CSI OZ Newsletter Winter 2014 - Chi Sigma Iota

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Chi Sigma Iota Omega Zeta

Sigma Iota -‐ Omega Zeta Chi

Winter, 2014

Articles Committing to a Self-‐Care Routine, p. 3 Passing the National Counselor Exam, p. 4 Counseling in the Middle East, p. 5

Featured Bios Conquering the Imposter Syndrome, p. 7 Academic Writing, p. 8 Student Publication, p. 8 Counselors, p. 15

Dr. April Young, p. 10 Dr. Neswald-‐Potter, p . 11 Cynthia Taylor, p. 12 Jennifer Ladnier, p . 13 Nakpangi Thomas, p . 14 Holly Wilburn, p. 15

A Call to OZ Members: It's Time That We Get to Work By: Matt Glowiak President-‐Elect Welcome to another edition of the CSI OZ chapter newsletter. Though a relatively newer chapter, OZ has already begun to receive international recognition. Membership cited on CSI-‐ net has now topped 866 members and continues to grow every quarter. As a chapter within Walden University-‐-‐an international, distance university-‐-‐OZ chapter is host to an extremely diverse student body. At present CSI OZ members are promoting positive social change all

over the world. They do this every day through counseling, advocacy, writing, educating, presenting, and other volunteer services. Regardless of how this is done, however, one thing everyone knows is that collaboration is the key to making the most significant impact. Unlike land-‐based chapters that have the advantage of regular face-‐to-‐face interactions, OZ has the advantage of using cutting-‐ edge technology to regularly collaborate with any n umber of peers

worldwide. This means more diversity in personalities, opinions, thoughts, ideas, behaviors, connections, and ways of getting things done. OZ members have a significant advantage unique to any other in this respect. Now that our chapter has refined its tools and processes and we have grown significantly in number, it's time that we get to work. This edition offers a variety of content with the intent to inform, educate, motivate, and inspire... (Continued on page 2)

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Winter, 2014

Contact CSI officers for questions, comments, and opportunities at: [email protected]

CSI Induction Halloween Edition: Portland, OR 2013

(Continued from page 1) ..our members to become leaders of the field. Articles cover topics from academic writing, to the National Counselor Exam (NCE), to counseling in the Middle East. This edition also features bios of several OZ chapter officers. Be on the lookout for chapter involvement advertisements for ways to become more involved. At present, CSI leadership is looking for qualified individuals to become involved with the newsletter, counselor community engagement activities, organizing state get-‐ togethers, fundraising for scholarships, advocating for a specific population, and promoting professional counseling. Given the newness of our chapter, new opportunities are created all of the time. Therefore, it is encouraged 2

that interested members share their ideas. John Quincy Adams once said, "If your actions inspire others to dream more, learn more, do more and become more, you are a leader." Everyone reading this possesses the fundamentals of what it takes to be a leader. By becoming more involved with the OZ chapter members may refine their skills, gather experience, and enhance their vitas; which will all help springboard students into highly successful and impactful careers.

CSI OZ Faculty Advisors

Email me: [email protected]

International Regional Chair: Tracey MacKenzie

Dr. Rhonda Neswald-‐Potter Dr. April Young CSI OZ Officers President: Rebecca Anderson President-‐Elect: Matthew Glowiak Secretary: Holly Wilburn MHC Liaison: Shannon Lee CES Liason: Jennifer Ladnier

