Presenters & Sessions

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 Advancing Mental Health Equity: Innovative Clinical Approaches for Supporting Refugee Populations (1.0 CEU)

Dr.  Kübra Civan, Dr. Yegan Pillay

The presentation will explore innovative clinical approaches to enhancing mental health equity for refugee populations, addressing a critical global challenge. Recent clinical strategies and practical supervision techniques that have proven effective in supporting refugees' mental health needs will be presented. By focusing on culturally sensitive practices and the importance of global advocacy, the presentation aligns with the conference theme of promoting equitable mental health wellness worldwide. Attendees will gain actionable insights into integrating these approaches into their work, fostering systemic changes, and contributing to a unified effort towards global mental health equity.

Dr. Kübra Civan, an assistant professor in the counseling department at Quincy University, Illinois, holds a Ph.D. in Counselor Education and Supervision from Ohio University and serves as a clinical supervisor at Northwestern University. With a background in Psychological Counseling and Guidance from Dokuz Eylül University and a master’s in clinical Mental Health Counseling from Hacettepe University, Dr. Civan specializes in serving underrepresented communities. She is a licensed professional counselor in the state of Ohio. Her research, including a published master's thesis on young adults' mental health help-seeking attitudes, and the doctoral dissertation on counseling students' professional identity, reflect her dedication to empowering students and fostering compassionate counselors. She worked as a school counselor before coming to the US at the border of Syria in Turkey with the refugee population. Passionate about mentorship, supervision, and professional development, Dr. Civan shapes future counselors to make meaningful impacts.

Yegan Pillay’s academic preparation includes a Ph.D. in Counselor Education & Supervision (Ohio), a M.Ed. in Counseling (Ohio), a B.A. Honors in Psychology (University of the Western Cape, South Africa), and a B.A. in Psychology & Sociology (University of the Western Cape, South Africa).  Dr. Pillay has served in various leadership roles within the American Counseling Association, the Ohio Counseling Association, and internationally. He is licensed as a Licensed Professional Clinical Counselor with training supervision designation by the Ohio Counselor, Social Worker, Marriage and Family Therapy Board and is licensed by the Health Professions Council of South Africa as a Counseling Psychologist. He is currently active as a clinical psychotherapist, a clinical supervisor, and a tenured full professor.  Dr. Pillay’s current grant and research-related activities underscore the intersection of health psychology and mental health issues in the US and the global context.

Application of the REPLAN System in School-Based Counseling (1.0 CEU)

Dr. Patrick R. Mullen

The presentation is a review of the REPLAN system (Young, 2021) as a pluralistic treatment-planning model. The REPLAN system allows counselors to match effective counseling approaches with contextual factors faced by students/clients. The presentation will demonstrate the application of the REPLAN model in the context of school-based counseling and present opportunities for practicing this approach and future research on its effectiveness.

Dr. Patrick R. Mullen is an associate professor and chair for the Department of Counseling and Special Education. He teaches a variety of courses with a focus on counselor education and supervision and school counseling. Dr. Mullen draws inspiration for his work based on his experiences as a school counselor, his work within alternative education programs, and his time as a faculty member. He holds his Pupil Personnel Services License for School Counseling through the Virginia Department of Education. Dr. Mullen is also a National Certified Counselor, a National Certified School Counselor, and an Approved Clinical Supervisor. He presents at state, regional, and national conferences in counseling and education, along with publishing articles in scholarly journals. Furthermore, he is on the editorial board for Counselor Education and Supervision, Journal of Counseling and Development, and Measurement and Evaluation in Counseling and Development. He is also an Associate Editor for Counseling and Values and Editor for the Journal of School-based Counseling Policy and Evaluation.

An Exploration of Equine Facilitated Psychotherapy Interventions as a Conceptual Framework for Working with Refugee Families (1.0 CEU)

Ailish Riggs Dermody, MA, NCC

Refugee families are seeking safety across the globe in unprecedented numbers and are often offered little mental health support to address the trauma they have experienced through their displacement. As traditional counseling approaches may not be culturally appropriate, using the equine facilitated psychotherapy provides refugee clients with a relational and experiential approach to working with families who may be tentative about seeing traditional therapy.

Ailish Riggs Dermody, MA, NCC is a student in the Counselor Education and Supervision PhD program at Marymount University. As a Resident in Counseling in private practice she works with adults experiencing grief, trauma, substance use, and relationship issues. She also serves as a Grief Specialist with Experience Camps, facilitating clinical sessions for grieving children and their families. She is a certified equine facilitated psychotherapist and has developed and implemented equine facilitated groups for substance use, grief, and women in recovery. She earned her MA in Clinical Mental Health Counseling from Marymount University.

An Exploration of Therapeutic Approaches for Older Adults with Early-Stage Dementia

Greta Christ MA, LPC, NCC

The presentation aims to promote knowledge for clinicians to support clients facing dementia, a diagnosis that impacts individuals worldwide.

Greta Christ is a Licensed Professional Counselor, National Certified Counselor, Certified Dementia Practitioner, and a current PhD student in Counseling Education and Supervision at Marymount University. She also holds a master’s degree in Clinical Mental Health Counseling from Marymount University and a master’s degree in Psychology from Marietta College. Her clinical experience includes providing therapeutic services to individuals facing concerns surrounding anxiety, depression, life transitions, grief and loss, medical issues, aging, and interpersonal issues.

