international interdisciplinary conference on clinical supervision
14th International Interdisciplinary Conference on Clinical Supervision
Held virtually: July 29-31, 2020
About this Conference
The IICCS conference extends a conference series that began at the University at Buffalo in 2005 under the leadership of Larry Shulman and Andy Safyer, then- Editors of The Clinical Supervisor, supported with a small grant from NIDA. After an initial series of conferences at Buffalo, the series then continued for more than a decade at Adelphi University. It now is sponsored by the Center for Advanced Professional Education.
Clinical supervision is the “signature pedagogy” of the mental health professions. But most of the conversations about it in the literature and in conferences has been siloed: They have occurred within disciplines, within countries, and within within groups who are primarly practitioners or primarily scholars.
The IICCS is unique in being able to provide the valuable service of bringing together supervision practitioners, educators, and researchers from across the spectrum of mental health professions and from around the world to have dialogues and create synergies that are otherwise not possible.
The IICCS is overseen by an executive committee of leaders in the field of supervision who are — in keeping with the conference’s intent — both international and interdisciplinary.
CONFERENCE CO-CONVENERS
EXECUTIVE COMMITTEE MEMBERS
Webinar: Trauma informed: Morning
Attendees will be able to identify at least one distinguishing feature of the trauma-informed conceptualization and its rationale
Attendees will be able to describe the three manifestations of indirect trauma
Attendees will be able to describe how the TI conceptualization interfaces with at least one other accepted model of clinical supervision
Webinar: Trauma informed: Afternoon
Attendees will be able to take the first steps in demonstrating a TI orientation in their supervision
Attendees will be able to employ supervisory skills that promote learning, self-reflection, and self-efficacy
Attendees will be able to assist supervisees in managing their affective reactions to their work
Webinar: Seven-Eyed Model
Attendees will be able to describe the 7 modes of the Seven-Eyed model and the aims and benefits of working in each in supervisory practice and how to move from one mode to another
Attendees will be able to employ the model in their supervisory practices
Attendees will be able to describe results and implications of a study of the model that the authors have conducted
Webinar: Competency-based Clinical Supervision in the Telesupervision Era
Attendees will be able to identify three components of competency-based clinical supervision;
Attendees will be able to describe how to identify and repair a supervisory strain or rupture
Attendees will be able to describe how cultural humility facilitates a multicultural respectful process in competency-based practice
Plenary I
Attendees will be able to describe at least one way in which the COVID-19 pandemic is affecting supervisory practice in China, in the US and in Argentina
Attendees will be able to identify at least one way in which the COVID-19 pandemic is likely to have more enduring effectives on supervisory practices after the pandemic is over
Plenary III
Attendees will be able to describe at least one traumatic effect of racism on those who experience it
Attendees will be able to discuss how they can identify and address racial trauma in supervision
Session 1A
Attendees will be able to describe a supervision model of burnout prevention for mental health professionals
Attendees will be able to list three perspectives of Kenyan counselors and psychologists on status and future of clinical supervision in Kenya
Attendees will be able to identify and understand positive feedback bias in supervision as it relates to the race of the supervisee
Session 1B
Attendees will be able to identify clinical supervision concerns specific to supervising mental health professionals who perform telemental health
Attendees will be able to describe themes in a analysis of recent articles published in the Field Educator journal
Attendees will be able to provide a compelling rationale for peer clinical supervision of practicing school counselors
Session 1C
Attendees will be able to identify at least one application of intersectionality theory to clinical supervision.
Attendees will be able to provide recommendations for improving clinical supervision in field education
Attendees will be able to describe elements of an evidence-informed supervision model, including best practices
Session 2A
Attendees will be able to Identify at least one of main training need for a supervisee, considering their experience and stage of professional growth
Attendees will be able to discuss the utility of relational humility in supervision
Attendees will be able to describe how a sample of CACREP programs are providing orientation, consultation, and professional development opportunities to site supervisors
Session 2B
Attendees will be able to describe how expert supervisors conceptualize and set priorities when supervising beginning counselors working with clients with trauma histories
Attendees will be able to identify signs of ambivalence in their supervisees or clients
Attendees will be able to discuss three pedagogical approaches to educating new supervisors
Session 2C
Attendees will be able to describe the key aspects of deliberate practice in training therapists
Attendees will be able to attendees will be able to describe two specific methods for implementing deliberate practice with supervisees.
