Session Descriptions, Learning Objectives, & Speakers

9:15 AM- 11:15 AM | Creatively Adapting Multicultural Experiential Learning: From the Classroom to the Screen and Beyond

Since the COVID-19 pandemic, many professors have been forced to adapt their teaching to either a synchronous or an asynchronous online format. Darby attested, “Most of us don’t know how to teach online or how to get better at it. (2019, April 17, para 3). Part of the challenge many faced was a lack of understanding of how to promote active learning and to adapt their experiential activities from the face-to-face classroom to an online format. Most of us are familiar with the benefits of experiential activities in our face-to-face classroom interactions and so understand why Pelz (2004) emphasized “that interactivity is what differentiates an effective online course from a high-tech correspondence course” (p. 37). Despite agreeing with the concept, many instructors fail to adapt their tried-and-true activities successfully to online formats. This presentation will provide a variety of experiential activities used in multicultural classes to promote awareness, knowledge, and skills, adapted from in-person to synchronous and asynchronous online learning. By applying principles from experiential learning pedagogy (Bradford, 2019; Lam et al., 2019; Matsuo, 2015) and online learning pedagogy (Darby, 2019), and flipped classroom concepts (Merlin & Camp, 2018; Merlin-Knoblich, Harris & Mason, 2019) as well as trial and error, we have identified some productive approaches for each delivery format. Experiential learning can include a wide variety of activities, some of which adapt easily to online such as use of movies (Shen, 2015) and service learning (Burnett, Hamel & Long, 2004), while others may lend themselves to synchronous applications like group breakouts in Zoom such as Talking Circle, or even building virtual avatars for practicing skills (Lowell & Alshammari, 2019). Creativity combined with knowledge of programs and features to facilitate such adaptations can streamline the process and results.

Learning Objectives:

• Participants will engage in variety of experiential exercises to promote multicultural counseling competence in masters and doctoral students.
• Participants will identify creative ways to adapt their experiential activities to be effective in a variety of formats: in person, online platform or through Zoom.
• Participants will share their own creative adaptations for experiential activities with their students.

Presented By: Tremaine N. Leslie, PhD, LPC, NCC

Tremaine N. Leslie, Ph.D., LPC, NCC, ACS, is an Assistant Professor and core faculty member at the National Louis University in Tampa, Florida, and is an Excellence in Teaching Award and Service and Engagement Award nominee for the past three years. Dr. Leslie serves as the Chapter Faculty Advisor (CFA) of Chi Sigma Iota (Nu Lambda Upsilon) counseling honor society, and holds professional memberships with the American Counseling Association (ACA) and the International Association of Counseling (IAC). She is also a member of the American Psychological Association's (APA) Interdisciplinary Minority Fellowship Interdisciplinary Training Advisory Committee, which plays a key role in selecting and mentoring new fellows and advising the IMFP office regarding policy and program issues. She is a Licensed Professional Counselor (LPC) and is very passionate about making mental health care accessible, especially in minoritized communities where there are intersections of disparate hardships. She is student-focused in her teaching, employing constructivist and experiential learning approaches in the delivery of her content. She takes into consideration the diverse learners' learning styles, ensuring that the subject matter is presented in ways that incorporate their lived experiences. Multiculturalism underpins Dr. Leslie’s work, as she subscribes to the notion that all human interactions are multicultural interchanges. In her spare time, she enjoys long nature walks, listening to music, dabbling in genealogy, gardening, embroidering, binge-watching documentaries and comedies, and reading for pleasure.

Earns 2 General CEUs | CE Broker Tracking #: 20-1387779

11:30 AM- 1:30 PM | Trauma-Informed Teaching in Higher Education: Practical Strategies for Faculty Development and Student Success

