Averbach takes first place in ACA Foundation essay contest

Shana Averbach, majoring in marriage and family therapy at San Francisco State University, is the first-place winner in the American Counseling Association Foundation's 2006 Graduate Student Essay Contest. A national panel of counseling professionals selected her essay as the top scoring submission. Averbach's prizes include a $500 grant from the ACA Foundation, plus a one-year membership in ACA.

Four other graduate students were selected as runners-up: Yun Hui Gardner from Mississippi State University in Starkville, Theresa L. Arita from the University of Southern Maine in Auburn, Amy Freadling from Kent State University (Ohio) and Elizabeth A. Martinez from the University of Texas-Pan American. Each runner-up will receive a one-year membership in ACA. Each of the five winning essays appears below as well as on the ACA website at www.counseling.org/foundation.

While the financial reward was certainly an enticing factor for nearly 100 graduate students to enter this year's contest, ACA Foundation Chair Jane Goodman noted, "The opportunity to express and share their views on counseling and its future is a prime motivation for many of the entrants." She added, "While one purpose of the competition is to encourage counselors to think about the various directions our profession can go in the future, it's also important to share these views with the counseling community at large to help stimulate all of us to think about how counseling will change in the years ahead."

Goodman also cited the talented readers of this year's essays, acknowledging their participation in this annual contest at a busy time of the school year. "This contest has its own rewards, and being a reader is one of them," she said. "My thanks go to my colleagues and friends." This year's readers were Mary Jane Anderson, Casey A. Barrio, Brooke B. Collison, Suzanne E. Degges-White, Carman S. Gill, Sam T. Gladding, Melanie C. Harper, Diana Hulse-Killacky, Courtland C. Lee, Jane E. Myers, Lesley Riley, Sister Lois Wedl and Kelly L. Wester.

Editor's note: Counseling Today edited the graduate student essays for spelling only.

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• Grand-prize winner - Shana Averbach
• First runner-up - Yun Hui Gardner
• Second runner-up - Theresa L. Arita
• Third runner-up - Amy Freadling
• Fourth runner-up - Elizabeth A. Martinez

Grand-prize winner
Shana Averbach

Averbach expects to graduate in June 2007 from San Francisco State University and plans to accumulate marriage and family therapy hours in whatever realm of counseling calls her.

Subject: If you could change one thing to make the counseling profession stronger and more effective, what would that be?

My 16-year-old client softly expresses her lethargy and lack of spirit. She describes the spirals of thoughts in her mind, seemingly unending, but able to slow if she crawls into bed, lights out. She says she can't find a single positive attribute within herself. She often expresses her desire to go away and start over. I ask how long she has felt this way. She takes a moment to backtrack before replying, "Since I was nine."

When asking how the counseling profession can reach those in most need of services, we must first ask who those people might be. Looking at sociocultural groupings -- from the poverty stricken to the wealthy, across the rainbow of ethnicities and through each age group -- we quickly see that it is impossible to justly decide who's in stronger need. We must find a group that transcends these categories. One such group, which this young client falls neatly into, is the one whose countless members are under the false impression that it is "normal" to suffer for years on end. As I progress through the field of counseling, I would like to see us teaching the general population about the meaning of mental health. We do this somewhat through mental health education programs, but these are typically supplemental and geared toward older populations. What I see a call for is a dissemination of mental health information into our daily lives, the goal being to see that after two weeks of discomfort, one would be as likely to seek help for feelings of despair and anxiety as they would for a throbbing toothache or unhealing wound.

One feasible way to reach this goal is to start requiring counselors -- of every orientation and specialization -- to educate people, targeting first those at elementary school age and working our way up.

I think most people remember the song "Dem Bones" (The hip bone's connected to the ...) from elementary school. Some might also remember videos of the man wearing the skeleton bodysuit, singing about bodily systems, how they work and how to keep them healthy. From an early age we are deliberately taught general information about anatomy and physical health. But during those same years, many kids implicitly learn about mental phenomena. Some kids are "troubled." They act out and adults talk about them in hushed voices. Some classmates are "slow." They don't use the same learning materials and sometimes get pulled out of class for special help. Young observers of the world see a vast range of human behaviors. Some moms weep readily and often. Often homeless people carry on elaborate conversations with themselves.

