of recognition is
not something I am used to
receiving. To be in the company
of the others who received the
award was truly gratifying and
deeply appreciated.
Let me also tell you about
something that happened to me
when I returned home to Alexandria, Va., after the convention.
As spring arrives here on the
East Coast, our yards need help,
and mine was in need of mulch.
I decided to stop in at a nursery
near my house that I had never
visited for some reason.
I was impressed with the garden center's choice of plants, so
I went to ask the salesperson at
the counter about purchasing
some mulch. I had to wait a few
minutes as the clerk, an older
woman, tried to explain to someone on the phone that they had to
return to the nursery because she
had undercharged them for some
plants. It wAs clear to me that the
clerk was having a difficult time
trying to explain the situation,
quite possiblybecause the person on the other end of the
phone was not fluent in English.
When she finally'got her point
across, the clerk ended the conversation and, upon hanging up
the phone, looked up at me and
said that it Was so hard to understand "those Chinks." Now, as an
Asian American living in Northem Virginia, this is something I
don't hear too often (in fact,
maybe never in all of my 20 years
in Alexandria). I was dumfounded by the clerk's remark, so I
asked her to repeat what she had
just said. She stated that she was
sorry to have said that, but again
repeated that it was just so hard to
understand "those" people.
I thought to myself, "Hey, I'm
one of those people!" A number
of things raced through my head
in regard to how best to respond,
but I chose to simply turn and
walk out. I then looked for the
owner of the nursery and explained what had just transpired.
In all fairness, he immediately
said that the behavior of the
clerk was not to be tolerated, and
he was profusely apologetic. He
even offered me a discount on
whatever I wanted to buy. I
passed on his offer but left
believing that he was genuine in
his remarks.
How does this all relate to the
theme that started this column namely, the success of the recent
ACA Annual Convention?
Well, I believe the convention
was a time for networking, interaction and learning that will help
professional counselors to serve
as even better advocates for their
clients and students. I also think
that many of our events helped
to reinforce the profession's (and
ACA's) commitment to helping
those who are discriminated
against because of ethnicity, religious orientation, gender, sexual
preference, and physical or mental disability.
WORKSHOP VIDEOS & DVDS FOR
COUNSELOR EXAM PREPARATION
DR. ANDREW A. HELWIG, LPC, NCC, NCCC
University of Colorado at Denver & Health Sciences Center
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The one-day workshop preparing counselors for the National Counselor
Exam (and similar exams) conducted over 200 times by Dr. Heiwig;
is now available on videotape and DVD. This is an actual workshop
conducted in 2004 preparing counselors and graduate students for the
NationalCounselor Examination.
The workshop is six hours and consists of 3 videotapes or 3 DVDs.
The Study Guide for the NationalCounselorExam (4th ed., 2000)
is included and provides organization and coherence with
specific references to page nunibers throughout the workshop.
The workshop covers four areas thoroughly: Appraisal, Research,
Professional Orientation (Ethics), and Caree'.
The areas reviewed briefly, with suggestions about specific content as
to importance, likelihood of being on the exam, and strategies. for
studying that content are: Human Growih & Development, Social &
Cultural Foundations, Helping Relationships (theories/techniques) &
Groups.
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The workshop begins with a discussion and review of the National
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scoring procedures, and cutoff score determination. Test taking
strategies are also reviewed thoroughly.
'U
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A set of VHS tapes or DVDs with the Study Guidefor the National
CounselorExam costs $150. If you already have the Study Guide (4th
,ed.) which is $60, the cost is $90. You can also just buy the Study Guide.
Order your set (specify videos or DVDs) by sending a check for $150
to: Andrew Helwig, 1154 Loch Ness Ave., Broomfield, CO 80020.
Credit cards are accepted. E-mail number (Visa or MC) with
expiration date to: [email protected]
or call 303-466-3191 (after 10 AM Eastern).
For other resources, visit: www.counselor-exam-prep.com.
Student Focus - BY LENNIS G. ECHTERLING
,
Swimming with Stan
People don't become counselors by themselves. I would
have failed miserably without the
help of inspiring mentors, challenging supervisors, trusting
clients, supportive loved ones
and dedicated friends. Now,
decades after my formal training,
I treasure more than ever the
bonds of friendship forged during those formative years. My
graduate school friends became
traveling companions along that
difficult and uncertain path of
professional development and
personal growth. What I recently
discovered, long after receiving
my diploma, is that they are still
helping me learn the most important lessons of life - and death.
This past October, my wife
Mary Lou and I gathered with
four of our dearest friends from
graduate school days. Sharing a
beach house for the weekend,
we retold old stories, caught up
on one another's lives, played
together and took delight in
these special relationships that
have aged so well and endured
for so long.
This was not the first time our
gang had organized an informal
reunion. Our last gathering as an
entire group had taken place two
years earlier. Stan was still with
us back then. For months, Stan
had been dealing with cancer and
undergoing treatment that included radiation and chemotheraliy - the whole poisonous
works. Hit hard by the side
effects, he was hairless, easily
fatigued and tormented with
aches and pains, but fully determined to join us for the weekend.
Stan was still Stan in spite of
his life-threatening illness. He
was a counselor who never lost
his idealism, a former Eagle
Scout who thrived on nature and
a fun-loving guy who was ready
for any adventure. On our outings together through the years,
Stan was always willing to run
in challenging races, hike steep
mountain trails and bodysurf the
highest waves.
My final weekend excursion
with Stan began with a slow and
laborious walk from the house
to the nearby beach. He had
been a tall and graceful runner,
so it was heartbreaking for me
to see the stiff movements of
swinging arms in awkward arcs
as his body lurched along. When
he finally reached the water's
edge,. he gazed across the
ocean's heaving surface and
breathed deeply of the pungent,
salty air. That very -moment
seemed to transform Stan. He
flashed that mischievous grin I
had seen so many times before
and declared, "I'm going in.
Want to join me?"
Before I knew it, we were
both swimming on that late fall
afternoon. For nearly half an
hour, we rode the gently cascading waves, floated on our backs
to watch sea gulls swoop overhead and let the powerful ocean
current carry us along on its
inevitable course. Together we
savored the experience of beigig.
Spend some time with TLC this summer!
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not be an island unto myself in
this new kind of training - I
couldn't learn it all on my own.
Stan and I navigated our separate ways through the required
course work of our programs
but, mole- importantly, we also
told our life stories to each other.
We traded feedback on otir work
and threw ourselves into heartfelt discussions that lasted late
into the night. Stan inspired,
prodded and even provoked me
to refine my thinking, develop
my skills and.explore myself.
Wearing our idealism as
badges of honor, we delved into
what seemed like every conceivable personal, social, political,
economic, philosophical and
theological conundrum. After
solving to our satisfaction all the
world's problems, revamping all
the tired old theories with
intriguing new concepts and
articulating the true meaning of
life, we rejoiced by partying
together. You won't find "parties.
well" on any checklist assessing
graduate student performance,
yet Stan taught me how essential it was not only to work hard
* Continued on page 13
'.
71NBFEC
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There are over-two=1h1tidred-thousand, licensed,
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immersed in the deep, dark,
mysterious, living sea.
Three decades earlier, Stan
and I had been immersed in
graduate school, which had its
own mysterious undercurrents,
rhythms, tides and surges. I was
a high-achieving student who
could do the traditional, independent academic tasks - reading, studying, taking tests and
writing papers. But now, training to become a helping professional, these competitive, individual-focused skills seemed
worthless. I struggled. to learn
how to develop therapeutic relationships, listen empathetically
to clients, work with clients to
enhance their personal development, and work collaboratively
with colleagues and supervisors.
Stan was in a different program, but our growing friendship brought to light a similar
mixture of rough edges and
potential, doubts and dreams,
hang-ups and hopes. The
friendship was helping me to
realize that the heart of graduate
education was not the curriculum but the people who forned
my learning community. I could
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LOOK BEYOND
Make an impact on the future of others. You can
change the world. Even when it's just one person at a time.
Extend a hand
and see what a difference you can make.
A$
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Kepmvn
0-8-AEL
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w~aelCPLAUIEST
A
Reader Viewpoint - BY KAREN A. DUNCAN
Counseling women offenders:
A look at trauma recovery
Editor'snote: This is Part2 of
a two-part article on women,
trauma and the criminaljustice
system; Part I appeared in the
April issue. This article'sdiscussion does not includefemale sex
offenders or women convicted of
abusing children or teen-agers.
Women offenders present a
growing population for counselmg and social services. I am currently developing a Trauma Education and Prevention Recovery
Group for inmates at the Indiana
Women's Prison and as a prelude to training prison staff. I
view this group as a first stage of
treatment for this population of
women. It is also an approach I
would recommend for substance
abuse counselors working with
women who are not incarcerated. A history of trauma is often
associated with a woman's substance abuse, as has been welldocumented in reports on comorbidity of women, trauma and
substance abuse during the last
several years.
I encourage counselors to
consider working with this population of women. They can
inspire admiration as their
strengths become known. However, I also recommnd a thorough understanding of sexual
and physical trauma that is gender-based, as well as several
years of experience and specific
training for these types of trauma with women. The women I
am working with have extensive
histories of multiple traumas,
substance abuse and criminal
activity. Following is a profile of
this group of women:
Number of women who experienced sexual abuse:
Six out of eight
Age range:
20 to 30 years old
Co-traumasof abuse:
Eight out of eight have experienced sexual, physical or emotional abuse in combination, as
well as sexual assault and domestic violence in their adult years.
Crimes committed:
Forgery (two); murder (three);
drug possession (two); theft
(two)
Periodof incarceration:
Four months to 30 years
Age when sexual abuse first
occurred:
2 years old to 6 years old
Average length of time sexual
abuse occurred:
Eight years .
Relationship ofperpetrator:
Brother, friends of brother,
father, stepfather, family friend,
ex-husband
Co-morbidity of otherproblems:
Substance abuse,
anxiety,
depression, self-injury, eating
disorders, post-traumatic symptoms and unresolved issues of
loss, grief, rage and conflicts in
family relationships
When working with this population, counselors need to
understand the importance of a
gender-sensitive perspective for
female offenders because a history of trauma and victimization
is often linked to women's offending behaviors. The prevention of future interpersonal violence and victimization is critical to helping these women create and establish a new life once
they are released from prison.
This means the traumatic pathway created by childhood or
adolescent victimization (and
"Very rarely do you get a chance
to take your new education,
go towork the next day,
and actually put it into practice."
-
Chris Palmer'
MS, Capella University 2003
Licensed Professional Counselor
12
0
U
CAPELLA UNIVERSITY
9
IU
Child victims of the tsunami in Sri
Lanka gather for play-related therapy
activities, which included games,
puppet shows and drawing.
i
A Sri Lanka experience
Providing relief for wave-related fears
BY JOSEPH D. WEHRMAN
j2
0
U
10
On Dec. 26, 2004, in one fatal
swoop, the lives of countless
men, women and children
throughout Southeast' Asia
changed. "One fatal swoop" is
the term that comes to mind, but
I don't know if it captures what
it must have been like. As I met
Sri Lanka's citizens, their stories
did not encapsulate a moment in
time but rather many moments
over a long period of time.
Before I enter into their stories, I
will first step back and explain
how I found myself in the middie of a country devastated both
1y decades of civil war and the
largest natural disaster in recent
history.
I am a counselor educator at
Northern State University in
Aberdeen, S.D. I am alsola medical service officer with the
South Dakota Arty National
Guard. My unit was called to
active duty during the initial
stages of the war in Iraq, resulting in a year's deployment to
take part in a mission for which
I felt great passion aimd that
instills me with pride. We set up
camp at what is now Baghdad
International Airport - a place
where we could still see the
shadowy etchings of "Saddam
International Airport" on the
main terminal when we 'arrived.
Our unit provided medical care
for civilians and detainees, treating more than 26,000 Iraqis with
injuries and illnesses ranging
from sprained ankles and 6olds
to gunshot wounds and shrapnel
wounds from mortar rounds.
Preparing for Sri Lanka
I have been fortunate to participate in a variety of relief efforts
to impoverished nations, including providing humanitarian and
medical aid to remote villages in
Honduras. So I knew from the
moment the e-mail reached my
inbox from the Association for
Play Therapy - asking for people to travel to Sri Lanka following the tsunami tragedy - that I
was interested in taking part in
this mission.
APT conducted a national
search for mental health professionals with expertise in child
trauma and experience providing humanitarian aid. APTworked in conjunction with
Operation USA, a nationally
renowned relief organization
and co-recipient of the Nobel
Peace Prize for working toward
the banning of land mines internationally. I was selected to go
to Sri Lanka with a team of
seven others from across the
United States. In addition, eight
arriving in Colombo, our team
others were chosen as part of a
was divided into two groups.
second team that would follow a
Team 1 went to the Batticaloa
week later. Our team was tasked
region on the eastern coast,
with providing play-related
working predominantly with
activities for child victims of the
Tamil-speaking
people of
tsunami, as well as training and
Hindu, Islamic' or Christian
support for local caregivers. The
backgrounds. Team 2 went to
the Galle region on the southem
outpouring of support from famcoast, working predominantly
ily, colleagues and the commuwith Sinhalese-speaking people
nity was overwhelming, as I was
able to provide a face for many
practicing either Buddhism or
Hinduism.
people wishing to help in this
disaster. Our group was diverse,
with team members possessing
A search for explanations
expertise in areas such as reISri Lanka was the area second
sponse to natural disasters, child
most affected by the tsunami.
trauma, family violence, child
The 'nation had more than
sexual abuse, sexual assault,
30,000 confirmed deaths, the
international relief work, and
majority of which occurred on
state and national crisisthe eastern coast, an area priresponse planning.
marily inhabited by farmers and
Trip supplies included subsisfishermen. The scientific explatence items needed for living in
nation for the tsunami is that an
a developing country, plus play
earthquake occurred deep in the
therapy tools such as markers,
Indian Ocean, causing an enorcrayons, stickers, puppets and
mous portion of undersea rock
craft-making supplies. These
and earth to break free and slide
items were useful in conducting
downward. This undersea "avplay-related activities with chilalanche" forcibly displaced the
dren in hopes of allowing them
water outward from the center
to work through trauma, master
of the earthquake, resulting in
fears, identify coping skills and
enormous tidal waves. The peoovercome anxieties. The toys
ple of Sri Lanka indicated to our
not only allowed for developteam that the waves were 30 to
*mentally appropriate interac50 feet high.
tions with children but also proOur team frequently encounvided a bridge between cultures,
tered myths and beliefs about
because all children play regardthe cause of the tsunami, both
less of race, religion or the lanfrom children and adults. For
guage they sleak.
example, our team met a father
Sri Lanka, a teardrop-shaped
and his young son who were
island off the tip of India, is a
returning for the first time to a
developing nation that blends
beach hit by the tsunani. The
fishing, agriculture and manuchild explained that the tsunami
facturing of products for interoccurred because two Hindu
national consumption. The natemples, in honor of diffetent
tion has a population of more
deities, were built too close
than 20 million people (17 pertogether. Numerous children
cent Tanil, 8 percent Muslim
and adults shared another belief,
and 75 percent Sinhalese)., Our
with subtle variations, that blue
initial destination was the capi- * snakes were somehow connecttal city of Colombo, located bn * ed with the tsunami. One child
the western coast of the island.
recounted to our team that
Colombo was opposite of where
snakes fled from the water a
week before the tsunami, indithe greatest devastation from the
tsunami occurred and was not
cating that they knew what was
affected to the extent. withessed
going to happen. Another story
in the eastern and southern
told by children and adults was
regions of the island. Upon
that snakes were coiled in a
their past and that things would
be better for them after their hair
grew out. It is important to note
that the use of child soldiers is
we heard - and this was not a
practiced in numerous countries
lityth - was how few animals
died as a result of the tsunami.. aid deserves the world's attenBefore the waves arrived, most tion.
The staff at the orphanages
of the animals headed inland to
us like family. They took
treated
country.
the
of
regions
higher
great
pridein
providing our team
exchanges
The cross-cultural
meals such as
traditional
with
among our team and the people
durry
and
rice
with
a host of vegof Sri Lanka were fascinating. I
accommodations
The
etables.
wanted very much to engage the
were simple yet more than adeTamil-speaking people with
quate. I slept on a small cot
their native words and customs,
and they wanted to engage me draped with a bug net. I showwith my American words and ered using a large bucket of cold
customs. I envision this as the water and a pitcher to dump the
true celebration of diversity, water over my head: While these
each person setting aside his or conditions may sound less than
her ethnocentrism and attempt- perfect, a year in Iraq put this
into perspective and humbled
ing to celebrate the other.
me to the fact that our Western
lifestyle usually goes without
Stories to share
want.
Our team visited numerous
While visiting the refugee
orphanages and refugee camps
camps, our team conducted
during our trip. The children
play-related activities with the
incredibly
were amazing children, including puppet
resilient and well-adjusted considering that their nation had shows, drawings, games, soccer
and cricket. While some of the
experienced almost two decades
children and adults gravitated
of civil war and a devastating
toward our activities, many
around
people
tsunami. Many
the world attribute the high, remained lying down on mats in
orphan rate in Sri Lanka solely the large communal areas. In an
to the tsunami. However, as a Sri attempt to make contact with
Lankan woman told our team, in each of them and engage themin'
reality many of the orphans are a our activities, our team' would
give them stickers. As the day
result of the nation's civil war.
progressed, it seemed to breathe
Aft6r the tsunami, human
rights organizations were able to life into the community, and they
go into countries such as Sri could be seen lIughing and joinLanka, rescue children being ing in the activities. Our team
trained as child soldiers and worked with caregivers to assess
what children were experiencing
place them in the care of orphanand how best to assist them. The
ages. The experience of several
caregivers told us that some of
young girls at an orphanage was
a harsh reminder of the brutality the common reactions exhibited
of armed conflict. Although it is by the cluldren included crying
traditional for females to wear at night, experiencing nighttheir hair long, girls taken as mares, isolating from others,
child soldiers had their hair cut refusing to talk, staying. within
physical proximity of parents,
short. A headmaster at the
orphanage expressed his com- hesitating to leave their parents
passion for these girls, stating to go to school and being frightthat after all they have been ened of the sea.
Our drawing activity brought
through, readjusting to peers will
be a difficult process for them. incredibly powerful moments.
He added that their short hair Through the drawings it became
serves as a daily reminder of apparent that b6th the children
large steel bridge located in a
bay near Batticaloa just before
the'tsunami. One common story
and the adults were attempting
to make sense of the insurmountable tragedy they had
experienced. Drawing after
drawing depicted giant wat'es
crashing over children, adults
and, homes. Drawings depicted
people climbing trees and standing on rooftops in hopes of
escaping the powerful waves.
After completing their drawings
children and adults would
approach our team, desperately
wanting to share their stories.
Caregivers told us that the children had been drawing these
types bf pictures ever since the
tsunami but added that the drawings had begun to transform
from a bleak to a more positive
outlook. This highlighted the
resiliency and innate coping
skills found in the people of Sri
Lanka.
Hope still displayed in
the midst of mourning
On every face, I saw a collective sense of mourning. But I also
witnessed resiliency, strength
and determination for the future.
Several stories highlighted this
amazing phenomenon. A Sri
Lankan woman told us of a community hit so hard by the tsunami
-that survivors were left to organize a funeral for more than 500
people at one time. Community
leaders coordinated and developed the funeral using amap and
a series of oil lamps under the
sky's blanket of stars.
When children asked about the
loss of their family members,
caregivers told them that
although their family members
were not physically present, they
were watching over the childrei
like the stars in.the sky.
Several parents told incredibly
tragic stories of extreme pain
and loss. Some experienced psychosomatic symptoms and were
unable to move their arms. They
recounted moments where,
because of the strength of the
powerful waves, they were
forced to let go of one or more of
the 'childrei clutched in their
arms. Even after hering, these
stories, it was unfathomable to
imagine what these parents had
gone through, clinging to a tree
as powerful waves pulled their
children from their grasp. Helpless and horrified barely begin to
touch the tip of their experiences,
yet they had the strength to go
on.
An 11-year-old girl delivered
another powerful story. As water
from the tsunaii began to rush
into her home, she quickly
climbed to the roof for safety. As
she waited on top of her home, a
second wave knocked it down
and she was swept out to sea. She
managed to hold onto a board
from the roof, using it as a flotation device. She floated in the
ocean for more than eight hours
awaiting rescue. She described
pushing away the numerous dead
bodies that floated up to her during this time, while fish seemingly frolicked and played around
her. Undoubtedly, the fish were
feeding on sediments and particles stirred up by the enormous
waves. She encountered a small
puppy clinging to a piece of
'debris, but she was unable to rescue it. A search-and-rescue helicopter finally spotted her, and its
crew pulled her to safety using a
hoisting wench. While her own
rescue was transpiring, she
noticed another small child
Continued on pa4e 18
These two girls from
an orphanage in Sri
Lanka exemplified
the resiliency edhibited by many of the
nation's children,
despite experiencing
years of civil war
and a devastating
natural disaster.
11
Reader Viewpoint
which has occurred over the
course of a woman's lifespan) is
disrupted and preveited from
reoccurring once the woman is
released. If violence is prevented and recovery from past traumas occurs, then women are
less likely to relapse into
destructive relationships and
substance abuse.
Group process: Focus
and boundaries
Due to limited funding and
staff resources, the therapeutic
approach most often provided to
incarcerated women is a recovery process thai focuses on education about victimization, the
effects and impact of trauma on
women's lives, recovery from
past traumas and prevention of
future traumas. It is important to
remember that'a recovery group
focused on education and prevention needs to identify and
maintain specific boundaries, in
particular around the nondisclosure of specific aspects of sexual, emotional and phyical trauma that can cause retraumatization to occur. Establishing
boundaries is a first step with
any therapeutic intervention, but
it becomes especially important
for women within a prison setting. The thefapist must have
control in the group while maintaining an attitude of equality,
compassion and respect. It is
also important to remember that
most women in the prison system have not participated in previous recovery programs or
therapeutic interventions, and if
they did, few actually completed the program or experienced a
sense of healing. While a group
approach has its limitations, it
can support the restoration of
women's lives and the preventiori of victimization in the
future.
A general assessment: As
with other women who have
experienced sexual or physical
abuse, it is important to assess
the impact of the various traumas that women in the criminal
justice system have experienced. An individual, one-toone assessment is seldom possible with incarcerated women, so
it may be most useful to initiate
w an assessment in the form of a
written history in which women
i acknowledge and answer predemtermined questions. This can
help them to gradually acknowledge and share their trauma hisU0tory, family and individual history, and the crimes that led to
12 their incarceration. Remember
Continued from page 9
that assessment does not force
disclosure of the specific aspects of interpersonal traumas,
especially sexual trauma. Disclosure that takes place before a
woman is prepared or before
adequate trust and safety are
established will lead to the
client being retraumatized within a therapeutic process.
