Translating Developmental Perspectives in Higher Education to Counseling College Students Alexandra Bazdar & Brian Browning This presentation will focus on applying a college student development perspective to counseling work with students. The presentation will include an overview of Baxter Magolda’s theory of self-authorship and a brief review of Erikson’s contributions to the developmental literature. Topics will include (but will not be limited to) self-authorship, good company, and identity development. The presenters will focus on incorporating elements from these theories into clinical work with college students and into current interventions for this population. The presenters will emphasize the need to be aware of limitations to current applicability to non-traditional students.
Sex Education in the Home for Tweens Philippa Chin & Mary Catherine Jessee The presentation will enable therapists to provide an educational and knowledge based curriculum to guide parents in facilitating sex education in their homes. It goes beyond the traditional sex education, which usually focuses only on pregnancy, STI’s and abstinence. This presentation includes conversations on diverse sexual identities, sexual abuse; as well as the concept of recognizing and developing emotional pleasure. Key points include:
•Adults are oftentimes uncomfortable talking about sex with their children, and find it harder to explain the concept of diverse sexual identities. Time will be spent giving suggestions of how to have these conversations, labels are explained and myths are dispelled. •Parents and guardians will be inspired to have open conversations with their tweens about the body, the power of saying “no”, and how to navigate or identify negative (bad) sexual advances and situations (i.e.: sexual molestation or abuse). •They will also be equipped to teach tweens the difference between physical sexual pleasure and emotions (love & lust).
In the end, parents and guardians should leave feeling equipped with the tools to empower their children with sexual knowledge and confidence before they (possibly) enter into intimate relationships in their teen years.
Resonating Resilience: Clinically utilizing music as a psychotherapeutic intervention for addressing trauma Joseph Pugach & Alison Whitehouse This presentation will provide an informative and engaging experience for attendees to learn about the active body of research of, and interventions in, music therapy (MT). It will begin with an experiential introduction via listening to Cannonball Adderley’s performance of “Mercy, Mercy, Mercy”, written by Joe Zawinul, followed by audience feedback; the introduction of the song, we believe, is a summation and encapsulation of the overall vision behind this presentation's theme of appropriately addressing trauma. We will then move into an overview of expressive therapy and its empirical groundings, along with a brief coverage of the historical significance, clinical implications, and applications of MT. This will include a very brief exploration of neurological correlates that parallel the subjective psychosocial components of listening to music. This will be expanded upon with a discussion of mindfulness as a clinical complement when conceptualizing the effects of music on body and mind. This will be followed by a mindfulness exercise led by presenter. Finally, this presentation will emphasize the use of MT as a strong tool for a counselor’s clinical repertoire in working with clients struggling with trauma, PTSD symptoms, and grief. There will be a intervention illustration of MT for trauma symptoms. In closing, we will provide additional information and resources for continuing education and certification in Art Therapy and Music therapy.
The Collegial, Competent, and Consultative Model for Supervision for Prefessional School Counselors Nancy Chae School counselors are often disadvantaged in accessing and receiving school counseling clinical supervision, as they are least likely to receive clinical supervision during professional practice (Luke & Bernard, 2006; Perera-Diltz & Mason, 2012). This program proposes an innovative and practical approach to clinical supervision in school districts for practicing professional counselors. The Collegial, Competent, and Consultative (CCC) Model of Supervision is a viable, peer supervision program that pairs practicing school counselors in collegial and consultative manners. School counselors can provide feedback about each other’s competencies within the context of continued personal and professional learning and development. The structure of the CCC model draws from Cheston’s (2000) Ways Paradigm, and thus, collegial refers to a way of being, competency refers to a way of understanding, and consultative refers to a way of intervening in the CCC model for school counselors. The CCC model considers ethical, legal, and multicultural factors. Moreover, the CCC model offers a non-threatening and informally evaluative supervision process that is collaborative and supportive of colleagues’ strengths and development. This peer-based clinical supervision can be a resourceful and collaborative approach that uses networks within the district and offers access for all school counselors to provide and receive clinical supervision to enhance long-term personal and professional development.
Down Syndrome, the Right to an Equal Education, and its Impact on Families Virginia Sawyer This presentation will give an overview of Down Syndrome and federal and state laws regarding special education. Barriers and benefits to inclusion will be explored, as well as how this impacts families of children with Down Syndrome. An exploration of the family life cycle, sibling relationships, and unique vertical and horizontal stressors for these families will be discussed. In conclusion, an overview of counseling strategies that can be beneficial with this population will be covered.