Southern Regional Chair: Cynthia Taylor

North Central Regional Chair: Nakpangi Thomas


Committing to a Self-‐Care Routine By: Erica Handon

Professional self-‐care is an essential counselor survival skill. As counselors we experience a cumulative barrage of raw emotions within the therapeutic session. Self-‐care is a process of reversing emotional overload or skill depletion that can result after the therapeutic session has ended. Self-‐care is a complex, lifelong, trial–and-‐error process in which clinicians perform activities that meet their personal needs with the goal of maintaining health and overall well-‐ being. It is suggested that counselors commit to 30 minutes of self-‐care each day. Committing to a self-‐care routine provides structure and accountability in the battle for overall wellness. Effective self-‐care routines typically focus on physical, emotional, mental, and spiritual wellness. Physical wellness pertains to taking care of your body through proper nutrition, exercise, and adequate sleep. Emotional wellness is obtained through being mindful of feelings and acknowledging them in a healthy manner. Speeding down the highway with the radio blaring because a client was resistant throughout the therapeutic session is not attending to emotional wellness; however, self-‐reflection and discussing your feelings during supervision are examples of positive ways to attend to emotional wellness. Mental wellness pertains to addressing and reducing negative thoughts and self-‐defeating beliefs-‐-‐as with the imposter syndrome, which occurs when counselors begin to feel as though they are presenting a false self to others. Counselors experiencing the imposter syndrome can significantly benefit from incorporating mental wellness into their self-‐care routines. Suggested ways of addressing negative and self-‐defeating thoughts include affirmations and personal therapy. Spiritual wellness is obtained by finding meaning in life events and identifying a purpose for life through activities such as meditation and prayer. Attending to each of these diverse elements enhances overall wellness. Counselors will utilize different combinations of self-‐care practices to complete their self-‐ care routines. However, it is imperative that all counselors work to ensure that each self-‐care activity effectively meets their needs. One way to determine the effectiveness of a self-‐care routine is to evaluate and capture the results of each self-‐care activity through journaling. By documenting the effectiveness of each self-‐care practice counselors develop a stronger defense against emotional overload and skill depletion.

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Winter, 2014

Passing the National Counselor Exam By: Holly Wilburn The National Counselor Exam (NCE) is a major source of stress for many graduate students. This stress is often exacerbated for Walden students—most of who are in field experience when they take the exam. That said, stress can be one’s worst enemy on standardized exams. So, during the studying and test-‐taking process self-‐care is essential.

“I didn’t study for the NCE at all,” admitted Omega Zeta President Rebecca Anderson. “During practicum and internship, the NCE was the last thing on my mind. I managed to pass with flying colors, however, because I didn’t let myself stress about it. I just spent the night before relaxing, eating a good meal, and praying and felt relaxed and comfortable on test day.” Although it may not be easy to relax on the day of such an important exam, especially when if you have done little preparation, a few simple stress-‐management strategies can help you be in the right frame of mind for the NCE: • Deep breathing • Meditation • Prayer • Exercise • Positive self-‐talk Although it can be easy to cram, this can be fatal to exam success. The National Board for Certified Counselors (NBCC) recommends beginning the study process six months in advance. In particular, practice tests can be a helpful study tool. Recent Walden graduate Anna Sutton stated, “I studied the Rosenthal encyclopedia of counseling which is divided into the sections that the test focuses on. I would not rely on this as the only study material. I also used a test prep program from test.com, which allowed me to take unlimited practice tests. It also created flash cards for the questions I got wrong. I would suggest studying over several months as there is a lot of information to cover.” Therefore, preparation is an important step if you want to perform your best. Beyond helping to answer test questions correctly, studying also boosts confidence-‐-‐reducing your test anxiety while increasing awareness of your stress level. In the end, you may significantly reduce stress so that you may do your best!! 4


International Regional Chair

Counseling in the Middle East By: Tracey MacKenzie email: [email protected]

Throughout my studies with Walden University I was living and teaching in Oman. No worries if you don’t know where that is; few people have heard of it. The sultanate is on the eastern coast of the Arabian Peninsula. My city, Sohar, was directly between Muscat, the capital of Oman, and Dubai, which I’m sure you’ve heard of. While much has changed in the last 43 years (the reign of the current Sultan), Oman’s traditions have barely evolved, so living there is like going back in time. Mental health issues are dealt with exclusively within the family, meaning-‐-‐of course-‐-‐that if the problem originates within the family, little to nothing is ever done about it, except in extreme cases, such as when an unmarried teen eventually confessed that the father of her baby was her own father. (True story!) I asked each of my classes who they went to for help, and it was always a family member. In trying to explain what I was studying and how it could help them, I was met with blank stares and shaking heads to indicate, “No, we don’t have anything like that.” There are no opportunities for outside help by mental health professionals, and the society likely would not welcome this anyway. After completing my internship in Canada and graduating from Walden, I thought that I would immediately find a job counseling in my home country. (Continued on p. 6)

