Professional Documents
Culture Documents
GUIDELINES
Page 2
GuidelinesSummer 2014
IN THIS ISSUE
Call for Submissions
Attention professionals, students
and counselor educators! Please
consider submitting your papers,
ideas or proposals to Guidelines.
Each issue strives to provide information on legal/ethical issues,
advocacy, current trends, student
perspectives, and articles from
professionals in the field. All
submissions are given consideration. Submissions can be directed
to the editor, Jared Rose, at
OCA.Guidelines@gmail.com
DEPARTMENTS
4
12
Contact Information
17-22
Statehouse News
Carolyn Towner & Amanda Sines
FEATURES
5-6
7-8
9-11
13-15
Presidents Message
16
OhioCounseling.org
23-24
Page 3
FEATURES (cont.)
25-27
27-29
30-32
President
Victoria Kress
President-Elect
Kara Kaelber
Past-President
Meghan Fortner
Treasurer
Connie Patterson
Secretary
Chelsey Zoldan
Parliamentarian
Tom Davis
Executive Director
Rachel ONeil
Webmaster
Shaun Renato
GuidelinesSummer 2014
Page 4
PRESIDENTS MESSAGE
Dear Members of OCA,
It is hard to believe, but I first became involved with OCA 20 years ago. At that time I could not
have imagined I would be honored with the privilege of serving as your president. What is especially
thrilling is that I have the opportunity to serve during such a vibrant time in our organizations
history!
As we transition executive councils, I would like to take a moment to thank Meghan Fortner, our
past-president, and Tim Luckhaupt, our past-executive director for their leadership and support over the
past year. They have laid a solid foundation that our organization can use to support OCA as we move
ahead.
Moving forward, Dr. Rachel ONeil, OCAs new executive director, is bringing a wealth of
experience and many innovative ideas to OCA. We also recently hired a
new conference planner who will help us make this years All Ohio
Counselors Conference a success.
Over the next year, one of my initiatives will be to identify and
grow more leaders within our organization. To thrive as an organization,
we need our members to be involved in supporting OCA. Many of you
have resources that have yet to be tapped, and talents and experiences
that can strengthen our organization. To fully realize the unique
strengths of all OCA members, I am actively recruiting and engaging
new volunteers. If you are interested in serving on a taskforce or committee, please email me and let me know of your interest. We can work
together to find a place in OCA that is a good fit for you.
I mentioned these are exciting times to be involved in OCA. The
passage of House Bill 232 marks a historic change that highlights
Ohios commitment to standards; standards which help to facilitate our professional credibility. HB 232 requires that (starting in
2018 and for those graduating after 2018) those who graduate from an
Ohio counseling program will need to be graduates of a clinical mental
health program, clinical rehabilitation program, or addiction counseling
program accredited by the Council for Accreditation of Counseling and
Related Educational Programs (CACREP) to be considered for licensure
in Ohio. This change makes Ohio the first state to require a CACREP
degree for licensure (for those graduating from an Ohio program).
Thanks to those who have worked hard to facilitate the passage
of this bill. Counselors in Ohio have always been leaders in our profession and the passage of this bill is one more indicator of our firm counselor identity and value of standards. Other states will soon follow our
lead, and we should be proud to call ourselves Ohio counselors!
As always, please let me know if you have suggestions or ideas
on how we can better serve you and our membership. I am excited
about OCAs future and it is a privilege to serve as your President!
Victoria E. Kress, PhD, LPCC-S, NCC
Page 5
GuidelinesSummer 2014
Page 6
Using cognitive behavioral therapy (CBT) procedures in a child-friendly playful atmosphere, a counselor can assist a child to (a) play a game of identifying indicators that they are safe at the present time, (b) draw
a picture of a safe place, and (c) develop a safety plan for future disasters (Baggerly & Exum, 2008, p.86). To
assist with anxiety, counselors can teach relaxation techniques to children such has blowing bubbles or a
pinwheel, muscle group relaxation, and focusing on happy times by drawing pictures of happy places and
memories (Baggerly & Exum, 2008). For more intensive cases, counselors can use CBT to help a child
client manage intrusive thoughts pertaining to disasters and manage avoidance behaviors by
systematic desensitization (Baggerly & Exum, 2008).