Attendees will be able to identify markers for when to address spirituality/religion in the supervisor/supervisee relationship
Session 3A
Attendees will be able to describe how they would use the Response to Supervision Scale (RSS) and the Feelings Experienced in Supervision Scale (FESS) in their supervision
Attendees will be able to develop strategies to enhance their supervision of supervisees receiving simultaneous supervision from two supervisors
Attendees will be able to identify specific issues within supervision that are influenced by supervisor multicultural competence
Session 3B
Attendees will be able to describe at least one way that they would respond to supervisee countertransference
Attendees will be able to identify at least three unique needs of students and supervisees in recovery who have criminal histories
Attendees will be able to describe to at least one implication of globalization for their work as supervisors
Session 3C
Attendees will be able to identify at least two strategies for structuring multidisciplinary supervision
Attendees will be able to describe at least one culturally competent, trauma-informed supervision technique
Attendees will be able to describe at least two behaviors or actions that supervisors in Guatemala City report to affect the impacts of the supervision they provide
To help conference registrants get the most out of the conference, we have prepared Guidelines for Registrants
Presenters are asked to familiarize themselves with the Guidelines for Presenters
The program will be subject to revisions up to the time of the conference. The most current version can be obtained by clicking here
Professor Peter Hawkins Ph.D. is a global thought leader, pioneer and teacher in supervision, psychotherapy, systemic team coaching, and organisational transformation for over 40 years and in over 50 countries. He runs Masters level training programmes and supervises systemic team coaches globally through www.renewalassociates.co.uk. and www.aoec.com, and is Professor of Leadership at Henley Business School, London, UK. He is the author of many bestselling and internationally translated books, including Systemic Coaching: Delivering Value Beyond the Individual with Eve Turner (Routledge, 2020); Integrative Psychotherapy in Theory and Practice: A Relational, Systemic and Ecological Approach with Judy Ryde (Jessica Kingsley, 2020); and the current and four previous editions of Supervision in the Helping Professions (McGraw-Hill Open University press, 2020).
Professor Peter Hawkins Ph.D. is a global thought leader, pioneer and teacher in supervision, psychotherapy, systemic team coaching, and organisational transformation for over 40 years and in over 50 countries. He runs Masters level training programmes and supervises systemic team coaches globally through www.renewalassociates.co.uk. and www.aoec.com, and is Professor of Leadership at Henley Business School, London, UK. He is the author of many bestselling and internationally translated books, including Systemic Coaching: Delivering Value Beyond the Individual with Eve Turner (Routledge, 2020); Integrative Psychotherapy in Theory and Practice: A Relational, Systemic and Ecological Approach with Judy Ryde (Jessica Kingsley, 2020); and the current and four previous editions of Supervision in the Helping Professions (McGraw-Hill Open University press, 2020).
Dr. Aisling McMahon is a clinical psychologist and integrative psychotherapist with 30 years’ clinical experience. She works as an Assistant Professor in Dublin City University, Ireland, where she teaches on psychotherapy and clinical supervision training programmes, and engages in research on supervision practice. Aisling regularly runs national and international workshops on supervision for various professional and disciplinary groups, and authors conference and journal papers on
supervision. She is co-author with Peter of the new 5th edition of Supervision in the Helping
Professions (McGraw-Hill Open University press, 2020).
Dr. Aisling McMahon is a clinical psychologist and integrative psychotherapist with 30 years’ clinical experience. She works as an Assistant Professor in Dublin City University, Ireland, where she teaches on psychotherapy and clinical supervision training programmes, and engages in research on supervision practice. Aisling regularly runs national and international workshops on supervision for various professional and disciplinary groups, and authors conference and journal papers on
supervision. She is co-author with Peter of the new 5th edition of Supervision in the Helping
Professions (McGraw-Hill Open University press, 2020).
