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SACES Virtual Professional Development Webinar Series

SACES is pleased to offer webinars for training in a variety of areas for students, professional counselors, supervisors, and counselor educators.If you have questions about the webinar series, please contact webinars@saces.org. If you are interested in being a webinar presenter, please complete the SACES Webinar Presenter form.

SACES strives to ensure all information, presentations, and webinars are equitable and accessible for all. To request accommodations, please complete the webinar registration as you will find a space to request the necessary accommodations for each event. If accommodations are needed, please plan to register for the webinar events one week in advance to provide our support team enough time to fulfill all accommodations needed. Feel free to email our webinar team at webinars@saces.org to further discuss necessary accommodations, if needed.

The SACES Executive Committee and the SACES Webinar Committee are collaborating to provide a new set of learning experiences through the SACES Virtual Professional Development Series. Save the date for the following webinar topics for the fall:

Save the date for the following professional development webinars this Spring:

  • February 17th 1-2pm ET: Fostering Empathy in Graduate Students: Experiential, Student-Focused, and Innovative Approaches
  • March 17th 1-2pm ET: Training School Counseling Students to Support Students Virtually
  • April 21st 1-2pm ET: The Intersection between Cultural Humility and Grief and Loss Counseling
  • April 30th 11-12pm ET: Charting a Research Agenda for the Counseling Profession
  • May 19th 1-2pm ET: Creating a Gender Inclusive Classroom and Syllabus

Southern Association for Counselor Education and Supervision (SACES) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 2076. Programs that do not qualify for NBCC credit are clearly identified. SACES is solely responsible for all aspects of the program.

May Webinars

Conceptual Approach to Supervision Practice

Date/Time: May 12, 2021 / 12pm EST

Link to register: https://us02web.zoom.us/meeting/register/tZIkdeisqT8sGNyvIj-S9wBobSXFGWKx5RJo

Description of Webinar: Supervision models are considered to be the backbone of our supervision and supervisor training practices. Despite offering information on the critical pieces of supervisory work, existing models do not appear as adequate descriptions for the comprehensive picture by themselves, often lacking consistent empirical bases for their premises. In this presentation, I will discuss a comprehensive conceptual model to supervision practice based on a series of empirical research on expert supervisors’ supervision thoughts/cognitions. So, how do you conceptualize your supervision sessions?

Learning objectives:

 Participants will reflect on their preferred models of supervision informing their practices.

  1. Participants will learn about conceptualizing their supervision sessions from an empirically based conceptual approach informed by expert supervisors’ supervision thoughts and practices.
  2. Participants will particularly reflect on their supervision practices by discussing how they assess their supervisees, pay attention to different aspects of the supervisory relationship, inform their supervision interventions, and reflect on their practices and self-awareness in relation to those practices.

Presenter name and pronouns: Dr. Gulsah Kemer, she/her/hers 

Presenter credentials: PhD, NCC, ACS

Presenter bio: Dr. Gulsah Kemer is an associate professor of counseling and human services at Old Dominion University in Norfolk, Virginia, where she also serves as the PhD Graduate Program Director. Her research centers on clinical supervision, counselor training and development, and LGB identity development. She has published numerous peer reviewed articles and book chapters on topics such as expert supervisors’ cognitions, effective supervision practices, and peer feedback within group supervision. In 2020, Dr. Kemer was awarded The Supervision Award from the Association for Counselor Education and Supervision, and in addition to her prolific research and scholarship in the field of counselor education, she is a committed supervisor, mentor, and consultant to her students and colleagues. 


Creating a Gender Inclusive Classroom and Syllabus


Date/Time of Webinar: May 19, 2021  1-2pm EST

Link to register: https://us02web.zoom.us/meeting/register/tZMuce2trzIvHd0mzvxdpaHShfgc9PmEfJZq

Description: This presentation will include a didactic portion explaining the role and importance of gender inclusive classroom and curriculum. We will engage in a facilitated discussion on barriers and challenges we may face when we attempt to engage in these practices. Attendees will walk away with an increased understanding of the impact an inclusive classroom can have, as well as concrete examples of how they can create a welcoming and affirming space for all genders.

Learning Objectives:

  1. Attendees will be able to identify key elements of inclusive classrooms and syllabi.
  2. Attendees will discuss challenges and barriers to creating inclusive classrooms and syllabi.
  3. Attendees will walk away with concrete examples of how to make their classroom space, lectures, activities, and curriculum more inclusive.