Counselors trained in play therapy use a variety of creative toys such as
paper, crayons, markers, dolls, zoo animals, blocks, puppets, rescue vehicles, toy
medical kits, etc., to engage a child in communicative play. Children use play to
express their trauma narrative which assists the child to resolve symptoms, build
resiliency, and resume normal development (Baggerly & Exum, 2008). While some
play therapists are directive and others are nondirective, the general understanding
among play therapists is that children will use play materials to act out anxieties and
fears (Webb, 2011). As children play, counselors must give therapeutic responses of
content and feeling, enlarge the meaning, and facilitate accurate understanding of
the event (Baggerly & Exum, 2008).
A few limitations are present when using play therapy in the immediate
response of a natural disaster. Initially, depending upon the type of disaster and extent of destruction, it may be difficult for a counselor to find or create a contained
space in which to meet child clients (Webb, 2011). Blankets or waterproof coverings
for the ground may help create a space to conduct sessions (Webb, 2011). To be able to conduct sessions
with minimal play materials Webb (2011) suggests counselors pack easily transported colored and plain paper and markers they may also bring a bag of small toys including small dolls, rescue vehicles, boats, a toy
medical kit, and toy musical instruments (p. 136). With adequate planning and preparation these obstacles can
be overcome and play therapy can be used in the field or in the office for intervention following a natural
disaster.
Another means of communication for children lies in the creative arts. Expressive or creative arts can
take a variety of forms from drawing or painting, to music and dancing. Using music to process feelings
during grief work with children and adolescents has been shown to decrease depressive symptoms
(Davis, 2010). The creative use of music in crisis counseling intervention supports a humanistic approach of
valuing ones creative power as a crucial force in change and healing (Davis, 2010, p. 131). An especially
useful aspect of creative arts counseling is that it can easily be used with children who are not able to verbally
express complex feelings, whether because they lack the vocabulary or because they have communication
challenges in general. A small limitation of this technique may be that school or counseling practice budgets
may not allow for the purchase of musical instruments. An quick and easy remedy to this limitation is to use a
variety of ordinary objects to make sounds such as pencils, pots and pans, cans, clapping hands, etc. (Davis,
2010).
Reactions to natural disasters and the symptoms of those reactions may manifest differently in children
based on their developmental age and individual circumstances. A variety of techniques to working with
children can minimize long term effects of natural disasters. No matter which technique chosen, whether it be
CBT, Play Therapy, or Creative Arts Therapy, counselors should make sure that an intervention fits the
childs developmental age, personality, and counseling needs. If these criteria are met, a crisis intervention counselor can make a world of difference for children experiencing natural disasters.
Page 7
GuidelinesSummer 2014
Page 8
Page 9
Purpose
The purpose within this grieving session is for making meaningful memory possession. Meaningmaking projects help to facilitate healthy adaptation to loss within a grief support group. It is geared towards
elementary/middle school.
Rationale
The rationale for creating a meaningful memory possession is because a struggle with meaninglessness
is a cardinal marker of debilitating bereavement reactions across many populations (Neimeyer et al., 2011).
The meaning-making contributes to adaptive outcomes (Neimeyer et al., 2011). It helps the child to construct a
special item which has a distinct meaning to them. The effort of finding meaning can play a constructive role
in the grieving process (Neimeyer et al., 2011) as well as the role of meaning-making has emerged as a key
treatment in complicated grief (Hobb et al., 2010.)
Goals
One of the goals of this activity is to create a way for a child to remember their loved one in order to
continue the memories of the deceased. According to Byock (1997), hospice often helps clients complete what
they term the five things of relationship completion - saying I forgive
you, Forgive me, Thank you, I love you, and Goodbye (p. 140).
Just as it helps the dying person to complete these five tasks, it helps the
loved ones left behind to say through the creative expression I love you
and goodbye, but I will always remember you. By creating a memorial it
will help them remember the memories of their loved one.
