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COUNSELING

Counseling Reflection
 

I started the journey of becoming a Clinical Mental Health Counselor with Liberty University in the Fall of 2018 and graduated with my master's in the summer of 2022. In October 2022, I officially began serving as a registered mental health counseling intern in Florida. In June of 2023, my 36-year career in supply chain came to an end and I began my full-time journey in the profession of clinical mental health counseling.

During the course of my internship journey, I have counseled people ranging from four years of age to 88 years of age, including clients of different socioeconomic backgrounds, ethnicities, and multiple mental health challenges such as anxiety, depression, bipolar I and II disorder, adverse childhood experiences, other forms of trauma, and other concerns. While my master's degree journey provided strong foundational knowledge and training about the field of counseling, it has been my Ph.D. journey that has given my role as counselor a richer meaning and purpose.

It was during my Ph.D. journey that I understood who I was as a professional advocate, the mental health populations I'm best at serving, and been able to identify my strengths within the counseling profession.  I have learned that self-care is a constant and repetitive practice that cannot be satisfied by occasional focus but must be a consistent, daily activity that is personal and impactful. I am rooted in the belief that the wholeness of a counselor is one that maintains empirical knowledge about modalities and diagnosis, is a reflection of empathy, attentiveness, honesty, positive regard for the client and awareness of one's self.

As I enter the end of my Ph. D. and registered mental health counselor intern journeys, I am excited to represent the profession as an active advocate and facilitator for societal change. As a counselor, the continuous refinement of my skills, knowledge, and professional identity will remain a never-ending venture. Though God orchestrated and sustained me through my educational journey and career change, I am grateful to have been and remained obedient to his call.
 

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CACREP Doctoral Competencies (2024):

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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


 

Counseling Artifacts 

  • ​COUC 715 Advanced Theory Capstone Project (A, B, C, D, E, F) 
    This assignment is a detailed reflection of my individual counseling style. It also details my approaches to several assessments including biological, psychological, multicultural, and spiritual assessments.
     

  • COUC 715 Critical Analysis and Synthesis Paper (A, B, C, D, E, F)
    The content within this assignment communicates the counseling responsibility to use empirical documents and resources in support of working with the client, including the DSM-V-TR.
     

  • COUC 730 Spiritual Integration Synthesis Paper (A, B, D, F)
    This paper is a synthesis of the Entwistle (2021) text and the Grudem (1999) text regarding beliefs and approaches to spiritual integration. The paper also includes a treatment plan in regards to a family in counseling and how I would integrate spirituality into counseling.
     

  • COUC 998 Case Conceptualization Assignment (A, B, C, D, E, F)
    This assignment is a case conceptualization of a 64-year old, Caucasian male who sought help with emerging thoughts and over-thinking.
     

  • COUC 850 Career Development Applied Theory Paper (A, B, C, D, E, F)
    Within this assignment, I explain Gottfredson’s Theory of Circumscription and Compromise as it applies to my own life and career development.
     

  • COUC 998 CCSR Evaluation (B, E)
    Counselor Competency Scale - Revised (CCS-R) is an assessment of my skill development along with my professional competencies my faculty supervisor, Dr. Eric Camden.

    COUC 998 Student Self-Evaluation of Counseling Assignment (B, E)
    This assignment is a reflection of my theoretical orientation, strengths and growth opportunities as a counselor.

     

Leadership & Advocacy

Leadership & Advocacy Reflection
 

"We are not only counselors; we are a living, breathing, dynamic organism that each has the responsibility to educate and advocate by conducting research for the gaps we recognize in the profession and in the community to build an even stronger Counseling leadership and advocacy organization." (Anita Woods, 2026)
 

The most powerful thing I’ve learned from this program is the responsibility and role of leadership and advocacy. Not simply what it should look like but what it is manifested in the function and profession individually and collectively. As I progressed through this program each professor helped me understand my role and I gained a healthy pride and ownership for the profession. The yes I gave God grew into an ownership and identity I didn’t understand was possible.   


All counselors and counselor educators are leaders and advocators. We have a responsibility to demonstrate empathy, cultural awareness, and honesty. We have a responsibility to encourage connection and teamwork, stimulate professional growth, and be gatekeepers for the profession. We also have the responsibility to lead through individual service and advocacy.  I believe this responsibility is not to be taken lightly but held with highest regard.

 


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CACREP Doctoral Competencies (2024):

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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


Leadership & Advocacy Artifacts

​COUC 860 Personal Philosophy of Leadership and Advocacy Paper (A, B, C, F, I, J, K, M, N)

  • This paper details the leadership traits and behavior theory characteristics I possess. This paper also details  Fiedler's Contingency Model and my agreement regarding leadership effectiveness. 
     

  • COUC 860 Leadership Interview Assignment (A, B, C, E, F, H, I, J, K, L, M, N)
    This assignment entails an interview from a leader in the field of counseling as well as educator, Dr. Kristy Ford. This reflection models how important it is to learn from those who excel as leaders.
     

