ACA Certificate in Counseling Interventions and Evidence-Based Treatment for Specific Issues with Children and Youth

Important: This course opens in a new window or tab. If it's blocked, click the pop-up icon in your address bar and select Allow. We recommend using Chrome, Edge, or Firefox.


This presidential initiative by Christine Suniti Bhat (ACA President, 2024-2025) invites you to take part in an essential, on-demand training led by field experts, addressing the counseling and evidence-based treatment (EBT) needs of children and youth. Created to support the professional development of ACA members and advance the quality of youth counseling nationwide, these sessions will provide the knowledge and skills needed to address a range of pressing issues impacting children and adolescents today.

Content

This eight-session series will award 1.0 CE hour for the completion of each of the included sessions

Part 1: Counseling Neurodiverse Children and Youth
Amanda M. Evans, PhD and Emily Goodman-Scott, PhD


Part 2: Evidence-Based Treatments for Youth Affected by School Shooting
Stephanie Dailey, EdD and Victoria Stone, PhD


Part 3: Counseling Interventions and Evidence-Based Treatment for BIPOC Children and Youth Who Have Experienced Racial Trauma
Cirecie A. West-Olatunji, PhD


Part 4: Youth and Nonsuicidal Self Injury: Evidence-Based Counseling Best Practices
Victoria E. Kress, PhD, LPCC-S, NCC, CCMHC


Part 5: Building Girls' Digital Resilience
Lisa Hinkelman, PhD, LPC


Part 6: Counseling, Prevention, and Evidence-Based Treatment: Affirming Counseling Strategies for LGBTQ+ Youth with Suicidal Ideation
Michael P. Chaney, PhD, LPC, ACS and Clark D. Ausloos, PhD


Part 7: Counseling Interventions and Evidence-Based Treatment of Children and Youth Survivors of Sexual Trauma
Maria Haiyasoso, PhD, LPC-S, RPT™, NCC


Part 8: Evidence-Based Approaches for Addressing Adolescent Substance Use: A Deep-Dive into Motivational Interviewing
Amanda L. Giordano, PhD, LPC


CE Credit: 8 NBCC Hours; 0 CRCC Hours; 8 WA Hours; 0 APT Hours; 1 NAADAC Hours; 7 NY Hours; 1 Ethics Hours

Upon completion: Participants will earn the ACA Certificate in Counseling Interventions and Evidence-Based Treatment for Specific Issues with Children and Youth.

  • Contains 4 Component(s), Includes Credits

    Children and adolescents with disabilities (i.e., mental health disorders) can be disfranchised by behavioral health and healthcare systems as their therapeutic needs may be confused with developmental delays and medical disorders preventing access to developmentally appropriate expectations. This is especially true for children and adolescents who are neurodiverse and may be unresponsive to traditional counseling approaches. Approximately 20% of the world’s population is neurodiverse and in 2024, 1 in 36 children were diagnosed as neurodiverse in the United States (Maenner, et al., 2020).

    Presenters: Emily C. Goodman-Scott, PhD, LPC, NCC, NCSC, ACS and Amanda M. Evans, PhD, LPC, NCC, BC-TMH, ACS


    Children and adolescents with disabilities (i.e., mental health disorders) can be disfranchised by behavioral health and healthcare systems as their therapeutic needs may be confused with developmental delays and medical disorders preventing access to developmentally appropriate expectations. This is especially true for children and adolescents who are neurodiverse and may be unresponsive to traditional counseling approaches. Approximately 20% of the world’s population is neurodiverse and in 2024, 1 in 36 children were diagnosed as neurodiverse in the United States (Maenner, et al., 2020).

    A term first coined in 1998 by Judy Singer, neurodiversity is conceptualized as differences in learning, behaving, relating, and processing information in comparison to atypical peers. A strengths-oriented term, neurodiversity is intended to be inclusive of differences in brain processing and relating to others. Some diagnoses that may be included under the umbrella of neurodiversity include autism spectrum disorder, attention deficit hyperactivity disorder, dyspraxia, dyslexia, intellectual disabilities, giftedness, and learning disorders (Koifman, 2022; Mitran, 2022).