Carolyn Knight, PhD, MSW, Professor Emeritus, School of Social Work, University of Maryland Baltimore County, is a social worker with more than 30 years of experience working individually and in groups with adult survivors of childhood trauma. She has been teaching generalist social work practice and has served as a faculty field liaison for more than 25 years. Dr. Knight has written and presented extensively on numerous topics in social work education and practice. Dr. Knight also has written about and presented workshops and training on the trauma-informed conceptualization and its application to clinical practice and supervision and the social service organization.
Dr. Knight is the author of two books, Introduction to working with adult survivors of childhood trauma: Strategies and skills and Group Therapy for Adult Survivors of Child Sexual Abuse as well as numerous articles and book chapters on working with adult survivors. Dr. Knight also is the co-editor of two additional books, Group Work with Populations at Risk, 4th ed (with G. Greif) and Trauma-informed supervision in a global context (with L.D. Borders). She is co-author, with Professors Alex Gitterman and Carel Germain of the forthcoming social work practice text, The life model of social work practice, 4th ed
Carolyn Knight, PhD, MSW, Professor Emeritus, School of Social Work, University of Maryland Baltimore County, is a social worker with more than 30 years of experience working individually and in groups with adult survivors of childhood trauma. She has been teaching generalist social work practice and has served as a faculty field liaison for more than 25 years. Dr. Knight has written and presented extensively on numerous topics in social work education and practice. Dr. Knight also has written about and presented workshops and training on the trauma-informed conceptualization and its application to clinical practice and supervision and the social service organization.
Dr. Knight is the author of two books, Introduction to working with adult survivors of childhood trauma: Strategies and skills and Group Therapy for Adult Survivors of Child Sexual Abuse as well as numerous articles and book chapters on working with adult survivors. Dr. Knight also is the co-editor of two additional books, Group Work with Populations at Risk, 4th ed (with G. Greif) and Trauma-informed supervision in a global context (with L.D. Borders). She is co-author, with Professors Alex Gitterman and Carel Germain of the forthcoming social work practice text, The life model of social work practice, 4th ed
Carol Falender Ph.D. is co-author of Essentials of the Practice of Competency-based Clinical Supervision (2016); Clinical Supervision: A Competency-based Approach (APA, 2004); and Getting the Most Out of Clinical Supervision: A Guide for Interns and Trainees (APA, 2012) with Edward Shafranske; co-editor of Casebook for Supervision: A Competency based Approach (APA, 2008) with Edward Shafranske, and Multiculturalism and Diversity in Clinical Supervision: A Competency-based Approach (2014) with Edward Shafranske and Celia Falicov. Dr. Falender was a member of the Supervision Guidelines Group of the Association of State and Provincial Psychology Boards (ASPPB) and Chair of the Supervision Guidelines Task Force of the Board of Educational Affairs (BEA) of APA. Dr. Falender is a Fellow of the American Psychological Association (APA) and was President of Division 37, Society for Child and Family Policy and Practice (APA). She is an Adjunct Professor at Pepperdine University, Clinical Professor in the UCLA Department of Psychology, Co-Chair of the Los Angeles County Psychological Association Ethics Committee, and Chair of the California Psychological Association Continuing Education Committee.
