Texas  Association  for  Counselor     Education  and  Supervision   MidWinter  Conference  2015   Austin  Holiday  Inn  MidTown  

 

A   and  Supervisors   Counselor  Educators   Promoting  Professional  Advocacy  

Image Source: http://www.flickr.com/people/29697878@N00/ CC-BY-SA-3.0

January  29  –  30,  2015   Austin  Holiday  Inn  MidTown   Austin,  Texas

2015 TACES MidWinter Conference Welcome to the annual Texas Association of Counselor Education and Supervision (TACES) MidWinter Conference: Counselor Educators and Supervisors Promoting Professional Advocacy. On behalf of the TACES board and conference committee, I hope you enjoy yourself and find the program sessions enjoyable and informative. The MidWinter Conference is not just an opportunity for counselor educators, supervisors, and graduate students from Texas and surrounding areas to network, learn, and discover. Our theme this year highlights the notion that we must safeguard our profession and develop innovative strategies so that we can adapt to an ever-changing political landscape and continue to meet the mental health needs of individuals in the state of Texas. It is a call to action during this legislative year and a reminder that, as leaders, we cannot afford the luxury of standing on the sidelines thinking ‘someone else’ will be our voice. I am excited to announce two new TACES awards promoting counselor advocacy efforts. The Outstanding Advocacy Award—Individual recognizes an individual who has demonstrated a record of advocacy activities to support the mission of TACES and counselors in Texas. Our Outstanding Advocacy Award—Group will recognize and help fund a group advocacy activity. Nominations are accepted in November and winners will be announced annually at the TACES mid-winter conference. Other conference highlights this year include a general session with members of the Texas State Board of Examiners of Professional Counselors, TACES Supervisor Training and CEUS, and a special program track just for doctoral students. Finally, as a reminder to join us at the capital, here are the TCA-sponsored counselor advocacy days: • Tuesday, March 17, 2015 • Tuesday, April 14, 2015 • Tuesday, May 12, 2015 Thank you for joining us and have a wonderful conference! Sincerely, Kate M. Walker, PhD., LPC, LMFT Supervisor LPC/LMFT TACES President-Elect and Conference Coordinator Director of Clinical Field Experience, School of Education and Human Development University of Houston Victoria Owner and Clinician Achievebalance.org and Ann’s Place, The Woodlands, Texas   1  

2015 TACES MidWinter Conference

Austin  Holiday  Inn  MidTown  

  CONFERENCE  ROOMS    

HILL  COUNTRY  A       HILL  COUNTRY  BC           MAGNOLIA          

 

PDA3  (BAR)    

SYCAMORE    

OAK  

       

MIMOSA  

 

MAPLE    

PECAN  

ELM    

 

MESQUITE      

 

CONFERENCE  PROGRAM  LEGEND  

Please use the following legend to identify sessions that may interest you and meet your individual needs. •

• • •

TACES Supervision Training = Sessions identified for TACES Supervisor-Track Participants. These sessions also meet requirements for supervision CEUs and most are open to all conference attendees. **Please note that the time allotments are different for these sessions. Doctoral Student Option = Sessions identified for doctoral students. Supervision CE = Sessions identified for those seeking supervision CEUs. Ethics Option = Sessions identified for those seeking ethics CEUs.

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2015 TACES MidWinter Conference

CONFERENCE PROGRAM GUIDE THURSDAY, JANUARY 29, 2015  

5:30 P.M. - 7:00 P.M. Executive & Administrative Tasks and Other Topics (A Pre-Conference Presentation for TACES Supervisor-Track Participants ONLY) ELM Per the requirements of the Texas State Board of Examiners of Licensed Professional Counselors, participants will critique supervision contracts/informed consent documents with the guidance of presenters. Participants will also have opportunity to discuss questions regarding supervision relationships and practices. (TACES Supervision Training) (Supervision CE) (Ethics) Marcella Stark, Ph.D., LPC-S, Texas Christian University Jennifer Boswell, Ph.D., LPC-S, NCC, RPT, University of Houston Victoria

7:00 P.M. - 9:00 P.M. Advocacy Issues in Counselor Education and Supervision: A Panel Discussion (A Pre-Conference Presentation)

HILL COUNTRY A

A panel of experts in counselor education and supervision will convene to address your questions related to professional advocacy, licensure, and ethics in counseling, counselor supervision, and counselor education. (TACES Supervision Training) (Supervision CE) (Ethics) Le’Ann Solmonson, Ph.D., LPC-S, CSC Yu-Fen Lin, Ph.D., LPC-S Derek Robertson, Ph.D., LPC-S Thelma Duffey, Ph.D., LPC, LMFT Kathy Ybañez-Llorente, PhD., LPC-S

Stephen F. Austin State University UNT Dallas The University of Texas at San Antonio The University of Texas at San Antonio Texas State University

Facilitator: Kim Hatley, LPC-S LMFT

9:00 P.M. - 10:00 P.M. WELCOME MIXER TACES Sponsored Mixer: Come join members of TACES at the Holiday Inn MidTown bar for light bites and networking.

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2015 TACES MidWinter Conference

FRIDAY, JANUARY 30, 2015   **CONTENT SESSIONS** 8:00A.M. – 8:50A.M. [1] Effective Supervision of Correctional Counselors

MIMOSA

The correctional environment presents unique challenges for mental health counselors and approaches to clinical supervision often require a more specific focus. This presentation will focus on an ongoing research study of correctional counselor supervisors and their recommendations about what skills and training counselors’ need and what is needed to develop and maintain effective supervisory relationships. Consistent themes include the need for institutional orientation, an increased need for specific training to address issues such as malingering, substance abuse and overall diagnostic accuracy. Other emerging themes relate to burnout, realistic treatment expectations and role diffusion.

(Supervision CE) Paul A. Carrola, PhD., LPC-S, Assistant Professor, University of Texas at El Paso [2] The Supervisor’s Checklist: Ethical Practices for Online Supervision

SYCAMORE

The convenience of technology has changed the field of counseling supervision. The convenience is not without concern, as ethics should guide every aspect of the supervisory relationship. Participants will learn about ethical considerations for conducting online supervision. The workshop will utilize the Texas LPC Code of Ethics and a body of research to identify important factors for the establishment of best practices in online supervision. Participants will have the opportunity to review a checklist for online supervision and create their own. Participants will gain an understanding of ethics for online supervision, and how to organize supervision using a therapist checklist.

(Supervision CE) Olivia Scalf Wedel, M.Ed, Texas Christian University [3] Straight But Not Narrow: Advocating for LGBT persons in Education and Supervision Roles

MAPLE

Counselors have a responsibility to advocate for individuals who are underserved or at-risk (CACREP, 2014). Yet, there is limited discussion about counselors as Allys and how to promote social justice for LGBT clients. In this content session, we present practical strategies for Heterosexual educators and supervisors to assist new counselors in becoming LGBTAffirmative (Gelberg & Cojnacki, 1995). This session will describe how counselor educators and supervisors can assist new counselors with reflection, understanding, and recognition of how heterosexuals experience privilege and how heterosexual counselors can use privilege for the benefit of LGBT advocacy (Asta, 2011).

