Working Group Sessions

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Friday, March 7th and Saturday, March 8th - 10:00am - 12:00pm
 

Advancement and Enrichment of Counseling Psychology in International Settings

Chair: Mei Tang, Ph.D, University of Cincinnati, mei.tang@uc.edu

Participant 1 Mingyi Qian, Ph.D, Peking University, China
Participant 2 Fuming Fan, Ph.D, Tsinghua University, China
 

Purpose: 1) To examine the applicability of the theories and practice of counseling psychology in non-Western cultural settings and feasibility of counseling psychologists? role in promoting optimal growth of diverse population in globalization milieu. 2) To address the challenges of conducting cross-cultural research and training in global settings because Western counseling theories and approaches still dominate training of counseling psychologists in and outside of US.

Goals at the Conference: The work group will exchange ideas related to the following specific questions at the meeting: the important issues in teaching and research in international settings; the issues with using Western counseling theories and practices to help international populations; and counseling psychology?s role in building a safe and healthy college campus in global settings. The work group will identify the next steps including: specific issues that need immediate attention and/or long term efforts, dissemination of outcomes out of the group projects (e.g. journal articles, special issues in certain journals, workshops/themed conferences, etc.), sustainable and continual collaboration models.

Creating Options: Addressing Counseling Psychology Students Therapy Needs

Chari: Maggie L. Syme, M.A., University of Kansas, msyme@ku.edu

Participant: Debra Mollen, Ph.D, Texas Women?s University
Participant: Selby M. Conrad, M.S. M.A., University of Kansas
Participant: Melinda Key-Roberts, M.S., University of Kansas
 

Seeking personal therapy as a graduate student in a helping profession produces unique circumstances, benefits, and barriers (Dearing, Maddux & Tangney, 2005). Given the perceived importance of therapy experiences and the role of therapy in the personal and professional development of the therapist, this is an area that deserves attention (Norcross, 2005). In a recent survey of 150 counseling psychology doctoral students, 96.6% reported it was either ?very important? (69.2%) or ?important? (27.4%) for counseling psychology programs to provide resources that assist students in utilizing therapy. However, fewer than a third of the students indicated their program has a policy regarding the utilization of therapeutic services (Syme, Roberts, Conrad, & Sharma, 2007). Moreover, students often reported existing policies inadequately addressed their concerns. An understanding of the challenges and successful attempts to provide adequate therapeutic options is needed.

The purpose of this working group is to gain an expanded understanding of the issues facing students and programs in order to develop a set of recommendations for programs wishing to develop well-informed therapy policies for their students. The first session will be structured as a focus group aimed at developing a comprehensive understanding of the issues surrounding this topic, including faculty/administration perspectives, international student experiences, and existing solutions. In the second session, participants will take a collaborative role in developing a set of recommendations for implementing therapeutic utilization policies that support programs and students.

Counseling Psychologists as Change Agents: Tomorrow?s Role Today

Chair Fred J. Dorn, Ph.D, University of Mississippi, fdorn@bus.olemiss.edu

Participant 1 John Krumboltz, Ph.D, Stanford University
Participant 2 W. Bruce Walsh, Ph.D, The Ohio State University
 

What is Counseling Psychology?s role with organizations? A question worth pondering as we gather for this historic conference. Alvin Toffler (1970) wrote with prediction that between now and the 21st century millions of normal people will face an abrupt collision with the future. Well, the future is here today and many normal people are feeling battered and bewildered by a relentless state of chaos and change in the world around them. Insulated yesterday, they are feeling exposed and vulnerable as they attempt to navigate their way toward an illusionary safe haven.

Among several, the question to address within this working group is ?How can Counseling Psychology?s sphere of influence expand by utilizing larger intervention strategies and targets i.e., schools, community groups, cultural entities, and what would those intervention strategies entail.

Counseling Psychologists have limited exposure to large change management models and strategies. Therefore, the purpose of this working group will be threefold. First, to identify some target areas for possible intervention; second, to articulate a set of working goals as it might relate to enhancing the role of Counseling Psychologist?s as Change Agents, and third, to outline a series of skill sets that would solidify this enhanced role.

