COUNSELING & HUMAN SERVICES
SOCIAL JUSTICE
THE UNIVERSITY OF SCRANTON
V O L U M E
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Spring 2020
INSIDE THIS ISSUE:
Dear Newsletter Friends,
Fitness for the Profession
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ACA Introduction
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Faculty
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Faculty
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Students
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Students
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Warm Welcomes
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Events
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Honor Societies 10 Promotions
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Faculty Awards 12 Faculty/ 13 Student Awards Student Awards 14 Community Efforts
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Spotlight
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Publications & Presentations
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Faculty Fun Fact
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Accreditations
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Disability Conference
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We hope that you will enjoy this edition of our CHS Newsletter dedicated to Social Justice. A special thank you to our Co-Editors, graduate students, Kaity Lambert and Shelby Valvano, and our Newsletter Advisor, Dr. Mary Troy for another wonderful edition. It would have been easier to postpone the newsletter as we moved to remote work, however, as you have discovered this is a department and group that never takes the easy way and always looks to forge ahead with new paths.
Ann Keeler, Pam Turbessi, Prof. Geri Barber, and Drs. LeeAnn Eschbach, Ollie Morgan, Lori Bruch, Kevin
Wilkerson, Rebecca Spirito Dalgin, Vanessa Jensen, Paul Datti, Ben Willis, Julie Cerrito, This picture was taken in Tiffany Bordonada, Mary Troy, Sonja Lund, Dana Gadaire, and Michael Kelley, please note Dr. Wilkerson March of 2020 on a was wearing his Invisibility Cloak at the time this photo was taken. beautiful spring morning, right before break, when we all decided to gather in the Therapy Garden for a photo opportunity. While we have a more serious, professional photo, this one is dedicated to our GRADUATES. To all of our 2020 Graduates, forever part of our Royal CHS family, thank you for leaving your special mark in our 4th floor McGurrin Hall, and for inspiring us to reimagine a Spring semester like no other. During this month of May, we will celebrate your accomplishments in small and thoughtful ways, so that you know how special you are to us. You have chosen a profession that we love and it is our profound privilege to now welcome you as colleagues in Counseling and Human Services. Please know that we care deeply about you and recognize that Spring of 2020 was a most difficult semester. We hope and pray that you and your loved ones are safe and well. So in this moment, may our silliness remind you that it is important to celebrate your accomplishments and to virtually toss your graduation caps (mortarboards) into the air.
On behalf of the faculty and staff, let’s promise in the Jesuit tradition, as we go forth to set the world on fire, to stay connected in spirit and purpose. Lori A. Bruch, Ed.D., CRC, LPC Chair, Counseling and Human Services Congratulations to the Following Graduates! Bachelor of Science in Counseling and Human Services: Er ica Amaya, Kathr yn Br own, Br ittany Carmino, Kelly Clarke, Kayla Collins, Kiera DeProspero, Grace Dickson, Carly Dietz, Peggy Doolittle, Mackenzie Duffy, Jessica Elcik, Katherine Fletcher, Jordan Glass, Emily Gomelko, Victoria Guardino, Michael Gullo, Brion Harris, Allie Hotchkiss, Abigail Jones, Somer Kundla, Sonni Rose Mazzone, Mei Lin McElhill, Alexis Pendergrast, Meghan Pratt, Zachary Richard, Michel Rodriguez, Sophia Scholes, Kelly Stamer, Bailechesel Tumechub Master of Science in Clinical Mental Health Counseling: Kr isten Banach, Adr ianna Borkowski, Danielle Burge, Adriana Cataldo, Katie Christman, Patricia Cummings, Nicole Dubiac, Chelsea Kresge, Julia Lettieri, Angela Marinelli, Geoffrey Morton, Nicole O’Brien, Anne Marie Pellegrino, Abigail Rieder, Nicole Riley, Meghan Rose, John Stocks IV, Alexandra Sweeney, Cindy Tesch, Elisa Tuffy Master of Science in Rehabilitation Counseling: Mar iah Dunn-Fletcher, Alex Malecki, Mary Massino, Rose Rosado Hernandez, Liam Mooney, Elizabeth Pantucci, Shannon Saxon-Price, Elyse Travers Master of Science in School Counseling: Elizabeth Cor bett, Mor gan Cr aig, Mar gar et Donnelly, Sar ah Fredrick, Christina Futterknecht, Bianca Gentile, Maria Gosart, Carly Koelle, Kimberley McGuire, Sarah Rosar, Breanna Santarsiero, Dominique Spataro, Gina Spohr, Marc Sweeney, Tessa Werner-Brooks
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10 Dimensions of Fitness for Profession for Counselors-in-Training The Fitness for the Profession Document helps in the evaluation of an individual’s beliefs, attitudes, and behavior in many areas of one’s life, such as academic, clinical, professional, and personal. The CHS Department hopes that this document will help in the self-assessment, self-correction, and self direction of each student on the path to becoming a professional counselor. The list below are the 10 dimensions of the document that are important in the training of a counselor and in the practice of a professional counselor.