 Assessing the Role of Artificial Intelligence (AI) within Clinical Classes in Graduate Counseling Programs to Enhance Practical Skills and Professional Readiness

Akanni Kwayera Shelton, M.S., DHA

With the increasing use of artificial intelligence (AI), assessing ethical awareness in clinical mental health settings is essential to identifying legal parameters of AI use and developing best practices for using AI in counseling. The presentation will examine how evaluating  AI tools can be ethically and legally applied in clinical settings as essential. Key gaps include ensuring HIPAA compliance for students' training on data privacy, clarifying ethical and legal liabilities within using AI in therapeutic contexts, addressing bias and fairness in AI systems, and securing informed consent. It is vital to investigate these barriers and help prepare future counselors to protect client information from AI malfunction, breach, and misuse, which is critical due to the risk of information being exposed. By following ethical guidelines, AI in clinical mental health settings can be beneficial within clinical practice.

Akanni Shelton, DHA, is a Counselor Education & Supervision (PhD) graduate student at Marymount University in Arlington, VA. He has over 11 years of experience in vocational rehabilitation counseling with the Mississippi Department of Rehabilitative Services and the Virginia Department for Aging and Rehabilitative Services. Akanni holds a Doctorate in Healthcare Administration from Virginia University of Lynchburg in Lynchburg, VA, and a Master of Science in Rehabilitation Counseling from Jackson State University in Jackson, MS. He is particularly interested in investigating how AI may impact the course design of clinical counseling courses. Akanni's previous research in graduate education, such as "Technical Preparedness, Loving Learning, and Competitive Test-Taking" (Mississippi Speech-Language and Hearing Association Conference, 2011), has provided a strong foundation for this proposed study, where he aims to improve the ethical awareness of AI in clinical counseling courses. This project aligns perfectly with his knowledge of risk management in healthcare settings and will contribute significantly to an understanding of the application of AI to clinical counseling courses.

Building Cultural Competence in Rehabilitation Services for Underserved Populations in Rural Communities. (1.0 CEU)

Dr. Eugenie Joan Looby, Khyla Barnes, BS

The presentation will cover the challenges counselors face in addressing the diverse cultural backgrounds of individuals with disabilities and provides practical strategies for service delivery. The format involves a combination of research findings and interactive discussions to engage participants in exploring cultural competence and practice implications in rural rehabilitation service delivery.

According to the World Health Organization (2023), approximately 16% of the world’s population experiences significant disabilities, meaning that around 1.3 billion live with some form of disability. The disability population is the world’s largest minority group and globally experiences poorer health outcomes, decreased quality of life, unequal service access, and primary care impediments (WHO, 2023; World Bank Group, 2023). To compound matters, many individuals with disabilities (e.g., persons with mobility impairments, persons with mental health conditions, veterans, and aging adults) live in rural communities and experience high rates of poverty. These disabilities make access to services nearly impossible. Additionally, when services are provided, minimal consideration is given to cultural factors. Researchers (Holmes & Levy, 2015; Rivas, 2020; Smith, 2021) have emphasized infusing disability and rural culture into multicultural competency training programs, as these cultures are experienced differently from racially underserved and urban communities. The Council for the Accreditation of Counseling and Related Educational Programs (2023) requires training in diversity, social justice advocacy practices, inclusion, and intersectionality with disabilities included as a distinct cultural identity (Smith, 2021).

Eugenie Joan Looby, Ph.D., LPC, LPC-S, NCC, ACS is a Professor of Counselor Education in the Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations at Mississippi State University. She has been a faculty member for over 25 years and currently serves as the Graduate Coordinator of the Clinical Mental Health Counseling Program. Her clinical experiences include working with individuals across the developmental spectrum (children, adolescents, adults) and providing individual, group, and family counseling for various personal, social, and developmental issues across in-patient and outpatient settings. She has numerous publications, including a co-authored textbook on multicultural counseling. Dr. Looby has delivered presentations, workshops, and training sessions on counseling and clinical topics to varied audiences. Her research interests span multiculturalism and diversity, treating sexual trauma, spirituality, gender concerns with underserved and rural women, rehabilitation matters, and social justice/advocacy counseling.

Khyla Barnes is the Prevention Specialist for the Alcorn Substance Abuse Prevention Program (ASAPP) at Alcorn State University. She is a Certified Prevention Specialist (CPS) and Family Life Educator (CFLE-P). Her academic background includes a Bachelor of Science in Psychology and a Master of Science in both Child and Family Studies and Clinical Mental Health Counseling. She is currently pursuing her doctorate in Counselor Education and Supervision.

Cancer and Grief: Counselor considerations when working with clients affected by cancer (1.0 CEU)

Dr. Mirian Campos

Cancer is a universal problem that can affect anyone. It is important for mental health professionals to understand some of the unique challenges of addressing grief when it is tied to cancer.

The presentation will provide mental health professionals with an understanding of the unique challenges of working with clients who are experiencing grief due to cancer.

Dr. Mirian Campos is a Virginia native and a Marymount alum, she received her Doctorate in Counselor Education and Supervision, and her master’s in clinical Mental Health Counseling from Marymount University. Dr. Campos received her B.A. in Psychology from George Mason University. As a multilingual therapist, Dr. Campos has a passion for providing mental health support to Spanish speaking communities who are often underserved due to language barriers. Dr. Campos has over 9 years of experience working with cancer patients and their loved ones in the hospital setting, often serving as a Spanish interpreter for patients during their visits with their healthcare team. Dr. Campos is currently working for a private practice in D.C providing bilingual tele-health services. Dr. Campos’ clinical specialties and research interests include work focusing on grief and loss, compassion fatigue and burnout, supervision, oncology counseling, working with healthcare professionals, and providing counseling in Spanish. Dr. Campos is a Licensed Professional Counselor in Virginia (LPC) and Approved Clinical Supervisor in Virginia. Dr. Campos has received trainings in Sand tray Therapy and Equine-Assisted Therapy. Dr. Campos is also an assistant professor at Marymount University, where she serves as a faculty co-advisor for Marymount’s CSI chapter Chi Sigma Iota.