Integrative Existential Supervision - Exploration of a new model Jeremy Goshorn The Integrative Existential Supervision (IES) Model provides an integrative approach to consider human existence within the supervision setting. Understanding the givens, purpose, and meaning within life and its intersection within counseling and supervision encourages deeper clinical awareness. Existential supervision invites participants (supervisor and supervisee) to evaluate, explore, and recognize human dilemmas, contradictions, and paradoxes (Deurzen & Young, 2009). While existential supervision has a firm philosophical foundation, it lacks a defined approach or specific interventions (Corey, 2017). The IES model aims to provide a more defined approach to existential supervision which can be incorporated into any existing supervision model (as scholars [Deurzen & Young; du Plock, 2007; Smith-Pickard, 2009; Yalom & Josselson, 2010; Pagdin, 2013] have encouraged). This model advances Existential Supervision by incorporating Kegan's cognitive developmental model as an avenue to assess and encourage developmental progression. The structure of this session will begin with an exploration of tenants of existential supervision. Next we will explore the IES model, its focus on exploring the phenomena present within supervision, its flexibility, and its use of Kegan’s Constructive-Developmental Theory to measure developmental progression and complexity of supervisees. Space at the end of the session will be given for a discussion among attendees on avenues for further exploration, evolution, or incorporation.
General Research - Education
Does On-Campus Involvement Lead to Greater Satisfaction for International Students? Johann Ducharme International students are an increasing presence on U.S. college and university campuses, surpassing the one million mark for the first time in 2016. The value of this group's participation in U.S. higher education has traditionally focused on their monetary significance; and yet, international students contribute to their institution's academic, environmental, and cultural advantages. Most research on international students, however, is limited to their orientation and initial adjustments to college, and not on issues of retention, persistence to graduation, or satisfaction. International students were found to be more involved on-campus and yet less satisfied than their American counterparts. Review of the literature will accomplish the following: (1) synthesize research on student involvement theory and international student experience; (2) identify the importance of college student satisfaction; and (3) discuss limitations and recommendations for future practice.
Developmentally Appropriate Practice: A Framework for birth through age 8 Leah Shy This presentation will help familiarize practitioners with the DAP framework and thus, it aims to fill a gap in the knowledge of many teacher candidates as well as practicing professionals. Drawing primarily upon resources created by NAEYC for training purposes, this session will provide an overview of the core considerations of DAP and the twelve principles of child development, highlighting where these principles could potentially deviate from other training attendees may have received or perspectives they may hold. The session includes interactive work with others in order to grapple with some of the key concepts of DAP. While the presentation length precludes comprehensive instructional outcomes, the major objective is for attendees to feel more confident in their own practices by understanding more about child development and becoming familiar with the resources that exist to support their practices. Elementary teacher candidates at William & Mary do not receive any coursework that specifically addresses early childhood as a unique time period requiring developmentally appropriate practice, and so it is with this population in mind that the presentation has been developed. The presenter is a Ph.D. student and seasoned teacher with 12 years of experience teaching elementary school children in the early childhood age range who has also served as an Adjunct Instructor in multiple classes at William & Mary. Although designed with pre-service elementary teachers as its primary audience, this session will be useful to in-service teachers, principals, and school counselors who work with young children and wish to understand the DAP framework to better inform their practice.
Why Alumni Donate to Their Alma Mater: A Phenomenological Study Anthony Siradakis With limited state funding, contributions from alumni and individual gifts continue to serve as the monetary lifeblood of colleges and universities. Institutional officers tasked with raising funds continue to vie for dollars against competing institutions within an unpredictable market and general economic uncertainty. In addition, fundraising professionals have continued to peer through the looking glass in an attempt to develop a more thorough understanding of what motivates their donors to give. As a result, understanding what motivates, inspires, and encourages alumni to donate to their alma mater continues to be a principal goal of not only advancement and fundraising professionals, but also researchers and active practitioners within the field of higher education and beyond. Through presentation, an exploration and review of the results from a 10-month study of what motivates alumni to donate to their alma mater will be explored in detail.
Social Justice & Advocacy
Leadership Styles and Decision-Making Theories Utilized by College Administrators Who Oversee Undocumented Students Rachel Schotz Policies regarding undocumented students in Virginia's higher education are constantly changing. Students have banned together, but a coalition of administrators overseeing these students is largely absent. Through interviews with these college administrators, I propose a model uniting administrators to fully support students across Virginia, better impacting state and national policies.
Exploring International Students' Perceptions of Campus Climate and Engagement at a Predominately White Institution Laura Pignato, Yi Hao, & Natoya Haskins Utilizing a case study approach with a Critical Race Theory framework, the research team examined international students’ experiences shaping their perceptions of campus climate and campus engagement. Attendees will be provided culturally responsive strategies developed from participants’ lived experiences to increase international students’ psychological well-being and social support at PWIs.