1. Commitment to Wellness -The lifelong commitment to becoming the best one can be spiritually, men tally, physically, socially, and vocationally. 2. Commitment to Learning -The ability to self-assess, correct, and direct; continually seek knowledge and understanding; demonstrate academic and life management skills. 3. Core Academic and Clinical Competences -Holds knowledge in the core areas of certification. 4. Professional Identity -The commitment to ongoing development as a professional with the ability to put theory-into-practice. 5. Personal Maturity - Ability to live and function at appropriate level of emotional, psychological, and relational wellbeing; freedom from limitations to one’s professional performance. 6. Responsibility - Ability to fulfill professional commitments, be accountable for actions and outcomes; demonstrate effective work habits and attitudes. 7. Interpersonal Skills -Ability to interact with clients, families, other professionals, and the community effectively. 8. Communication Skills - Ability to communicate effectively (speaking, body language, reading, writing, listening) for varied situations; sensitive to diversity. 9. Problem-Solving -The ability to seek out resources for help, support, and insight. 10. Stress Management -The ability to recognize sources of stress and how they affect an individual,; ability to develop effective coping techniques; seeks appropriate support
Fitness for the Profession, a lifelong journey
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ACA standards– 5th Force in Counseling For our Spring 2020 Newsletter we chose Social Justice as our theme. The development and integration of social justice within the field of counseling has been influential in how professionals develop their sense of identity and pursue their work with clients. Social justice has also become a root in how the counseling field represents itself. But what is social justice and how has it become the “5th Force in Counseling?” The American Counseling Association defines social justice as, “the promotion of equity for all people and groups for the purpose of ending oppression and injustice affecting clients, students, counselors, families, communities, schools, workplaces, governments, and other social and institutional systems.” This conceptualization of social justice aligns with one of the fundamental principles of professional ethical behavior, justice. Justice is the act of treating individuals equitably and fostering fairness and equality. Embedded into the profession’s principles for ethical behavioral is the idea of being competent and responsive to social injustices and that we, as counselors, shall advocate for those without a voice and commit to positive change where equality replaces oppression in all systems. A social justice perspective in counseling acknowledges issues of power, privilege, and oppression. This social justice counseling approach uses advocacy and activism as change agents to address inequitable conditions in which clients live. This aligns with the American Counseling Association’s Code of Ethics, which states in Section A.6.a., “when appropriate, counselors advocate at the individual, group, institutional, and societal levels to examine potential barriers and obstacles that inhibit access and/or the growth and development of clients.” The growing awareness and increasing realization that past and present counseling approaches that focus on an individual without regard for environmental factors is limiting and may contribute to the marginalization of groups of people. Consequently, a social justice counseling perspective has surged forward as the profession’s response to this awareness, indicating that the new emergence of social justice practices is the 5th Force to arise in the counseling field. However, the emergence of social justice is not new to the profession; it is the maturity of the social justice perspective that has been recently acknowledged and recognized for its depth and widespread impact (Ratts, 2009). Social justice perspectives are shaping and influencing ways in which counseling is being practiced. This has become increasingly evident with such developments as the ACA Advocacy Competencies and Multicultural Counseling Competencies. Although social justice is not a new concept in the field, early feminist and multicultural scholars criticized the absence of approaches to oppression and inequities in traditional psychological work (Chung & Bemak, 2012). Recent decades have generated significant increases in the literature on multicultural counseling and competencies. Social justice is at the very core of multicultural counseling competencies, making it essential that professionals have both the ability to perceive accurately ecological factors that influence clients, and the skills to challenge and address systemic barriers that impede the client’s growth, development, quality of life, and psychological well-being (Chung & Bemak, 2012). Here at The University of Scranton, and within the J. A. Panuska S. J. College of Professional Studies, social justice is an undergirding element in everything we do. The mission statement of the Panuska College of Professional Studies states, “The three interrelated themes of Jesuit education – a focus on moral reflection, teaching for social justice, and the liberal treatment of subject matters – are embedded in our PCPS curriculum as well as rigorous scholarship and service on both the undergraduate and graduate level.” It is our duty as future professionals to acquire the skill set necessary to be effective leaders in our community that have a firm grounding in social justice principles and beliefs. As fate would have it, we are in an unprecedented period of time where social justice advocacy is greatly needed. The University, faculty, staff, and students have shown that we are men and women for others and that we can act on social justice principles for the betterment of others. Our Spring 2020 Newsletter will display how our students, faculty, and University have engaged and incorporated social justice principles and events into their own beliefs, learning, curriculum, and professional as well as personal lives. References Chung, R. C., & Bemak, F. P. (2012). Social justice as the fifth force: Theories and concepts. Social Justice Counseling: The Next Steps Beyond turalism. Thousand Oaks, CA: Sage Publications, Inc.
Multicul-
Ratts, J. M. (2009). Social justice counseling: Toward the development of a fifth force among counseling paradigms. Journal of Humanistic Counseling, Education and Development, 48, 160-172.