Cross Border Collaboration in North American Counseling Psychology

Chair Beth E. Haverkamp, Ph.D, University of British Columbia, Canada, beth.haverkamp@ubc.ca

U. S. and Canadian counseling psychologists share a professional identity but experience very different professional contexts and have worked in relative isolation from each other. The working group will promote collaboration as a means of enhancing our international identity and responsiveness to global issues. U.S. psychologists can benefit from the alternate conceptualizations of diversity that characterize the Canadian experience, as well as developing research partnerships with pioneering qualitative methodologists. In Canada, the four accredited counseling psychology doctoral programs can benefit from ongoing contact with U.S. colleagues, particularly given the recent APA/CPA decision to end joint accreditation of doctoral training programs. Collaborative projects will support the continued evolution of Canadian counseling psychology, which is a relatively recent area of psychological specialization in Canada. Potential projects for the working group include: promoting joint participation at both APA and CPA conferences, particularly in the areas of qualitative research partnerships and expanded conceptions of diversity; facilitating access for students and academics to cross-border internships and sabbatical teaching opportunities; partnering with organizers of the National Multicultural Summit to promote a North American Multicultural Summit, actively recruiting Canadian and Mexican participation in the New Orleans Multicultural Summit in 2009.

Immigration

Chair: Oksana Yakushko, Ph.D, University of Nebraska ? Lincoln, oyakushko2@unl.edu

Participant: Maria Prendes-Lintel, Ph.D, For Immigrants and Refugees Surviving Torture Project

This group will be viewed as an impetus for developing cultural competence in working with recent immigrants and refugees. Specifically, it will focus on research, training, clinical practice, and policy work with this population.

Maximizing Training Continuity and Trainee Competence: Creating a Shared Vision Between Academic Training Staff and Internships

Chair Sherry Benton, Ph.D, Kansas State University, benton@ksu.edu

Participant 1 Carrie Winterowd, Ph.D, Oklahoma State University

This working group will focus on the identified competencies from the assessment of competencies work group from the perspective of counseling psychology. We will begin a dialogue between academic training directors and internship training directors around expectations for competency upon entry to internship and at internship completion. We will discuss issues of training and assessment of competence and communications about these across the training continuum. The work group hopes to produce a document describing implementation of the competencies from the perspective of counseling psychology training programs and college counseling center internship settings.

Psychological Practice with Women and Girls: Global Perspectives

Chair Carolyn Zerbe Enns, Ph.D, Cornell College, cenns@cornellcollege.edu

Participant 1 Sayaka Machizawa, Psy.D, Chicago School of Professional Psychology

The purpose of this working group is to examine the potential relevance of the Guidelines for Psychological Practice with Girls and Women for international and global practice. We will begin by examining the degree to which the recently approved guidelines are consistent with the APA Resolution on Culture and Gender Awareness. Second, the working group will explore whether the 11 guidelines are adequate for encompassing the concerns of women and girls in a global context. Group members will discuss additions, modifications, or major transformations of the guidelines for work in international contexts. Third, given the fact that the literature supporting the current guidelines comes almost exclusively from the North American psychological literature, this group will identify a broad range of international sources can inform global practice perspectives. One of the challenges facing this working group will be to avoid overgeneralization and to maintain an inclusive, holistic focus when considering the multiple and intersecting identities of women and girls in a global context. Ideally, this working group will include persons from many different countries who represent a variety of social identities, life stages, work settings, and areas of expertise.

Working Group on Transgender Concerns

Chair Lore M. Dickey, M.A., University of North Dakota, lore.dickey@gmail.com

Participant 1 Anneliese Singh, Ph.D, The University of Georgia
Participant 2 Pearl S. Chang, M.A. M.Ed, The University of Georgia
 

Efforts are currently underway within the Section for Lesbian, Gay, and Bisexual Awareness (SLGBA) to change its name to be more inclusive of the transgender community. One respondent to an informal survey of SLGBA?s membership about the name change was about the importance of making education about transgender issues available to the full membership of Division 17 in order to address and ensure a future landscape of affirmative work with transgender clients. The purpose of this working group is to explore and identify ways to begin to provide education and advocacy strategies with regard to transgender issues. There are two goals of this working group: (1) exploration of non-transgender privilege, and (2) examination of the role counseling psychologists may play in advocacy with transgender concerns.