Euphemisms are learned, stereotypes developed and the typical "us" and "them" emerge. Both knowledge and compassion around mental health are lost in this divide, two things that a young mind can readily absorb if given the chance. While the words "neurotransmitter" and "dysthymia" won't necessarily fit eloquently into a song or rhyme, it is absolutely possible to teach, in simple terms, some general information about the brain, common mental disorders and their accompanying treatments. Once these students reach middle and high schools, they will be equipped with baseline knowledge, making it easier to learn how such subject matter pertains to their current developmental phase, one that includes physiological changes and often drug and alcohol experimentation.

As someone who has been learning about psychology since the age of 18, when I had my second major depressive episode, one would think I would remember the notion that sometimes feeling overwhelmed and sad is normal, that we all must adjust to transitions and deal with losses. But sometimes these feelings are bigger than us and we owe it to ourselves to reach out for help. But just last semester, my first studying counseling in graduate school, I realized I had abandoned such knowledge. Reaching my lowest low, I realized I had again let it go too far and for too long. I sought treatment and am seeing clearly again. But within this vision is the vivid picture of the many people who suffer silently. If a person educated in mental processes can so readily forget, how can we expect the general population to find the healing they are entitled to? As counselors, I think it's our professional duty to spread the good word: No one deserves to suffer.

(In case you're wondering about my client, she is feeling better and has changed her goal of becoming a basketball star to becoming a therapist.)

First runner-up
Yun Hui Gardner

Gardner is a doctoral candidate in counselor education with a community counseling emphasis at Mississippi State University.

Subject: If you could change one thing to make the counseling profession stronger and more effective, what would that be?

As I peruse the employment opportunities, fast approaching the end of my terminal degree in the counseling education field, I can't help but feel a little disappointed that many of the jobs I seek require a degree in psychology or social work. As I think back to the pioneers of the counseling profession who sought to give counselors more legitimacy as a profession by separating from the psychology field, I can't help but be struck by the irony. It is apparent to me that counselors today are still not afforded the same advantages or revered in the same respect as the field of psychology or social work, especially as far as the government agency opportunities are concerned.

Is it fair to say that I am less qualified because I did not obtain a terminal degree from a psychology or social work program? Did I not have to take similar theoretical and skill-based courses in working with diverse populations and a variety of mental health issues? Am I to think that my skills as a counselor are so vastly different than someone from an accredited psychology or social work program?

After reading the ACA's April issue of Counseling Today, in which Jane Myers states, "I believe that if we do not advocate for who we are as professionals and as a profession, then nobody is going to listen to us when we stand up to advocate for clients," it started me thinking about the need for change in legitimizing and advocating for our profession -- the counseling profession. As disheartening as the reality may be, there are still those who do not respect and exclude professional counselors from career opportunities, and the rationale they provide for this "professional egocentrism" is unfounded. I use the term "professional egocentrism" to define the practice of regarding one's profession as more important than another profession. To me, it is another form of discrimination, and as a Korean-American growing up in America, I have had my share of discrimination. But the discrimination I have faced in regards to being rejected not on my lack of qualifications but the mere fact that I did not graduate from a program labeled psychology or social work is disquieting to me. I must have been under an illusion to think that American was the land of opportunity.

I am not sure of the solution, but in my opinion, one thing that needs to change is the lack of respect, support and legitimacy toward the profession of counseling. I do not make this suggestion halfheartedly. Not only have I been limited as far as career opportunities go, but I have also observed the conflicted climate between psychology and counseling students and professionals. When informally questioning professors and graduate students alike about the rationale in not merging the two fields, even though common sense would dictate that resources could be more efficiently combined, the main response I receive -- if I get one at all -- is that the two fields differ in perspectives, which implies the continued existence of divergence between the two professions.

