Message from the President

NARACES NEWSLETTER N O R T H A T L A N T I C R E G I O N A S S O C I A T I O N F O R C O U N S E L O R E D U C A T I O N A N D S U P E R V I S I O N

W I N T E R 2 0 1 4

S P E C I A L P O I N T S O F I N T E R E S T :

Good Eats in

Providence, RI!

Call for Conference Proposals

2015-2016 Election

Results

Perspectives on Pedagogy Training

Military in Counselor

Education

Grief Support Pro-

grams

Graduate Student Nook

NARACES Journal

Information

Tracey Robert, Fairfield University

Dear NARACES members,

I’m sure everyone in our region is ready for spring! So are the birds!!

I want to thank all of our leaders who have been working behind the scenes to keep this organiza-tion growing and active! Our 2014 Conference team, led by Holly Branthoover, President-elect, has already had several organizing calls and has information on registration and programs later in the newsletter. Our technology co-chair, Tim Poynton, membership chair, Tracy Stinchfield, and committee members have been hard at work getting ready for Providence!! I visited the site and the hotel and found that the staff is very helpful and the location is ideal for enjoying this city.

NARACES will also be represented at ACA in Hawaii in March. We have many members presenting and I was asked to participate in a presidential selection panel on Saturday, March 29 on Counse-lor Education in Faith-Based Institutions. This is sponsored by CACREP and ACES.

I also wanted to report that ACES has been active in supporting the scope of practice statement released by ACA. They also formed a task force on portability related to consistent educational requirements for counselors and have submitted suggestions to ACA.

Keep your eyes open for information on our Emerging Leaders Workshop to be held at the Provi-dence conference in September. I am chairing this committee with help from Summer Reiner, Past-President and Harriet Glosoff. We will be sending announcements out about applications.

I have been interested in launching a clinical supervision interest network by hosting a conference call meeting. We will be developing this in conjunction with the revived ACES special interest net-work. More news to come!

Interest in our journal continues to increase and our editor, Edina Renfro-Michel, has requested that a co-editor be added to handle the increasing submissions. Jane Webber has agreed to come on as co-editor.

We look forward to hearing from you. Please contact me at trobert@fairfield.edu to offer sugges-tions and comments. Our next business meeting will be held at the ACA conference on Friday, March 28 at 7:00 a.m. See you in Hawaii and Providence! Wish for spring!

Tracey Robert

P A G E 2

Message from the President-Elect

Planning for the 2014 conference continues to progress. I hope that you have al-ready planned to join us at the Hilton Providence in Providence, Rhode Island for the 2014 NARACES conference on September 25-28th. In an effort to keep the up-coming conference on your mind, this newsletter contains an article about restau-rants in the Providence area. I am appreciative to my graduate assistant, Seandel, for researching and writing this article on the diverse dining choices that Providence offers. In the next issue, we plan to highlight local shopping and boutiques. In addi-tion, please visit the NARACES website for the call for proposals, as proposals are due April 11, 2014. If you are interested in volunteering at the conference, please email me at holly.branthoover@iup.edu. I look forward to continuing to serve as your President Elect and planning a successful conference for 2014!

N A R A C E S N E W S L E T T E R

Holly Branthoover, Indiana University of Pennsylvania

Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30

September 2014

P A G E 3

Providence, RI

What to Do While in

Providence, Rhode Island

During the NARACES 2014 Conference: Good Eats Edition!

While staying at the Providence Hilton located in the heart of downtown Providence, you will be amazed at the options for fine dining, diverse ethnic meals, and amazing ambiance to enjoy during your stay. While the Shula 347 grill is located in the hotel and stays open daily until 10pm, if you are looking for more than the traditional American meal, downtown Prov-idence is the place to be!

