My Portfolio
Welcome to my portfolio. Here you’ll find a selection of my work. Explore my projects to learn more about what I do.
CACREP STANDARDS
SECTION 6: DOCTORAL STANDARDS COUNSELOR EDUCATION AND SUPERVISION
B. DOCTORAL CURRICULUM
Doctoral programs in counselor education address professional roles in five areas: (1) counseling, (2) supervision, (3) teaching, (4) research and scholarship, and (5) leadership and advocacy. These five areas represent the minimal knowledge required of doctoral graduates in counselor education. Therefore, counselor education programs must document where and in what manner each of the lettered standards listed below is covered in the curriculum.
1. Counseling Competencies:
a) scholarly examination of the evidence base for counseling processes and theories
b) integration of theories relevant to counseling
c) conceptualization of clients from multiple theoretical perspectives
d) scholarly examination of culturally sustaining counseling practice across multiple settings, contexts, and across service delivery modalities
e) methods for evaluating counseling effectiveness
f) legal and ethical issues and responsibilities in counseling across multiple settings and across service delivery modalities
Artifacts:
Counseling Reflection:
The development of my counseling identity has come through the classes taken and external training to develop my CACREP competencies, this will allow me to continue to grow through knowledge of new skills, and practices that are intricately connected to me as a person and my identity as a counselor. Throughout my doctoral journey, I have grown in all aspects of the competencies. My counseling skills have developed as a educator through the practicum, internship, career counseling, and theoretical classes taken.
As a Counselor, an area of strength has been increasing in my knowledge of social support theory and how often I see it play a factor in my clients’ relationships to God and others. My clientele consists of children ages 5 through 18, foster children, displaced children, juvenile sex offenders, and domestic violence charges. They have all encountered some various forms of trauma, which led me to continue my knowledge and certifications in DBT informed, Sexualized Behavior Certified Counselor. I am working on certification in Trauma Informed Certification starting in March.
An area of challenge and growth within the counseling competency would have to be my ability to complete assessments in the hour time frame I am given. As counselor I will always be learning and adding new skills to my tool box. I am blessed to work in a non profit that allows me to integrate Christian counseling principals into the individualized service plans of these seeking a Christian counselor. I am able to integrate thanks to Liberties training and classes designed for this purpose.
My faith in Christ impacts my counseling competency in that it moves me to be vulnerable and open minded that I work with kids and that not everyone is as knowledgeable as I am on the Bible. Meeting the client at their level of spiritual growth continues to be a never ending process. Knowing that we are made in God’s image, I can use this as a strength for them as well as myself. Ethically, I never infringe or impose my own personal beliefs, I seek to use their spirituality to relate to the skills taught during session. Jesus promises the Holy Spirit as a counselor, indicating His role in providing guidance, this seen in John 14:26 (MEV): "26 But the Counselor, the Holy Spirit, whom the Father will send in My name, will teach you everything and remind you of all that I told you".
2. Supervision Competencies:
a) purposes of counseling supervision
b) theoretical frameworks and models of counseling supervision
c) roles and relationships related to counseling supervision
d) skills of counseling supervision across multiple settings and across service delivery modalities e) opportunities for developing a personal style of counseling supervision grounded in theory and research
f) assessment of supervisees’ developmental level and other relevant characteristics
g) modalities of counseling supervision, including individual, triadic, and group supervision
h) the use of technology in counseling supervision
i) administrative procedures and responsibilities related to counseling supervision
j) evaluation, remediation, and gatekeeping in counseling supervision
k) legal and ethical issues and responsibilities in counseling supervision
l) culturally sustaining strategies for conducting counseling supervision
Artifacts:
Supervision Reflection:
Developing my supervisor identity will come with time, I am volunteering as a mentor for the Doctoral mentorship orgThe clinical supervision course was such a joy for me, because it demonstrates a discipleship or mentor-to-mentee model, which I am very familiar with. The Lord has blessed me with many great Christian men in my life who have served as mentors in my life, some are no longer here but their influence on my life shows in my ability to teach, counsel, and train others. The role of a mentor for me as a Doctoral Student Mentor at Liberty has allowed me to be a guide for those who are walking a similar journey to myself. Reflecting back on the questions I had, the struggles I faced, and the doubt I experienced during that time, and think of how important it was to have someone to walk with me during that process. I have truly enjoyed the opportunity to be that for upcoming doctoral students just entering into the program and for future counselors-in-training (CITs).