(Supervision CE) Stacy L. Speedlin, The University of Texas at San Antonio Joseph E. Avera, The University of Texas at San Antonio Yuliya V. Zholu, The University of Texas at San Antonio Ashley M.Prado, The University of Texas at San Antonio Mercedes V. Ingram, The University of Texas at San Antonio

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2015 TACES MidWinter Conference [4] Embodying Clinical Supervision: A somatic experiential approach

MESQUITE

Counseling supervision is a vital part of shaping, becoming and functioning effectively as a counseling practitioner. Supervision is a learning process that requires the whole self, reflection and developing and maintaining professional competence. However, counseling supervision theory and models generally do not pay attention to the whole self of the counselor, relying on verbal techniques while leaving out knowledge and experience of the body. This presentation takes a fresh perspective of supervision and methods of embodiment for counseling supervision. Specific embodied techniques and processes will be discussed and experienced to facilitate an embodying experience for counselors and supervisors.

(Supervision CE) Ray Wooten Ph.D., LPC-S, St. Mary’s University Nevine Sultan, MA, LPC, NCC, St. Mary’s University Catherine Wooten, MA, LPC-intern, St. Mary’s University [5] Promoting Self-Care in the Counseling Profession

OAK

Program Description- Self-care is not selfish care or self-centered care; rather, it is necessary for a counselor to maintain wellness and to operate effectively and ethically. Counseling professionals teach their clients that self-care is essential to wellness, yet they rarely put their teachings into practice. If counselors are to be effective helpers, they must first help themselves to maintain wellness through self-care. In this presentation, we will discuss the literature surrounding self-care and present a rationale for creating a systemic and cultural shift in which self-care is an essential and integrated aspect of the counseling profession.

Dustin Ellis M.A. NCC, LPC-Intern, Sam Houston State University Naomi Timm M.A. NCC, LPC-Intern, Sam Houston State University Heidi Henry M.A., Sam Houston State University [6] The Role of Counselor Educators and Supervisors in Advocating for the Removal of Language Barriers in Counseling

PECAN

Counseling is often a talking activity. Clients best express their emotional states in their mother tongue, the vessel of culture. Consequently, cultural competence requires expertise in using the native language of clients even when counselors do not speak that language. This session will demonstrate how counselor educators can create a learning community characterized by enhancing empathy and competence when working with clients whose first language is not English, by raising awareness of opportunities for those counselors who are already balanced bilingual to become certified clinical mental health interpreters, and by increasing commitment to advocacy on behalf of these clients.

Marie Faubert, CSJ, EdD, PSC, LPC-S, NCC, University of Saint Thomas Emiliano Gonzalez, Ph.D., University of Saint Thomas Ludivina Velazco Gutierrez, MEd, PSC, LPC, University of Saint Thomas

**8:00A.M. – 9:20A.M. [7] Which Hat Should I Wear? Ethical Supervisors and Their Many Hats

ELM

Ethical supervisors are tasked with figuring out which role or hat to wear on a daily basis. In addition to learning about the different hats of the ethical supervisor, attendees will learn to identify the differences between administrative and clinical supervision and elements of effective clinical supervision. Experiential activities, case studies, and group discussions will be utilized during this interactive session. This session fulfills 1.5 hours toward required training in supervision for LPC-S credential.

(TACES Supervision Training) (Supervision CE) (Ethics)

Angie Wilson, Ph.D., LPC-S, LSOTP, Texas A&M University—Commerce Jamacia P. Chapple, Ph.D., University of North Texas – Dallas   5  

2015 TACES MidWinter Conference

9:00 A.M. - 9:50A.M. [8] Advocating for Community-based Programs through Program Evaluation Partnerships

MIMOSA

This presentation will provide a rationale for counselor educators to partner with their local community-based counseling and guidance programs to promote their productivity and permanence. This brief primer of engagement and best-practices strategies has the goals of: 1) providing an introductory framework for understanding program evaluation practices and how this relates to supporting community agencies and initiatives, 2) educating attendees about three paradigms for evaluation (within-group evaluations, between groups evaluations, and single-case research designs) and when each is indicated, and 3) discussing considerations for reporting outcomes to stakeholders. Handouts will support attendees identifying potential partnerships and strategies in their community.

A. Stephen Lenz, Ph.D., LPC, Texas A&M University-Corpus Christi [9] Evidence-based programs and practices: Preparing counselors to succeed in today’s clinical settings

SYCAMORE

The promotion of evidence-based practices (EBPs) has become widespread across the mental and behavioral health professions. In addition to becoming standard operating practice, researchers recently have suggested that counselors who effectively integrate best available research with clinical expertise in the context of patient characteristics, culture, and preferences are able to more effectively advocate for the clients they serve. As a result, counselor educators increasingly are being called upon to prepare students to become competent consumers of counseling research. In this session, instructional strategies designed to train students in effectively identifying, evaluating, and employing EBPs with their clients will be presented.

Joshua Watson, Ph.D., NCC, LPC, ACS, Texas A&M University-Corpus Christi Karisse A. Callender, M.S., LPC, Texas A&M University-Corpus Christi [10] Providing Ethical Therapeutic Alternatives to Sexual Orientation Change Efforts in Supervision

MAPLE

In November, 2014, at the annual conference, the Texas Counseling Association took a formal stance against Sexual Orientation Change Effort therapy, by adopting a 52 page document authored by the Texas Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling. The presenters will discuss providing ethical, evidenced-based therapeutic options to share with students and supervisees when working with individuals who are seeking counseling related to sexual orientation issues and or gender identity.

(Supervision CE) (Ethics) Jacqueline Parsons, Ph.D., LPC, The University of Texas at San Antonio Gustavo Salazar, II, Texas A & M International University Tritia Finley, MA, MS, St. Mary’s University [11] Beyond “Nice Work”: Promoting Counselor Development Through Matched Feedback to Written Reflections

MESQUITE

Supporting student development of cognitive frameworks sufficient for ethical clinical practice is integral to counselor preparation. Written reflection papers often supplement classroom-learning interventions, providing students critical space to accommodate information within newly formed, more complex cognitive schemas. More than “Nice work!,” scaffolded instructor/supervisor feedback that balances support and challenge and also attends to students’ specific growth edges optimizes developmental opportunities. Using a cognitive developmental framework, the current presentation: (a) substantiates written reflections as a cornerstone of student counselor development, (b) describes practical suggestions for developmentally-matched instructor/supervisor feedback, and (c) utilizes sample student reflection papers to promote handson audience engagement.