Presenters:


Dr. Christina McGrath Fair, LMHC (she/hers) is a licensed mental health counselor and qualified supervisor in Florida. She has over 14 years of experience working with LGBTQ+clients and in the area of gender and sexual wellness. Her primary research interests include gender and sexual climate, LGBTQ+ issues in counseling, and sexual wellness. She is an adjunct professor and course designer for Human Sexuality courses at the undergraduate and graduate level.



Lucas DeMonte, M.Ed., Ed.S. (he/him) is a White, queer transgender Mental Health Counselor with chronic illness who has provided dozens of trainings related to cultural humility, multiculturalism, health disparities, accessibility, and social justice. Lucas centers intersectional feminist and unsettled therapeutic practices. Lucas specializes in trauma work with and severe mental illness in queer and gender expansive individuals at intersecting identities. Lucas has prior professional experiences that include case management with adolescents on probation, serving as a victim advocate, a patient advocate at the UF Youth Gender Program, HIV prevention and rural outreach in marginalized communities.



April Webinars

The Intersection between Cultural Humility and Grief and Loss Counseling

Date/Time of Webinar: April 21, 2021  1-2pm EST

Sponsors: This webinar was sponsored by Milligan University


Watch Webinar https://drive.google.com/drive/folders/1eIIC673p-DQAcBCmuvd9BCD2_618YMv5?usp=sharing

Description: Grief and loss counseling shares constructivist traits with cultural humility, such as assumptive worlds, complex grief, and intersecting identities. Enacting cultural humility within grief and loss counseling can enhance multicultural competence by moving beyond a focus on power and privilege. Attendees will better understand how to work with clients experiencing grief within a framework of cultural humility and how to help clients shift from an assumptive world that was, to a world that is.

Learning Objectives:

1. Attendees will better understand various ways in which grief can involve multiple types of loss following a death (e.g., loss of faith, control, safety, confidence, justice, self-worth). Attendees will also understand how aspects of grief accompany other losses (e.g., career ending injury for an elite student-athlete).

2. Attendees will understand cultural humility, how it applies to grief and loss counseling, and how power and privilege are not the sums total of multicultural competence.

3. Upon completion, participants will better understand the limitations of multicultural competence that cultural humility exposes.

Presenter:

Mike Caverly, MA (he, his, him) is a third year doctoral student at Northern Illinois University studying Counselor Education and Supervision. He received his MA in Counseling from the University of Queensland in Brisbane, Australia in 2013 and developed a passion for this topic during his time abroad.

After registering for the webinar, you will receive a confirmation email containing information about joining the training.




Charting a Research Agenda for the Counseling Profession: Insights From a Scoping Review of Counseling Research

Date of Webinar: April 30th, 2021 - 11am – 12:30pm EST

Link to Register: https://us02web.zoom.us/meeting/register/tZ0pdeqhpzItHdR2ls9S2pN-hBQJykKcrVTo

Webinar Description: The need to enhance rigor and application of research in counseling in clear; however, most conversations focus on methodological implications rather than exploring whether the research we conduct matters in context of our professional work behaviors. Drawing from an extensive scoping review of five years of research across 26 counseling journals, presenters will engage an interactive panel conversation exploring content areas investigated, populations represented, and methodologies utilized. Together, we will explore opportunities to define a professional counseling research agenda with potential to maximize service to consumers and growth of the profession.

Learning Objectives:

  1. Participants will understand current trends in published counseling research
  2. Participants will be able to articulate the degree to which published counseling research does (and does not) correspond with practice needs in a variety of counseling settings
  3. Participants will identify priorities for developing research questions responsive to the current state of the profession


Presenter: Casey A. Barrio Minton, PhD, NCC (she/her), University of Tennessee Knoxville

Bio: Casey A. Barrio Minton, PhD, NCC, is Professor of Counselor Education and Clinical Mental Health Counseling Program Coordinator at the University of Tennessee, Knoxville. Her scholarly work focuses on crisis intervention, clinical mental health issues, and professionalization through teaching and leadership. Founding editor for the Journal of Counselor Leadership and Advocacy, Dr. Barrio Minton is a Past-President of Chi Sigma Iota International, the Association for Assessment and Research in Counseling, and the Southern Association for Counselor Education and Supervision. She is President-Elect of the Association for Counselor Education and Supervision. Dr. Barrio Minton is a Fellow of the American Counseling Association.



