It is hard to believe that summer will soon be coming to an end and that the 2014-2015 academic year will begin momentarily. That said, I have had an eventful first month as President Elect. At the end of June, the ACES Executive Leadership held their annual summer meeting in Kent, Ohio. Al-though I did not attend in person, I was fortunate to be able to participate in some of the discus-sions thanks to the technological proficiency of Marty Jencius, ACES President. Further, I learned a great deal through observation about how the ACES organizational infrastructure and historic strength is currently serving as a foundation for important new initiatives and future-directed growth. It is an exciting time to be a counselor educator and supervisor.

As President Elect, I have also worked closely this summer with NARACES President, Holly Branhoo-ver and NARACES Past President, Tracey Robert to finalize the preparation for the 2014 NARACES conference that will be held in at the Hilton Providence in Providence, Rhode Island on September 25-28, 2014. I have been exceedingly impressed with both Holly and Tracey, enacting their vision and responding to the needs of the NARACES membership, while we plan for the conference and subsequent NARACES sponsored initiatives. In addition, I am also grateful to the dedicated mem-bers of the entire NARACES leadership board. The board is composed of a small group of highly skilled, enthusiastic members, who like yourself are otherwise busy and productive professionals. Yet, those on the NARACES leadership team still make time to collaboratively plan and implement new resources for the good of the organization. I look forward to sharing some of the rewards of their labor with all of you at the conference.

At this time, I am also working with Holly Branhoover in her role as 2015 ACES Conference Coordi-nator. As you know, we are fortunate that the 2015 ACES Conference will be held in the NARACES region on October 8-10, 2015. This is a tremendous opportunity for NARACES, as we have the chance to showcase not only the host city, Philadelphia, Pennsylvania but we also can illuminate the wealth of leadership talent in our region. Although committee chairs have been selected and the planning is already underway for a terrific conference, there are still opportunities for those who would like to volunteer to join a committee. Please consider how you might like to get in-volved, as I believe that we can find the right match between your interests and expertise, and the organization’s needs. Accordingly, feel free to contact me at mmluke@syr.edu. I look forward to communicating, as I continue my role as President Elect.

Sincerely,

Melissa Luke

Message from the President

NARACES NEWSLETTER N O R T H A T L A N T I C R E G I O N A S S O C I A T I O N F O R C O U N S E L O R E D U C A T I O N A N D S U P E R V I S I O N

S U M M E R 2 0 1 5

S P E C I A L

P O I N T S O F

I N T E R E S T :

Call for Nominations

2016 NARACES

Conference-Save the

Date!

Graduate Student

Nook

ACES Conference

2015

JCPS Journal

Melissa Luke, Syracuse University

P A G E 2

CALL FOR NOMINATIONS

N A R A C E S N E W S L E T T E R

The NARACES Executive Board is issuing a call for nominees for the NARACES President-Elect (2016-2019) and Secretary (2016-2017).

The board is accepting nominations and self-nominations. If you are inter-

ested in running or nominating someone for one of these positions, please

contact Holly Branthoover at holly.branthoover@iup.edu.

For self-nominations, please include:

* A one paragraph Statement of Interest in serving the NARACES membership

* A copy of your CV

If nominating someone, please include their contact information so that I may

be in touch with them to determine their interest in the nomination.