Counseling Multilingual and Diverse Populations (1.0 CEU)

Dr. Rosanna Sanchez John

The presentation will examine multicultural competent counseling services to diverse populations includes working with multilingual clients, counseling implications will be provided to integrate multicultural competencies and multilingual strategies.  Presenter will provide multilingual strategies for diverse populations in mental health counseling. Some of the strategies include use of social media platforms, counseling implications, and resources.

Dr. Rosanna Sanchez John is a Licensed Clinical Professional Counselor (LPC), Approved Clinical Supervisor (ACS) in Maryland, and a National Certified Counselor (NCC) who earned her Doctor of Education in Counselor Education and Supervision at Marymount University. Rosanna is an Assistant Professor at Trinity Washington University. Rosanna conducts mental health services in both English and Spanish to adolescents, adults, couples, and families. She has been working intensively with anxiety, trauma, adjustment issues, family transitional issues, cultural adaptation, crisis assessment and intervention in both the government sector, non-profit organizations, and private practice. Rosanna has presented at numerous international and national conferences, on racial identity, traditional spiritual practices, Latinx community. Her professional interests include multicultural counseling, racial identity development in Afro-Latinx and diverse populations, religious and spiritual issues in counseling.

 

Creative Techniques to Address Ambiguous Grief (2.0 CEUs)

Dr. Linda Hart, Dr. Mary S. Nichter, Dr. McGough

The presentation will involve participants in interactive activities to promote resiliency.

Ambiguous grief is a type of complicated grief that occurs when someone close to you is still alive, but you are grieving. This phenomenon affects people from around the globe; families separated by countries, incarceration, deportation, divorce, loss of job, Alzheimer's disease, terminal illness, accidents, etc.

Linda Hart, PhD, is a Professor of Counseling for the Department of Education at North American University in Stafford, TX. She is a Licensed Professional Counselor and Supervisor, Registered Play Therapist and Supervisor, and a professional Certified School Counselor. Dr. Hart has a private practice in Friendswood, TX and serves as a Mediator for the state of Texas. She provides Crisis Response Counseling and serves as a Mental Health Clinician Researcher for the University of Texas Medical Branch in Galveston, TX.

Dr. McGough is a Professor of Counseling at The University of Houston at Clear Lake. She is also an LPCS, and certified school counselor. She has been in education for over 20 years.

Mary S. Nichter PhD, LPCS, LMFTS, CSC. is a retired Professor of Counselor Education and former Chair for the Department of Counselor Education at Sam Houston State University in Huntsville, TX. She is currently serving as adjunct faculty in the Counselor Education Program for Texas A&M University in Kingsville, TX. She is a Licensed Marriage and Family Therapist, Board approved Supervisor for Marriage and Family Therapist, Licensed Professional Counselor and Supervisor, and a Certified School Counselor.  Dr. Nichter was a counselor educator for 20 years with teaching emphasis on marriage and family therapy courses, doctoral supervision courses, practicum, and field internship courses. Dr. Nichter has ten years of clinical practice working as a marriage and family therapist in private practice, hospitals, and at a Clinic for Pain Stress and Depression. She served as editor of an online counseling journal, Profession Issues in Counseling (PIIC) for nine years. Dr. Nichter’s research interest includes strengths-based supervision and counseling, orientation of beginning marriage and family therapy students, identifying student impairment, and systemic influence and advocacy for school counselors.

Global Perspectives on Suicide Prevention: Integrating Clinical Best Practices Globally. (1.0 CEU)

Amy Vogel, LMHC, NCC, CT, CCTP

The presentation will explore innovative approaches to suicide prevention from a global perspective. Participants will examine clinical strategies adapted for diverse cultural contexts, analyze the impact of international collaboration, and learn how to integrate community engagement in suicide prevention initiatives. Drawing from worldwide best practices, this presentation offers practical, culturally sensitive interventions for clinicians to enhance their suicide prevention efforts. Attendees will gain valuable insights into addressing this critical mental health challenge on a global scale, while developing skills to implement effective strategies in their own practice settings.

Amy Vogel is a Licensed Mental Health Counselor in Florida pursuing her Ph.D. in Counselor Education and Supervision from the University of the Cumberlands. She earned her master’s in clinical mental health counseling and has over 10 years of experience providing crisis counseling and grief support services. She currently runs her own private practice, Healing Pathways Counseling & Consulting, providing individual therapy. Amy specializes in working with clients experiencing traumatic grief and disenfranchised bereavement. She is a certified Clinical Trauma Professional, certified in Thanatology, and EMDR trained. Amy has led community mental health initiatives including suicide loss survivor support groups and serves on the board of the Southwest Florida chapter of the American Foundation for Suicide Prevention and Operation Solid 7.

Going Global: Clinical Implications of Study Abroad Programs in Counselor Education (1.0 CEU)

Dr. Lisa R. Jackson-Cherry

Study abroad programs, commonplace in undergraduate programs, are quite rare in counselor education.  The presentation will explore the global clinical mental health implications of training counselors in study abroad programs.  Informed by a qualitative study on counseling student experiences in study abroad, this presentation will discuss how counselors who have had global study can impact multicultural clients from around the world.