Rather,-the goal of this type of
assessment is to identify and
acknowledge in A general way
the specific trauma and history
of trauma experienced (sexual,
physical, emotional); the age
and stage of development when
the trauma occurred; the current
symptoms of trauma that are
disrupting daily life; the relationship of the perpetrator at the
time of the abuse and the relationship with the perpetrator
today' and the occurrence of
health-related problems frequently associated with sexual,
physical and emotional trauma.
Substance abuse history would
also be documented at this time,
including determining the relationship between a woman's
current incarceration and her
substance abuse history. This
general approach to assessment
maintains the therapeutic boundary for the group. It allows for
disclosure outside of the group
(in writing) so that the group
can focus on education and prevention.
Group size aid time limits:
Whenever possible, keep the
group size small to allow for
safety and trust and adequate
time for discussion. I recommend no more than five women
be involved in the recovery
group. However, an upper limit
of 10 women might be acceptable depending on the experience, training, skill level and
education of the therapist with
regard to childhood 'trauma
recovery and working with
women. A group that mheets
once a week for two hours can
support women while recognizing the time limits placed on
them in detention or prison. It is
also important to remember that
women are often at different
stages of release and sentending
when entering a recovery group.
The selection of women for a
trauma education and prevention recovery group should be
based primarily on a history of
trauma, not on the crime committed or the sentenc6 received.
Education:Education is a key
component in the first stage of
trauma education and preventon (TEP) for women. The goal
is to provide information that
will allow women to make
insightful connections between
current or past problems and the
victimization they have experienced. TEP also helps women
understand the impact that interpersonal violence has had on
their relationship patterns. It can
be especially helpful in talking
about a,woman's relationships
with her children and when discussing maternal attachment
disorder that occurs from trauma. Helping women to recognize how their self-concept and
female identity have been dis.torted -is beneficial in many
ways. This process helps women determine core issues that
contribute to damaging relationships, identify how decisions
they make today can restore
their self-esteem and female
identity and work toward a prevention plan that includes distancing themselves from abusive and violent relationships.
Basic components of TEP
programs include:
'M A definition and discussion
of trauma, including the types of
trauma that women experience,
how childhood traumas create a
traumatic pathway to other
types of violence across a
woman's lifespan, how often
trauma occurs to women and the
relationship between trauma
and substance abuse.
M The impact of trauma,
including the prolonged problems and symptoms associated
with trauma; how to recognize,
heal and self-manage specific
trauma effects; trauma's impact
oh memory and the neurobiological aspects of trauma; aid
how trauma is stored in the body
and experienced physically as
well as emotionally. Prolonged
problems associated with sexual
trauma and victimization are
similar, yet can vary among
individual women. The problems associated with trauma
that would be presented to the
group would be based oAi the
assessment process and the
information women 'provide
from their trauma histories. This
allows for an individualized
focus for each group and meaningful discussion within the
therapeutic process.
M The prevention of future victimization, including identifyifg
the traumatic pathways that lead
to future violence, establishing
boundaries within relationships,
redefining .family and partner,
relationships, and learning how
to establish and maintain personal safety and care of self.
A first-siage education and
prevention recovery program'
for women would also include
information on what recovery
entails; methods for self-soothing, relaxation and self-nurturance; personal boundaries with
self and others; identifying the
family context of abuse; emotional healing and expression;
stable relationships and healthy
family characteristics; and preventing victimization in the
lives of children.
In summary, a trauma education and prevention recovery
group for incarcerated women is
a positive first stage of introducing the healing process. The primary goals of this stage are to
help vomen understand that
healing from trauma is possible,
to teach them about the commitment required throughout the
healing process and to encourage them to redirect their lives
away from trauma, substance
abuse and illegal behavior. A
group held once a week for two
hours over a five-month period
allowswomen to attend 20 sessions. It offers a beginning
process of healing and.acknowledges that the reason for incarceration i often the result of a
traumatic pathway that began
with childhood, abuse and victimization and spanned a
woman's life history.
Attempting to redefine
justice for women
As research about women in
the criminal justice system has
increased there has been a call
for equity justice. Equity justice
holds a basic belief that sanctions should be tailored to the
specific characteristics and circumstances of itidividual offenders. If this perspective gains
attention, gender will become a
special circimstance warranting
different treatment when a
crime is committed by a female.'
Researchers, clinicians and
criminal justice experts are
beginning !to recognize that
women and girls are caught up
in a system of justice that seldom delivers justice to them.
Experts recognize that females
usually begin criminal activity
and enter the criminal justice
system as a result of circumstances and with personal histories distinctly different from
those of men. Women and girls
also find themselves at a distinct
disadvantage in the criminal jus-
tice system, especially when it
comes to sentencing.
Sociologist Beth Richie suggests that a key to understanding
and responding to women as
offenders is to understand their
status as crime victims (i.e.,
women are often the victims of
crime before they become
offenders). Richie proposes that
preventing women from reoffending can be accomplished
when "the link between gender
abuse and women's involvement in illegal activity" is clearly understood. Patterns of violence exist among the various
forms of violence that women
experience. Richie cites a study
indicating that "78 percent of
rapes are committed by someone known to the victim. The
extent to which being in an intimate relationship affects the*
nature of abuse was confirmed
in a study that indicated 82 percent of women raped or sexually assaulted by a lone offender
were victimized by a spouse,
ex-spouse, partner, friend, acquaintance or relative?'
A study by the Bureau of Justice Statistics revealed that nearly "70 percent of abused women
serving -time in correctional
facilities said they used illegal
drugs during the month before
their current offense." A' study
by the National Clearinghouse
for the Defense of Battered
Women, a national organization
that collects data on the relationship between violence against
women and women's involvement in illegal activity, reports
that "more than half of all
women in detention had been
battered or raped before being
incarc6rated."
The criminal justice system is
broadening its perspective on
the crimes that'wonten commit
and the factors that substantially
contribute to women's illegal
activities. As such, it has the
opportunity to improve programs that support the re-entry
of women into safe communities and decrease recidivism
back into the criminal justice
system. Applying the available
knowledge makes it possible to
reduce 'the rates of violence
against women as well as
women's participation in crime.
Women have a vital role within communities and families.
They continue to be the primary
caregivers for children. When
society make s it possible for
mothers to be safe, we make it
Student Focus
with your colleagues but also to
celebrate with them.
In spite of his love for sharing
stories, debating issues and
telling jokes, Stan was an expert
B.S. detector. Time after time,
when I would find myself becoming inauthentic, spouting
some counseling jargon or acting the least bit pretentious,
Stan would grimace and, without hesitation or diplomacy,
give me his blunt, two-word
assessment. I admit to sometimes reacting by echoing back
those two words, emphasizing
the latter, one to express my
opinion of his poor judgment.
Granted, on those occasions,
our discourses were not exactly'
nuanced, sophisticated or productive.
But most often when Stan
confronted my B.S., that whole
phony house, of cards would
begin to collapse no matter how
elaborate my self-deceptions.
Even while protesting and arguing, I knew in my heart that he
was right. It was only a matter
of time before I' would be
answering his challenge to be
my true self. Supervisors and
mentors in graduate school also
sensed my defenses and invited
me to set them aside using professionally appropriate styles
that emphasized tact, subtlety
and discretion. But I was truly
blessed to also have a friend
who, although sometimes crude,
always spoke to me straight
from the heart and with little
softening of the information.
Stan's actions spoke to me
much louder, however, than his
occasionally colorful language
ever did. I respected and admired him ,as someone who
exemplified the values of counseling. The most valuable
lessons I learned from Stan were
not taught but caught. His
curiosity was contagious, his
love of learning infectious and
his sense of commitment catching. Stan personified the kind of
professional I wanted to become, so just being around him
triggered exciting insights and
affirmed fundamental values.
With Stan, I learned through
osmosis.
Midway through my training,
Mary Lou and I became parents.
She was working on her doctorate in sociology, so as joyful and
miraculous as the birth of oir
sonCaleb was, it also added
another complication to our
already busy lives. Stan became
an honorary uncle, taking our
son on outings and providing us
relief from our care-giving
responsibilities. I remember one
time when Caleb was wearing a
blue ball cap and carrying his
favorite stuffed animal. He
casually mentioned that his little
friend was hatless so Stan, a guy
who was both creative and nurturing, made a matching cap
that Caleb's stuffed animal wore
for months.
Mary Lou, Caleb and Imoved
to another state following graduation. After stints in community mental health and private
practice, I followed Mary Lou
into academia, while Stan went
on to work with adolescents
who were ordered into counseling by the court system. Many
counselors burn out quickly
working in settings such as
Stan's, but he continued to
thrive year after year. He kept
his idealism, worked with
integrity and became a master
counselor.
It was at the peak of his success and in the prime of his life
when a routine medical examination found disturbing evidence of malignant and aggres-
sive tumors. Stan previously
had been completely free of dny
syiptoms, but the treatments
he then had to endure sapped
him of his energy, robbed him
of his vitality and left his body
bruised and throbbing with
pain.
That October afternoon in the
Atlantic Ocean, however, Stan
was swimming with grace,
laughing with gusto once again
and relishing his chance to feel
in harmony with nature. The
cancer and pain seemed to be
pacified,. tamed, at least for the
moment. Far off, the ocean surface had a mirrorlike sheen that
melded imperceptibly into the
sky. There was no horizon, no
separation between the sea
below and the heavens above.
The whole universe seemed balanced, harmonious and unified.
Finally emerging from the
water, I looked down and
noticed a nearly translucent pebble - no bigger than a lozenge
-
that the churning waves had
polished through the centuries. I'
picked it up, we examined it
closely for some reason and I
put it in my pocket as a memento of our swim together. Then
we contentedly walked back to-
.the beach house, feeling refreshed, revitalized and ravenous for dinner.
Stan died a year later, so our
group gathering last fall was bittersweet, though I still went to
the beach determined to have
another swim in Stan's honor.
The weather was much colder
this time and the water was
freezing, but as I re-enacted that
swim, I felt connected to Stan in
a way that was, like the sea
itself, mystifying and unfathomable.
I still have that pebble. In fact,
I carry it in my pocket. When
my counseling work is particularly challenging, I find myself
noticing that pebble by my side.
It reminds me of important
lessons that Stan taught me dive in, trust the process, go
with the flow and always
remember that, just like in graduate school, you are never truly
all on your own.E
Lennis G,Echterling
([email protected]) is Afaculty !
rhember at JaiesMadison
Uniffersity.
Richard Hazier is the cdlumh
coorihator for StudeAt Focus,
Submit coluins for considera-
tion ,to [email protected].
PRIVATE PRACTICE: Starting or Expanding?
2,
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flu.;
THE
COMPLETE GUIDE TO
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consultants and authors, have helped hundreds of counselors start and expand successful
private practices. Since 1999 Walsh and Dasenbrook have lectured throughout the ,
country and co-authored, "The Complete Guide to Private Practice for Licensed Mental
Health Pi'ofessionals," now in its 3rd edition.
The Complete Guide 3rd edition contains over 170 pages of ideas and examples, included
are all the private practice forms on CDFROM. Some of the topics covered:
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The American Counseling Association and Walsh and Dasenbrook, have
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timely information on private practice issues to the membership.
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Please log on the ACA's website www.counseling.org for
the latest private practice information.
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AMERICAN COUNSELING
ASSOCIA7! [ON
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~~3
13
Reader Viewpoint
Director
possible for their children to be safe as
well. The intergenerational and gender
aspects of trauma, violence and victimization need to be widely recognized if
counselors, advocates, prison-based programs and researchers are going to coordinate efforts to work with women who
have both committed crimes and been the
victims of crime. None of the women I
am currently working with were ever provided justice or a legal remedy for the
abuses committed against theni as children. This is a bitter pill to swallow for
women who are serving time for their
crimes while the perpetrators of the
crimes against them go free - the statute
of limitations enables sexual abuse from
the past to go unchallenged.
A more complete understanding of the
relationship between gender-based violence and women's criminal behavior
will make it possible to address the needs
of this special population in a humanistic
manner. We should be supporting women
who have committed crimes and are
incarcerated to make life changes before
they are released so that they might reenter their communities and families as
women who have healed and who can
live free of violence - no longer at risk
to become offenders or victims again. f
President
story on the NBC Nightly News, what we
do in counseling is innovative, inspirational and important. We help people alter
their lives for the better. We assist individuals in envisioning who they can be.
We pave the way for possibilities. We
confront injustices in society and help
overthrow them. We support persons
throughout their lives in finding wellness.
These types of changes are rewarding.
They are the start of positive individual,
group, family and environment modifications. From pain that is often internally ingrained, client growth emerges. The
outcome is usually quiet, often revolutionary, but most significantly, lifechanging! N
My experience at the local garden center let me know that the counseling profession's work is far from over. I am glad
we were able to celebrate, through various
events and sessions, the uniqueness and
special qualities of the counseling profession when we were in Atlanta. I hope that
the convention helped invigorate our
attendees to return to their communities,
once again climb into the role of advocate
for student and client, and work toward
doing the "right thing" for all of society.
While I was horrified and so very disappointed by the remarks of the clerk at the
garden center, I am incredibly buoyed by
the wonderful things that so many of you
are doing as professional counselors. I hope
you know that ACA exists to support you in
being a better counselor, ahd I hope you will
let us know what we can do to help.
As always, please contact me via e-mail
at [email protected] or via phone at
800,347.6647 ext. 231 if you would like to
share some thoughts. Enjoy and be well. M
Karen A. Duncan is a licensed therapist
in private practice in Gteenwood, Ind.,
and the author of Healing From the TrauMa of QhldhoodSexual Abuse: The
Journeyfor Women. She has developed
an adult education program in the pre.
vpntion of sexual abuse called "The ,
Right To Be Safe" that is free through
the Internet (www.theidghtkbesafe.arg),
She can be reached at karendunoan@
healing4women.com or through her
website, wwwhealiflg4womin.com
AM
RIA
-O
~
coni uead from Dane 5
-
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EL
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IA
IO
COUNSELING AS AN ART THE CREATIVE
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"'The third edition ofCounseling as an Art serves
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book isan outstanding contribution to the profession and to the work of counselors inall settings!"
For the largest collection of resources for child
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products at www.childtherapytoys.coi!
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-David Capuzzi, PhD, LPC
Johns Hopkins University
Professor Emeritus, Portland State University
D)
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history, theory, and application. Dr Gladding
provides wonderful examples of the types ofmedia available, the rationalefor using
specific artforms, and strategiesfor work with avariety ofpopulations"
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Be sure to check out
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Dr. Gladding demonstrates how music, dance, imagery, literature, drama,
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clinically tested techniques presented in this inspiring book. Counselingas
an Art issure to become atreasured resource that you will reach for time
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15
U
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Finding Your Way -
BYJOHN DOYLE
Navigating the
betwixt and between
Rami came from a strict cultural and religious upbringing.
Even after more than 10 years
residing in Southern California,
he continued to be highly critical of, and uncomfortable with,
U.S. culture. He pined for his
culture of origin, which he idealized as superior in its worldview, sense of duty and loyalty,
family values and human relationships.
He had achieved financial and
educational success but also
experienced a failed marriage, a
disappointment he traced to
marrying outside of his cultural
tradition. His family encouraged
him to return home, but financial considerations made such a
decision an impossible choice.
In an effort to regain his cultural
bearings and family approval,
his second marriage was within
his culture of origin, but this
relationship was falling apart,
too. His new wife rebelled
against his efforts to impose
their culture of origin on their
lives here in the United States. I
was challenged to help find a
way to disentangle this crisis.
Although we came from very
different cultural backgrounds,
the disentangling began with
reflections on my own journey
as an Irish immigrant, much of
which echoed Rami's sojourn.
My parents were older, my
father being 53 and my mother
12 years younger when I was
bom. They originally cam6 from
Kerry, a Gaelic-speaking part of
the country. As such, they were
always seen as cultural outsiders
in the more anglicized Kildare
where I grew up. Although the
disiance from Kerry to Kildare
was less than 200 miles, the cultural difference was great. My
parents also came from opposite
sides of a civil war fought at the
birth of Irish freedom, which did
not seem to bother their communication. My mother was more
of a conventional thinker, but
my father was quite the opposite. My mother loved to dance
and my father didn't. Both had
the gift of storytelling. Both
lived in what I recognize now as
betwixt-and-between
their
world of Kerry and Kildare.
Because I was third in a family of four and the second son, it
,was meant by custom that my
brother would inherit the farm,
while I would seek my way
through education. That education began in the company of
about 50 other students, including my siblings, in a little tworoom, two-teacher country
school built in 1860. It was there
that we first learned of a Celtic
Golden Age when Ireland was a
learned land that exported its
genius to the continent of
Europe. The euphoria of greatness quickly gave way to the
tragic stories told to us of colonization and subjugation that
lasted most of a thousand years,
and a population halved due to
famine and forced emigration.
Most left and never returned.
The idyllic Irish countryside
and warmth of family could not
protect us from those tragic history stories, nor from the teachers who fought openly in front
of us and delivered corporal
punishment unsparingly. -Neither could it protect us from a
strict religion suspicious of both
human thought and emotion a suspicion further reinforced in
my country town high school
education. High-level learning
took place, but unfettered freedom of thought had yet to be
experienced.
Moving to Dublin for college
education, just 50 miles from
my idyllic countryside, I
received my first experience
with the anonymity of the city,
which proved to be both freeing
and worrisome. Both the worry
and the freedom came from not
having the familiarity and support that are part and parcel of
country living. Certainly, most
of the population lived above
the poverty line and in relative
comfort, but it was in Dublin
where I first witnessed the starkness of "concrete poverty,"
where families often lived in
rooms no larger than 10 x 10
feet. There was no opportunity
to "steal" from fertile fields. The
poverty of the countryside didn't seem so harsh - at least
food was more readily available
and shared.
It was in Dublin also that I took
my first courses in psychology
and participated in a practicum
study that involved visiting psychotic patients in a psychiatric
hospital. I found the weekly visits stomach-wrehching, prompted by seeing the dire conditions
of the patients and their experience of being confined to a
locked facility for a lifetime.
From my earliest memories, I
spoke of leaving Ireland. In particular I dreamed of joining my
Uncle Tom, who had settled in
Melbourne, in what we heard
was beautiful, sunny Australia.
'Typically, Irish weather is less
than desirable. A rainy and
damp climate dominates. But in
the end I decided to go to the
United States, where uncles and
Forget the myths, the formulas and the timelines...
and learn how to really help your client
A
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Most mental health professionals do not receive adequate training
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Dr. Katz, a licensed professional counselor, licensed
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Tsunami
trapped in the ocean and informed the crew. That child was
rescued as well.
Life-changing experience
Our team was overwhelmed
by the devastation as we walked
along the beaches and other
affected regions. These areas
were covered with broken boats
from a once prosperous fishing
economy. We wondered how the
fishermen would recover even if
they got new boats and fishing
supplies. The people no longer
want to eat fish. They see the
fish as having consumed the
dead bodies in the sea. Therefore, to their way of looking at
it, if they eat the fish they are
consuming the dead.
As we walked, children and
adults would point out where a
family member's house had
been. Now we saw just barren
beach. Areas once filled with
fishing huts and family homes
were reduced to fields of debris.
Clothing, toys, household
goods, furniture and equipment
littered the ground as far as the
eye could see.
A sense of sadness overcame
me as I walked through a series
of palm trees and noticed a family photo album lying, open on
the beach. Some of the photos
were scattered nearby, but most
were still contained in their
plastic jackets. While I could no
longer make out the images,
damaged and corroded as they
were by the seawater, each
photo represented a moment in
time in a family's life story.
Also along the beaches were
poles with white scarves or
cloth attached to 'them makeshift flags indicating
where a family member had
died. As these visual representations of lives lost swept over
our team, they brought with
them the painful reality of this
colossal tragedy. A young Sri
Lankan mother stated it pointedly: Looking back over the last
20 years, everyone knows a
family who has lost one of its
members. Yet in one moment,
hundreds of families were lost.
But a so6iety that has experienced decades of strife and war,
yet shows such resilience and
strength, has the ability to overcomhe even this natural disaster. I
have never experienced anything like the genuineness,
warmth and compassion for others that these people displayed
even amidst their own tragedy.
They care unconditionally for
their children and are deeply
committed to supporting them
through the tragedy and trauma.
I found myself to be much more
quiet and stoic than normal during this experience, likely as a
result of trying to grasp the concept of more than 30,000 Sri
Lankan people dying - people
known and loved by- others
whom I spoke to each day of
this journey. I struggle to make
sense of the magnitude ofloss
experienced by these amazingly
resilient people. The sea wiped
out entire villages. You would
never know they existed unless
someone referenced it.
In Iraq, the military could
choose its targets. Many portions of that country were visibly untouched by the war. Such
precision was not evident in Sri
Lanka -
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the tsunami did not
discriminate. The devastation
was uniform and blanketed the
entire countryside.
In our culture and in our profession, we hope to impact the
world, leave an imprint, make a
difference in people's lives and
be remembered after we are
gone. So many Sri Lankan people lost their lives in a few brief
moments, but the same hope
rang true for them - that they
would live on through the memories shared and stories told by
their loved ones. It is difficult to
put the insurmountable loss into
words, but I hope that through
sharing my experiences and stories, the Sri Lankan people will
live on and be remembered as
*the courageous, resilient people
I came to know through this
amazing trip and mission. I
thank them for their warmth and
openness in welcoming our
team to their country and into
their homes. I can only hope
that we were able to help and
impact them a fraction as much
as they affected us. If we were
successful in this, then we completed our mission.
Thank you to the American
Counseling Association membkrs and all others who contriblif7d to our trip. Your generous giving of financial support
and items for the trip allowed us
to provide aid to the children of
Sri Lanka.
Thank you also to ACA President Sam Gladding and Midwest Region Chair Ruth Johnson for coordinating and gathering items from the membership
on such short notice. Your compassion helped give hope to the
Sri Lankan people whom we
had the honor of meeting on our
trip. Thankyou to my inspiring
and courageous team members,
our gracious hosts at St. John's
Orphanage, the Association for
Play Therapy and Operation
USA for making this experience
possible and caring so greatly
about children. U
Joseph D.Wehrman is an
assistant professor of psychology and counseling at
Northern State University.'
Send corresaponden.ce
related to this article to
[email protected].
Before and after
nois Counseling Association, the
Illinois Violence Prevention Authority and others. After brainstorming for ideas, the Partners
for Peace coalition developed
the Listening to Youth program.
Wickman, an assistant professor
in the Department of Counseling, Adult and Health Education
at Northern Illinois University
and a past president of the Illinois School Counselor Association, became the co-creator, lead
trainer and researcher for the
project, based partly on his
expertise with group counseling.
The pilot phase began with a
one-day training of six school
counselors from across the
state. Two key elements to the
ultimate success of Listening to
Finding Your Way
cousins had already settled and
from where I would more likely
be able to make return visits to
Ireland. Upon completion of my
college education, it was time to
leave the land of my birth, the
following of a pattern of Irish
emigration that extended back td
Famine times. Although I had
traveled abroad on a few occasions, leaving Ireland on a permanent basis was qualitatively
different. The sun shone magnificently on the idyllic countryside
that day when, with a heavy
heart, I waved goodbye to family and friends and boarded Trans
World Airways for a flight to
New York City and the 'New
World."
