News

The Gender and Equity Committee for the Southern Association of Counselor Education and Supervision acknowledges that recent Executive Orders, such as Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government, Protecting Children from Chemical and Surgical Mutilation, and Ending Radical Indoctrination in K-12 Schooling, have generated fear, panic, confusion, and many other emotions among our membership and the marginalized communities that we serve. Although the realities of if and how these Orders will be enforced are yet to be seen, their basic tenets are in direct conflict with both SACES’s Vision, which is to cultivate inclusivity, promote professional advocacy, and respect client equity and well-being, and the American Counseling Association’s (2014) Code of Ethics. Even so, SACES continues to execute its Mission, resolved to support an individual’s freedom to be the expert on themselves, to embrace their diverse identities, and to secure the rights to safety and dignity. 

 

Your SACES Gender and Equity committee is committed to the development and implementation of professional, educational, and advocacy initiatives to support you and the communities that you serve as we navigate the quickly evolving landscape. We will work in tandem with the SACES executive committee to sponsor educational and advocacy initiatives in the coming years. We encourage you to stay informed through engagement with trusted sources of information, continue your own advocacy work, and to intentionally pursue self-care and connection with your communities. The SACES Gender and Equity Committee joins with our colleagues across ACA and its divisions in our commitment to “promoting social justice” and “honoring diversity and embracing a multicultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts” (ACA Code of Ethics, 2014, p. 3).

Sincerely,

Gender and Equity Committee Co-Chairs and SACES Executive Committee

SACES Webinar Committee is pleased to collaborate with the Executive Committee for a special Spring webinar titled 'Getting Involved with SACES.' This webinar will be held on Thursday, April 17th from 12 PM to 1 PM EST with presenters include Executive Committee members, Drs. Isabel Farrell (President), Noelle St. Germain-Sehr (President-Elect), Michael Jones (Past-President), Derrick Shepard (Treasurer), Joe Campbell (Secretary and President Elect-Elect), Michelle Pinellas (Secretary-Elect), and our Graduate Student Representative-Designee, Kelci Ellis.  

Please visit SACES Webinar page to register and access previous webinars!

Calling all graduate students! This month our research working group is pleased to be hosting a workshop focusing on the IRB process. Please join us virtually on April 23rd at 4:00 est. to learn more tips and tricks on successfully obtaining IRB approval. 

Zoom: https://gwu-edu.zoom.us/j/98940507585pwd=PPzaQUHbMI9u2uUto5ZtbGHKSrD54x.1

Calling all counseling graduate students! Ready to unlock financial opportunities and master the art of writing compelling scholarship and fellowship applications? Join the SACES Graduate Scholarship Committee on April 25, 2025, from 12:00 – 1:00 PM EST for an empowering webinar tailored to counseling graduate students eager to secure scholarships and fellowships.

What You’ll Gain:

•  Expert tips on writing standout applications that grab attention.
•  Insight into financial opportunities specifically for counseling students.
•  Resilience strategies to keep you motivated and on track.

Don’t miss this opportunity to fuel your educational journey without the financial stress! 

No registration required!

Meeting link: https://teams.microsoft.com/l/meetup-join/19%3ameeting_YTlhMGIxM2YtMDYzNi00ZmQxLThmZjItMDEwNzJjNzZiZDBi%40thread.v2/0?context=%7b%22Tid%22%3a%220fd1fc08-f43d-4c1b-bd0f-17a9128a60a4%22%2c%22Oid%22%3a%226ba123d1-d5aa-4cf1-ae4b-0a639d61feb5%22%7d

Or connect through Teams:
Meeting ID: 268 041 701 208
Passcode: Tv26fR6w

The SACES Executive Board is seeking applications for the position of SACES Treasurer-Elect.  The term of the current Treasurer ends June 30, 2026. The term of the Treasurer to be appointed is July 1, 2026 - June 30, 2029, but term may be extended at discretion of the president. Onboarding as the Treasurer-elect term will take place during July 1, 2025- June 30, 2026. 

