IPCAP 2nd National Convention Abstracts and Workshop Descriptions

Just a little introduction: As we have written in our invitation for participation in our 2nd National Convention on April 14-16, 2010, the Integrated Professional Counselors Association of the Philippines (IPCAP), Inc. has applied to be an accredited continuing professional education (CPE) provider on March 1, 2010. In fact, to make that statement true in fact, I only released our invitation here in this blog, and later through email after our application was received by the PRC Standards and Inspection Division. The ball is in the hands of the CPE Council composed in accordance to the PRC Board Resolution No. 466 Series of 2008. I had the whole document published here in toto so that everyone will have a view into the documents which guide our actions. We have sought application months ago, but decided to file our application only after we had the Program ready. We very much understand that the economy is not that good but we also would not like Guidance Counselors to lose the chance to grow simply because we are in difficulty. Hence, when you pre-register, you pre-register for a READY PROGRAM at a very affordable price. We are not here to make money because IPCAP is a NON-PROFIT NON-STOCK SEC-certified PROFESSIONAL ORGANIZATION. That has always been the battlecry of IPCAP since we were formed by the organization representatives that came together since Feb. 4, 2006, way before the Professional Regulatory Board of Guidance and Counseling (PRBGC) was formed. Making IPCAP an organization only for the Registered Guidance Counselors has always been due to Republic Act. No. 9258 or the Guidance and Counseling Act of 2004. We are thus apologetic to those who would like to be our members but could not yet qualify because they simply have no PRC ID yet as a licensed or registered Guidance Counselors. We thus have strongly encouraged them to go and take the Board Exam and having passed the licensure exams in Guidance and Counseling, they will definitely be entitled membership in this organization. Hence, the reduced fees of RGCs in our events.

So much for that, herein are the abstracts of the Plenary Discussions and Workshop Descriptions. Happy Reading, and welcome to the Convention. God bless

PLENARY PRESENTATION ABSTRACTS:
There will be two sessions, and we have applied for a total of 3 hours for these presentations. An hour of participation = 1 credit unit (1 c.u.) for CPE. An hour for the presentors/speakers/facilitators = 5 credit units (5 c.u) for CPE. Speakers may only have 20 minutes presentation, but they are required to stay until the session is over. The interchange of ideas constitutes here a very lively process, one that will hopefully stimulate participants to learn about something they can apply in their lives and practice.

Plenary Session 1: April 14, 2010 1030AM - 1200nn
I. Topic: The Counselor as Educator

Abstract: This 20 minute talk is an attempt to characterize the counselor as educator. It seeks to appreciate and challenge the counselor as a catalyst for growth in whatever role he plays in life and society while discussing a few important points on self-awareness and integration.

Outline
1. The Counselor in terms of teaching content:
a. Integrates the psychological, spiritual, cognitive and behavioral aspects of human functioning;
b. Maintains integrative skills in all areas of life.
c. Every written and unwritten syllabus educates toward wholeness and character.

2. The Counselor in terms of conduct:
a. Is bound by moral and ethical standards;
b. Is aware of his/her own strengths, limitations and is therefore aware of his/her own character flaws that need change. Knowledge and skills without character can hurt others.

3. The counselor in terms of vision:
a. The counselor sees him/herself as a catalyst for growth;
b. The counselor educates for higher functionality and therefore effects positive change in society through the lives he/she touches as counselor and educator.

Not many of you should presume to be teachers, because you know that we who teach will be judged more strictly. ( James 3:1)



II. Topic: The Guidance Counselor as Research Practitioner

Abstract: Guidance and counseling, being a profession, has the responsibility of keeping the practice at a high standard of service. The measure of quality standards is through the conduct of research and the dissemination of results to the field.The research findings have to be scrutinized and those that are useful may be explored in terms of applicability to our own settings. With the wide array of topics and issues confronting the practitioners, there will be no reason to look for solutions. After the focus on research and the consolidation of findings, then, theory generation in our own settings may ensue. With the wealth of data collected, we can use these for practical purposes. The benchmarking that comes as a result of research sharing hopefully may encourage encourage everyone to conduct simple research until expertise is attained. The cooperation of everyone is needed.The ultimate purpose is to upgrade the competencies of the practitioners so that quality delivery of guidance services is assured in whatever settings. The beauty of group research is the team-approach which competitiveness. Those who prefer quantitative research can do their part while those prefer the qualitative approach can proceed. The aptitude and interest will come in handy in the choice.