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Faculty Social Justice is considered the 5th force in counseling. The University of Scranton, as a Jesuit Institution, calls us to be men and women for others. How do you live out these ideals as a professional counselor? In the fall of 2004, I was just beginning my journey as a counselor educator. I had recently earned my Ph.D. in Counselor Education and Supervision at Syracuse University and was in the process of wrapping up my first round of courses as an Assistant Professor in the Department of Counseling and Human Services here at The University of Scranton. As the semester was coming to a close, I began turning my attention to spring course preparations. One class I was going to be teaching that spring was our comprehensive Program Planning course for School Counselors. During this same period, the American School Counselor Association was rolling out their first edition of the National Model for School Counselors, a new paradigm designed to clarify and codify the ways that professionals would be directed to work as we moved into the twenty-first century. Some of the principle features of the model directed school counselors to pay much closer attention to critical concepts like equity, advocacy, systemic change, and social justice. In an effort to embed these elements into the new course I would be teaching, I developed a comprehensive semester long case study project designed to help our students learn how to identify underserved, marginalized student populations and develop intentional, integrated programs to meet their developmental learning needs. Fast forward to this spring, 2020. Almost 16 years have passed. The American School Counselor Association just released the fourth edition of the National Model this past summer. The course described above has evolved and changed several times since I taught it the first time, but many of the undergirding principles of social justice still drive the content in meaningful and important ways. However, what began as an effort to keep one course current, relevant, and meaningful has blossomed into a full-fledged focus on my part to infuse the concepts of social justice into and throughout all of my courses. It isn’t just something that shows up in my syllabi as a topic to be addressed during one particular class at one particular time during the semester. Rather, it guides my thinking and my teaching (indeed, almost everything that I do) all of the time. And I am not alone. I know this is the work of our entire department; our faculty, our students, our staff, and our alumni. Social justice is an undergirding element in everything that we do. It is represented in the language of our professional codes of ethics and our accreditation bodies. It is not just something we talk about. It is at the very core of who we are.
Dr. Wilkerson, School Counseling Social Justice is considered the 5th force in counseling. The University of Scranton, as a Jesuit Institution, calls us to be men and women for others. How do you live out these ideals as a professional counselor? My colleagues have always viewed service (to our department, college, university, professional organizations, and community organizations) as far from a box to check off for rank and tenure. I’m pleased to be in the department that are some of the most active “service providers” in our university. I believe all my colleagues believe doing for others is a key part of our role as professional counselors. I think it is just “who we are” and our work life and all aspects of our lives would not be complete without attending to others. Being a professional counselor means doing something beyond the four walls of my office. One example of this is a visit I made to a school counseling site supervisor several years ago. I sandwiched my visit to the school counselor at an elementary school in Berwick between her community service commitments. Julie Cerrito told me that it was important to do so in order to understand the families of her students. As a counselor educator, I believe men and women for others and people for others, underscores my value in preparing counseling students to not only live for themselves, but for others in some dimension of their community. I’m proud of this commitment our emerging professional counselors demonstrate. For me, after many years of university service I have found reaching out to others through my church and health care board is the right spot for me at this point in my advocacy for others efforts. Living for others has contributed meaning to my life.
Dr. Eschbach, School Counseling
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Faculty Social Justice is considered the 5th force in counseling. The University of Scranton, as a Jesuit Institution, calls us to be men and women for others. How do you live out these ideals as a professional counselor?
Social justice has been on the menu of many professional counselors for some time. Often it has been treated under the category of ADVOCACY and addressed as participation in issues of racial, disability, and gender equality. Personally, I chose to pursue it through involving myself in service to those with chronic illness. I was invited to join a local cancer practice and served as a psychosocial counselor and medical family therapist for over ten years. We expanded this practice by inviting a number of interns to join us. The practice has been sustainable since I left. Persons with cancer and their families need emotional support during and after treatment and loss of a loved one. I discovered that many of them also struggle with childhood adversity and trauma. Social justice here involves insuring adequate care and wellness in trying times. It also involves assisting persons as they confront injustices from their past. My contribution, besides offering services to patients and families, was to offer these services at extremely low and oftentimes pro bono fees. Many of the patients had never been to a counselor before. The service continues with appropriate fees for patients. I was lucky to be in a position to begin it with low fees during a time of “proof of concept.” Dr. Morgan, Clinical Mental Health Social Justice is considered the 5th force in counseling. The University of Scranton, as a Jesuit Institution, calls us to be men and women for others. How do you live out these ideals as a professional counselor?
As a professional counselor, I have often been face to face with clients who are suffering due to the effects of being marginalized. Their marginalization is due to many factors – gender, sexual orientation, socioeconomic status, immigration status, race, gender identity. The list is, sadly, long. As a faculty member in the Counseling & Human Services Department here at Scranton, I know many of my students are also facing some of these same issues. So while I can counsel my clients or help direct my students to available resources, social justice means I am called to do more. It is not enough for me to just help my clients or students cope with their current circumstances. I must work to change the very reasons they are being marginalized. The American Counseling Association’s Code of Ethics states that “When appropriate, counselors advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles that inhibit access and/or the growth and development of clients.” Whether it is advocating for educational opportunities in my community, lobbying my Congressional representatives and senators for immigration reform or mandating a living wage for all, or using my abilities to highlight discriminatory practices so they cannot continue, I have both a moral and an ethical duty to push for positive change at the societal level. St. Ignatius of Loyola, the founder of the Jesuits, told us that “Love is shown more in deeds than in words.” For me, social justice is love of our neighbors in action.