Page 10
GuidelinesSummer 2014
Objectives
The person will choose a variety of words and/or phrases that describe the loved one that they want to
remember. They will create a product (aka Acoustic Poem) that embodies their memory of their loved one.
Materials
You will need to supply the following materials:
Construction paper, and any art supplies such as markers, paints, colored pencils,
laminator, etc.,
a small basket of sweet candy and sour candy, and
the book Sweet, Sweet Memory (Woodson, 2000).
Procedures
To begin the activities, bring out a basket of candy. Point out to the children which ones are sour and
which candies are sweet. Allow each child time to choose a candy, open and consume it. In order to begin a
conversation with the children ask them the following questions:
If you ate a sour piece of candy followed by a sweet piece, what taste would be in your mouth?
Why?
Would it be totally sweet?
How many pieces of candy would you have to eat to get a sweet flavor in
your mouth?
Then explain to the participants that this is the way memories of our loved
ones are. Right now, at times we may feel sad and down when we think of different
things. There may be a sour taste in our mouths, but if we think of the happy and fun
memories that sour tastes starts to become sweet.
Next, read aloud the book Sweet, Sweet Memory (Woodson, 2000). Discuss
what memory Jacqueline was holding on to about her grandpa and how did this help
her? As participants what is one thing they want to remember about their loved one
and what could they create that would illustrated this memory. After the discussion
introduce the Acoustic Poem activity.
Acoustic Poem
Explain to participants that they are going to receive a sheet of construction paper that they will write
the name of their loved one vertically on the paper (leaving space in between each letter). Next to each letter
they are going to write a word or phrase that describes the loved one and then decorate the border of the poem.
Share with them the following example:
Really fun
I liked him a lot
Could read me stories
Kept me laughing
Once participants are done with this activity, volunteers can share with the group.
CONTINUED ON NEXT PAGE
Page 11
Discuss how the participants felt while doing this activity. Some questions to ask them would be: What
was the most challenging? Most memorable moment? Funniest? Scariest? After the discussion, laminate the
poems and give to children.
Procedures
By participating in the activities a grieving person can be aided by creating a memory product. The
memory product can help them hold onto memories about their loved one. Everly (2009) suggests that grieving
people should be helped to realize that memories of positives things will never go away and will always
remain. Memories can comfort a grieving person. By creating the memory object it begins the reconciliation
which describes the process of adjusting to the loss and accepting the reality of life without the loved one
(Henderson & Thompson, 2011). Cohen and Mannario (2004) explain in order to accomplish reconciliation,
children must accept the loss, experience the pain of the death, adjust to the world and their self-identity
without the deceased, convert the relationship to one of the memory, find meaning in the loss, and enjoy the
comfort of other people in their lives (Henderson & Thompson, 2011). Shapiro et al. (2006) point out that
memory is a central issue in bereavement.
GuidelinesSummer 2014
Page 12
Page 13
The APA (2013) estimated that 2-6% of the population meet HD criteria. The disorder is characterized by a desire to obtain and accumulate both animate and inanimate objects, an inability to discard items
that have no apparent use or value, and an impaired ability to complete activities of daily living due to
cluttered living spaces (Frost & Hartl, 1996). The literature has reported that those with HD experience
impairment greater than those with depressive and substance-use disorders, and comparable to schizophrenia
and bipolar disorders (Tolin, Frost, Steketee, Gray, & Fitch, 2008).
While HD is reported more frequently in older adult populations (i.e. 55-94; APA, 2013), the initial
onset is believed to occur during childhood and adolescence, usually before an individual reaches
age 20 (Ayers, Iqbal, & Strickland, 2014). Hoarding Disorder symptoms often reach clinical significance by
the mid-30s (APA, 2013), although average treatment-seeking age is 50 (Samuels et al., 2008). Symptoms
appear to worsen the longer they remain untreated, and early intervention leads to a more positive prognosis.
Counselor Considerations
Those with HD are unlikely to enter treatment on their own volition. As mentioned above, there is a
significant disparity between the average age at which symptoms reach clinical significance and the average
age of those who seek treatment. Often times, these clients present at the request of loved ones, due to court
orders and threats of eviction, or for the treatment of a comorbid disorder.