Treasurer-Elect Term (July 1, 2025- June 30, 2026)

Duties and Responsibilities per Bylaws

1. Collaborate with SACES Treasurer to receive onboarding and training for incoming Treasurer role

2. Attend Budget and Finance Committee Meetings and other meetings as recommended by the Treasurer

Meeting Participation

1. Participate in ongoing Executive Committee meetings (held virtually each month)

2. Participate in SACES General Assembly/Business Meetings (held during ACES or SACES Conference each fall)

Treasurer Term (July 1, 2026 - June 30, 2029)

Duties and Responsibilities per Bylaws

1. Collaborate with ACES Executive Director and SACES Executive Committee to develop an annual operational budget

2. Collaborate with ACES Executive Director and SACES Executive Committee to develop a regional conference budget

3. Collect all invoices for regional expenses and forward them to ACES Executive Director

4. Review regional revenue and expenses and submit annual report to SACES Executive Committee

5. Provide onboarding and training for incoming Treasurer

6. Liaise between SACES Investment Portfolio housed at Morgan Stanley and ACES Executive Director 

7. Hold Quarterly Budget and Finance Committee Meetings

Meeting Participation

1. Participate in SACES Executive Committee Annual Planning (typically held in person the first quarter of each year) 

2. Participate in ongoing Executive Committee meetings (held virtually each month)

3. Participate in SACES General Assembly/Business Meetings (held during ACES or SACES Conference each fall)

Additional Duties

1. Conference Planning related to budgets, income, and expense planning

2. Submit the annual conference budget to ACES (typically by Jan 1st each year)

3. Submit the annual operational budget to ACES (typically by May 1st each year)

4. Provide written and oral reports to General Assembly

5. Submit final officer report of activities and recommendations (typically by 5/1)

6. Create annual Treasurer’s report to be posted on SACES website

SACES Treasurer Requirements

1. Must be a counselor educator, licensed supervisor, or approved clinical supervisor.

2. Live or teach at an institution in the SACES region. 

3. Demonstration of 1+ years of leadership experience in professional or student organization. 

4. Must understand basic accounting principles, financial knowledge, and accounting software. 

5. Demonstration of commitment to SACES by:
   a. Professional Member in good standing for at least 2 years (at time of nomination) 
   b. Bi-annual Conference Attendance preferred.

6. During the period in which the individual is a candidate (or will hold a position) they cannot be nominated for any other elected office that would interfere with their elected position as SACES treasurer and can attend every SACES business meeting.

7. Demonstrated commitment to counselor education and supervision and the values of the profession. 

8. Preferred: Had previous experience as a Treasurer in a professional or student organization or previous financial work experience. 

Applications must be received by April 30th, 2025,to Isabel Farrell at president@saces.org. The final appointee will be selected by the SACES Executive Board. All applications shall be submitted in one file and should include the following:

 

1. A 500-word statement of interest by answering the following questions:
   a. Provide a rationale for why you would like to serve as treasurer 
   b. What contribution(s) would you make as the SACES leader? 
   c. Describe your commitment to counselor education and the values of the profession.
   d. Provide a description of your leadership style. 
   e. Describe the experiences and skills you must prepare you to fulfill the SACES leadership position's responsibilities. 

2. Current curriculum vita.

3. A professional photo to be shared on the SACES website. SACES will only share your candidate statement(s) and photo on their website if the SACES EC selects you as treasurer.

Please title your file in the following format: SACES_forSACESTreasurer_John Smith

We are excited to announce our new Mentor/Mentee program for SACES doctoral students. The goal of this program is to connect first and second year Counselor Education and Supervision Doctoral Students with those who are in their third year or more of the doctoral degree. Mentors will have the opportunity to increase their leadership skills, professional identity, and mentor future Counselor Educators. Mentees will have the opportunity to receive additional support outside of their University, experiential learning, and build their network. We invite all doctoral students who are interested to apply. Applications are due by March 31st. Pairs will be matched by the end of April and will continue their partnership throughout the next Academic year. 

Mentee interest form: https://docs.google.com/forms/d/e/1FAIpQLSdMh-BxGOKLRlAmLz8wUD707NKcpU7kQBx-qraKZmUSyXnVoQ/viewform

Mentor interest form: https://docs.google.com/forms/d/e/1FAIpQLScp0PWOo3mhPFFIF73y6owcw1tfZzP2FOx8PNj0PxQ_pVFuhA/viewform

Volume 6, Issue 3 of Teaching and Supervision in Counseling (TSC) is now available.