Nami’s, a highly rated Japanese cuisine restaurant, is located on the same street as the ho-tel. If you decide to visit Nami’s, make sure you try one of their specialties: the firecracker roll. If you are feeling a little more adventurous, head down the street to Gracie’s. Gracie’s ranked in the top 10 best restaurants in Rhode Island on trip advisor and urban spoon. They serve European cuisine and the potato gnocchi is a must have! They serve a 3, 5, and 7 course meal (7 course meal comes directly from the chef J) and the food, ambiance, and service are said to be exemplary.

If you are looking to enjoy some live music and a good meal, then Los Andes would be the place to go. They pride themselves on having passion, love and culture with their Peruvian cuisine. Live Bolivian music is usually played on the weekends and it helps to have a reserva-tion. Customers say all their food is full of flavor and the atmosphere is spectacular. The only reported downside is that it gets a little loud in the late evenings, so if you are looking for a romantic evening this is not the place to go.

For lunch, East Side Pocket is said to be a good, reasonably priced, authentic Middle Eastern food spot that is known for their falafel wraps. A down side may be lack of variety to their African, Mediterranean menu. If you’re strolling through the streets of downtown Provi-dence, you may stumble on few local food trucks with a variety of cuisines. Mama Kim’s serves Asian-Korean food, Fancheezical serves American food, or you may even run into Mijos tacos who is said to serve a delicious taco with every topping you can imagine!

For people who enjoy a vegan lifestyle, there is a well-known restaurant located about 10 minutes away from the hotel. The Garden Grille is known for having high quality, fresh, and amazing ingredients in unique recipes to entice vegan lovers. Non-vegan meals are also said to be colorful and tasteful. Located in the same building complex, Wildflour has desserts and meals of every kind. From vegan cupcakes to gluten-free chili for lunch on the go!

So as you can see, Providence has a variety of meals for every taste palate. From the Ameri-can to the Japanese food lover, from the adventurous to the consistent eater, all dietary needs can be met, and expectations can possibly be exceeded!

N A R A C E S N E W S L E T T E R

By Seandel P. Wilkerson , Graduate Student, Indiana University of Pennsylvania

P A G E 4 W I N T E R 2 0 1 4

Call for Proposals! NARACES Biennial Conference

Lighting a Fire: Promoting Professional Counselor Identity for the Benefit of All

September 25-28, 2014

Hilton Providence

Providence, Rhode Island

Submit your proposal online to: NARACES2014@gmail.com

Questions?

Email: NARACES2014@gmail.com

NARACES

P A G E W I N T E R 2 0 1 4

We are pleased to announce the election of: President-Elect-Elect 2015-2016: Dr. Melissa Luke, Syracuse University Secretary-Elect-Elect 2015-2016: Dr. Edina Renfro-Michel, Montclair State University

Please join us in welcoming these new members to the leadership team. We appreciate their willingness to serve and look forward to an exciting partnership!

NARACES RESEARCH COMMUNITY The NARACES Research Community is a community for all NARACES members interested in collaborating and expanding their research knowledge. Every month, the community will host a conference call for members to learn about research topics and collaborate on current/future research projects. To join the next conference call, be on the look out for future emails.

We also have a research forum for research community members to list their contact information and re-search interests, promote collaboration opportunities, and post questions to the community. This forum is open to NARACES members. Visit the NARACES webpage for more information.

We are seeking discussion leaders for other conference call topics! If you have expertise, or interest in a spe-cific research topic and would like to lead a discussion during one of our upcoming calls, please contact

Mike Mariska at mikemariska@gmail.com as soon as possible.