CONTINUED ON NEXT PAGE
GuidelinesSummer 2014
Page 14
Depressive Disorders and attention-deficit/hyperactivity disorder (ADHD) are frequently found concurrently
with this disorder, and traumatic life events are often linked with the onset of hoarding symptoms. Attending to
comorbid issues can make treatment planning considerably more complex, but is imperative for successful
intervention.
It is helpful to include loved ones in treatment because social relationships and family functioning
can be severely impaired by hoarding behaviors. Additionally, clients with HD have difficulties generalizing
skills learned in therapy to outside situations, and it is recommended that counselors visit clients homes to practice skills
in the home environment. However, individuals with HD are
likely to experience much shame and embarrassment about the
state of their homes, and they may demonstrate a great deal of
resistance allowing anyone into their homes. As such, it is
important that counselors build a strong therapeutic relationship with the client early in treatment.
The formation of a strong therapeutic alliance is
critical to producing favorable treatment outcomes when
working with those with HD. It is very important for counselors to be mindful of their attitudes and nonverbal
communication during these visits, so as not to appear
judgmental. It is important to remember that those with HD genuinely experience high levels of
distress at the thought of discarding items. Validation and expressed understanding of the reality of these
feelings can be helpful in building trust. Self-reflection, supervision, peer consultation can help counselors
monitor personal reactions.
Working with those who have HD takes patience and skill. Often times, those with HD demonstrate
low levels of insight into their symptom severity and its impact upon others. Insight may become so impaired
that delusions are present. For example, those who hoard animals sometimes have delusions that they are
protecting and caring for the animals, when in fact, the animals are visibly ill or have died. Counselors
should work to develop a holistic treatment plan that addresses personal and social implications of
HD. Hoarding Disorder presents many unique challenges to not only those who suffer from the disorder, but
to the larger community. Cluttered environments often become home to a variety of pests, including rodents
and cockroaches. These environments are also associated with toxic odors, food contamination, mold growth,
and overall unsanitary living conditions (Bratiotis, 2013; Frost, 2010). Increased bacteria growth in homes and
apartments can easily spread to the surrounding environment. In addition to sanitary concerns, cluttered living
spaces present fire hazards and make it difficult for medical or first responders to take action in emergency
situations. Danger to others is magnified when those who have HD live in apartment complexes, duplexes, and
condominiums due to close proximity to others living spaces.
A Community Problem
Hoarding Disorder also affects the larger community due to the need for public assistance.
The association between work-impairment and job loss with HD often leads to a need for public financial assistance and disability benefits. Those with HD often have comorbid mental health and chronic medical conditions. Often times, counselors may need to encourage clients to seek services for these untreated conditions,
and assist them in obtaining medical coverage. Medication misplacement also may become a hindrance to
wellness, as cluttered environments are conducive to this.
CONTINUED ON NEXT PAGE
Page 15
Hoarding Disorder truly is a community problem that requires collaboration with multiple resources in
the community. Counselors can expect to work with fire departments, disposal and organization services,
sanitation departments, health departments, child and animal welfare services, departments of aging, housing
departments, and medical care providers. Some cities have formed hoarding task forces that unite community
resources and various professional and nonprofessional personnel to address HD cases within their
communities.
GuidelinesSummer 2014
Page 16
Page 17
STATEHOUSE NEWS
Government Affairs Report: Ohio Counseling Association, Sumemr 2014
Carolyn Towner, & Amanda Sines, OCA Lobbyists
GuidelinesSummer 2014
Page 18
The general election is November 4 and then the legislators are expected to return the weeks of November 12,
November 18, November 25, December 2, December 9, and possibly December 16, 2014.
Page 19
Among the items in the House Bill 483 conference report is the acceleration of the income tax reductions adopted as part of the budget process last year. The small business income tax credit was increased from
50% to 75 %, however, this applies only to tax year 2014 and was made conditional, based on the state's
ending fund balance after the following steps are taken: transfer up to $300 million to the Medicaid Reserve
Fund and accelerate the personal income tax reduction from 8.5 percent to 10 percent for tax year 2014. Both
the full House and Senate accepted the conference report on June 4, 2014 and the legislation has been signed
by the Governor.