Carol Falender Ph.D. is co-author of Essentials of the Practice of Competency-based Clinical Supervision (2016); Clinical Supervision: A Competency-based Approach (APA, 2004); and Getting the Most Out of Clinical Supervision: A Guide for Interns and Trainees (APA, 2012) with Edward Shafranske; co-editor of Casebook for Supervision: A Competency based Approach (APA, 2008) with Edward Shafranske, and Multiculturalism and Diversity in Clinical Supervision: A Competency-based Approach (2014) with Edward Shafranske and Celia Falicov. Dr. Falender was a member of the Supervision Guidelines Group of the Association of State and Provincial Psychology Boards (ASPPB) and Chair of the Supervision Guidelines Task Force of the Board of Educational Affairs (BEA) of APA. Dr. Falender is a Fellow of the American Psychological Association (APA) and was President of Division 37, Society for Child and Family Policy and Practice (APA). She is an Adjunct Professor at Pepperdine University, Clinical Professor in the UCLA Department of Psychology, Co-Chair of the Los Angeles County Psychological Association Ethics Committee, and Chair of the California Psychological Association Continuing Education Committee.
María del Pilar Grazioso, a leader in Latin America psychology and active in international psychotherapy orgazations, developed and chaired Guatemala’s the first doctoral program in applied psychology at Universidad del Valle de Guatemala. She currently directs the Proyecto Aiglé Guatemala and is affiliated with the Wuqukawoc Maya Health Alliance
María del Pilar Grazioso, a leader in Latin America psychology and active in international psychotherapy orgazations, developed and chaired Guatemala’s the first doctoral program in applied psychology at Universidad del Valle de Guatemala. She currently directs the Proyecto Aiglé Guatemala and is affiliated with the Wuqukawoc Maya Health Alliance
L. DiAnne Borders, PhD, LPC, ACS, is Excellence Professor in the counseling program at The University of North Carolina at Greensboro, where she teaches clinical supervision and supervises doctoral students’ clinical supervision internships. She has published extensively on supervision education and pedagogy, including studies of novice supervisors (e.g., challenges giving constructive feedback), chaired several professional taskforce reports (e.g., evidence-based supervision best practices), and been recognized for her supervision research, advocacy, and mentoring. She currently serves as Editor of The Clinical Supervisor
L. DiAnne Borders, PhD, LPC, ACS, is Excellence Professor in the counseling program at The University of North Carolina at Greensboro, where she teaches clinical supervision and supervises doctoral students’ clinical supervision internships. She has published extensively on supervision education and pedagogy, including studies of novice supervisors (e.g., challenges giving constructive feedback), chaired several professional taskforce reports (e.g., evidence-based supervision best practices), and been recognized for her supervision research, advocacy, and mentoring. She currently serves as Editor of The Clinical Supervisor
Michael V. Ellis, Ph.D., a University at Albany Professor, is an experienced practitioner, clinical supervisor, and supervisor trainer, with teaching and research interests in multicultural clinical supervision, supervisor training, and research methodology, psychometrics, and statistics. He is an Approved Clinical Supervisor, a Fellow of the American Psychological Association (APA), a Fulbright Scholar, and a Distinguished Professional Achievement Award recipient (Supervision and Training Section, Division 17, APA, 2010). He conducts clinical supervision workshops nationally and internationally
Michael V. Ellis, Ph.D., a University at Albany Professor, is an experienced practitioner, clinical supervisor, and supervisor trainer, with teaching and research interests in multicultural clinical supervision, supervisor training, and research methodology, psychometrics, and statistics. He is an Approved Clinical Supervisor, a Fellow of the American Psychological Association (APA), a Fulbright Scholar, and a Distinguished Professional Achievement Award recipient (Supervision and Training Section, Division 17, APA, 2010). He conducts clinical supervision workshops nationally and internationally
Hideko Sera, Psy.D., was the first Japanese national to receive Doctor of Psychology in Clinical Psychology from an APA accredited school, currently serves as Associate Dean of the School of Education at the University of Redlands. Dr. Sera has served as President of the National Council of Schools and Programs of Professional Psychology (NCSPP), was chosen for the APA Leadership Institute for Women in Psychology (LIWP), and currently serves on the APA Board of Educational Affairs (BEA). Dr. Sera has nationally and internationally presented and published on topics related to diversity, mentoring, and leadership.