One of the barriers of overcoming this divide is that people are not willing to acknowledge or discuss the problem. Thus, awareness and discussion of the problem is the key to change. By not addressing this vast chasm, we are perpetuating the problem. If we lived in a utopian society, I would suggest that other people, organizations and professions be the first to change their perspectives. The reality is that utopia does not exist, at least without an insurgence of some sort. Perhaps the problem may not lie so much with others not respecting our profession, but with us as a counseling profession remaining silent to the problem and not advocating for more equality in hiring practices. We need to urge counseling and psychology training programs to work more collaboratively, combining the advantages of both perspectives. We also need to urge our legislators to change the hiring guidelines of governmental agencies to include professional counselors as equal to or better than other mental health professions. Thus, if I could change one thing to make the counseling profession stronger and more effective, it would be to challenge our profession to push for more equality -- to have more professional pride and work collectively to present a stronger identity that supports counselors and our profession.

Second runner-up
Theresa L. Arita

Planning to graduate from the University of Southern Maine in spring 2008 after her school counseling internship, Arita wants to counsel adolescents in schools and community agencies.

Subject: How could the counseling profession do more to reach those most in need of services?

Typical populations who have access to counseling services are people with insurance or other funds to pay for counseling, who have the time to spend in therapy, and who know about (and are comfortable with) what is offered. If, however, someone does not have funds for counseling, have access to counseling, have the time to get to counseling, or know and feel good about what is available, they cannot take advantage of the therapeutic services which they may desperately need. Some populations that might fit that description include migrant workers, undocumented aliens, homeless persons, runaways, substance abusers, street-workers, prison populations, immigrants, disabled persons, housebound persons, those who are indigent, the mentally ill and those in abusive relationships. These marginalized people may have had problematic experiences with community services already, distancing them even further from what professional therapy offers.

Counselors could employ several methods to find out exactly what people want from them, such as by using mailed or phone surveys; doing a media blast of newspaper and television ads with a toll-free number people can call; creating websites for gathering information; and using door-to-door and business-to-business outreach. A variety of ethnic groups and language populations should be included in that research, and investigators would need to be culturally sensitive so as to invite honest responses from these diverse populations.

It is the counselor's gift and duty to find those who need help and offer it. If counselors can meet people where they are and provide accessible and relevant services, they will be better able to reach those who most need therapeutic assistance. Here follow five ideas to consider in connecting the counseling profession with people in need.

Do street outreach. Set up counseling clinics in parks, work from a "bookmobile-type" station, talk to people on the street. In San Francisco a legal clinic works this way in the Mission District to reach people who would not otherwise obtain legal assistance. Similarly, streetside psychological aid has been given through Youth Supportive Services Inc. (www.la-youth.org/main.htm) and Stand Up For Kids (www.standupforkids.org/FAQs.html) in the U.S., and through Streetwork in the U.K. (www.streetwork.org.uk/whoweare/index.htm).

Use peer counseling. Professional counselors can train laypeople to share basic therapeutic skills with each other, such as conflict resolution or communication tips. Peer assistance empowers communities and frees counselors to help those with more serious problems. For example, see Chicago's successful Peer-to-Peer Resource Center work (www.peersupport.org/). Involve the elderly and youth, who may have more energy to devote to such peer assistance projects, and invite Service Learning participants too.

Do professional networking. Agency-based outreach strengthens community ties and encourages collaboration. Visit schools and businesses to make presentations. Offer consulting to them so that when they have a problem, they know they can contact someone and get immediate guidance. Some of the services that Outreach Concern, a Los Angeles counseling program, provides, for example, are a 24-hour safety crisis hotline, an emergency response team and a parent e-mail information line (www.outreachconcern.org/).

Offer drop-in counseling at safe spaces. Use non-threatening places as a base for connecting people, such as shelters, halfway houses, churches/mosques/temples, senior citizens homes, etc. These community buildings are often seen as safe refuges where positive things happen. For instance, the Community Action Drop-In Center of Haverhill, Massachusetts, uses a local church to provide services to the area's homeless and indigent populations (www.communityactioninc.org/drop in center.htm).