Lisa R. Jackson-Cherry is a Professor and School Director for the Department of Counseling at Marymount University. She is a Fellow with the American Counseling Association (ACA) and served two terms on ACA Governing Council. She is the past- President of ASERVIC, Legislative Representative for the LCPC-M (Maryland) and appointed as Board member of the Professional Counselors and Therapists in Maryland, serving 4 years as Board Chair and as the Interim Executive Director. She is the recipient of the ACA Carl Perkins Government Award; Leadership, Meritorious, and Lifetime Service Awards from ASERVIC, and Lifetime Service Award from the Military and Government in Counseling for her work with First Responders. She is the co-editor of the text Crisis Assessment, Intervention, and Prevention (3rd edition) and co-author of Practicum and Internship: A handbook for competent clinical practices (2021).

Harmony in Practice: Navigating the Nexus of Ethics and Artificial Intelligence in Social Work/Mental Health Practice (2.0 CEUs)

Dr.  Lara Vanderhoof

The innovative workshop delves into the rapidly evolving landscape of Artificial Intelligence (AI) and its profound impact on the field of social work/mental health. As technology continues to advance at an unprecedented pace, social work/mental health professionals must be prepared to navigate the ethical considerations and practical applications of AI in their practice.

Ms. Vanderhoof has a BSW (bachelor’s in social work) from Roberts Wesleyan College (now University) in Rochester, New York in 1992 and completed.  Master of Social Work from Roberts Wesleyan College (now University).  Ms. Vanderhoof earned a Doctor of Social Work from Capella University online program in 2015.

Ms.  Vanderhoof has taught adjunct courses at Roberts Wesleyan College in the Master of Social Work program while working full time in the child welfare arena.  In addition, Ms.  Vanderhoof was the Social Work Program Director at Tabor College for nine years. Currently, Ms. Vanderhoof is the Chief Academic Officer for Central Christian College of Kansas.  Courses taught include introduction to social work, sociology, social work practice courses, social welfare policy, human development, group treatment, field seminar, marriage and family, child welfare, general psychology, and counseling courses.

Hip Hop & Spoken Word Therapy: A Bridge to Improving Clinician-Client Rapport with Men of Color (1.0 CEU)

Jasmine Carter, M.S., P-LPC, NCC, Kawaski Owens, M.S., LPC

Stepping out of the traditional therapeutic constraints and creatively introducing cultural artifacts such as rap music may increase rapport building, help to broach difficult conversations, address challenges that impact men’s mental health and wellness, and attract and retain more men of color into therapy. The presentation will explore innovative clinical approaches for rapport building and establishing a relationship as essential for effective therapy to occur, as this population frequently experiences limited successful therapeutic outcomes. Clinical approaches to understanding and integrating the language and lyrics of rap music can open a variety of therapeutic windows for conversation and communication.

Jasmine Carter, M.S., P-LPC, NCC, is a Starkville, Mississippi native who is a two-time graduate of Mississippi State University. She is currently a staff counselor with Student Counseling Services and is pursuing her doctorate in Counselor Education and Supervision with an emphasis in Clinical Mental Health Counseling. Her research interests include intergenerational trauma, marriage and family counseling, and incarceration.

Kawaski Owens, M.S., LPC, is a current PhD student at Mississippi State University and pursuing a doctoral degree in Counselor Education and Supervision. He is employed at Student Counseling Services where he sees various clients including black college students. His research interests are black and marginalized communities particularly men and rural military populations.

Increasing Awareness about Trauma and ACES through Child-Teacher Relationship Training (1.0 CEU)

Dr. Abdelaziz Elmadani, Daryl Chin, Olivia Perla, Adriana Rodriguez, Luis Lucero-Tacuri, Emely Hernandez

The rapid changes in today’s world are significantly impacting children's well-being. The rise in societal crises, including tensions, wars, terrorism, poverty, and job market instability, is contributing to increased stress and emotional instability. This presentation will help participants increase awareness about children's needs, trauma, ACES, and learn skills that teachers and counselors (who are not play therapists) can use to support their work with children. Presenters will help participants demonstrate the CTRT skills, providing modeling and coaching. Current research process on CTRT will be shared.

Dr. Elmadani earned a doctorate in counselor education and supervision from the University of North Carolina Charlotte, a master’s degree in counseling and a bachelor’s degree in psychology from New Jersey City University. He is a Certified Professional School Counselor and a Clinical Mental Health Counselor in NY. Dr. Elmadani has experience as a supervisor in working with groups and individuals with severe mental health disorders. He also has experience working in school counseling and higher education settings as a school counselor and college advisor. He worked as a counselor educator and program director for mental health counseling programs. Co-presenters Daryl Chin and Olivia Perla are graduate students in the counseling program.

Infusing Antiracist Practices to increase advocacy in the Counselor Preparation Programs (1.0 CEU)

Dr. Abdelaziz Elmadani,  Daryl Chin, Olivia Perla, Adriana Rodriguez, Luis Lucero-Tacuri,  Emely Hernandez

The Anti-Racism Training Scale (ACTES) provides a valuable framework for individuals to evaluate, assess, and enhance their commitment to anti-racism. The presentation will introduce the ACTES scale and share the framework, which will help participants become more informed on their basis, proactive in ongoing learning, and sustained approach to challenging racism in their lives and society.

Racism has a major impact on minority individuals' well-being, such as trauma, low self-esteem, isolation, depression, and anxiety. In addition, the negative effects of microaggressions extend to physical, mental, and emotional well-being (Gonzalas et al., 2023).

Unconscious attitudes or stereotypes contribute to racial disparities in areas like education, employment, and criminal justice. Greenwald and Banaji (1995) revealed that these implicit biases influence behaviors and decisions even when individuals consciously reject prejudiced beliefs. In challenging these systemic inequities, advocacy is critical. An essential step in advocating is raising awareness of these hidden influences. A developed awareness fosters active support for marginalized groups through equitable opportunities and policies addressing racial injustice.