2015 - 2016

NARACES ELECTION RESULTS

P A G E 6

There is an outstanding need for civilian counselors to be prepared to work with military service members and their families. The statistics are staggering for the number of military service members and their families who have been impacted by war and conflict since 2001. Over 2.5 million troops have served in the military since 9/11, and when we estimate social and kin net-works, approximately 40 million people have been directly impacted by these years of conflict. The needs of our military and their families are rising after over 10 years of repeat deployments and constant preparedness for combat. Service members and their families face many mental health and psychosocial stressors and the counseling needs of the military population surpass the capacity of military sponsored facilities to provide adequate services (Veterans Affairs, 2011). Recent changes in insurance and provider status for counselors (e.g. TRICARE, VA) increase the likelihood civilian counselors will work with military clients. It is questionable, however, if civilian counselors are prepared to work with military clients. Less than 0.5 percent of our na-tion’s population serves in the military and 57 percent of those in the military are children of members of the armed forces (Schofield, 2013). Increasingly the military is a select and insulat-ed subsection of our American population, and as a result, most civilians have limited familiarity with military culture. After conducting a web search of counselor education programs in the Northeast, I found limited available instruction on the military for counselors in training. In an effort to bridge this gap, I recently began a series of guest lectures with my colleagues to infuse topics concerning the mili-tary into the counselor education program at Rhode Island College. I prepared focused lectures on topics of military structure, military culture, and military family. This endeavor taught me several lessons, and here I outline a few. 1. There is no need to worry about where the topic of the military fits. It fits anywhere.

In advance of course meetings, my colleagues and I worked out the topic, timing and alignment to courses. In all cases, it was an easy fit for the military overview to align with many course topics leaving us with the dilemma of selecting just a few. We decid ed on specific segments about the military which I presented and then engaged the class in a series of discussion items. For example, in our counseling ethics course, I provided information on the challenges service members face when seeking counseling services. In an environment where both physical and psychological strength is so imperative, there is real stigma attached to receiving mental health treatment (Department of De fense Task Force on Mental Health, 2007). What is not as evident to a civilian counse lor is another underlying term, “fitness for duty,” which service members want to pro tect in order to preserve their standing in the military. Protecting that status is para mount for a service member in the way it maintains work eligibility and avoids possible discharge from the military as unfit for duty.

Introducing the Military in Counselor Education Monica G. Darcy, PhD Rhode Island College

“Service members

and their families

face many mental

health and

psychosocial

stressors and the

counseling needs

of the military

population surpass

the capacity of

military sponsored

facilities to provide

adequate services “

Introducing the Military in Counselor Education (cont.)

P A G E 7 W I N T E R 2 0 1 4

The connection to the ethics course came through contextualizing the phrase “fit for duty” in the ways counselors in training describe confidentiality in a counseling session. Coming from a military system in which everything is on the record, sol-diers may need reassurance that there are only limited areas such as duty to warn issues that could break the confidential nature of a counseling session; unless subpoenaed, the counseling record with a civilian counselor is private and not part of military records. For a soldier hesitant to expose personal details for fear of the diagnosis and its impact on fitness for duty, learning the parameters of confidentiality in counseling with a civilian provider is a stepping stone to the work of counseling. This intersection of counseling ethics with a military concept illustrates just one small way the topics can fit together.

2. The military as its own culture was an easy pitch.

For one course in our counseling curriculum, Human Development across Cultures, my colleague asked me to focus my dis-cussion on the military simply on the range of what can be considered culture. I know not all counseling professionals agree the military is a unique culture since it is comprised of diverse members of various races, ethnic groups, religions and cul-tures, and I was curious how our counselors in training would consider this topic. I presented issues of military values and military mission emphasizing the ways they impact a soldier’s mindset. I used Wertsch’s (2006) phrase, the Fortress, as the depiction of a unique and distinct community in which military families live. With Hall’s (2008) description of the psycho-logical world of the military, I conveyed characteristics the omnipresent nature of the military and its impact on behavior. Our discussion included the couple dynamic of a military BRAT turned military service member marrying a civilian partner with no prior experience with the military. Students discussed how combining the experiences of two people from such dif-ferent backgrounds can lead to relationship challenges in accepting the expectations of the military.

Although I am sure my beliefs were evident to the class, I asked them to come to their own conclusions about the military as

a culture by posing the following questions. Are there unique traits, characteristics, attributes of military service members? Is acculturation part of the community? Does a unique self concept develop in military service members? Is the community a place of protection, continuity, and security? Responses were all affirmative, and a fair amount of interest was sparked in pursuing this as a possible topic for their research paper in the course. The class members were, in fact, incredulous there could be any doubt about seeing the military as a unique culture.