    Counselors can be instrumental in supporting neurodiverse youth and their families in the home, school, and community by incorporating strengths-based approaches to treatment. One approach to serving neurodiverse clients and their families is through applying culturally responsive, trauma-aware, and neurobiologically informed (CTN) approaches to assist with the behavioral, cognitive, and emotional needs of neurodiverse youth to achieve health outcomes.

    Learning Objectives

    • Learners will initiate dialogue within the counseling community that examines working with neurodiverse youth in an inclusive and affirming way.
    • Learners will discuss current research trends on counseling neurodiverse youth, with a focus on strengths-based approaches in school and clinical mental health settings.
    • Learners will demonstrate how to incorporate neuro-affirming, strengths-based interventions and adapt existing counseling approaches for neurodiverse youth.

    CE Credit: 1 NBCC Hours; 0 CRCC Hours; 1 WA Hours; 0 APT Hours; 0 NAADAC Hours; 1 NY Hours; 1 Ethics Hours

    Amanda M. Evans, PhD, LPC, NCC, BC-TMH, ACS

    Dr. Amanda M. Evans is a Professor of Counseling Programs at James Madison University. Amanda is a licensed professional counselor, nationally certified counselor, board-certified tele-mental health provider, and approved clinical supervisor. Her research interests include race-based trauma, health disparities, and ally development. Amanda has secured over 4.5 million dollars in grant funding to support initiatives that support the behavioral health of children, adolescents, and transitional-age youth. She is a member of the ACA Governing Council and a leader within the Association for Humanistic Counseling. Within ACA, Amanda has served on the Ethics, Graduate Student, and Human Rights Committees.

    Emily C. Goodman-Scott, PhD, LPC, NCC, NCSC, ACS

    Dr. Emily Goodman-Scott is a Professor of Counselor Education and the School Counseling Coordinator at Old Dominion University. She has previous experience as a special education teacher, school counselor, and LPC serving youth and families; her goals include: working toward more equitable and just education systems. Dr. Goodman-Scott studies school counseling, including Multi-tiered Systems of Support, youth with diverse abilities, and current school counseling topics. She enjoys working with school counselors and educators around the country, providing trainings, keynotes, and coaching. Over the years, she has served as a leader for the Association for Child and Adolescent Counseling (president 2020-2021); the Virginia School Counselor Association (Chair, 2019-2020) and ACA Governing Council (2022-2025), as well as a 2023 ACA Fellow.

  • Contains 4 Component(s), Includes Credits

    This session comprehensively addresses the urgent and multifaceted mental health challenges faced by children and youth in the aftermath of school shootings. Drawing on expert insights and a robust presentation of evidence-based treatment approaches, participants will develop a nuanced understanding of the psychological and neurological effects of trauma on young survivors. The session examines both the short- and long-term impacts, including heightened arousal, anxiety, and behavioral changes. Polyvagal theory will be integrated to elucidate how regulating the autonomic nervous system contributes to emotional stability in trauma survivors, further enhancing the session’s focus on applied techniques.

    Presenters: Stephanie F. Dailey, EdD; and Victoria 'Tori Stone, PhD, LPC


    This session comprehensively addresses the urgent and multifaceted mental health challenges faced by children and youth in the aftermath of school shootings. Drawing on expert insights and a robust presentation of evidence-based treatment approaches, participants will develop a nuanced understanding of the psychological and neurological effects of trauma on young survivors. The session examines both the short- and long-term impacts, including heightened arousal, anxiety, and behavioral changes. Polyvagal theory will be integrated to elucidate how regulating the autonomic nervous system contributes to emotional stability in trauma survivors, further enhancing the session’s focus on applied techniques.

    Key evidence-based interventions presented include Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Cognitive Behavioral Interventions for Trauma in Schools (CBITS), and Rational Emotive Behavior Therapy (REBT). Impact Therapy (IT) and creative counseling techniques employing engaging, active approaches will be demonstrated to illustrate how dynamic interventions can foster recovery in trauma-affected youth. Emphasis will be placed on the critical importance of early intervention strategies to mitigate long-term psychological effects and promote healing.