(Supervision CE) Jessica Lloyd-Hazlett, Ph.D., LPC, LMFT, NCC, The University of Texas San Antonio Julieta Rubio, LPC-intern, NCC, The University of Texas San Antonio   6  

2015 TACES MidWinter Conference [12] Ethical and practical considerations for supervising bilingual counselors

OAK

In our rapidly changing cultural context it is predicted that Latinos and other minorities will soon be a majority of the population. It is important for supervisors to be competent in delivering supervision to bilingual counselors providing services to bilingual clients. In this presentation we will discuss considerations we make when supervising bilingual professionals. Our collaborative approach is centered on learning about supervisees’ ways of practicing and encouraging and challenging them to make shifts towards achieving professional growth. We will explore cultural differences and ideas while discussing how to remain respectful and aware of the specific needs of bilingual professionals.

(Supervision CE) Adriana Gil-Wilkerson, MS, LMFT & Supervisor, Sam Houston State University and Houston Galveston Institute Catherine King, MS, LMFT & Supervisor, LPC-S, Sam Houston State University Gina Wilson, LPC-Intern, Sam Houston State University Linda Torres, LPC-Intern, Sam Houston State University [13] Chi Sigma Iota Meet & Mingle

PECAN

The Rho Kappa Chapter of Chi Sigma Iota at the University of North Texas recently received a Statewide Networking Grant from Chi Sigma Iota. They will provide refreshments and host CSI members while they network and collaborate within the conference environment.

(Doctoral Student Option) Tiffany Otting, MS, LPC-Intern, University of North Texas Sarah Blalock, M.Ed., LPC, RPT, CSC, University of North Texas

**POSTER SESSIONS** 9:00 A.M. - 9:50 A.M. FOYER [14] Infusing Social Justice Advocacy in Supervision Coursework Social justice advocacy is an integral part of the counseling profession. However, little pedagogical knowledge exists on how to train master’s level students to advocate for clients’ social justice. The purpose of this poster presentation is to impart counselor educators with teaching strategies to use in supervision coursework for doctoral students who may supervise master’s level students. As a result of attending, participants will learn the importance of teaching social justice advocacy training to doctoral students, and also gain knowledge of teaching strategies to help infuse social justice advocacy in supervision coursework that doctoral students can apply with their supervisees.

Cynthia Bevly, LPC-Intern, University of North Texas Sahar Loseu, LPC-Intern, NCC, University of North Texas [15] School Counselors and the Voices of Border Violence In this presentation, participants will discover the impressions and themes of border violence professional school counselors (PSCs) experience with their students in south Texas. A survey was used to interview school counselors and responses were analyzed to identify recurring themes. Findings included stories from fearful and insecure students, who are also experiencing loss. As a result, PSCs mentioned being fearful and helpless to aid their students. In contrast, PSCs mentioned students exhibiting a sense of resiliency. Participants will gain a sense of the range of experiences PSCs in south Texas need to manage in the public school setting.

Lorraine M. Dinkel, Texas A&M International University Araceli G. Rodriguez, MS, Texas A&M International University Belinda Gonzalez, Texas A&M International University

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2015 TACES MidWinter Conference [16] Voluntary Supervision Among Fully-licensed Counseling Professionals This session examines the extent to which fully-licensed counselors engage in voluntarily supervision across the professional lifespan. Specifically, the voluntary receipt of supervision among experienced and senior-level counselors will be considered for its potential in deterring ethical misconduct. Participants will be invited to contribute data for an ongoing study.

Trigg A. Even, Ph.D., LPC-S, NCC, Texas Wesleyan University [17] 21 Ways to Market Yourself and Promote the Counseling Profession!  Counseling programs rarely address the “business” of counseling. Counselors who wish to build a practice or consult may

flounder without help marketing their work. The goal of this presentation is to help attendees learn to: create their “brand”, find and build relationships with community resources, and market their skills. Attendees will learn 21 ways to develop and market their services. Educators must be able to support students in such practical matters, so they can make a difference and a living. The better a counselor can articulate the benefits of counseling, the more they can promote themselves and the profession.

Cheryl Fulton, Ph.D., Texas State University [18] The Relationship between Dispositional and State-Specific Mindfulness and the Working Alliance Among Counselors-in-Training Research has shown that dispositional counselor mindfulness is associated with the working alliance, which has led many to suggest that mindfulness practices should be incorporated into counselor training. Prior research has not shown the relationship between state mindfulness expressed in a counseling session and the working alliance among counselors-intraining. This poster presents the findings from an SEM study evaluating the relationship between dispositional mindfulness, state-specific mindfulness, and the working alliance among 200 counselors-in-training from four CACREP programs in Texas. Participants will learn how state-specific mindfulness contributes to the working alliance and how this information can inform counselor education.

David A. Johnson, M.Ed., LPC-S, The University of Texas at San Antonio [19] The Use of Identity Style Theory in Cultivating Counselor Identity With increased attention on CACREP accreditation and standardization, and the emphasis on development of a uniform professional identity, developing a strong professional identity for counselors and counselor educators is a vital piece of training. This presentation will focus on how counselor educators and supervisors can facilitate the development of professional identity in counselors-in-training, using identity style theory as a guide. Attendees will learn about the various identity styles and their influence on appropriate interventions for students and supervisees at different stages in their counselor identity formation.

Erin Kern, MA, LPC, NCC, The University of Texas San Antonio Reneé A. Foyou, MA, MAR, LPC, AFC, The University of Texas San Antonio [20] Processing the Practicum/Internship Experience: Use of Collage with Supervisees Clinical supervision provides opportunities for development, practice, and skills assessment as well as monitoring the personal and professional growth of the person of the counselor (Bernard & Goodyear, 2009; Haynes, Corey, & Moulton, 2003). One aspect of supervision is engaging supervisees in reflecting on the experience of being a novice counselor and their movement into a new role/identity. Using collage during supervision allows for creative expression and reflection that may not occur when using traditional supervision activities. Collage can be used for positive visualization, recognizing internal processes, self-reflection, and self-evaluation. Samples of supervisee’s collages and processing questions will be provided.

Marlise R. Lonn, MS, LPC-S, NCC, The University of Texas San Antonio

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2015 TACES MidWinter Conference [21] Promoting Professional Advocacy for Mental Health Professionals Who Work With Unaccompanied Immigrant Children With an influx of unaccompanied immigrant children entering the United States in recent years, mental health professionals need to be mindful of the potential negative effects they may encounter when working with this vulnerable population. Many of these children experience serious forms of trauma in their home countries, as well as, during their journey to the United States. As a result, the need for mental health services in order to address the trauma these children have endured can be overwhelming, for both the counselor and the client. It is prudent for clinicians rendering services to this population to remain cognizant of their personal and professional limits, work within their level of competency, and ensure their own personal wellness. The goal of this presentation is to enhance mental health professionals’ awareness of potential obstacles in maintaining counselor wellness and professional competency. Attendees will gain general information regarding unaccompanied immigrant children, potential barriers to maintaining wellness, resources to assist with counselors’ well being, and professional competencies specific to this population.