Presenter: Jennifer M. Hightower, MS, NCC (she/her), University of Tennessee Knoxville

Bio: Jennifer M. Hightower, MS, NCC (she/her) is a doctoral candidate at the University of Tennessee, Knoxville. Her dissertation focuses on best practices for working with LGBTQ+ clients, with an emphasis on attending to client voice. Her scholarly work centers on multicultural issues, crisis, and suicidality. She is a doctoral student member on the Teaching and Supervision in Counseling editorial board. 



Presenter: Kelly L. Wester, PhD, LCMHC, NCC, (she/her) University of North Carolina Greensboro

Bio: Kelly L. Wester, PhD, LCMHC, NCC is a professor and department chair at the University of North Carolina at Greensboro. Her research interests include effective practices in working with clients who engage in nonsuicidal self-injury, as well as the development of research self-efficacy among counseling professionals. 



Presenter: Carrie A. Wachter Morris, PhD, NCC, ACS (she/her), University of North Carolina Greensboro

Bio: Dr. Carrie Wachter Morris is an Associate Professor of Counselor Education and the School Counseling track coordinator at the University of North Carolina at Greensboro.  Her research interests include the scholarship of teaching and learning, innovation in counseling and counselor education, and crisis prevention and intervention.  She is a Past-President of the Association for Assessment and Research in Counseling and the Indiana School Counselor Association.


Special Topic Webinar:

The Intersection of Advocacy, Activism, & Research: Photovoice Methodology with Marginalized Populations

Date of Webinar: March 19th, 2021 - 11am - 12pm EST

Link to Watch: https://drive.google.com/drive/folders/18IKTCDO7z2luY3SvyO_x5SxIz3h_hQMZ?usp=sharing

Webinar Description: Developed as a means of social advocacy and Participatory Action Research and based on feminist principles of transitioning the power of self-depiction and self-definition into the hands of marginalized populations (Wang & Burris, 1997), Photovoice evidences a foundation of person-centered and empowerment-based ideology in research and counseling. Through lecture, experiential exercise, and discussion, the presenter will review the methodology and explore analytical components surrounding the implementation of Photovoice within research, advocacy, and counseling contexts with marginalized populations.

Learning Objectives: 

  1. Deepen attendee understanding of the background of photovoice and the ways in which photovoice has been used with marginalized populations; 

  2. Offer guidance regarding the implementation of a photovoice methodology as related to procedures and analysis; and 

  3. Offer attendees tangible steps and resources for use within the counseling relationship and counseling research as a medium for advocacy and community change.


Presenter:

Whitney P. Akers (she/they), PhD, LCMHC, NCC, ACS is an Assistant Professor in the Department of Counseling and the Director of the Clinical Mental Health Counseling Program at the University of North Carolina at Pembroke. A National Certified Counselor, an Approved Clinical Supervisor, and a Licensed Clinical Mental Health Counselor, Whitney’s clinical experience includes counseling in community agency, inpatient, spiritual care, hospital/integrated care, detention center, school, equine therapy, and private practice settings. Their research interests center on the ways in which people who identify as LGBTQ+ experience outness, how intersections of queerness and race, class, ability, spirituality, and ethnicity influence mental health and wellness, and how these intersectional lived-experiences are impacted by the current political climate in terms of access, perceived levels of safety, and identity pride.



Past Webinars

(Click links to find webinar information and recordings)

February 2021:

Fostering Empathy in Graduate Students: Experiential, Student-Focused, and Innovative Approaches

Webinar Description: Among the many roles and responsibilities of counselor educators and supervisors, the fostering of empathy development among students is tantamount. Attendees will learn experiential, student-focused, and innovative approaches that have proven successful in developing empathy in students and supervisees. 

Click here for recording

This webinar is sponsored by Capella University

December 2020:

 Grant Writing in Counselor Education: Strategies for Identifying and Developing Strong Proposals

Description: Grants provide researchers/practitioners the opportunity to conduct innovative, impactful, and socially significant research. Yet, counselor educators may feel unprepared to navigate the grant development process. In this webinar, we will discuss strategies for new investigators to identify a high-impact, fundable area of research science that also supports development of a grant portfolio. We will present a collaborative framework and team science approach to proposal development. Finally, we will discuss select funders and funding mechanisms with specific examples as they relate to counselor education specialty areas.