    The indispensable role of school counselors and mental health professionals in the early identification of trauma symptoms, the provision of initial support, and collaboration with caretakers and educators will be highlighted. The necessity of creating strong emotional connections with teachers and parents, who serve as secure bases for a child’s recovery process, and provides practical tools for establishing trauma-informed, culturally sensitive environments within schools will be emphasized. This includes approaches for engaging families in the healing process and guiding parents in managing their emotional responses while effectively supporting their children. Age-specific interventions will be introduced to help children regulate their emotions through sensory-based activities and physical movement. The session will conclude by addressing the importance of counselor self-care, offering recommendations for maintaining counselor well-being to ensure sustainability and effectiveness in practice.

    Learning Objectives

    • Learners will identify trauma responses in children and youth by recognizing psychological, emotional, and neurophysiological reactions, including anxiety, PTSD, and heightened arousal, with an emphasis on early intervention.
    • Learners will apply evidence-based treatments for trauma recovery using approaches such as TF-CBT, CBITS, IT, and other innovative strategies to support children and youth. 
    • Learners will implement supportive strategies for caregivers, including age-appropriate interventions for children, assistance with processing grief, and self-care techniques for professionals.

    CE Credit: 1 NBCC Hours; 0 CRCC Hours; 1 WA Hours; 0 APT Hours; 0 NAADAC Hours; 1 NY Hours; 1 Ethics Hours

    Stephanie F. Dailey, EdD

    Stephanie Dailey, EdD is a Licensed Professional Counselor in Virginia, a National Certified Counselor, a certified trauma professional, and an Approved Clinical Supervisor. Dr. Dailey is the ACA liaison to the American Red Cross disaster mental health partners, immediate past-president of the Association for Spiritual, Ethical and Religious Values in Counseling (ASERVIC); past-president of the Maryland Counseling Association (2015-2016); and former co-chair of the ACA Ethics Committee (2015-2016). Dr. Dailey has published and presented extensively on topics such as the ethical integration of spirituality and religion in counseling; managing counselor/client values conflicts; crisis, trauma, and disaster counseling; assessment and diagnosis; and clinical supervision

    Victoria ‘Tori’ Stone, PhD, LPC

    Victoria ‘Tori’ Stone, PhD, LPC, has 24 years of experience as a school counselor, counselor educator, and national presenter. As an Associate Professor and the Clinical Coordinator of the Counseling program at George Mason University, Dr. Stone trains both School and Clinical Mental Health Counseling students in counseling skills and theories, creative counseling interventions and practical, theory-based approaches to work with children, teens, and adults. Dr. Stone has delivered more than 400 presentations at the local, state, and national level on Anxiety and Depression, Trauma Informed Education, Brain Development and the Nervous System, Creativity in Counseling, Child and Adolescent Mental Health, and many other related topics. She is known for her creative presentation style, humor, and approachable expertise.

  • Contains 4 Component(s), Includes Credits

    In this session, Dr. Cirecie West-Olatunji will introduce participants to the concept of race-based trauma and its impact on children in minoritized families and communities. In addition to sharing current research on racial trauma, Dr. West-Olatunji will provide an overview of race-based stress assessments and evidence-based interventions. Included in this session are case illustrations from Dr. West-Olatunji’s clinical experiences.

    Presenter: Cirecie A. West-Olatunj, PhD


    Learning Objectives:

    • Learners will enhance their awareness of bias in counseling interactions.
    • Learners will increase their knowledge of race-based stress etiology, assessment tools, and interventions, with particular attention to children and adolescents. 
    • Learners will strengthen their social justice counseling skills to effectively advocate for vulnerable young clients.