What followed was culture
shock: a prolonged period of
learning and relearning, the
inevitable cultural comparisons,
a yearning and idealization of
the past, and a strong feeling of
being 'an outsider and not connecting well with this huge continental culture that dwarfed my
island experiences now left far
behind. The one openly prejudicial remark, "I don't like Irish
people,' reinforced my feeling
of being an outsider. But relatives of past generations had
made the cultural transition successfully in many different
countries of the world, and now
it was my turn. Traditionally, the
Celt had done well in the New
World, finding the necessary
physical and psychological
space for doing so. But that psy-
Youth were already in place.
First, school counselors were
instructed that each group of six
to 10 seventh graders needed to
be a social microcosm of the
school, with different genders,
ethnicities, academic levels and
social subgroups represented.
The goal was to have groups
composed of kids who would
not normally hang out together,
Wickman said, ensuring that a
broad range of viewpoints
could be heard -
those of the
"jock;' the "brain," the "loner,"
the "bully," the "nerd" and the
"overachiever," for example. As
described by Paula Hilderbrand, an Illinois school counselor who has led multiple Listening to Youth groups, the mix
of students in each group represents "a real-life Breakfast
Club."
Second, school counselors
were trained "to shift into a more
facilitative role," Wickman said.
"They're used to being in a role
of authority, but in these groups
it's more about creating an environment. There's a real need not
to alivays have to be in charge
and in control." The objective
was to allow adolescents to
speak openly rather than being
lectured by adults, he said.
According to the materials provided at the Learning Institute,
"The goal for school counselors
facilitating these groups was to
listen to what their students had
to say about school violence and
its prevention, helping participants explore positive ways to
communicate and build relationships. Groups were unstructured, and themes were studentgenerated. Facilitators helped
students process feelings, fears,
thoughts and ideas."
Groups in the pilot phase met
for six one-hour sessions. When
the pilot phase was finished,
group facilitators were brought
together for a debriefing, Wickman said, and the feedback was
phenomenal. He heard comments such as "This is the best
thing I've ever done as a school
counselor" and "This is -like no
other group that I've ever run.
I'm finally getting to do what
I'm trained to do." As one facil-
itator put it: "This type of dialogue during the sessions is an
excellent method for identifying
student attitudes and beliefs relative to school climate and
potential conflict. Trust is built
between counselors and students, providing the link needed
should a conflict arise which
would need to be reported to
someone in authority."
Student feedback was equally
positive, and most requested
that the groups continue the following year. After hearing testimonials about the impact of the
Listen to Youth groups, Wickman said he found himself asking, "Is this a fluke, or are we
onto something?"
tion that I had strayed too far
from my Irish roots; a betrayal
of a kind, I suppose. Earlier in
his life, my father had immigrated to England. He was very
unhappy with the experience
and returned to Ireland within a
few years.
Times of family crisis are
acutely painful for immigrants.
A particularly challenging period came for me in my late 20s
with the death of my parents
and brother within the space of
about two years. My parents
being older made their deaths
intellectually understandable,
but the emotional impact of
their passing, combined with
the unexpected death of my
brother, was emotionally devastating. "Things fall apart; the
center cannot hold;' said the
Irish poet William Butler Yeats.
Mine was surely such a time.
Any sense of meaning deserted
me for quite a while. However,
what emerged was a special
relationship with my brother's
three children, the youngest of
which was born a month after
his death. That birth was a
strangely affirming moment,
and that special relationship
with all three continues to sustain and firmly anchor me in the
Irish culture. So too do the letters from a cousin imbued with
Irish myth and poetry.
Gradually, over many years, I
have come to an emotional
acceptance and intellectual
understanding of my betwixt-
and-between world of two cultures, both of which require
ongoing nurturance within me.
That betwixt-and-between world
has become my emotional center, a state of permanent liminality, a position with which some
anthropologists may quarrel. It is
a world that Rami and immigrants everywhere share to one
degree or another. It's a story I
hear regularly from a tapestry of
immigrants in Southen California as they search for their
authenticity and their center.
During our counseling sessions, Rami reluctantly began to
explore his betwixt-and-between
world and to see that both his
culture of origin and his culture
of choice had positive and negative elements. His overidealization of his culture of origin and
his imbalanced negativity toward his culture of choice
diminished. Although our cultural and family backgrounds
were quite different, we shared
some common threads: a warm
childhood, a strict religious upbringing, older parents and their
passing, a strong sense of loyalty to family, a family tradition of
emigration and a clash of two
cultures. Likewise, we felt a new
sense of psychological freedom
but struggled to feel "at home"
in our new culture and searched
for meaningful intimacy. And
like me, he experienced the
betwixt-and-between world of
two cultures, a permanent state
of liminality.
My life as an academic and
counselor continues to unfold. In
Ireland I am regularly referred to
as a "Yank" and in the United
States as "Irish:' I am now quite
comfortable in both worlds. The
Ireland that I left is now rich a new land of opportunity for
immigrants seeking a better life.
The yoke and pessimism of a
thousand years has finally lifted,
and the whole world seems to
have joined the celebration in
Riverdance.
It is easy for me to be sympathetic to the plight of immigrants, their plight being so
indelibly linked to my own personal and cultural history. The
academic world generously affords me the opportunity to continue exploring my own story, to
make those crucial connections
that keep me honest with myself.
The very writing of this reflection is such an opportunity. And
only by carefully listening to my
own story can I clearly hear the
story of Rami and others like
him - a listening essential to
the counseling process. 0
chological space proved difficult
to fill. I felt an ongoing tension
-
divided loyalties -
between
my culture of origin and my
newly chosen one.
Gradually, I was to feel the
dawning of a new personal psychological freedom, an expenence hurried along by participation in a summer course in psychology. A course required involvement in a group, therapy
experience each afternoon under
the guidance of a Gestalt therapist. Her name I can no longer
recall, but the impact remains of
those anxiety-laden yet exhilarating weeks. The experience
proved pivotal in my decision to
attend graduate school, which
became a powerful force in my
life and provided an accepting
and nourishing environment to
explore realistically and in great
detail thoughts, ideas and feelings. It was a time of immersion
in American culture, the meeting,
of mentors, the making of lifelong friendships and of finally
feeling somewhat "at home" in
the United States.
But staying personally centered requires being in touch
with my culture of birth while
also functioning in my newly
chosen one, which is not always
an easy task to accomplish. One
example of the difficulties that
can emerge between both
worlds came in my first return
visit to Ireland. My father said
to my brother, "He has turned
out to be a Yank!" - an indica-
.,
LO
0
0
CM
John Doyle is a faculty member
In human services at California
0
State University-Fullerton.
U
Jeffrey A. Kottler, professor
and chair of the Counseling
1
Department at California State
University-Fullerton, is the colunn coordinator for Finding
Your Way. Submit columns for
Ic
consideration to jkoftler@
fallerton.edu.
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Before and after
Succeeding phases proved
that the initial results weren't a
fluke. Between the pilot phase
and phase four (the most
recent), the number of counselors trained, the number of
schools participating and the
number of students involved all
increased substantially (although individual groups are still
limited to six to 10 students). In
addition, groups met for 12-14
weeks rather than six weeks,
groups of ninth graders were
added and testing instruments
such as the Multidimensional
Anxiety Scale for Children and
the Children's Inventory of
Anger were used to more formally assess the impact of the Listening to Youth program.
While pre- and post-testing
showed no significant effect on
students' self-esteem, sense of
belonging or social skills, it did
reveal substantial reductions in
anger, anxiety and depression
among the participants. "Thinking about things that can lead to
violence in schools, those are
three pretty big ones," Wickman
said.
Revealing conversations
Concerned about maintaining
a "perfect" image, some administrators insist that violence isn't
a problem in their schools,
Wickman said, which only
serves to add. to students' fears
and anxieties.
One Listening to Youth group
in a wealthy western suburb of
Chicago began meeting on the
first anniversary of the
Columbine school shootings in
Littleton, Colo., Wickman said,
and its members expressed concern about the possibility of
something similar happening in
their school. Due in part to the
group's discussions, the school
ended up surveying all of its students about concerns over
school violence. Until the Listening to Youth group began,
Wickman said, "I think these
kids felt like, 'Wow, there's
nothing I can do. I just have to
sit back and wait for something
to happen tome.'
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But the kids
who participate in this really feel
empowered."
The possibility of a school
shooting was discussed in many
groups, but main issues of concern included bullying by other
students, teachers who used bullying techniques, gangs and
gang recruitment, and how
group members felt after standing silently by as one of their
peers was picked on. Many of
the girls opened up about the
subtle techniques of nonphysical
abuse used in their social
groups, including excluding certain girls and gossiping. As a
whole, the groups indicated that
locker rooms, buses and hallways are particularly dangerous
places for students.
School counselors/facilitators
consistently stated that the
groups allowed them to have a
finger on the pulse of their
schools. "Suddenly," Wickman
said, "they had a window to the
life of 13-year-olds that they had
never had before?'
Student participants also suddenly had a window to see what
life was like for peers in different social, academic or ethnic
groups. For example, a quiet boy
in special education was chosen
for one of the groups. Often
teased for being slow, he
revealed to his group that his
baby sitter had dropped him on
his head when he was a child.
"None of them had known about
his background before:" Wickman said. It also wasn't unusual,
he said, for a bully to cry when
hearing from a student in the
group who had been picked on
or for "cool kids" from the
group to start taking up for other
students when they witnessed
them being teased in school.
"It ended-up being a very powerful experience for me and the
students:' said Kuntz, president
of the Illinois School Counselor
Association and a counselor at
Yorkville High School in
Yorkville, Ill. At the time, she was
interning at a middle school and
co-facilitated a Listening to Youth
group with the school's counselor. "I learned what it was like
to be a student' she said, "and
they learned what it was like to be
a different type of student."
Perhaps most important, however, was the "ripple effect" witnessed by school counselors.
Students who participated in the
groups often became ambassadors and change agents for
their social subgroups, passing
along empathy skills and other
information they had learned. In
turn, Wickman said, their friends
often shared issues to discuss in
the Listening to Youth group. As
a result, counselors regularly
reported the overall climate in
their schools improving after
implementing the groups.
the group came from standing
back and letting . the group
process play itself out. She
found herself surprised by the
insights, empathy and maturity
level the students displayed.
"It only takes the experience
of runiing one of these groups
... This (program) is a little
piece where you feel like,
'Wow, we're really doing some
counseling here."' Her department has gone on to start
approximately 20 groups in the
last two years working from the
Continudd on page 28
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Challenges-and rewards
of facilitating a group.
In helping to set up and facilitate a group, Kuntz said she gave
a memo to faculty members
describing the cross-section of
students needed, then collected
recommendations. The list of
names was eventually narrowed
down from 30 to 12, and she met
with each student personally to
explain the group and gauge
their interest. Parents had to sign
a consent form before their child
could participate.
The first session concentrated
on setting group ndrms, the most
important of which was confidentiality ("what is said in group
should stay in group"). Other
possible norms 'could include
one person speaking at a time
and each student having the
option of declining to speak at
any time.
Kuntz admits to being nervous
at first about not having more
control over the group's discussion, especially when the interaction seemed almost chaotic.
"The challenge for the group
leader is to not talk more than
the students, because they'll
bring up things that you really
want to jump on:' she said. Her
inclination was "to swoop in"
and protect them when she
heard their stories, Kuntz said,
but she learned that the power of
Oswego High School in
Oswego, Ill., she said the reaction at the school "started with,
'What is she doing?' But it
made a big difference in people
seeing school counselors in a
more professional light, and it
helped to unite our department.
to be a big believer," Kuntz said.
"It's so profound. ... For a simple interventi6n, it has such a
big payoff."
Hilderbrand's experience was
equally positive, and not just for
the students. When she began a
Listening to Youth group at
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27
Before and after
Listening to Youth model, and
she has co-facilitated four
groups herself.
Wickman said the groups
have allowed school counselors
to more fully utilize their training and have helped administrators, teachers, parents and students to better understand the
role of school counselors. Listening to Youth groups are often
an easier sell to school administrators because they view them
more as "focus" groups. "It's
nota therapy group:' Wickman
said, "even though lots of therapeutic things happen in it?'
School counselors or others
interested in learning more
about Listening. to Youth
violence-prevention
groups
can contact - Wickman at
swicknan @niu.edu.
After: A response
to school shootings
Collins-Marotte and Peterson
presented their Education Session, "Crisis Counseling: *A
Response to School Shootings,'
based in large part on their'experience working onsite at Rocori
High School in Cold Spring,
Minn. for nearly six weeks in
the wake of a school shooting
that claimed the lives of two students. Roedri's school psychologist contacted Collins-Marotte,
director of Caritas Family Services in St. Cloud, Minn., and
Peterson, clinical director of the
Caritas Mental Health Clinic
and a professor in the Department of Counselor Education
and Educational Psychology at
St. Cloud State University, and
asked them to provide counseling services. Originally thinking
their involvement would last no
more than a couple of days, the
two psychologists were soon
-asked to provide long-term services to students under the
direction of Rocori's school
counselors.
On the second day after the
shooting, when students came
back to the high school, CollinsMarotte was asked to co-facilitate a debriefing with "Tier r'
individuals - those who had
witnessed, the shooting or had
a been otherwise closely impacted. She had previously received
s training in the use of the AmeriCmcan Red Cross Critical Incident
j Debriefing model, which emg phasizes everyone in the group
3 sharing exactly what they experienced. Using this model, she
n encouraged a 16-year-old fe-
male student to talk about what
she had witnessed. The girl
described events as if they had
happened in slow motion: seeing fire come out of 15-year-old
Jason McLaughlin's gun;
watching the bullet go through
the throat of 17-year-old Aaron
Rollins; trying to sop up Aaron's
blood with her white T-shirt; listening to the sound of labored
breathing coming from the hole
in his windpipe; seeing bubbles
come out of his windpipe and
mouth. Collins-Marotte, who
admits that she had nightmares
related to the girl's graphic
description, immediately questioned whether she had done the
right thing, whether other adolescents in the group needed to
hear the gruesome details.
"These images were imprinted
on her brain," Collins-Marotte
said, "and I had asked her to
bring them up."
After conferring with Peterson, the two psychologists
decided that while Critical Incident Debriefing was likely a
good model for first-responders
and for adult victims, it was
quite possibly detrimental for
adolescents, who seemed to
feed off one another's horrific
stories. "It seemed so apparent
to us that hearing stories from
other students was traumatizing
for other people who were in the
group" and retraumatizing for
the students telling their own
stories, Peterson said.
Change instrategy
The two psychologists moved
away from debriefing students
and tried to get them into groups
based on their friendships with
Jason, Aaron and Seth Bartell (a
14-year-old who died from his
wounds almost a week and a
half after the shooting). In asking himself how to provide a
therapeutic atmosphere for
Rocori's students, Peterson,
who previously had spent considerable time working with
adolescents and in school environments, kept returning to a
simple belief. "Kids talk to
kids," he said.
He and Collins-Marotte noted
that Rocori's students would be
spending more time with one
another than with therapists and
reasoned that the adolescents
were much more likely to call
one of their friends than an adult
if they were going through a
tough time. The psychologists
decided the best way to assist
the students was to help them
develop systems of checking in
with one another.
Instead of asking what the students witnessed or exactly how
they were feeling, - CollinsMarotte said, "The question we
started asking was, 'How are
you getting through today?'
The groups also discussed how
they would know if a friend was
having serious difficulty and
what they would do to try to
help that friend. Students soon
started talking about how they
were coping and sharing those
coping skills with their friends.
Collins-Marotte, Peterson and
the school counselors served
more as facilitators for the
groups, encouraging the students to problem-solve. "You
realize the power of kids being
able to help other kids," CollinsMarotte said. "Adults can be
facilitators and guiders, but it's
not necessary for us to always
do the interventions ourselves."
Collins-Marotte and Peterson
also tried to allow each of the
individuals affected by the
tragedy to heal emotionally at
their own pace. "We found people at very different places on
different days," Peterson said.
"We tried to meet people where
they were at and not force our
own agenda."
The psychologists told the
students they didn't have to say
anything in the group or even be
in the group for that matter.
They were allowed .to sit by
themselves in another room
adjacent to the group instead of
listening to the others. Those
who needed to tell their stories
in more detail were provided
with "safe rooms," where they
could receive individual counseling.
An important part of the counselors' role, Collins-Marotte
said, was to let the students
know that the trauma-related
symptoms and feelings they
were experiencing -
anger,
sadness, anxiousness and trouble concentrating, sleeping or
eating - were normal and
would heal over time.
Sometimes this was easier
said than done. "When we talked
with kids at first, there was just a
lot of raw anger," she said. Boys,
in particular, seemed to want to
pick fights, even with the counselors and school staff. CollinsMarotte and Peterson responded
by affirming that it was OK for
them to be angry and "letting
them be very verbally descriptive of their anger," she said.
Even though Collins-Marotte
and Peterson were uncomfortable at times with some of the
statements, they even allowed
students to express what they
wanted to do or see happen to
the teen-age shooter. "These
boys had just seen their friend
gunned down," Collins-Marotte
said. "We didn't have the right at
that point to tell them how they
should feel. ... That's where
these kids were at for the
moment. It just wasn't a time to
educate kids - on anything?' Of
course, she added, if this behavior had still been evident months
later, she and Peterson would
have dealt with it differently at
that time. Students were also
monitored for suicidal/homicidal ideation, isolation tendencies
and high-risk behaviors such as
drinking, drug use and reckless
driving, and assessed for individualized attention when necessary.
Another challenge was getting the students to take time
away from the tragic experience. They often gathered outside the homes of the two victims, Peterson said, "never getting a break from the arousal of
talking about the shooting?' To
speed the healing process, the
psychologists encouraged students to take a "time-out" from
those most impacted by the
trauma, limit their exposure to
news reports about the shooting,
and to get sleep and take care of
their other basic needs. In addition, they advised students that
they had no obligation to speak
to the media.
Final points
Two other groups that need
special attention in the wake of
school violence instead often
get overlooked, Collins-Marotte
and'Peterson said. One group,
the school's staff, should be
repeatedly offered assistance in
coping with their own issues
regarding the shooting, the psychologists said.
The other? "The group that
tends to be forgotten," CollinsMarotte said, "is the friends of
the person thought to be responsible for the tragedy." The community often begins to convince
itself that the shooter didn't
have any friends, but this is usually because the friends feel
threatened by the community's
anger and go "underground,"
she said. "They're terrified," she
said. "They're not going to be
knocking down teachers' doors
(for help)." Jason's friends were
stunned by his actions, she said,.
and most of them were overburdened with guilt, wondering
what they could have done to
prevent the incident.
Counselors should also help
the school administration recognize and carefully plan for
events likely to cause a resurgence of feeling about the victims among the student body prom, graduation, birthdays and
the anniversary of the shooting,
for example. It is important to
involve students in thinking of
how to commemorate the past,
Peterson said. It's equally important for kids to see that the
adults around them haven't forgotten what happened, CollinsMarotte said. On the one-year
anniversary of the school shooting, Rocori High School held a
"Celebration of Life," which
included a motivational speaker,
a balloon release and other
activities.
There was concern that the
shooting at Red Lake would stir
up traumatic feelings among the
students at Rocori, so Rocori
administrators requested that
Collins-Marotte return to the
school. What she found was that
Rocori's teachers and staff were
having a harder time than most
of the students dealing with the
shooting in Red Lake, in large
part because both schools are in
Minnesota. The feeling, although irrational, CollinsMarotte said, was that Rocori's
staff had somehow failed. The
question she kept hearing was
"How could people not have
learned from us?"
On the other hand, many of
*Rocori's students starting writing letters and cards to Red
Lake's students almost immediately. Said Collins-Marotte,
"They were asking, 'How can
we give a message of hope to
these kids?'"
For more information on crisis counseling in the aftermath
of school violence, e-mail
[email protected] or call
the Caritas Mental Health Clinic at 320.650.1660. 0
Jonathan Rollins is the
editor-in-chief of Counseling
Today. E-mail comments
about this article to
fralifls@counselngorg.
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080502-aca
Innovations inCounseling - BYSUSANX DAY
childhood education about the
relation between school learning
and their career futures may be
an effective preventive effort.
Journal highlights
for counselors
Fourth and fifth graders'
thinking about careers
In an innovative investigation
of children's thinking about
career-related topics, Donna E.
Palladino Schultheiss, Thomas
V Palma and Alberta J. Manzi
(The CareerDevelopment Quarterly, March 2005, pages 246262) collectid focused writing
assignments from 49 lowsocioeconomic status, urban
fourth and fifth graders and
examined them qualitatively.
The research team derived
seven domains, or topic areas,
that appeared fairly consistently throughout the children's
writing: exploration and information about careers; self-concepts about abilities, interests
and personal qualities; influ-
Measuring multicultural
counseling competence
ence of key figures such as parents and teachers; internal and
external locus of control; planning for future goals; approaches to decisionmaking; and the
value of work.
Children of this age are ready
to connect school activities,
interests and abilities with
potential future occupations, so
the authors emphasize the importance of building these connections in the school curriculum. Children need to be aware
of what occupations are possible, and school personnel
should avoid circumscribing
their thinking about future occupations at this point. Because
people who drop out of high
school when they are 16 have
shown signs of school disaffection as early as the third grade,
While the field of counseling
clearly seeks to enhance the
multicultural competence of
practitioners through various
educational and experiential
methods, figuring out whether
these efforts are working has
been difficult. Multicultural
counseling competence is usually conceptualized as including
awareness of one's own culture,
biases and values; knowledge
about social and cultural influences on individuals; and skills
for applying this knowledge in
counseling.
-
However, factor analysis of
the five major paper-and-pencil
measures of multicultural counseling competence has not empirically supported the existence
of these three separate components. In a useful discussion in
the Journal of Multicultural
Counseling and Development
(January 2005, pages S7-47),
Sean Kia i Kitaoka reviews
these five measures. The author
discusses several problems with
the measurement of a construct
that is not conclusively defined
by experts in the,field.
Facts for counselors about
depression treatments
Considering both clinical and
subclinical levels, depression
may be the most common problem that counselors encounter in
their clients. Furthermore, counselors themselves are at risk for
depression because of the nature
of their work. With these matters in mind, Louis V. Paradise
and Peggy C. Kirby provide a
summary of research on approaches to treating depression
(Journal- of Counseling &
Development, Winter 2005,
pages 116-119).
Antidepressants are clearly
effective in relieving depression
as long as the person continues
to take them. The various types
are comparable in efficacy, but
there are great individual differences in reactions to each type.
Side effects, cost and motivation
can deter a depressed person
from sticking with the search for
the right drug regimen.
Among psychotherapies, interpersonal therapy is as effective as medication, and may be
the best approach to severe
depression. It is the approach
recommended in American Psychiatric Association guidelines.