“A Target Model for Social Justice Supervision” by Sara E. Ellison, Paul Tierney, and Margaret Taylor
https://trace.tennessee.edu/tsc/vol6/iss3/1/

““Showing Up”: An Autoethnographic Exploration of Black Women’s Teaching Mentorship Narrative in Counselor Education” by Brean'a M. Parker, Shawntell Pace, Collette Chapman-Hilliard, and Raven Cokley
https://trace.tennessee.edu/tsc/vol6/iss3/2/

“Beyond the Standards: A Qualitative Analysis of Perfectionism Among Master’s-Level Counseling Students” by Sara E. Ellison, Jessica M. Tyler, and Malti Tuttle
https://trace.tennessee.edu/tsc/vol6/iss3/3/

“Enhancing Cultural Competence in Counselor Education through Sociolinguistic Awareness” by Jessica Haas, Diane D. Walsh, and Marisa Marroquin
https://trace.tennessee.edu/tsc/vol6/iss3/4/

“Multicultural Competencies: A 30-Year Content Analysis of American Counseling Association Journals” by Vanessa Placeres, Don Davis, Sarah Gazaway, Nic Williams, Erin Mason, Wendy Hsu, Lina Alsaegh, Tania Quintero Rico, and Brittany Glover”
https://trace.tennessee.edu/tsc/vol6/iss3/5/

“Wellness and Discrimination in Counselor Education” by Brett K. Gleason, Madeline Clark, Lena Salpietro, and Rachel Jacoby
https://trace.tennessee.edu/tsc/vol6/iss3/6/

“The Culturally Informed-Social Justice School Counselor Supervision Model” by Mariama C. Sandifer, Malti Tuttle, Melissa Mecadon-Mann, and Katrina D. Wilson
https://trace.tennessee.edu/tsc/vol6/iss3/7/

“Application of the Principles of Anti-Oppression to Address Marginalized Students and Faculty’s Experiences in Counselor Education” by Afroze N. Shaikh, Sravya Gummaluri, Jyotsna Dhar, Hannah Carter, Daun Kwag, Javier E. Ponce, Erin C. M. Mason, and Harvey C. Peters
https://trace.tennessee.edu/tsc/vol6/iss3/8/

As an open access journal, all of these articles are freely available. TSC is the official journal of the Southern Association for Counselor Education and Supervision (SACES), a region of the Association for Counselor Education and Supervision (ACES). The mission of SACES is to empower and support diverse counselor educators and supervisors in scholarship, advocacy, community, education, and supervision. The aim of TSC is to publish high quality scholarship that informs teaching, supervision, and mentoring in educational and clinical settings.

TSC invites manuscript submissions for consideration in upcoming issues of the journal. Manuscripts submitted to TSC fall within one of four categories: teaching, clinical supervision, mentorship, and current issues and topics relevant to the Southern Region of ACES. More information about these categories can be found on the journal’s aims and scope page at https://trace.tennessee.edu/tsc/aimsandscope.html.

Articles may be empirical, conceptual or theoretical, or based on current issues; with an emphasis on empirical research. Articles must be scholarly, grounded in existing literature, and have implications for the counseling profession including, but not limited to, counselor education, supervisory practice, clinical training, pedagogy, mentoring, or advocacy and public policy. All manuscripts are submitted to a blinded peer-review process. Additionally, a goal of TSC is to provide mentoring to graduate students in the area of peer review and writing. Accordingly, graduate students are encouraged to submit manuscripts to TSC.

Quantitative and conceptual manuscripts should not exceed 25 double-spaced typewritten pages, and qualitative and mixed method manuscripts should not exceed 30 double-spaced typewritten pages. These page limits include title page, abstract, references, and all tables and figures in addition to the body of the manuscript. The manuscripts should also be written according to the American Psychological Association (APA) Publication Manual style, 7th edition, and APA Journal Article Reporting Standards (JARS). More information about TSC’s submission guidelines and policies is available at https://trace.tennessee.edu/tsc/policies.html.

Manuscripts can be submitted to https://trace.tennessee.edu/cgi/submit.cgi?context=tsc

If you have any questions, please contact us at tscjournal@saces.org

W. Bradley McKibben, Editor, Jacksonville University

Christian D. Chan, Associate Editor, The University of North Carolina at Greensboro

Erin C. M. Mason, Assistant Editor, Georgia State University

Katherine Espano, Editorial Assistant, Jacksonville University

Parishi Sanjiv Gandhi, Editorial Assistant, The University of North Carolina at Greensboro

Special Issue of Teaching and Supervision in Counseling Supporting a Research-Informed Future for Our Profession:Doctoral-level Research Training in Counselor Education and Supervision