P A G E 3 S U M M E R 2 0 1 5

2016 NARACES Conference

Enriching our Professional Counselor Identity

Through Dynamic Scholarship and Practice

September 22-25, 2016

DoubleTree by Hilton

Syracuse, NY

P A G E 4

Counselor educators and supervisors are ethically required to “foster meaningful and respectful professional relationships” while maintaining “appropriate boundaries with supervisees and students in both face-to-face and electronic formats” (ACA, 2014, F.). However, the American Counseling Association (ACA) (2014) code of ethics, do not specifically decipher appropriate and inappropriate modes of electronic communication between faculty and students. It is important for counselor educators to communicate with their students since the educators act as gatekeepers for their students’ progress within the program (ACA, 2014, F.6.b.). As educators monitor student progress it is im-perative students communicate with their course instructors if there is an obstacle they are experiencing which is affecting their academic progression and success. However, it is the responsibility of educators to make students aware of as well as understand the fac-ulty members’ expectations of students (Svinicki & McKeachie, 2011). Inferring educators should set the tone and be clear about how they plan on actively engaging in the gate-keeping process with their students. Whether students have a concern to share with their course instructor or not is irrelevant to the fact that all students should know how to contact their course instruc-tors (ACA, 2014, F.8.). Currently. “of the world’s seven billion people, six billion have mo-bile phones” (United Nations, 2013). Statistics suggest globally, mobile phones are an im-portant priority for people’s mode of communication systems with others. In the United States, 93% of adults and 73% of teens own a mobile phone (Experian, 2013). More spe-cifically, in 2014, 18-24 year old sent on average 2,022 and received 1,831 text messages per month utilizing a smartphone; age 35 to 44 year old received on average 726 text messaged and received 830 (Experian, 2013). Currently, the ACA (2014) ethical code does not support nor oppose students and educators communicating via text message. 48% of adults aged 18 to 24 and 47% of adults aged 25 to 34 report text message conversation as being just as meaningful as a telephone call (Experian, 2013). However, research specific to student communication from and/or to the educator at the university level was not found. When Duran, Kelly, and Keaten (2005) conducted a study to explore student-educator email communications, results indicated some faculty were unhappy about the ability for students to email them since the separation between home and work was removed and they felt on call 24 hours a day. Having faculty receiving text mes-sages on their cell phones may cause the same experience of there being a lack of boundary between work and home. However, this area has yet to be explored. This article is intended to ignite your own reflection concerning student com-munication. What is your preference? Are your preferences circumstantial? Such questions offer a need for this topic to be explored furthered.

References American Counseling Association (2014). ACA code of ethics. Alexandria, VA: Author.

Modern Student Educator Course Communication

Nicole Marie Arcuri, Doctoral Student, Capella University

“As educators

monitor student

progress it is

imperative

students

communicate with

their course

instructors if there

is an obstacle they

are experiencing

which is affecting

their academic

progression and

success. “

P A G E 5 S U M M E R 2 0 1 5

Improving Dialogue Facilitation

Ijeoma Nwaogu, Fordham University

In my professional role as a diversity educator, I have the privilege of facilitating dialogue programs for the university

student body I serve. To facilitate dialogues, group work leaders commonly utilize established frameworks to safeguard the

quality of these kinds of sessions. Nonetheless, my own observations and experiences as a dialogue facilitator have brought

valuable insights to my attention, of which I believe are worth sharing. For this reason, I offer three (3) considerations for which

facilitators can incorporate to increase the effectiveness of their dialogues. They are as follows:

Be mindful of nonverbal cues. In the documentary film, Secrets of Body Language, body language expert Janine

Driver proclaimed that 93% of what humans communicate is nonverbal. In other words, nonverbal communication presents

more ubiquitously than verbal communication (Alberts, Martin, & Nakayama, 2014). This is so as individuals exhibit nonverbal

messages both consciously and unconsciously (Alberts, et al., 2014). During dialogues, participants relay messages through

various forms of nonverbal communication. While dialogue facilitators must remain cognizant of the nonverbal messages sent

by participants, we must also remain aware of what we communicate nonverbally. This is important as humans use observa-

tions of nonverbal messages to make judgements about others and to determine whether or not a person is a threat (Alberts et

al., 2014). Considering the high risk (in terms of emotional vulnerability) nature of dialogues on diversity-related topics, it be-

comes even more imperative for facilitators to maintain a welcoming environment for all participants. In doing so, monitoring

our own nonverbal expressions has the potential to increase the facilitator’s effectiveness during the dialogue session. How-

ever, to achieve this goal, we as facilitators should govern our own emotions in order to effectively regulate our nonverbal

expressions.

Manage raised hands with great detail. I lead group dialogues consisting of small and large numbers of participants.

During dialogues, participants raise their hands to indicate their interest in speaking. For dialogues consisting of fewer than

fifteen people, I have been able to maintain equal participation among group members who wish to speak. However, I find that

managing the amount of participants with raised hands becomes more difficult when leading larger groups consisting of more

than fifteen participants. This is so, as I find that new questions arise and shift the dialogues to new directions. As a result,

many participants do not get the chance to speak on some points. To address this issue, facilitators could employ a strategy

that involves moving in a clockwise or counterclockwise motion in acknowledging and allowing participants to speak. This

method promotes equal participant sharing as opposed to randomly selecting participants to speak. Without the rotation strat-

egy, the possibility of being overlooked by the facilitator is increased. Essentially, the facilitator should explain this strategy to

the group. By doing so, group members may experience a boost in morale as they undergo the dialogue process.

