Clinical Professor, Depar tment of Counseling Psychology, Morgridge College of Education, Denver Universit y, Denver, CO
2:30 – 2:45 p.m.
Break
2:45 - 4:30 p.m.
THE BIG PICTURE – A HOLISTIC DISCUSSION OF COLLEGE STUDENT SELF-CONCEPT
Auditorium
Distinguished Professor, Cit y Universit y of New York Graduate Center, New York, NY
PREC(AR)IOUS KNOWLEDGE AND DESIRE: HOW WORKING CLASS YOUTH OF COLOR EMBODY AND NARRATE THE RHYTHMS OF NEO-LIBERAL BLUES
This paper will theorize an “epistemology of precarity” in which William Cross Jr. Lecture Series precarity is understood as both an assault on youth development and a structural, dynamic cauldron where pain, dispossession, resilience, knowledge, critique and desire marinate. Drawing theoretically on critical race theory, neuro-science and Ralph Ellison’s writings on jazz, I will present both maps and focus group interviews with young people attending under-resourced schools in California, and their educators, to invite researchers to take up precarity as as doubled construct: a form of structural violence with devastating implications indeed, as well as a pedagogical, psychological, and political resource. After reviewing the gorgeous and provocative insights/incites of the youth, I will review the literatures on relationships as a powerful buffer for lives of institutional betrayal, and place those findings in contra-distinction to the well funded, relationship severing corporate campaign for “disruptive innovation” in public education, which has unleashed school closings, short term teachers, long term subs, the placement of more police officers than guidance counselors in schools. Finally I will pose back to researchers and policy makers questions of our obligation to contest the structural violence of precarity and honor the knowledge produced.
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WELCOME TO THE CONFERENCE February 20-21, 2015
FRIDAY MORNING 9 – 10:30 a.m.
14th Annual
Keynote Address
Cross-Cultural Counseling and Education Conference for Research, Action, and Change
KEYNOTE ADDRESS
Michelle Fine
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PRESENTATION
This seminar covers four components of the self-concept [group identity; personal identity, relational identity & individuality]. These components are central to the self-concept and identity discourses of practitioners working in student affairs, fraternity affairs, and minority affairs. Although a clinical undertone will permeate the discussion, the event will target professionals in college student affairs, and not counselors or clinicians. Seminar activities will help raise awareness on how to differentiate each component during everyday interactions. The seminar will advocate a multidimensional analysis of self-concept, identity and personality.
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Auditorium
William Cross Jr.
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1 - 2:30 p.m.
Coastal Georgia Center, Savannah, GA
Conference Theme... Rediscovering Personal Responsibility The conference focuses on racial identity development (Black, White, and other people of color), ethnic identity development (African American, European American, and other ethnic groups), and gender and sexual orientation, from infancy through adult maturity. An understanding of this development is necessary to understand the dynamics of multi-ethnic and multi-racial groups in the United States.
FRIDAY MORNING
FRIDAY AFTERNOON
SATURDAY AFTERNOON
Keynote Address
Keynote Luncheon Address
Keynote Address
Closing Remarks and PLU Testing
William Cross Jr. Lecture Series
Joel Filmore
February 2016
Assistant Professor Winona State University Winona, MN
Daryl E. Chubin
Independent Consultant Savannah, GA
Michelle Fine
Distinguished Professor City University of New York Graduate Center New York, NY
Coastal Georgia Center, Savannah, GA
SAVE THE DATE CROSS-CULTURAL COUNSELING AND EDUCATION CONFERENCE FOR RESEARCH, ACTION, AND CHANGE
CONNECT TO THE COASTAL GEORGIA CENTER USE LOGIN: CGCGUEST PASSWORD: cgcguest
THIS CONFERENCE IS SPONSORED BY College of Education Department of Leadership, Technology, and Human Development, Counselor Education Program Georgia Center for Educational Renewal Child & Family Guidance, Milledgeville, GA
CONTINUING EDUCATION
GeorgiaSouthern.edu/crosscultural
10:30 – 10:45 a.m. Break 10:45 a.m. - 12 p.m. Ethics Session ROOM 111 MUST SIGN IN AND OUT TO RECEIVE CREDIT CULTURAL IMPLICATIONS OF THE NEW ACA CODE OF ETHICS Kathr yn L. Henderson, PhD, LPC, NCC, Georgia Regents Universit y, Augusta, GA This presentation will review the major revisions in the new ACA Code of Ethics (2014) with a primary focus on cultural implications. The revisions to the ethical standards related to personal values and referrals will be examined, as well as changes impacting counselor educators and social media. Case examples and available resources will be discussed.