Many of the provisions of House Bill 369 (Sprague), which concerned mental health and drug addiction, were included in House Bill 483.
House Bill 314 (Baker and Kunze), which requires a prescriber to obtain written informed consent
from a minor's parent, guardian, or other person responsible for the minor before issuing a controlled substance prescription to the minor. The bill specifies that the informed consent requirement
has three components: assessing the minor's mental health and substance abuse history, discussing
with the minor and the minor's parent, guardian, or another authorized adult certain risks and
dangers associated with taking controlled substances containing opioids, and obtaining the signature of the parent, guardian, or authorized adult on a consent form. The bill includes an exemption
for medical emergencies. Status Signed by the Governor on June 16, 2014.
House Bill 332 (Wachtmann and Antonio), which establishes standards and procedures for opioid
treatment of chronic, intractable pain resulting from noncancer conditions. Status Being considered by the House Health and Aging Opiate Addiction Treatment and Reform Subcommittee.
Page 20
GuidelinesSummer 2014
House Bill 366 (Sprague), which requires hospice care programs to establish procedures to prevent diversion of controlled substances that contain opioids. Status Signed by the Governor on
June 17, 2014.
House Bill 367 (Driehaus and Sprague), which requires the health curriculum of each school
district to include instruction in prescription opioid abuse prevention. Status Passed the House
of Representatives on March 12, 2014 by a vote of 93-1. Referred to the Senate Education
Committee.
House Bill 369 (Sprague), which requires the Medicaid program and health insurers to cover
certain services for recipients with opioid addictions, establishes requirements for boards of alcohol, drug addiction, and mental health services regarding treatment services for opioid addiction to
help defray payroll costs associated with a court's employment of drug court case manager,
provides a state share of the capital costs of recovery housing projects and makes appropriations.
Status Many of the provisions of HB 369 were ultimately included in House Bill 483, a part of
the Governors Mid-Biennial Review package.
House Bill 378 (Smith and Sprague), which prohibits a
physician from prescribing or personally furnishing certain drugs
to treat opioid dependence or addiction unless the patient is
receiving appropriate behavioral counseling or treatment. Status Being considered by the House Health and Aging Opiate Addiction Treatment and Reform Subcommittee.
On January 24, 2014, OCA submitted comments regarding House Bill 378. During testimony on the legislation a witness suggested an amendment that would
define "appropriate" behavioral treatment as treatment by a provider certified by the Ohio Department
of Mental Health and Addiction Services. OCA is concerned that such a requirement could limit access
to behavioral health services because in most cases, it is a facility that is certified through the Ohio
Department of Mental Health and Addiction Services, not the individual provider. If such a requirement were put in place, licensed counselors and other providers practicing in private practice or other
settings would be excluded from offering these services to patients also receiving medicated assistance
therapy.
Page 21
House Bill 501 (Smith and Sprague), which adds the drug Zohydro to the list of Schedule I
controlled substances. Status Being considered by the House Health and Aging Opiate Addiction
Treatment and Reform Subcommittee.
Senate Bill 313 (Kearney), which provides an immunity from arrest, prosecution, conviction, or
supervised release sanctioning for a minor drug possession offense for a person who seeks or
obtains medical assistance for self or another person who is experiencing a medical emergency as a
result of ingesting drugs or alcohol. Status Being considered by the Senate Criminal Justice
Committee.
Page 22
GuidelinesSummer 2014
Page 23
GuidelinesSummer 2014
Page 24
Soldiers encounter a variety of situations in which a clear answer is not available, and they must make
a split second decision. Their quick thinking may protect them in that moment, but they will have to
live with their decision for the rest of their lives. Therein lies the traumatic experience from a moral
angle. We have found through clinical experience, conversations, and therapeutic comparisons, that shame
and guilt based PTSD can in fact be viewed as a Moral Injury with an approach to treatment through Adaptive
Disclosure.