I have learned that being a supervisor I need to be aware of what my CITs needs and how I can continue to equip myself to help meet those needs. I believe self-care is important and needs to be a part of supervision and must be taught and demonstrated by the supervisor. I learned about myself that the approach I most often utilize when working with supervisees is using what is known as the Discrimination Model mixed with creativity. This model highlighted the three roles that often overlap with one another, and these include the roles of teacher, counselor, and consultant and can promote self-care through the creative outlets used. Burnout is one thing I have personally felt at some points throughout my internships during my master's program. Based on my CIT's needs I will need to be prepared to work with the diverse population entering into the counseling program. Gatekeeping is very important for a supervisor, understanding your CIT and knowing when they need help is a very important part of supervision. There is a Proverb in the Scriptures that teaches, "Listen to counsel and receive instruction, That you may be wise in your latter days." (Proverbs 19:20 NKJV).
Because of the social support lens that I use for my own personal approach to counseling, I can also see how the safety created within the supervisor-supervisee relationship sets up not only a strong foundation for guiding CITs on how to do counseling, but also on what that experience can feel like for their future clients. As a supervisor, I must be ready to train and impact the CIT about emotional regulation, cognitive restructuring, empathy, through the modeling behavior of the supervisor. The discrimination model of supervision allows for future counselors to be more equipped and ready to meet their clients where they are and journey with them towards their goals. I look forward to learning from my CIT's and growing with them through their journey and walk along side them as they develop their own counselor identity.
3. Teaching Competencies:
a) roles and responsibilities related to educating counselors
b) andragogy and adult learning theories
c) teaching methods relevant to counselor education
d) curriculum design and instructional delivery
e) the use of technology in instructional design and program delivery types
f) integration of diversity, equity, inclusion, and social justice principles and practices in the counselor education curriculum
g) universal design to meet the needs of all students with respect for individual differences in learning
h) instructional and curricular evaluation methods
i) screening, remediation, and gatekeeping functions relevant to teaching
j) assessment of student learning and professional dispositions
k) legal and ethical issues and responsibilities in counselor education for all program delivery types
l) culturally sustaining strategies for counselor education
m) the role of mentoring in counselor education
Artifacts
Teaching Reflection:
Developing my teaching identity come through the understanding of the CACREP competency standards as I focus on my professional development as doctoral student. I have always been a natural when it comes to teaching as early as 10th grade teaching 6th graders for Junior Achievement Business Basics Course. I knew that one of the key reasons for me choosing to pursue a PhD was to open doors that would provide more opportunities to teach at the graduate and undergraduate level. I have always had the desire to learn, and through my teaching, I will not only share my knowledge but I will also learn from my students.
There are three key elements and attitudes that have motivated me towards growing in this area of teaching. First, it is having the humility to ask questions and learn from my classmates. Second, it is to appreciate the various aspects of counseling while selecting an area of research that I can dedicate myself to becoming an “expert” on. If I am learning in-depth about a topic that interests me, I know that I will share that same level of depth with my colleagues, and vice versa. Lastly, combining my counseling experience with my research studies allows me to grow as an educator. I like to be informed on the latest research practices as well allowing my counseling experience to inform what I see in research. Both complement each other, and I think that it is what brings the content I teach on to life because I am allowing for my experience to be informed by the research and the research being filtered through my experience. By working on these simultaneously, I am showing my students the importance of continually learning and practicing the art of teaching.
There are a few areas I need growth in, developing my administrative duties that come along with teaching (i.e., scheduling meetings, creating rubrics, being up to date with administrative changes, etc.). I need to find a balance for completing these tasks in a timely manner and try not to only focus on the elements of teaching as I enjoy doing (i.e., classroom instruction, mentoring, presenting, creating engaging PowerPoints, etc.). My desire for learning and growth will allow me to grow as a counselor educator.
I consider my faith in Christ as a Pastor to be a major factor in my identity as it flows over into everything I do, including teaching. One of the primary roles that Jesus had while He was on earth was that of teaching his disciples and the multitudes, and He did so beautifully. He taught them truth and grace, but also lived that out as He related to them. My hope is to do the same not only as a pastor, but as a teacher and counselor. Jesus was all of these and He led the way.
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Jesus describes Himself as the Good Shepherd, emphasizing His role as a caring pastor. John 10:11 (NKJV): "11 “I am the good shepherd. The good shepherd gives His life for the sheep.