Encourage multicultural and bilingual services and training among counselors. Cultural barriers may prevent non-majority groups from getting the help they need and deserve. Counselors can help break down those walls by soliciting input from people in ethnic minority populations. As the American Counseling Association has recognized, to meet the variety of client needs in an increasingly diverse world, we must understand their cultures and their languages (ACA Code of Ethics 2005, F.11.c.).

With outreach like the actions described above we can promote the message that people often find answers, healing and that priceless treasure, hope, through counseling. We are still combating negative views about psychology, mental health and therapy in our culture. As Paulo Freire (Pedagogy of Hope, 1992) wrote, "Without a minimum of hope, we cannot so much as start the struggle."

The good word that therapy works needs to be heard so hope can grow.

Third runner-up
Amy Freadling

In addition to working full time and pursuing her studies, Freadling is the 2005-2006 president of the Ohio Mental Health Counselors Association and president-elect of the North Central Ohio Counseling Association.

Subject: If you could change one thing to make the counseling profession stronger and more effective, what would that be?

As a mental health counselor and a counseling doctoral student, I observe limitations in the understanding held by other mental health providers and the general public about the work of counselors. Far too often, I hear prospective clients assert that they "want to see a psychologist, not a counselor," or I hear intake workers explain to callers that the available providers are "just counselors, not psychologists or psychiatrists." I have also heard counselors suggest that they are not satisfied with their chosen profession, feeling unappreciated for their efforts, uncertain about their abilities and disconnected from their peers. Such statements demonstrate an ongoing need for counselors not only to more fully appreciate their professional counselor identity but also to celebrate and advocate for this identity outside the workplace. Many actions are involved in strengthening this professional counselor identity, but arguably the most important step that counselors can take is to assume active membership in professional counseling associations.

Through my involvement in professional associations at the state and national levels, I have been privy to updates on legislative issues affecting my ability to practice mental health counseling. Such issues include Medicare reimbursement, mental health parity and diagnosis of mental and emotional disorders within counselors' scope of practice. Being a part of large groups of similar-minded professionals, counselors can unite in advocacy efforts regarding these and other issues that support the abilities of counselors and the rights of their clients. Efforts include letter writing campaigns, professional testimony in front of legislative bodies and funding of lobbyists skilled in influencing legislators. Undoubtedly, there is strength in numbers, and this strength is put to good use when counselors focus their energies on solutions rather than on the problems. Membership in professional counseling associations assists us in shifting our focus toward possibilities.

A second benefit of membership in professional counseling associations is a sense of camaraderie that often seems absent as we strive to help others and to meet productivity requirements at the expense of caring for ourselves. Through my professional counseling association memberships, I no longer feel like I am practicing in isolation. I have met students, clinicians, and educators with whom I can share the joys and frustrations of my work through requests for consultation, guidance and support. I have found these fellow counselors to be warm, witty, intelligent and creative, and such findings renew my excitement for my profession. Membership in professional counseling associations generates pride in being one of a number of likable and skilled counselors.

A third benefit of membership in professional counseling associations is the vast array of professional development opportunities that are offered. I know counselors who struggle to locate low-cost, high-quality workshops. As a member of professional counseling associations, I never have to look far in order to find a workshop of interest and value. Most recently, by participating in professional counseling associations, I have been able to attend workshops on ethics, supervision, depression, PTSD and client-directed outcomes. Honing my skills and acquiring specialized training, I feel increasingly confident in my ability to be an effective and efficient helping professional, and others recognize this growth. Thus, as a counselor, I can be seen as capable and knowledgeable. Membership in professional counseling associations builds confidence and competence.

To make the counseling profession more powerful and more effective, counselors must unite together to celebrate the counselor identity. By joining both state and national professional counseling associations, counselors can advocate for positive changes, make meaningful connections and develop new competencies. Through membership in the American Counseling Association and its branches and divisions, there results strength in numbers that allows us to continue our work with hopefulness. We no longer feel alone, undervalued and misunderstood. Membership in professional counseling associations highlights possibilities, and subsequently, a brighter future for our clients and for ourselves.

