|| Military Track | Addictions Track | Substance Use and Co-Occurring Disorders Track
Impact of Military Culture on Mental Health and Substance Abuse
Presented by Katherin Williams, LCMHC, NCC, CTP
This presentation will offer participants an opportunity to explore the needs of a special population that can be misunderstood. Participants will learn about service branches, impacts of service on mental health and substance abuse, and the differences between civilian culture and military cultures. By providing this information, participants will increase familiarity with the various disciplines and systems in order to promote alignment of services, integration, and enhanced care coordination of a special population. Participants will also be able to learn effective strategies to address barriers to treatment (real or perceived) and understand their role in advancing the mental health and substance abuse care of military, veterans, and their families This is an educational opportunity that addresses the behavioral health policy and service needs of a special population and includes the needs of all ages within it.
|| Supervision Track | Diversity and Multicultural Track
Addressing Religious-Based Values Conflicts in Clinical Supervision
Presented by Anita Neuer Colburn, PhD, LPC (VA), LMHCs (NC), BC-TMH, ACS, NCC and Keith Mobley, PhD, LMHC (WA), LCMHCS (NC), ACS, NCC
Counselors, clients and supervisors all hold deeply personal values and cannot divorce themselves from bringing those values into the the counseling or supervision office (Hook et al., 2017). At the same time, our AMHCA (2015) and ACA (2014) codes of ethics restrict counselors from imposing their values on clients. Additionally, the ACES (2011) Best Practices document implores supervisors to promote contextual sensitivity around multicultural factors. Values are culturally based, and can be imposed in simple and subtle ways, often an unintentional biproduct of implicit bias. More obvious ways of imposing values include referring a client out due to a seemingly irreconcilable values difference. Recent court cases (Ward v. Wilbanks, others) and literature ((Hook et al., 2017; Kocet & Herlihy, 2012; Priest & Wickel, 2011) confirm that counselors have had difficulty successfully navigating values conflicts. While supervisors are charged with assisting in resolving values conflicts, they frequently report feeling ill-prepared to assist supervisees in such a monumental task. Metacompetence is a clinician’s ability to assess what one knows and what one doesn’t know It requires Introspection about one’s personal cognitive processes and products and is dependent on self-awareness, self-reflection, and self-assessment (Weinert, 2001). Supervisors guide the development of metacompetence by encouraging and reinforcing supervisee’s development of skills in self-assessment (Falender & Shafranske, 2007).
|| Supervision Track | Advocacy and Leadership Track
Creating School-Based Mental Health Collaborations in Rural Communities
Presented by Tracie Rutherford Self, PhD, LMHC and Eran Hanke, PhD, LMHC
The purpose of this presentation is to describe how counselor education programs can collaborate with rural schools to respond to the mental health needs of K-12 students and to better prepare counselors-in-training (CIT) to serve rural communities. While it is estimated over 20% of students in schools have diagnosable mental health conditions, up to 70% of those students receive little to no services; this is further complicated by students who live in rural areas where access to services are less than their counterparts in urban settings (van Vulpen, Habegar, Simmons, 2018). The presenters will identify the prevalence of mental health concerns of youth and the impact of rural culture. This will include information from a review of the literature, the results of screenings conducted within a rural school district in the Midwest and interviews with school staff and administrators. The presenters will then discuss models for providing school-based mental health services in rural communities and offer examples of how one counselor education program has taken steps to integrate these models into counselor training which addresses the availability and accessibility of mental health services among rural youth.