Applications of the Integrative Training Model

Chair Marie L. Miville, Ph.D, Teachers College, Columbia University, mlm2106@columbia.edu

Participant 1 Changming Duan, Ph.D, University of Missouri ? Kansas City

This working group will focus on applications of the Integrative Training Model (ITM; Miville, Duan, Nutt, & Pistole, 2006). The ITM was developed by a joint Division 17/CCPTP Special Task Group to provide a framework for students and professionals to incorporate the complex array of diversity-related information available through a number of APA-approved practice guidelines (e.g., Multicultural Guidelines, 2003). Several unique challenges must be considered in applying the ITM, including the incorporation of an integrative approach in ways that do not minimize unique oppressive experiences, such as racism or homophobia. The working group will focus on developing curricula using the ITM, with some emphases on different target audiences (e.g., trainees and current professionals). We will identify specific activities that can enhance development within the ITM framework as well as outline specific criteria/outcomes, related competencies and empowerment strategies and relevant assessment practices. We also will focus on ITM applications using case examples ranging in developmental stage, role, and task.

Counseling Psychology and Board Certification

Chair Ted Stachowiak, Ph.D, Texas A&M University, ted@scs.tamu.edu

Participant 1 Charme Davidson, Ph.D, Independent Practice
Participant 2 Dave Welch, Ed.D, Retired
Participant 3 Steve Eichel, Ph.D, Independent Practice
 

American Board of Professional Psychology (ABPP) credentials are increasingly recognized by hospitals, courts, licensing jurisdictions, various government agencies, university and educational systems, and other professional organizations. Psychologists with ABPP specialty certification will have distinct career advantages over those without specialty certification. This workgroup will develop short term and long term strategies for impacting counseling psychology?s culture such that; 1) Becoming Board Certified by ABPP in the Specialty of Counseling Psychology will be viewed as the norm, the standard to which all counseling psychologists aspire; 2) all counseling psychology graduate students understand and embrace board certification as the ?next step? in the evolution of their postdoctoral credentialing process and careers; and 3) that specialty board certification will become as common a credential as licensure. The participation of early, middle, and late career psychologists with valuable experiences and perspectives gleaned from various stages of their careers will substantially enhance achieving the workgroup?s objectives, as will participation of graduate students who can speak to those ?here and now? strategies that, if put into place, will impact viewing the attainment of specialty certification as the norm. Eligible group participants will also acquire the knowledge necessary to immediately begin the process of board certification.

Defining Unique Competencies in Counseling Health Psychology

Chair Donald R. Nicholas, Ph.D, Ball State University, dnicholas@bsu.edu

Participant 1 Marilyn Stern, Ph.D, Virginia Commonwealth University
Participant 2 Nicole Borges, Wright State University
Participant 3 Sara Maltzman, Ph.D, County of San Diego Child Welfare Services
 

The leadership of the SCP?s Section on Health Psychology has proposed a working group focused on the competencies of the Counseling Health Psychologist. The context for this work is the re-invigorating of the Council of Clinical Health Psychology Training Directors (CCHPTD) of Division 38. The CCHPTD is in the process of examining the competencies of clinical health psychology and it is critical that counseling psychologists contribute to this process. Thus, the purpose of the working group is to examine the competencies of Counseling Health Psychology, utilizing the Competency Cube Model.

The goals of the working group are to a) review training in counseling health psychology, b) assign groups specific tasks organized around specific parameters of practice (e.g., problems addressed, health-related settings and populations served, procedures or theoretical orientations used), d) work on specific tasks, e) present each work groups? competency recommendations e) synthesize and summarize all groups? recommended competencies.