Dr. Troy, CHS
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Students Social Justice is considered the 5th force in counseling, The University of Scranton, as a Jesuit institution, calls us to be men and women for others. How have your experiences with Community Based Learning and/or internships help you live out these ideals as an aspiring professional counselor/human service professional?
Meghan Pratt
The CHS department, as well as PCPS as a whole, encapsulates the Jesuit ideal of being men and women for others through our service learning. The internships I have completed as a CHS student have helped to further solidify this ideal; as counselors, we are inherently men and women for others. I completed most of my Community Based Learning with NEPA Youth Shelter, and I was able to serve as a mentor to teens who may not have otherwise had a safe place to go after school. At my internship with the Federal Probation Office, I did not have as much direct service with clients, but I was able to serve the officers I worked with by helping them to prepare case files and reports. At my internship with Outreach, I was able to serve inmates at Lackawanna County Prison by teaching GED classes or facilitating criminal and addictive thinking groups. All of these opportunities certainly provided me with different kinds of lessons that I will take with me into the profession, and all of these experiences have solidified that what I have been called to do as a counselor supports that I am living, and will continue to live, as a woman for others.
Social Justice is considered the 5th force in counseling, The University of Scranton, as a Jesuit institution, calls us to be men and women for others. How have your experiences with Community Based Learning and/or internships help you live out these ideals as an aspiring professional counselor/human service professional? As an aspiring counselor, my goal is to provide the best quality of services for everyone and break down barriers that prevent accessibility to these services. One of the forces in the field of counseling is social justice. Social justice aims to create a more just and equal world for everyone. Social justice means becoming an advocate for change in a world of injustice that stems from inequality. Through my internship and community service-learning opportunities, each fostered the development of my advocacy skills to become a better professional and a more compassionate person. From volunteer experiences, I can view situations from different perspectives and show more empathy. An example of this was when I became aware of the impact of economics on a person’s well-being by listening to individual’s personal experience. Another example is from my internship at the Jane Kopas Women’s Center. The center had challenged me to become aware of current issues in society like gender equity and inclusivity. As a result, from becoming informed, I have put my pronouns in email signatures and use gender neutral words to greet others everywhere I go. These experiences have inspired me to attend conferences like Ignatian Family Teach-In for Justice (IFTJ), to learn what I can do to create change. By integrating the knowledge from academics, internship/ service-learning experiences, and conferences, I can continue to reflect Mei Lin McElhill on how to incorporate the ideals of social justice in my profession and personal life.
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Students Social Justice is considered the 5th force in counseling, The University of Scranton, as a Jesuit institution, calls us to be men and women for others. How have your experiences with Community Based Learning and/ or internships help you live out these ideals as an aspiring professional counselor/human service professional? A Jesuit education has taught me that it is one thing to be a man or woman for others, but being a man or woman for and with others takes social justice and advocacy to a new level. Community-Based Learning and internship experiences are opportunities that the University of Scranton provides students that help them be for and with others in the Scranton community. It is one thing to learn through lectures and textbooks about what social justice is and how professional counselors are called to it, but it is an entirely different learning experience to put yourself out there and learn these things from real-world experiences. Having that opportunity allowed me to practice social justice in many different ways: serving food, helping with administrative tasks, fellowshipping with those who receive services, etc. These experiences during my CBL hours have given me perspectives and understandings of people in need and the services that are out there for people to utilize. These things will be useful when I am a professional counselor. My internship at Marley's Mission allowed me to be a woman for and with children who have experienced trauma. During my internship, I learned what advocacy in the workplace looks like, as well as how to carry out what I have been learning in my counseling classes to help people to the best of my ability. I am grateful that the counseling department pushes its students outside of their comfort zones in a way that not only helps the community but also helps its students grow in their personal and professional lives.