Be okay with silence. A colleague of mine shared that he feels uneasy with silences during dialogues. He feels this

discomfort particularly after posing a question or a prompt that is not met with a sudden response from group members. For

my colleague, this silence signifies something adverse, such as the participants’ disinterest in the dialogue or low motivation to

engage. Upon hearing my colleague’s sentiments, I deemed his viewpoints as valid as I could see how disinterest and low moti-

vation may very well operate as deterrents to dialogue. However, I did not share the same initial interpretations as my col-

league. For me, I viewed silent moments as the ways in which participants ponder over complicated topics about diversity.

Considering the sensitive nature of these topics, I expect participants to experience hesitation and fear of saying something

that may trigger undesired emotions in others. Moreover, I realize that individual behavioral styles could function as viable

factors that impact how facilitators interpret silences. As an introvert, I find that I spend much of my time thinking deeply

about a question or concept before speaking. On the other hand, my colleague, who identifies as an extrovert, processes infor-

mation quickly and externally. In sum, remaining mindful of ways in which introverts, extroverts, and anyone in between, proc-

ess and respond to information is critical. This is important in order to accept both immediate and delayed responses from

participants. Ultimately, facilitators must not fail to communicate to dialogue groups, that both instant and postponed re-

sponses are okay. In support, my participants have reported that by my affirming that various types of responses are accept-

able, they felt more comfortable speaking at their own pace during the dialogues.

References

Alberts, J. K., Martin, J. N., & Nakayama, T. K. (2014). Communication in society. Boston: Pearson.

Millar, J. (Producer and director). (2008). Secrets of body language [Motion picture]. United Kingdom: ITV Productions.

P A G E 6

I accept as true that theory informs practice, but until this point I have often felt that they

exist on different continuums. If one can envision practice as an unruly two year old with no sense

of danger or embarrassment as he throws himself whole heartedly on the floor in a temper tan-

trum then theory would be his correcting mother, picking him up off the floor and teaching him

how to make a better choice. As a Masters level graduate student, I loved theory. I entered each

class prepared to describe in detail the philosophical underpinnings of Freud, Adler, Rogers, and

Jung. I knew their roots, their rationales and how to practice them on the fictitious case study of

“Stan”. I felt eager and prepared to enter the world of public education as a school counseling

intern with all the theory I would use to help students; except my theories didn’t prepare me to

navigate teachers, administrators, and parents. It didn’t teach me how to combat bullying or de-

sign programs to increase graduation rates. And it didn’t teach me how to be present with a

twelve year old in a way that wasn’t condescending; at least not in a way I knew how to access at

the time. My experience in the field since my time as a master’s student is what has defined my

identity as a counselor, and I firmly believe that as a counselor educator, I have the responsibility

to continue to practice the skills that I teach.

My experience as a doctoral student has changed the way I learn and apply knowledge.

Real learning is not benign; it changes people. The same is true of counseling and neither is for the

faint of heart. Like counseling, real learning takes courage, presence and the willingness to grow

as an individual. Likewise teaching students how to be counselors requires authenticity, presence,

and acceptance of the learner. It encompasses a level of genuineness that requires me to check

myself at the door; to let go of my ego, my fears and any preconceived notions of authority I may

have in order to learn with the students. It requires me to move beyond being a consumer of

knowledge and find within myself the ability to produce it.