Cognitive behavior therapy
matches or exceeds drug therapy when the counselor has a
high level of expertise in the
treatment. Furthermore, cognitive behavior therapy has enduring effects beyond the time of
treatment, which is a meaningful advantage.
Finally, the authors encourage
counselors and counselor educators to attend to self-awareness
about susceptibility to depression among practitioners. 0
Susan'X Day is a counselor
educator in Houston who
wrte graduate-level textbooks about counseling.,
siV
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elf
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Washington Update
reimbursement and full recognition of LPCs under Department
of Defense (DOD) health care
programs. Hayes introduced the
legislation because of his concern that soldiers and their families aren't provided full access
to mental health services, especially given that as many as one
in four soldiers may return from
combat duty with a mental disorder. Under current law, LPCs
are the only core mental health
provider group required to have
physician referral and supervision under TRICARE. H.R.
1358 would give counselors
independent practice authority
and extend recognition of counselors to other DOD programs.
ACA and AMHCA are working jointly to urge passage of
H.R. 1358 as part of the Fiscal
Year 2006 "National Defense
Authorization Act?' Because the
Armed Services Committees
will be considering the bill in
May, calls and letters to Congress are urgently needed. The
U.S. Capitol Switchboard can
connect you to your Congress
members if you call 202.
224.3121, or you can send an email about this issue via ACA's
Legislative Action Center at
http://capwiz.con/counseling.
Sens. Craig Thomas (R-Wyo.)
and Blanche Lincoln (D-Ark.)
have reintroduced the "Seniors
Mental Health Access Improve}ment Act" (S. 784), legislation
to establish Medicare reimbursement of LPCs and marriage and family therapists.
Medicare reimbursement remains one of ACA's top legislative priorities in 2005, and counselors are urged to call their senators - especially members of
AT ARGOSY UNIVERSITY
THE POWER OF THE MIND
ISLIMITLESS.
the Senate Finance Committee
(http://flnance.senate.gov/) to ask them to cosponsor the
bill. We also need to maintain
pressure on members of the
House of Representatives to
gain introduction of equivalent
legislation in that chamber. To
send an e-mail in support of
Medicare reimbursement of
LPCs, visit ACA's Legislative
Action Center at http:#
capwiz.comn/counseling.
For more information on
TRICARE or Medicare, contact
Dara Alpert in ACA's Office of
Public Policy and Legislation at
800.347.6647 ext. 242 or via email at [email protected].
Budget picture turns
cloudy inCongress
The House and Senate have
passed budget resolutions that
ARSOSYLRvuM
AlYAIAi AtlntoA
iPioGoPsoSchoolo g
ProfessionalPsychology
differ greatly on the extent of
Medicaid cuts, tax cuts and
domestic spending cuts. In a victory for ACA and other advocacy organizations, the Senate
adopted an amendment by Sen.
Gorddn Smith (R-Ore.) to strip
out proposed cuts of $15 billion
over five years in Medicaid, This
and other Senate amendments
may make it difficult to reach
agreement with a House proposal that is much more harsh. ACA
is continuing to work in support
of a common-sense, 'compassionate federal budget.
House members sign
letter of support for ESSCP
Although Congress has not
approved a budget blueprint for
FY 2006, ACA and other education advocacy organizations,
including the American School
Counselor Association, are
working to protect key programs within the appropriations
process. In addition to spearheading coalition lobbying visits, ACA has written to Senate
and House Appropriations subcommittee members, asking
them to reject proposed elimination of the Elementary and Secondary School Counseling Program and instead provide sufficient funding to allow support
of secondary schools.
Support for ESSCP is also
coming from within Congress.
In April, 55 House members
signed a letter to House appropriators to urge continued support for the program. Reps.
James Langevin (D-R.I.) and
Rob Simmons (R-Conn.), corecipients of the ACA Federal
Assessmwen and eervention Wit'h Ch~iduen
and Adiescents: Deveopmaena and
ChaoL.
TholflfiisSchoolof
Professional Psychology
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Use your education to help
make a difference in life. At
Argosy University we offer
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classes, taught by leading
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Day, evening, weekend,
and online instruction
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convenience. Contact us
today and see how we can
help you expand your limits.
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(750ErstStNE,Waslungton,0C20024242 12013365510)
ArgosyUniersitw/NshillelIsh.oh locationoiArseyUnverty/Atlatas
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ANN VERNON AND ROBERTO CLEMENTE
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ARGOSYUNM Y/AiOiK
"Particularstrengths of this book lie with the
case studies and the 40 examples of creative,
developmental, and culturally responsive
interventions."
-Patricia Arredondo, EdD
Arizona State University and
ACA President-Elect
A
iV
iAdi*m$
-1.
o
"Vernon and Clemente have piovided the profession
with a tich resoutce that delivers usable strategiesfor
a wide variety of assessment situations."
ThoArizonlachloolr
ProfessionalPsychtogy
-Brooke B. Collison, PhD
Professor Emeritus
Oregon State University
ThoArncanSchoouol
Professional
Psycholog
Areasa rgaisiimecur
A bOSYUNWmeSl1YNAAiSOAThySaoScoolaPofesicnal
PsychologyondBehaviodiSciences
ligNai1lesq
AllOSUNNERIAANEFIANSC
Theillitois Sdtoolpof s
Theuclinsnscatli
rofessiollPsychology
of
Th Woshbilon School
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A~osYuNishtivirA-.
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MAlOSYUNNV$S1|Y/
TheMineslaSchoolel
Psalessonal Pschology
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AlfntonVA'
ThtoricanmSchooleof
Written for busy helping professionals working with kids who are experiencing problems typical for their age group, Assessment and Intervention
With Children and Adolescents provides techniques to help determine the
exact nature of the problem and what to do about it.The authors combine specific, age-and-culture-appropriate assessment procedures with
numerous techniques for meeting the counseling needs of young clients.
Detailed case studies, games, and learning activities offer creative new
ideas to help multiethnic youth face the challenges of growing up in
today's world. 2005 270 pages. ISBN 1-55620-239-3
Order #72824
List Price: $42.95
ACA Mtiber Pticet $25,95
Please include $4.75 for shipping of thefirst book and $1.00fo each additional copy.
Call today! 800.422.2648 x222
0
03
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U
Q2004byNrokivrdher~s&11tt*$04
33
ACAIT strengthens life and health insurance administration
BY PAUL L. NELSON
In an ongoing effort to provide
insurance products and service
of the highest quality to American Counseling Association
members and their families, the
ACA Insurance Trust has made
the decision to transfer the
administration of its life and
health programs to Affinity
Insurance Services as of March
1. Affinity is part of Aon Corp.,
a Fortune 500 company. The
contract with Marsh Affinity
Group Services expired at the
end of 2004, and this was the
opportune time to make a
change. "The end result will be
better communication with ACA
members concerning what is
available to them:' said ACA1T
Chair A. Michael Hutchins.
There are numerous advantages to this new arrangement.
Healthcare Providers, Service
Organization is a division within Affinity and is currently
administering the professional
liability insurance program for
ACAIT Under the new arrangement, the insurance representatives can respond immediately
to inquiries concerning the life
and health programs -
Washington Update
Legislative Service Award,
authored the letter In addition,
Sens Patty Murray (D-Wash.)
and Dick Durbin (D-Ill.) have
asked their Senate colleagues to
sign a similar letter.
For more information, visit
ACA's Legislative Action Center
at http://capwiz.com/counseling.
one-
stop shopping at its best.
The new administrator has
agreed to work closely with
ACAIT and its staff to provide
meaningful marketing materials
on a regular basis. Growth in the
insurance programs helps tostabilize the costs associated with
each product. Affinity is committed to making the programs
grow and to achieving the best
possible rates for participants.
ACAIT shares a commitment to
this goal.
Products currently available
through Affinity are listed
below. All plans are individually
underwritten.
N Term life: Available to most
ACA members and their fainilies at very reasonable rates.
Amount of insurance varies, but
may be as much as $150,000 or
more.
N Hospital income: Provides
income if hospitalized. Benefits
are higher if hospitalization is
the result of cancer.
N Accidental death and dismemberment insurance: Various benefit plans apply for
covered incidents involving
-accidents.
* Business overhead expense:
Provides protection to pay for
business expenses in the event
you are disabled by illness or
injury. This is very important
coverage for a self-employed
professional.
* Disability: Provides income
to the practitioner when unable
to work due to a covered accident or illness.
* Major medical: This is
health insurance tailored to your
needs and based on your location.
* Short-term medical: Designed to meet temporary needs.
for those who are between jobs
or looking for work for the first
time.
* Dental insurance: Benefits
are paid to the dentist of your
choice.
E Long-term care: Protection
after you turn 65 to cover nursing home or in-home care needed following a covered accident
or illness.
ACA1T is also exploring some
new products to offer. Please
contact us at 800.347.6647 ext.
284 if you have suggestions or
questions, or send an e-mail to
for five years would be eligible.
For more information on this
issue, contact Campbell at
800.347.6647 ext. 234 or via
[email protected].
Affinity can be reached tollfree at 800.509.6107 from 8:30
a.m. to 5 p.m.-Eastern time or by
e-mail at acaitlifehealth@
asg.aon.com.fl
Paul L.Nelsdn is the executive
director of the ACA Insdrance
Trust.
ACA lobbying for
loan forgiveness for
school counselors
In February, ACA wrote to
the leaders of the House and
Senate Education Committees
on the issue of forgiving student
loans for school counselors, and
in March, ACA lobbyist Chris
Campbell joined lobbyists from
other organizations in discussing the issue with U.S.
Department of Education staff.
As with teachers under current
laws and regulations, only
school counselors and other
related services personnel who
have worked in a Title I school
e-mail
at
ccampbell@
counseling.org. N
Help clients manage stress more easily in a
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SINGLE 1-Hour Session
*
train them t6 overcome Phobias and unreasonable Fears of
flying, test-taking, public speaking, heights, family or legal
disputes or other inhibiting anxieties. For details writc:
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I,
U
InBrief
NAADAC, IC&RC
propose credential
consolidation
j2
0
U
34
The National Certification
Commissiori
(NCC) of
NAADAC, The Association
for Addiction Professionals,
the International Certification
and Reciprocity Consortiim
* (IC&RC) and the Society of
Credentialed Addiction Professionals (S.CAP) announced
a proposal in April to unify
their independent credentials
for addictions counselors into
a series of credentials that Will
be available' at the local,
national and international
level. The proposal was submitted to the IC&RC Board of
Directors in April and will be
submitted to the NAADAC
Board of Directors in July, If
-accepted, the consolidation
will affect 45,000 credentialed
addictions counselors.
The committee, made up of
equal numbers of NAADAC
and IC&RC representatives,
decided on six essential compdnents for any addictions
credential:
* The need for strqng local
credentialing boards;
E Local, national and international credentialing for the
-
profession;
* Valid and legally defensible examinations;
ftIhe purpose, foundation
and scope of practice for each
credential;
* Portability of credentials
from state to state; and
N Appropriate levels of credentialing based on the needs
of local and international credentialing boards.
The proposal being presented to the IC&RC apd
NAADAC boards will suggest
the establishment 'of a new
addictions treatment and prevention credentiling board
that will incorporate the currentcredentials of IC&RC and
NAADAC. The new organization and its credentials 'are
intended to be local, national
and international in scope.
The joint NAADAC/IC&RC
committee proposes that all
current
IC&RC-'
and
NAADAC-credentialed professionals will have their
qualifications unified by Dec.
31.
The co-chairs of the workgroup recommending the
chaiges, NAADAC National
Certification Chair William
Cote and IC&RC Chair Jim
Scarborough, stated: "We are
excited by the positive and
frank '
discussion
that
NAADAC and IC&RC have
had. Unifying, the addiction
profession will benefit everyone who works in addiction
preventiop, intervention and
'treatment and the clients they
serve."
SAMHSA awards
$11 million to Florida
for hurricane-related
mental health needs
The Substance Abuse and
Mental Health Services
Administration awarded '$11
million to the state of Florida
to meet the needs of those suffering long-term trauma as
the result of the hurricanes of
2004. This award builds on
current SAMHSA initiatives
that have provided more than
$5.5 million in immediate
emergency aid funds through
the FEMA Crisis Counseling
'and Training Assistance Program.
The funds will be used to
serve the 27 most highly
impacted Florida counties
through Project Recovery, a
state initiative completely
funded by the federal government. The initiative will
establish multidisciplinary,
treatment teams in the affected areas. The teams will work
with displaced people, indi.viduals with continued stress
and special populations such
as immigrants, migrant workers and older persons.
The program will provide
direct mental health services
and link individuals and families with other community services. Project Recovery expects to provide group and
individual therapy, anger management, supportive housing
and training. Substance abuse
and mental health screening
and treatment services will
also be provided. 0
LEGAL & REGULATORY COMPLIANCEZ.
4
Health Professionals
Updates for Counselors, Mental
12 E Cedistt
and Counselor Educators
NAAditina
C
a
g
Monthly newsletter delivered right to your e-mail Inbox
HIPAA is not-"over and done with." New rules are still coming out and this landmark legislation is
sure to affect the counseling profession well into the future. This newsletter, the successor periodical
to IPAA Compliance.Lea pdate andAnalysis Semvice for Counselors and RelatedMental Health
Professionals,will continue to cover HIPAA and other privacy initiatives, but also will keep you
abreast of other new laws and regulations, both federal and state. Some of the major topics include:
>
>
>
Legal mandates ranging from child abuse reporting to the ADA
Licensure -board and other complaints and how to avoid them
Reimbursement issues including insurance fraud
FERP an othr shoolcouselig-rlate
>
>
>
>
12 CECeisa
oAdtoa-hre
quarterlyexams and earn 12 CE creditsper year
toicsTake
Supervision-state regulatory requirements, liability
Issues for counselors who are employers (sexual harassment;
independent contractor vs. employee, and more)$19Nnebr(1ya,2isu)
Informed consent, privilege and privacy issues
no71
C
$4
Duty to warn....and dozens of other critical subjects
ebr
1ya,1
sus
Simply add $50 to the subscription price.
Legal & Regulatory Compliance also will include:
>
>
>
State Spotlight-Key court cases, legislation and regulatory action in the states,
FAQs-Most common questions counselors have regarding HIPAA and other
federal and state matters
Resources-important Web sites and other resources to keep at your fingertips
..
Meet the Editor
Attorney Anne Marie "Nancy" Wheeler
1
Ms. Wheeler's specific experience is in how to comply with
a
HIPAA and other legal and regulatory requirements, professional
liability, reimbursement, confidentiality and key aspects of other
responding to inquiries from
her role in Copliace
Through
laws and regs.
lsowillincude
& egultor
Lega
the ACA Insurance Trust's hotline on risk management, she has
gained additional insight into the issues counselors face every
day. She iscwell-informed about licensure board complaints and
i
how
to avoid them.
Subscribe now!
idponline at www.counseling.org/publications
or call 800-347-6647, x222 M-F 8 am - 7 pm ET
SimplyCOUNSELNad$0otesrt5i
lethality are considered likely to
cause themselves harm within
the next 72 hours unless there is
an intervention.
Lvel
ILow
LeVel 3
LoLy
Teachet
Lvgl 2
2
Lee
Lec 3
3o~
M eno
Teacher
Level 3
High
Teaeriir
Moderate
Everything in between little
suicidal ideation and suicidal
attempt or completion is considered a moderate level of lethality.
Couelor
Stipervisor Rolds
T.er
Low
Iydiie
The last component of the
Cube Model is based on the Discrimination Model designed by
Janine M. Bernard, in which the
supervisor takes on one of three
roles:
igh
Client Suicide Lethality
Thinking inside the box
Counselors develop new tool for supervision and suicidal clients
BY ANGELA KENNEDY
Jason M. McGlothin, an assistant professor at Kent State University, along with his colleague, Steve Rainey, and doctoral student candidate, Aaron
Kindsvatter, have created the
Cube Model of Supervision and
Suicide. This three-dimensional
model combines the Integrated
Developmental Model and the
Discrimination Model with the
level of client suicide lethality.
They presented their unique
model in a 60-minute Education
Session, "Working With Suicidal Clients: Practical Issues for
Supervisors," at the 2005 American Counseling Association
Convention in Atlanta.
The Cube Model is a 3-by-3by-3 design in which the top-tobottom blocks represent the
three levels of supervisee development (Level One, Two and
Three). The left-to-right blocks
represent the three assessments
for client's suicidal lethality
(Low, Moderate and High), and
the front-to-back blocks represent the three supervisor roles
o (Teacher, Counselor and Consultant). McGlothin said the
model does not indicate or prea scribe what roles supervisors
should take in certain circumgo stances. Rather, it organizes and
'
,
g
0
contextualizes the complex rela-
tionship and roles between
supervisors, supervisees in various developmental levels and
Clients at varying degrees of sui-
36 cidal lethality.
Levels of supervisee
development
The first component of the
model is based on the
Stoltenberg Integrated Developmental Model to determine the
development and skill of the
supervisee. It considers the
supervisee's self-awarenpss and
other awareness, motivation and
autonomy, and distinguishes
them into three levels:
Level One
The counselor has little experience; this person may be a
supervisee who has just entered
an internship or practicum.
"They tend to focus on their
own performance, on what they
will say next and is it the right
thing to say or not," McGlothin
said. Level Ones are usually
entering into their first counseling relationships. They have a
high need for supervisory direction, modeling and structure.
Level Two
This level of counselor supervisee has some experience and
some developed skills. They
function competently in some
counseling domains. They are
typically more aware of clients
and may overly identify with
clients as they become more
aware of their stress or pain.
They fluctuate between dependency on supervisors and the
desire for increased autonomy.
Role of the supervisor
Level Three
Level Three represents the
professionally competent counselor. These counselors have
extensive client experience,
.high self-awareness .and other
awareness, and appropriate
boundaries and are able to recognize when supervision is
required. "They have a good
understanding of policies and
procedures, as well as counsel'ing - skills'" said McGlothin,
adding that they are- familiar
with different techniques and
know how to apply them in
appropriate situations.
Client's suicide lethality
"There is no such thing as prediction of suicide, but what we
want to do as counselors is
essentially place our clients on
continuum from low to high,"
McGlothin said. To access suicide lethality, McGlothin advised counselors to consider the
following factors:, plan, intent,
means, prior attempts and substance abuse. The Cube Model
uses a simple three-level determination of lethality:
Low
-
Low-level lethality clients are
those who have little or no suicidal ideation. "They don't have a
plan or intent," McGlothin said.
"There may be some fleeting
indicators or warning signs of
suicide but nothing that would
cause a huge amount of concem:'
High
Clients in the high level of
Teacher
Supervisors take on the
teacher role with supervisees
when certain knowledge, skill
development or conceptualization ideas are lacking. Supervisors may assign reading or provide information in areas to help
the supervisee become more
proficient. Supervisors teach
supervisees through modeling,
role-playing or reviewing tape
recordings. "They present new
skills, resources and information
to the supervisee," McGlothin
said. "It might also be something like policies and procedure
or assessment techniques."
Counselor
Supervisors in the teaching
role instruct supervisees what to
do or how to do it, but in the
counselor role they serve as
more of a resource and provide
ideas for the supervisee to consider. "In this role:' he said,
"they are being somewhat of an
empathic counselor - making
sure the supervisee is OK, making sure they have the motivatiori-to go on and also (making)
an assessment of the supervisee's emotional state as well
as their skill state," McGlothin
said. "Though supervisor relationships and counseling relationships ard not the same, it is
often appropriAte for supervisors
to act in the role of counselor."
Consultant
In the consultant role, the
supervisor acts as more of a peer,
on an equal level with the super-.
visee. The supervisor still offers
his or her opinion, but the supervisee makes the ultimate decision on how to proceed. "With
highly emotional issues such as
suicide, supervisees, regardless
of developmental level, will
react to suicidal clients in an
emotional way," he said.
The application of the model
may be used in the following situations:
N At the onset of supeivision
* During suicidal situations
* After a session with-a suicidal client
* At the end of supervision to
reflect on supervisees'
achieved progress
"One of the biggest benefits of
the model is that it fits three
codiplex models into one neat,
concise framework," McGlothin
said. "It can help new supervisors remember and organize
themselves in a way that they
provide appropriate roles to
their supervisee and also take
into consideration the client's
needs and the supervisee's
needs!' He added that the supervisor can use the model to
access the client, access the
supervisee's relationship to the
client and then determine what
is the most appropriate position
to take in the situation. One of
the most significant roles played
by the supervisor after a supervisee has a session with a suicidal client is that of counselor, he
said. The supervisor must ensure the safety of the client but
also the mentalwell-being of the
supervisee.
"Research shows that any type
of suicidal situation will freak a
new counselor out for the niost
part:' he said, "so that counselor
role is critical when you are
dealing with new counselor
trainees. One of the things that
appropriaie supervision does is
show growth. This model helps
facilitate that. It shows them
how they have grown and conceptualizes how they can be as a
future supervisor."
McGlothin and his team
began the process of developing
the model in August 2004. They
revised their abstract paper several times before it was accepted
by Counselor Education and
Supervision, the journal of the
Association of Counselor Education and Supervision, a division of ACA. Their work will be
published in the December
issue. For more information
about the Cube Model of Supervision and Suicide, e-mail
McGlothin at jmcgloth@kent.
edu or call 330.672.0716. N
Angela Kennedy is a senior
staff write'at Counseling
Today. &-yhail corments
about this ifticle to,
[email protected].
u:iTI>:i
.~9
&4o'
y--';
p.11
A
eg9
National award winners recognized at ACA Convention
The 2005 American Counseling Association Recognition and National
Awards R&ception was held April 9 as
part of the ACA Convention in Atlanta.
Sponsored by the ACA Foundation, the
reception celebrated those who have distinguished themselves and made an
impact on the counseling profession.
The event was co-hosted by the ACA
Awards Committee.
Following is a complete list of winners:
David K.Brooks
Distinguished Mentor Award
Presented by the
ACA
Foundation,
this award recognizes
the invaluable influp "
ence of a professional
mentor and salutes
the ACA member
whose actions adhere
to this special type of teaching that
Brooks supported throughout his career.
Quincy L. Moore has been a longtime
supporter of students in the counseling
profession. He is nationally recognized
as an expert in the areas of student
recruiting: retention, mentoring and
development. He is an outstanding student advocate and has always kept the
welfare of students central in his decisions and actions. As recent chair of the
ACA Foundation, Moore developed a
new program to provide 30 scholarships
to fund graduate students who cannot
afford to attend the ACA Convention.
He has also recently developed a directory of other funding sources for graduate students. These initiatives demonstrate Moore's commitment to the counseling profession and his tireless advocacy for students. He has been instrumental to the academic and personal
success of hundreds of students. He
gives of himself freely and unconditionally and asks nothing in return except
that others do their best.
Don Dinkmeyer
Social Interest Award
This award recognizes an individual or
organization for making a significant contribution to families.