Erika A. Mendez Michael K. Schmit Mehmet Karaman

**CONTENT SESSIONS** **9:30A.M. – 10:50A.M. [22] LPC Rules and Beyond

ELM

In order to best serve LPC-Interns, supervisors must remain current on ethical codes and LPC board requirements. Indeed, a recently proposed rule requires supervisors to review board rules with their interns. In this session, participants will discuss the ethical codes and LPC rules that most frequently cause confusion. Additionally, the presenters will incorporate the Association for Counselor Education and Supervision’s (ACES) Best Practices in suggestions of how to address and support LPC-Interns as they navigate guidelines.

(TACES Supervision Training) (Supervision CE) (Ethics) Elizabeth Prosek, Ph.D., University of North Texas Marcella Stark, Ph.D., LPC-S, Texas Christian University

10:00 A.M. - 10:50A.M. [23] Training Graduate Students in Integrated Behavioral Healthcare: A Model for Counselor Education Programs

MIMOSA

Healthcare reform has increased access to mental health services through the implementation of Integrated Behavioral Healthcare (IBH). As a result of Professional Advocacy, CACREP programs were invited to submit funding proposals to train students in IBH. This presentation will provide an overview of the training model utilized by UH-Victoria, one of only 11 counseling programs in the country successfully funded. Attendees will explore methods for integrating IBH curriculum with CACREP standards, potential barriers to integration and possible solutions. Students involved in the IBH program will share their perceptions of the training and how it enhances professional development and advocacy skills.

Katherine Bacon, Ph.D., LPC-S, NCC, University of Houston Victoria Jennifer Boswell Ph.D., LPC-S, NCC, RPT, University of Houston Victoria Kate Walker, Ph.D., LPC, LMFT, University of Houston Victoria Danielle Duann, MS, University of Houston Victoria

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2015 TACES MidWinter Conference [24] After the Ph.D.: Now What? Surviving the Interview Process

SYCAMORE

Program Description: Doctoral students accomplish the rigor of completing doctoral level course-work, passing comprehensive exams, and proposing/defending dissertations. However, many doctoral candidates find themselves unprepared for the counselor educator interview process (Smith, 2012) which is significantly different from traditional job interviews that candidates have experienced with prior positions. The presenters will recommend best practices on how to succeed in and survive the counselor educator interview processes based upon empirical research and their personal experiences. This presentation serves to prepare doctoral students for the counselor educator interview process and the acquisition of a counselor education faculty position.

(Doctoral Student Option) LaShondra Manning, MA, LPC-S, NCC, East Texas Baptist University/Texas A&M University-Commerce Cynthia Matthews, Ph.D., LPC-S, NCC, University of North Texas at Dallas [25] Dignity for All: Fostering LGBTQ Advocacy in Faith-Based Institutions

MAPLE

Counselor educators and supervisors who serve in faith-based universities are often challenged to bridge differences between the LGBTQ affirming values of professional counseling and non-affirming stances of their institutions. This session will review seven faith-based approaches to same-gender relationships (ranging from prohibition to celebration, non-affirming to wholly inclusive). These models may be used by educators and supervisors when working with trainees and colleagues to foster advocacy for LGBTQ students and clients.

(Supervision CE) Elizabeth A. Maynard, Ph.D., The University of St. Thomas Houston [26] Encouragement-Focused Supervision: Benefits, Challenges, and Interventions

MESQUITE

Join us for an engaging and interactive discussion about encouragement-focused supervision. Encouragement is both an attitude and a way of being. The assumptions, characteristics, and methods of encouragement help to create an optimistic, empowering, and growth-enhancing environment. We will share successful and challenging clinical case examples of using an encouragement-focused approach to supervision. We will also discuss specific interventions that we have found to be particularly effective for use in promoting the growth and development of supervisees.

(Supervision CE) Reade Dowda, NCC, LPC-Intern, CHST-I, Sam Houston State University Richard E. Watts, Ph.D., LPC-S, Sam Houston State University [27] Experiences of International Students in Counseling Programs: Strategies for Advocacy and Supervision

OAK

International students have unique experiences in counselor training programs. This presentation includes experiences with language difficulties, adjustment and adaptation to the culture and to the counseling program, as well as, supervision. The participants will be able to identify experiences of international students in the counseling field, learn how to advocate and foster experiences to create a more culturally-sensitive training program, and explore strategies in supervision. Supervisors will also benefit from research data with international students in counseling programs and a supervision model designed to address the specific needs of this special students.

(Supervision CE) Mary Alice Fernandez, Ph.D., LPC-S, NCC, Texas A&M University – Corpus Christi Abdulkadir Haktanir, Texas A&M University – Corpus Christi

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2015 TACES MidWinter Conference [28] School Counselor Advocacy in Counselor Education and Supervision: School Counselors as Change Agents Utilizing the Change Agent for Equity (CAFÉ) Model

PECAN

School districts face new accountability in the areas of college and career readiness. School counselors face the same barriers as they advocate for their specific roles. Using the Change Agent for Equity Model, the presenters will highlight the challenges counselors experience within their positions and provide suggestions to support advocacy in transforming their roles in support of closing achievement gaps. Counselor educators and supervisors will discover ways to guide their students in shaping their professional identity so that it promotes the systemic transformation in the perception of how campuses utilize counselors as leaders in the charge of improving student outcomes.

(Supervisor CE) Seth Sampson MA, Certified School Principal, Certified School Counselor, Certified Special Education Teacher, Texas A&M University San Antonio Angela Cano Sampson M.Ed., Certified School Principal, Certified School Counselor, Certified Special Education Teacher, Texas A&M University San Antonio

**POSTER SESSIONS** 10:00 A.M. - 10:50 A.M. FOYER [29] Teaching Approaches in School Counseling that Connect with PSC Candidates   This presentation will explore the teaching approaches in a school-counseling program being reviewed in a self-study. McAuliffe emphasized the need for deep learning to educate graduate level counseling students and prepare them for the conditions of uncertainty (ACES, 2011). Educating with deep learning supports students in reaching new levels of competence in order to build personal and academic self-efficacy (Winstone & Millward, 2012). Crystallizing professional identity is also highlighted as a means of advocating for the school counseling profession. Assignments, utilizing experiential and constructivist approaches that develop deep learning, will be on display.

Lorraine M. Dinkel, Texas A&M International University Griselda Dozal, Texas A&M International University Maribel Soliz, Texas A&M International University [30] Finding Forgiveness: A Toolkit for Supervisors and Counselor Educators Clients presenting with forgiveness concerns may be unsure of how to begin the process. Moreover, counseling students and supervisees may be unsure of how to integrate clients’ spirituality into the forgiveness process, as spirituality is not always addressed in counseling training programs. This presentation will explore this construct and include a review of assessments that can determine if forgiveness is a short- or long-term goal and if reconciliation is a safe goal. Additionally, attendees will participate in experiential forgiveness interventions for use with clients that can be useful for counselor educators and supervisors to share with counseling students and supervisees.