Dr. Elmadani earned a doctorate in counselor education and supervision from the University of North Carolina Charlotte, a master’s degree in counseling and a bachelor’s degree in psychology from New Jersey City University. He is a Certified Professional School Counselor and a Clinical Mental Health Counselor in NY. Dr. Elmadani has experience as a supervisor in working with groups and individuals with severe mental health disorders. He also has experience working in school counseling and higher education settings as a school counselor and college advisor. He worked as a counselor educator and program director for mental health counseling programs. Co-presenters Daryl Chin and Olivia Perla are graduate students in the counseling program.

Integrating Vicarious Resilience into Counselor Education (2.0 CEUs)

Dr. Olivia T. Ngadjui, PhD, NCC, LPC 

The presentation brings forth a phenomenon from a transformative lens centered in promoting growth for counselors/clinicians working with clients impacted by trauma. Vicarious resilience is the effect of growth or evolving after continuing ongoing work with clients impacted by trauma in session. Hernandez-Wolfe interviewed clinicians who worked with torture survivors in Columbia and discovered that these mental health clinicians were making various life improvements in their relationships among many aspects. This presentation is based on an article written by the presenter as well as a developing counselor education study on the topic.

Olivia T. Ngadjui, (she/her/hers) PhD, NCC, LPC (ID, WY) is an Assistant Professor of Counselor Education and Counseling Psychology at Western Michigan University and counseling private practice owner. Dr. Ngadjui received her Doctor of Philosophy in Counselor Education from Idaho State University. She also holds a Master of Arts degree from The George Washington University in Clinical Mental Health Counseling. She currently serves as the Section Editor (Movies and TV Shows) for the Chi Sigma Iota Counseling Academic and Professional Honor Society International (CSI) Counselor's Bookshelf, a member of the Association for Counselor Education and Supervision's (ACES) Human Rights and Social Justice Committee and ACES Member at Large for Diversity, Equity, Inclusion and Anti-Racism Her academic interests include a) professional identity development and expanding culturally responsive practice for teaching, counseling, supervising, research/scholarship and leadership/advocacy in counselor education (b) culturally responsive strategies for informing the work of teachers and practitioners working with students of color in P-12 school environments and, (c) preventative wellness practices in counselor education for budding counselors.

Let's Discuss Ecological Grief: Is it Real? (1.0 CEU)

Dr. Nancy E. Sherman, Dr. Dilani Perera, and Rishi Black

Is ecological grief real? Ecological grief is a relatively new term in the mental health field. Most people identify ecological grief as the loss and anxiety they feel related to the overall effects of climate change. The loss of stability, a predictable future, or the anticipation of exposure to other people's losses are natural triggers of grief, a natural human response to loss. However, ecological grief may be unique. When grieving for something tangible and specific, the loss is identifiable and in the past. However, climate change is intangible, ubiquitous, relentless, and continuous. It is unpredictable and not over, making it difficult to mourn the loss. This uncertainty makes it different. Further, the doubt cast on its existence also adds to the confusion and complexity of this phenomenon.

The presentation concerns the occurrence, presence, and treatment of those who may experience ecological grief. The discussion will focus on the participant’s understanding and experience of ecological grief.All mental health providers must be prepared and willing to address symptoms of grief related to climate change with their clients.

Dr. Nancy E. Sherman is an Education, Counseling, and Leadership Emerita Professor at Bradley University. Before retiring in 2023, she taught in the M.A. in Counseling program for 30 years. Dr. Sherman served in several administrative positions at Bradley University, including Faculty Ombudsperson, Department Chair, Associate Dean for Distance Education, and Counseling Director. She has taught as an Adjunct professor at Walden University, Fairfield University, and Bradley University. Dr. Sherman’s degrees include a B. A. in English Literature from SUNY-Oswego, M. A. in College Student Personnel from Bowling Green State University, and a Ph. D. in Counselor Education from Ohio State University.

Dr. Sherman’s research has been published and presented at local, national, and international venues in journals such as the International Journal of Teaching and Learning in Higher Education and The Adult span Journal. Her co-authored article, Meaning in Life and Volunteerism in Older Adults was named 2012 Outstanding Publication, The Adult span Journal by the Association for Adult Development and Aging, a division of the American Counseling Association. Dr. Sherman is the second author of Your Supervised Practicum and Internship: Field Resources for Turning Theory into Practice, 3rd ed., published in 2023.

Dilani Perera, Ph.D. is the Department Chair and a Full Professor of the Counselor Education Department at Fairfield University. She is a Licensed Professional Counselor and a Licensed Alcohol and Drug Counselor in Connecticut, a National Certified Counselor, a Master Addiction Counselor, and a Board-Certified Telmental Health provider. She is a Counselor Educator with 17 years of experience training students to work with underrepresented and minoritized groups and use critical thinking skills in diagnosis. She also has experience as a Professional Counselor and an Addiction Counselor. Dr. Perera has 40+ publications in the areas of addiction, assessment, multicultural issues, and training of professional counselors and counselor educators. Dr. Perera is a member of multiple professional counseling organizations.

Rishi Black is a student researcher at Fairfield University with a background in Sociology, Anthropology, and Health and Human Biology. They have successfully completed research in different settings, including clinical, field, and laboratory research experiences. Rishi has presented their research at local, national, and international symposiums and conferences. They are interested in understanding the impact of climate change to better serve current and future generations.