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He teaches the crowds from a mountainside, demonstrating His role as a teacher. Matthew 5:1-2 (KNJV): "5 And seeing the multitudes, He went up on a mountain, and when He was seated His disciples came to Him. 2 Then He opened His mouth and taught them, saying:"
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Jesus proclaims His mission to heal the brokenhearted, showcasing His counseling nature. Luke 4:18 (NKJV): "18 “The Spirit of the Lord is upon Me,
Because He has anointed Me
To preach the gospel to the poor;
He has sent Me [a]to heal the brokenhearted,
To proclaim liberty to the captives
And recovery of sight to the blind,
To set at liberty those who are [b]oppressed;"
4. Research and Scholarship Competencies:
a) research designs appropriate to quantitative, qualitative, mixed methods, and action research questions or hypotheses
b) quantitative data analysis methods
c) qualitative approaches to data analysis
d) models and methods of sampling relevant to research design
e) models and methods of instrument design
f) models and methods of program evaluation
g) research questions or hypotheses appropriate for professional research and publication
h) professional writing for peer-reviewed journal publication
i) professional conference proposal preparation
j) development of research proposals for a human subjects/institutional review board review
k) grant proposals and other sources of funding
l) strategies for conducting culturally relevant and culturally competent research
m) ethical considerations and strategies for conducting research
Artifacts
Research and Scholarship Reflection:
Developing my research identity has been the most difficult of all the CACREP competency, but has been one of intrigue and continual learning. This area helps to develop my competency in teaching because it adds to my content for my classroom lectures. It allows me to to both challenge and encourage my students to appreciate how reading and conducting research can contribute to the field of counseling and allow them to become more informed counselors.
Through the engagement in research in my quantitative, qualitative, dissemination of research classes, it has helped me understand the importance of using evidence-based practices in my own counseling approach. As I continue to engaging in research, I can help inform my students on the more recent studied practices that will help them develop better treatment modalities for their clients. I feel research is vital to our profession as we are being asked to use and can only bill for evidenced based treatments, therefore becoming a significant part of my counselor identity and competency. I will always strive to be as informed and up to date on the latest research in my field, especially in the areas of trauma, social support, animal assisted activities, and other areas that are related to my clients.
I have identified the need for more experience in leading and conducting my own research projects. I have been part of a research team through classes and have submitted to a few publications with no success, but I am looking forward to the publishing of my dissertation. I learned extensively about the difficulties of working with co-authors and learned about the need for patience, grace, and more patience in creating our work to get submitted for publishing. It was a great experience, but I still do not feel comfortable or even competent to lead my own research study but I am pushing through my dissertation. I plan to develop working relationships with as many colleagues and professors who are more than capable to conduct studies and who are willing to help me grow in this area. I am thankful to be part of a program where character and Christian development is highly encouraged and emphasized.
When exploring my relationship with Christ as it relates to the research and scholarship competency, I am reminded of Solomon as he was given anything he wanted from God and he chose wisdom. This was done because he wanted to be the best king he could possibly be and through wisdom and discernment, he could determine who is right when quarrels were presented to him.
1 Kings 3:5-14 (NKJV): " 5 At Gibeon the Lord appeared to Solomon in a dream by night; and God said, “Ask! What shall I give you?” 6 And Solomon said: “You have shown great mercy to Your servant David my father, because he walked before You in truth, in righteousness, and in uprightness of heart with You; You have continued this great kindness for him, and You have given him a son to sit on his throne, as it is this day. 7 Now, O Lord my God, You have made Your servant king instead of my father David, but I am a little child; I do not know how to go out or come in. 8 And Your servant is in the midst of Your people whom You have chosen, a great people, too numerous to be numbered or counted. 9 Therefore give to Your servant an [b]understanding heart to judge Your people, that I may discern between good and evil. For who is able to judge this great people of Yours?”
10 The speech pleased the Lord, that Solomon had asked this thing. 11 Then God said to him: “Because you have asked this thing, and have not asked long life for yourself, nor have asked riches for yourself, nor have asked the life of your enemies, but have asked for yourself understanding to discern justice, 12 behold, I have done according to your words; see, I have given you a wise and understanding heart, so that there has not been anyone like you before you, nor shall any like you arise after you. 13 And I have also given you what you have not asked: both riches and honor, so that there shall not be anyone like you among the kings all your days. 14 So if you walk in My ways, to keep My statutes and My commandments, as your father David walked, then I will lengthen[c] your days.”