The lessons learned in this endeavor supported my hunch that our students are eager for this introduction of the military in counselor edu-cation. The response to these guest lectures was positive with consensus this is a timely and pertinent topic for our counseling students. The collaboration with my colleagues on each topic was fruitful, and their expertise in each course helped me tailor how the topic of the military fits the counseling curriculum. After this series of guest lectures, I am considering a wider distribution method of study units available for our counseling program as well as other non-RIC counseling programs. In the meantime, I plan to develop more case studies to assist counselor educators with the cultural inquiry into the issues of military clients.

References

Department of Defense Task Force on Mental Health. (2007). An achievable mission: Report of the Department of Defense Task Force on Mental Health. Falls Church, VA: Defense Health Board. Hall, L. (2008). Counseling military families. New York: Routledge. Schofield, M. (January2, 2013). Is the no-draft military creating a warrior class? Stars and Stripes http://www.stripes.com/news/middle-east/iraq/is-the-no-draft-military-creating-a-warrior-class-1.202622 Veterans Affairs. (July 14, 2011). Congressional testimony of hearing on the Veterans’ Affairs Department Mental Health Services. http://www.va.gov/OCA/testimony/svac/SVAC14JULY.asp Wertsch, M. E. (1991). Military brats: Legacies of childhood inside the fortress. St. Louis, MO: Brightwell. (Originally published by Harmony Books)

P A G E 8

“It is important for

future educators

to have realistic

expectations,

knowledge, and

skill for working in

higher education.”

Special Section: Excellence in Teaching Committee

Perspectives on Pedagogy Training from a Counselor Educator In-Training Laura Anne Copley, M.A., LPC

Doctoral Student, The Pennsylvania State University

There is limited literature in the counselor education profession that guides doctoral students on how to prepare for teaching in academia. Many doctoral programs emphasize research in a stu-dent’s respective disciplines, implicitly implying that teaching is a less significant endeavor (Utecht & Tullous, 2009). However, preparatory training and instruction in teaching at the doctoral level bene-fits future graduates entering the field of academia. The focus of this article is to discuss a brief over-view of pedagogy methods in counselor education, and to share my experience as a current doctoral student developing my pedagogical style and identity at The Pennsylvania State University

Teaching Educators-In-Training

Faculty in doctoral programs can utilize the classroom to model effective teaching moments, demon-strating multiple teaching methods, taking a student-centered approach, and staying current in ped-agogical research applicable to the counseling profession (Niles, Akos, & Cutler, 2001). Several core beliefs regarding teaching instruction by Hinkle (2011) contribute to effective teaching moments for counselor educators, including: (a) incorporating process-oriented discussions that are similar to pro-cessing in counseling, (b) sharing professional experiences to guide and mentor doctoral students, (c) allowing doctoral students to teach one another and themselves, (e) using reflection techniques to summarize topics for students, and (f) modeling genuineness and authenticity as a teacher. Hinkle suggested such guidelines will facilitate a supportive learning environment for students to openly dialogue and learn a topic.

Bloom’s Taxonomy (1956) put forth a hierarchical pattern of learning development, separated into cognitive, affective, and psychomotor domains. Hauenstein (1998) added an encompassing behav-ioral meta-domain, integrating cognitive, affective, and psychomotor aspects for a holistic taxonomy of human behavior. Those domains outlined learning categories that described patterns of growth and conceptual ability, ranging from simple concepts of surface learning to abstract deep learning. The higher order cognitive processes outlined by instructional experts McAuliffe and Eriksen (2011), as taken from Bloom’s Taxonomy (1956), can be used to challenge students to advance their level of cognitive complexity.