10:45 a.m. - 12 p.m. Concurrent Sessions ROOM 210 MULTI-RACIAL COUNSELING PRIMER: EXPLORING THE HISTORY, EXPERIENCES, IDENTITY DEVELOPMENT, AND BEST PRACTICES WITH BI-RACIAL AND MULTI-RACIAL INDIVIDUALS Derrick Paladino, Ph.D, LMHC, NCC and Samuel Sanabria, Ph.D, LMHC, NCC, Rollins College, Winter Park, FL Multiracial individuals (e.g., multiple heritage, mixed race) experience unique identity developmental processes as compared to individuals living with one racial/cultural identity. Although no single identity development model describes these experiences, common threads include identity confusion, social experiences, finding a cultural home and relating to family and peers. This presentation will review salient issues, identity developmental processes, and effective counseling strategies.
ROOM 212
UNDERSTANDING RACE AND GENDER STEREOTYPES OF WORKING-CLASS BLACK WOMEN IN THE WORKPLACE Tammy Lewis Wilborn, MS, LPC, NCC; Universit y of Nor th Carolina, Charlotte, NC This interactive presentation will present findings from a phenomenological study that examined workingclass Black women’s experiences with race and gender stereotypes in the workplace. Implications for counselor practice, counselor education and supervision, and future research will be discussed.
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Maria Del Pilar Abreu, MEd, Dr. Fiona Sussan, Dr. Mansureh Kebritchi, and Dr. Ina Freeman Bilingualism does not automatically translate to interpretation skills. DeCola (2011, p.165) described this misconception as “One factor contributing to this dilemma is the common misconception that any individual who is bilingual may competently act as an interpreter”. Instead, substantial training is required to enable bilingual speakers to perform translation duties (Flores et al. (2012). These research findings highlight the importance of formal training – the largest independent variable of this research proposal - for bilingual speakers in order to prepare them for translation jobs.
ROOM 218/220 PROMOTING AN ADVOCACY IDENTITY: STRATEGIES FOR ACTION AND CHANGE Karen M. Decker, Ph.D., LPC, ACS, Jasmine Santiago, Graduate Intern, William Paterson Universit y, Wayne, NJ This presentation will highlight current research supporting the inclusion of an advocacy identity as an integral component of a professional counselor identity. Presenters will facilitate discussion of evidence-based strategies for counselors, counselor educators, and supervisors for helping to promote a strong advocacy identity among professional counselors and counselor trainees. Future directions in research will also be highlighted.
11:45 a.m. – 1 p.m. Lunch (On Your Own)
NOVEMBER 5-7, 2015 - -
national youth at risk conference
las vegas
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ONE SIZE DOES NOT FIT ALL: BILINGUAL TRAINING EFFECTIVENESS IN HEALTHCARE TRANSLATION
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This keynote touches on how traumatic life experiences, at an early age, can significantly influence the communication styles of those impacted by trauma and how the speaker not only utilized professional counseling to reinvent himself, but also formal education. The speaker will discuss ways in which professionals can utilize themselves as agents of change for those who are in need. Educators are in the perfect position to address this serious gap in cross-cultural/multicultural counseling. It is not enough to teach our students about other cultures, we need to address the hurt, the pain, and the rage that lies beneath the surface of those who have been disenfranchised. We need to prepare our students to address those needs as well. Social justice and advocacy requires us to be more vocal to ensure that others hear our message.
