| Themes<\/th>\n | Health-Related, Counseling, Psychology, Behavioral Science<\/td>\n<\/tr>\n | ||||||||||||||||||||||||||||||||||||||||||||||||
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| Faculty Member<\/th>\n | Dr. Bilal Kalkan<\/td>\n<\/tr>\n | ||||||||||||||||||||||||||||||||||||||||||||||||
| Academic School<\/th>\n | \n \n \n \n School of Counseling<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n Title Project #1<\/th>\n | \n | \n \n \n \n Supporting Military Veterans Through The Lens Of Family Systems Theory In Addiction Counseling<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n Description Project #1<\/th>\n | Military veterans often face unique challenges in their transition to civilian life, including an increased risk of mental health struggles and substance use disorders. These challenges are frequently combined by the impact of their experiences on family dynamics, which can either hinder or support their recovery process. However, traditional addiction counseling approaches may not fully address the interconnected nature of these issues within the family system.<\/p>\n | A lack of holistic frameworks that account for the relational dynamics in veterans\u2019 lives can hinder long-term recovery outcomes. Family Systems Theory emphasizes understanding the interconnected roles, patterns, and dynamics within a family unit. For military veterans, who often struggles with adjustment and reintegration into society after their services and a high prevalence of relational strain due to military-related trauma, this holistic approach allows counselors to address not only at the individual level but also the family\u2019s collective role in addiction and recovery process. Title Project #2<\/th>\n | Integrating Research Training and Research-Informed Counseling: Refinement of the Research Competencies Scale<\/td>\n<\/tr>\n | Description Project #2<\/th>\n | Research can tell us where we are and direct us where to go. Research also serves as a foundation for ethical and effective clinical practice. Research and Program Evaluation is one of the eight common core areas of Council for Accreditation of Counseling & Related Educational Programs (CACREP) counseling curriculum. Furthermore, the American Counselor Association\u2019s (ACA) Code of Ethics encourages counselors to conduct and use research to best serve their clients. Therefore, Counselor Education programs recognize that doctoral students should be developed as researchers, but due to lack of attention and research, we lack information on how developing a research identity is regarded as an objective with master\u2019s-level counseling students.<\/p>\n | This study will explore the state of counseling graduate students\u2019 relationships to research and will provide results for the enhancement of the research training of counseling students, and refinement and improvement of the Research Competencies Scale. Furthermore, findings of this study not only could potentially inform counseling master\u2019s and counselor education doctoral programs addressing research training, but also will help researchers improve the instrument for future research.<\/td>\n<\/tr>\n Remote Participation?<\/th>\n | Yes<\/td>\n<\/tr>\n | Contact Information<\/th>\n | bkalkan@marymount.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n | THE INVISIBLE WALL: U.S. IMMIGRATION POLICIES AND IMPACT ON MENTAL HEALTH IN LATINE COMMUNITIES<\/h3>\n
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