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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.

Call for Spring 2022 Webinar Proposals

The SACES webinar committee is soliciting proposals for our Spring 2022 Webinar Series. We welcome proposals across NBCC approved content areas. However, we are particularly interested in hosting presentations on the following topics:

  • Strategies for faculty of color, particularly navigating service loads and facilitating multicultural courses
  • Strategies for online or remote faculty members to engage counselor education roles
  • Leadership in counselor education, with emphasis on strategies to engage gatekeeping, remediation, or CACREP evaluation
  • Ethical practices in counselor education and supervision

The committee highly encourages doctoral students to submit proposals with support from a faculty member(s)

Proposals are due by Friday, January 7, 2022 at 5pm EST. 

2022 Presentation Dates: February 17, March 17, April 21, May 19

Submit your proposal here

Questions? Contact the SACES Webinar Committee at SACESwebinars@gmail.com.

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:

  • September 30th 12-1pm ET: Racial Battle Fatigue: Attending to the Mental Health Needs of Teachers of Color in Schools with Self-Compassion Practices
  • October 21st 12-1pm ET: Promoting Culturally-Informed Eating Disorder Training: Recommendations for Pedagogy, Social Justice, and Advocacy in Counselor Education
  • November 18th 12-1pm ET: The Climate Crisis: Social Justice, Advocacy, and Mental Health Implications for the Counseling Profession
  • December 9th 12p-1pm EST: The Supervisor’s Role in Building Supervisees’ Empathy for Clients who Express Discriminatory Views

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.

**Each monthly webinar will be recorded and available for viewing after the live event at http://www.saces.org/webinars.

September Webinar

Racial Battle Fatigue: Attending to the Mental Health Needs of Teachers of Color in Schools with Self-Compassion Practices

Click here for the Webinar Recording

Webinar Description: Teachers of Color are often hyper-aware of their differences in race and culture in order to adapt to the dominant white school environment. In this presentation, participants will learn how self-compassion interventions can address emotional exhaustion in teachers of Color that have experienced racial injustice, now more evident by the pandemic. The proposed interventions are presented in a clinical framework in which mental health counselors create safe spaces for teaching self-regulation skills and processing emotional stressors related to racial tensions in school settings. 

Learning Objectives:

  1. Participants will learn the research presented on the Racial Battle Fatigue that teachers of color experience in school settings
  2. Understand the Mental Health negative consequences from experiencing Racial Battle Fatigue
  3. Learn up to three self-compassion interventions in school settings to address Racial Battle Fatigue with teachers of Color

Presenter: Dr. Coralis Solomon is a Clinical Assistant Professor in the online Mental Health Counseling program at William & Mary. She earned her doctorate in Counselor Education from the University of Central Florida where her dissertation research explored self-compassion and emotional resilience of minority teachers working in elementary schools. Dr. Solomon is a Licensed Mental Health Counselor in the state of Florida, a National Certified Counselor, a Qualified Supervisor in Mental Health Counseling, a Gottman Seven Principles Program Educator, and a Mindful Self-Compassion Trainer. She has served as a Board of Governors member for the European Branch of the American Counseling Association and for the Mental Health Counselors Association of Central Florida. Working as a consultant to prevent burnout in teachers, she developed and facilitated a curriculum on Self-Compassion for Educators in Seminole County Public Schools. In her private practice, Dr. Solomon implements minds a body contemplative approaches including Restorative Yoga, Laughter Yoga, Trauma Sensitive Yoga, and Mindful Self-Compassion training. She also specializes in trauma-focused interventions including advanced training in Eye Movement Desensitization and Reprocessing (EMDR). Dr. Solomon’s commitment to mental health counseling goes beyond private practice as a nationally and internationally recognized speaker, with over 70 presentations including keynote speaker for the 2021 American Mental Health Counselor Association conference and the featured wellness presenter for the 2016 American Counseling Association conference..

October Webinar

Promoting Culturally-Informed Eating Disorder Training: Recommendations for Pedagogy, Social Justice, and Advocacy in Counselor Education

Webinar Description: Eating disorders (ED) are serious public health concerns that impact millions of people nationally. However, research has drawn attention to gaps in ED research, practice, and education, which perpetuate treatment barriers for marginalized populations. In this webinar, we will explore findings from a recent quantitative survey on clinician attitudes and perceived challenges towards treating ED. The presenters will provide recommendations to strengthen ED education in counselor education and advocate for more inclusive, socially just treatment.

Learning Objectives:

  1. Attendees will learn about the prevalence of eating disorders (EDs) and critical gaps and deficits in research, training, and practice, with a specific focus on marginalized populations.
  2. Attendees will understand common personal and professional challenges experienced by counselors when treating clients with EDs.
  3. Attendees will receive evidence-based recommendations to help counselor educators infuse ED education into counseling curricula, assist counselors in treating EDs from a culturally-responsive lens, and promote advocacy to raise awareness of social justice issues within ED treatment.

Presenter: Adriana Labarta (she/her) is a licensed mental health counselor and doctoral candidate at Florida Atlantic University. She has counseling experience working with diverse clients in various settings, including residential facilities and college counseling centers. Her research interests including eating disorders and multicultural/social justice issues in counseling and counselor education.

Presenter: Taylor Irvine (she/her) is a licensed mental health counselor and doctoral candidate at Florida Atlantic University. She has clinical  experience working with various populations and presenting issues in community mental health and residential treatment settings. Her research interests include studying eating disorders, couples and infidelity, the therapeutic alliance, and enhancing graduate training across counselor education programs.