Sponsors: This webinar was sponsored by Counseling Books, Etc., Liberty University's Counselor Education program, and South University Clinical Mental Health Counseling Program  

November 2020:

School Counselors can do Virtually Anything: School Counseling in a Virtual World

Description: School counselors are tasked with meeting the career, academic and social/emotional needs of students through the implementation of a comprehensive school counseling program. Due to the recent pandemic, many schools across the country have moved to some form of virtual education. This impacts every aspect of a school environment, including the school counseling program. Virtual school counseling, although effective, presents a whole new array of challenges. This session will focus on how to approach these challenges practically and also guide professional school counselors in meeting the diverse needs of all students.

Sponsors: This webinar was sponsored by Dove Self-Esteem Project, Liberty University's Counselor Education program, and South University Clinical Mental Health Counseling Program

October 2020:

Creative, Supportive, and Evaluative Techniques for Online Supervision

This workshop applied the framework of traditional counseling supervision models as teaching tools in providing instruction and feedback in online supervision platforms. The presenters actively demonstrated their student-centered, creative, supportive, and evaluative approaches to supervision in an online environment which can translate to using with clients during telemental health sessions. This session included participation opportunities in an interactive online platform.

Sponsors: This webinar was sponsored by Ascend Wellness, Liberty University's Counselor Education program, and Sam Houston State University's Counselor Education program.

September 2020: 

Antiracist Leadership in Higher Education and Counselor Education

This was a SACES Presidential sponsored panel presentation. SACES hosted a panel discussion with three prominent higher education and counselor education leaders, who are also all SACES members: Dr. Kent Butler, UCF’s Interim Chief Equity, Inclusion and Diversity Officer and President-Elect of ACA and Dean Andrew Daire, Dean of the VCU School of Education. The panel was moderated by Dr. Marlon Johnson, co-chair of the SACES Social Justice and Human Rights Interest Network.

Sponsor: This webinar was sponsored by the Florida Atlantic University Counselor Education Program.


Toward Antiracist and Feminist Pedagogy in Counselor Education

Dr. Allison Levine (she/her/hers), CRC, LPCA & Dr. Travis Andrews (he/him/his), LCMHC-S, CRC, BC-TMH

Thursday, September 3rd, 3pm-4pm ET

1 CE available

Webinar Materials: https://drive.google.com/drive/folders/1RbUAS-GNTLJZtiP_iEgtPHspM3d6zBEz?usp=sharing

If you need accomodations please register by August 27th.

Description:

Recent outcries for racial justice amplify the importance of elevating antiracist pedagogies and competencies of counselor educators. Although there have been decades of calls to improve multicultural competence in counselor education (e.g., AMCD's Multicultural Competencies, 1996), White counselor educators still report significantly less knowledge of multicultural competencies than non-White educators (Barden et al., 2016). Understanding antiracist and feminist pedagogies and approaches will help counselor educators to provide support for their students from historically marginalized groups, to develop competency in problematizing hegemonic narratives, and ultimately improve student multicultural competence.

Learning Objectives:

Participants will:

  1. Understand antiracist and feminist approaches to education,
  2. Develop insight into the ways pedagogy can perpetuate racist and oppressive narratives, and
  3. Receive resources for implementing antiracist and feminist pedagogies.

Presenter Bios:

Dr. Allison Levine (she/hers) is an Assistant Professor of rehabilitation counseling in the Department of Early Childhood, Special Education, and Counselor Education at the University of Kentucky. Dr. Levine is a Certified Rehabilitation Counselor and Licensed Professional Counselor Associate (LPCA). She completed her doctorate at Michigan State University in 2018. Dr. Levine is actively involved in social justice informed research regarding implicit bias of ability status and the evaluation of professional dispositions in rehabilitation counselor education. Dr. Levine infuses a social justice and feminist lens to her research, teaching, and activities in higher education. She developed the Intersectional Ecological Framework for rehabilitation practitioners and continues to develop research in pursuit of equity for disabled people and folks from all marginalized groups.