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Winter, 2014

(Continued)

Well, that didn't happen as I had hoped, and I suddenly found myself on a plane heading back to the Middle East-‐-‐this time to Kuwait for a job as a school counselor. “Counseling exists in the Middle East?!” This was mind-‐blowing for me and, I immediately recognized, an opportunity to spread the counseling profession to a region that barely knows it exists. Two and a half months in, I am a member of the Middle East Psychological Association (MEPA, http://mepa.me) and have found a myriad of organizations focused on helping those with mental health issues rather than hiding them from public view, as in the past. There is the Kuwait Down Syndrome Society and the Kuwait Center for Autism, as well as specific organizations to help kids with special needs (Kuwait Voluntary Work Center, Al Kharafi Activity Kids Center) and those afflicted with motor, mental, behavioral, or sensory disabilities, or with multiple disabilities (Kuwait Society for the Handicapped). I was heartened to learn that my school, among others, requires students to complete a certain number of community service hours with one of the above organizations in order to graduate high school. Such steps broaden the minds of the young and healthy, as well as help decrease the stigma of mental health issues. In addition, I know of at least five clinics in Kuwait City that have clinical counselors specializing in depression, anxiety, learning disabilities, nutrition for those with ADHD, and speech therapy. There seems to be a drive in Kuwait to address mental health issues, whereas clinics in Dubai seem to focus on conducting psychological assessments rather than talk-‐therapy. Granted, my research on this has only just begun, but I hope to report good things on this in future articles. Finally, I recently attended not one but two first-‐time conferences bringing together different groups of counselors to network, participate in roundtable discussions, attend workshops on current issues, and learn about topics with immediate application. This is an exciting time for counselors in the Middle East, and I can’t help but feel honored to be here at such an important junction. Although the mental health counseling profession is in its infancy in the Middle East, there are many highly-‐trained professionals here that are slowly but surely chipping away at the society’s reluctance to address certain issues, and they are succeeding at providing help to those who need it.

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Conquering the Imposter Syndrome By: Erica Handon Feelings of presenting a false self to others are common among many high-‐ achieving individuals. The imposter syndrome occurs when an individual believes he or she is presenting a false self to others, despite evidence to the contrary. The imposter syndrome typically occurs in men and women who experience nagging self-‐doubt and a fixation on inadequacies. Many graduate programs give their students constructive criticism throughout their educational development. Counseling students experiencing the imposter syndrome typically have difficulty receiving, processing, and incorporating this new information, which inadvertently impacts their self-‐esteem. In the classroom, students experiencing the imposter syndrome may be reluctant to engage in classroom discussions, avoid leadership roles, and overcompensate externally by presenting an inflated sense of importance. Current research offers multiple ways to conquer the imposter syndrome. The first suggestion is to admit what is occurring. Individuals experiencing the imposter syndrome could benefit from disclosing these feelings to a peer, supervisor, or therapist. Self-‐reflection and accepting one's imperfections can also eliminate the effects of the imposter syndrome. In addition, accepting feelings of inadequacy and the recognition that perfection is unattainable facilitate a culture of healthy risk-‐taking and increased self-‐awareness. Another suggestion for counselors experiencing the imposter syndrome is to highlight successes by displaying diplomas, awards, and certifications. Visual reminders can help challenge and diminish feelings of self-‐doubt. Additional suggestions on ways to conquer the imposter syndrome include avoiding negative self-‐talk, incorporating positive affirmations into daily practices, and creating a list of strengths. Experiencing the imposter syndrome is not indicative of an individual’s personal or professional abilities. Some of the world’s most accomplished scientists, scholars, and counselors have encountered feelings of inadequacy. The imposter syndrome is fueled by striving for perfection, fear of inadequacies, and self-‐doubt fuel. The impostor syndrome can be painful and isolating; seeking help is necessary to avoid suffering in silence.