(continued on next page)

The Journey to Counselor Educator

Hennessy Lustica, Doctoral Student, University of Rochester

“My

experience in the

field since my time

as a master’s

student is what has

defined my identity

as a counselor, and I

firmly believe that as

a counselor

educator, I have the

responsibility to

continue to practice

the skills that I

teach. “

P A G E 7 S U M M E R 2 0 1 5

In thinking about the qualities of a master teacher, there are many that overlap with that of a great coun-

selor: authenticity, confidence, kindness, self-reflection, empathy, and vulnerability. I acknowledge that certain

counseling skills can be taught through practice and repetition like active listening, open posture, reframing and

reflecting. The challenge lies in teaching students how to find within themselves the attributes which our profes-

sion deems as mastery. This could look like many things: engaging a small child through the use of play, de-

escalating a visibly upset teenager, or sitting in silence with a grieving adult. To do this work is exhausting on the

best of days; to teach it seems incredibly challenging. I believe that teaching, like counseling, is an art; crafted over

many years of experience with much scaffolding and support. In the same way a counselor accompanies a client, a

counselor educator has the opportunity to move together with their students in a journey that leads them to the

edge of their experience and then safely brings them back, allowing for growth to happen organically. Similar to a

counseling session, I will strive to serve as the instrument providing direction within the classroom while sharing

with my students the responsibility to grow and learn.

As counselor educators our stakeholders include not only the students in our classrooms but their clients,

their clients’ families, the systems in which they work and the future counselors which they will one day educate.

The responsibility to provide rigorous, self-reflective ethical learning is immense and the stakes are very high. The

issues surrounding the practice of pedagogy within the counseling field are just as complex as the students them-

selves. As the counseling profession strives to establish and define a unified professional identity, we as counselor

educators are at the forefront of teaching students to embrace what it means to be a professional counselor. The

CACREP standards provide a framework for assuring that the skills we are teaching are consistent, recognized and

valued across colleges, universities and licensing entities. Accountability as a counselor educator is crucial as we

impact the future of our field and I believe we are not able to teach students to be accountable without being ac-

countable ourselves. The shift from counselor in the field to counselor in the classroom is complex. My transition is

a journey filled with emotion, inspiration and grit; yet it is one I feel honored to take.

(cont.)

The Journey to Counselor Educator

P A G E 8

Counselor Attraction to Clients: Emphasizing Prevention and Education Harvey Peters, Doctoral Student, Syracuse University

Nuttall (2014) stressed the importance and duty for counselor educators and supervisors to effectively integrate sexual attrac-tion into graduate training programs for counselors. Advocating that counselors need to learn more than ethical principles about not en-gaging in intimate or sexual relationships with clients. Professional counselors ought to be taught and trained to discuss, acknowledge, and effectively utilize and develop ethical and professional strategies to deal with attraction (Nuttall, 2014).

With the current taboo and professional climate regarding counselor-client attraction, when a counselor experiences attraction towards a client, their feelings are accompanied by shame, guilt, and anxiety (Harris, 2001; Pope, Keith-Spiegel & Tabachnick, 2006; Rem-ley & Herlihy, 2005, 2007). Counselor educators and supervisors ought to provide developing counselors with a safe training environment that facilitates the exploration of counselors’ experiences that trigger these feelings that may lead to the harm of clients and counselors. A safe training environment requires that counselor educators and supervisors be accepting, responsive, and open to having discussions before, during, and after counselor-client attraction has transpired.

After counselor educators and supervisors shaped the groundwork for openness and safety, it is their professional responsibil ity that these words not become empty. That is, counselor educators and supervisors must be equipped to enforce these principles to ethi-cally train professional counselors and to protect the clients and the counselor-client relationship of professional counselors. (Nuttall, 2014). Counselor educators and supervisors are expected to model best practice and then assist professional counselors in their journey and exploration into counselor-client attraction, requiring them to be open, direct, supportive, and engaging. Counselor educators and supervisors play a pivotal role in the development of a professional counselor, especially in regards to attraction within the counseling relationship. Housman & Stake (1999) found professional counselors felt most comfortable and were better prepared to broach counselor-client attraction when a counselor educator or supervisor reassured the counselor that attraction was common, normal, and not a shame-ful experience.

Authors explained discussing, normalizing, and training professional counselors on attraction towards clients is avoided by many educators and supervisors (Corey, Corey & Callanan 1998; Nuttall, 2014; Pope, Keith-Spiegel & Tabachnick, 2006). Despite the natural oc-currence and benefits, counselors report attraction towards clients are often overlooked and not validated by educators and supervisors (Ladany, O'Brien, Hill, Melincoff & Knox, 1997; Pope, Keith-Spiegel & Tabachnick, 2006). Nuttall (2014) proposed that endorsing the con-versation and process in which professional counselors gain and develop insight actually decreases both negative and sexual thoughts for counselors. Likewise, it increased the likelihood that counselors would later emphasize the importance of professional collaboration, su-pervision, and open and honest relationships with both supervisors and colleagues.