ROOM 217
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MESSAGE OR MISSILE: A PERSONAL ACCOUNT OF HOW RACIAL/SEXUAL IDENTITY EXPERIENCES IMPACT INTERPERSONAL COMMUNICATION
Growing up as an openly gay, biracial, African-American in a racist, rural, farm community in Michigan in the 70’s-80’s, I experienced a lot of abuse. Living as a transgender female, in my early adult life, I became a victim of sex trafficking and spent ten years as a homeless prostitute on the streets of Chicago. My childhood had uniquely prepared me for this, as this victimization was merely the next phase of trauma and abuse in my life. Yet again, I found myself dominated by others. When I was finally able to break free and gain control over my own life, I found that not only was I no longer trusting of others, but that I developed a personality that was quite polarizing; I was aggressive, challenging, sarcastic, and profane. As a professional counselor, and a Counselor Educator, I’ve had to do a lot of work to reinvent myself, both inside and out, through counseling and personal reflection. Depending on the day, you may get a glimpse of the ‘old me’, the wounded me, the me that is afraid and distrusting, the me that lashes out at others before others have a chance to inflict pain (or in response to perceived slights).
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KEYNOTE ADDRESS
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Assistant Professor, Winona State Universit y, Winona, MN
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Auditorium
Joel Filmore
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9 - 10:30 a.m.
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Negative stereotypes of African-American women pervade history and have a devastating impact on racial identity development in African-American adolescent girls and young women. Incorporating the Atkinson, Morten, and Sue (1998) Cultural/Racial Identity Model, this presentation identifies barriers to racial identity development in AfricanAmerican young women and practical solutions that would instill cultural pride and self-esteem.
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Diana L. Devoe, M. S., James H. Payne, Ed.D., LPC, CPCS, LMHC, NCC, CCMHC, ACS, South Universit y Savannah, GA
8:30 - 9 a.m. Welcome • Auditorium
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10:30 - 11:45 a.m. Concurrent Sessions ROOM 212 RACIAL IDENTITY DEVELOPMENT IN AFRICAN-AMERICAN ADOLESCENT GIRLS
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F R I D AY FEBRUARY 20
7:30 - 8:30 a.m. Registration and Continental Breakfast Lobby
HOSTED BY College of Education and Continuing Education at Georgia Southern University, Statesboro, GA
Details @ www.nationalyouthatrisk.org or Call 1.855.478.5551 WHO SHOULD ATTEND?
This Conference is designed for all persons interested in the well-being of youth, included but not limited to: Teachers at all levels Principals and Assistant Principals School Counselors and Psychologists Health and Human Service Counselors and Personnel Criminal Justice Professionals Business and Community Leaders Volunteer Service Providers Marriage and Family Therapists Social Workers
EXHIBITOR OPPORTUNITIES AVAILABLE PAGE 7
This program is designed to present instructional strategies and provide examples for a) introducing the concept of advocacy on behalf of individuals, communities and systems. b) preparing counseling students and students in helping professions to become advocates for groups subject to oppression. c) reducing student resistance to advocacy using racial identity models, and d) designing student advocacy projects.
9 - 10:15 a.m. Concurrent Sessions ROOM 210 PROFESSIONAL IDENTITY DEVELOPMENT OF AFRICAN AMERICAN COUNSELORS: A MENTOR MODE Stacey L. Olden, MA , LPCS, Universit y of South Carolina, Columbia, SC This presentation will discuss the underrepresentation of African Americans as advanced counseling professionals and consumers of counseling services. Participants will evaluate the barriers and benefits of African American Counselors (AACs) becoming credentialed professionals and counselor education faculty. The presentation will explore a mentor model specific to the professional identity development of AACs and discuss implications for multicultural diversity in counseling.
ROOM 217
12 - 1:30 p.m. Daryl E. Chubin
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According to the Refugee Processing Center, more than 69,000 refugees will have been admitted to the United States within the past year (Refugee Processing Center, 2014), with an expected increase in the upcoming years. This workshop will to highlight some of the major needs and struggles that refugees face in the U.S., with a focus on implications for counselors.
Jason D. Etheridge, Student Engagement Specialist, Hampton, GA This presentation challenges the minds of educators, to understand truer data about African Americans (males especially), accept that the lives of their minority students will undoubtedly be different from other students, to invigorate the efficacy of our educators, spark radical change at their respective locations, plant seeds to eliminating generational curses.