Moral Injury, however, must be dealt with differently than the typical fear-based PTSD
symptoms, yet there are few options available. Eye Movement Desensitization Reprocessing (EMDR),
Prolonged Exposure (PE), Cognitive Processing Theory (CPT), cognitive therapies, relaxation training,
psychodrama, and adventure based therapies have been used to treat Moral Injury with vague and often
uncertain outcomes.
Many scholars and clinicians are beginning to understand that the contextualizing of PE and other
traditional PTSD strategies may not help individuals who have done horrific things, or who at the very least
think they have done horrific things. Gray et al. (2012) illustrate this point:
In the case of morally injurious combat and operational experiences, there are instances
where judgments and beliefs about the transgressions may be quite appropriate and accurate
and yet excruciating. Furthermore, attempts to attribute these actions to the context of
war, even when appropriate, may ring hollow and/or undermine a therapist's credibility to
a service member steeped in a culture of personal responsibility. Thus, different techniques
must be used to address morally injurious military events (p.471).
Adaptive Disclosure is an emerging treatment of moral injury with PTSD and as a treatment seeks to
embrace the culture of personal responsibility in the military by owning up to ones actions in the form of
emotive confession. Adaptive Disclosure also seeks to target maladaptive beliefs by using empty-chair
exercises to promote exposure to corrective experiences. In this empty chair
technique, the client is asked to have an imaginary conversation with a
compassionate, generous, supportive, and forgiving moral authority figure. The
hope and goal of this exercise is to get each and every soldier to be kind and
empathic to themselves and understand that these events do not have to define
them as people. Community work and giving back are also integral ideals of
Adaptive Exposure and the healing process.
War related trauma is a smoldering powder keg for our returning
veterans and the match was lit several years ago. Soldiers may be exposed to
many traumatic experiences in war, and in some they may have acted outside of
their own moral values. When Soldiers are ready to unpack their experiences,
we must be ready to meet them with the best practices. Adaptive Disclosure is
one technique that appears to hold great promise in treating veterans who have
suffered a moral injury and for us, along with other veterans, a step toward
helping returning to one's best self. An excellent resource to compliment the
moral struggle of veterans is Edward Tick's (2005) book War and the Soul:
Healing our Nation's Veterans from Post Traumatic Stress Disorder.
GuidelinesSummer 2014
Page 25
Six Key Questions to Ask Yourself When Deciding Whether or Not to Pursue a
Doctorate in Counseling
Brent G. Richardson, PhD, LPCC-S
Although we do not offer a Ph.D. or Ed.D. in Counseling at Xavier University, our masters students regularly seek faculty advice on whether or not to pursue a doctorate. The following six questions have helped
students be deliberate, reflective, and proactive in making this very important decision.
Page 26
GuidelinesSummer 2014
Page 27
Concluding Remarks
These questions were designed to help students begin to determine whether or not they are ready to
pursue a doctorate in counseling at this stage of their lives. Students who can answer affirmatively to most or
all of these questions will need to ask themselves and others additional questions to determine which schools
best meet their needs, interests, and situation. Fortunately, there are a number of excellent doctoral programs
in counseling in Ohio and other states.
Page 28
GuidelinesSummer 2014
Page 29
Person-First Language
Similar to the aforementioned nuances of language, the organization of our words may likewise
markedly affect the messages we are communicating (Jensen et al., 2013). Throughout my own graduate level
counseling experience, I have occasionally gasped upon hearing rare statements from my peers such as,
autistic clients, and depressed people. These comments reveal how effortlessly novice counseling
students, myself included, may unintentionally impose a label of meaning on another individual. When
diagnoses are used as an adjective (e.g. autistic clients), identity is implied (Jensen et al., 2013). Hence, a
persons identity becomes defined by the diagnosis, as opposed to any of the other boundless qualities that
encompass an individuals identity and more authentically reflect ones existence as a human being (Jensen et
al., 2013). The use of person-first language (i.e. individuals with autism) not only displays recognition for the
dignity and uniqueness of individuals experiencing mental health distresses, but also empowers those individuals to construct, characterize, or identify with their subjective occurrence of distress however they deem
meaningful and appropriate.