Dr. Travis Andrews is a Clinical Assistant Professor of rehabilitation counseling in the Department of Early Childhood, Special Education, and Counselor Education at University of Kentucky. Dr. Andrews' educational background includes degrees in Sociology (BA), Rehabilitation Counseling (MS), and Rehabilitation Counseling and Counselor Education (Ph.D.). Dr. Andrews has ten years of experience as a clinical rehabilitation counselor and owned and operated Andrews Counseling and Consulting, PLLC, in North Carolina. Dr. Andrews is a Certified Rehabilitation Counselor (CRC), Board Certified TeleMental Health Provider (BC-TMH), and Licensed Clinical Mental Health Counselor Supervisor (LCMHCS) in North Carolina. Dr. Andrews' research interests include rehabilitation education related to recruitment and retention of minority students and rehabilitation counselors, distance education and technology in counseling, and minorities with disabilities with a focus on mental health and school to work transition.


Qualitative Research – Increasing trustworthiness and consistency 

Eric Jett (He, Him, Himself), PhD, NCC, LPC-S, RPT-S & Lotes Nelson (She, Her, Herself), PhD, NCC, LCMHC, ACS

Thursday, August 20th, 12pm-1pm EST 

1 CE available

Register through Zoom

Qualitative research has historically been challenged in the areas of reliability and validity. Unlike quantitative research, qualitative research is rooted in phenomenology. Focused on painting a picture through words of lived experiences instead of through numbers. Through specific steps qualitative researches can increase trustworthiness and consistency just as their quantitative colleagues do with reliability and validity. This will allow researchers to produce outcomes that present a rich immersive understanding of the topic of interest. 

Learning Objectives:

  1. Participants will be able to state 1 to 2 parallels between reliability and validity in comparison to trustworthiness and consistency.
  2. Participants will be able to identity 2-3 ways to increase trustworthiness and consistency.
  3. Participants will be able to identify 1 – 2 theories of qualitative research that supports sound research methods.

Eric Jett is a clinical faculty member in the online mental health counseling program at Southern New Hampshire University. Dr. Jett is currently a licensed counselor in Oklahoma, Missouri and Georgia, where he is also an approved license supervisor, as well as being a Registered Play Therapist Supervisor. He is a National Certified Counselor and believes the NCC certification shows unity among counselors and progresses counseling professional identity. Research interests include supervisory self-care and wellness, somatic techniques in counseling and non-traditional relationship styles.


Lotes Nelson is a Clinical Faculty at Southern New Hampshire University, and resides in St. Augustine, FL. She received her Ph.D. in Counselor Education and Supervision, and her M.S. in Mental Health Counseling from Walden University.  She is a Licensed Professional Counselor (LPC) in North Carolina, a NC Board Approved Supervisor, an Approved Clinical Supervisor (ACS), a National Certified Counselor (NCC), and a National Board for Certified Counselor (NBCC) Minority Fellow. In addition to Dr. Nelson’s Counselor Education role, she also provides clinical supervision and clinical counseling. Dr. Nelson’s mind is very intrigued in making sense of reality to describe and explain the social world. In exploring a specific subject matter, she prefers to use qualitative research method to unearth the thoughts, feelings, and opinions of the research participants. In her work in counselor education and supervision, multiculturalism, trauma-informed care, eating disorders, and various areas of adolescent mental health, she seeks to gain clarification of the participants’ thoughts and feelings, and to interpret their experiences of the phenomena of interest in order to find explanations of the given context.  Dr. Nelson is committed to continuing to strengthen her professional involvement and maintains her professional memberships in many professional associations, such SACES and ACES. When she is not involved in her professional work, Dr. Nelson enjoys spending quality time with her family." 

Research Team Collaboration with Doctoral and Masters' Students
Thursday, July 16th- 12pm-1pm EST

Dr. Sarah Fucillo (she/her), Dr. Patrick Murphy (he/him), Dr. Simone May (she/her), Hannah M. Coyt (she/her)

This webinar will identify the process of creating a collaborative research team with three separate universities.  The webinar will offer steps one can take to offer research opportunities to both doctoral and masters' level students, as well as creating a team based approach to research.

Learning Objectives:

1. Participants will learn the process of creating a research team that involves various universities..

2. Participants will learn how to utilize research team members' strengths to make research more effective and mainstreamed.