Counseling psychologists with experience in a variety of health-related contexts; familiarity with a range of populations served; and with ideas/opinions regarding the unique perspective of the Counseling Health Psychologist, are encouraged to participate.

Crossing Borders: International Research and Teaching Alliances in Counseling Psychology

Chair Mary Sean O?Halloran, Ph.D, University of Northern Colorado, sianohalloran@hotmail.com

Participant 1 Catherine Phillips, University of Northern Colorado

In an increasingly global world, counseling psychologists have opportunities to develop international collaborations with colleagues. This working group will encourage discussion among participants who have conducted international work and those interested in similar opportunities.

We will highlight work being conducted by counseling psychologists and discuss important topics such as: developing international alliances, challenges and opportunities faced while working abroad (finances, logistics, including the roles of accompanying family members), mentoring graduate students, and communication strategies for enhancing international collaboration

Each group leader will summarize their pertinent work experiences, the challenges and opportunities faced, and discuss ongoing strategies for enhancing multicultural collaboration.

Mentoring and Orientation Programs for International Students in Counseling Psychology Programs

Chair Jeeseon Park jeeseon.park@mcgill.ca

Participant 1 Pius Nyutu University of Texas at Austin
Participant 2 Julie Conrath Southern Illinois University of Carbondale
Participant 3 MinJung Helen Doh Pennsylvania State University
Participant 4 Marco Gemignani Duquene University
 

In the past decade, counseling psychology graduate programs in the United States have witnessed an increase in the number of international students. Research evidence shows that international students in counseling psychology programs experience challenges specifically related to counseling training and supervision, in addition to various adjustment difficulties commonly experienced by most international students (Wang, 2005; Fuller, 2006). In order to ensure success of this growing subgroup in counseling psychology, counseling psychology training programs need to address the needs of these international trainees.

The main purpose of this working group is to create a forum in which international students and advisors and supervisors who work with international students can inform each other about their respective needs. Discussions will be conducted in small and large groups with a goal of generating a list of recommendations on the following three areas: (a) concrete strategies that mentors and international students can implement to foster successful mentoring relationship; (b) ideas for mentoring and orientation programs that can effectively facilitate the success of international students in counseling psychology programs; and (c) cross-cultural competencies needed to create a supportive training environment for international students. The recommendations will be disseminated through future conference presentations and publications.

Responding to Hate in Institutions of Higher Education

Chair Roger L. Worthington, University of Missouri ? Columbia, worthingtonr@missouri.edu

Participant 1 Amy Reynolds, The University of Buffalo

The U.S. Department of Justice (2001) defines a hate crime as a crime which in whole or part is motivated by the offender's bias toward the victim's status, and is intended to hurt and intimidate individuals because they are perceived to be different with respect to their race, color, religion, national origin, sexual orientation, gender or disability. A hate incident or bias incident is an action in which a person is made aware that her/his status is offensive to another, but does not rise to the level of a crime. According to FBI statistics, hate crimes most often involve racial, ethnic, religious, or sexual-orientation bias, and college campuses are among the top locations for such acts.

The focus of this working group is to raise awareness among counseling psychologists working in higher education as practitioners and faculty members about the prevalence and consequences of hate crimes and bias incidents. The primary goal of this group will be to develop a document that highlights best practice intervention strategies to be disseminated to higher education institutions, national and regional associations, and broadly within the APA. This document will urge campus psychologists to be leaders on their campus in combating hate crimes.

Vocational Psychology at the Crossroads: Mapping New Directions

Chair David L. Blustein, Ph.D, Boston College, blusteid@bc.edu

Participant 1 Nadya A. Fouad, Ph.D, University of Wisconsin ? Milwaukee

The field of vocational psychology has been central to counseling psychology since its inception. In this work group, we would like to discuss the current status of vocational psychology and to project our collective vision into the future. One of the principle tools in advocating for a more central role for vocational psychology within broader psychological discourse is to fully embrace the inclusive vision that has emerged in recent years (e.g., Blustein, 2006; Fouad, 2007; Richardson, 1993). We anticipate that the core elements of the expanded vision will include attention to individuals who have less access to the full scope of opportunities for rewarding and dignified careers and attention to reducing the artificial boundaries that have been created between work and non-work issues in psychological discourse. The major goals of the work group are to 1) develop a definition of vocational psychology that fits with the broader vision of the field that has emerged in recent years, and 2) generate a needed discussion and mobilize the development of new products (such as journal articles, book proposals, conference presentations, position papers) that will help to disseminate the contributions of vocational psychologists and, ultimately, reinvigorate the specialty?s centrality in counseling psychology.