Embracing methods that reinforce counselor development and client protection would appear to align with the mission and philosophy of the counseling profession. Whereas, the historical system that communicates an avoidance of attraction to prevent client harm, appears to cause more harm to the client, the counselor-client relationship, and the counselor who is experiencing the attraction (Heyward, 1993; Nuttall, 2014). It is pivotal for professional counselors to shift away from a model that would not be acceptable if it were dealing with addiction, homelessness, sex education, poverty, or affectional orientation and move towards a model that is rooted in best practice and client protection. Professional counselors, counselor educators, and supervisors should continue to develop and employ prac-tices that embody the mission and philosophy of the counseling profession, meets the ethical requirements of the 2014 ACA Code of Eth-ics, protects clients, and is backed by current evidenced-based practices and academic literature (2014 ACA Code of Ethics). In doing so, counselor educators and supervisors will incorporate new practices when training and assisting professional counselors in their experi-ences of attraction towards their clients. The primary purpose of the counseling professions standards and code of ethics is to protect clients, consumers, and their rights (Granello & Young, 2012); ergo, it is crucial that counselors, counselor educators, and supervisors de-velop their knowledge and training in order to ensure protection of clients and the counselor-client relationship, as is the primary purpose of the code of ethics and standards of the counseling profession.

References American Counseling Association. (2014). 2014 ACA code of ethics: As approved by the ACA governing council [Electronic version]. Retrieved from http://

counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4 Corey, G., Corey, M. S., & Callanan, P. (1998). Issues and ethics in the helping profession. Pacific Grove, CA: Brooks/Cole. Granello, D., & Young, M. (2012). How Do Counselors Make Legal and Ethical Decisions? Counseling today: Foundations of professional identity (pp. 383-

414). Upper Saddle River, N.J.: Pearson. Harris, S. M. (2001).Teaching family therapists about sexual attraction in therapy. Journal of Marriage and Family Therapy, 28(1), 123–128. Heyward, C. (1993). When boundaries betray us: Beyond illusions of what is ethical in therapy and life. San Francisco, Calif.: Harper San Francisco. Housman, L. M., & Stake, J. E. (1999). The current state of sexual ethics training in clinical psychology: Issues of quantity, quality and effectiveness. Profes-

sional Psychology: Research and Practice, 30, 302-311. Nuttall, J. (2014) Sexual Attraction in the Therapeutic Relationship, in Sexual Attraction in Therapy: Clinical Perspectives on Moving Beyond the Taboo - A

Guide for Training and Practice (ed M. Luca), John Wiley & Sons, Ltd, Oxford, UK. Pope, K.S., Keith-Speigel, P., and Tabachnick, B.G. (2006) ‘Sexual attraction to clients: The human therapist and the (sometimes) inhuman training system.’

Training and Education in Professional Psychology, S, 2, 96-111. Remley, T., & Herlihy, B. (2005). Boundary Issues. In Ethical, legal, and professional issues in counseling (2nd ed., pp. 169-192). Upper Saddle River, N.J.:

Pearson. Remley, T., & Herlihy, B. (2007). Boundary Issues. In Ethical, legal, and professional issues in counseling (Updated 2nd ed., pp. 179-202). Upper Saddle River,

N.J.: Pearson Merrill Prentice Hall.

P A G E 9 S U M M E R 2 0 1 5

Nature vs. Nurture: Introduction to Vygotsky’s Theory Nkemdilim Okakpu, Doctoral Student, Capella University

Counselor educators must prepare school counselors for all scenarios. School counselors have the responsibility of showing effective lead-ership and efficacy in demonstrating their roles (Dollarhide, Smith & Lemberger, 2007). One of those roles might be to support the class-room teachers in understanding the unique learning processes of students. Evidence based practice are used regularly in school settings, but teachers are the professionals with the most direct access to “influence mental health outcomes” (Reinke, Stormont, Herman, Puri & Goel, 2011, p. 2). The school counselor must facilitate programming that teaches better understanding the learning process, might be a role that the school counselor plays. One such theory can be Vygotsky’s Social Learning Theory.