Grace Dickson
Student Club Announcements CHSA 2019-2020 Officers
TUA 2019—2020 Officers
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President: Carly Dugan VP: Meghan Pratt
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Secretary: Sonni Rose Mazzone
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TUA 2020-2021 Officers VP: TBA Treasurer: Melissa Spillane Secretary: TBA
VP: Regina Schetroma
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Treasurer: Melissa Spillane
President: Carly Dugan
President: Carly Dugan Treasurer: Marguerite Cummings Secretary: Sonni Rose Mazzone
G CHSA 2020-2021 Officers President: Carly Dugan
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VP: Regina Schetroma
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Treasurer: John Fimmano
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Secretary: Natalie Intrieri
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Welcoming our New Faculty Dana Gadaire, Psy.D., LCSW, BCBA-D joined the faculty at the University of Scranton in February 2020 as a visiting professor. Prior to joining the CHS team, Dr. Gadaire served on the faculty at Florida Institute of Technology where she developed and oversaw social skills programs and therapeutic camps for children with Autism Spectrum Disorders. She also worked with families and treatment teams to facilitate person-centered approaches to treating developmental and neurological disorders. Her primary interests involve assessment of social development and treatment of social deficits in children with autism. She is also interested in ecological variables (e.g., families, schools) affecting treatment outcomes for children with disabilities and is currently conducting research on the use of token reinforcement systems in educational programs. Dana Gadaire, Psy.D., LCSW, BCBA-D Dr. Sonja Lund is an Assistant Professor in the Counseling and Human Services department at the University of Scranton. She earned her Ph.D. in Education (Counseling Education and Supervision) at Old Dominion University in Norfolk, VA in 2019. She is currently licensed as a resident counselor in the state of Virginia. She is passionate about her work with the college student-athlete population. Her dissertation compared student-athletes with ADHD and non-athletes with ADHD on levels of academic adjustment, mental health severity, and college life concern complexity. She has presented at various regional, state, national, and international conferences on college student-athlete mental health issues including the coach-athlete relationship, attitudes towards help-seeking, counseling interventions, and student-athlete diversity considerations. She was recognized as an Emerging Leader by the American College Counseling Association and is an active member of ACCA’s diversity/inclusion committee. She is currently co-authoring a chapter in a psychopathology textbook. While finishing her dissertation she assisted in conducting a study on student-athlete college selection motivation and levels of self-determination. This study is currently going through the article publishing process. Thanks to an internal grant, she is currently exploring undergraduate interviewing and counseling skill acquisition through deliberate practice via an online skill building system.
Sonja Lund, Ph.D.
Michael E. Kelley, Ph.D., BCBA-D joined the faculty at the University of Scanton in February, 2020. Dr. Kelley is the Program Director for the Master's in Applied Behavior Analysis. Dr. Kelley conducts research in symptoms of Autism, assessment and treatment of severe behavior disorders (e.g., aggression, self-injury, food refusal), treatment relapse, and translational research. Dr. Kelley is working closely with Dean Debra Pellegrino's Office and other faculty members to advance the University's social justice mission, specifically with children and families affected by Autism. The AllOne Foundation grant provides the University with the initial leverage it needs to advance clinical service, training, and research for Autism in Northeastern PA and beyond. One of Dr. Kelley's primary goals includes helping the University of Scranton to provide leadership in education and research on Autism and to establish a National Model of Excellence, all made possible by a partnership between the University and the AllOne Foundation.
Michael E. Kelley, Ph.D., BCBA-D
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Events Undergraduate Career Fair On April 16-17th, The Career Development Center hosted a virtual career expo for undergraduates exploring future internship placements, graduate schools and jobs. The event held 26 virtual zoom room meetings where students were given the opportunity to talk with companies about future opportunities. 78 students attended the event and had the opportunity to show their resumes, network with professionals and ask questions about specific companies they are interested in. Each zoom breakout room had a link for the students to sit with the company for a half hour and then were given the opportunity for a Q &A afterwards. Prior to the virtual career expo, The Career Development Center offered students an opportunity to join in on an informational zoom session. The topic was “12 ways to make the most out of Virtual Career Fair�. Many students joined in on this informational zoom session to become prepared for the upcoming career expo!
Written by: Kaitlin Lambert
Read Across American Day Read Across America Day, also known as Dr. Seuss Day, is a yearly observance in the USA across schools. It is held on the school day that is closest to Dr. Seuss's birthday, March 2. Dr. Seuss Day is focused on motivating children to read as it improves their performance in school. On this day, schools celebrate in a variety of different ways. Dr. Cerrito was invited to participate in events at State Street Elementary Center in the Wyoming Valley West School District by University of Scranton 2016 School Counseling Program graduate, Santina Wesolowski Prociak. The theme for Dr. Seuss Day was centered around child career development with a nod to the book, Oh the Places You'll Go! Dr. Cerrito is pictured with a first grade classroom reading the book, "What Shoes Will You Wear" where she talked about preparing and dreaming about a future career and the many different job opportunities that exist along with the specific kinds of shoes needed for those jobs!
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Honor Societies Chi Delta Rho Induction Ceremony
The International Counseling Academic and Professional Honor Society, Chi Sigma Iota, hosted a virtual initiation ceremony for new inductees on Friday, April 24th. The following students have been initiated into the University of Scranton’s Chi Delta Rho Chapter of Chi Sigma Iota: Julia Decker, Deidre Dzugay, Michael Folger, Kate Hamilton, Ernie O'Connell, Anthony Savercool, Elizabeth Schurr, Jordyn Thompson, Candice Bauhmer, Rachel Koller, Caroline Kropp, Briana Lennon, Keilani Noble, Dominique Ravin, Catherine Buckley, Jessica DeMarco, Auraleah Grega, Kesley Mirabella, Cheyana Mychak, Shelby Valvano, Alysa Vieira, Amy Atkinson, Victoria Hunsinger, Shaina Shelton, Kathie KaopukiNestruck, and Jessica Fetchick — Faculty Advisors Dr. Cerrito and Dr. Bordonada Congratulations to all the new members! Tau Upsilon Alpha Induction Ceremony
The spring Tau Upsilon Alpha Induction Ceremony was held virtually on May 8th to induct and recognize the new members that will be graduating in May 2020. The in-person ceremony has been rescheduled for the Fall 2020 semester at which the remaining new members will be inducted and recognized for their accomplishments. The fall ceremony will be open to the graduated seniors if they wish to participate in the in-person ceremony. Graduating New Members: Car ly Dietz, Victor ia Paige Guar dino, and Baileschesel OJ Tumechub New Members to be inducted Fall 2020: Aidan Keith Bur rows, Megan M. Cummings, Kelly Goria, Cassandra Haw, Emily Howells, Natalie Anoush Kinoian, Samantha Kyle, Serena Martine Mancini, and Kaycee O’Neil
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Faculty Promotions Dr. Datti has been pr omoted to Full Professor in the CHS Department! Congratulations to Dr. Datti, we are lucky to have you!