KEYNOTE ADDRESS EXPLOITING ‘DIFFERENCE’— CHANGING STEM AND SOCIETY
History has propelled race, ethnicity, and gender to the forefront of consciousness about “difference”—also about opportunity, access, and ultimately inequality in our society. Who participates in what is now called STEM, and who does not, reflects directly on us, our schools, our policies, and our politics. In what can be termed “research-based advocacy,” I offer a series of “exploitations.” My entire 40-year plus career has been framed by race relations inequality of all sorts that is sustained by a zero-sum mentality. Having worked in the higher education, federal policy, and nonprofit worlds, I ask myself what could I have done differently, or more of, to create—in what some mistakenly call a “post-racial, post-multicultural” society—a more inclusive and respectful climate.
PLIGHT OF THE REFUGEES: IMPLICATIONS FOR COUNSELORS
BECOMING A GENERATIONAL CURSE ELIMINATOR! DESTROYING MYTHS, ACCEPTING DIVERSITY, AND REALIZING POTENTIAL
Luncheon
Independent Consultant, Savannah, GA
Dareen Basma, MS, NCE, Universit y of Tennessee
ROOM 218/220
1:30 - 2:45 p.m. Ethics Session ROOM 111 MUST SIGN IN AND OUT TO RECEIVE CREDIT ETHICAL ISSUES IN RURAL SUPERVISION: PERSPECTIVES FROM COUNSELOR EDUCATORS, SUPERVISORS, AND COUNSELORS-IN-TRAINING Arline Edwards-Joseph, Ph.D., NCC, LPC and Quiteya Walker, PhD, CRC, Albany State Universit y, Albany, GA Most counseling professionals are aware of the importance of being ethically competent practitioners; however, there are limited discussions about ethical issues in rural areas related to clinical supervision. A panel of counselor educators, supervisors, and counselors-in-training will present their lived experiences. Attendees will leave with empirically supported practical strategies to implement in counseling and supervision.
10:15 – 10:30 a.m. Break
1:30 - 2:45 p.m. Concurrent Sessions ROOM 210 PREPARING MULTICULTURALLY COMPETENT COUNSELORS: REFLECTIONS ON RACE AND ETHNICITY AMONG MARGINALIZED GROUPS
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HOW ADVOCACY PROJECTS HELP STUDENTS TAKE ACTION Kathy M. Evans, Christopher Cook Lorell Gordon Tif fany Rogers Leonis Wright, Yanc y Mosley, Universit y of South Carolina, Columbia, SC
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This workshop will discuss the benefits and challenges associated with using distance technology to counsel, supervise, and teach. The presentation will be didactic and experiential; presentation tools will include case studies; review of current professional ethical codes; and discussion.
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Dr. Rhonda M. Br yant, Ph.D., LPC, NCC, CCMHC, NCSC, Albany State Universit y
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On the heels of the deaths of Trayvon Martin, Eric Garner, and Michael Brown, what is the role of counselor educators in addressing these injustices in their classrooms? Should these conversations be part of specific classes or integrated into various classes? How should these conversations occur? These are some of the questions that will be addressed as we discuss the role of multicultural counseling and social justice/advocacy through the lens of experiential learning.
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Jennifer J. Mat thews, Ph.D., NCC, SCL, Oakland Universit y, and Mat thew L. Lyons, Ph.D., Universit y of New Orleans
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9 - 10:15 a.m. Ethics Session ROOM 111 MUST SIGN IN AND OUT TO RECEIVE CREDIT ETHICS AND DISTANCE TECHNOLOGY: CONSIDERATIONS AND IMPLICATIONS FOR COUNSELOR EDUCATORS AND SUPERVISORS
10:45 a.m. - 12 p.m. Concurrent Sessions ROOM 217 ADDRESSING RACIAL INJUSTICE TRAGEDIES IN THE CLASSROOM: WHAT IS THE COUNSELOR EDUCATOR’S ROLE?