The story brings me great encouragement as it was wisdom Solomon desired, which is the how in which we apply the knowledge. His asking of discernment, allowed him to learn how to accurately and effectively interpret conclusions found in the stories and see it only as key information and not absolute truth. Like wise these are effective when conducting research, the use of wisdom and discernment are important. .
5. Leadership and Advocacy Competencies:
a) theories, models, and skills of leadership
b) leadership and leadership development in professional organizations
c) leadership in counselor education programs
d) accreditation standards and program accreditation processes, including self-studies and program reports
e) management and administration in agencies, organizations, and other institutions
f) leadership roles and strategies for responding to crises and disasters
g) strategies of leadership in consultation
h) current sociopolitical and social justice issues and how those issues affect the counseling profession
i) models and competencies for counselors and counselor educators advocating on behalf of the profession and professional counselor identity
j) models and competencies for advocating for clients at the individual, system, and policy levels
k) strategies of leadership in relation to diversity, equity, inclusion, and social justice issues
l) culturally sustaining leadership and advocacy practices
m) ethical leadership and advocacy practices
n) role of self-care in advocacy and leadership
Artifacts
Leadership and Advocacy Reflection:
Developing my Leadership identity has probably been the easiest for me of all the CACREP competencies. My journey into my leadership and advocate roles began through my first few counseling courses as my professors advised my class to get involved in several counseling organizations. My first experience with an organization was Chi Sigma Iota - Rho Eta Nu Gama (RENG) Chapter at Liberty, I started out on the Advocacy committee and worked my way through all the offices and Presidency. My first letter was to Congressman Tim Ryan, It was written through the ACA website, I do not have the letter written but have the response from former Congressman Ryan.
Throughout most of my graduate and doctoral studies, I went from RENG to Joining ACA, OCA, and EOCA. Then I joined several subdivisions, ACES, ASERVIC, NARACES, OCAPAC, OACES, OASERVIC, ACAC Ohio, OAMCD, OARTC, OCA Leadership Committee and Graduate, EOCA. I have served several roles in EOCA - I am currently Treasurer. I have served several roles in OCAPAC - I am currently the Chair. My work with these organizations has been influenced by the many devoted mentors and professors at Liberty that have poured into me and have made me the future counselor educator I am becoming.
In fact, one of the ways I have been an advocating has been through the OCA PAC- Political Action Committee, through the Government Relations Committee that the PAC finances, and through the OCA annual Legislative Advocacy Day (LAD) at the Ohio State Capitol in Columbus Ohio. There we meet with our local representatives to discuss current legislation that is in the house and senate and advocate for counselors and our clients concerning any bills that may be harmful to them. Our LAD is to be held in March 24th
I have also developed my leadership skills as an associate pastor at Open Door Community Church in McDonald, Ohio. Here I have learned to be a servant leader. I have grown as a leader through the mentorship of my head pastor and now deceased associate Pastor Harold Wilson. Pastor Wilson mentored me in pastoral counseling and shared his vast knowledge and resources, which I still use today as I integrate these teaching into my counseling plans and sessions, along with the integration course at Liberty, I feel I am well equipped in this area. But one thing I have learned is you never can know enough and will never stop learning.
Jesus taught leadership by example, He exemplifies servant leadership, showing that true leadership involves serving others and putting their needs before our own. He taught that to lead is to serve, this is seen here in Mark 10:45 (NKJV) "
45 For even the Son of Man did not come to be served, but to serve, and to give His life a ransom for many.” and in John 13:14 (NKJV) "14 If I then, your Lord and Teacher, have washed your feet, you also ought to wash one another’s feet." Jesus was also an advocate for all believers, He is depicted as the Righteous advocate who pleads on behalf of believers, emphasizing His role in securing forgiveness and maintaining their relationships with God. This can be seen in 1 John 2:1 (KNJV) "2 My little children, these things I write to you, so that you may not sin. And if anyone sins, we have an Advocate with the Father, Jesus Christ the righteous." Jesus was also a compassionate leader as He demonstrated compass and care for the marginalized, as seen when he showed compassion for the crowds in Matthew 9:36 (NKJV) "36 But when He saw the multitudes, He was moved with compassion for them, because they were [a]weary and scattered, like sheep having no shepherd." These aspects of Jesus' character illustrate His profound role as a leader and advocate in the Christian faith. I look to the Scripture for direction as a leader and a counselor and an advocate for my clients and students, I am a servant leader, I am a compassionate leader and I out my trust and faith in my Lord and Savior Jesus Christ to guide me and lead me as I lead his flock.