Leveraging AI to Enhance Equity in Mental Health Counseling: Opportunities, Challenges, and Ethical Considerations (1.0 CEU)

Dr. Shannon Shoemaker, Dr. Niki Freeburg 

As the field of mental health evolves, artificial intelligence (AI) presents both exciting opportunities and complex challenges for counseling professionals. This session explores how AI can be harnessed to promote equity in mental health care, increase access to services, and enhance counseling outcomes. Drawing from recent peer-reviewed research, participants will learn about cutting-edge AI applications in counseling, including digital phenotyping and machine learning for personalized treatment planning (D'Alfonso et al., 2020), AI-assisted diagnostic tools, and therapeutic chatbots (Fulmer & Butler, 2021). We'll also delve into critical ethical considerations, discussing strategies to mitigate bias, ensure data privacy, and maintain the essential human element in therapy (Benke & Benke, 2019).

Join us to gain practical insights on how to navigate the intersection of AI and counseling while advocating for equitable mental health wellness worldwide. This session will equip you with the knowledge to responsibly integrate AI into your practice, enhancing your ability to serve diverse populations and address global mental health challenges.

Dr. Shannon Shoemaker is an associate professor at Hood College. She 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 over ten years of clinical experience in school systems, community counseling services, and working with adults, adolescents, and families. She currently focuses on couple’s work, relationship issues, sexual wellness, and infidelity. Dr. Shoemaker has presented at local, national, and international counseling conferences. She is a member of ACA, ACES, AARC, and is past president of ACSSW and JCSSW co-editor.

Nikki Freeburg, PhD, LMHC is an Associate Professor of Counselor Education at Bridgewater State University. Dr. Freeburg is the department chair of the Counselor Educator Program at Bridgewater State University in Massachusetts (USA) and has a small private practice. Her interests include marital counseling, creativity and wellness in counseling, and supervision best practices. Dr. Freeburg has dedicated her scholarship to teaching, writing, presenting and researching on creative interventions in the mental health setting.

Motivational Interviewing in Clinical Supervision: Assessing and Encouraging Change towards Establishing Professional Identity (1.0 CEU)

Dr. Shelly Aboagye

The purpose of the presentation is to explore the use of Motivational Interviewing (MI) as an approach to clinical supervision in counseling. During the supervision process, a “transition cycle” occurs, where certain events are triggered by general patterns of reactions and feelings. These transitions lead to changes in individuals' perceptions of themselves and the world, which subsequently necessitate appropriate changes in their actions and relationships. These transitions represent both risks and new opportunities. Supervision serves as a method that helps individuals learn how to navigate stressful events in their professional lives, especially during periods of change. The core principles of MI—collaboration, evocation, and autonomy—along with the four general principles of expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy, can be employed by clinical supervisors. These elements are crucial for addressing the changes that occur during a supervisee’s practicum and internship experiences or in response to critical events, as they work towards developing their professional identity.

Dr. Aboagye joined Marymount University's School of Counseling in 2021 as a Visiting Assistant Professor. She has taught a range of courses, including Advanced Human Growth and Development, Counseling for Individuals, Advanced Counseling Theories and Techniques, and Internship and Practicum. Her research focuses on family systems, spirituality and wellbeing, professional identity development, and student development and academic achievement. Dr. Aboagye is currently serving as the President of the Mediterranean Region Counselor Association and is a fellow in aging research with Marymount University Center for Optimum Aging, as well as a recipient of MSI Fellow, NIH Resource Center for Minority Aging Research National Coordinating Center (RCMAR NCC). She is a member of the American Counselor Association (ACA), the North American Society for Adlerian Psychology (NASAP), and the Generatology Society of America (GSA). In addition to her academic work, she provides clinical consultation at a substance abuse treatment center in Maryland.

Race-based trauma and posttraumatic growth during COVID-19: A Quantitative, Cross-Sectional Analysis (1.0 CEU)

Dr. Stephanie Chalk, PhD, LPC, NCC 

Individuals most in need of mental health care are often the ones who lack equitable access. Medically underserved populations (MUPs) consist of marginalized groups who do not have adequate access to medical care, including mental health care, due to geographical or systemic barriers. These populations include rural, low-income, LGBTQ+, homeless, migrant workers, and others. Marymount University's School of Counseling has been provided a $1.2 million dollar grant from the Health Resources and Services Administration (HRSA) with the U.S. Department of Health and Human Services (HHS) to support selected clinical mental health counseling interns to provide psychotherapy, psychological evaluation, and other mental health services to MUPs at approved clinical sites. The purpose of this grant is to provide additional training, support, and incentives for interns to work at clinical sites that serve these populations through the HRSA Scholars Program. This qualitative study examines the clinical and interdisciplinary experiences of interns working with MUPs, exploring outcomes on skills and knowledge acquisition, attitudes, competence, and confidence in working with at-risk, marginalized, and multiculturally diverse clients. The implications of these findings are discussed, along with discussion points for supervision and education of psychotherapists and other mental health professionals.

Stephanie Chalk, PhD, LPC, NCC is an Assistant Professor and the Associate Director of the School of Counseling at Marymount University. She is also the owner and founder of Two Rivers Psychotherapy and Consulting. Dr. Chalk has research and clinical specialties in trauma, crisis, multiculturalism, disability, and neuroscience-based clinical approaches.

Screen Time for the Soul: Using Expressive Media with Families Experiencing Grief and Loss (1.0 CEU)

Jasmine Carter, M.S., P-LPC, NCC, Tin Muk Li, Khyla Barnes 

The presentation explores the use of expressive media to assist family members struggling with grief and loss. Collaboration between clinicians and family members will be emphasized.