III. Topic: The Guidance Counselor as Manager of Guidance Services

Abstract: Learning the art of managing guidance services is a topic not oftentimes, if not at all, discussed and shared among colleagues. The speaker shall be sharing her own experience of how she handled her managerial skills in terms of the guidance programs and services she has developed and implemented in her school. Listeners should be able to find sparks of wisdom and knowledge to use in one’s practice as a guidance director or future manager of these services.


Plenary Session 2: April 14, 2010, 130-300PM
IV. Topic: The Guidance Counselor as Community Builder

Abstract: The speaker hopes to explore the role of community based counselors within the context of Basic Ecclesial Communities (religious) and Self-Help groups (secular/ecumenical). The stages of group development (forming, storming, strengthening, commitment, transforming) will be presented to enable counselors to empower communities and beyond. The integrity, focused listening and coaching skills of counselors will be shown as determinants of the impact or extent of influence counselors play in journeying with communities.



V. Topic: The Guidance Counselor as Legal Advocate

Abstract: The speaker hopes to tackle what Counselors need to know about the legal consequences related to clients entangled with cases of attempts at abortion, suicide, rape, addiction, women’s issues and difficulties in family and marital relationships. As a lawyer, he hopes to tie with up providers of helping services like the Guidance Counselors in both pre-legal and post-legal assessment and counseling periods in the client’s life. Counselors may yet learn how to handle such types of clients who oftentimes have to confront themselves with legal implications in their counseling concerns. It is thus best that Counselors are aware of their own legal responsibilities and accountabilities in handling such types of clients.



VI. Topic: The Guidance Counselor as Agent of Counselor Wellness

Abstract: Wellness focuses on the whole person. It is a holistic, expansive approach to happiness, peace, balance, and well-being. As counselors called to the helping profession there is a need to focus our vital role as an agent of wellness. However, we need to give attention first to our own well-being. Imbalance in one of these areas affects the balance of your whole system. As a wellness advocate counselors should seek to address what it means to live a happy and productive life as the balance of a whole life is sometimes disrupted by anxiety, stress, worry, or even fear.


WORKSHOP DESCRIPTIONS (April 15 & 16, 2010)
(These are concurrent, and offered also for the second day; hence, participants are entitled to attend at least two of them. Unless otherwise stated (there are two workshops that each offers only 4 hours), each workshop gives us 8 hours of participation = 8 credit units (8 c.u.) for CPE. Facilitators have 5 credit units per hour, hence, 8 x 5 = 40 credit units (40 c.u) for CPE, enough for a year's CPE requirements. If the interpretation is right, and there is seriousness in implementing the CPE provisions, 60 credit units are required for renewal (giving us 20 credit units per year since renewal is done once every 3 years). Excess units are not counted for the next renewal. I don't think facilitators can share their extra credit units with others hehe.

I. Workshop Title: Games as career metaphors: application of the chaos theory of career in counseling

Workshop Description: Games simultaneously illustrate the closed and open systems aspects of human endeavors and therefore can be a useful way of encouraging clients to appreciate the contingent and uncertain nature of their career development. It is argued, therefore, that metaphors provide an example of analogical reasoning that is useful for dealing with the modern counseling realities of complexity, connectedness, systems, changeability and chance. In this workshop the potential of game as a career metaphor for use in counseling would be explored. This metaphor will be linked with the Chaos Theory approach to careers as a framework for conceptualizing career development challenges and strategies for career counseling.