Hideko Sera, Psy.D., was the first Japanese national to receive Doctor of Psychology in Clinical Psychology from an APA accredited school, currently serves as Associate Dean of the School of Education at the University of Redlands. Dr. Sera has served as President of the National Council of Schools and Programs of Professional Psychology (NCSPP), was chosen for the APA Leadership Institute for Women in Psychology (LIWP), and currently serves on the APA Board of Educational Affairs (BEA). Dr. Sera has nationally and internationally presented and published on topics related to diversity, mentoring, and leadership.
Tony Rousmaniere is Clinical Faculty at the University of Washington and has a private practice in Seattle. He runs the psychotherapy training website www.dpfortherapists.com and provides workshops, webinars, and advanced clinical training and supervision to clinicians around the world. Dr. Rousmaniere is the author/co-editor of four books on deliberate practice and psychotherapy training and the forthcoming book series “The Essentials of Deliberate Practice” (APA Press). In 2017 he published the widely-cited article in The Atlantic Monthly, “What your therapist doesn’t know”. Dr. Rousmaniere supports the open-data movement and publishes his aggregated clinical outcome data, in de-identified form, on his website at www.drtonyr.com. A Fellow of the American Psychological Association, Dr. Rousmaniere was awarded the Early Career Award by the Society for the Advancement of Psychotherapy (APA Division 29).
Tony Rousmaniere is Clinical Faculty at the University of Washington and has a private practice in Seattle. He runs the psychotherapy training website www.dpfortherapists.com and provides workshops, webinars, and advanced clinical training and supervision to clinicians around the world. Dr. Rousmaniere is the author/co-editor of four books on deliberate practice and psychotherapy training and the forthcoming book series “The Essentials of Deliberate Practice” (APA Press). In 2017 he published the widely-cited article in The Atlantic Monthly, “What your therapist doesn’t know”. Dr. Rousmaniere supports the open-data movement and publishes his aggregated clinical outcome data, in de-identified form, on his website at www.drtonyr.com. A Fellow of the American Psychological Association, Dr. Rousmaniere was awarded the Early Career Award by the Society for the Advancement of Psychotherapy (APA Division 29).
Héctor Fernández-Álvarez is a founding member and Honorary President of the Aiglé Foundation, an NGO that focuses on professional development of mental health practitioners and the delivery of clinical and community services. Aiglé has centers throughout Argentina as well as in Guatemala and Spain. He has held multiple academic appointments throughout Argentina and visiting professorships in Chile, Ecuador, Guatemala, Panama, Spain and Uruguay. He has received the Society for Psychotherapy Research’s Senior Distinguished Research Career Award and APA’s Award for Distinguished Contributions to the International Advancement of Psychology.
Héctor Fernández-Álvarez is a founding member and Honorary President of the Aiglé Foundation, an NGO that focuses on professional development of mental health practitioners and the delivery of clinical and community services. Aiglé has centers throughout Argentina as well as in Guatemala and Spain. He has held multiple academic appointments throughout Argentina and visiting professorships in Chile, Ecuador, Guatemala, Panama, Spain and Uruguay. He has received the Society for Psychotherapy Research’s Senior Distinguished Research Career Award and APA’s Award for Distinguished Contributions to the International Advancement of Psychology.
王建平,北京师范大学教授,博士生导师,医师。中国第一批注册督导师,ACT认证CBT治疗师,中国心理卫生协会CBT专委会副主任委员,贝克CBT研究所国际顾问委员会委员。
Jianping Wang, M.D., Ph.D. Professor of Psychology and Psychiatry, School of psychology, Beijing Normal University. One of the first registered supervisor in China, Fellow member and Certified CBT therapist by ACT (Academy of Cognitive Therapy); Vice- chairman of CBT Committee, China Mental Health Association; Member of Beck International Advisory Committee in USA.
王建平,北京师范大学教授,博士生导师,医师。中国第一批注册督导师,ACT认证CBT治疗师,中国心理卫生协会CBT专委会副主任委员,贝克CBT研究所国际顾问委员会委员。
Jianping Wang, M.D., Ph.D. Professor of Psychology and Psychiatry, School of psychology, Beijing Normal University. One of the first registered supervisor in China, Fellow member and Certified CBT therapist by ACT (Academy of Cognitive Therapy); Vice- chairman of CBT Committee, China Mental Health Association; Member of Beck International Advisory Committee in USA.