3. Participants will benefit from hearing perspectives from doctoral team members, as well as student perspectives.

Dr. Sarah Fucillo (she/her) is an Assistant Professor in the School of Professional Counseling at Lindsey Wilson College. She graduated with her Ph.D. in CounselorEducation and Supervision from Auburn University in 2017. Her research interests include at-risk youth and juvenile offender mental health treatment, counselor wellness, vicarious trauma, trauma sensitive interventions, and trauma sensitive supervision. She has clinical experience in a variety of settings including a juvenile detention center, a crisis residential unit, a family and children community mental health agency, and a university counseling center. Dr. Fucillo is an active member of the American Counseling Association, the Association for Counselor Education and Supervision, the Southern Association for Counselor Education and Supervision, and the International Association of Addictions and Offender Counselors. 

Dr. Patrick Murphy (he/him) is an Assistant Professor of Clinical Mental Health Counseling in the Department of Counseling, Educational Psychology and Research at the University of Memphis. He graduated with is Doctorate in Counselor Education and Supervision from Auburn University in 2018. He has over 11 years of clinical experience working with addiction, co-occurring disorders, and severe mental illness in both inpatient and outpatient settings. Dr. Murphy is an active member of the American Counseling Association, American Counseling Association, the Association for Counselor Education and Supervision, the Southern Association for Counselor Education and Supervision, and is currently serving as the Research Chair for the Tennessee Counseling Association. His research interest include counselor training and supervision, especially around multicultural competencies with a focus on intersections of identities, and engaging with veterans/military personal with counseling and crisis intervention.

Simone May (she/her) is Teaching Faculty in the Department of Educational Psychology and Learning Systems at the Florida State University. She pursued graduate studies at Auburn University, earning a M.Ed. in Clinical Mental Health Counseling in 2014 and a Ph.D. in Counselor Education and Supervision in 2017. She is a nationally certified counselor and a member of several organizations including the American Counseling Association, the Association for Counselor Education and Supervision, and the Southern Association for Counselor Education and Supervision. Her clinical experience includes work with crisis and trauma survivors, detained youth, foster children, and drug court participants. May’s research interests include crisis and trauma and higher education preparation, success, recruitment, and retention. May is a Holmes Scholar and a former Chi Sigma Iota (CSI) Leadership Fellow.

Hannah M. Coyt (she/her) is a current doctoral student at Lindsey Wilson College, in the Counselor Education and Supervision program.  She is a licensed professional clinical counselor and supervisor for the Kentucky board of counselors.  She is also a nationally certified counselor and a member of several organizations including the American Counseling Association, the Association for Counselor Education and Supervision and serves as the graduate student representative for the Southern Association for Counselor Education and Supervision.  Additionally, she currently serves on the leadership team for the Kentucky Counseling Association Mentoring and Leadership Academy, as well as the president-elect for Kentucky Mental Health Counselors Association.  Her clinical experience includes work with at-risk children and adolescents, families, couples, veterans and geriatrics.  Coyt's research interests include barriers to law enforcement officers seeking mental health services, Appalachian women in higher education, pornography addiction and wellness for mental health professionals.

Click here to view the recording of this webinar. 

Structured Peer Feedback in Supervision and Skills Development Courses
Melissa Wheeler, PhD, NCC, ACS; Mandee Bahadar, LPC
Thursday, June 18th- 12pm-1pm EST

Peer feedback is an important vicarious experience holding potential to increase counseling self-efficacy and behaviors related to performance. Researchers have reported that supervisees perceive peer feedback to be at times more helpful than supervisor feedback yet peer feedback in group supervision was less constructive and not always helpful (Borders, Welfare, Greason, Paladino, Mobley, Villalba, & Wester, 2012). This presentation will explore the use of peer feedback and ways to integrate the Structured Peer Group Supervision model in teaching and supervision of counselors in training.

Dr. Melissa (Missy) Wheeler is a National Certified Counselor and an Approved Clinical Supervisor who lives in northern Virginia. She is a full-time Counseling Core Faculty with the online campus of the University of Phoenix Clinical Mental Health Counseling program. Dr. Wheeler has been a distance counselor educator since earning her Ph.D. in Counseling and Counselor Education from the University of North Carolina at Greensboro. Dr. Wheeler has gained experience assisting college students in transition through her work in career services, academic advising, and college student success. Her experience and interests include career counseling, retention of first-generation college students, college and career readiness, practitioner research in career counseling, and online education for counselors-in-training. Dr. Wheeler is a member of the American Counseling Association, the National Career Development Association, and the Association of Counselor Education & Supervision. She is the President- Elect of the Virginia Career Development Association, co-chair of the American Counseling Association Bylaws Committee, and a member of the Research Committee and Diversity and Inclusion Committee of the National Career Development Association.