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Registration and Continental Breakfast • Lobby
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S A T U R D A Y FEBRUARY 21
Karen M. Decker, Ph.D., LPC, ACS and Jasmine Santiago, Graduate Intern, William Paterson Universit y, Wayne, NJ
10:30 - 11:45 a.m. Ethics Session ROOM 111 MUST SIGN IN AND OUT TO RECEIVE CREDIT CULTURAL RESPONSIVENESS AND ETHICAL SUPERVISION
This interactive presentation will highlight evidence based practices in multicultural counseling education. Classism, sexism, privilege, and oppression will be presented through a short film, followed by group discussion to promote awareness of self and others, social justice, open communication, and empathy. An activity for promoting discussion of multicultural topics in counselor education courses will be shared.
ROOM 212
ENGAGE ME, EMPOWER ME: FACILITATION OF CHANGE AMONG THE OFFENDER POPULATION
Henr y L. Harris, Phd., LPC ., Universit y of Nor th Carolina, Charlotte
Dr. Karla L. Sapp, Ph.D., LPC, NCC, Federal Bureau of Prisons, Midway, GA and Everet t Tolber t, MA , South Universit y, Savannah, GA
This interactive presentation will address a number of ethical concerns that may occur during the process of supervison. It is imperative that culturally competent supervisors provide ethically responsive supervision by always taking into consideration various cultural factors that include age, race, ethnicity, socioeconomic status, sexual orientation, and religion.
Counselors, when working with criminal offenders, must have a general understanding of their social and generational identity constructs, in order to effect change. This presentation will afford participants the ability to identify the unique characteristics of the offender population, understand the importance of establishing a working relationship with the offenders, and provide techniques to facilitate positive change among offenders.
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Mar y Elizabeth Toler, M.Div., Th.D., LMFT and Sophia S. Park M.Div., Th.D., LMFT Neumann Universit y, Aaston, PA In many counseling programs, students’ religious, personal, and political beliefs regarding LGBTQI issues often fall within a broad spectrum. As teachers striving to create paradigms where future counselors can engage LGBTQI issues in respectful, compassionate, educated, and informed ways, there are numerous dynamics to manage in a context of a diverse community of learners. This presentation explores some of these dynamics and proposes a pedagogical framework that is sensitive to multiple viewpoints, while also providing a clear path to responsible, compassionate care for those dealing with LGBTQI issues. Special attention will also be given to addressing the wholistic needs of LGBTQI clients, including the cultural and spiritual dimensions.
ROOM 210
REVIEWING MIXED MEDIA FOR UNDERSTANDING HISTORICAL VIEWS OF CULTURAL GROUPS Phyllis Rober tson, Ph.D., Dale Brother ton, Ph.D., Ms. Alex Hill, Ms. Sarah Raines, Western Carolina Universit y, Cullowhee, NC Counselors-in-training are encouraged to examine their biases and prejudices as they relate to societal influences. This presentation will demonstrate a classroom approach to helping students discover the impact of media on knowledge and awareness of diverse groups, and develop implications for best practice in counseling.
ROOM 211
CROSS CULTURAL SUPERVISION USING STRUCTURED TECHNIQUES TO STRENGTHEN THE WORKING ALLIANCE James H. Payne, Ed.D,LPC, LPCS, LMHC, NCC, DDMHD, ACS, Assistant Professor of Clinical Mental Health Counseling at South Universit y, Thommi Odom, MS, L APC, NCC , Nationally Cer tif ied Counselor and Career Coach, Adjunct Professor, Georgia Perimeter College, Decatur, GA
ROOM 212
RAISING COUNSELORS’ AWARENESS OF BARRIERS TO TREATMENT FOR MINORITY POPULATIONS Lesley Clack, ScD, LPC, NCC; Armstrong State Universit y Why are minority children less likely to receive mental health treatment? This presentation will explore barriers to treatment identified by minority youth and their parents. The presentation will include ideas about how to reduce barriers to improve participation in treatment when dealing with minority youth and their parents, and will incorporate active discussion among participants.
* Guests of Embassy Suites receive complimentary bar service.
5:30 – 7:30 p.m. Gather at the Manager’s Reception Embassy Suites
Please complete the online survey to request your certificate. The survey is available at the GeorgiaSouthern.edu/crosscultural.