II.
Workshop Title: Emotionally Focused Approach to Family Life Cycle Transitions

Workshop Description: Change can cause stress and anxiety. Transitions in the Family Life Cycle are no exception. This workshop will illustrate how the principles of EMOTIONALLY FOCUSED COUPLE THERAPY can be applied to each stage in family life to avoid or minimize the accompanying stress. A short introduction to EFT will be given with particular attention to the role of Attachment Theory in this method. A description of each stage in the Family Life Cycle will be included and relevant cases showing how EFT can be applied. Participants will be able to identify their own particular needs through activities designed to reinforce learning.

Outline:
1. INTRODUCTION
• Review of the Developmental Stages (Erikson) and the Stages of the Family Life Cycle
• Brief description of Emotionally Focused Therapy (EFT)
• Importance of emotion and emotional responses
• Brief description of Attachment Theory

2. EMOTIONALLY FOCUSED THERAPY AND THE FAMILY LIFE CYCLE
• Description of each stage of the family life cycle
• Case studies for each stage showing how EFT can be successfully applied

3. A PASTORAL PERSPECTIVE



III. Workshop Title: The Social Constructivist Model in the Counselor’s Ethical Decision-Making

Workshop Description: Ethical decision-making is an integral part in Counseling. Every Counselor ought to be aware of one’s self, their clients and the ethical foundations of one’s practice. Fitting the Filipino counselor’s world view, the Social-constructivist perspective will be presented, its tenets and essential aspects, followed by vignettes for the participants to apply their learnings. This workshop aims to help Counselors get more deeply in touch with their self, their views about the client and the ethical foundations of their practice, as well as gain some confidence in their practice using this model.



IV. Workshop Title: Dealing with Infidelity: A Counseling Intervention (This is a 4-hour workshop held in the afternoons only.)

Workshop Description: Statistics show that marital problems are the most common issues brought to counseling. Infidelity is one of its top reasons. This workshop presents an empirically proven approach to working on the personal yet intertwined issues of two individuals whose worlds have been shattered by betrayals. Ultimately, it will answer two integral questions: “When do we talk about forgiveness?” and “What happens to the marriage?”



V. Workshop Title: Cyber Addiction: Assessment & Initial Counseling (This is also a 4-hour workshop to be held in the mornings only.)

Workshop Description: The world today teems with technologies that capture almost everyone who has access to them. The use of the internet, while aiding human communications, has however become disruptive of everyday functioning among a growing population of its users, particularly the youth. When is one addicted to the internet? How does a counselor approach such clients? What are the assessment measures to be to diagnose such addiction? How are these data to be used in initial counseling? What competencies and skills must counselors have in properly handling such types of clientele? Is there a way out of this “addiction”?


VI. Workshop Title: Trauma Counseling for Disaster Survivors

Workshop Description: A review of literature on trauma defined this phenomenon as a psychological wound that results from an emotionally-demanding circumstance or incident. Effects of trauma indicate the inability of the person to cope adequately with what they have experienced and/or witnessed. A key feature of whether an event or circumstance is likely to be experienced as traumatic is whether it is perceived by the person as a threat to their physical or psychological integrity. People involved in overwhelming disasters and incidents often report typical reactions. Knowing how to deal with traumatized disaster survivors often provide a major challenge for those counselors called to address the situation. In this workshop, the use of Eye Movement Desensitization and Reprocessing (EMDR) will be introduced as a tool in counseling traumatized disaster survivors. EMDR has been “strongly recommended” for the treatment of trauma and has been placed in the “A” category as a very effective tool in acute distress disorder and PTSD cases.



VII. Workshop Title: Program Development for Guidance Services in the Educational Setting

Workshop Description: The successful delivery of guidance services in the educational setting marks the hallway for the school’s success as shown in the academic performance, appropriate behavioral indicators, and career directions and placement of its students. The Guidance Counselor is thus challenged to provide programs and services that aim to develop each and every student and other clientele specific to each school and its policies. Participants will start developing their own programs and services, as well as appreciate the roles they play in achieving the school’s vision, mission and goals.


These are really topics beyond entry point in our life as Registered Guidance Counselors. Everyone is welcome to attend. We only want the best for the practitioner.