Dr. Cerrito has been pr omoted to an Associate Professor in the CHS Department and has also achieved tenure! Congratulations to Dr. Cerrito, we are lucky to have you!
Dr. Willis has been pr omoted to an Associate Professor in the CHS Department and has also achieved tenure! Congratulations to Dr. Willis, we are lucky to have you!
Dr. Dalgin has been pr omoted to Full Professor in the CHS Department ! Congratulations to Dr. Dalgin, we are lucky to have you!
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Faculty Awards Counselor Educator of the Year by the Pennsylvania School Counselors Association (PSCA ) Dr. Julie Cerrito, assistant professor and Director of the School Counseling Program, has been awarded Counselor Educator of the Year by the Pennsylvania School Counselors Association (PSCA). She was presented with this honor at the organization’s annual conference awards ceremony held in December 2019 in Hershey, Pa. The organization noted her exemplary leadership and advocacy in preparing school counseling students for their future practitioner roles. Dr. Cerrito is recognized as an emerging leader and role model for the profession of school counseling. She has been involved on a state level with the Pennsylvania Department of Education (PDE) and serves as co-chair for Professional School Counselors on the Pennsylvania College and Career Readiness Consortium. She has also been involved nationally with the Reach Higher Initiative, aimed at assisting school-aged students with their post-secondary educational goals and the work that school counselors do to assist in that process.
Congratulations Dr. Cerrito!
Jane Kopas Women’s Center and University of Scranton Committee on the Status of Women— Women of Vision and Courage Recognition Gerianne Barber, director of the Counseling Training Center in the Counseling & Human Services Department, was chosen to receive the Jane Kopas Women’s Center 25th Anniversary Legacy Award at a celebration of the center in March. The nominations for the award noted Geri’s dedication to being a peacemaker, her development of the Promoting Awareness of the College Transition (PACT) program to educate new students on healthy relationships, consent, sexual violence, and resources available to students, and her role in creating a campus-based confidential support group for students affected by sexual and other interpersonal violence. Established in 1994, the mission of the Jane Kopas Women’s Center is to advance an environment in which women and men can live and work together in equality, understanding and mutual respect. The Center works to increase awareness of gender issues and thus promote personal growth and whole-person development among students, faculty and staff.
Congratulations Gerianne Barber!
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Awards Grace Dickson, Senior CHS major, was the recipient of The Saddle of Hope Award presented to her by Marley’s Mission
Pictured: Kristin Patchell & Grace Dickson
Grace interned at Marley's Mission for two semesters and was awarded the Saddle of Hope Award at their annual gala. The Saddle of Hope Award was presented to her for "inspiring members of Marley's Mission and making a significant, positive impact on the lives of others". Congratulations!
Pictured: Grace Dickson
Access NEPA’s Best Of Winner
“Best of Access NEPA Fan Favorites celebrates the most beloved artists, entertainment, food, drinks, venues, services, and superstars that the region has to offer.” Best of Winners were announced February 21st, 2020 and our own Kristin Patchell was nominated and recognized as NEPA’s Superstar Therapist! Kristin reported that the nomination came as a surprise to her, but felt humbled and really honored to receive this recognition. Congratulations!
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Student Awards Outstanding Undergraduate Student Award in Counseling and Human Services Award Receiving this award means so much to me, especially coming from a department that has contributed so much to my personal and professional growth in the three years since I joined it. I feel so fortunate to be a part of a major that is more like a family in the way that it cares for each and every one of its faculty, staff, and students. The work I have put into my own personal and professional growth would not have gotten me as far as it did without the love and support I constantly receive from this department, so it's truly an honor to receive this award.
