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Get Involved! Plan for Integrating Leadership and Advocacy Into Your Professional Development Plan
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You have engaged in both leadership and advocacy efforts. Develop a plan for integrating leadership and advocacy in your future role as a counselor educator, addressing the following:
· State where you see yourself on your leadership journey in the next 5 years and 10 years.
Next five to 10 years I will be an official Licensed Practicing Counselor (LPC) and I will have my PhD in Counseling, Education and Supervision (CES). Start my private practice, and teaching on a doctoral level, and finally sit on the Counseling Board of Virginia as government relationship representative.
Who will you seek as a mentor to guide you through the first steps of your leadership journey?
Although Recently I inherited a mentor who has been in this profession for more than 30 years. I sought her out because she was my supervisor in my internship and I always valued her opinions. She was one whom I would have personal conversations with as well as clinical conversations with regarding my career and being a single mom. This particular mentor is also a leader in her church and community of professions. She sits in leadership positions and writes to legislators on behalf of others. Her speciality is in substance abuse counseling. She has a house in which she runs an advocacy program for those who are homeless recovering from addiction. Another mentor is younger, however she operates her own holistic, nutrition and therapeutic family practice. She has six degrees and blogs for psychology today a web searching site for counselors. Very well educated in science and medicine and is business minded. Her business specializes in detox and nutrition and healing without medication.
How will you know that you are headed on the path towards your leadership goals?
As a resident in counseling for license practitioner counseling (LPC) leadership roles are already being taken into place such as, developing and presenting via PowerPoints regarding professional identity development, roles, practicing in an ethical manner and etc., to the group of interns, residents in counseling, and other staff members within the practice where the learner is doing part of her residency. Another role entails involvement of going out to the community offering services and information for those who are struggling during this epidemic. Being a part and participating in the truckers association as an advocate on a policy level thus far. As a substance abuse counselor at one of the other facilities participating and advocating as a team player on behalf of some clients within the court system.
· Include future advocacy issues that you want to focus on for clients, communities, professional counselors, and the counseling profession.
For clients:
Advocacy for clients such as Long Haul Truck drivers and counselors to be able to counsel across state lines so the truckers can have regular or telehealth appointments.
For Community:
To go out in the community meet with the leaders of community centers listening to their concerns and counseling them about the resources available to help them through their anxiety and mental health struggles.
For Counselor:
To advocate for a stronger mental health system so adults and children would recover and manage their mental illness effectively.
For Counselor profession:
Public policy advocacy on how to cope with the corona virus and maintaining the standards for counseling licensure in Virginia and gaining parity with other mental health professionals.
What steps can you take as an individual to engage in the work as an advocate?
· Which organizations are a good fit to team up with to accomplish your advocacy goals?
·
Describe how the application of theories, models, and skills help in the integration of leadership and advocacy activities into a professional development plan.
· Describe how you will continually develop mentoring skills to assist in the development of counselor trainees.
Assignment Criteria
Your assignment will be graded using the following scoring guide criteria:
· Describe how the application of theories, models, and skills help in the integration of leadership and advocacy activities into a professional development plan.
·
Develop plans to engage in advocacy activities at the individual, system, and policy levels.
·
Identify activities designed to advocate on behalf of the profession and professional identities.
·
Identify ways to become involved in crisis management efforts.
·
Describe plans to continually develop and apply leadership skills.
·
Describe plans to continually develop and apply supervisor/educator skills.
·
Communicate in a manner that is scholarly, respectful of the diversity, dignity, and integrity of others, and consistent with the codes of ethics guiding members of the counseling profession.
Additional Requirements
Your assignment should also meet the following requirements:
· Length: 5–8 pages.
· Written communication: Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a professional educator.
· References: A minimum of five recent, relevant academic resources are required to support your work.
· APA format: Resources and citations must be formatted according to current APA style and formatting
· Font and font size: Times New Roman, 12 point.
Readings
Use the Capella library to read the following:
· Decker, K. M., Manis, A. A., & Paylo, M. J. (2016).
Infusing social justice advocacy into counselor education: Strategies and recommendations [PDF]
. Journal of Counselor Preparation and Supervision, 8(3).
· Grimmett, M. A., Lupton-Smith, H., Beckwith, A., Englert, M. K., & Messinger, E. (2018).
The Community Counseling, Education, and Research Center (CCERC) model: Addressing community mental health needs through engagement scholarship
. Journal of Higher Education Outreach & Engagement, 22(3), 201–230.
· Lambert, S. (2018).
Counselor collaboration and advocacy
. Counseling Today, 61(1), 5.