William Jenkins is a
Licensed Professional Counselor in Mississippi. He received a bachelor's degree
in chemical engineering, leading to his
first career as a rocket engine&r. After
retirement, he entered Mississippi College for a master's degree in counseling
psychology. In 1995, he became a men-
tal health specialist in Oxford, Miss.,
providing counseling for adults, families
and individuals with addiction problems. He served on advisory boards for
several organizations, including Family
Crisis Services of Northwest Mississippi. Currently, he is on the Advisory
Board for the Department of Counselor
Education at the University of Mississippi. During the past year, Jenkins has
traveled to the Ukraine, presenting lectures on depression and marriage and
family issues. He also traveled to a Colorado mission for Native Americans,
where he provided counseling and treatment services for alcohol and drug
addicts. He served on the Board of the
Northwest Mississippi Family Crisis
Services for five years, providing direction and support to that organization's
many projects and programs. In addition, Jenkins is an ordained minister and
serves as minister of counseling at the
First Baptist Church in Oxford.
Courland C.Lee
Multicultural Excellence
Scholarship Award
This award is presented to a graduate
student in counselor
education whose ded-
ication and academic
work demonstrate ex.... cellence in the theory
-
and practice of multi-
cultural counseling. Clay P. Rowell is a
third-year doctoral student in counseling
and educational development at the University of North Carolina-Greensboro.
Rowell has demonstrated his commitment to multiculturalism and diversity in
counseling and has received several
research grants to support his studies in
this area. Among 19 professional presentations and publications, nine specifically have addressed multicultural
issues. While Rowell was a graduate student in Alabama, he served as volunteer
adviser for Camp Anytown, a program
for high school students gommitted to
reducing prejudice, developing understanding and appreciation for diversity,
and learning skills for civic activism and
social responsibility. One of his supporters noted that "as a white, Protestant
male, Clay is often in the minority when
working on prejudice reduction and
multicultural issues. He brings such an
honest, passionate and deep theoretical
understanding to the work that participants of all backgrounds are open to
learning from him. He is unassuming
and humble, yet strong in his core convictions." As noted in all the letters of
support,' multicultural counseling has
been his consistent, sustained and consuming passion. .
Gilbert and Kathleen Wrenn
Humanitarian and Caring
Person Award
This award honors
an ACA member who
gives to others without fanfare or expec/
tation of reward other
than the personal satisfaction of seeing
other people made
happier. Mark Kiselica, -professor and
chair of the Department of Counselor
Education at the College of New Jersey,
has a long record of outstanding scholarly and professional productivity and
competence in social justice. He is
described as "one of the most effective,
caring and genuine persons and professionals. ... He not only 'talks the talk'
about caring, social justice and multiculturalism, he 'walks the walk."' Another
colleague said, "His works of compassion and tolerance are vital to his success in academia and personal and private life." He has the extraordinary ability to get different groups to collaborate
with one another and has moved the
counseling profession to confront
important divisive issues in the field. He
has helped to bridge the chasm of disand misunderstanding
agreement
between ethnic and racial perspectives,
especially anti-Semitism and racism.
Through his commitment to others,
Kiselica most exemplifies the attributes
of caring, humanitarianism, dedication
to helping underserved populations and
concern for social justice for all.
ACA Extended Research
Award
on.
This award recognizes an ACA member who has conducted high-quality research on 'issues of
significance to the
counseling profession
over the course of at
least 10 years. Jane Myers has distinguished herself with her research and
scholarly work related to wellness of
mind, body and spirit across the lifespan. She began work on wellness
research in 1989 and has taken the lead
in setting forth a systematic investigation program that is a model of meaningful programmatic research. She first
developed a theoretical model based on
a thorough and comprehensive review of
the literature in counseling as well as
related disciplines. The model makes
clear that "health and wellness are more
than the absence of disease?' Myers and
her colleagues created a standardized
measure that was psychometrically
sound and built a normative sample. She
continues to explore, analyze, apply and
test the model with various populations.
Myers has been described as a true leading expert in the area of wellness. She
has authored 20 books, 27 book chapters, more than 100 articles in refereed
journals, and 29 other publications,
including training videotapes. In addition, she has also cared for and educated
many counselors who will make up the
next round of important research contributors to the counseling profession.
ACA Research Award
This award honors
and recognizes outstanding original re-
k'
'
search involving sys-
tematic inquiry or
investigation. Nominated by the Association for Assessment in
Counselifg and EduBryan
cation,
S. K. Kim, Brenda
. Cartwright, Penelope
Asay
and
Michael D'Andrea
have developed research that holds
promise for significantly advancing the
counseling profession. Their study rep-
resents a highly
sophisticated attempt
to revise earlier studies and deals with
refinement of the
Multicultural Awareness, Knowledge and
Skills Survey-CE instrumentation. One
nominator
stated,
"This study is the
epitome of good
research design and models for other
researchers a scholarly approach to asking and answering questions about the
human condition. Drs. Kim, Cartwright,
Asay and D'Andrea's study is destined
to become one of the most cited in the
field and lays a foundation for multicultural research, education and training,
and practice." The study was published
in the October 2003 issue of Measurenent and Evaluation in Counseling and
Development.
=
o
7@
12
0
U
37
Arthur A. Hitchcock
Distipguished Professional
Service Award
This award honors
tion specialist in
counseling
degree
from Mississippi College in 1966 and has
served as a school
counselor in various
settings since then.
Sullivan has also served in numerous
positions of leadership, culminating
with the presidency of the Mississippi
Counseling Association. This award was
presented to Sullivan because of her successful lobbying efforts that led to passage of legislation for counseling standards and NBCC certification, which
brought a certification supplement 'of
$6,000 for Licensed Professional K-12
School Counselors. Her sacrifice, dedication and commitment have provided
for the future of highly trained professional school counselors and brought
national attention to Mississippi's cominitment to school counseling.
ACA Professional
Development Award
This award supports research in the
area of college student affairs or related
areas of counseling
and education. Julia
Y. Porter's research
began when she
wrote her dissertation in 1999, "The
Role-of Financial Aid Counseling in Students' Understanding of Student Loan
Management." This research on college
students' indebtedness forms a base for
creative and innovative ideas that have
the potential for changing the field of
college counseling. Her research .findings established that many college students do not have a clear understanding
bf their student loan indebtedness, often
not even knowing the interest rates of
the funds they have borrowed. The
research suggests that counselors should
be actively involved in helping students
assess their current and future financial
status when borrowing and encourage
students to modify their lifestyles so as
not to incur more indebtedness than they
can manage. One of her nominators said,
"Students are fortunate to have a person
of her knowledge and background to
share her past experience with them as
they prepare to embark on their futures
in the education and counseling world."
This award recognizes an ACA member who has developed techniques and
systems that have
strengthened, expanded, enhanced or
improved the counseling profession and benefited counseling consumers. James P. Sampson,
nominated by the Association for
Assessment in Counseling and Education, is a professor in the Psychological
Services in Education Program at Florida State University. He has been in the
forefr6nt of many of the forces that will
'shape the counseling profession in the
21st century. Through his scholarly
activities and consultation experiences,
both nationally and internationally,
Sampson has had a significant impact on
the role of technology in counseling and
the use of cognitive strategies in career
development. In addition, he has, made
significant contributions in the areas of
standards of practice and ethical codes
related to the design and use of computer applications on counseling. One of his
colleagues states, "His work in the
improvement of professional practice
and achievement of professional growth
is exceptional and without peer."
.
Glen Hubele Graduate
Student Award
38
received her educa-
school
service by an ACA
member at the local,
state or national level
to promote or enhance the well-being
of the counseling profession. Thomas H.
Hohenshil has been a professor of counselor education at Virginia Tech for more
than 30 years and has been a tireless and
effective counseling leader at local and
state levels. He has served as president
of the Virginia Association for Counselor Education and Supervision, president of the Virginia Counselors Association, Editorial Board member for the
Virginia CounselorsJournaland as state
director of Virginia Vocational Guidance
Programs. He has chaired or co-chaired
more than 40 doctoral dissertations to
successful completion and has been an
effective adviser to dozens of master's
degree students in counselor education.
Many of his doctoral students are
employed as counselor educators at
leading universities and are involved in
preparing the next generation of practitioners and professors. He is highly
praised for the quality of his instruction
and advising, and his concern for the
personal and professional well-being of
his students. Hohenshil has helped to
mold what the counseling field currently
represents it our world.
This award recognizes
outstanding
scholarship by an
ACA student member. This year, two
outstanding students
share the award.
Danica G. Hays is
a doctoral student at Georgia State University and was nominated by the Association for Assessment in Counseling and
Education. She has conducted significant
research in the area of multicultural counseling. Through her research projects and
dissertation, she is developing a systematic research focus in the areas of privilege and oppression, racial identity development, and multicultural counseling and
supervision. In her dissertation, she chose
to develop and validate an instrument for
measuring privilege and oppression for
counselor trainees. Oice developed, the
instrument can be used to train counselors, as well as in research. Her nominator describes her as a compassionate,
caring individual who demonstrates initiative and dependability.
Julie B. Stephen is nearing completion of her dissertation research on
counselor
burnout at .the University of North Carolina-Greensboro.
Her study, "School
and
Environment
Counselor Resources:
A Predictive Model
of School Counselor Burnout," is based
on the research and writings of many
scholars in the field. Her research is
unique - she has the ability to analyze
and synthesize large bodies of knowledge and integrate them in a meaningful
way, demonstrated in the model she
developed, which is innovative and
reveals her commitment to high-quality
research. One of her nominators noted,
"She mhakes a commitment and then follows through with excellence." Another
supporter said, "She is a role model for
professional school counselors, graduate
students and educators. She has already
proven herself through her professionalism and grace, which set her apart from
her peers.'
Carl Perkins Government
Relations Award
-
This award honors an ACA member
who has made a significant contribution
to the counseling profession by influencink public policy at the state or national
level. Jayme Moore Sullivan is a high
school counselor in Brandon, Miss. She
Her study, "Career and college needs of
ninth graders - as reported by ninth
graders'" is currently under review.
Results of the study offer directions for
the work of school counselors, furthering
the evidence base for counseling practice. Gibbons' study indicates that students are eager for more information
concerning realistic college planning and
that most students greatly overestimate
the cost to attend- college. First-generation college students report the most
barriers; they question their ability to get
into a college and finish a degree. Importantly, school counselors would design
similar assistance for their students' parents. Gibbons' study is an example of
exemplary survey research that is based
in a comprehensive literature review,
evaluations of experts in school counseling, survey design and pilot testing.
Counselor Educator
Advocacy Award
This award is given
to an ACA member
who is involved in
legislative advocacy
training and developCharlene
ment.
Kampfe received this
Ralph Berdie Memorial
Research Award
Best Practices Award
This year's award
recognizes research
conducted by a counseling student, Melinda Miller Gibbons, a
doctoral student at the
University of North
Carolina-Greensboro.
T
award for her long-
time record of individual advocacy as
well as enthusiasm and skill in the development of upcoming legislative advocates. Kampfe has been instrumental in
obtaining reaffirmation of parity
between the CRC and NCC. She has
also advocated for Spanish translation of
ACA publications. She encourages her
rehabilitation counseling students to
understand and be involved in the legislative process. Kampfe consistently
sends legislative reports and calls for
action to her students. She has taught a
generation of students the skill of writing to and visiting with their legislators.
This has resulted in student understanding and enthusiasm for the legislative
process and their part in advocacy.
Federal Legislative
Service Award.
Reps. Rob Simmons (R-Conn.) and
Jim Langevin (DR.I.) joined together
in 2004 to support
increased federal appropriations for the
Elementary and Secondary School Counseling Program. Their
efforts resulted in the
House of Representatives passing a Fiscal
Year 2005 appropriations bill for the
departmehts of Labor, Health and Human Services, and
0
4"
Education, that included $33.8 million
for ESSCP, a significant improvement
over the appropriations bill initially
passed by the House last year. The Senate's FY 2005 appropriations bill would
have allocated $36 for the program. Ultimately, House and Senate negotiators
arrived at a compromise figure of $34.7
million for ESSCP, the highest level of
funding the program has ever received.
They are deserving of this award for
their support of this and other federal
education programs.
2005 ACA Fellows
Fellow status is given to an ACA
member of professional distinction who
has been recognized for significant and
unique contributions in professional
practice, scientific achievement and governance, or teaching and training.
This year, the following members of
ACA have achieved Fellow's status:
Jon Carlson, professor,
,r. g4
psychology
and counseling, Governors State University, University Park,
Ill.: "A model of
longevity and quality
of service in profes-
-
sional practice ... a pioneer in creating
and maintaining a journal that breathes
life and vitality into counseling."
Thomas W. Clawson, executive director, National Board
for Certified Counselors, Greensboro,
N.C.: "There is no
stronger advocate for
the field of counseling ... a recognized expert in the field of
and ethical practice."
Sunny S. Hansen, professor, educational
psychology
(retired), College of
Education and Hu-
Development,
.man
University of Minnesota, Minneapolis:
"She has had a profound influence on
counseling practice, particularly in the
areas of career development and in her
landmark work on reducing sexual
stereotyping and expanding life career
options for women as well as men."
F.
Thomas
Harrington, professor emeritus, Northeastern
Z'
.
University,
-
seling
profession
through his work on
creation of the Career Decision Making
System - an impressive achievement."
Mary
Bradford
Ivey, professor, counselor education, University of South Florida, Tampa, Fla.: "No
one is better at integrating scholarly concepts, research and
theory to practical applications. Her work
in elementary school counseling programs
with implications for social justice issues
has served as a model for the nation."
David M. Kaplan,
chief
professional
officer,
American
Counseling Associa.
'
tion, Alexandna, Va.
"He has demonstrated
ment to counseling
through his leadership and championed
a new governance model, knowledgebased governance."
Larry C. Loesch,
professor,
Department of Counselor
Education, University
of Florida, Gainesville, Fla.: "His most
71
outstanding contributions to ACA and the
counseling profession have been in the
areas of professional practice and teaching and training?'
Jane E. Myers,
professor,
Department of Counseling
and Educational Development, University of North CarolinaGreensboro: "She has
impacted the professional practice of counseling in rehabilitation, gerontological, and wellness
man Services, South-
ern Illinois University, Carbondale, Ill.:
"She is a recognized
expert in the field of
statistics and measurement, a fundamental skill for professional counselors,
essential to core areas of counselor
preparation, credentialing and licensure,
"(Recognized for) his
work in career development and linking
of career counseling
with industry and government ... he has
trained counselors to work with older
persons, an area of previously uncharted
territory."
State Counseling Association
Advocacy Award
In 2004, the Hawaii Counseling
Association succeeded in making
Hawaii the 48th state to achieve enact-
has served the coun-
credentialing of counselors nationally
and internationally."
Doris Rhen Coy,
associate professor,
University of North
Texas, Denton, Texas:
"The counseling profession has been her
life ... her leadership
in the school counseling area has been extensive and innovative, yet practical." "She has touched
many lives through teaching, mentoring,
presenting programs and writing."
Patricia B. Elmore,
professor, College of
Education and Hu-
A
ment of counselor licensure legislation.
Enactment of the law follows several
years of work spearheaded by Sandra
Joy Eastlack. The Hawaii Rehabilitation
Counselors Association and the Hawaii
Counseling Association worked to
achieve licensure, and the effort received
financial and technical support from
both ACA and the National Board for
Certified Counselors. The law establishes the title of "Licensed Mental Health
Counselor" and defines the practice of
mental health counseling to include "the
assessment, diagnosis and treatment of,
and counseling for" both mental and
emotional disorders and substance abuse
and conduct disorders. 0
->
a sustained commit-
~
Thomas
J.
Sweeney, professor
emeritus, Ohio University, Athens, Ohio:
Needham, Mass.: "He
testing and assessment ... advancing the
n
.
Branch Awards for
Excellence
At the Branch Leadership Awards Luncheon at the ACA Convention,
branches were honored for consumer/client programs, leadership development programs, membership service, membership recruitment, journals and
newsletters. Honored branches and the award categories are as follows:
Best Consumer/Client Service Program
Alabama Counseling Association (Recipient of $500 award)
Best Leadership Development Program
Small Branch: Tennessee
Medium Branch: Kentucky
Large Branch: Texas
Best Membership Service
Small Branch: South Dakota
Large Branch: Alabama
Best Membership Recruitment Campaign
Small Branch: Nebraska
Large Branch: Alabama
Best Branch Journal
Small Branch: New York
Large Branch: Texas
Best Branch Newsletter
Small Branch: Tennessee
Medium Branch: Ohio
Large Branch: Virginia
counseling ... a recognized authority."
39
The fine art of self-promotion
Two private practitioners address the benefits of marketing
BY ANGELA KENNEDY
Counselors often play the role
of advocate for their clients,.
their communities and even
their profession, but many do
not actually promote themselves or their work. As a itatter
-of fact, the counseling profession often seems to view marketing as manipulative,, intrusive or just a plain waste of
money. However, at the American Counseling Association
Convention in Atlanta, two
counselors presented sessions
on how their fellow professionals can use proven marketing
tips and strategies to advocate
for themselves, their programs
or their own practices.
Mark Young, a doctoral student at Idaho State University
and a counselor with a private
practice in Pocatello, Idaho, presented a 30-minute poster session titled "Marketing Yourself,
Your Practice and Your Profession." Having an undergraduate
degree in business with a minor
in finance, Young decided to
combine his two passions business and counseling.
"I always knew that I wanted
to bring this business knowledge into my counseling practice," he said. "It's an area that
no one really talks about, but I
found that as d doctoral student,
I wanted to make sure I talked to
students about the business side
of counseling."
Young said marketing is
applicable to most career paths
in the counseling profession,
including school counseling,
private practice or as a counselor in an agency.
"Everyone can benefit from
the marketing side of counsel,
ing," he said. "Even as a school
counselor, for example, you
need to be marketing your practice or your services to the
administration, teachers and
a then to the students?' Young
> contended that mbst counselors
2 shy away from marketing bel cause they aren't familiar with
I
the subject. "It's not part of the
12
CACREP standards, it's not part
'
of the training, and since they.
don't know how to do it, they
stay away from it," he said.
Other reasons he cited for why
counselors do not like market40 ing include:
E They equate marketing with
commercialism and highpressure selling.
N Counseling has no roots in
the marketplace.
N When clients become "customers," counselors' economic interests take priority.
But Young said that doesn't
have to be the case. "We have
guidelines and ethical standards
for advertising and soliciting
clients," he said, "so you can
market yourself in an ethical
way."
Effective marketing also has
other benefits besides simply
helping counselors to make
more money or increase business, he said. These-include:
* Helping counselors maintain
their position as service
providers
* Enhancing the image of
counseling services
* Meeting increasing demands
for counselor accountability
"Marketing helps you be more
intentional in what you do,"
Young said. "Effective marketing involves understanding your
target audience, determining
your marketing objectives; designing a message and choosing
the right media to deliver that
message."
Target audience
Stephanie Sarkis, a private
practitioner in Lake City and
Gainesville, Fla., presented
"Stop-Being a Secret: How to
Market Your Private Practice."
She and Young both emphasized
the importance of counselors
being experts - specializing in
a particular area or disorder and
then targeting that audience.
"You don't have to be the
expeft, just an expert," Young
said. Establishing yourself as
the "go-to" counselor for a specific issue or type of counseling
will not limit the clientele, they
said, but will actually bring in
more clients and referrals.
"When you specialize in pverything, there is nothing that
makes you stand out from the
crowd;' Sarkis said.
Both counselors agreed that
the target audience should correspond with -the counselor's
area of expertise. They advised
couiselors not just to target the
general public. For instance,
counselors who work with children should target parents and
insurance providers. Young also
preached flexibility. "You won't
be marketing yourself to just
that one audience;" he said.
"The marketing strategy will
change with the target audience.
As you take on direct objectives,
you will say, 'OK, who is my
target audience at this event or
marketing opportunity?'
Marketing objectives
and messages
Sarkis and Young strongly
suggest that counselors first
develop a business plan and
budget. This is the step where
counselors must define what
*they are "selling" and why they
want to "sell" it.
"You have to ask, 'What do I
want to comminicate to these
-people? Do I want them to just
be aware of my practice, or do I
want them to see me as being
able to deliver something different or better than other counselors?"' Young said. He suggested that counselors talk to
other area small business owners and compare marketing
techniques to get a better handle
on what works. Brainstbrming
with other businesses is not only
a form of netwofking, he said,
but also a good way to develop
new marketing tools and ideas.
Choosing an effective
marketing medium
Once the marketing goal and
message are set, counselors
must select a communication
channel to deliver the message
to the target audience. Young
said the materials and communication channel used to deliver
the message should match the
designated target audience. He
suggested designating specific
times of the week, month and
year to commit to marketing.
Here are some low-cost examples of ways to become more
visible within the community:
* Giving public seminars/presentations at schools, hospitals, community centers
* Attending professional trainings and workshops
E Pursuing one-on-one coi-
tacts with other counselors
and medical professionals
E Submitting articles to local
newspapers for publication
("How to handle holiday
stress;" for example)
N Exchanging business cards
with other local businesses
Many times counselors who
are new to marketing will first
look into advertising, Young
said, but that isn't necessarily
the best way to begin. "One of
the best ways to market yourself
is through public speaking," he
said. 'We have a commitment to
be advocates in our communities, so getting out there and
doing public education and
speaking are simple .and inexpensive ways to get your name
out there."
Sarkis, who specializes in
working with children and
adults with attention-deficit disorder, often provides free lectures and screenings for ADD in
her community and has found
them to be very effective and
low cost marketing events.
She also encouraged counselors to look beyond traditional
referrals, such as doctors and
other counselors, and try networking with specialty toy store
owners, salon and spa employees,
and local members of the clergy.
While exchanging business
cards with new acquaintances is
a very effective and affordable
marketing tactic, if a counselor's
business plan allows for a more
substantial marketing budget,
consider the following, which
vary in cost:
* Advertisements in area
phone books or newspapers
* Classified ads in small trade
journals or professional
newspapers
* Commercials on local public
television stations
* Brochures
* Folders
Websites
"Everybody has brochures,
but the folder is a new way of
presenting materials to your
audience," Sarkis said. "It contains not only what services you
provide, but you can also have a
sheet about your qualifications
and a sheet on your lecture topics. It's much bigger than a
brochure, and people are more
likely to hang dnto it, especially
if there is a logo or photo on the
front." She noted that studies
have shown people are less likely to throw away something
with a photo. Also try to tailor
marketing materials to the target
audience, Sarkis advised. For
example, if a counselor is working in a rural, agricultural area,
then the picture might show the
counselor in a more rustic, outdoor setting. "It lets (potential
clients) know that you are on the
same page, and it makes them
feel more comfortable so that
they are more likely to come
into counseling," she said.
Sarkis strongly suggested that
counselors design a website for
their practice or services. "The
Internet plays a really important
role in marketing," she said.
"You have a potential audience
24 hours a day, seven days a
week." On her website, Sarkis
provides photos from her lectures, her vita and even a periodical newsletter with tips and
information about ADD. In the
newsletter, she also includes her
upcoming free screenings, clinical trials and workshops. She
also has a merchant account so
she can process credit cards
online. "The Internet .really
opens up a lot of doors," she
said. "For instance, if you have
written books, you can sell or
advertise, your publication?'