Meghan Pratt Outstanding Graduate Student Award in Rehabilitation Counseling
It is truly an honor and a very humbling experience to be the recipient of this year’s Outstanding Graduate Student Award in Rehabilitation Counseling. Words cannot express the level of gratitude that I have for the education, experience, support, and encouragement that I have received throughout my time here at The University of Scranton. I would like to take this opportunity to offer my most sincere thanks to the faculty and staff of the CHS department, and in particular to my mentors Dr. Rebecca Dalgin and Dr. Lori Bruch. I consider myself blessed to have been a part of such a welcoming and caring counseling family. While I am excited to embark upon my career as a professional rehabilitation counselor, I will never forget the 4th floor of McGurrin Hall, and all of the cherished memories that it holds. Shannon Saxon– Price
Outstanding Graduate Student Award in School Counseling I am very grateful for my education from The University of Scranton over the last six years. Every experience led me closer to my professional goals, and this department has helped me grow into the counselor that I am today. Even though my time at the university is coming to an end and I am sad to leave, I am confident I have the skills and knowledge to help my future students because of this program. Thank you to all my professors and classmates that have helped me along the way!
Christina Futterknecht
Outstanding Graduate Student Award in Clinical Mental Health Counseling I am honored to know that the CMHC faculty and staff thought to consider me for this award. I was surrounded by an outstanding group of students during my time here and I am grateful for everything I have been able to learn from them. Their insight, guidance and support has helped me to become the counselor I am today.
Geoffrey Morton
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Community Efforts– COVID-19
The University of Scranton donated more than 7,000 surgical masks, 15,000 examination gloves, 300 personal protection equipment items including gowns, shoe covers and goggles, and more than 8,000 miscellaneous items such as disposable oxygen tubing and nebulizers, alcohol pad, cotton applicators and sanitary wipes. The items, given to three area hospitals, were collected from the Leahy Clinic, the Departments of Nursing and physical therapy as well as biology and chemistry laboratories. The University’s Panuska College of Professional Studies also lent three ventilators used in hospital simulation laboratories on campus for clinical training in the Department of Nursing. The personal protective equipment and medical supplies were donated to the Commonwealth Health Regional Hospital of Scranton, Geisinger Community Medical Center and Moses Taylor Hospital. The ventilators will be used by Geisinger during the COVID-19 crisis. Geisinger will upgrade two older-model ventilators for use in the hospital and will thoroughly clean the equipment prior to returning it to the University. Andrea Mantione, D.N.P., director of the Leahy Community Health and Family Center, catalogued and organized the items donated from departments in the Panuska College of Professional Studies and the College of Arts and Sciences together with University administrators and faculty and with community health partners. “This was a collaborative University effort to assist our partners in the local health care industry who are on the front lines of the coronavirus crisis. We are grateful for all the ways in which we partner with these organizations for student learning opportunities and are glad to be able to provide these needed supplies and equipment at this time as they prepare to care for our community during this global pandemic.” said Debra Pellegrino, Ed.D., dean of the Panuska College of Professional Studies.
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Advocacy Project — Homeless Period: Period Party
At the end of the 2019 fall semester, a group of graduate students started an advocacy project for their Professional Issues class. The students chose to advocate for those in the Scranton community who experience the homeless period. The homeless period describes the struggle of homeless people who experience menstruation who do not have appropriate hygiene products to properly care for themselves. Without appropriate hygiene products, these individuals can suffer from health implications. To advocate for the homeless period in Scranton, the group posted flyers around the University and community, talked to news reporters, and organized a Period Party. For the Period Party, the group did fundraising and asked for donations of menstrual hygiene products. Approximately, 1,000 pads and 5,500 tampons were donated and collected. These products were packaged in 456 Ziploc bags to be dispersed to individuals who need them at various shelters and organizations in the community. The project was ultimately successful and opened up the conversation about the homeless period in our local communities.
Group Members: Shelby Valvano, Kathie Kaopuiki-Nestrick, Ernie O’Connell, Victoria Hunsinger, Briana Lennon, Jessica Demarco, & Lizzie Schurr
Written by: Shelby Valvano
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Publications Witek, D. & Spirito-Dalgin, R. (2019) Collaborative Infor mation Liter acy Pr actices to Connect Theor y to Pr actice in Rehabilitation Counseling Students. Collaborative Librarianship, 11(3), 167-189. Datti, P. A., & Conyer s, L. M. (2019). Examining differences of human service utilization among Latino men living with HIV and varied racial identifications. Journal of Human Services, 39(1), 19-32.
Presentations Bordonada, T. (2020, Februar y). R acial Diversity. Pr esentation at the Examining Pedagogy Thr ough an Inclusive Lens Faculty Workshop Series. The University of Scranton, Scranton PA. Cerrito, J. A. & Behun, R. J . (2019, December ). Using Creativity to Foster Curiosity in Child Career Development: Ideas and Interventions. Paper presented at the meeting of the Association for Creativity in Counseling, Clearwater, FL.