Dr. Estella Williamson, Seattle University, Chairs the CSWE Council on Field Education, is a Commissioner with the Commission on Educational Policy, and serves as a member of the CSWE Joint Committee on Educational Policy & Accreditation EPAS 2022 (until 2020). Dr. Williamson is also a member of the National Association of Social Workers and NASW Academy of Certified Social Workers. Her research interests are in field education, mental health and HIV prevention with women of color.
Dr. Estella Williamson, Seattle University, Chairs the CSWE Council on Field Education, is a Commissioner with the Commission on Educational Policy, and serves as a member of the CSWE Joint Committee on Educational Policy & Accreditation EPAS 2022 (until 2020). Dr. Williamson is also a member of the National Association of Social Workers and NASW Academy of Certified Social Workers. Her research interests are in field education, mental health and HIV prevention with women of color.
Melissa Reitmeier, PhD, LMSW is clinical associate professor and director of field education at the University of South Carolina, College of Social Work. She is responsible for providing leadership and oversight of field education activities for a BSW and MSW program at an R1 institution that provides placement to 500 students annually. Her research interests include the intersection between social work and field education, especially as it related to history and trends, interprofessional education, competency attainment, and behavioral health modalities of social work practice. Dr. Reitmeier is a selected member of the CSWE’s Council on Field Education
Melissa Reitmeier, PhD, LMSW is clinical associate professor and director of field education at the University of South Carolina, College of Social Work. She is responsible for providing leadership and oversight of field education activities for a BSW and MSW program at an R1 institution that provides placement to 500 students annually. Her research interests include the intersection between social work and field education, especially as it related to history and trends, interprofessional education, competency attainment, and behavioral health modalities of social work practice. Dr. Reitmeier is a selected member of the CSWE’s Council on Field Education
Justin D. Lauka is an Assistant Professor and Clinical Director in the Department of Counseling and Educational Studies at the Johns Hopkins University School of Education. He holds a Ph.D. in Counselor Education and Supervision from Old Dominion University. His research focus is on counseling supervision, clinical training, and professional and educational standards. He has presented at numerous local, state, regional and national workshops specific to his research interests and published in scholarly journals. Dr. Lauka possesses both clinical and administrative experience in higher education and community-based settings. Dr
Justin D. Lauka is an Assistant Professor and Clinical Director in the Department of Counseling and Educational Studies at the Johns Hopkins University School of Education. He holds a Ph.D. in Counselor Education and Supervision from Old Dominion University. His research focus is on counseling supervision, clinical training, and professional and educational standards. He has presented at numerous local, state, regional and national workshops specific to his research interests and published in scholarly journals. Dr. Lauka possesses both clinical and administrative experience in higher education and community-based settings. Dr
Kim Harriman graduated from the Boston College Graduate School of Social Work in 1984, and has practiced continuously in the field since that time. Throughout her career, Kim has been a leader and has particularly enjoyed roles in program development. She has had experience in a number of settings: inpatient psychiatric, hospital emergency department, hospice, and private practice. In 2008, she had another opportunity to part of the “inaugural team” in a newly certified hospice, developing the social work program (to include bereavement services.). Kim entered the academic world in 2006, eager to return to the training of social work students and has served as the Simmons University Director of Field Education since 2013 and Editor-in-Chief of The Field Educator since 2014.
Kim Harriman graduated from the Boston College Graduate School of Social Work in 1984, and has practiced continuously in the field since that time. Throughout her career, Kim has been a leader and has particularly enjoyed roles in program development. She has had experience in a number of settings: inpatient psychiatric, hospital emergency department, hospice, and private practice. In 2008, she had another opportunity to part of the “inaugural team” in a newly certified hospice, developing the social work program (to include bereavement services.). Kim entered the academic world in 2006, eager to return to the training of social work students and has served as the Simmons University Director of Field Education since 2013 and Editor-in-Chief of The Field Educator since 2014.