  Christine Wong, MA, The University of Texas at San Antonio Clarissa Gonzalez, MA, The University of Texas at San Antonio [31] Applying Self-Care Strategies to Avoid Compassion Fatigue in the Supervision Process Practicing self-care is essential for both the Supervisor and the Supervisee. Maintaining balance is an ethical responsibility for both partners in the supervisory relationship. The presenters will provide an overview of a conceptual model of how compassion fatigue informs the need for self-care. The program goals are to assist supervisors in identifying factors that lead to the need for self-care and strategies for modeling self-care for supervisees. At the conclusion of the program, supervisors will be able to describe techniques to apply self-strategies and identify resources to facilitate the self-care process, thereby reducing compassion fatigue.

Julie Merriman, Ph.D., LPC-S, NCC, RPT-S, CSC, Tarleton State University Annette Albrecht, Ph.D., LPC-S, NCC, Tarleton State University   11  

2015 TACES MidWinter Conference [32] Yoga, Meditation, and other Mindfulness Techniques as Self-Care for Counselors-In-Training Program Description: Counselors-in-training especially need to learn about the importance of self-care in their school programs in order to reduce early burnout. This poster will highlight the efficacy of yoga, tai chi, meditation, and other mindfulness techniques as part of a regular self-care program for counselors-in-training. The viewer will learn about different self-care techniques in the Eastern tradition, how these techniques reduce stress and anxiety in measurable ways, and aid in overall well-being. Relevant literature will be reviewed.

Elizabeth A. Owens, St. Mary’s University [33] Supervision Interventions to Support Bilingual Counseling Services Bilingual counselors are often introduced to counseling clients in a language other than English without prior or proper supervision (Trepal et al., 2014). Some of the challenges faced by bilingual counselors include difficulty interpreting theoretical concepts (Fuertes, 2004) and lack of confidence in second language proficiency (Biever et al., 2002). To date, supervision in bilingual counseling has received limited scholarly and practical attention (Fuertas, 2004). This poster presentation will: (a) discuss the influence of language on culture and the therapeutic process, (b) outline unique challenges faced by bilingual counselors, and (c) describe specific supervision interventions to support bilingual counseling services.

Julieta Rubio, LPC-intern, NCC, The University of Texas San Antonio [34] Research Mentorship and Research Productivity of Doctoral Students in Counselor Education   Research expands the knowledge and clinical expertise of counselors (Gelso & Lent, 2000). Therefore, research competency is an essential part of counselor education (Lambie & Vaccaro, 2011). However, concerns about counseling research training, productivity, and quality continue to arise (Okech et al., 2006). Research mentoring is gaining prominence as a way to promote research efficacy in counselor education (Briggs & Pehrsson, 2008; Okech et al., 2006). To date, few studies have examined the impact of research mentorship on counseling students’ research productivity.

Yuliya Zholu, MA, MA, The University of Texas at San Antonio Marina Vladimir, MA, NCC, LPC-Intern, The University of Texas at San Antonio [35] Cultural Competence for Counseling Older Adults Age is a form of culture. Today, the category “senior adults” spans fifty years, including Baby Boomers (born 1946-1964), the Silent Generation (born 1925-1942), the “oldest old” (age 80+), and centenarians (age 100+). Many of our adult clients are confronting their own aging process and also caring for parents and grandparents. Counselors must understand the unique sociocultural perspectives of these age cohorts and be aware of their own biases as well. In this session, counselor educators and supervisors will broaden their understanding of the worldviews, values, needs, fears, developmental stages, strengths, and challenges of adults ages 50 to 100+.

Kerin Groves, MS, LPC, Texas A&M University – Commerce [36] Substance Abuse Counseling: The Many Differences within the Field and Ways Supervisors can Advocate for Supervisees Substance abuse counseling is a unique subgroup of the counseling field. There are differences between alcohol and drug abuse counselors and mental health counselors even though they both typically have the same title and job duties in the substance abuse field. Differences may include education level, personal recovery status, and belief system of substance abuse treatment. This presentation will review counseling literature on this topic and will include an interactive discussion of ways supervisors can negotiation differences with supervisees, in addition to ways supervisors can advocate for LPCs in the substance abuse field.

  Courtney Borsuk, MS, The University of Texas at San Antonio Christine Wong, MA, The University of Texas at San Antonio

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2015 TACES MidWinter Conference [37] Pay it forward: Guiding the next group of counselor educators through the development of a peer-topeer academic mentoring program. Academic mentoring is considered a staple in many counselor education programs. Faculty are often called upon to develop these types of relationships throughout the student’s academic career. The literature on mentoring discusses many positive aspects of faculty/student mentoring. While the benefits of faculty/student mentoring relationships have been studied, the literature is scarce in terms of the benefits of peer-to-peer mentoring. This workshop aims to share the benefits of doctoral/master student mentoring. Attendees will then learn a model to utilize when developing their own peer-to-peer mentoring program.

Macy Waltz, M.Ed., Texas Tech University Holly Waddell, M.Ed., Texas Tech University Natalie Lenard, M.Ed., Texas Tech University

**GENERAL SESSION** 11:00A.M. - 11:50A.M. HILL COUNTRY A All MidWinter Conference attendees are invited to meet members of the Texas State Board of Examiners of Professional Counselors and learn about the current issues in the field of professional counseling and supervision. In this session you will get an update on the recent rule changes and updates on supervision requirements. (TACES Supervision Training) (Supervision CE) (Ethics)

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~ LUNCH ~ 12:00A.M. - 1:20P.M. HILL COUNTRY BC Opening Comments Jan Friese, Executive Director Texas Counseling Association TACES Business Meeting Advocacy: The Professional Imperative Le’Ann Solmonson, Ph.D., LPC-S, CSC, TCA President, Former Director of TACES (1 CEU)

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2015 TACES MidWinter Conference

**CONTENT SESSIONS** 1:30 P.M. - 2:20P.M. [38] Counselors Legal and Ethical Obligations: An Attorney’s Prospective

MIMOSA

Mrs. Dalrymple practices in the areas of administrative law and health law, including related hearings and litigation. The special emphasis of her practice is representing and defending licensed professionals in licensing and complaint cases before various licensing and regulatory boards; defending individual health care practitioners in hospital-based peer review proceedings. This presentation will review a counselor’s ethical and legal obligations regarding documentation of services, supervision, relationships with clients, disclosure of records, and court testimony, and highlight recent changes to board rules that may impact these obligations. The program will also include a discussion of the most common sources for complaints to licensing boards, and how to minimize the risks of a receiving a complaint. Finally, the program will include a review of the board complaint process.

(Ethics) (Supervisor CE) Kenda Dalrymple, Partner. Carls, McDonald & Dalrymple, L.L.P. [39] Promoting culturally sensitive trauma treatment

SYCAMORE

Individuals perceive their existence in the context of family, community, and social systems. Similarly, human suffering is embedded in relational and cultural mores. Awareness of cultural impact on clients’ trauma experiences can improve the therapeutic alliance and treatment outcomes. The presentation will explore an impact of culture on trauma experiences. Attendees will gain knowledge about how trauma is variably understood and defined in the context of culture, how this context informs diagnosis and treatment issues, and how counselors who treat trauma can implement culturally sensitive practices. These objectives will increase counselors’ awareness of cultural dimensions when working with trauma survivors.