    CE Credit: 0.5 NBCC Hours

    Cirecie A. West-Olatunj, PhD

    Cirecie A. West-Olatunj, PhD currently serves as the CEO of CRESTS program, LLC. Dr. West-Olatunji is the founding director of the Center for Traumatic Stress Research (CTSR). She is also a past president of the American Counseling Association (ACA) and the Association for Multicultural Counseling and Association (AMCD). In addition, she has served as editor-in-chief of the Journal of Multicultural Counseling and Development (JMCD). Nationally, Cirecie has initiated several clinical research projects focusing on culture-centered community collaborations designed to address issues rooted in systemic oppression, such as transgenerational trauma and traumatic stress. She has conducted commissioned research under the auspices of the National Science Foundation, ACA Foundation, Kellogg Foundation, federal Witness Assistance Program, Spencer Foundation, the American Educational Research Association, and the African American Success Foundation. Her publications include two co-authored books, numerous book chapters, and over 60 articles in peer-reviewed journals. In addition to national presentations, Cirecie has delivered research papers in Eastern and Western Europe, the Pacific Rim, Africa, and the Americas. Additionally, she provided consultation in a PBS initiative to create a children's television show focusing on diversity through KCET-TV in Los Angeles, CA ("Puzzle Place"). She has also provided consultation to the Center for American Education in Singapore and to the Buraku Liberation Organization in Japan to enhance their early childhood and counseling initiatives. Cirecie has coordinated disaster mental health outreach projects in post-Katrina New Orleans, Southern Africa, and Haiti. Cirecie is also a fellow in the American Counseling Association.

  • Contains 4 Component(s), Includes Credits

    Nonsuicidal self-injury is a common youth experience counselors must navigate. In this session, evidence-based counseling approaches that can be used to support youth who self-injure will be discussed and attendees will receive detailed examples of experiential, engaging counseling activities they can use in conjunction with evidence-based approaches when counseling youth who self-injure.

    Presenter: Victoria E. Kress, PhD, LPCC-S, NCC, CCMHC


    Learning Objectives

    • Learners will initiate dialogue within the counseling community that examines counseling neurodiverse youth in inclusive and affirming ways.
    • Learners will discuss current research trends related to counseling neurodiverse youth, with an emphasis on strengths-based approaches and their application across school and clinical mental health counseling settings.
    • Learners will demonstrate how to incorporate neuro-affirming, strengths-based counseling interventions and adapt existing approaches when working with neurodiverse youth.

    CE Credit: 1 NBCC Hours; 0 CRCC Hours; 1 WA Hours; 0 APT Hours; 0 NAADAC Hours; 1 NY Hours; 1 Ethics Hours

    Victoria E. Kress, PhD, LPCC-S, NCC, CCMHC

    Victoria E. Kress Ph.D./LPCC-S, NCC, CCMHC (she/her) has been a counselor for 3 decades and a counselor educator for over 2 decades. She is the director of the clinical mental health and addictions counseling programs at Youngstown State University. She served as a governor appointed member of the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board and chaired the Counselor Professional Standards Committee. She has been the recipient of over 50 professional and community service awards, most of which for her advocacy, leadership, scholarship, community service, and mentorship initiatives. She has also received awards for her work with people who have intellectual disabilities, for empowering girls in her community, for her sexual assault prevention efforts, and for her child abuse advocacy work. She has published over 130 refereed articles and book chapters, and she has co-authored 7 books on counseling youth and adults. She has been recognized as one of the top producers/publishers in counseling journals over the past two decades. She served as an editor of the Journal of Mental Health Counseling, and as an editorial board member for many counseling journals. She is a past president of Chi Sigma Iota International, the Association for Humanistic Counseling, the Ohio Counseling Association, and the North Central Association for Counselor Education and Supervision; she is a past ACA Midwest Region Chair; she is a current member of the American Counseling Association’s governing council; and she has chaired or served on 100+ counseling committees. Over the past decade she has volunteered and worked in Malawi, Zambia, Rwanda, and Tanzania, promoting mental health awareness and training, and the professionalization of counseling in East Africa.

  • Contains 4 Component(s), Includes Credits

    In an era where 93% of teenage girls use social media and nearly half report being online "almost constantly," mental health professionals must be equipped with contemporary strategies to address the unique challenges facing adolescent girls in digital spaces. This research-based workshop integrates recent research with current clinical best practices to help counselors better support their young female clients navigating social media pressures, cyberbullying, and digital wellness.