Best Practice Guidelines on Prevention for Psychologists

Chair Sally M. Hage, Ph.D, University at Albany, shage@albany.edu

Participant 1 John L. Romano, University of Minnesota
Participant 2 Maureen Kenny, Boston College
 

The overall objective of this working group is to advance discussion related to recent calls for an expanded prevention focus in the field of counseling psychology, as found in the July 2007 special issue of The Counseling Psychologist, which presents the Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists (Hage et al., 2007) and includes reactions by scholars from a number of fields. The guidelines were developed by members of the Prevention Section of SCP (APA?s Division 17). The goals of this group include, firstly, to invite participants to share their reactions and comment related to the vision presented in the Prevention Guidelines. These recommendations may be used to further develop the Guidelines, as they are a ?work in progress.? Secondly, participants will be invited to recommend strategies to move the Prevention Guidelines toward submission and adoption by the APA policy committee adoption as an official APA policy statement. Thirdly, participants will be invited to develop a specific working plan to further advance a prevention focus within training, practice and research within the field of counseling psychology. Drs. Hage, Romano and Kenny will facilitate the process, with special invitations to scholars who have experience with APA policy guidelines and development.

Developmental Milestones in Multicultural Competency: Integrative Training and Outcome Based Assessments

Chair Michael Mobley, Ph.D, University of Missouri ? Columbia, mobleymi@missouri.edu

Participant 1 William Ming Liu, Ph.D, University of Iowa
Participant 2 Rebecca L. Toporek, Ph.D, San Francisco State University
Participant 3 Traci Callandrillo, Ph.D, American University
Participant 4 Stacey M. Pearson, Ph.D, University of Michigan
Participant 5 Angela M. Soth McNett, Ph.D, University of Missouri - Columbia
 

The goal of this working group is to offer both academic and internship training programs with a sequential, integrative, and developmental model for the provision of multicultural competence training with accompanying outcome based assessments. As a comparative framework, the working group will utilize the exemplar model offered by the ?Assessment of Competency Benchmarks Work Group: A Developmental Model for the Defining and Measuring of Competence in Professional Psychology? document (ACB; June 2007) and APA guidelines related to accreditation, ethics, multicultural education, research, & practice as well as provision of psychological services to ethnic, linguistic, and culturally diverse populations. The working group will define multicultural competence and characterize foundational and functional multicultural competencies. The group will also identify benchmarks and formative and summative assessments specific to developmental milestones appropriate across three levels of graduate training: readiness for practicum, internship, and entry to professional practice. The working group is specifically oriented toward individuals with expertise in multicultural competencies with racial and ethnically diverse individuals across several domains including teaching, counseling, research, outreach & consultation, advocacy, and social justice. An appreciation and capacity to simultaneously integrate multiple aspects of cultural identities such as gender, age, disability, sexual orientation, religious status, etc. will be addressed.

Internationalizing Counseling Psychology: Challenges, Opportunities, and Strategic Planning

Chair Lawrence Gerstein, Ph.D, Ball State University, lgerstein@bsu.edu

Participant 1 Puncky Paul Heppner, Ph.D, University of Missouri ? Columbia

This workshop furthers the efforts of professionals and students engaged in a discussion about the history of counseling psychology worldwide and the potential for expanding the profession?s role worldwide. Through structured and experiential activities participants will assess the strengths and weaknesses of the research, practice, and training paradigms employed inside the United States (U.S.) for use with non-U.S. populations. Participants will also discuss challenges (e.g., honoring indigenous models of counseling and research; generalizing U.S. models; language barriers; cultural assumptions; collaboration; relevance of training) and opportunities (e.g., experiencing a new culture; establishing professional relationships; investigating cross-cultural validity) of working in an international arena and with international populations.