Trauma's impact on learning, engagement, and academic success has become an increasingly important consideration in higher education. As colleges and universities seek to create supportive learning environments, faculty are being encouraged to adopt trauma-informed teaching practices that recognize the effects of adverse experiences while promoting student resilience, engagement, and well-being. However, many educators report uncertainty regarding how to effectively implement trauma-informed approaches without compromising academic rigor, professional boundaries, or instructional effectiveness. This interactive presentation explores faculty experiences with trauma-informed pedagogy in postsecondary education and examines the perceived benefits, challenges, and professional development needs associated with its implementation. Grounded in emerging research and evidence-based educational practices, participants will gain insight into how trauma-informed teaching influences classroom climate, student engagement, and faculty experiences. Particular attention will be given to barriers that may hinder adoption, including institutional constraints, lack of training, concerns about role boundaries, and varying levels of faculty readiness. Designed for counselor educators, supervisors, faculty members, and mental health professionals involved in higher education, this session will provide practical strategies for integrating trauma-informed principles into teaching while maintaining academic expectations and ethical standards. Through case examples, guided discussion, self-reflection activities, and collaborative problem-solving exercises, participants will explore approaches that foster psychological safety, inclusivity, student resilience, and meaningful learning experiences. Attendees will leave with actionable tools to enhance their teaching practices, increase confidence in responding to trauma-related concerns in educational settings, and support the development of trauma-responsive learning environments that promote both student success and educator well-being.

Learning Objectives:

• Describe the core principles of trauma-informed pedagogy and their relevance to higher education and counselor education.
• Identify common barriers and challenges faculty encounter when implementing trauma-informed teaching practices.
• Examine ethical considerations and professional boundaries when responding to students affected by trauma.
• Develop an action plan for integrating trauma-informed approaches into teaching, supervision, and faculty development initiatives.

Presented By: Shama Winston-Ford, PhD, LPC

Dr. Shama Winston-Ford is a Licensed Professional Counselor (LPC), National Certified Counselor (NCC), educator, researcher, and advocate for mental health and wellness.

She believes that healing begins in a safe, supportive, and nonjudgmental environment where individuals feel seen, heard, and valued. She is passionate about helping individuals, couples, and families navigate life's challenges, including anxiety, depression, trauma, grief, relationship concerns, life transitions, and stress.

Her counseling approach is trauma-informed, collaborative, and tailored to each client's unique needs. She integrates evidence-based practices such as EMDR, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Gottman Method principles, art therapy, play therapy, and cognitive behavioral techniques to support healing and personal growth. She also recognizes the important role that faith, culture, community, and personal strengths can play in the healing process.

In addition to her private practice, Dr. Winston-Ford serves as an Assistant Professor of Psychology at Charleston Southern University, where she educates and mentors future helping professionals. Her research and professional interests focus on trauma, resilience, intergenerational healing, and culturally responsive counseling practices.

Through Disruptive Thinking Counseling, Dr. Winston-Ford's goal is to help clients challenge unhelpful patterns, discover their strengths, build resilience, and create meaningful, lasting change. She is honored to walk alongside individuals on their journey toward healing, hope, and wholeness.

Earns 2 General CEUs | CE Broker Tracking  #: 20-1387757

2:30 PM- 4:30 PM | Common Factors as Evidence-Based Training: Introducing Facilitative Interpersonal Skills (FIS)

This presentation provides an introduction to contemporary research on the trainee-level skills that have been shown to predict psychotherapy outcome, and thus differentiate therapeutic effectiveness. Specifically, it will introduce the Facilitative Interpersonal Skills method for assessing trainees' common relational competencies; discussing its implication for training and supervision. The presentation will include: an introduction to therapist effects research, a review of 8 FIS competency constructs (e.g. Empathy, Alliance Rupture Repair Responsiveness), and participatory demonstration of the method in practice.

Learning Objectives:

• Define the concept of "therapist effects" and explain how therapist-level variables contribute to psychotherapy outcomes.
• Identify and describe the 8 Facilitative Interpersonal Skills (FIS) competency constructs (e.g., Empathy, Alliance Bond Capacity, Alliance Rupture Repair Responsiveness) that differentiate therapeutic performance.
• Analyze the evidence-based rationale for viewing common factors—specifically interpersonal relational competencies—as a driver of clinical effectiveness.
• Begin applying the FIS framework and assessment method to recognize and distinguish between varying levels of trainee skills in simulated clinical scenarios.

Presented By: Anthony WP Flynn, PhD, LP

Anthony Flynn, PhD is a licensed psychologist, VP of Interventions, and senior scientist at Skillsetter. Dr. Flynn's work focuses on development, implementation, and evaluation of evidence-based training curricula to improve psychotherapy outcomes, with particular emphasis on therapist-level factors (e.g., Facilitative Interpersonal Skills, Multicultural Orientation) and deliberate practice. He is a practicing clinician and supervisor who provides consultation to training programs across the US and Canada.

Earns 2 General CEUs | CE Broker Tracking  #: 20-1387782