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Course curriculum

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    2. Recording Today!

    3. Downloads for this course (Handouts, etc.)

    4. Course Evaluation

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About this course

  • $60.00
  • 5 lessons
  • 0 hours of video content

Modality

Virtual via Zoom: Live Interactive Session with Activities & Discussion

NOTE: This is a live, interactive, training presented through Zoom as an online Webinar. . Zoom recommends having a broadband wired/wireless connection, speakers, and a microphone to effectively participate via this platform. (requirements listed on zoom’s website here: https://support.zoom.us/hc/en-us/articles/201362023-Zoom-system-requirements-Windows-macOS-Linux).

Program Summary:

An increasing number of clients are vulnerable to changing policies and access to care. These vulnerable clients not only need mental health support, but also advocates that will help them navigate changing social climates and resources. This program focuses on the role supervisors play in helping their supervisees develop their own professional identity as it relates to advocacy and allyhood. A closer look at the debate between legal and ethical expectations will lead into models for how supervisors can shape supervision to foster advocacy. Research into how an identity of professional advocacy develops throughout our careers will be shared, as will resources and practical suggestions for incorporating these concepts into supervision.

Learning Objectives:

  • Participants will be able to summarize key themes and milestones in the development of an identity as a professional advocate.

  • Participants will be able to modify aspects of their current supervisory practice to include approaches that facilitate advocacy.

  • Participants will be able to integrate concepts of allyhood into their own personal and professional practice as clinical supervisors.

Audience & Skill Level

Intermediate-

Audience: This program is designed for individuals who are either actively practicing supervision of other mental health providers, or those who are interested in doing so in the future. Mental health providers who are actively providing clinical supervision of other providers will benefit the most from this material. Others (including those who are seeking to provide such supervision in the future) may also benefit.

Course Outline & Agenda

  • 1:00- 1:20 Legislation (i.e. HB 68) and it’s impact on supervision 
    • Our role as sups/leaders 
    • The Law vs. Ethics
  • 1:20-2:00 Different types of advocacy 
    • How to start getting engaged in Advocacy 
    • Apps (5 calls), teams/organizations 
  • 2:00-2:30 Stages of advocacy development 
  • 2:30-2:45 Break
  • 2:45-3:15 The role of supervision in fostering developing advocacy 
    • Identifying and addressing concerns with discrimination, bias 
  • 3:15-3:45 Identifying discrimination/bias 
  • 3:45-4:15 Helping a supervisee understand differences and incorporating this into their clinical work.  
  • 4:15 Q&A, Evaluations, Discussion

To receive course credit, participants must complete the following:

  • Attend the Entire Program

  • Complete the Course Evaluation

  • Certificates will be available through the course webpage on Thinkific once all requirements are met.

Instructor

Charles J. Potter

PHD, LPCC-S

Charles J. (CJ) Potter is one of the clinical directors at Mindfully and a practicing Licensed Professional Clinical Counselor, Supervisor (LPCC-S). Part of CJ’s responsibilities at Mindfully includes staying abreast of best practices (including legal and ethical considerations) that impact clinical practice. In this session, CJ shares those insights as they relate specifically to clinical supervision of mental health providers (Counselors, Social-Workers, and Marriage & Family Therapists).

Monica Burbank (She/They)

LPCC-S, GSI Team Lead

Monica has a minor in Queer Studies from Northern Arizona University. As a graduate assistant, during her time pursuing her master’s degree in counseling, she worked in the Inclusion and Multicultural Center on campus, specifically in their LGBTQIA Resources and Support office. During her time in the office, she facilitated the campus Safe Zone training, as well as scheduling and marketing for trainings. Since this time, she has developed her own training, which meets national Safe Zone standards, and has taught the training a handful of times over the past 3 years. She has also co-led multiple LGBT support groups at different counseling agencies.

Program Approvals

Ohio CSWMFT Approval 

This training is approved for counselor, social work, and marriage and family therapy continuing education. In addition, it is approved by the Ohio Chemical Dependency Board for chemical dependency continuing education. Check CE Broker for detailed breakdown of CE types (provider number 50-24074). 


ASWB ACE Approval 

Mindfully (ACEP provider #1862), is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 6/27/2024 – 6/27/2027. Social workers completing this course receive 3 clinical continuing education credits. 


NBCC ACEP Approval

Mindfully Academy has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7322. Programs that do not qualify for NBCC credit are clearly identified. Mindfully Academy is solely responsible for all aspects of the programs.

For more information

Individuals with comments/questions/concerns can contact Mindfully Academy via the information provided below:

[email protected] 

513-939-0300

Charles Potter (Program Coordinator) [email protected] 


  • Grievance policy: If you are dissatisfied with your experience, please feel free to share this with us via email: [email protected] or via telephone: 513-939-0300, or via your program evaluation.  All complaints will receive a response within seven business days outlining actions taken and proposed responses which may include issuing a refund, credits for future trainings, updating course content or taking appropriate action with presenters, among others. 
  • Request for Accommodations: Should any accommodations enhance your program experience, please contact us via email: [email protected] or via telephone: 513-939-0300, to explore what options you may have. 