Marina Vladimir, M.S., NCC, The University of Texas at San Antonio Allison Marsh Pow, Ph.D., LPC, NCC, The University of Texas at San Antonio [40] Interactive Teaching Techniques for Counselor Educators and Supervisors

MAPLE

As counselor educators and supervisors it can be difficult to develop innovative and fresh approaches to training future counselors. This presentation highlights several techniques that emphasize a collaborative, innovative, and interactive approach to counselor preparation. These educational techniques surpass traditional lecture-style classes and encourage students to actively contribute to their learning experiences. This approach to counselor education also requires students to explore their own experiences, vulnerabilities, and perceptions of the counseling profession. Counselor educators and supervisors will be able to use activities demonstrated in the session to add additional interactive pieces to their classroom teachings and practicum courses.

(Supervisor CE) Chi-Sing Li, Ph.D., LPCS, Sam Houston State University Krystin L. Porter, M.A., LPC-Intern, LMFT-Associate, NCC, Sam Houston State University Ian Lertora, M.A., LPC-Intern, NCC, Sam Houston State University Rena Greger, M.A., LPC-Intern, Sam Houston State University Victoria Yu Liu M. A. LPC-Intern, NCC, Sam Houston State University Shana D. Lewis, M.A., LPCS, NCC, Sam Houston State University Chance Q D Tran, M.A., LPC, LCDC, NCC, Sam Houston State University

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2015 TACES MidWinter Conference [41] Advocacy by Empathy: Training Exercises for School Counselors

MESQUITE

Accurately and genuinely expressing empathy for students during a counseling session is a fundamental way to advocate for them. By showing respect, validation, and concern for student well-being, school counselors more powerfully articulate the unique advocacy relationship possible between the counselor and a student. Using the presenter’s original classroom training exercises, she will demonstrate how the exercises can be used with students learning to become school counselors. The intent of the session is to provide counselor educators an original method for teaching their counseling students to verbally express empathy with their young clients.

Mary Lynn Crow, Ph.D., University of Texas at Arlington [42] The Role of Grounded Theory Research in Professional Advocacy

OAK

This presentation explores the unique way grounded theory research can help counselor educators and supervisors effectively promote social justice and advocacy competencies. In this workshop, participants will learn the basics of grounded theory research and be able to 1) determine if a research question indicates a qualitative method, 2) identify the steps in designing and executing a grounded theory study, and 3) explain how to apply the findings of a grounded theory in social justice and advocacy training. A grounded theory study aimed at helping CES’s work more effectively with anti-LGBT Christian trainees will be discussed as a case example.

(Supervisor CE) Gena Minnix, MA, LPC-S, LMFT-S, St. Mary’s University Julie A. Strentzsch, Ph.D., LPC-S, St. Mary’s University [43] Joint Graduate Student & TX New Faculty Interest Network (NFIN) Representatives Meeting (Doctoral Student Option)

PECAN

LaShondra Manning, MA, LPC-S, NCC Lorraine Dinkle, Ph.D., LPC

**1:30P.M. – 3:20P.M. [44] The Nuts and Bolts of Using an Ethical Decision Making Model in Supervision Part 1 & 2

ELM

Ethical, legal, and professional issues arise in counseling supervision. Supervisors are charged with recognizing these issues and using an appropriate ethical decision making model to make decisions about supervision, the supervisee, and clients. In this presentation, the presenters will provide an overview of common ethical, legal, and professional issues that appear in supervision. Session participants will learn about the different decision making models that are currently available to supervisors and how they can be used in supervision sessions. Ethical dilemmas will be presented and participants will learn how to use an ethical decision making model to find a solution.

(TACES Supervision Training) (Supervision CE) (Ethics) Jennifer Boswell, Ph.D., LPC-S, NCC, RPT, University of Houston Victoria Elsa Soto Leggett, Ph.D., LPC-S, RPT-S, University of Houston Victoria

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2015 TACES MidWinter Conference

**CONTENT SESSIONS** 2:30 P.M. - 3:20 P.M. [45] Beginning the Journey: Initiating the Development of Theoretical Orientation Among Counselors-In-Training

MIMOSA

Although practicum and internship experiences help counselors-in-training (CITs) form the foundation for practice, theoretical orientation remains in its infancy even as students near graduation. CITs nevertheless require guidance in the midst of their experiences to understand how to consistently and effectively initiate and nurture theoretical orientation. This presentation will provide an introduction to the unique role and responsibilities of counselor educators and supervisors at this critical stage in evolving theoretical orientation. Session will include discussions about developmentally appropriate student theory milestones and strategies for assisting students in establishing a framework for understanding the formation of theory in practice.

(Supervisor CE) Rochelle Cade, Ph.D., LPC-S, University of Mary Hardin-Baylor Jason Martin, Ph.D., LMFT-S, University of Mary Hardin-Baylor [46] Practicing What We Preach: Transforming Social Justice Discourse into Sustained Action in Local Communities and Promoting Global Human Rights

SYCAMORE

There is universal agreement about the importance and value of incorporating advocacy and social justice projects as part of our professional identity and commitment. Yet with all the burdens, challenges, and lack of resources, it is difficult not only to launch meaningful projects in local or global communities, but especially to maintain the momentum over time. This program presents several successful efforts by counselor educators, many of whom have continued their efforts over many years. Particular focus will be targeted one local community project with homeless people and another global project with atrisk lower caste girls in Nepal

Jeffrey Kottler, University of St. Thomas Houston [47] Writing for Publication: What Editors and Reviewers Want

MAPLE

Program Description: Regular publication is increasingly an important factor in hiring, tenure, promotion, and consideration for salary increases in academic settings. Yet navigating the process of moving a manuscript from submission to acceptance can be frustrating. The goal of this presentation is to provide information about common concerns of reviewers and editors that can impact initial receptivity to as well as ultimate decisions by reviewers and editors. Participants will be able to identify at least four key areas assessed by reviewers and editors and the common problems associated with each

(Doctoral Student Option) Marvarene Oliver, Ed.D., LPC-S, LMFT-S. Texas A&M University-Corpus Christi Stephen Lenz, Ph.D., LPC. Texas A&M University-Corpus Christi Joshua Watson, Ph.D., NCC, LPC, ACS. Texas A&M University-Corpus Christi [48] Counselors in Medical Offices – A New Career Option

MESQUITE

Medical offices are ideal settings for counselors to be embedded, providing services that support emotional and mental wellness in conjunction with physical wellness. In this session, one counselor shares her experiences working in a primary care setting on a multidisciplinary team, promoting both mind and body wholeness. How can counselors search out, negotiate, set up, collaborate, and manage the delivery of mental health services in a medical office? In this session, counselor educators and supervisors will learn about this career option for their students and supervisees.