  • COUC 860 Social Justice Action Plan Assignment (H, I, J, K, L, M)
    Stepping forward, beyond the counseling arena into education and advocacy, multiculturalism must be entwined into all facets of education through curriculums and course content and even into professional conferences (ACA 2014). My action plan closely aligns with Lee's model (2007): 1) life meaning and commitment, 2) exploration of personal privilege, nature of oppression, work to become multiculturally literate, 3) and establish a personal social justice compass.  
     

  • COUC 860 Advocacy Presentation (A, C, H, I, J, K, L, M)
    Though this artifact was a group project, it has a multicultural advocacy reflection. It focuses on advocating for African American Ph.D. students enrolled in CACREP programs and advocates to create a safe environment for acceptance. To be an advocate it means to understand the demographics and challenges for the area you are advocating as well as the social impact to the community.   

Research & Scholarship

 

Research and Scholarship Reflection
 

Three and a half years ago, the thought of research and scholarship induced fear. This fear caused me to underestimate my own abilities to comprehend its concepts and traverse its processes. This program has taught me how to welcome the thought of research and scholarship and value its worth. Research is still not my favorite pastime, but I now engage in research and scholarship with purposeful passion. Now I welcome the opportunity to engage in research and scholarship to support my profession and serve my community. Without these endeavors, our efforts to support the community would be much less impactful.


CACREP Doctoral Competencies (2024):

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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

Research & Scholarship Artifacts
 

 

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Supervision


Supervision Reflection
 
I have to say that I enjoyed the supervision portion of this program. Learning the specific role of a supervisor during this program provided me a more in-depth understanding of the role of supervisor. Being able to represent the counseling profession through education, mentorship, consultation, and as a counselor allowed me to participate in raising up the next generation of counselors (counselors in training, CITs). For me supervision is the culmination of displaying the pride I feel for the profession but also responsibly pouring into those that come after me.  

CACREP Doctoral Competencies (2024):

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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


Supervision Artifacts
 

Teaching

Teaching Reflection

“for it is God who works in you to will and to act in order to fulfill his good purpose.” Philippians 2:13

This is the role I prayed about during the last year of the program. Even though I was sure God had called me into the program as part of my purpose, I wasn’t sure if I was supposed to use the degree to teach. So, I prayed. Maybe two days later, I found my spiritual gifts assessment that I took in the spiritual integration course. My highest weighted gift was teaching. As I took in God’s answer, I began to laugh because I realized that His perfect plan was for me to teach. Not only is this His perfect will, God gave me a love for teaching that I didn’t know existed until this program.
 

My teaching style is very much like me, supportive, transparent, engaged, and enthusiastic. My pedagogical style is transformative. I believe that students bear some responsibility for their own learning through challenging their current beliefs and experiences while I act as a catalyst utilizing in-depth analysis to hopefully change their frames of reference as they incorporate their own experiences into their training as counselors.

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CACREP Doctoral Competencies (2024):

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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

Teaching Artifacts 
 

  • COUC 747 Philosophy of Teaching Assignment (A, B, C, D, G)
    This assignment communicates my pedagogical teaching style which is transformative (Mezirow, 2017). This style  prompts students to become responsible for their own learning styles and use their individual experiences in their learning process. As an educator, I would be the catalyst employing in-depth analysis to provide a bridge to chainging their frames of references through the educational process.

    COUC 747 Benchmark Syllabus Assignment (B, C, D, E, F, G, H, J, L)
    This was probably one of the most intense assignments in this class, yet one of the most important. It gave me a realistic understanding of what educators face just to provide quality empirical and robust training and training materials for  students. In addition to the conscientiousness is required to create a syllabus it is also evident that this task also requires a passion for the profession.

    COUC 747 Pre-Intensive Teaching Competencies Synthesis (A, B, C, D, E, F, G, H, I, J, K, L, M)
    This assignment synthesizes the content of the course textbook by L. R. Haddock (2019), including teaching pedagogies, the roles and responsibilities of counselor educators, and the nuances and complexities of teaching.
     

  • COUC 710 Teaching Supervision Lesson Plan (B, C, D, E, G)
    Within this assignment I chose to create a lesson plan for counselors in training (CITs) with the purpose of teaching about counselor identity in more detail. I chose this topic because of my passion for the profession. The lesson plan includes providing information of the importance of counselor identity, counselor origin and purpose, the origin of the ACA.
     

  • COUC 970 Self-Evaluation of Teaching (A, B, C, D, E, F, H, I, J, K)
    This is a self-evaluation quiz of my teaching activities during the teaching internship using a likert scale of 1-5 (strongly disagree to strongly agree). It was yet another tool to prompt me to be conscious about my strengths and weaknesses as a teacher intern. 
     

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