Tonya Wood is the Director of Clinical Training in the Psy.D. program at
Pepperdine University. Throughout her career, Dr. Wood has worked in a variety
of academic, community, and public sector settings with a particular focus on
providing quality and effective services to marginalized populations. She has
extensive supervision experience and has provided numerous public
presentations on various subjects such as cultural diversity, clinical supervision,
community violence, adaptations of evidence-based practices for community
mental health. She is 2020 President of the California Psychological Association.
Tonya Wood is the Director of Clinical Training in the Psy.D. program at
Pepperdine University. Throughout her career, Dr. Wood has worked in a variety
of academic, community, and public sector settings with a particular focus on
providing quality and effective services to marginalized populations. She has
extensive supervision experience and has provided numerous public
presentations on various subjects such as cultural diversity, clinical supervision,
community violence, adaptations of evidence-based practices for community
mental health. She is 2020 President of the California Psychological Association.
Dr. Pieterse an Associate Professor and Training Director of the Counseling Psychology Ph.D. program at the University at Albany – SUNY. He received his Ph.D. in Counseling Psychology from Teachers College, Columbia University, his Master of Arts Counseling from New York University, and holds a Bachelors of Health Science in Nursing, received from the Australian Catholic University. Dr. Pieterse’s scholarship focuses on psychosocial aspects of race and racism including health related outcomes of racism, racial trauma, anti-racism training and advocacy, and racial-cultural aspects counseling psychology training. He is currently an Associate Editor for The Counseling Psychologist, and has previously served on the Editorial Boards of the Journal of Counseling Psychology, and Cultural Diversity and Ethnic Minority Psychology. Dr. Pieterse is also a licensed psychologist and maintains a psychotherapy practice in Albany New York.
Dr. Pieterse an Associate Professor and Training Director of the Counseling Psychology Ph.D. program at the University at Albany – SUNY. He received his Ph.D. in Counseling Psychology from Teachers College, Columbia University, his Master of Arts Counseling from New York University, and holds a Bachelors of Health Science in Nursing, received from the Australian Catholic University. Dr. Pieterse’s scholarship focuses on psychosocial aspects of race and racism including health related outcomes of racism, racial trauma, anti-racism training and advocacy, and racial-cultural aspects counseling psychology training. He is currently an Associate Editor for The Counseling Psychologist, and has previously served on the Editorial Boards of the Journal of Counseling Psychology, and Cultural Diversity and Ethnic Minority Psychology. Dr. Pieterse is also a licensed psychologist and maintains a psychotherapy practice in Albany New York.
Yes! Please consult the Guidelines for IICCS Registrants, which can be found by clicking the "About this Conference" link on this page
Please consult the the Guidelines for Presenters under the "About this Conference" link on this page
Yes, this will be true for the webinars and paper presentations. The posters will be made available as well.
The IICCS is sponsored by the Center for Advanced Professional Education.
IICCS is endorsed by the following:
Aigle Foundation
Veduta Consulting
This link (click here) is to a “student hangout” room where they can connect
This section features books and other resources authored by conference presenters.
Publishers are offering some at special conference rates
Order with code IICCS to save 30%, only at the following links:
Clinical Supervision Essentials Book Series from APA Books ® to accompany the videos click here
ALSO: Our colleague, Carol Falender has several supervion books offered by APA Books® Those can be accessed as well at the above link and for the same discount
Mental health professionals can register for the Preconference day or either of the conference days. Or they can register for all three as a package.
Graduate students have their own option for a reduced-rate conference package (i.e., all three days).
The conference companion supports the community of participants by providing the opportunity to introduce themselves and to learn about other attendees Click here
This page (click here) provides access to the Preconference webinars. Later, it will provide accces to recordings of them for people who had registered for the Preconference.
It requires a password
This page (click here) is to a space where students can “hang out” and interact with one another