Fourth runner-up
Elizabeth A. Martinez

Martinez plans to graduate next year, pursue the LPC and open her own practice, with a long-range goal of earning her doctorate in art therapy.

Subject: If you could change one thing to make the counseling profession stronger and more effective, what would that be?

Although parents deeply care about their children's education and want to be involved, they often refrain from school involvement because of attitudes, beliefs, cultural norms, lack of self-confidence, level of education and personal perceptions of their inability to help and sense of worth.

Today, school counselors continue to restructure their schools into a resourceful, democratic and safe school climate in which students can learn and socialize. They have the skills to encourage independence, foster responsibility, enrich self-development, enhance human potential, improve social and personal relationships, and inspire students to grow into productive and successful citizens. However, quite often school counselors are confronted with many challenging tasks. In other words, leave "no parent behind."

Yet, if I could change one thing to make the counseling profession stronger and more effective, it would be to focus on strengthening parental involvement. For this reason, I would like to institute a parent center within the school setting. There is no place in the school specifically set aside for parents/guardians. This may cause emotional and psychological distress and ultimately makes them feel unwelcome. The presence of parents/

guardians in the school can make a significant impact upon children by deterring absences, truancy, misbehaviors, bullying and other issues that may manifest and lead to school violence. Fundamentally, the provisions under Title I exclusively state the framework is designed to produce academic achievement, reinforce accountability, implement effective educational programs and services, and focus on parental involvement.

I firmly believe that a parent center creates a comfort zone and provides parents/guardians the necessary tools, skills and knowledge to become more involved in their children's education. To increase parental involvement, school counselors are able to conduct workshops and trainings and offer an array of services. More importantly, re-emphasize the comprehensive school counseling program:

• Adult education
• After-school programs
• Character education
• Computer technology literacy
• Educational and career planning
• Family counseling
• Guidance curriculum
• Health and sex education
• Homework hotline
• Laws, policies, guidelines and regulations
• Leadership skills
• Mediation training
• Mentoring programs
• Networking
• Parent education: human growth and development, literacy training, management skills
• Responsive services
• System support services
• School safety
• Tutoring services
• Volunteerism and recruitment

A parent center is essentially informative, instructional and empowering. By creating a safe and private atmosphere, it builds trust and rapport. As a result, morale and motivation will enhance between the students and parents/guardians. The parent center invites parents/guardians to attend school meetings and conferences with confidence and permits school counselors to interpret school performance profiles and individual student assessment results, give details of the school's curriculum and assessments used to measure student progress and proficiency levels, interpret school district and state policies, disseminate information and provide training in helping parents/guardians to make a positive difference in their children's lives. Furthermore, school principals also play an important role by providing support, ideas, planning time and additional resources.

A parent center can be an enjoyable and relaxing atmosphere. Primarily, encourage parents/guardians to express themselves, share personal experiences, engage in schoolwide events and contribute in the decision-making process related to education and extracurricular activities.

Moreover, parents/guardians can provide additional support and cultivate their children's learning, such as monitoring attendance, homework completion, progress reports and work with educators to improve their children's performance. This vision gives emphasis to the importance of academic, career, social and personal development.

Instituting a parent center leads to the creation of a safe school environment, establishes a two-way channel for communication, enriches students' lives, strengthens personal relationships, recognizes values, stimulates parent volunteerism and diminishes cultural and gender biases. In addition, school counselors can conduct staff development classes on how educators can involve parents/guardians in meaningful ways, address students' needs and identify opportunities to enhance learning outside the classroom. There is a growing need for a parent center, but a parent center cannot function without the assistance of a community liaison and support staff. Although instituting a parent center can be rewarding, there is a concern -- busy work schedules and Title I paying for reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs. If possible, with the recruitment of parents/guardians, they can form committees for scholarship opportunities and establish fund-raisers to help defray expenditures.

Working together as a team cooperatively and collaboratively, parents/guardians can exert lasting influences on the social, emotional and academic growth of their children. With loyalty and perseverance, parental involvement will be the chief reason for its success!