Recently, due in part to her website, Sarkis was given the opportunity to write a book, 10 Simple
Solutionsfor Adult ADD, scheduled to be published at the end
of the year.
Ethics
"The key to marketing is that
it must not jeopardize professional or ethical conduct in the
process," Young said. Both
counselors strongly encourage
those who are considering marketing to first consult the ACA
Code of Ethics and Standardsof
Practice, Section C, C.3. "Advertising and Soliciting
Clients." Here are some excerpts related to ethics and marketing:
E
There are no restrictions on
advertising by counselors
except those that can be
specifically justified to protect the public from deceptive
practices.
N Counselors advertise or represent their services to the public by identifying their credentials in an accurate manner
that is not false, misleading,
deceptive or fraudulent.
additional resources for marketing a small business: * ACA's Private Practice Pointers online at www.counseling.
org/privatepracticel
E Principles of Marketing, 8th
Edition by P. Kotler and G.
Armstrong
Counseling:
* Marketing
* Guidelines for Trarinng and
Practice by L. Gilchrist and
M. Stinger
* Marketing Magic:Action-Oriented Strategies That Will
Help You Find Customers,
PromoteYour Products or Ser-
* Counselors who use testinonials do not solicit them from
clients or other persons who,
because of their particular
circumstances, may be vulnerable to undue influence.
Resources
For more information about
marketing for counselors, contact Mark Young at youn
* Learn new skills and intervention
models that make a difference ina
variety of communities and workplace
settings.
oil
* Gain a solid general knowledge base
with clinical preparation for advanced
work inthe mental health field.
* Achieve advanced standing, leading to
licensure as a professional counselor.
To. learn more, call
(973) 313-6239, e-mai
[email protected] or
visit our Web site at
www.SetonWorldWide.net
[email protected] or , Stephanie
Sarkis at mail@stephaniesarkis.
corn. Following is a partial list of
senior staf writer at
Counseling Today.
E-mail cbmments iobt
this article to akehbledy
:Oaiunsoling.org.
Degree in
Counseling ONLINE
Feedback
To determine how people are
hearing about your business,
Sarkis suggested including a
question on therintake form for
new clients. It can be as simple
as, "How did you hear about
us?" Additionally, she asks
clients for permission to let her
send a thank you card to the person who referred them. "The
highest compliment you can
receive is a referral of a client
from another client," she said.
"They feel like they can put their
trust in you. We need to be gracious for that. Common courtesies are part of maintaining a
good working relationship."
Young offered a final bit of encouragement: "Anytime you
start a new business, there will
be growing pains. Just educate
yourself, talk to other business
owners and believe you can do it.
You have to believe that you can
do this?'
* Your First Business Plan by
Joseph A. Covello and Brian
J. Hazelgren
Angela Kennedy is a
Earn a Seton Hall
University Master's
* Counselors do not use their
places of. employment or
institutional affiliation to
recruit or gain clients, supervisees or consultees for their
private practices.
* Counselors do not use counseling, teaching, training or supervisory relationships to promote
their products or training
events in a mannet that is
deceptive or would exert
undue influence on individuals
who may be vulnerable.
N PowerNetworking: 59 Secrets
for Personal, Professional
Success by Donna-Fisher
Yourt Career
Iate''
cele
* Counselors may only advertise the highest degree earned
that is in counseling or a
closely related field.
vices, Create Exciting Marketing Plansby Don Debelak
40Soti
Orange Arentle *outh
0rarig
Seto#wand1di
SETON HALL UNIVERSITY'S ONINE CAMPUS
SETON HALL
UNIVERSITY
I
8
5
6
New Jersey 07079 *
ww.shu.edu
to
41
Dignity, Development & Diversity - BY MICHAEL D'ANDREA, JUDY DANIELS AND PATRICIA ARREDONDO
Continuing the journey to
multicultural competence
From all accounts, the 2005
provide a brief historical analy-
American Counseling Associa-
sis of the strategies used to push
multicultural counseling to the
tion Convention was a tremendous success. In addition to the
center of attention in the mental
health professions. In doing so,
3,600-plus people who attended
this year's convention and the
broad range of professional
development learning opportunities that were offered, we were
particularly struck by the manner in which multicultural counseling issues took center stage at
this gathering. We are also
reminded that the heightened
attention currently being directed at the multicultural counseling movement has not always
been received with such open-
we direct attention to some of
the intervention strategies that
have been used to promote this
movement in the counseling
profession. We also take time to
discuss some of the central challenges multicultural advocates
will face in the future as we
strive to learn more effective
ways of promoting human dig-
dent committees were developed to advocate for a number
of organizational changes in
ACA. These advocacy strategies
were designed to foster a greater
level of institutional support for
multiculturalism in ACA. In
ous forms of institutional racism,
sexism and classism were manifested in our profession in general and within ACA-in particular.
Atlanta: in 1993 implemented a
host of organizational development and advocacy interventions intentionally designed to
Interestingly enough, the 1992
create the sort of changes in
meeting, entitled "Dealing With
Racism, Sexism and Classism in
the Counseling Profession," was
ACA that would assist its members in acquiring many of the
competencies necessary to work
more effectively and ethically
with persons from diverse cultural-racial groups.
These strategies included, but
were not limited to:
E Consulting with each ACA
president from 1993-1999
held in the midst of a severe
snowstorm in the same city that
played host to this year's ACA
Convention. While the snowstorm that unexpectedly blanket-
nity and development in the
ed the city of Atlanta in April
1993 brought many of the normal services and activities of that
metropolitan area to a cold stop,
it did not dampen the enthusias-
work that we do.
tic and respectful warmth of the
mindedness and acceptance in . Celebrating our
our profession.
collectie progress
With this in mind, this
As we participated in this
month's column is designed to
were reminded of a historic
nieeting that took place in 1993.
At that gathering, more than 120
multicultural, feminist and social
justice counseling advocates
came together to discuss how
they could bring about change in
the complex ways in which vari-
year's ACA Convention, we
addition, the people who met in
about the ways in which
multiculturalism could be
brought into the center of our
profession.
discussion, engaged in by the
* Providing free multicultural
many multicultural, feminist and
social justice advocates at this
historic meeting.
As a result, several indepen-
counseling
competency
training services to ACA
staff and the Governing
Council in 1995 and 1996.
* Advocating
for
a more
expansive commitment to
multiculturalism within ACA
by increasing the number of
presentations and workshops
at ACA conventions that
addressed the strengths and
needs of gay/lesbian/bisexual/transgendered persons,
women, poor persons and
immigrants.
* Supporting the development
and institutionalization of a
new association in ACA
called Counselors for Social
Justice.
* Establishing the Dignity,
Development & Diversity
column
in Counseling
Today, an effort that has
resulted in thd publication of
more than 130 articles
addressing a broad range of
cultural issues since its
inception in August 1994.
As we participated in this
year's ACA Convention and
noted the large number of presentations, workshops and
Learning Institutes that focused
on a wide variety of multicultural, gender-related and social justice counseling issues, we felt a
great deal of gratitude and appreciation for all the people who
helped create the sort of paradigmatic changes currently oc-
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curring in the counseling profession. These changes help us all
to work more effectively, respectfully and ethically among
persons from diverse groups and
backgrounds in our society.
However, we were also reminded of the level of resistance that
many multicultural, feminist,
gay/lesbian/bisexuall transgendered and social justice counseling pdvocates have had to overcome in ACA to realize these
constructive changes in our profession. These experieices have
led us to think about the impo
tance of continuing to work in
positive ways to help transform
the counseling profession. In
doing so, we believe it is useful to
build on the strengths of the multicultural-feminist-social justice
movement in ways that lead to an
increased level of multicultural
competence in our field.
Future challenges: The
'call of conscience'
Multicultural, feminist and
social justice counseling advocates have achieved much in
fostering a broad range of posi-
tive changes in the counseling
profession at-large and within
ACA in particular during the
last three decades. The increasing number of convention programs focused on issues related
to women, gay/lesbian/bisexualltransgendered persons, physically challenged individuals,
poor people and older adults are
concrete indicators of our collective progress. In addition, we
have notited the rising number
of young people from diverse
cultural-racial groups in ACA
who are increasingly vocal
about the need to address the
psychological and spiritual
needs of persons from marginalized and oppressed groups in
our society. These young people provide a heightened sense
of hopefulness for the ongoing
development of the multicultural counseling competency
movement in our profession.
While these and other positive changes bode well for the
counseling profession, we must
address other challenges as we
strive to realize new and untapped dimensions of our individual and collective potential.
The remaining part of this
month's column highlights
some of the central challenges
we face as a professional community as we continue to realize the benefits of becoming
culturally competent professionals.
The need to deal with
difficultissues
One of the critical challenges
we face is a very difficult one to
address. This involves considering how various forms of institutional racism, sexism, classism
and other forms of cultural
oppression may continue to be
unintentionally perpetuated in our
profession in general and within
ACA in particular. Clearly, these
are difficult issues for many people in our profession to consider
and address.
Although these issues commonly lead to emotionally
charged reactions by some people in our field, they warrant our
individual and collective consideration. Given their importance,
it may be useful to keep the following considerations in mind
when asked to explore these difficult but important points. First,
despite the various forms of
resistance that have been and, in
some ways, continue to be manifested in the field, multicultural-feminist-social justice advocates have realized much success in addressing many forms
of institutional racism, sexism,
classism and other cultural
oppression reflected in our profession.
Second, numerous multicultural advocates and researchers
continue to outline ways in
which various forms of institutional racism, sexism, classism
and cultural oppression are still
unintentionally manifested in
all societal institutions that
maintain the status quo. So, on
the one hand, if ACA has liberated itself from the various
forms of institutional racism,
sexism and cultural oppression
that allegedly underlie the existing status quo in our nation, we
would do well to serve as a
model for other professional
organizations that seek to
achieve these ends. On the
other hand, if these factors continue to be unintentionally perpetuated in some of our profes-
-'
sional and organizational policies and practices, then let us
heed the call of conscience and
work together in respectful
ways to address these difficult
issues.
Third, as a profession committed to emphasizing our
clients' strengths as we assist
them in dealing with their problems, let us be ever mindful and
appreciative of the past progress
we have made in these areas. We
should use these organizational
strengths to realize even more
success in the future.
Resolving tensions
among potential allies
While the multicultural-feminist-social justice movement has
done much to build a base of
solidarity among individuals
from diverse groups and backgrounds in the counseling profession, it is important to
acknowledge that tensions continue to exist. One of the most
important tensions involves disagreements between those who
advocate for a narrower defini-
justice movement. Articles addressing these vital issues
might be published in future
Dignity, Development & Diversity columns.
tion of multiculturalism (placing
primary attention on racial and
ethnic considerations) and the
many
gay/lesbian/bisexual/
transgendered counselors who
call for a more expansive and
inclusive definition of multicultural counseling.
Don C. Locke (North Carolina State University) and Mary
Fukuyama (University of Florida) articulated these differing
views in an important and fruitful public debate in the early
1990s. These two distinguished
multicultural leaders presented
many reasons why both perspectives are important to consider. We suggest that it would
be useful to reopen this discussion in the hope that a greater
level of respectful resolution
might be achieved on these difficult issues. To facilitate this
open discussion, we invite
ACA members to submit their
views on how we might resolve
this ongoing tension in a way
that will promote a greater level
of unity among allies in the
multicultural-feminist-social
C
r
J'
'
1
Developing a multicultural
counseling training
certificate program
In 2003, ACA formally endorsed the set of multicultural
competencies developed by the
Association for Multicultural
Counseling and Development.
While this endorsement represents a major achievement in
our profession, another important step must be taken to promote multicultural competence
in ACA. This step involves the
active and systematic implementation of organizational
strategies that will effectively
lead counselors to acquire the
knowledge and skills necessary
to become culturally competent
practitioners in the future.
Given the urgency of addressing this challenge, it is important
to acknowledge that several
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43
Dignity, Development & Diversity
Advocating for change in CACREP, NBCC
ACA leaders have engaged in discussions about the type
of format and content that would be useful in the development and implementation of a multicultural counseling
training certificate program. This sort of program is of particular importance given the rapid demographic transformatioi of the United States and the continuing need to
offer professional development training opportunities
aimed at helping counselors to expand their level of cultural competence.
While all of the ideas mentioned above are important to
address, one of the most central challenges we presently
face involves fostering changes in our professional certification and licensure bodies. Although many positive
chaiges reflecting a greater level of commitment for multiculturalism have occurred in our profession during the
last 30 years, it is vital to examine how our professional
credentialing bodies have kept pace. To help ACA mem-
Save these dates, Maich 30- April 3
ACA'S 2006 ANNUAL CONVENTION
[Theme ]
Culture-Centered and Diversity Counseling Empowers All Families
Le counseling ax6 sur la culture et la diversltd facilite le pouvoir d'agir de toute famille
La consejeria centrada en la cultura y en la diversidad fortalece a todas las familias
M
ONT
L
bers gain a clearer understanding of the progress made
in this area as well as the future plans our professional
credentialing bodies have for infusing multicultural
considerations into their standards, we will invite leaders in CACREP and NBCC to provide an update in our
future monthly columns.
Yes, the counseling profession in general and ACA in
particular have much to be proud of in terms of promoting the principles and spirit of the multiculturalfeminist-social justice movement. However, much
more needs to be done to help counselors develop the
types of competencies that will enable them to work
more effectively, respectfully and ethically with persons from culturally diverse populations in the future.
As one of the people attending the 2005 ACA Convention stated, "Ifeel inspiredand energized by all of
the work that we are doing to help people from different groups to become all they can be. I am proud of the
work that ACA has done to support the cause of multiculturalism. But since I have beei at this convention I
have also learned a lot about the work that we still must
do ... and I am confident that we can and will be suc-
cessful in continuing this important work in the future."
Let's all continue to work together as we search for
new ways to promote human dignity and development
through diversity as professional counselors. f
Mihael D-Andrea (e-mail: MTchael@hawaledu)and
JudyDaniels ([email protected])are faculty mem.
hers in the Department of Counselor Educatioti at
the University of Hawaii. ACA President-Elect Patiaia Arredondo (e-mail: einpowaol.com)
is a faculty merbbet in the bepartmeit of Counseling Psychology at Arizona Statid University and the
founder and presidet of Empowerment Workshops
in Boston.
r
The Trustees of the American Counseling
Association Foundation
Cordially invite you to a reception in
support of its new signature project
Growing Happy and
Confident Kids
where we will be honoring
Sunmer Rates
Now in Effect
Johnny Barnes and William Cox, Sr.
for their support and service as our
2005 Foundation Bridgebuilders
Members
Non-Members
Students $155
Professional/Regular $235
Non-member Students $270
General Attendee $430
For more information
Visit ACA's website for more informatio on Montreal at www.counseling.org/conventlon
44
Thursday, May 12, 2005
6:00 p.m. - 8:00 p.m.
The Rotunda, Ronald Reagan Building
and International Trade Center
1300 Pennsylvania Avenue, NW
Washington, DC
L
For information and to RSVP
703-823-9800 x350
Division, Region &Branch News
ARCA elects officers,
hands out awards
Submitted by Betty Hedgeman
[email protected]
The results of the recent elec-
tions for the American Rehabilitation Counseling Association
are: President-Elect, Irmo Mari-
ni; Chair of the Council on Public Policy and Legislation, Carrie
Wilde; Chair of the Council on
Public Awareness and Public
Relations, Virginia Thiel. Beginning July 1, they join President
Jan LaForge, Past President
Betty
Hedgeman,
Treasurer
Richard Coelho, Secretary Jodi
Saunders, Chair of the Council
on Development and Coordination Carolyn Rollins, Chair of the
Council on Research and Knowledge David Peterson, Chair of
the Council on Professional
Preparation Yolanda Edwards,
Chair of the Council on Organization, Administration and Man-
agement Patty Nunez and ARCA
Representative to American
Counseling Association Govern-
ing Council David Hershenson
as members of ARCA's Execu-
and Lisa Wilson. Second place
was aWarded to Erin Martz.
Third place was a tie between
the team'of Daniel Wong, Fong
Chen, Elizabeth De Silve Cardoso, Chow Lam and Susan
Miller, and the team of Paul
Toriello and Douglas Strohmer.
Barbara Gregory was selected as
Counselor of the Year.
More details of the ACA Convention, program and related
events will be included in the
newsletter.
A reminder that ARCA is cosponsoring a regional training
program with Cornell University
on June 2-3 in Ithaca, N.Y The
program will cover a variety of
topics, including ethics, caseload
supervision, expert testimony,
ADA and' emiployment, workplace technology and work in-.
*centives. ARCA members may
register for $175. A webcast of
the program is available for
$100. Please contact Alexis
Falise at 607.255.3921 for registration or Betty Hedgeman if
you have any questions.
tive Council.
Nominations now are.6pen for
president-elect, treasurer, ARCA
representative to ACA Govern-
ASERVIC holds annual
awards breakfast
ing Council, chair of the Council
on Organization, Administration
The Association for Spiritual,
Ethical and Religious Values ii
Counseling hosted more than 50
members and friends at its annual breakfast honoring service,
research and leadership in the
division at the ACA Convention
in Atlanta.
ASERVIC President Tracey'
Robert presided over the meeting, inviting attendees to join
her in honoring the many activities
and resources
that
ASERVIC has provided this
past year.
Robert recognized new members, including two volunteers,
Angela Shores from North Carolina and Geraldine Garrison
from Florida, who helped with
the breakfast activity. Past President Craig Cashwell was recognized for his dedication to the
mission and members of
ASERVIC. "He set a tone of
professionalism and in service
to the organization that all lead'ership is thankful for," Robert
stated. Cashwell was presented
with the Meritorious Award,
given to a member who has provided significant service in the
field of counseling and values
related to spirituality while also
and Management, and chair of
the Council on Research and
Knowledge for next year's elec-
tion. Anyone interested in work-.
ing for ARCA next year, please
contact any of us. ARCA is also
looking for a webmaster, listserv
coordinator and newsletter editor. These are three separate positiois, each reporting to a council.
During the past year the membership was solicited for nomi-
nations to represent ARCA on
the Commission on Rehabilitation Counselor Certification and
the Council on Rehabilitation
Education. Thanks to all of,you
who submitted nominations. We
are pleased "so many very qalifled individuals responded. The
Executive Council meeting in
Atlanta appointed Patty Nunez
to CRCC, Linda Shaw to CORE
and David Peterson to CORE's
Commission on Standards and
Accreditation.
ARCA Awards were presented
at the ARCA Luncheon. Chow
Lam received the James Garrett
Research Award. First place in
the Research Awards went to
Kristy McNulty, Hanoch- Liveh
Submitted by Tracey Robert
[email protected]
creating - an environment that
empowers and enables continued exploration, development
and research into spirituality
and religion in counseling.
Cashwell and his co-editor,
Scott Young, also a past president, have just released an ACA
publication, Integrating Spirituality andReligion Into Counseling: A Guide to Competent
Practice.In addition, Cashwell
.slearheaded an effort to produce CDs providing meditations for clients and counselors
and monographs for spiritual
interventions.
The Humanitarian Award was
given to Samaritan House, a
social service agency located in
Atlanta. Samaritan House serves
the homeless men and women
of Atlanta and offers them stability and.dignity through their
services. Executive Director
Sheree Snipes-Williams and
volunteer Larry Huntsberry
addressed the attendees and
related stories of restored lives
and nurturing souls through the
programs at Samaritan House.
This agency exemplifies the
work and mission of ASERVIC
to serve others and to address
the spiritual needs of clients.
Robert also recognized the
members who 'are moving off
the ASERVIC Board: Mike
O'Connor, Bryce Hagedorn,
Sabrina Black and Gordon
Spice. The gavel was passed to
Cheri Smith, incoming president-elect.
NCDA to host global
conference in Orlando
Submitted by Deneen Pennington
[email protected]
The National Career Development Association Global Conference is scheduled for June
22-25 in Orlando, Fla. Keynotes
include Daniel H. Pink, author
of, Free Agent Nation, the'
provocative and acclaimed
Washington Post best seller
about the growing ranks of people who are self-employed.
Katheriie Giscombe, senior
director of research at Catalyst,
'will also speak about expanding
opportunities for women and
business.
As part of the Global Conference, NCDA will host its second
annual teleconference on June
23. "The Career Counseling
Process: A Focus on Testing and
Assessment, Spirituality and
Diversity" will highlight four
industry leaders: Mark Sayickas, Jane Goodman, Michael
Hall and Lee Richmond.
Edward Colozzi will chair this
event and Darrell Luzzo will
moderate. Host sites from across
the globe will'join in the discussion. Those interested in being a
host site may contact bcarter@
ncda.org for more information.
JA Worldwide is sponsoring this
event, and NCDA will offer continuing education units for participation.
The conference will also feature 11 preconference Professional Development Institutes,
including a special International
Career Development Forum,
seven featured sessions with
well-known experts in the career
development field and more
than 150 high-quality presentations, roundtable sessions and
skill-building sessions. The
exhibit hall will feature vendors
with the latest technology, products and professional resources
for career development professionals. Complete conference
information is posted at
www.nicda.org.
In addition, NCDA just
released a new publication by
Ken Hoyt entitled Career Education: History and Future.
NCDA plans to release Experiential Activities for Teaching
Career Counseling Classes and
for Facilitating Career Groups,
Volume Two by Carole Minor
and Mark Pope this summer.
These publications and others
will be highlighted at the conference and are available through
NCDA's online-Career Resource
Store at www.ncda.org.
NECA recognizes Atlanta
Fatherhood Program
Submitted by Kay T Brawley
[email protected]
The National Employment
Counseling Association honored the Fatherhood Program
conducted by the Atlanta
Region of the Georgia Department of Human Resources
Office of Child Support
Enforcement during a special
awards prpgram when NECA
held its annual professional
development workshop April 7
at the Omni Hotel in Atlanta.
The Fatherhood Program
offers job training at local technical colleges, counseling and
employment assistance to low-
income parents who are having
difficulty paying their courtordered child support. The program also works to strengthen
the relationship between noncustodial parents and their children, encourages better communication between custodial and
noncustodial parents, and helps
with child visitation issues.
Georgia's Fatherhood Program is available in every region
of the state and has helped more
than 13,000 parents since it
began in 1997. It is the nation's
most comprehensive program
helping noncustodial parents to
increase their earning power.
NECA celebrated' its 39th
anniversary as one of the premier national organizations advocating for education, job
training, a skilled workforce and
a stronger economy. Leaders
from programs and communities across the country came
together in Atlanta to reflect on
their groundbreaking work and
plan for future advocacy on
behalf of-job seekers and employers. The 2005 workshop
and summit included two days
of intensive training workshops
and forums on April 6-7. The
annual event offered participants an opportunity to learn
from and network with -local,
state, national and international
counseling and employment
development leaders.
The annual NECA awards
luncheon gave recognition to
those who exemplify vision,
provide unique leadership and
serve as role models for other
'employment 'and workforce professionals. Each year NECA
recognizes the outstanding success of a local'organization that
best addresses the needs of
employers and job seekers.