Family is conceptualized as individuals united by marriage, blood, choice, or adoption and consisting of a household of individuals interacting with each other based on their role designation (Barnard, 2024). The definition of family has changed because of cultural, social, economic, geographical, religious, and other challenges (Bámaca‐Colbert et al., 2019; Eppler & Hutchings, 2020; Niemiec, 2020). One challenge that all families experience is that of grief and loss, which is universal, transcends all cultures and communities (O’Connor, 2019), and may or may not be long-term. Grief can be physical, psychological, experienced through events such as the death of loved ones or pets, the end of a relationship, loss of identity, unfulfilled dreams, diminished independence or abilities, changes in culture, shift in roles, or any other significant life cycle event (Oates, 2022). This experience can impact family functioning and result in physical, emotional, and cognitive repercussions (Ernstmeyer, 2021; Hilerdink et al., 2023).

When a family experiences grief and loss, viewing their experiences through the lenses of other families can be beneficial in providing new avenues, resources, and skills for processing their pain and promoting healing. Integrating expressive media such as movies, television (TV) series, and mobile applications (apps) into therapy can open the door for family members to start difficult conversations about the changes and challenges associated with loss.

TinMuk Li is a second-year doctoral student in Mississippi State University’s Counselor Education and Supervision program and has a master’s degree in clinical Mental Health. She is a graduate assistant in the Student Counseling Service. Her research interests include diversity, spirituality, trauma, international students, immigration, and social justice.

Khyla Barnes is the Prevention Specialist for the Alcorn Substance Abuse Prevention Program (ASAPP) at Alcorn State University. She is a Certified Prevention Specialist (CPS) and Family Life Educator (CFLE-P). Her academic background includes a Bachelor of Science in Psychology and a Master of Science in both Child and Family Studies and Clinical Mental Health Counseling. She is currently pursuing her doctorate in Counselor Education and Supervision.

Jasmine Carter, M.S., P-LPC, NCC, is a Starkville, Mississippi native who is a two-time graduate of Mississippi State University. She is currently a staff counselor with Student Counseling Services and is pursuing her doctorate in Counselor Education and Supervision with an emphasis in Clinical Mental Health Counseling. Her research interests include intergenerational trauma, marriage and family counseling, and incarceration.

The Impact of Disruptive Impulse Control and Conduct Disorder on the Lives of Children and Adolescents Is a Significant Global Concern: Evidence-Based Treatment Practices and Global Intervention (1.0 CEU)

Dr. Sr Hellen Khisa, Ailish Riggs Dermody, MA, NCC 

The presentation highlights the need for innovative techniques to effectively manage and treat behaviors. These include approaches that focus on early intervention, parent training, cognitive behavioral therapy, and addressing underlying contributing factors such as trauma or family dynamics.

The impact of disruptive impulse control and conduct disorders (DICD) on the lives of children and adolescent is indeed significant and a global concern, as it can severely disrupt their academic, social, and family relationships. These, in turn, can lead to potential long-term problems such as substance abuse, criminal behavior, difficulties in employment due to poor behavioral patterns established in childhood and economic burdens due to decreased productivity, all of which transcend geographical boundaries and affect communities worldwide.

Sr Hellen Khisa Doctor of Philosophy (Ph.D.) in Counselor Education and Supervision with Spiritual and Pastoral Integration.

Ailish Riggs Dermody, MA, NCC is a student in the Counselor Education and Supervision PhD program at Marymount University. As a Resident in Counseling in private practice she works with adults experiencing grief, trauma, substance use, and relationship issues. She also serves as a Grief Specialist with Experience Camps, facilitating clinical sessions for grieving children and their families. She is a certified equine facilitated psychotherapist and has developed and implemented equine facilitated groups for substance use, grief, and women in recovery. She earned her MA in Clinical Mental Health Counseling from Marymount University.

The role of Reward Systems in Family Dynamics: Encouraging Positive Behavior vs. Punitive Responses (1.0)

Maya Khan, MA, NCC

The presentation will focus on how family value systems shape behavior, identity, and emotional well-being, particularly in the context of challenging outdated or unrefined family traditions. As families constantly evolve and reimagine their roles, the way they reinforce positive behaviors; or resort to punishment, can either break or reinforce harmful cycles. Unrefined family traditions often uphold outdated practices that can lead to mental health struggles, isolation, and strained relationships. Reward systems, rooted in positive reinforcement, offer a healthier alternative, fostering connection, self-esteem, and adaptive coping strategies. By understanding the impact of family values and narratives on behavior, this session will provide practical tools for breaking free from limiting traditions, promoting healthier, more supportive family environments, and encouraging personal and collective growth through life’s transitions.

Maya Khan, MA, NCC, is a current student in the Counselor Education and Supervision PhD program at Marymount University in Arlington, VA, and a resident in counseling. With a background in providing both individual and group therapy, Maya has experience working with individuals who have experienced trauma, substance use, behavioral and social challenges, and co-morbid disorders. She has extensive experience working with clients who come from immigrant, LGBTQIA+, neurodiverse, and other historically minority communities, and she has particular clinical and scholarly interests in helping clients recover from trauma. She earned her dual master's in counseling and forensic psychology from Marymount University. She teaches at Marymount University under the role of an adjunct professor.

The US Military Child Overseas: An Intersection of Cultures (1.0 CEU)

Dr. Kathryn Kozak 

The presentation will serve to address knowledge gaps and provide an overview of best practices when working with military children overseas.