McAuliffe and Eriksen (2011) suggested incorporating a mix of pedagogical techniques to create a dynamic classroom learning environment. Lecturing should be purposeful and well-prepared in or-der to help students think critically about key ideas. Varying lectures with dialogue, questioning, class discussions, and small group exercises can create active student participation and an engaging classroom. Encouraging student engagement promotes class involvement and sharing of ideas. McAuliffe and Eriksen (2011) also supported individual activities that promote cognitive insight and reflection through reflective reading and writing. Finally, improvisation can be a powerful pedagogi-cal tool that offers opportunities for collaboration amongst students, classroom dialogue, and induc-tive learning. It can be unpredictable and spontaneous, energizing the students to try new things and think about abstract ideas.

A Student Perspective

My knowledge acquisition of various teaching methods was first assisted by being an active partici-pant in the classroom, simultaneously learning and teaching. This social nature of learning and shar-ing knowledge between professors and doctoral students promotes modeling and an active teaching environment. I have also benefitted from seminars that incorporated pedagogy that facilitated my

Special Section: Excellence in Teaching Committee

Perspectives on Pedagogy Training from a Counselor Educator In-Training Laura Anne Copley, M.A., LPC

Doctoral Student, The Pennsylvania State University

Perspectives on Pedagogy Training from a Counselor Educator In-Training (cont.)

P A G E 9 W I N T E R 2 0 1 4

continued professional development as an educator. These seminars focused on topic facilitation and roundtable discussions regarding movements within the counseling field, investigation and reflection on current literature in higher education, explora-tion of pedagogical theories and identity, and formation of a teaching philosophy.

An internship in teaching is a critical element in a doctoral program, according to CACREP standards (Section III, Professional Practice). At the doctoral level, CACREP standards indicate the need for counselor educators in training to have understanding and skill in pedagogical theory, ethical and legal issues, and the ability to evaluate the needs of students in order to promote competency. To promote effective teaching, many doctoral students in Penn State’s counselor education program are encour-aged to take advantage of additional co-teaching opportunities than what is required. I am a second-year doctoral candidate, and am currently co-teaching my fourth graduate-level course with a faculty member.

These experiences have been extremely valuable in showing me how to effectively use class time while implementing numerous learning opportunities. My co-instructors showed me how to integrate reading discussions, media, role-plays, in-class pro-cessing, individual processing, and out-of-class experiential opportunities into class expectations. Most of all, I learned how to ground all of my lessons in pedagogy. Co-teaching with faculty members was helpful in that it has provided modeling of effective-teaching demonstration, feedback and guidance, and practical experience in a classroom setting, which I will utilize in my career as a university professor. These experiences have been the most beneficial in shaping my teaching style.

Another way that I am increasing my instructional skills is through my involvement with Penn State’s Schreyer Institute for Teach-ing Excellence (http://www.schreyerinstitute.psu.edu), a learning institute that provides workshops and resources to students who want to learn effective teaching methods and assess student learning. Penn State graduate students who are committed to a future career in higher education may gain more recognition in teaching by earning the Graduate School Teaching Certificate at the institute. The certification requires a series of two courses, two supervised teaching experiences, and the development of a website that consist of a teaching philosophy and a PowerPoint presentation. I am gaining valuable knowledge in how to devel-op my teaching identity and shape the structure of my classroom. These outlets gave me the tools to develop a curriculum and syllabus, implement effective teaching styles through microteaching opportunities, receive feedback from professors and class-mates, develop course goals and objectives, and pursue my own pedagogical philosophy.

Discussion

It is important for future educators to have realistic expectations, knowledge, and skill for working in higher education. Doctoral students can take advantage of opportunities available at their universities in order to develop their teaching skills. Communi-cating with their mentors and advisors can be useful in acquiring information about what a university has to offer. Counselor educators should be informed also of the various learning opportunities external to the department, to inform doctoral students of such opportunities. For Ph.D. programs that lack those resources, they could consider developing departmental opportunities such as trainings, workshops, mentoring programs, networking relationships with higher education programs, and co-teaching possibilities.

References

Bloom, B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: David McKay.

Council for Accreditation of Counseling and Related Educational Programs. (2009). 2009 CACREP accreditation manual. Alexan-dria, VA: Author.