Dr. Mandee Bahadar is a Licensed Professional Counselor in the State of Arizona. Mandee received her Master’s in Counseling at Arizona State University in May 2003 and her Doctorate in Human Services/Counseling Studies in February 2010.
Dr. Bahadar has worked as a counselor educator and clinical supervisor since 2012, assisting new counselors obtain the knowledge and skill to become effective helpers and find passion in the profession. She has also had various opportunities to present at local, state, and national seminars and conferences on LGBTQ health and cultural competency, clinical supervision of counselors, and self-care for those in the helping professions.
In addition to teaching, Dr. Bahadar has extensive experience in working clinically with individuals, couples, and groups regarding the therapeutic experience and emotional impact of living with chronic illness and other stigmatized identities. She values the connection between our bodies, our thoughts, and our emotions and strives to treat the whole person.

Click here to view the recording of this webinar

Click here to view the PowerPoint slides

Cross-Racial Supervision in Black and White
Brittany Williams
May 21st 12pm-1pm EST; 1 CE available

The central purposes of supervision are to foster the supervisee's professional development and to ensure client welfare. It is imperative for White supervisors to have a clear understanding of their own personal awareness, knowledge, and skills in relation to multiculturalism when working with African American supervisees. This presentation will highlight approaches to cross-racial supervision that can improve supervisor's cultural understanding.

Brittany A. Williams is a doctoral candidate in Counseling and Supervision at James Madison University. Brittany received her Master's in Mental Health Counseling from Syracuse University and is a National Certified Counselor (NCC). Brittany has past clinical experience working with communities of color and underserved populations. During her time at James Madison University, she has completed research projects and presentations on race-related issues and multicultural competence in counseling and supervision.

Click here to view the recording of this webinar

Click here to view the PowerPoint slides

Using 21st Century Contracts as a Tool for Building Egalitarian Supervisory Relationships
Dr. Jennifer Nivin Williamson & Dr. Daniel Williamson
Thursday, April 16th 12pm-1pm EST; 1 CE available

As supervisors and supervisees enter into new supervision relationships, it is easy to overlook key elements that can create friction in the relationship. This talk explores components that should be identified and negotiated in a 21st century contract including virtual supervision options, social media policies, payment structures, and much much more. (An article on the topic in Counseling Today)

Drs. Daniel and Jennifer Williamson are founders of  PAX Consulting and Counseling PLLC and Core Faculty with Capella University.  They are both Fulbright Specialist Alumni in Mental Health and have trained counselors across the globe.  They are recipients of the ACES Vision and Innovation Award. They are alumni of Baylor University, and they live and practice in the Waco/Temple area.  Their research focuses on attachment, family reintegration, ethics, and how people find purpose and meaning in their lives. Daniel is former Chair of the ACA Policies and Bylaws Committee and Jennifer is the former Senior Co-Chair for the ACA Ethics Committee.

Click here to view the recording of this webinar

Click here to view the PowerPoint slides

Advocacy Considerations for LGBTQ+ Youth and Youth of Color in K-12 Public Schools
Danielle McGarrh, LPC-Intern, NCC

Thursday, March 19th 12pm-1pm EST; 1 CE available


Despite some progress, LGBTQ+ youth are still excluded from many state protections. This reality places equity out of reach for this marginalized student population, particularly youth of color, and jeopardizes student safety. Counseling professionals are uniquely positioned to counter these barriers, yet many feel their role is undefined or are unsure of their own rights within their organization. This presentation takes this seemingly grey dilemma and reveals a clearer path forward for ensuring a safer and more supportive environment for our precious LGBTQ+ youth.

Danielle McGarrh is a Licensed Professional Counselor Intern working with the LGBTQ+ population. She is a second-year counselor education and supervision doctoral student at Texas A&M University-Commerce, where she works as a graduate assistant-research. She serves on the board of the Texas Counselors for Social Justice, is the founder of the peer-led counseling advocacy group, Counselor Advocates Learning to Lead (CALL), and a recent recipient of the TACES Outstanding Advocacy Award.