The United States Military Community is comprised of over 1,554,600 child dependents, including over 922,685 children of active-duty service members (U. S. Department of Defense, 2023). For some children, particularly those in active-duty families, the military lifestyle encompasses assignments to overseas duty stations. This is reflected by enrollment in Department of Defense Education Activity (DoDEA) overseas schools, which tops 46,000 students (DoDEA, n.d.). These children are not impervious to the mental health challenges among their US peers at large, where trends include one in 11 children diagnosed with anxiety and one in five children having experienced at least one major depressive episode (Bitsko, et al., 2022). In fact, stressors associated with the military lifestyle have been linked to higher rates of mental health disorders in military families (Huebner, et al., 2018). These mental health challenges may be compounded by overseas children's upbringing as Third Culture Kids, with its own associated difficulties (Doherty et al., 2023). As such, it is imperative that the global force of mental health professionals understand the context of US military children overseas, including their existence at the intersection of many cultures. These professionals must also be prepared to harness the population's unique risks and resiliencies in their clinical approach.

Dr. Kathryn Kozak obtained a master's degree in school counseling from Bridgewater State University and a doctoral degree in counseling and counselor education from Syracuse University, both in the United States. Since relocating to Germany, she is pursuing a private practice that will serve the US military community in her area. Prior to moving abroad, Dr. Kozak worked as a counselor educator.

Training counseling interns to serve medically underserved populations: A qualitative analysis of clinical experiences (1.0 CEU)

Dr. Stephanie Chalk, PhD, LPC, NCC, Dr. Lisa R. Jackson-Cherry

Individuals most in need of mental health care are often the ones who lack equitable access. Medically underserved populations (MUPs) consist of marginalized groups who do not have adequate access to medical care, including mental health care, due to geographical or systemic barriers. These populations include rural, low-income, LGBTQ+, homeless, migrant workers, and others. Marymount University's School of Counseling has been provided a $1.2 million dollar grant from the Health Resources and Services Administration (HRSA) with the U.S. Department of Health and Human Services (HHS) to support selected clinical mental health counseling interns to provide psychotherapy, psychological evaluation, and other mental health services to MUPs at approved clinical sites. The purpose of this grant is to provide additional training, support, and incentives for interns to work at clinical sites that serve these populations through the HRSA Scholars Program. This qualitative study examines the clinical and interdisciplinary experiences of interns working with MUPs, exploring outcomes on skills and knowledge acquisition, attitudes, competence, and confidence in working with at-risk, marginalized, and multiculturally diverse clients. The implications of these findings are discussed, along with discussion points for supervision and education of psychotherapists and other mental health professionals.

Stephanie Chalk, PhD, LPC, NCC is an Assistant Professor and the Associate Director of the School of Counseling at Marymount University.  She is also the owner and founder of Two Rivers Psychotherapy and Consulting.  Dr. Chalk has research and clinical specialties in trauma, crisis, multiculturalism, disability, and neuroscience-based clinical approaches.

Lisa R. Jackson-Cherry is Professor and School Director for the Department of Counseling at Marymount University. She is a Fellow with the American Counseling Association (ACA) and served two terms on ACA Governing Council. She is the past- President of ASERVIC, Legislative Representative for the LCPC-M (Maryland) and appointed as Board member of the Professional Counselors and Therapists in Maryland, serving 4 years as Board Chair and as the Interim Executive Director. She is the recipient of the ACA Carl Perkins Government Award; Leadership, Meritorious, and Lifetime Service Awards from ASERVIC, and Lifetime Service Award from the Military and Government in Counseling for her work with First Responders. She is the co-editor of the text Crisis Assessment, Intervention, and Prevention (3rd edition) and co-author of Practicum and Internship: A handbook for competent clinical practices (2021).

Understanding Critical Qualitative Research: Bridging the Gap to Clinical Practice (1.0 CEU)

Dr. Keene-Orton, PhD, LPC, ACS, BC-TMH

By discussing recent publications in critical qualitative research, attendees will learn snapshot experiences of underrepresented populations. Using these snapshots, attendees will apply frameworks, skills, and demonstrations within their professional orientations. After application, presenter and attendees will evaluate effectiveness of implementation of new modalities for personal and professional integration.

Dr. Keene-Orton has 20+ refereed presentations at international, national, regional, state, and local levels, is an Assistant Professor of Counseling at Central Michigan University, and enjoys mentoring students through their counselor-trainee process. Dr. Keene-Orton continues to practice as a Licensed Professional Counselor and Approved Clinical Supervisor and has been focusing research around expressive arts in counseling and South Asian and Arab mental health barriers.

Unpacking Work-Related Rumination for Counselors (1.0 CEU)

Dr. Patrick R. Mullen

Have you ever left work but continued to think about something that happened during the workday? This is a common experience called work-related rumination, which involves thinking and contemplating events and issues from work during one’s personal time. It is a prevalent issue that impacts the well-being of counselors. In this presentation, attendees will learn about the multifaceted nature of work-related rumination and explore its emotional and psychological impact on people and organizations. The presentation will provide findings from two different studies that have examined work-related rumination among samples of school and clinical mental health counselors and its relationship with other factors of professional well-being. Attendees will learn strategies to limit harmful rumination, including self-care and career-sustaining behaviors.

Dr. Patrick R. Mullen is an associate professor and chair for the Department of Counseling and Special Education. He teaches a variety of courses with a focus on counselor education and supervision and school counseling. Dr. Mullen draws inspiration for his work based on his experiences as a school counselor, his work within alternative education programs, and his time as a faculty member. He holds his Pupil Personnel Services License for School Counseling through the Virginia Department of Education. Dr. Mullen is also a National Certified Counselor, a National Certified School Counselor, and an Approved Clinical Supervisor. He presents at state, regional, and national conferences in counseling and education, along with publishing articles in scholarly journals. Furthermore, he is on the editorial board for Counselor Education and Supervision, Journal of Counseling and Development, and Measurement and Evaluation in Counseling and Development. He is also an Associate Editor for Counseling and Values and Editor for the Journal of School-based Counseling Policy and Evaluation.