"We are honored that our
Atlanta region's Fatherhood
Program was recognized by
NECA," OCSE Director Robert
Riddle said. "We know that
many parents want to meet their
obligations to their children but
have not been able to find adequate employment. We share'
NECA's vision that helping people find jobs not only benefits
those individuals and their
'employers, but also strengthens
families and communities.'f l.
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Resource Reviews
Women Don't Ask: Negotiation
and the Gender Divide
By Linda Babcock and Sara Laschever,
2003, Princeton, NJ: Princeton University
Press, $24.95, 223 pages, ISBN: 0-69108940-X.
Can the gender wage gap be eliminated
by women simply negotiating their starting salaries? Are women better advocates
for others than for themselves? Do
women negotiate differently than men?
In this thoughtful, instructive and at times
inspirational book, Babcock, who is an
economist, and Laschever, who is a writer,
answer these questions and many others.
The book's title comes from Babcock's
experience. She is a professor of economics at Carnegie Mellon University. Dur-
ing her tenure as director of the Ph.D.
program in her department, several
and examples throughout the text.
The only drawback to the book is that:
the authors focus mostly on the workplace and how negotiation takes place in
that environment. For example, although
the authors mention that the women interviewed for the book indicated they were
able to negotiate with their children, this
topic is not ekplored further. The authors
include an "epilogue" addressing negotiation at home, but the six pages of text
focus on unequal division of labor and
barely touch on the process of negotiation
with partners, children, other family
members and friends.
Although this book could benefit just
about anyone, it would be particularly
useful for those about to
negotiate a job offer or for
anyone who struggles with
female graduate students pointed out a
pattern: Many of them had been assigned
as teaching assistants to faculty, whereas
their male peers were actually teaching
their own classes. When Babcock asked
Counselor Association purports accountability in The ASCA National Model: A
Frameworkfor School Counseling Programs, launched in 2003. Like it or not,
accountability is here to stay, both in the
mental health and school counseling
communities.
The authors of this book are careful to
incorporate the ASCA National Model in
the context of their writing. Hence, the
book is in accord with what ASCA is urging school counselors to put forth. The
book takes the ASCA model and makes it
practical to implement the ASCA suggestions. Loesch and Ritchie offer a range of
activities for school counselors to assist
students in their academic performance
and overall functioning as a member of the human society.
-Each activity suggested in
the book is explained ih
regard to the purpose, rationale and the proposed benefits (or how the results might
be utilized).
Loes'ch and Ritchie urge
the person who made the teaching assignmerits about this, she was told that pedple
who asked to teach their own classes
were accommodated and that "more men
ask. The women just don't ask."
school counselors to get to
This phenomenon is explored in great
depth. The authors focus their inquiry on
the workplace and come up with some
surprising illustrations of the consequences for people particularly
women - who either choose not to nego-
tiate or set their goals too low. One such
example: If both a man and a woman
receive identical job offers, but the man
negotiates a 4.3 percent increase aid the
woman a 2.7 percent increase, the difference in salaries over a lifetime of earn' ings, if saved and banked, would total
more than $2 million.
Babcock and Laschever also explore
how women feel about negotiating. In a
research study, Babcock and some of her
colleagues found that women reported
experiencing more anxiety and discomfort about negotiating than men. The
authors hypothesize that because women
are relationship focused, and negotiation
is seen as tense and possibly conflictual,
women back off and negotiate less to
avoid turmoil and potentially damaging
their connections with others. The
authors discuss the research and provide
real-life examples of thinking about
negotiation as a collaborative process
rather than a conflictual one. They report
that women do well in negotiation when
this cognitive schema is used.
The authors do an excellent job of
describing
experimental
lab study
2 results in a clear, straightforward mana
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46
ner and explaining how the results trans-
late into the real world. They strengthen
their thesis by drawing on research findings from the fields of sociology, psychology, economics and business. Additionally, the authors conducted interviews with more than 100 women and
men in Europe and the United States.
They use.these responses as.case studie§
asking for what they want.
In addition, career counselors could use it
as a bibliotherapy resource with clients.
Counselors in particular will enijoy reading the book becauise of all the familiar
terminology: Locus of control, gender
schemas and roles, socialization, stereotype threat, self-schemas and sensation-
seeking are all mentioned and explored in
terms of their impact on negotiation.
Reviewed by Kimiberly Wagner counseling psychologist at Sam Houston
State University Counseling Center
Humtsville, Texas.
The Accountable School Counselor
By Larry C. Loesch and H. Martin Ritchie,
2004, Austin, TX Pro-Ed,$45, 732 pages,
ISBN 1-4164-0044-3.
Accountability is a term that emerged
in the mental health field in the early'
1990s. It was not a welcome concept at
that time and, accordingly, many school
counselors do not find accountability a
welcome or inviting activity today. However, school counselors, like the mental
health communit are kely to benefit
from accountability activities. These
activities might even save a few school
counseling positions, while justifying
that school counseling activities improve
students' performance academically and
inteerpersonally. The American School
work at accountability. They suggest that
school counselors start their accountability
activities with a small project. For example, a log of daily activities can provide
school counselors with a ready response to
the question, "Well, just what do you do?"
With a log, the school counselor can delineate how much time was spent in individual counseling, helping students determine
career paths, consulting with teachers,
working with parents and directing guidance activities in the classrooms.
The next step in the accountability
equation, according- to Loesch and
Ritchie, is to generate outcome data,
which can be gleaned from these
accountability activities. The authors
demonstrate clearly how school counselors might achieve this goal. Loesch
and Ritchie are stout supporters of school
counselors and believe that what these
counselors do is important and has an
impact on the stakeholders (students, parents, teachers and the community). The
authors' passion for demonstrating that
school counselors' activities are valuable
both to school and society is apparent.
This book is a valuable aid to school
counselors as individuals and to the profession of school counseling as a whole.
Loesch and Ritchie assert that account-
ability activities need not be burdensome
or difficult but are definitely valuable.
Matenal presented in this book is easy to
implement, and there are clear steps to
follow, almost like a recipe. Data are
offered to support the authors' suggestions, including how this relates to
improved functioning and academic performance-of students and job security for
school counselors.
Reviewed by Jean Underfer-Babalis,
a Professional Clinical Counselor in
Toledo, Ohio.
School Counselor Consultation:
Skills for Working Effectively
With Parents, Teachers and
Other School Personnel
By Greg Brigman, Fran Mullis, Linda
Webb and Joanna F White, 2005, San
Francisco, CA: John Wiley & Sons Inc.,
$39.95, 196 pages, ISBN: 0-471-68369-8.
Consultation is often misunderstood
among school counselors, yet it can be
one of the most beneficial services a
school counselor provides. This brief
book provides school counselors with
skills for working collaboratively with
parents, teachers and other personnel. The
authors blend theoretical approaches with
various models of consultation that practitioners will find applicable to their everyday settings. Additionally,. the authors
provide an excellent section on the ethical
issues related to the characteristics of various consultation relationships.
To enhance school counseling program
development, it is imperative that school
counselors actively engage all parties in
the school environment - parents, teachers, administrators and community leaders. The authors offer the school counselor a variety of skills and techniques for
encouraging parents and teachers to have
positive expectations about meeting with
the counselor, as well as ways to introduce them to the roles and responsibilities of the counseling relationship. Additionally, the book offers strategies for
effectively engaging teachers and parents
in the consultative process, referring students appropriately, and planning and
presenting psychoeducational'seminars.
This concise book presents school counselors a wonderful blend of practical techniques for consultation. The authors base
their suggestions on sound research practices and principles in addition t6 offering
practical techniques for enhancing the consultation role among school counselors.
.The book will benefit graduate students
currently pursuing their studies in school
counseling, especially if a course in consultation is not offered in their program.
ReviewedbyiBonnie B. Hinkle, a Licensed
ProfessionalCounselorandprogramdirector MasterofEducation in School Counseling, DallasBaptist University f
James Korcuska, a assistant prdfessoi
pit the University of South Dakota, is the
coluin coordinatorfor Resource
'Reviews. Submit royiews for cosisiderdtiea [email protected].
Terroristattacks. School shootings. War in Iraq. Drive-by shootings.
Tsunami disaster.Airline crashes. Compassion fatigue.
Find out how to be well-prepared from those who
have first-hand experience.
Just out!
0
a
Terrorism, Trauma,
and Tragedies:
A Counselor's Guide to
Preparing and Responding
2nd Edition
edited by jane Webber,
Debra D. Bass, and Richard Yep
This best-seller has been substantially revised and updated to include lessons learned since September 11, 2001 and
experience gained during other recent traumatic events such as Hurricane Charley in Florida. A critical resource for
all counselors, this edition includes special chapters for school counselors and others who work with children
exposed to violence and trauma. New chapters include:
*
*
*
*
*
*
*
*
*
*
*
*
September 11th: Lessons Learned - Jane Webber and Barry Mascari
Personal Reflections From Service Center Six, Staten Island - Tom Query
Trauma and Violence in Schools: Online Resources for Educators - Juneau Gary
Ring Around the Rosie: Play Therapy for Traumatized Children - Jennifer Baggerly
Systematic Trauma Intervention for Children: A 12-Step Protocol - Jennifer Baggerly
Preemptive Trauma Treatment: Religion and Spirituality - William Clough
Clearness Committee Model for Trauma or Crisis Counselors - Michael Dubi, Samuel Sanabria
Understanding and Working with Acute Stress Disorder - Michael Dubi, Samuel Sanabria
Compassion Fatigue: Our Achilles Heel - Eric Gentry
Deployment Counseling: Supporting Military Families - David Fenell
The School Counselor's Role in Supporting Children of Deployed Military Families - David Fenell et al.
First Responders and Their Families - George M. Kapalka
Violence Toward Children in Our Nation's Capital - Pat Schwallie-Giddis, Kelli Jones Sanness
Order #72836 ISBN: 1-55620-253-9
List Price: $36.95 ACA Member Price: $26.95
Order Now! Cm
1-800-422-2640
(M-F 8:00 am - 7:00 pm ET)
47
Bulletin Board
www.alfredadlerorg, by e-mailing info@
alfredadlerorg or by calling 717.
Connecticut Counseling Association
Spring Conference
May 6
Rocky Hill, Conn.
579.8795.
F.Y.I.
Call-for manuscripts/papers/proposals
The theme for CCA's Spring Conference is "Counseling: Celebrating the
Human Sprit Through Life Transitions."
It will be held at the Rocky Hill Marriott.
For more information, contact Conference Chair Cathleen Dziekan at
cdziekanknorth
or
203.483.7342
branfordschools.org.
The Journal for Specialists in Group
Work is publishing a special issue on
"Group Work in the K-12 Schools." The
special issue editors, Don Nims, Nina
Brown, Kevin Fall and Susan Seem, invite
proposals for articles on the topic. Proposals are due via e-mail to Don Nims no
later than Aug. 1.
Especially welcome are proposals that
describe actual group work practice in the
schools by practicing school counselors or
in collaboration with practicing school,
counselors that clearly delineate why
group work is effective in the context of
the group described and/or that describe
research on group work effectiveness in
schools. All proposals and manuscripts
should describe major group processes
and dyriamics as they relate to the
group(s) described, such as member characteristics, leadership theory, style and
techniques, the role of member interaction
and patterns of interaction, and group
stage development, as appropriate. All
proposals and manuscripts should de-
COMING EVENTS
North American Society of Adlerian
Psychology Annual Conference
June 16-19
Tucson, Ariz.
The NASAP Annual Conference, featuring an international forum entitled "Our
Multicultural World: Culture, Connection
& Community," will take place at the
Hilton El Conquistador Resort. The con.ference is open to counselors, psychologists, business leaders, teachers, administrators, religious leaders and others interested in Adlerian Psychology. Registration
information is available online at
AME
IAN
S
EL
N
G
O
0S
scribe implications for group work practice.
If you are interested in authoring an
article in this special issue, submit a
three- to five-page, double-spaced proposal that specifically addresses the chosen topic as a Microsoft Word e-mail
attachment or as hard copies: Proposals
will be reviewed, subject to an acceptance/rejection decision.
Proposals received by Aug. 1 will
receive precedence. First drafts of manuscripts for those proposals accepted will
be due no later than Dec. 1. Submit all
proposals to: Donald R. Nims, Western
Kentucky University, Tate Page Hall
417C, 1 Big Red Way, Bowling Green,
KY 42101-3576. For questions or clarification, call Nims at 270.745.6316 or
e-mail [email protected].
The Association for Gay, Lesbian &
Bisexual Issues in Counseling invites submissions for its new publication, The
Journal of GLBT Issues in Counseling.
The quarterly journal welcomes submissions that reflect issues pertinent to the
health of sexual minority individuals and
communities. Articles should focus on one
of the following areas: neW research in the
field of counseling; a review of the literature that critically integrates previous
work around a specific topic; introduction
IA
I
of new techniques or innovations in service delivery within the counseling field;
or theoretical or conceptual pieces that
reflect new ideas or new ways of integrat-'
ing previously held ideas.
Submissions should be prepared according to the guidelines of the most recent
PublicationManual of the American Psychological Association, including the use
of citations and references, and the inclusion of nondiscriminatory language. Submissions should be no longer than 16-20
pages. Manuscripts may be sent electronically as attachments via the e-mail address
below. If submitting in paper form,
include four copies. All work should be
done in Microsoft Word. Tables and figures should be used only when essential,
and illustrations or graphs should be
embedded at the appropriate place within
the manuscript. It is the author's responsibility to secure permission to use any
copyrighted materials in the manuscript.
Please indicate in your cover letter which
of the journal's four focus areas (see
above) is the most relevant for your article. Authors are expected to follow the
most current ACA Code of Ethics and
Standards of Practice, and they bearfull
responsibility for the accuracy of all references, quotations, tables, figures and overall content of submitted articles.
Submit articles to editor Ned Farley at
N
T AK
I
Now you can earn CE Credit online by reading
chapters in selected ACA books OR by reading
the journal of Counseling & Development.
Journal of Counseling & Development
Starting with the Spring 2004 issue, one article from each quarterly issue of
)CD will be posted online
ACA Books
Chapters from selected new titles published by ACA will be posted regularly.
Convenient, fast, affordable way to earn CE Credit;
* Earn 1 CE credit per chapter or article
a oNL%
0
>
* Test scored in seconds
* Print your own CE Certificate
3
* Can be done in about 1 hour
* Credit approved by NBCC, APA, CRCC, NAADC
* Cost per credit: $18 (nonmembers: $25)
Simply go to: www.counseling.org/resources
Click on Continuing Education Online
Questions? E-mail: [email protected]
48
CRDI
FO
T
[email protected] or by mail to: Ned
Farley, The Center for Programs in Psychology, Antioch University Seattle, 2326
Sixth Ave., Seattle, WA 98121-1814.
Include all appropriate signed copies of the
Manuscript Submission and Limited Copyright Transfer Form required by Haworth
Press Inc. The form is available online at
www.haworthpress.com/veb/GLBTC/.
Confirmation will be sent via e-mail.
Proposals are being sought for the 22nd
Annual International Career Development
Conference being held Nov. 7-11 at the
Hyatt Regency Orange County (Calif.).
ICDC speakers and attendees will choose
from more than 40 concurrent workshops
covering cutting-edge career topics and
see the latest in career books, assessments
and other tools needed to work with
today's client. Speakers chosen will
receive an additional $100 discount when
registering for ICDC.
ICDC is sponsored by the California
Career Information System (EUREKA),
the California, Career Development Association and the Career Planning and Adult
Development Network. The annual conference is designed to assist career professionals around the world in obtaining and
sharing the latest career trends, information and tools necessary to be cutting-edge
leaders in career development. For more
information on submitting a proposal or to
register, visit www.careerccc.com or call
877.716.1794.
The Journalfor the Professional Counselor invites submission of manuscripts to
address the interests of counselors in
school, college, agency and private prac-
Editorial Boards
to the editdr-in a timely manner. Editorial
Applicants are being sought for three- Board members should be-familiar withthe
year appointments (beginning July 1) to content and aims of the. Counseling and
the Editorial Review Board of the Journal Values journal and ASERVIC, have sound
opinions on what is relevant to readers and
of College Counseling, the professional
be
capable of offering constructive feedjournal of the American College Counselback
to authors. Several openings are availing Association. The journal publishes
able for the three-year term from July 1,
articles focusing on professional issues,
2006,
through June 30, 2008.
innovative practice and research that has
Those
selected must be willing to join
implications for the practice of counseling
Please send electronic copies
ASERVIC.
in higher education. Counselors representof
your
r6sum6
or vita and a cover letter
ing various specialty areas in college
your
qualifications, including
highlighting
counseling, particularly those with a
ACA
membership,
areas of expertise and
record of writing and publishing, are
goals
for
the
journal
to: Christopher Sink,
encouraged to apply, as are those from
Editor,Counseling and Values (in concert
underrepresented groups in the profession.
with ASERVIC), Seattle Pacific UniversiApplicants must be members of ACCA
ty, School of Education, Department of
and willing to provide quality reviews on
School Counseling and Psychology, 3307
a timely basis.
Third Ave. West, Seattle, WA 98119-1997,
Those interested should submit a letter
or e-mail: [email protected].
of application describing qualifications
The Career Development Quarterly and areas of expertise, a vita; recent publications, and the names and e-mail addressinvites manuscripts about work and
es of three professional references. Applileisure, career development career counseling and education. Authors should be, cations can be mailed to Laura Hensley
Bulletin Board submission guidelines
Choate, Editor, 122 Peabody Hall, Counsure that manuscripts include implications
selor Education, Louisiana State UniversiEntries for the Bulletin Board must be
for practice because CDQ is concerned
Applications
LA
70803.
Rouge,
ty,
Baton
submitted
via email to [email protected],
with fostering career development through
should be postmarked by June 1.
with
"Bulletin
Board" in.the subject line.
the design and use of career interventions
Entries should be in a Word document,
in educational institutions, community
Counseling,and Values, the journal of single-spaced, justified, Times font in
and government agencies, and business/
the Association for Spiritual, Ethical and black. Please provide a contact person
industry settings.
Religious Values in Counseling, is seeking with an e-mail address or number to call
Publication guidelines are available at
applicants for its Editorial Board for 2006- for more information. Do not send subthe National Career Development Ass6ci- 2008. All ACA mhembers interested in missions with tables, tabs, bullet points,
ation website at www.ncda.org. Mail subserving on the journal's Editorial Board logos/letterhead, colors or uncommon
missions to: The Career Development are encouraged to submit their application fonts. Submissions are subject to editing
Quarterly, c/o National Career Develop- materials by Feb. 15, 2006.
to meet space, grammar and style requirement Association, 10820 East 45th Street,
Primary responsibilities include review- ments. The rolling deadline is the 10th of
ing manuscripts and submitting the reviews every month by close of business, ET. E
Suite 210, 'lIlsa, OK, 75146.
tice settings. Spholarly research on a
broad range-of counseling-related topics is
welcome. Submissions may address varied domains such as disability, spiritual
awareness, advocacy, diagnosis and treatment, but practical implications should be
explicit. JPC is a refereed journal based in
current professional issues, theory, scientific research, innovative programs and
effective practices.
Manuscripts may be sent to Paul M. Parsons, Editor, The Journalfor the Professional Counselor, Medaille College, 18
Agassiz Circle, Buffalo, NY 14214-9985.
Guidelines for authors are listed in each
issue, including the use of the reference
style of the Publication Manual of the
American Psychological Association,
Fith Edition.
SUBMISSIONS
Need- eack:lssues
49
ie
/ass
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THERAPEUTIC BREATHWORK
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for Counselors, Aug 15-19,
2005 with Jim Morningstar,
Ph.D. also HOLISTIC CE
HOME STUDY spiritual Psychology, Bio-spiritual Energetics, techniques for client/
counselor well being. Transfor414-351-5770
mations:
[email protected]
or www.transformationsusa.com
MERCHANDISE/P
SERVICES '
NEW DVD FROM GIFT FROM
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Treating PTSD: Lessons for
Mental Health Professionals." It
gives new therapists, and therapists new to PTSD insightful
and thoughtful suggestions
about explaining the condition.
www.giftfromwithin.org,
[email protected], 207 2368858.
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no way an endorsement by ACA of
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Advertisers may not incorporate in
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ACA publication. ACA endorses,
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THESES
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Multiple
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of opportunities related to new
program initiatives, best practices and community capacity
building. Bilingual ability highly vaued, Arizona board certification and working knowledge
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Nogales, Benson, Sierra. Vista,
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Safford,
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MSW, & CSAC. Call our job
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request an application at
SEABHS, HR Dept., 489 N.
Arroyo Blvd., Nogales, AZ
85621; (520) 287-4713 or fax
(520) 287-4717.
F FLORIDA
PSYCHOTHERAPIST:
Seeking a licensed Psychotherapist for a growing practice in Boca Raton, FL Please
fax resume to (561) 353L-0699.
ILLINOIS
A&S PSYCHOLOGICAL
CONSULTING
LPC/LCSW:
Rapidlyexpanding group practice seeks
LCPC/LCSW to work in two
offices: downtown Oak Park
(serving near-west Chicago suburbs) and southwest-side Chicago. Must have experience
working with adults. Experience with teens/children, and
Spanish-speaking, preferred.
Full- or part-time. Send resume
to A&S Psychological Consulting Inc., Attn: Dr. Heidi
Schwartz, 1101 Lake Street,
Ste. 404, Oak Park, IL 60301.
GOVERNORS STATE
UNIVERSITY
Assistant
Professor of
School Counseling Division of
Psychology and Counseling
The College of Education at
Governors State University
(GSU) announces a tenure-track'
faculty position for an Assistant
Professor of School Counseling.