· Woo, H., Storlie, C. A., & Baltrinic, E. R. (2016).
Perceptions of professional identity development from counselor educators in leadership positions
. Counselor Education and Supervision, 55, 278–293. https://doi.org/10.1002/ceas.12054
Use the Internet to read the following:
· Presley, L. (2018, October 18).
Surviving and thriving at conferences
. ACA Member Blogs. https://www.counseling.org/news/aca-blogs/aca-member-blogs/aca-member-blogs/2018/10/18/surviving-and-thriving-at-conferences?utm_source=cioct22&utm_medium=email&utm_campaign=cioct22&utm_term=cioct22&utm_content=cioct22survivingconferences
Get Involved! Plan for Integrating Leadership and Advocacy Into Your Professional Development Plan Scoring Guide
Due Date: End of Unit 10
Percentage of Course Grade: 25%.
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CRITERIA
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NON-PERFORMANCE
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BASIC
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PROFICIENT
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DISTINGUISHED
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Describe how the application of theories, models, and skills help in the integration of leadership and advocacy activities into a professional development plan.
16%
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Does not describe how the application of theories, models, and skills will help you as you develop methods to integrate leadership and advocacy activities into a professional development plan.
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Offers an inadequate or incomplete description of how the application of theories, models, and skills will help you as you develop methods to integrate leadership and advocacy activities into a professional development plan.
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Describes how the application of theories, models, and skills will help you as you develop methods to integrate leadership and advocacy activities into a professional development plan.
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Provides a thoughtful and comprehensive description of how the application of theories, models, and skills will help you as you develop methods to integrate leadership and advocacy activities into a professional development plan.
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Develop plans to engage in advocacy activities at the individual, system, and policy levels.
14%
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Does not develop plans to engage in advocacy activities at the individual, system, and policy levels.
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Identifies methods to engage in advocacy activities at the individual, system, and policy levels, but does not incorporate these methods and activities into a workable plan.
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Develops plans to engage in advocacy activities at the individual, system, and policy levels.
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Develops comprehensive and detailed plans to engage in advocacy activities at the individual, system, and policy levels.
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Identify activities designed to advocate on behalf of the profession and professional identities.
14%
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Does not identify activities designed to advocate on behalf of the profession and professional identities.
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Identifies advocacy activities related to the field of counseling, but not specifically on behalf of the profession and/or professional identities.
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Identifies activities designed to advocate on behalf of the profession and professional identities.
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Identifies activities designed to advocate on behalf of the profession and professional identities, supported with recent, relevant academic resources and/or examples.
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Identify ways to become involved in crisis management efforts.
14%
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Does not identify activities for becoming involved in crisis management efforts.
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Discusses becoming involved in crisis management efforts, but does not identify actual activities.
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Identifies activities for becoming involved in crisis management efforts.
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Provides a comprehensive and detailed description of ways to become involved in crisis management efforts.
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Describe plans to continually develop and apply leadership skills.
14%
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Does not describe plans to continually develop leadership skills.
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Discusses the need to continually develop leadership skills, but does not describe actual plans to do so.
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Describes plans to continually develop leadership skills.
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Provides a comprehensive, detailed plan to continually develop leadership skills, supporting the plan with recent, relevant academic literature and/or pertinent examples.
|
Describe plans to continually develop and apply supervisor/educator skills.
14%
|
Does not describe plans to continually develop and apply supervisor/educator skills.
|
Discusses the need to continually develop and apply supervisor/educator skills, but does not actually describe plans to do so.
|
Describes plans to continually develop and apply supervisor/educator skills.
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Provides a detailed description of plans to continually develop and apply supervisor/educator skills, supported by recent, relevant academic literature and/or pertinent examples.
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Communicate in a manner that is scholarly, respectful of the diversity, dignity, and integrity of others, and consistent with the codes of ethics guiding members of the counseling profession.
14%
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Does not communicate in a manner that is scholarly, respectful of the diversity, dignity, and integrity of others, and consistent with the codes of ethics guiding members of the counseling profession.
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Inconsistently communicates in a manner that is scholarly, respectful of the diversity, dignity, and integrity of others, and consistent with the codes of ethics guiding members of the counseling profession.
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Communicates in a manner that is scholarly, respectful of the diversity, dignity, and integrity of others, and consistent with the codes of ethics guiding members of the counseling profession.
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Communicates in a manner that is scholarly, respectful of the diversity, dignity, and integrity of others, and consistent with the codes of ethics guiding members of the counseling profession with no errors.
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