Datti, P. (2020, Febr uar y). A ll A bout Gender. Pr esentation at the Examining Pedagogy Through an Inclusive Lens Faculty Workshop Series. The University of Scranton, Scranton PA. Herrick, S. J., & Datti, P. A. (Apr il, 2020 – accepted). Neruo-competence: A multicultural counseling competence model for Autism Spectrum Disorder. Presentation at the National Council on Rehabilitation Education Annual Spring Conference, San Diego, CA. Eschbach, L. A. & Cerrito, J. A. (2020, Febr uar y). Freezing Summer M elt: School Counselors Supporting Students’ Post Secondary Success. Workshop presented at the School Counselors of Northeast Pennsylvania Counselor Academy at The University of Scranton, Scranton, PA. Lund, S.K. (2019, November ). T he Significance of the Coping Self in the College Student-Athlete. Presentation at the Pennsylvania Counseling Association Conference, State College, PA. Lund, S.K. (2020, Febr uary). A Comparison of College Student-Athletes with ADHD and Nonathletes with ADHD: Academic Adjustment, Severity, and Complexity. Presentation at American Counseling Association Conference, Washington, D.C. Troy, M. (2020, May). V eterans’ Issues. Virtual presentation at the Examining Pedagogy Through an Inclusive Lens Faculty Workshop Series. The University of Scranton, Scranton PA.
Grants: Lund, S.K. Spr ing 2020. The Center for Teaching & Learning Excellence Gr ant. $1,000 was used to purchase memberships to the online system for students in CHS 241 Case Management and Interviewing Course.
“Addiction, Attachment, Trauma and Recovery”
“Addiction, Attachment, Trauma and Recovery” has been named the winner of the 2020 Independent Press Award's Addiction & Recovery category! Congratulations, Dr. Morgan!
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Faculty Fun Fact We asked our faculty to tell us, “When you are in need of some motivation, what is the first song on your playlist? “ Dr. Troy– “Rise” by Katy Perry or “Fight Song” by Rachel Platten Dr. Bordonada– "I'm Every Woman" by Whitney Houston Dr. Datti– "Supermodel (You Better Work!)" By RuPaul Dr. Morgan– James Taylor– “You’ve Got a Friend in Me” (always makes me think of Ellen) Dr. Wilkerson- “Lose Yourself” by Eminem Dr. Cerrito– “Viva la Vida” by Coldplay Dr. Eschbach– “The Load Out” and “Stay” by Carole King and Jackson Browne Gerianne Barber– “Celebration” Dr. Lund- “High Hopes” by Panic! At the Disco Dr. Willis-"Anything by Needtobreathe or Imagine Dragons! “ Dr. Jenson– “Valerie” by Amy Winehouse Dr. Dalgin- “Girl on Fire” by Alicia Keys
PCPS Contact List Name
Phone
Office
Debra Pellegrino, Ed.D Dean, PCPS
570-941- 6305
ELH226
Lori A. Bruch, Ed.D, CRC, LPC, Department Chair
570-941-4308
MGH455
Gerianne Barber, MS, NCC, LPC, CRC, CTC Director
570-941-7635
MGH433
Julie Cerrito, Ph.D, NCC, NCSC, SC Director
570-941-4163
MGH447
Rebecca Spirito Dalgin, Ph.D, CRC, CPRP, RC Director
570-941-7819
MGH437
Paul Datti, Ph.D, CRC, HS-BCP, CHS Director
570-941-4127
MGH451
Ben Willis, Ph.D, NCC, ACS, CMHC Co- Director
570-941-6172
MGH441
Tiffany Bordonada, Ph.D, CMHC Co-Director
570-941-7487
MGH443
Newsletter Staff: Faculty Advisor: Dr. Mary Troy Student Editors: Kaitlin Lambert and Shelby Valvano
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CRC Certified Rehabilitation Counselor (CRC) The CRC credential is specific to Master’s of Rehabilitation Counseling. The passing of this exam ensures that the counselor fits in nationally with the key competencies for the field. Possessing this credential makes a Rehabilitation Counselor more marketable and distinguished among other counseling professionals. This credential also demonstrates one’s commitment to learning through education, trainings, and practice. The credential can also lead to job placement, advancement in the position or salary, and referrals from medical and non-medical professionals. For more information about the exam and benefits of the credentials please see https://www.crccertification.com/about-crc-certification .
NCE National Counselor Examination for Licensure and Certification This exam is used to assess the knowledge, skills, and abilities that are required for effective counseling. Passing the NCE is a requirement in many states and used in military health system services. Passing is also needed to get the National Certified Counselor (NCC) credentials. The NCC is the largest national counselor certification in the world. There are specialty certification is addictions, school counseling and clinical mental health as well. For more information about this exam, the benefits, and the difference between a national certification and state licensure, please see http://nbcc.org/Certification/CertificationorLicensure .
HS-BCP Human Services Board Certified Practitioner (HS-BCP) Graduates of the CHS program are eligible to sit for the Human Services - Board Certified Practitioner (HS-BCP) exam to receive the HS-BCP credential. The credential allows for independent verification of practical knowledge and educational background in human services. With increased competition in this growing field, becoming board certified in human services shows attainment of high standards and allows you to stand out as a part of a distinguished group known for commitment to maintaining excellence in the field. With the number of human services jobs expected to climb rapidly this decade, the HS-BCP credential can help launch a rewarding career. Note that this is one of the very few credentials offered at the undergraduate level. Because of our program's accreditation status with CSHSE, University of Scranton CHS majors who have 15 credits or less to complete are eligible to apply for the credential and sit for the examination prior to graduation. Please see the Center for Credentialing Education’s (CCE) website for more information on the credential and exam: http://www.cce-global.org/HSBCP.
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