The Counseling Program at
GSU is CACREP accredited
and
has
the
following
sequences: Community, Marriage & Family, and School
Counseling. - The successful
candidate will join an active and
nationally renowned faculty to
teach, supervise, advise students, and engage in research
and service activities. Governors State University is the only
upper division university in the
State of Illinois offering junior
and senior level courses leading
to the bachelor's degree, and
graduate courses leading to the
master's degree. Governors
State University, currently serving over 6000 learners in the
greater Chicago area, aspires to
become a premier teaching, student-centered university of the21st Century. With the strong
and active support of faculty,
administrators, students, staff
and the community, Governors
State University is poised for a
dynamic new era in its young
ty Park, Illinois 60466. For
more information, visit the Govaccomplished history of serving
ernors State University web
a high percentage of non-tradipage at www.govst.edu or the
tioiial students. POSITION
Division's
. webpage
at
SUMMARY: The successful
http://www/govst.edu/users/gps
candidate will teach graduate
yc/PandC.html. This position
classes in our School Counselsubject to funding availability.
ing sequence; maintain an active
research agenda; advise masters
level students; and fulfill service
LOUISIANA
responsibilities to the division,
college and university, and in
LOUISIANA STATE UNIVERSITY
advancing the counseling proAssociate Director, Career
fession. Candidates will be
Services: Required Qualificaexpected to work in collaborations: Master's degree in countion with other colleagues in the
seling; Licensed Professional
College of Education and comCounselor designation; five
munity partners; develop and
years counseling experience in a
carry out a research agenda that
professional setting. Additional
addresses culturally diverse
Qualifications Desired: expenissues and concerns; supervise\ ence in a university career censtudents in practicum and in" \ ter or a student affairs program
internship field placements.
in a higher education setting;
QUALIFICATIONS Doctordte
experience in teaching; experiin Counselor Education or
ence in administration; knowlclosely related field; ABD's will
edge of and experience in Expebe considered; Professional
riential Education programs.
identity as a counselor educator;
Responsibilities: serves as a
Commitment to the professional'
senior administrator in Career
field of counselor education and
Services; provides leadership in
school counseling as evidenced
the Career Decision Making and
Experiential Education diviby education, teaching, school
sions of Career Services; assists
experience, research, and proin developing and administering
fessional affiliations, such as
career development programs;
ASCA, ACES, and ACA;
counsels students and alumni in
Experience in multicultural
all aspects of the career deciand diverse settings.PREsion-making process, including
FERRED QUALIFICATIONS
but not limited to career direcGraduate of a CACREPtion, career changes, career
approved program; Evidence of
assessment interpretation, and
teaching experience in a
print and electronic career
CACREP accredited counselor
resources; supervises LPC
education program; Supervisory
interns, counselor interns, and
experience with off-campus
professional staff; provides indiinternship and/or practicum
vidual/group advisement for
sites; Evidence that race, class,
students interested in ekperiengender, sexual orientation,
titl learning; develops and faciland/or other diverse issues are
itates innovative workshops;
addressed in syllabi, teaching,
manages, develops, and publisupervision and research; Evicizes experiential education
dence of a record of scholarship,
resources to students, faculty,
and potebtial for developing a
parents, and employers; assists
robust scholarly agenda; Experiin planning professional develence working with graduate stuopment 'activities for the Career
dents in instruction, mentoring
Services staff; provides leaderand research related activities.
ship in strategic planning and
TO APPLY The review of appliassessment. Salary range will be
cation materials will begin
in
the mid-forties. An offer of
immediately, and continue the
employment
is contingent on a
position is filled. Applicants
satisfactory
pre-employment
should include current vita,
background
check..Application
detailed letter of application that
deadline is May 12, 2005, or
addresses position qualificauntil
candidate is selected. Subtions, and the name, address and
mit
letter
of application, resume
contact information for three
(iicluding
e-mail address), and
professional references. Samthree
references
to: Search
ples of supporting materials
Committee,
Career
Services,
(e.g., .publications, program
1502
CEBA
Bldg.,
Louisiana
materials, grant proposals,
State University, Ref: 4004658,
course syllabi, and course evaluBaton
Rouge, LA 70803.
ations) and all official transcripts may be provided to help
evaluate applicant's candidacy.
MINNESOTA
Address inquires and application materials to: Hugh C.
THE HAZELDEN FOUNDATION
Crethar, Ph.D., Chairperson
Associate/Assistant ProfesSchool Counseling Search
sor: The Hazelden Foundation
Committee; Division of Psychology & Counseling; Gover- -is an internatioinally renowned
non-profit organiiation Whose
nors State University; Universi-
mission is to'build recovery in
the lives of individuals, families
and communities affected by
alcoholism, drug dependency
and related diseases through
recovery services, education,
publishing and research. The
Hazelden Graduate School of
Addiction Studies invites applications for a full-time (40hr./wk.), 12-month faculty
appointment.
This position
involves teaching evening core
courses, providing daytime clinical supervision and advising of
students, and functioning as the
liaison between clinical staff and
the blended student body' consisting of masters and certificate
students. You will also have an
opportunity to serve on committees and participate in administrative functions. Qualifications
include a Doctorate or in
process, a minimum of 2 years
in the field of addiction, and
experience with training or
higher learning preferred. Send
curriculum vita to: Hazelden
Foundation, Human Resources
BC 16, PO Box 11, Center City,
MN
55012;
e-mail:
651fax:
[email protected],
213-4394, or. apply online at
www.hazelden.org.
NEVADA
UNIVERSITY OF NEVADA, RENO
Assistant Professor: The
College of Education, University of Nevada, Reno, is seeking
an assistant professor for School
- Community Counselor Education counseling position. Duties
include: teaching a variety of
graduate-level counseling courses in school and community
counseling curricular specialties, supervising practicum and
internship students, supervising
student research, serving on
Master's and Doctoral program
of study committees, providing
advisement, participating in program governance, engaging in
scholarly activities, and providing service to the university and
community.
Position will
remain open until filled. For
complete position announcement and requirements see
http://jobs.unr.edu or contact
Debra Herzig (775) 784-6637,
ext. 2058, email' address
[email protected]
EEO/AA.
Women and under-represented
groups are encouraged to apply.
NEW JERSEX'!
NEUROPSYCHOLOGY
REHABILITATION SERVICES
L.P.C. PriVate practice located
in central New Jersey has opportunities available for professional counselors with a broad range
of skills and populations. Complete support staff provided.
Employee
benefits/401K.
Salary commensurate with
experience. Fax CV to (732)
988-7123.
7PENNSYLVANXIA
.
MARYWOOD UNIVERSITY
Counseling-Assistant Professor College of Education and
Human Development,
The Counseling Psychology
Department announces a tenure
track, assistant professor position within the Counseling Program beginning Fall 2005. The
position requires a doctoral
degree with teaching, counseling, and student supervision preferred. The graduate program in
Counseling has three CACREP
approved tracks: Elementary,
Secondary, and Mental Health
Counseling. The successful
.candidate will have experience/training in one or more of
the tracks, a degree in Counselor
Education or Counseling and be
licensed or licensed eligible as a
professional counselor in Pennsylvania. Primary responsibilities will involve supervision of
students in Practicum and/or
Internship. The successful candidate will also teach courses in
their area of specialization as
needed by the department, and
will be expected to develop a
program of scholarship. Review
of applications will begin immediately and continue until the
position is filled. Send a letter of
application, official transcript,
resume, and names, addresses,
and phone numbers of at least
three references to: Dr. John J.
Lemoncelli, Assistant Chair,
Counseling and Psychology
Department, Marywood University, 2300 Adams Avenue,
Scranton, PA 18509. Marywood
University is an affirmative
action/equal
opportunity
employer and encourages applications from women and
minorities.
NORTHERN VIRGINIA
COMMUNITY COLLEGE
Counseling Positions: NVCCinvites qualified applicants in
the Counseling profession to fill
full-time positions. NVCC has
6 campuses: Alexandria (AL),
Annandale (AN), Loudoun *
(LO), Manassas (MA), Woodbridge (WO), and our newest,
2
Medical Education Campus g
(MB) in Springfield. Please
send an application,(download
2
application
at 0
jobs.state.va.us/eo-hta.htm, or
obtain one in person in the HR 51
office or any campus business office.),
resume & a cover letter (NVCC-HR,
4001 Wakefield Chapel Road, Annandale, VA 22003) stating which position(s)
you are applying for: SPECIAL NEEDS
COUNSELOR 4C-FA291, Loudoun
Campus. 12 mo. Learning Disabilities
Counselor. Some eve hrs. Provide gen
academic & career counseling to current
& prospective students w/learning disabilities. Teach student success courses
incl topics on study & leadership skills,
time & student org. mgmt., conf. Resolution & college policies & procedures.
Coordinate service learning & volunteer
oppor for students. Work with faculty & a
diverse student population. Req: Master's
degree in counseling, student personnel
or related field with at least 18 grad sem
hrs in counseling. Open until filled.
COUNSELOR #C-FA240, Manassas.
Campus. 12Qmo professional faculty
position. Provide general counseling to
current & prosp students for course selection & transfer planning w/special
eniphasis in career planning & development services. Instruct (on-line) Student
Success Courses. Provide assistance for
retention activities & campus/college
committee assignments. Gen wk hrs M-F
8:30am-5pm. Req: Master's degree in
Counseling or rel field w/min of 18 grad
sem hrs in Counseling. Possess strong
functional knowledge & skills in delivering counseling services electronically.
Open until filled. For more details on
these and all our positions please visit us
at www.nvcc.edu/hr. EEO/AA -
AREGENT
IUNAvERSrTY
SAINT JOSEPH'S CHILDREN'S HOME
Therapist: Saint Joseph's Children's
Home in Torrington, Wyoming is accepting applications for a Master Degreed
Therapist. Join the clinical staff of nine
master level therapists and two Licensed
Psychologists in a JCAHO-accredited 62bed residential treatment facility with
team-based treatment for emotionally
disturbed youth ages 6-17. Set in rural
Wyoming, the program utilizes adventure
therapy, animals, 4-H, swimming and
horseback riding in the treatment milieu.
REQUIREMENTS: Masters degree from
a CACREP or CORE accredited program
in counseling or psychology, a CSWE
accredited program in social work OR an
AAMFT accredited program in Marriage
atd Family Therapy. Wyoming license
preferred or eligibipty to meet Wyoming
licensure requirements within 1 year of
hiring date. Clinical, child and adolescent training prbferred. BENEFITS:
Competitive /salary; Medical/Dental &
Vision insurance; Paid leave and holidays, life and disability insurance,
employer contributed retirement fund;
on-site training; license application fee
paid by St. Joseph's Children's Home.
MAIL OR FAX VITA TO: Human
Resource Director, PO Box 1117, Torrington, WY 82240 (307) 532-4197 Fax:
(307) 532-8405
Regent University, Virginia Beach, Va., invites inquiries, nominations and applications for a tenuretrack administrative faculty position in the M.A. in Counseling Program within the School of
Psychology & Counseling in Alexandria, Va., to begin July 1, 2005, or as negotiated. Regent
University is accredited by SACS and the program includes a Community and School Master's in
Counseling. The position is dependent on funding approval. The Alexandria program has two fulltime faculty and adjuncts as needed, and has 42 enrolled students. Responsibilities are two-foldadministrative and faculty related. Essential functions of the administrative role are: monitor student
progress, recruit and supervise adjunct faculty, complete annual program evaluations, full-time
faculty evaluations in conjunction with program director and dean, approve all academic paperwork
from students, provide oversight to faculty in course scheduling, work cooperatively with counseling
program director, and consult withmarketing and admissions director to Mharket program and recruit
students. Faculty duties will include teaching 2-3 courses per academic year, new course preparations,
advising and supervising master's degree students in Counselor Education, research and service. The
preferred qualifications are an earned doctorate in counselor education/counseling or related field
(ABD will be considered); licensed or licensure eligible, must demonstrate evidence of effective
communication and interpersonal skills; the ability to conduct and publish research; the ability to
work collaboratively; knowledge and experience addressing issues of diversity; activity in
professional organizations; and potential and interest in teaching courses that integrate faith and
learning. Experience in university teaching, and knowledge and interest in e-learmng and other
emerging instructional technology are required. Experience as a program chair, director or managerial
supervisor is strongly preferred. Application process: review of applications will begin after March
1, 2005, and will continue until position is filled. Salary is commensurate with experience and
academic rank. Submit a letter detailing qualifications; complete curriculum vitae; copies of graduate
transcripts, and names, addresses and contact information for three professional references to:
Eric T. Scalise
Program Chair, Counseling Programs
Regent University
1000 Regent University Drive
Virginia Beach, VA 23464-9865
Ph: 757-226-4868
FAX: 757-422-4263
Email: [email protected]
Regent University is the nation's premier Christian graduate university offering bachelor's, master's
and doctoral degrees from a Judeo-Christian perspective. More than 30 degree programs are offered
on the Virginia Beach Campus. Students may also pursue degree programs via the Internet. The
eight graduate fields of study offered at Regent University include business, communication and the
arts, psychology and counseling, divinity, education, government, law, and organizational
leadership. For more information about Regent University, the School of Psychology & Counseling,
and the Community and School Counseling Programs, visit the web site at
http://www.regent.edulacad/schcoul.
Qualified prospective employees will receive consideration without discrimination because of race,
color, sex, age, national origin, or disability. Minorities and women are encouraged to apply.
www.regent.edu
Accept ATM and Credit Card Payments
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CounselingToday Quiz -May 2005
As you are reading the following articles you should be able to answer the questions below. This
is an "open-book" exam. Use thispage oraphotocopy. Mark your answers by pressing down hard
and completely filling in one circle per question. Then mail it with a $15 payment to the address
below. Pleasedo not send cash,
"Before and After"
1.When asked what they needed from adults
to feel safer in school, students inthe Illinois
focus groups responded overwhelmingly
that they wanted:
.o a.listening rather than lecturing
0 b.communication tools for when peers
are out of control
0 c.an oportunity to share opinions about
the school enviroinment
-o d. re groups such as the one inwhich they
had
. just participated
2. Peterson reports that hearing stories from
other students was_for other people who
were inthe group.
0 a. supportive
o b.validating
0 c contentious
0 d.traumatizing
"ASri Lanka Experience: Providing Relief
for Wave-Related Fears"
3.The team attempted to make contact and
engage each of the people in the refugee camp
by giving them:
o a.stickers
o b.photographs of themselve
o c.healthy treats such as fruit leather
0 d. their own journals
4.The team wondered how the fishermen would
recover even if they got new boats and fishing
supplies because:
o a.they had lost their community
o b.the infrastructure of the country has been
destroyed
o c.the people no longer want to eat fish
o d.the people have no way of paying them
"Thinking Inside the Box"
5.To access suicide lethality, McGlothin advised
counselors to consider all of the following
factors EXCEPT:
o a.substance abuse
o b.relationships
o c.means
o d.intent
Name:
dres
the model to:
I
"WashingtonUpdate"
9. In avictory for ACA and other advocacy
organizations, the Senate adopted an
amendment by Sen. Gordon Smith (R-Ore.)
to strip out proposed cuts of $_ billion over
five years in Medicaid.
0 a. 12
o b. 15
0 c.18
o d.20
"TheFine Art of Self-Promotion"
10. The article cites all of the following reasons
why counselors do not like marketingEXCEPT:
0 a.equate marketing with commercialism and
high pressure selling
0 b.counseling has no roots inthe marketplace
0 c.lack of skills and training
o d.when clients become customers, counselors'
economic interests take priority
Jl
Zip:
-.
o a.access the client
.
o b.access the supervisee's relationship to
the client
o c.determine what isthe most appropriate
position to take inthe situation
o d.all of the above
"ReaderViewpoint"
7.of the eight women inthe author's group,
have experienced sexual, physical or emotional
abusein combination, as well as sexual assault
and domestic violence intheir adult years.
o a.five
o b.six
o c.seven
0 d.eight
8.The goal of trauma education and prevention is
to provide information that will allovw women
to make insightful connections between
current or past problems and:
o a.the victimization they have experienced
0 b.the crimes they committed
o c.their self-concept and female identity
0 d.their relationships
State:
City;
6.According to McGlothin, the supervisor can use I
Phone:
Tyeof License/
Certific ation and Number:
%1
I certify Tat Ihave completed this test without receiving any help choosing the answe.
Date:
ISigned:
.4
O Check 0 VISA
0 MC
0 Other:
Exp. Date:
Card No.:
Name:
(exactlyasitappeas an card)
-I
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Please rate the following on ascale of I to 5 (1ispoor, 5 isexcellent):
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O Yes
ONo
'I
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We recommend that you keep acopy of this quz as arecord for your licensing board. JoumaLeaming
Intemational- isapproved by the National Board for Certified Counselors to offer
continuing education for
National Certified Counselors. We adhere to NBCC Continuing Education Guidelines This home-strdy program
has been approvedbythe NBCCfor I hourof continuing education aeditfor NCCssubjectto continued approval
by NBCC.
NBC provider#5635. Florida Board of Clinical Social Work, Marriage and FamilyTherapyand Mental
Health Counseling. Provider Number BAP 274, Expires 03/31/2007 (continuing education appropriate for
Mental Health Counselors).
JoumaLearning Intemational' isaseparate entity and retains sole
Although we collaborate with the ACA,
responsibility for this home-study program. Copyight@2004 Joumatearning International*All nghts reserved.
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For more information, visit our website at www.journalearning.com
-77
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53
ACA Call to Action - BY SCOTT BARSTOW CHRISTOPHER CAMPBELL ANQ DARA ALPERT
We need your help! Letters and phone calls from constituents are the niost effective way of getting members of Congress to take action. Following
are a few of the current high-priorityfederal policy issues on which the American CounselingAssociation is working, and contacts by counselors
can make a big difference in level of success.
If you are unsure who your Representatives and Senators are, then visit the ACA Legislative Action Center on the Internet at http://capwiz.com/
counseling, or contact Chris Campbell with ACA's Office of Public Policy and Legislation at 800.347.6647 ext. 241, or via e-mail at
[email protected]. Remember in any communication with your elected representatives- whether by letter; post card,phone, fax or e-mail
- be sure to leave your name and postal address.
De artment of DefeitseiRecogni toriof Licensed Professional Counselors
The number of soldiers returning from Iraq with post-traumatic stress disorder and other mental and emotional health problems is staggering. Yet the Department of
Defense (DOD) does not allow Licensed Professional Counselors to practice independently in TRICARE, the military health care system, or in DOD facilities. The House
and Senate Armed Services Committees will be considering the Fiscal Year 2006 "National Defense Authorization Act" in May, so it is vital that counselors contact their
members of Congress NOW to urge inclusion of these counselor-recognition provisions. Although every counselorshould weigh in on this issue, it is especially vital for
counselors to call if they are constituents of members of the House or Senate Armed Services Committees. To see if your lawmakers are on the committees, visit
http://armedservices.house.govand http://armed-services.senate.gov/.
ACA Resource
I
Who to Contact
Message
Your Senators and
Representatives
"As a constituent, I am contacting you to urge you to include provisions in the defense authorization bill to
allow soldiers increased access to mental health services provided by Licensed Mental Health Counselors.
The provisions allow independent practice authority for mental health counselors, instead of requirings6lier
to see their doctor before they can see a counselor. Increasing access to services is especially imporiant con-sidering that as many as one in three soldiers will return from Iraq with symptoms of post-traumatic stress dis
order. Many Guard and Reserve members don't live near a military base, making access to mental hdalth
. ,,
providers in their own commuinity'vital to their decision to seek treatment."
Capitol Switchboard
202.224.3121
www.house.gov
Www.senate.gov
'
Dara Alpert
800.347.6647 ext. 242
[email protected]
Internet briefing paper:
wwnicau itelin .org/public
wc
apwz Cddniact Copgiij, site:
it
//.-capwigxoipolliejfh4Y
Appropriations for the.Elementary'and Secondary'School Counseing Program
For the fourth year in a row, President George W. Bush has proposed a budget that would eliminate funding for the Elementary and Secondary School Counseling Ptogram.
ESSCP is the only federal program focused solely on supporting counseling programs in our nation's schools, and its elimination would mark the end of counseling and med-tal health services to thousands of students in the 99 school districts in 32 states and the District of Columbia currently receiving funds.
While in year's past Congress has continued to fund ESSCP despite the president's lack of interest, the FY 2006 battle to fund the program may be our haidest yet, given
the unprecedented spending cuts being considered in domestic non-defense programs.
Therefore, it is imperative that concerned counselors take action now. Call or write your members of Congress to express your concern about)tesident Bush's ptoposal t9
eliminatp funding for the Elementary and Secondary School Counseling Program in his FY 2006 budget.'
Who to Contact
Message
ACA ReOirde
Your Senators and
Representatives
"I'd like the Senator/Representative to reject President Bush's proposal to eliminate funding fqr the Eleinentary and Secondary School Counseling Program in Fiscal Year 2006. In addition, I strongly urge the
Senator/Representative to support sufficient funding to allow middle and high schools, as well as elementary
schools, to benefit from this program. ESSCP is the only federal program devoted to supporting counseling
programs in our nation's schools. The school counseling program is important to me and to huidr6ds of thousands of students across the country."
Cbr _Campbll,,
Capitol Switchboard
202.224.3121
80044.6647'extu241
,
ccarlibell@-4wphselihig orThterntftrfin' paper:.
www.counseling.orlpubliq
www.house.gov
Capwiz "Contact Congress!!' site:
wwv.senate.gov
http*//capwizconcounsding;
Medicare Reimblirsement of.icensed Professional Counselors
Although it is unblear if or when the 109th Congress may consider Medicare legislation, we need to build momentum and interest within the House of Represent ves low
for establishing coverage of state-licensed professional cotinselors. Although the Senate has passed counselor coverage legislation, the House has hot. We need Rpresenta'tives todolowthatMedicare beneficiariesneedetteygccess-to mental health services and that Licensed Professional Counselors stand ready to hlp them. Seniorsdserva ;
the same choice of provider under Medicare as is epjoyed by most private-sector beneficiaries, and in many medically tindeiseived communities, Licensed PrQfe.sioual .
Counselors are the only accessible mental health providers. Sadly, older Americans remain the demographic group most at risk of cominitting suicide.
-. ,
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Who to Contact
Message
ACA Resource
Your Representatives
"}isa constituent,- I-am calling to urge the Representative to sponsor and support legislation to establish
Medicare coverage of medically necessary outpatient mental health services provided by state-licensed professional mental health counselors. Legislation accomplishing this - the "Seniors Mental Health Access Improvement Act," S. 310, introduced by Sen. Craig Thomas - passed the Senate last year, but unfortunately was not
included in the Medicare prescription drug legislation ultimately enacted. Sen. Thomas is expected to reintroduce his legislation in the Senate soon, but there is not yet a House counterpart bill. I urge you to consider sponsoring such a bill. Establishing covetage of LicensbUProfes'sional Counselots - who meet the same lev6l of-'
education and training standards of other mental health professionals who have long been covered by Medicare
- is a cost-effective way to address the devastating problem of mental illness among the elderly,which contributes to older Americans being the demographic group most at risk-of committing suicide."
DaraAlpert
800.347;664' ext. 242
Capitol Switchboard
202.224.3121
ot
a
54
www.house.gov
www.senate.gov-
[email protected]
Internet briefing paper:
www.counseling.org/piublic
-
Capwiz "Contact CgogresM" site:
http://capwiz.coi/codnseling,
*eciion is ag*amble.
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18110%&V
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Only $29 a year for students! *50%. Discount for First-Year Grads
A 10% non-cumulative credit will be applied to your annual premium for upo three years for
attending an eligible risk management coursel
I- 1
j
.Need
Risk Management Consultation?
The ACAIT Helpline is here to assist you!
C)
ACAIT's Helpline offers you an opportunity to discuss
ACAINSURANCE
a potential claim, get advice and reduce the possibility
of a lawsuit. The Helpline is staffed with attorneys
experienced in the mental health field and can provide
the information you need to protect and help you!*
TRUST
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AMERICAN COUNSELING
ASSOCIATION
t , dt
Call: 1-800-347-6647.extension 284
.This benefit is only availableto ACA members who participateinthe
sponsoredprofessional liability insuranceprogram.
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Before and after - American Counseling Association

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