November Webinar

The Climate Crisis: Social Justice, Advocacy and Mental Health Implications for the Counseling Profession

Click here for the Webinar Recording

Webinar Description: The climate crisis is predicted to have a profound impact on the mental health and well-being of individuals, families and communities, with our most vulnerable neighbors being at an elevated risk. This impact includes depression, anxiety, PTSD and pre-traumatic stress, fear, eco-grief, irritability, anger, violence, and loneliness, as well as disease spread, heatstroke, lung disease, heart disease, suicidal ideation, and premature death. The effects of climate change on community mental health and wellbeing are already taking place globally and locally. As counselors, we have an opportunity to bring our understanding of trauma, vulnerability, and resilience to work with clients and to support climate resilience efforts in our communities. This presentation will provide an opportunity to examine the ways mental health, wellness and climate change interact and how you can use your professional skills to mitigate the impact.

Learning Objectives:

  1. Participants will gain an understanding of the inextricable connection between people and the environment, with consideration for our deep connection to place as well as experiences of empathy, eco-grief, and eco-anxiety;
  2. Participants will be able to understand the mental health impact of the increasing climate crisis with considerations for the wellness of individuals, families and communities; and
  3. Participants will be able to describe the social justice, environmental justice, climate justice impact on vulnerable populations, migration, and community resilience as well as examine the roles counselors can play to enhance resiliency within communities.

Presenter: Dr. Debbie Sturm is a 2008 graduate of UNC-Charlotte's Counselor Education program, a Licensed Professional Counselor, a Professor at James Madison University, and contributing faculty for Walden University and Oregon State University. Her clinical specialties include trauma, community violence, family systems, and nature-connectedness. She has graduate coursework, training, and teaching in environmental advocacy, environmental education, climate resilience efforts, environmental justice, and communication strategies. She is a member of ACA’s Climate Crisis Task Force and Chair of the Human Rights Committee. She received the 2013 SACES Award for Outstanding Teaching, the 2020 SACES Courtland Lee Social Justice Award, and the 2021 Counselors for Social Justice Climate Justice Award. She is a trained member of the Climate Reality Leadership Corps and a Climate Cafe leader. In 2017, Dr. Sturm wrote the first article on climate and mental health to appear in ACA’s Counseling Today. Since then, she has published two book chapters and two encyclopedia entries on the impact of climate on mental health. She has produced a dozen (including in-press) peer-reviewed journal articles, delivered 18 conference presentations, and presented to nearly a half dozen state counseling associations on nature-connection, climate justice and climate-related issues. She is deeply passionate about expanding this conversation among counselors across the country.


December Webinar

The Supervisor’s Role in Building Supervisees’ Empathy for Clients who Express Discriminatory Views

Webinar Description: Experiencing discriminatory views from clients during counseling can be overwhelming, leaving the supervisee/counselor to explore and deal with their emotions.  The webinar will address supervisees’ immediate reactions to the discriminatory views and help them to respond in a manner that is not harmful to the therapeutic relationship. The presenters will address the role of the supervisor in building supervisees’ empathy toward clients who express such views, including applying critical self-reflection and reflective listening.  In addition, we will present how the utilization of broaching , Relational Cultural Theory (RCT), and Moral Foundations Theory (MFT) can assist the supervisor in implementing the empathetic skills in supervisees to support them in counseling clients with discriminatory views.

Learning Objectives: 

  1. Attendees will be able to identify factors within the supervisory alliance that build supervisees’ empathy for discriminatory clients.
  2. Attendees will apply supervisory skills such as critical self-reflection and reflective listening to elicit empathy building among supervisees. 
  3. Attendees will be able to identify and utilize broaching, RCT, and MFT to assist supervisors in building empathy in supervisees toward clients with discriminatory views.

Presenter: Joanna Collins, MS, LPC is a Counselor Education doctoral student at Auburn University. She earned her Master’s in Counseling from Columbus State University. She currently works as a Professional Counselor serving diverse populations. She has been serving her community in a professional capacity for three years. 

Presenter: Astra Barkley, MS, LPC is a 2nd year doctoral student at Auburn University in the Counselor Education and Supervision program. She received my Master's in Counseling and Psychology with a concentration in Rehabilitation from Troy University-Dothan. She is a licensed professional counselor and worked in the private sector for 8 years. She has provided counseling for depression, attention deficit disorders, anxiety, adjustment disorders, stress related issues, and more. Astra is also an adjunct instructor at Troy University where teaches bachelor-level psychology classes.

Presenter: Jennifer Guffin, MEd, ALC, NCC is a second-year doctoral student at Auburn University completing her degree in Counselor Education and Supervision. Jennifer received her Master's in Counseling from the University of Montevallo. Her professional experience includes counseling survivors of sexual assault and domestic violence in rural communities and in the Montgomery, AL area. Jennifer currently works part-time in a private practice setting and teaches at Auburn University. She also assists in research related to cultural factors of resiliency.

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

Questions about the SACES webinar series? Visit saces.org/webinars or contact the SACES Webinar Committee at SACESwebinars@gmail.com.

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.


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 /EmailTracker/LinkTracker.ashx?linkAndRecipientCode=TMlOOAJgpSed%2bcugSi6s9CycuIT2s1t3oDa2tghtgSuFvnHXAwanh3Bmr2iwOi1xgC08uuheSFVorOr8XVa8UeP0Wip%2f%2b6Nmenwp8qGxi1A%3d 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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