Vygotsky was a theorist who is known for his research that focuses on how culture and society into which we are born affects the diffusion of knowledge. His framework posits that social interaction influences cognitive development. Further, this evidence-based practice is taught in the field of counselor education and can be translated to support the world of education. The summary of the ideals within this theory is as follows:

Scaffolding-What is it: Scaffolding is to build on what the child already knows. This method also transfers responsibility, provides emo-tional support and makes the expectations less complex.

Example: You want the child to make a bowl of cereal for breakfast for the first time. You ask the child what they need for breakfast. They might reply bowl and spoon. Build on that and teach the child (in steps) how to make their cereal.

If you ask a child to do this for the first time without any support, the child might become frustrated if they make a mess or at the daunting task of doing a new task without guidance.

Zone of Proximal Development-What is it: This is the state between ability and potential for completing the given task. The child can ex-ceed this zone through varied interactions with others (i.e. parents, siblings, classmates, teachers).

Example: The child wants to learn how to bake cookies. Interactions with different people who are knowledgeable in various methods of baking cookies will help the child develop a way of baking cookies.

Egocentric Speech-What it is: This theory states that change occurs from the outside in, as children take in things happening around them. This speech is what you hear when the child is “talking” aloud to themselves for self-guidance. According to Vygotsky, this is indicative of planning ability, self-control and problem solving. This will eventually lead to their inner voice (Inner Speech)

What the adult does: Nothing. Just let them “talk”

Inner Speech-What is it: Internal dialogue. There are three stages in the movement of private speech to inner speech.

Example

Around age 3: “Where’s my toy?...without really wanting an answer. They’re just thinking through it.

Around age 6: They might just move their lips or not talk aloud as often.

Around age 8: The internal dialogue is no longer audible.

What the adult does: Nothing. This is fine considering that internal speech appears to be important in developing autobiographical mem-ory.

To support the school counseling professional in becoming competent, it is incumbent to model the skills that are expected (McMahon, Mason & Paisley, 2009). McMahon et al. described the idea of a congruent relationship in which the school counselor educator acts as a leader and facilitates knowledge from the professor level to the practitioner level to the P-12 level. The provision of evidence-based prac-tice that can be used in the classroom, such as Vygotsky’s theory, could serve to strengthen this endeavor.

References

Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals (3rd ed.). Upper Saddle River, NJ: Pearson.

Dollarhide, C. T., Smith, A. T., & Lemberger, M. E. (2007). Critical incidents in the development of supportive principals: Facilitating school counselor-principal relationships. Professional School Counseling, 10(4), 360-369.

McMahon, H. G., Mason, E. M., & Paisley, P. O. (2009). School counselor educators as leaders promoting systemic change. Professional School Counseling, 13(2), 116-124.

Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1. doi: 10.1037/a0022714

P A G E 1 0

GRADUATE STUDENT NOOK

Hello NARACES Graduate Students!!

We hope you had an enjoyable and relaxing summer break!

The fall semester is quickly approaching and we have some exciting news to share with you!

The GSC is proud to welcome Harvey Charles Peters as the incoming Graduate Chair and Represen-tative to the Executive Council. Harvey will be joining Hennessey Lustica as Co-chair for the 2015-

2016 academic year.

________________________________________________________________________________

Hello Everyone, I am excited to be joining NARACES, Hennessey, and all the GSC members as the newest GSC Chair and the Graduate Student Representative for the NARACES Executive Council. I am grateful to be joining an organization which is rich in history and dedicated to the development

of the counseling profession. I am new to NARACES, I am originally from California where I re-ceived my M.S. in Marriage, Family, and Child Counseling. I recently moved to Syracuse where I

will be working towards my Ph.D. in Counseling and Counselor Education at Syracuse University. I was previously involved with WACES, CSI, ALGBTIC, CALPCC, and ACA. My clinical experience

consists of working at a community agency and an inpatient facility where I provided services to children, individuals, couples, groups, and families. My research interests focus on developing practices for counselor educators and supervisors, professional counselor identity development,

counseling ethics, multicultural counseling issues and development, and societal and developmen-tal impacts on wellness. I am looking forward to the exciting year we have ahead of us.