(Supervisor CE) Kerin Groves, MS, LPC, Texas A&M University – Commerce

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2015 TACES MidWinter Conference [49] Advocacy toward a national standard for counselor licensure: Infusing the ACES Educational Standards

OAK

20/20: A Vision for the Future of Counseling, achieved a great deal in establishing a single definition, scope of practice, and title for licensed professional counselors (LPCs). Unfortunately, no educational standards were approved through the 20/20 process to help external stakeholders understand the level of training that is expected of LPCs. As the professional organization most directly involved with the education of counselors, ACES has addressed this gap. This presentation will discuss the ACES Educational Standards Document developed as model language for a national standard. The process of addressing educational requirements for licensure through state level advocacy will be explored.

(Supervisor CE) Heather Trepal, Ph.D., LPC-S, The University of Texas at San Antonio Thelma Duffey, Ph.D., LPC, LMFT, The University of Texas at San Antonio [50] From the Nest to the Open Skies: Methods of Developing Leadership in Master’s Level Counseling Students.

PECAN

Leadership development is a common element of the training of doctoral candidates, but it is not as frequently applied to training master’s level students. This is rather important as many positions of leadership in clinical settings and professional organizations are occupied by master’s level practitioners. This presentation will discuss methods for programs to develop master’s level leaders in a variety of different roles and the role of mentoring relationships in developing leaders.

Ryan Holliman, Ph.D., Texas Woman’s University Pedro Blanco, Ph.D., Texas Woman’s University Kirsten Davenport, Texas Woman’s University Tina Hung, Texas Woman’s University

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3:30P.M. - 4:20P.M. [51] Using Experiential Activities in Group Supervision: Warm up, Action, and Sharing

MIMOSA

Group supervision has always been a very effective way to assist supervisees in their developmental process of becoming competent counselors. The presenters in this 50-minute session will introduce and demonstrate how to utilize experiential activities in group supervision to help supervisees gain self-awareness and understanding of the counseling relationship with their clients. Pictures, props, role-play and mindfulness techniques will be introduced to invite supervisees to focus and actively participate in this three-step group supervision process of warm up, action and sharing.

(Supervisor CE) Yu-Fen Lin, Ph.D., LPC-S, UNT Dallas Chi-Sing Li, Ph.D., LPC-S, LMFT Approved Supervisor, Sam Houston State University

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2015 TACES MidWinter Conference [52] Using Expressive Arts in Supervision: Facilitating Supervisee Self-Awareness and Professional Growth

SYCAMORE

This presentation will address how to utilize expressive arts media in supervision as a tool to facilitate self-awareness and professional growth. The presenters will examine the rationale, considerations, and structure for employing expressive arts activities with supervisees and include case examples of expressive arts activities with supervisees. Participants will take away from the workshop an understanding of how to utilize expressive arts with supervisees, rationale for utilizing this approach, how to present and process expressive activities with supervisees to facilitate growth through the creative process, varieties of expressive arts activities, and the role of the supervisor in using expressive arts.

(Supervisor CE) Kristie Opiola, M.Ed., LPC-Intern. University of North Texas Eric Dafoe, M.Ed., LPC-Intern, NCC, University of North Texas Alyssa Swan, M.S., University of North Texas [53] Assessing the Needs of Rural Supervisors in Texas

MAPLE

This session discusses findings from a recent study of rural counselor supervisors (LPC-Ss) in Texas funded by a 2014 TACES research grant. Rural supervisors commented on their connectedness to their communities and profession, resources, multiple roles, boundaries and dual relationships, self-care, and personal factors. Session participants will have the opportunity to engage in dialog about the study findings and brainstorm ways for counselor educators, supervisors, and other counseling professionals to better support rural LPC-Ss.

(Supervisor CE) Karl Witt, Ph.D., LPC-S, NCC, CSC, The University of Texas at Tyler Christine McNichols, Ph.D., LPC-S, NCC, The University of Texas at Tyler [54] Advocating for each other: Counselor educators in training

MESQUITE

Doctoral and master level counseling programs include students who are already working in the field of counseling or the helping professions. In a doctoral program, students range in experience from recently graduated from a master program to counselor educators and supervisors. Despite their diverse backgrounds and different levels of career experience, they all begin a program together as peers. We will discuss how we can use our strengths and experiences to advocate for each other as professionals and developing professionals.

(Doctoral Student Option) Adriana Gil-Wilkerson, MS, LMFT & Supervisor, Sam Houston State University &  Houston Galveston Institute Lisa Grubbs, MS, LPC, NCC, Sam Houston State University Heidi Henry, LPC-Intern, Sam Houston State University Gina Wilson, LPC-Intern, Sam Houston State University [55] Advocating for Using Metaphoric Reasoning to Supervise Practicum Level Play Therapists

OAK

Practicum students training to become play therapists are typically required to gain experience with child and adult clients to develop competence in both areas. These students oftentimes feel more comfortable using their play therapy skills with children and may struggle to transfer these skills to working with adults. In this session we will discuss the use of metaphoric reasoning in the supervisory dyad to bridge the gap between students’ play therapy skills and general counseling skills. Supervisors’ effective use of metaphors can assist supervisees in understanding general counseling skills by relating and appealing to supervisees’ play therapy frame of reference.

(Supervisor CE) Ian Lertora M.A., LPC-Intern, NCC, Sam Houston State University Hayley Stulmaker, Ph.D., LPC, NCC, RPT, Sam Houston State University

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2015 TACES MidWinter Conference [56] Ethical Supervision of Allyship Within the LGBTQQIAAPP Community PECAN The LGBTQQIAAOPP community is gaining a voice in the counseling field and issues arise when working with students and supervisees in the supervision process. Presenters will explore ethical issues with straight/allied supervisees/students providing competent therapy to LGBTQQIAAPP identified clients. The presenters will look at the supervision process through a relational lens, identifying key methods for cultivating ethical allyship within supervisees. Additional focus will include a discussion of the ethics of supervision when working with LGBTQQIAAPP community by focusing on ALGBTIC competencies, as well as applicable ACA, NBCC, and Texas ethical codes.

(Supervisor CE) (Ethics)

Beck Munsey Ph.D., NCC, LPC-S, Tarleton State University

**3:30P.M. – 5:20P.M. [57] Ethical, Legal, and Professional Issues in Counselor Supervision: Boundary Concerns, Dual Relationships and Administrative Supervision Responsibilities Part 1 & 2

ELM

The Texas Administrative Code and ACA Code of Ethics provided guidance for supervisors when dealing with the ethical dilemmas of boundaries and dual relationships. Attendees will analyze case examples from the parallel roles of clinical supervisor and supervisee. Discussion and analysis of codes and rules will contribute to a better understanding of the administrative supervision responsibilities. Handouts will be provided.