Hauenstein, D. (1998). A conceptual framework for educational objectives: A holistic approach to traditional taxonomies. Lanham, MD: University Press of America.

Hinkle, M. (2011). Exemplary counselor educators’ reported experiences during their own self-perceived good teaching (Doctoral dissertation). Retrieved from: https://etd.ohiolink.edu/ap:10:0::NO:10:P10_ETD_SUBID:54937

McAuliffe, G. J. & Eriksen, K. P. (2011). Handbook of counselor preparation: Constructivist, developmental, and experiential ap-proaches. Thousand Oaks, CA: SAGE Publications.

Niles, S., Akos, P., & Cutler, H. (2001). Counselor educator's strategies for success. Counselor Education and Supervision, 40(4), 276-291.

Utecht, R. L. & Tullous, R. (2009). Are we preparing doctoral students in the art of teaching. Research in Higher Education Journal, 4, 1-12.

P A G E 1 0

“Partnerships are truly

a wonderful way to

enhance counseling

programs, student

learning and to provide

inspiring and enriching

opportunities to

counseling students

while providing mental

health and support

services to the

community.”

Counselor growth through partnerships: Drew’s Hope and Shippensburg University of Pennsylvania, A grief support program

Marcy Douglass, Ph.D., NCC, LPC Shippensburg University of Pennsylvania

N A R A C E S N E W S L E T T E R

Partnerships can be an excellent way to provide counseling graduate students with unique op-portunities and to deliver much needed services to communities. The Drew Michael Taylor Foun-dation was founded by Marcie and Randy Taylor, of Shippensburg PA, after the tragic loss of their three year old son, Drew. When the Taylors realized they could find support for themselves local-ly but not for their young daughter they decided to connect with Shippensburg University. Facul-ty in the Department of Counseling and College Student Personnel and the Growing Edges Com-munity Counseling Clinic at Shippensburg University joined with the Taylors to create an on-going, sustainable support program for grieving families. Drew’s Hope began in the fall of 2008 and is now in its 7th year.

Drew’s Hope is a support program for children, teens and their families that utilizes graduate student, alumni and faculty volunteers from Shippensburg University’s CACREP Accredited De-partment of Counseling. Children and teens participate in age appropriate activities and discus-sion while adults meet in separate groups to share memories, gain support from other adults, and discuss how to help their children cope. Drew’s Hope is held during the fall and spring aca-demic terms on the campus of Shippensburg University. The program’s seven evening, bi-weekly sessions are offered at no cost and a free meal is provided with each session. To ensure that both participants and facilitators are making measurable gains from the program, a variety of assess-ments are used to collect data.

Drew’s Hope is an incredible opportunity for graduate students to co-facilitate a grief group un-der close supervision and an equally worthy endeavor for personal and professional growth. Stu-dents must have completed the Group Leadership course and/or the Grief and Loss in Counseling course in order to participate in the program. When students are enrolled in Internship they may use this experience toward their field hours.

Students who have participated as facilitators for this program have described it as one of the most meaningful and powerful experiences during their training as a counselor. Some students have proclaimed it to be life changing. Courtney Wege, who has facilitated groups for four ses-sions asserted, “It is the perfect way to take what we are learning in the classroom in Grief and Loss and Group and apply it to a real life setting. The amazing part is to actually see the impact over just seven sessions.” Courtney also said, “This experience gave me more confidence to run groups and seeing how allowing silence can bring out emotion, was very powerful.” Allison Ma-han, who is now a practicing School Counselor stated, “ Working with Drew’s Hope has prepared me for the unexpected situations that can happen in families and now I can effectively work with children and families because of the variety of families I experienced in Drew’s Hope.” On a per-sonal level she realizes, “It is not easy to talk about grief and loss and the program is very power-ful in allowing families to do just that, it should be available and accessible to every family that needs it and it should be in every community.”