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3:15 - 4:30 p.m. Concurrent Sessions ROOM 111 BEYOND THE PERSONAL: A PEDAGOGICAL PARADIGM THAT FOSTERS OPEN ENGAGEMENT OF LGBTQ ISSUES
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4:30 p.m. Concurrent Sessions conclude
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This presentation is for those who are counselor educators or those who teach a multicultural counseling course and want to learn about dynamic activities to enhance the development of multicultural/diverse competencies amongst students. Students’ perspectives will be shared and specific activities and resources that influence the learning process will also be presented.
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Tif fany M. Bordonada MS, Kimberly A . Nelson, MA , Chandra L. Goodwin, LPC- I, Stacey Olden, MA , LPC, LPCS, and Katherine A . Feather, LPC, Universit y of South Carolina, Columbia, SC
Please Note: The Coastal Georgia Center closes promptly at 5:30 p.m.
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ROOM 218/220 DYNAMIC ACTIVITIES FOR TEACHING A MULTICULTURAL COUNSELING COURSE
Networking Break
This interactive workshop will present and discuss the use of structured assessments in cross-cultural supervision, which Bordin (1983) and others (e.g., Milne, 2009) recommended. Cross-cultural clinical supervision involves multiple layers, which research shows must involve an open supervisory working relationship. Integrating assessments and structure in supervision will be discussed as a way to open up and integrate a strong supervisory working alliance from the beginning, as recommended by the Association of Counselor Education & Supervision (2011). Participants will learn to administer and score the Leeds Alliance in Supervision Scale (Wainwright, 2010), as well as, the University of Rhode Island Change Assessment (DiClemente & Hughes, 1990).
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This presentation focuses on the experiences of young women who drop out of school. These experiences highlight the impact that poverty has on women’s lives, resources that young women need to return to educational settings, and the early educational experiences that led to their dropping out.
PLEASE NOTE The evaluation site will close 2 weeks after the date of the conference. Please allow 3-6 weeks to receive your certificate.
THANK YOU to our Planning Committee
Dr. Beth Durodoye, Chair
Ms. Mary Jernigan
Georgia Southern University
Georgia Southern University
Dr. Leon Spencer, Honorary Chair
Dr. Derrick Paladino
Georgia Southern University
Rollins College
Dr. Terry Diamanduros
Dr. Deborah Rifenbary
Georgia Southern University
University of New Mexico
Dr. David Julius Ford
Dr. Carolyn Rollins
James Madison University
Albany State University
Dr. Alejandro Gallard
Dr. Patricia Stewart
Georgia Southern University
Georgia Southern University
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2:45 – 3:15 p.m.
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This engaging session will unveil actionable ways to successfully address the topic of cultural responsiveness in professional school counseling through inviting dialogue with participants.
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THE PROFESSIONAL SCHOOL COUNSELOR: CREATING A CULTURALLY RESPONSIVE ENVIRONMENT TO REACH MARGINAL STUDENTS Kim Jackson-Allen, Ed.D., LPC, NBCC, NCSC, Savannnah- Chatham Count y Public Schools
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Regina Rahimi, Ed.D., Armstrong State Universit y, Savannah, GA and Delores Liston, Ph.D., Georgia Southern Universit y, Statesboro, GA
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This presentation will provide information about the importance of focusing on religious and spiritual components of various cultures addressed within a multicultural counseling course. It is important that counselors- in- training learn the various religious and spiritual components of cultures in order to effectively meet the needs of their clients. It is also important that counselor educators better address religious and spiritual aspects of cultures to help students develop into well-rounded counselors.
3:15 - 4:30 p.m. Concurrent Sessions ROOM 217 GIRLS LEAVING SCHOOL: ADVOCATING CHANGE
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Kimberly A . Nelson, Universit y of South Carolina, Columbia, SC
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1:30 - 2:45 p.m. Concurrent Sessions ROOM 217 RELIGION AND SPIRITUALITY: ITS PLACE IN A MULTICULTURAL COUNSELING COURSE
Dr. Nathaniel Ivers Wake Forest University PLAN TO EXTEND YOUR VISIT TO SAVANNAH, the Hostess City of the South! Savannah boasts a variety of well-known restaurants and a number of dance and musical clubs. It also offers boat, horse drawn carriage, bus, and walking tours of the historic downtown areas and the exciting River Street and City Market areas of shops, bistros and galleries.
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