(TACES Supervision Training) (Supervision CE) (Ethics) Katherine Bacon, Ph.D., LPC-S, NCC, University of Houston Victoria Elsa Soto Leggett, Ph.D., LPC-S, RPT-S, University of Houston Victoria

4:30P.M. - 5:20P.M. [58] Wellness: An Ethical Issue

MIMOSA

While ethics is known to be an important part of ethical practice, counselors often find it difficult to implement. Yet, the 2014 ACA Code of Ethics States: “Self-growth is an expected component of counselor education. Counselor educators are mindful of ethical principles when they require students to engage in self-growth experiences.” (F.8.c). However, counselor educators also need self-growth experiences in order to successfully promote self-growth in their students. The authors assert that this is an ethical obligation. The presentation will focus on wellness and self-growth strategies. Participants will have the opportunity to take a wellness inventory. Handouts available.

(Supervisor CE) (Ethics) Loretta J. Bradley, Ph.D., Texas Tech University Bret Hendricks, Ed.D., Texas Tech University Derek Robertson, Ph.D., LPC-S, The University of Texas at San Antonio

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2015 TACES MidWinter Conference [59] The Addition of Binge Eating Disorder to the DSM-V: What Counselor Supervisors Need to Know

SYCAMORE

Eating disorders are serious mental health illnesses affecting millions of Americans (Wade, Keski-Rahkonen, & Hudson, 2011). Binge eating disorder (BED) is the most common eating disorder (Hudson, Hiripi, Pope, & Kessler, 2007), and is associated with significant psychological and medical comorbidities (Grilo, White, & Masheb, 2009), including weight stigmatization (Bannon, Hunter-Reel, Wilson, & Karlin, 2009). In this presentation, supervisors will learn the distinguishing characteristics of BED, as well as ways to initiate difficult, yet critical conversations with supervisees pertaining to body image and weight. With increased awareness and education, counseling professionals can provide effective, stigma-free care for clients with BED.

(Supervisor CE) Emily Ciepcielinski, MA, LPC, The University of Texas at San Antonio Courtney Borsuk, MS, The University of Texas at San Antonio [60] Creative Approaches to Trauma-Sensitive Supervision for Supervisees Working with Child Survivors of Trauma

MAPLE

Integrating logical aspects of supervision (the science) with creative activities (the art) hones supervisees’ intuitive abilities, imagination, awareness of self and others, and promotes counselor growth and development. However, there is a need for research using creative activities in supervision for child survivors of trauma (e.g., sexual abuse, bereavement, etc.). Counseling children who have suffered a traumatic loss, such as death of a loved one or being removed from their home, may result in vicarious trauma for supervisees. Presenters will discuss the benefits of using creativity in supervision to address vicarious trauma in supervisees working with child survivors of trauma.

(Supervisor CE) Clarissa Gonzalez, MA, The University of Texas at San Antonio Maria Haiyasoso, MA, NCC

[61] From Counselor to Counselor Educator: Blending the Roles of Counselor and Educator

MESQUITE

Counselor educators play multiple roles, such as educator, counselor, researcher, and supervisor in counselor education programs. However, these roles may be new and challenging for many beginning counselor educators who enter the counseling profession with a stronger counselor identity than educator identity. At times, it is challenging for counselor educators to blend the responsibilities associated with the educator and counselor roles. This presentation will discuss how to blend the roles and responsibilities of counselor and educator in counselor education. Participants will learn ways to develop a counselor educator professional identity and integrate roles of counselor and counselor educator.

(Doctoral Student Option) Szu-Yu Chen, M.Ed., LPC-Intern, University of North Texas Leslie Jones, Ph.D., LPC-S, RPT, University of North Texas

[62] Career Counseling Group Supervision Integrating Work-Life Balance

OAK

The presenter will discuss findings from a phenomenological case study of a career counseling supervision group, which integrated aspects of work-life balance. The goal of this presentation is to highlight the need for clinical supervision and support of career counselors, as well as the relevance of work-life balance to the field of counseling. Attendees will gain a better understanding of work-life balance and be able to identify aspects of work-life balance through discussion and experiential exercises. They will also be able to describe the work-life balance intervention used in the supervision group, including the benefits and challenges of the approach.

(Supervisor CE) Courtney Alvarez, MS, LPC-S, NCC, Texas A & M University–Corpus Christi

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2015 TACES MidWinter Conference

TEXAS ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION A DIVISION OF THE TEXAS COUNSELING ASSOCIATION TACES BOARD President President Elect Past President Director Senator Secretary Treasurer Board Member at Large Director of Guidance Board Member at Large, Counselor Educator Board Member at Large, Supervisor Emerging Leader Liaison TSBEPC Webmaster Graduate Student/New Professional Representative

Angie D. Wilson Kate M. Walker Thelma Duffey Brenda Melton Janeé Avent Elizabeth Prosek Hope Bell Brenda Jones Jennifer Boswell Marcella Stark Tiffany Stewart Derek Robertson Ty Leonard LaShondra Manning

2015 TACES MIDWINTER CONFERENCE COMMITTEE

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2015 TACES MidWinter Conference TACES 2015 MIDWINTER CONFERENCE CONTACT HOUR MONITORING FORM On this sheet, list each session that you attended during the conference. Attendees must sign in for each and every session attended within the first 15 minutes of the presentation start time to receive credit for that session. Be sure to initial each entry upon completion of the session. Save this form to verify CEUs for licensing boards. Sign in sheets will be retained by TACES for verification purposes. All content sessions and the general session are eligible for LPC and LMFT continuing education credits. Supervision credit is offered on specific sessions categorized as “Supervision CE.” Ethics credits also offered on specific sessions noted as “Ethics.”

Time

Program Title

Name of Presenter(s)

LPC/ LMFT CEU THURSDAY, JANUARY 29, 2015

5:30 7:00 7:00 9:00 FRIDAY, JANUARY 30, 2015 8:00 8:50 9:00 9:50 10:00 10:50 11:00 11:50

General Session

12:00 – 1:20

TACES Luncheon and Business Meeting

1

1:30 2:20 2:30 3:20 3:30 4:20 4:30 5:20

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Supervision CEU

Ethics CEU

Initial

2015 TACES MidWinter Conference TACES 2015 MIDWINTER CONFERENCE CONTACT HOUR MONITORING FORM – 1.5 HOUR SUPERVISOR TRAINING COURSES Time

8:00 9:20

Program Title

Name of Presenter(s)

LPC/ LMFT CEU FRIDAY, JANUARY 30, 2015 Which Hat Should I Wear? Ethical Supervisors and Their Many Hats

9:30 10:50

LPC Rules and Beyond

1:30 3:20

The Nuts and Bolts of Using an Ethical Decision Making Model in Supervision Part 1 & 2

3:30 5:20

Ethical, Legal, and Professional Issues in Counselor Supervision: Boundary Concerns, Dual Relationships and Administrative Supervision Responsibilities Part 1 & 2

*Total Contact Hours: __________

*Ethics Hours: __________

Supervision CEU

Ethics CEU

*Supervision Hours: __________ Date____________________  

Signature ________________________________

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Initial

2015 TACES MidWinter Conference

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