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Winter, 2014

Academic Writing By: Nakpangi Thomas (Twitter: @NakpangiT)

As producers of information researchers report findings as they present by ensuring that biases do not infringe upon the results and that perceptions are not promoted earnest of the researcher. Critical to academic writing is ensuring the information is presented in clear language and incorporates jargon familiar to the target audience in an objective and descriptive fashion (Patton, 2010). Further, scholarly works must include empirical evidence or supportive citations in adherence to the American Psychological Association (APA) manual (APA, 2012). When conducting research the source(s) of information must be suitable to the topic, timely, credible, and accurate (Creswell, 2009; Patton, 2002; Janesick, 2007). According to APA (2012), formatting must incorporate 12-‐ point font, double-‐spacing, and 1” margins with content and references adhering to other specific APA style criteria. Proper grammar and style, effective wording, inclusive and appropriate language, avoiding common problems, verb form, and spelling comprise the elements of effective writing (Beins, & Beins, 2010). For instance, appropriately placed commas allow for a natural flow, while misplaced commas may change the entire meaning of a sentence (Strunk, & White, 1999). Grammar and style, effective wording, and spelling comprise the three characteristics salient for effective writing. These elements speak to the creditability, validity, and scholarship of the work. Furthermore, proper grammar ensures clarity of sentence meaning for the reader while incorporation of effective wording best illustrates important points. In conclusion, adhering to ethical and APA guidelines ensures integrity in scientific writing. Researchers are to cite references crediting the original to eliminate plagiarizing (APA, 2012; Brott, 2005; Granello, 2007; Kline, & Farrell, 2005). Furthermore, citing another author's works distinguishes the author's ideas and information from other sources. According to APA (2012), when citing another's work authors should paraphrase; direct quotes must include page numbers and be incased with parentheses. Sources of information should reflect the topic or hypothesis of the work. Inappropriate or inaccurate assumptions lead toward invalid information, confusion, misleading the audience, and poor professional development (Burns & Grove, 1987; Lin, 1998; Creswell, 2009). References American Psychological Association. (2012). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. Beins, B. C., & Beins, A. M. (2012). Effective writing in psychology: Papers, posters and presentations. (2nd ed.). Malden, MA: Blackwell Printing. Brott, P. E. (2005). Grins and groans of publishing in professional school counseling. Professional School Counseling, 8(5), 465–468. Burns, N., & Grove, S.K. (1987). The practice of research, conduct, critique, and utilization. Philadelphia: Saunders Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd Ed). Thousand Oaks, CA: Sage Publications. Granello, D. H. (2007). Publishing quantitative manuscripts in counselor education and supervision: General guidelines and expectations. Counselor Education and Supervision, 47(2), 66–75. rd Janesick, V. J. (2011). "Stretching" exercises for qualitative researchers (3 Ed.). Thousand Oaks, CA: Sage Publications, Inc. Kline, W .B., & Farrell, C. A. (2005). Recurring manuscript problems: Recommendations for writing, training, and research. Counselor Education and Supervision, 44(3), 166–74. Lin, A.C. (1998). Bridging positivist and interpretivist approaches to qualitative methods. Policy Studies Journal; Spring 1998; 26, 1; (162-‐180). rd

Patton, M. Q. (2002). Qualitative research and evaluation methods (3 ed.). Thousand Oaks, CA: Sage Publications, Inc. Strunk, W., & White, E. B. (1999). The elements of style (4th ed.). Needham Heights, MA: Allyn & Bacon.

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Student Publication By: Jennifer Ladnier, MS, CAP

The idea of publication can seem intimidating, especially as a beginning doctoral student. Many students do not know where to start or believe they must conduct major research in order to publish findings in professional journals. In preparation for your dissertation, students can become more comfortable with the process by making attempts to publish papers that have been submitted to Walden. Some professional journals and conferences allow students to submit proposals for research ideas. Students interested in publishing can research submission requirements by searching a specific journal’s website. This provides key information on what each journal requires for submissions. If students are leery about completing assignments on their own, then they can seek co-‐ authorship with other students who have the same interests or utilize social media sites to find like-‐minded individuals. Students should discuss roles and responsibilities for each of the participants to ensure one another has clear expectations. If publication still seems scary, then Walden students can request to be peer reviewers for professional journals. This is a great way to see how papers are reviewed and engages the student in reviewing scholarly work. Many professors at Walden are wonderful about answering questions and encourage students to seek publication.