This special issue focuses exclusively on the research training of doctoral-level students in counselor education and supervision programs. Counselor education and supervision programs train doctoral students to be prepared for professional identities such as educator, researcher, counselor, clinical supervisor, clinic director, and consultant (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2024). Within each of those roles, doctoral students are bound by ethical and professional standards to continuously engage with research through various activities (e.g., consuming scholarly literature, gathering and making meaning of data, disseminating data) as part of monitoring effectiveness, promoting their own and others competence and growth, and advancing the field (American Counseling Association [ACA], 2014; Wester & Borders, 2014). Given that research is embedded within all professional identities and practices, it is critical for doctoral training programs to create a research training environment (Gelso, 1999) in which students are developed as researchers. Relatedly, scholars explored the phenomenon of researcher identity and have found it to be a developmental process in which students come to know themselves as researchers, and it is largely facilitated by intentional program design and faculty behaviors such as mentorship and modeling (Jorgensen & Duncan, 2015; Lamar & Helm, 2017; Limberg et al., 2020). Scholars also have found that research self-efficacy, interest, productivity, and perceived competence are impacted by those same program ingredients (Borders et al., 2020; Sunal & Kemer, 2022). To further emphasize the importance of program elements and design, Moore and colleagues (2024) found the research training environment accounted for more variance in doctoral students’ research self-efficacy than other variables such as intrapersonal, interpersonal, and experiential.  

That said, researchers have provided ongoing evidence for the need to address systemic issues and improve doctoral research training (Balkin, 2020; Barrio Minton et al., 2008; Borders et al., 2014; Borders et al., 2020; Moore et al., 2024; Wester et al., 2019), and recent changes in accreditations standards indicate the importance of continuing to advocate for rigorous training. For example, Balkin (2020) suggested it is difficult to develop a signature pedagogy in doctoral research training because research courses are often taught by faculty outside of counseling disciplines and do not meet the needs of counselor education and supervision doctoral students. Moore and colleagues (2024) found doctoral students often did not experience direct application of research to practice and were negatively impacted by a lack of research mentorship and modeling. Also, researchers found that counselor education doctoral students frequently report low research self-efficacy, imposter phenomenon related to researcher identity, and difficulties with understanding statistics (Borders et al., 2014; Borders et al., 2020; Limberg et al., 2020; Wester et al., 2020). To further compound those findings, CACREP 2024 accreditation standards allow greater flexibility within doctoral programs regarding research, which could result in even more challenges in research training and rigor in the development of doctoral-level scholars. Given this information, it is timely for the field of counselor education and supervision to come together and build upon existing literature about doctoral research training (e.g., Balkin, 2020; Borders et al., 2014; Borders et al., 2020; Lamar & Helm, 2017; Limberg et al., 2020; Moore et al, 2024; Wester et al., 2020) to understand challenges to research training, as well as solutions and strategies for supporting a research-informed future for our profession.  

In this special issue, we invite both conceptual and empirical manuscripts that relate to doctoral research training in counselor education and supervision. Given the role evidence-informed literature plays in advancing our field, we will aim to accept more data-driven manuscripts for this special issue. Furthermore, the topic of this special issue indicates the importance of mentoring and involving doctoral students in research and thus, we encourage collaboration between faculty and doctoral students. Potential topics for this special issue may include, but are not limited to, the following: 

• Impact of professional standards and/or institutional, College/School, and Departmental practices and norms related to doctoral research training environments

• Researcher development of doctoral students (e.g., researcher identity, research self-efficacy, research interest)

• Innovative teaching strategies for doctoral research courses

• Guidelines for doctoral programs to develop rigorous research training/models for infusion of research

• Models of training, research questions, and methodologies that promote research that has high social validity

• Culturally inclusive and responsive research training practices

• Research mentorship models and practices within doctoral programs

• The dissertation process and its connection to researcher development

• Imposter phenomenon amongst doctoral-level researchers

• Evaluation of research teaching or training effectiveness

• Integration of artificial intelligence or other technologies/software into doctoral research training

• Research ethics and doctoral research training 

• Grant writing development and training in doctoral programs 

We are inviting authors to provide a proposal for a manuscript that they would like to submit for consideration to tscjournal@saces.org by April 15, 2025. 

The proposal needs to include: 

• Working title 

• Authors (use a * to indicate doctoral student author)

• Indication if this is an empirical or conceptual manuscript 

• A description of the rationale, research question(s) and method (if applicable), and call for action/challenge/solutions for research training and education this manuscript hopes to provide. 