The GSC has been busy this summer collaborating with the ACES Graduate Representatives to help plan the graduate events at the ACES Leadership for Culturally Relevant Pedagogy and Practice

Conference, which will be held October 7-11 in Philadelphia, PA.

Hennessey and Harvey will be hosting the Graduate Student Lounge on Saturday, October 10th from 10:30am – 12:30 pm. Please stop by and say hello!

Welcome to New and Returning Members

On behalf of the GSC, we would like to personally welcome new and returning members to the GSC committee. We look forward to working closely with you all to support the vision of the GSC, as together we are committed to assessing the needs of the graduate study body while also foster-

ing rich opportunities for on-going professional development for our members.

We will be holding our next conference call on Sunday, August 30th at 7:30 p.m. If you are inter-ested in joining the GSC, please email Hennessey at hrlustica@gmail.com to be added to the con-

ference list. During this call we will welcome new members, meet Harvey, and talk about our goals for the upcoming academic year. We love to connect with graduate students from all over our

region and look forward to sharing ideas and research interests with all of you!

N A R A C E S N E W S L E T T E R

P A G E 1 1 S U M M E R 2 0 1 5

GRADUATE STUDENT

SPOTLIGHT

We want to showcase your graduate students! If you want to acknowledge a stu-

dent or fellow classmate for his/her hard work and dedication, let us know! Is it go-

ing to be a lot of work for me to nominate someone? NO! All you need to do is

send their name, school, and email address to

Nicole Pulliam and Stephaney Morrison, Communications Chairs at:

npulliam@momouth.edu; sca0011@hunter.cuny.edu.

Prospective Authors:

The Journal of Counselor Preparation

and Supervision, an online journal of

NARACES, is currently accepting manuscripts.

Online submissions accepted at:

http://repositorywcsu.edu/jcps/

ACES Conference 2015

“ACES Leadership for Culturally Relevant Pedagogy and Practice” October 7—11, 2015

Philadelphia Marriott Downtown Philadelphia, Pennsylvania

Plan to join us in the historic city of brotherly love!

Don’t miss the deadline to take advantage of the discounted hotel rate! Be sure to book your room no later than September 15, 2015.

Seeking Co-Editor

The Journal of Counselor Preparation & Supervision is

currently seeking a co-editor for the journal. If inter-

ested and part of the North Atlantic region, contact

Edina Renfro-Michel at

renfromichee@mail.montclair.edu.

Graduate Student Committee

The graduate student committee is seek-

ing new members!

The NARACES graduate student commit-

tee consists of a group of master’s and

doctoral-level students working together

to meet the needs of graduate students in

our region. Interested in learning more

about the graduate student committee?

Contact Hennessey Lustica at hpan-

gallo@yahoo.com and Harvey Peters at

hcpeters@syr.edu

Interested in becoming more involved in

NARACES?

Do you want to become more involved

with NARACES? We have several com-

mittees and initiatives that might be a

perfect fit. To find out more information,

let Melissa Luke know of your interest at

mmluke@syr.edu

We Need You!

Thank you for the service of the NARACES Executive Committee:

President

Melissa Luke

Secretary Elect

TBD

Membership Chair

Tracy Stinchfield

Wellness Chair

TBD

Immediate Past

President

Holly Branthoover

Treasurer

Megan Krell

Awards Committee Chair

Michael Mariska

Excellence in Teaching

Committee Chair

Nicole Hill

President Elect

Derek Seward

Technology

Michael Mariska

Journal Editors

Edina Renfro-Michel

TBD

Graduate Student

Representative

Hennessey Lustica

Harvey Peters

Secretary

Edina Renfro-Michel

Communications Chairs

Nicole Pulliam

Stephaney Morrison

Research Interest

Community

Atiya Smith

Want to contribute to the newsletter?

Articles and items for consideration for

the next newsletter can be sent to

Nicole Pulliam and Stephaney Morrison,

at npulliam@momouth.edu

sca0011@hunter.cuny.edu

Mission:

NARACES promotes Counselor Education and Supervision master’s and doctoral students, faculty, and site su-

pervisors in the Northeastern United States by encouraging quality education and supervision of professional

counselors who specialize in additions counseling, career counseling, clinical mental health counseling, college

student affairs counseling, K-12 school counseling, and marital, couple and family counseling. We encourage all

graduate students, site supervisors, and faculty to become actively involved.