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Winter, 2014

Dr. April Young, Counseling Supervision

April Young, Ph.D. OZ Faculty Advisor

Hometown: Mead, Colorado -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Education: Ph.D. University of Northern Colorado, M.A. University of Northern Colorado, M.S. Regis University -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Specializations at Walden: Counseling Supervision -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Research Interests: Domestic Abuse, Gender Roles, Relationships, Supervision, Spirituality, Positive Psychology 10

Dr. Young is honored and exited to serve as Walden’s newest Faculty Advisor. She first became a member of CSI a “few” years ago at her graduate school, the University of Northern Colorado, with the Rho Epsilon Chapter. While there, she served as Treasurer, President-‐Elect, President, and Past-‐President. In addition, she has served as Faculty Advisor at Argosy University for the Omega Sigma Phi Chapter. She has attended the Chi Sigma Iota activities at the American Counseling Association Conferences across the nation and in Canada every year for the past 12 years and will be representing Omega Zeta at the ACA Conference in Hawaii this March. When she is not busy with “all things Walden,” Dr. April Young is a Licensed Professional Counselor as well as a Nationally Certified Counselor and maintains a private practice providing support to individuals, couples and families. Her background is rich in serving a verity of client issues including marital challenges, family disputes and crises, addictions, grief and loss, and even several cases of in-‐ law/children familial clients. Her specialty is in marriage and family counseling and in the past she served as a Director of Marriage and Family Training Programs. Dr. Young has a strong passion for the counseling profession and is very active in professional counseling associations. In addition to her service to Chi Sigma Iota, she has served as Newsletter Editor, Media Chair, President-‐Elect, President, and Past-‐President for the Colorado Counseling Association and was nominated for the position of Western Region Chair for the American Counseling Association in 2012. She frequently attends and presents at state, regional, and national counseling associations; often co-‐presenting with colleagues and students. She is a prolific researcher with many projects in review and in process for publication. Dr. Young is always eager to collaborate with colleagues and students in research projects leading to presentations at conferences, workshops and potential publications.


Dr. Rhonda Neswald-‐Potter, M.S. in Mental Health Counseling Program Coordinator

Rhonda Neswald-‐ Potter, Ph.D. OZ Faculty Advisor Hometown: Cedar Crest, New Mexico -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Education: Ph.D. University of New Mexico; M.A. Northwestern State University -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Specializations at Walden: Counseling, Supervision

Aside from a brief respite, Dr. Rhonda Neswald-‐Potter has been a co-‐advisor of the Omega Zeta chapter since 2009 and is enthusiastic about encouraging student involvement, providing special events for the chapter, and creating a national presence. Dr. Neswald-‐Potter is also a program coordinator for the Mental Health Counseling Program at Walden University. She works with many aspects of the program, interfacing with various university groups as needed. In addition to administrative work, Dr. Neswald-‐Potter enjoys teaching field experience courses and attending academic residencies where she has the opportunity to meet CSI members in person. Dr. Neswald-‐Potter’s clinical interests include employment of nonverbal media, expressive arts and sand tray therapy in counseling. She also works with members of the LGBT community and provides clinical supervision in her community. Dr. Neswald-‐Potter is the director and chief executive officer of an outpatient community mental health group practice in Albuquerque, New Mexico. Her research interests include expressive arts in counseling and supervision, counselor wellness and practitioner research.