The proposal should not exceed 3-pages (the title page and references are not included in the 3-page limit)and should be double spaced, 12-point font, and 1- inch margins. Please also note the proposals do not have to be de-identified.

TSC will be publishing this special issue in the summer of 2026, so the timeline is noted below. The proposal should indicate that you are aware of the timeline and will be able to finalize a manuscript for submission within the time frame if invited. 

Tentative timeline:

• Submission of 3-page proposal to tscjournal@saces.org by April 15, 2025 

• Invitation to submit will be provided to authors by the guest editors by May 31, 2025

• Submission of invited manuscripts through https://trace.tennessee.edu/tsc by January 5, 2026 and all submissions should follow author guidelines and submission requirements listed on the website) 

• Peer review received approximately February 15, 2026 

• Final manuscript revisions need to be received by April 30, 2026 

• Potential issue will be published in July 1, 2026

Guest Editors 

The editors of this special issue are Dr. Maribeth F. Jorgensen at Sam Houston State University and Dr. Dodie Limberg at University of South Carolina. If you have questions related to the special issue, please contact Dr. Maribeth F. Jorgensen at mxj040@shsu.edu. If you have any questions about TSC, please contact Dr. Bradley McKibben, the TSC Editor, at wmckibb@ju.edu or Dr. Christian Chan, TSC Associate Editor, at cdchan@uncg.edu or tscjournal@saces.org, or Dr. Erin Mason, TSC Assistant Editor, at emason15@gsu.edu.

Teaching and Supervision in Counseling (TSC) is the official journal of the Southern Association for Counselor Education and Supervision (SACES), a region of the Association for Counselor Education and Supervision (ACES). The mission of SACES is to empower and support diverse counselor educators and supervisors in scholarship, advocacy, community, education, and supervision. The aim of TSC is to publish high quality scholarship that informs teaching, supervision, and mentoring in educational and clinical settings.

Call for Doctoral Student Editorial Board Members

We are seeking applications for doctoral student editorial board positions on the TSC journal. Graduate student board members will be appointed for a three-year term beginning July 1, 2025 and are expected to provide continuous service during that period of time. Student board members who graduate during their three-year term of service will be eligible to finish their term as a professional board member after graduating. Student board members will also be expected to work with a mentor from the TSC editorial board each year that they are a student.

Requirements for TSC graduate student editorial board members include:

• A doctoral student in a counselor education and supervision program with at least one year of academic coursework completed by the application deadline (March 15, 2025).

• Proficiency in one or more qualitative, quantitative, or mixed method research methodologies as evidenced by: 1) completion of research method coursework; and 2) a record of, or evidence of potential for, publishing in national peer-reviewed journals.

• Member of SACES in good standing.

• Commitment to prompt (within 21 days) and thorough review of manuscripts as assigned.

• Commitment to attending editorial board meetings.

• Commitment to completing the free online training course “Focus on Peer Review” hosted by Nature Masterclasses prior to July 1, 2025.

• Commitment to working with an assigned mentor each year while serving as a graduate student editorial board member. Mentors will be professional members of the editorial board.

To apply for a graduate student editorial board member position, please submit the following documents in one PDF using this link: https://jacksonvilleu.az1.qualtrics.com/jfe/form/SV_2gFDY5DVkDAPinA 

1. A brief cover letter outlining: a) your qualifications for graduate student editorial board membership, b) a commitment to board service (including mentorship), and c) scholarly interests

2. A current curriculum vita

3. A letter of recommendation from a faculty member/advisor in your program attesting to your qualifications for graduate student editorial board membership

If you have any questions, please contact the TSC Editorial team, Drs. Bradley McKibben, Christian Chan and Erin Mason, at tscjournal@saces.org.

Applications are due by March 15, 2025.

Hello SACES Members! 

Happy Holidays~

The Fall 2024 Issue of the SACES Newsletter is now available!

Thank you to all those who expressed interest in this edition, and special thanks to our contributors who made this issue on Scholarship a success.

Please consider contributing to our Spring 2025 issue, which will focus on the topic of Advocacy: advocate for the profession and inspire a commitment to social justice. 

You can find details for submission on page 2 of this issue. Submissions are due by February 28, 2025.

All the best for 2025!

Thank you,

Kara Hurt, John Harrichand, Lisa Whitehead, & Rebecca Gill
SACES Newsletter Team