Families who have experienced a loss are screened to make sure that the Drew’s Hope program is the appropriate support envi-ronment for them. On occasion, if the loss is too fresh or if families have been through the program numerous times, they will be referred to the Growing Edges Community Counseling Clinic in the Department of Counseling at Shippensburg University. Ad-vanced counseling students staff the clinic and provide individual, family and play counseling for family members still seeking support. Growing Edges also delivers mental health services to communities members. It is a no fee clinic that affords services to community members and allows graduate students an opportunity to work with a variety of clients. The clinic has three counsel-ing rooms with a fully equipped play room, Sandtray materials and is open during the academic semesters. Growing Edges oper-ates with the financial and resource support of the College of Education and Human Services and the Provost’s office. It has a 1/3 faculty director and a graduate assistant who manages the day to day operations of the clinic.

Partnerships are truly a wonderful way to enhance counseling programs, student learning and to provide inspiring and enriching opportunities to counseling students while providing mental health and support services to the community.

Marcy J. Douglass, PhD., LPC, NCC, Assistant Professor, Department of Counseling and College Student Personnel, Shippensburg University of Pennsylvania, Director, Growing Edges Community Counseling Clinic and University Liaison to Drew’s Hope. mjdouglass@ship.edu Growing Edges Community Counseling Clinic, growingedges@ship.edu Drew Michael Taylor Foundation, www.drewmichaeltaylor.org

Counselor growth through partnerships: Drew’s Hope and Shippensburg University of Pennsylvania, A grief support program (cont.)

P A G E 1 1 W I N T E R 2 0 1 4

P A G E 1 2

GRADUATE STUDENT NOOK

NARACES GRADUATE STUDENTS!

ARE YOU ATTENDING ACA 2014? If so, the NARACES Graduate Student Committee would love to connect with you! Please follow us on Twitter for updates and announcements related to graduate student events, activities and meet-ing times (https://twitter.com/NARACESGSC). Also, while in Hawaii, please pass along your pho-tos! We would like to “retweet” photos of NARACES graduate students participating in educational sessions, poster sessions, panels, ACA events and enjoying Hawaii.

Did you know that ACA is offerings activities geared specifically towards graduate students throughout the conference? Such activities include, but are not limited to:

The ACA Graduate Student/New Professional Center

The ACA Graduate Student Committee Meeting

The International Student Panel and Reception

Chi Sigma Iota sessions

The Graduate Students Only Series

Educational sessions focusing on graduate student topics Please see the program guide on the ACA website for more information about graduate student activities or download the ACA mobile app.

Also, please be sure to attend the NARACES business meeting! You will have the opportunity to meet the current NARACES Executive Council, hear updates from both Council and committee members and gather information on upcoming NARACES and ACES conferences.

If you plan to attend ACA 2014 or would like to connect with the NARACES GSC, please email the chair, Atiya R. Smith, at naracesgsc@gmail.com.

We look forward to seeing you in Hawaii!

Mahalo (thank you),

Atiya R. Smith University of Rochester

Graduate Student Committee Chair

N A R A C E S N E W S L E T T E R

P A G E 1 3 W I N T E R 2 0 1 4

NARACES is pleased to spotlight Vanessa Teixeira, doctoral stu-dent at Argosy University in Washington, D. C. The chair of the counseling program, Dr. Carman Gill, endorses her nomination with the following commendations, “Vanessa is a proactive, kind and thorough doctoral student. She meets commitments and expectations in a timely manner with a smile. It is always a pleasure to work with her.”

In addition to her studies, Vanessa holds leadership positions in several organizations. She recently joined the ACA’s Leadership Task Force and the NARACES Graduate Student Committee. For the past year, she has held two leadership positions at Argosy: Professional Development Chair of Chi Sigma Iota Counseling Academic and Professional Honor Society International, and Vice President of the LGBTQI and Allies Network.

Vanessa’s current research interest includes the area of gatekeeping in counselor education. She is inter-ested in discovering what remediation strategies have been successful with students who have shown problems of professional competence in counseling. Vanessa has presented on the DSM-5 and a variety of mental health topics at state and national conferences, and also to senators and state representatives in Washington D. C.