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Research Interests: Expressive arts in counseling and supervision, counselor wellness, practitioner research

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Cynthia Taylor OZ Southern Regional Chair

News from the Southern Regional Chair of the Omega Zeta Chapter I was humbled and honored to be elected by my peers to serve as chair of the Southern Region for the 2013-‐2014 fiscal year. I am completing my last year of coursework for the Counselor Education and Supervision (CES) doctoral program at Walden. I reside in North Carolina where I am employed as a school counselor. I find joy in my chosen profession and wake up each day eager to serve. I bring this enthusiasm to the Omega Zeta Chapter of Chi Sigma Iota and look forward to interacting with members from the Southern Region. The states represented in the region are: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, West Virginia, and the District of Columbia (Washington DC). I would like to hold at least one face-‐to-‐face meeting in each state at a convenient location. If you are interested in serving as a state leader, please contact me so we can discuss the goals of state meetings. I am open to suggestions for building the Southern Region and welcome your comments. Please email me at: [email protected]. 12

Winter, 2014


Jennifer Ladnier OZ CES Liaison Jennifer Ladnier is currently enrolled in the Counselor Education and Supervision doctoral program at Walden University. She received a master’s degree in Counseling and Psychology from Troy University and graduated with honors in the Tau Upsilon Chapter of Chi Sigma Iota. Jennifer is a Certified Addictions Professional (CAP) in the State of Florida and also registered as a Mental Health Counselor Intern. She has passed the National Clinical Mental Health Counselors Exam and is expected to be licensed in March 2014. Jennifer’s interests include assessments, addictions, recidivism, and working with the forensic population. She is a member of the American Counseling Association, Association for Counselor Education and Supervision, International Association of Addictions and Offender Counselors, and Association for Humanistic Counseling. Jennifer received a grant from the Association for Counselor Education and Supervision in 2013 and is expected to complete her research soon. A research proposal titled “Recidivism Among African-‐American Substance Abusers” was accepted and recently published. Jennifer is currently serving as the Counselor Education and Supervision (CES) Liaison for Chi Sigma Iota’s Omega Zeta Chapter. Please forward all inquiries to: [email protected].

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Nakpangi Thomas OZ CES North Central Regional Chair

Nakpangi Thomas is a doctoral student in the CES program with a specialty in Trauma and Crisis. Nakpangi has served in several leadership position inclusive of President of Phi Beta Lambda (1994-‐1995), President of her community Block Club (2008-‐2012), and Co-‐founder and CEO since 2011 of a small private practice in Farmington Hills, Michigan. In her current role as North Regional Chair of CSI-‐OZ Chapter, she hopes to ameliorate communication amongst members. As CSI-‐OZ Regional Chair, I will assist the president in the promotion and development of CSI-‐OZ in the region which elected; assist in planning Leadership Conferences; attend one regional meeting; and work to strengthen relations with other state and government institutions to better influence the state ideology for higher education. That said, there is much more that needs to be done in these changing times. In closing, I ensure you that I am committed to being a leader for CSI into 2013 and beyond.

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Winter, 2014


Holly Wilburn OZ Secretary Holly Wilburn is first and foremost the mother of three beautiful children and wife to one amazing husband. She has just recently relocated to New Bern, NC where she is excited to give the gift of therapy to those in need. She is the secretary of CSI and is preparing to take the NCE in October. When she is not studying she enjoys being bare foot, wearing long skirts, and all things pumpkin.

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CSI Portland Induction -‐ HALLOWEEN 2013 -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Walden University 100 Washington Avenue South Suite 900 Minneapolis, MN 55401

To: Walden University students within the programs of Mental Health Counseling, Counselor Education and Supervision, and all other counseling related programs. -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

CSI Newsletter Editor:

Matt Glowiak

Counselors By: Paul Trotter, Warrior Poet We are a mirror because we reflect the feelings, thoughts and emotions of our clients. We are a sounding board, because we allow the clients to hear themselves. We are nurturers in that we allow the client to heal themselves We are a blanket that the client can use to wrap around themselves in safety, yet we are not changed by what we hear. We are a tent that covers our clients from the outside world and provide a place of sanctuary. We are listeners, agents of change, and revealers of truth. We are a candle in a dark place, navigating the caves of past pain. We are revealers of what you are, who you are, where you are, and when you are. We are counselors, we are wonderful, we are listeners, we are Walden.