Based on these discussions, participants will begin developing a strategic plan to assist counseling psychologists to effectively and appropriately function in various cultures and nations worldwide. Emphasis will be on identifying realistic and visionary objectives and actions linked with research, practice, theory, training, policy, and collaboration. Further, participants will conceptualize a plan to enhance Division 17?s involvement in the international arena and Division 17?s contribution to APA?s international agenda. Additional outcomes include identifying individuals interested in publishing a major contribution in The Counseling Psychologist on furthering the internationalization of our profession.

Creating the Future: Practicing Feminist/Multicultural Therapy in a Conservative Environment

Chair Emma Mansour, M.A., University of Utah, emmamansour@hotmail.com

Participant 1 Elizabeth Gosset, B.A., University of Utah
Participant 2 William Elder, B.A., University of Utah
Participant 3 Lynette Averill, University of Utah
Participant 4 Sue Morrow, Ph.D, University of Utah
 

Many have argued that the era of conservative politics is a threat to feminist therapy, multiculturalism, and other progressive movements (Ballou, 2005). Although challenges exist in implementing these theories in conservative environments (e.g., politically right-wing, rural, or religious communities) such locations can provide rich opportunities as well as challenges in the practice of feminist and multicultural psychotherapy. Specific aspects of these orientations are particularly applicable to both dominant and minority populations of conservative population(s). Four doctoral students and a professor from the University of Utah?s Counseling Psychology program will facilitate a thoughtful discussion of several questions, including how to manage resistance from peers, training agencies, faculty, or supervisors; how to best work as progressive therapists and educators in training with conservative clientele and students; how to work as an ecumenical therapist in a religiously conservative community; how to successfully balance the concerns and pressures experienced in this sort of restrictive environment with a desire to participate in social justice efforts; and surviving and thriving as a feminist/ multicultural psychologist in training. Participants will also work together to identify and develop feasible strategies to network, influence change in our training programs, and develop and move this field of counseling successively forward into the future.

Retaining and Advancing Counseling Psychology Students of Color

Chair Konjit V. Page, M.S., University of North Dakota, konjit.page@gmail.com

Participant 1 Maryam Jernigan, M.Ed, Boston College
Participant 2 Guerda Nicolas, Ph.D, Boston College
 

The purpose of this working group is to discuss the challenges of providing support and resources for students of color in the field of counseling psychology and to highlight some strategies that students and faculty can utilize to decrease the negative experiences encountered in doctoral training. The goals of this working group are to:

  • Provide a supportive and affirming space for students of color to share their academic and professional experiences with students and faculty of color;
  • Identify current challenges faced by students of color;
  • Investigate current strategies being used to address identified challenges;
  • Conduct a brainstorm session focusing on the needs and available resources for students of color; and
  • Develop strategies and mechanisms that encourage networking and collaboration amongst faculty and students of color.

This working group will focus on the experiences of students of color and counseling psychologists of color. All students, faculty and counseling psychologists who are concerned about these issues are encouraged to participate. In addition to the goals stated above, this working group will aim to disseminate its findings and collaborate with other groups that are vested in the academic and professional success of counseling psychology students of color.

Training Models in Counseling Psychology

Chair Greg J. Neimeyer, Ph.D, University of Florida, neimeyer@ufl.edu

Academic training programs in counseling psychology have traditionally adhered to a scientist-practitioner model of training. Although the emphasis of science and training has varied, the inclusion and integration of both science and practice into the academic program has been central to the field's identity. This is in striking contrast to clinical psychology, where training models range widely, from clinical science models, to scholar-practitioner models. Like clinical psychology, counseling psychology continues to examine the importance and implications associated with changes in its primary model of training. The development of Psy.D. programs in counseling psychology highlights the specialty's responsiveness to varying needs, an invites further review of its primary adherence to a science-practice model. This work group focuses on the importance, the identification, and the implications, of various training models within counseling psychology as a specialty.

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