In her spare time, Vanessa loves to travel. She comments, “it is my passion in life and helps keep me grounded and appreciate just how beautiful our planet is.” Vanessa’s favorite quote to live by comes from T. S. Eliot, “Only those who will risk going too far can possibly find out how far they can go.”

Congratulations on being “in the spotlight,” Vanessa!

We want to showcase your graduate students! If you want to acknowledge a student or fellow classmate for his/her hard work and dedication, let us know! Is it going to be a lot of work for me to nominate someone? NO! All you need to

do is send their name, school, and email address to Nicole Pulliam and Jennifer Parzych, Communications Chairs at:

npacheco@ramapo.edu; jparzych@mercy.edu

GRADUATE STUDENT SPOTLIGHT

In the Fall of 2013, the Journal of Counselor Preparation and Supervision (JCPS) developed a partnership with the NARACES Graduate Student Committee (GSC). This partnership not only offers additional support with the many tasks required to effectively run the journal, but also pro-vides interested graduate students from the GSC with mentoring in publishing and a first hand experience in how the JCPS operates. The Editors and Editorial Assistants have been working hard for the past few months to transfer all information to the new JCPS database and meet every other Friday to discuss topics related to the journal. We would like to extend a warm welcome to all of the new JCPS Editorial Assistants and offer a huge thanks to the members of the JCPS Editorial Board who have been working diligently to review articles throughout this transition period. Please visit the new JCPS website at http://repository.wcsu.edu/jcps/ and meet the editors below.

Dr. Edina Renfro-Michel Dr. Jane Webber Montclair State University Kean University Editor Associate Editor

Prospective Authors: The Journal of Counselor Preparation and Supervision, an online journal of

NARACES, is currently accepting manuscripts. Online submissions accepted at:

Naorah Lockhart Pennsylvania State University

Graduate Student Committee Member Editorial Assistant

Ellery Parker Walden University

Graduate Student Committee Member Editorial Assistant

Atiya R. Smith University of Rochester

Graduate Student Committee Chair Coordinator of Editorial Assistants

Hennessey Lustica University of Rochester

Graduate Student Committee Member Editorial Assistant

Graduate Student Committee

The graduate student committee is seek-ing new members!

The NARACES graduate student com-mittee consists of a group of master’s

and doctoral-level students working to-gether to meet the needs of graduate students in our region. Interested in

learning more about the graduate stu-dent committee? Contact Atiya Smith at

atiyarsmith@gmail.com

Interested in becoming more involved in NARACES?

Do you want to become more involved with NARACES? We have several com-mittees and initiatives that might be a

perfect fit. To find out more infor-mation, let Tracey Robert know of your

interest at trobert@fairfield.edu

We Need You!

Thank you for the service of the NARACES Executive Committee:

President

Tracey Robert

Secretary Elect

Derek Seward

Membership Chair

Tracy Stinchfield

Wellness Chair

Melissa Rosenberg

Immediate Past President

Summer Reiner

Treasurer

Pat Goodspeed

Awards Committee Chair

Michael Mariska

Excellence in Teaching Committee Chair

Krista Malott

President Elect

Holly Branthoover

Webmaster

Tim Poynton

Journal Editor

Edina Renfro-Michel

Graduate Student Representative

Atiya Smith

Secretary

Megan Krell

Communications Chairs

Nicole Pulliam &

Jennifer Parzych

Supervision Project

Erin Halligan

Want to contribute to the newsletter?

Articles and items for consideration for the next newsletter can be sent to

Nicole Pulliam and Jennifer Parzych, at npacheco@ramapo.edu

jparzych@mercy.edu

Mission: NARACES promotes Counselor Education and Supervision master’s and doctoral students, faculty, and site su-pervisors in the Northeastern United States by encouraging quality education and supervision of professional

counselors who specialize in additions counseling, career counseling, clinical mental health counseling, college student affairs counseling, K-12 school counseling, and marital, couple and family counseling. We encourage all

graduate students, site supervisors, and faculty to become actively involved.