References

Almond, A.L. (2025).  The transtheoretical model of behavior change to promote anti-racist behaviors in medical settings. Curr Psychol 44, 17759–17771. https://doi.org/10.1007/s12144-025-08468-6 

Auxier, C. R., Hughes, F. R., & Kline, W. B. (2003). Identity development in counselors-in-training. Counselor Education and Development, 43, 25–38. Doi: https://doi.org/10.1002/j.1556-6978.2003.tb01827.x 

Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson. ISBN 9780134752518  

Bloom, B. S., Englehart, M. D., Furst, F. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Cognitive domain. New York, NY: McKay. Borders, L. D., & B 

Day-Vines, N. L., Brodar, J. R., Hicks, D., Fernandez-Korto, E. B., Garcia, C., & Jones, K. (2021a). An investigation of the relationship between school counselor trainees’ broaching behavior and their racial identity attitudes.  Journal of Counseling and Development, 100, 3-13.  doi: 10.1002/jcad.12406 

Day-Vines, N. L., Cluxton-Keller, F., Agorsor, C., & Gubara, S. (2021b). Strategies for broaching the subjects of race, ethnicity, and culture. Journal of Counseling & Development, 99, 348-357. doi: 10.1002/jcad.12380  

Dickens, K., Johns, E., King, B., & Park, C. (2013). Ethical dilemmas in counselor education: The case of Sasha and Hector. American Counseling Association, retrieved 12/1/25 from: https://manifold.counseling.org/system/resource/f/9/9/f99d642a-97ce-45d3-99ed-5954f0be2e01/attachment/55d93efaad8f4adc255c766b0eb003b5.pdf     

Dollarhide, C. T., Gibson, D. M., Brashear, K. L., Huynh, J., Marshall, B., & Robinson, K. (2023). Lessons from professional identity development literature: A qualitative content analysis.  Counselor Education & Supervision, 62, 207-221. doi: 10.1002/ceas.12269 

Dollarhide, C. T., Hale, S. H., & Stone-Sabali, S. (2020). A new model for social justice supervision. Journal of Counseling & Development, 99, 104-113. DOI: 10.1002/jcad.12358 

Garcia, M., Kosutic, I., McDowell, T., & Anderson, S. (2007). Critical supervision. Unpublished manuscript. 

Glosoff, H. L., & Durham, J. C. (2010). Using supervision to prepare social justice counseling advocates. Counselor Education & Supervision, 50, 116-129.   

Kaplan, D. M. (2012). Ethical implications of a critical legal case for teh counseling profession: Ward v. Wilbanks. Journal of Counseling & Development, 92, 142-146. doi: 10.1002/j.1556-6676.2014.00140.x 

Lenz, A. S., & Lemberger-Truelove, M. E. (2023). The social determinants of mental health and professional counseling: A call to action. Journal of Counseling Development, 101, 375-380. doi: 10.1002/jcad.12489 

 Merlin-Knoblich, C. (2024). Considerations for incorporating social justice within counselor supervision.  NBCC Newsletter August 2024, retrieved 12/1/25 from: https://www.nbcc.org/resources/nccs/newsletter/incorporating-social-justice-within-counselor-supervision#:~:text=Once%20drawing%20awareness%20to%20the,dissonance%20in%20a%20supported%20way.” 

Sue, D. W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.). Wiley & Sons. 

Williams, J. M. (2025). What did you just say: Confronting prejudiced comments expressed by clients/sutdents in counseling sessions. Journal of Multicultural Counseling & Development, 53(4), 186-196. Doi: https://doi.org/10.1002/jmcd.70001 

Mitchell, M. D., & Butler, K. (2021). Acknowledging intersectional identity in supervision: The multicultural integrated supervision model.  Journal of Multicultural Counseling and Development, 49, 101-115. doi: 10.1002/jmcd.12209 

Prochaska, J. O., & DiClemente, C. C. (1986). Toward a comprehensive model of change. In W. R. Miller & N. Heather (Eds.), Treating addictive behaviors: Processes of change (pp. 3–27). Plenum Press. https://doi.org/10.1007/978-1-4613-2191-0_1 

Ratts, M. J., D’Andrea, M., & Arredondo, P. (2004). Social justice counseling: Fifth force in field. Counseling Today, 47(1), 28–30. 

Sadusky, A., Yared, H., Patrick, P., & Berger, E. (2024). A systematic review of client’s perspectives on the cultural and racial awareness and responsiveness of mental health practitioners. Culture & Psychology, 30(3), 567-605. 

Washingotn, A. R., Williams, J. M., & Byrd, J. A. (2022). Exposing blindspots and the hidden curriculum within counselor supervision models. Counselor Education adn Supervision, 62, 149-156. doi: 10.1002/ceas.12260.