Concluding Remarks
Although the present article does not offer readers with an innovative or revolutionary doctrine of
novel thought, I do hope that my remarks will motivate some to consider the meaning their words are conveying and result in the greater use of nonpathologizing and person-first language, especially among developing
students seeking a career path of advocacy and social justice such as myself. We advance the counseling
profession, reinforce our underlying ethical and philosophical values, and model for others each time we
actively choose to utilize language that affirms the worth of individuals experiencing distress. Moreover, we
can advocate for social justice by breaking down marginalizing biases and promote the freedom for personal
growth without stigmatizing labels through constructing new meanings of distress in our daily interactions. Be
an agent of social change and use your words to give a voice where it is needed today.
Page 30
Competencies for Counseling with Lesbian, Gay, Bisexual, Queer, Questioning, Intersex and Ally
Individuals (Association for Lesbian, Gay, Bisexual, & Transgender Issues in Counseling
[ALGBTIC], 2012): http://www.algbtic.org/resources/competencies;
Standards of Care for the Health of Transsexual, Transgender, and Gender Nonconforming People
(World Professional Association for Transgender Health, 2012): www.wpath.org.
GuidelinesSummer 2014
Page 31
As you review these competencies and standards, we encourage you to identify topics that you would
like to learn more about and seek out opportunities to do so!
Foster Connections
There are many avenues that you can take to foster
connections with LGBT communities and allies. Are you
aware of your local LGBT organizations? If not, we encourage you to locate them and create a resource list for your
clients. We also encourage you to reach out to these organizations and get involved! Through these connections, you will
grow both personally and professionally. And, you can create
more connections! For example, consider inviting your local
LGBT center come to your employment and provide a staff
training.
Another way to foster connections is to identify allies
who can help you further develop your clinical competencies
and advocacy skills. These individuals may be a professor who taught one of your courses, another professional in the field, a scholar who writes about LGBT issues, or a member of the LGBT community. While there is
no guarantee that these individuals will be able to work with you, they may be able to connect you with someone who can.
Engage in Advocacy
Advocacy takes many forms, from seemingly simple gestures (e.g. using affirmative language) to
large-scale acts (e.g. creating affirmative laws), all of which make a positive, impactful difference. In order to
effectively advocate for LGBT individuals it is important that you educate yourself, ask questions, and support
the LGBT individuals in your own life. We encourage you to walk the walk by joining organizations such as
Parents, Friends, & Family of Lesbians & Gays (PFLAG.org), The Gay, Lesbian, & Straight Education Network (GLSEN.org), and The Gay & Lesbian Alliance Again Defamation (GLADD.org).
CONTINUED ON NEXT PAGE
Page 32
There are any number of ways you can engage in advocacy for this population. Start by learning to use
the words gay, lesbian, bisexual, transsexual, transgender, and ally comfortably and correctly. Further, let
LGBT individuals know you care by volunteering with organizations that support the LGBT community. You
could even write a newsletter or journal article to promote affirmative practice or advocacy efforts.
About ALGBTICO
As part of your affirmative and advocacy efforts, please consider
actively joining ALGBTICO, your state counseling organization in need of
more hearts, voices, and helping hands to make a difference! The mission of
ALGBTICO is to promote greater awareness and understanding of LGBT issues
among members of the counseling profession, students and related helping
occupations. ALGBTICO also promotes greater awareness and understanding of
persons of various sexual and/or affectional identities not represented within the
identities presumed by LGBT such as queer, intersex, and ally. ALGBTICO is
a state branch of the national ALGBTIC (a division of the American Counseling
Association), and a division of the Ohio Counseling Association. As part of our
ongoing focus to better help professional counselors working with LGBT
clients, we have begun construction of regional resources guides to aide you and
your clients in finding affirmative services in your area. If you would like to be
include in the guide for your area, please contact us so we can include you. Further, we have also already
begun planning for our spring 2015 workshop. If you have LGBT topics you wish to learn more about, or
know a presenter from which our participants would benefit, please feel free to share that information with us
as well.