Click here to view the LGBTQIA Issues in School Counseling Resource List
Click here to view the recording of this webinar

Click here to view the PowerPoint slides

How to Build a Research Agenda in Counselor Education: Panel Discussion

Dr. Gibbons, Ph.d,M.S., Ed.S., Dr. Kakkar, Ph.D., LCPC (MD), LMHC (MA), NCC & Hannah Coyt, M.Ed., LPCC-S, NCC, MHE, CCMHC
Thursday, February 20th 12pm-1pm EST; 1 CE available

Register through Zoom


This webinar will host a panel of counselor education professionals who will discuss building a research agenda, particularly as an early career counselor educator. Methods that may be applied across institutional types and professional roles will also be shared. The panelists will discuss their own personal experiences regarding developing a research agenda, identify methods to develop a research agenda that supports other counselor education roles (i.e., educator, supervisor, leader, and counselor), and strategies to practice.



Dr. Shannon Kakkar, is an assistant professor at Hood College in Frederick, Md. Dr. Kakkar earned her BS in Psychology and M.Ed. in Counselor Education at Bridgewater State College. She earned a doctorate in Counselor Education and Supervision from The Pennsylvania State University. She has ten years of clinical experience in school systems, community counseling services, and working with adults, adolescents, and families. Dr. Kakkar has presented at local, national, and international counseling conferences. She is a member of ACA, ACES, ACC, ALGBTIC, and is secretary of ACSSW.



Dr. Melinda Gibbons is a professor of counselor education and doctoral program coordinator in the Department of Educational Psychology and Counseling at the University of Tennessee, Knoxville. She earned her MS and Ed.S in School Counseling and PhD in Counseling and Counselor Education, all from UNC-Greensboro. Melinda’s research interests focus on the career and educational development of underserved populations, including rural Appalachians and students with intellectual disability. She has received $7 million in federal grant funding for outreach programs targeting these populations.


Hannah M. Coyt, LPCC-S, NCC, CCMHC has been a licensed counselor in Kentucky since 2000. She has worked in the mental health field for over 19 years with various populations including SMI adults, SED children, geriatric clients, veterans, DID adults and children, families, couples and substance abuse. Hannah is currently a doctoral candidate at Lindsey Wilson College. She has also taught courses for Lindsey Wilson College as a clinical affiliate faculty since 2002. Hannah has presented at various local, state and regional conferences.



Ethical Telebehavioral Counseling and Supervision 101

Dr. Loriann Stretch, LPCS, NCC, ACS
Friday, May 24, 2019, 1 pm-2 pm CST/ 2 pm-3 pm EST


Evidence-based practice in telebehavioral health begins with ethical and legal standards. Fortunately, key national and international organizations have established ethical and legal guidelines outlining the dos and don’ts of telebehavioral health. Best practices include HIPAA/HITECH requirements, proactive procedures for dealing with consent and boundary issues, how to identify appropriate technology, models for ethical decision making, and the steps for ongoing competence in using this modality. There are fourteen key areas that require attention to practice evidence-based telebehavioral health. The presenter will provide an interactive overview of the fourteen keys to ethical and legal telebehavioral counseling and supervision, describe resources available to support counselors and supervisors providing telebehavioral counseling and supervision, and assist participants in locating additional training in telebehavioral counseling and supervision. 


Dr. Stretch is the Department Chair for Clinical Mental Health Counseling at Online Campus of The Chicago School. She has taught for over 20 years, served as clinical director of a multidisciplinary mental health agency, and counseled in a variety of settings including vocational rehabilitation, domestic violence/sexual assault support, court advocacy, college counseling, disability services, foster care group homes, clinical supervision, and private practice. She co-edited and authored several chapters in Technology in Mental Health: Applications in Practice, Supervision, and Training. She received the first LPCS license in NC in recognition of her advocacy work and has served as the Chair and Ethics Chair for the North Carolina Board of Licensed Professional Counselors. She served on the ACA Ethics Review Panel, as the Public Policy Chair for her state branch of AMHCA, and is a CACREP Team Lead. She currently serves as a 2-year Board Trustee with ACC and as the Co-Chair of CSJ’s Social Justice Advocacy Curriculum Taskforce.

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