    Presenter: Lisa Hinkelman, PhD, LPC


    Learning Objectives

    • Learners will integrate social media literacy competencies into clinical assessment practices to evaluate how social media use impacts adolescent female clients’ mental health and to identify risk factors and areas of concern.
    • Learners will implement evidence-based cognitive behavioral therapy (CBT) interventions adapted for digital contexts to address cyberbullying, social comparison anxiety, and unhealthy digital behaviors.
    • Learners will design individualized digital wellness plans that promote healthy social media engagement, strengthen online boundary-setting skills, and cultivate digital resilience through enhanced media literacy and positive peer support networks.

    CE Credit: 1 NBCC Hours; 0 CRCC Hours; 1 WA Hours; 0 APT Hours; 0 NAADAC Hours; 1 NY Hours; 1 Ethics Hours

    Lisa Hinkelman

    PhD, LPC

    Lisa Hinkelman, Ph.D., LPC is a nationally recognized researcher, speaker, and author who has spent nearly two decades as a foremost authority on girls' education and empowerment. As  former professor of Counselor Education at The Ohio State University and current Founder and CEO of the national non-profit Ruling Our eXperiences (ROX), she delivers evidence-based programming and research focused on fostering girls' confidence, self-esteem, and successful decision-making. Author of the groundbreaking Girls' Index™ research, a survey with more than 17,000 girls, Dr. Hinkelman's insights have shaped national conversations about girls' development. She was invited to speak on teen girls’ mental health at the United Nations General Assembly and is the best-selling author of 'Girls Without Limits: Helping Girls Succeed in Relationships, Academics, Careers and Life' (Corwin Press, 2021). Her work has been featured in The Wall Street Journal, Parents Magazine, Newsweek, NBC News and Forbes. Dr. Hinkelman holds a bachelor's degree in Education and Psychology from Chatham College, master's and doctorate degrees in Counselor Education from The Ohio State University, and completed Harvard Business School's Strategic Perspectives in Nonprofit Management program.
  • Contains 4 Component(s), Includes Credits

    Compared to their heterosexual and cisgender peers, LGBTQ+ youth face mental health issues and suicidal behaviors at disproportionate rates. Several variables contribute to this increased risk including stigma and discrimination, bullying and harassment in schools, lack of support, family rejection, substance use, and lack of access to affirming mental health and medical care, to name a few. Indeed, a recent national survey found that 41% of LGBTQ+ youth have seriously considered attempting suicide in the previous year (The Trevor Project, 2023).

    Presenters: Michael P. Chaney, PhD, LPC, ACS and Clark D. Ausloos, PhD


    Learning Objectives

    • Learners will identify risk and protective factors associated with suicidal ideation and behaviors among LGBTQ+ youth.
    • Learners will delineate suicide assessment and management strategies for working with suicidal LGBTQ+ youth from an affirming lens.
    • Learners will explain ethical and legal considerations when working with suicidal LGBTQ+ youth.

    CE Credit: 1 NBCC Hours; 0 CRCC Hours; 1 WA Hours; 0 APT Hours; 0 NAADAC Hours; 1 NY Hours; 1 Ethics Hours

    Michael P. Chaney, PhD, LPC, ACS

    Dr. Michael P. Chaney (he/him), LPC (GA and MI), ACS., is an associate professor and the doctoral program coordinator in the Department of Counseling at Oakland University. He received his Ph.D. in Counseling in 2004 from Georgia State University. He has held several leadership positions within the American Counseling Association (ACA) including serving as a current Governing Council member. He is a past-president of the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities, and has co-chaired the ACA Human Rights Committee, Bylaws Committee, and Gender Equity Task Force. In 2023, he was inducted as an ACA Fellow. Mike’s 25 years of clinical experience includes counseling clients across the lifespan, adolescents to older adults. He has demonstrated competencies and expertise working with LGBTQ+ individuals with substance use disorders, sexual compulsivity, identity issues, male body dissatisfaction, and trauma. He also has specialized training counseling individuals who are infected or affected by HIV. He has over 90 publications and regularly gives presentations and workshops in the areas of LGBTQ+ mental health and affirmative counseling, substance use and other addictive disorders, and social justice/advocacy in counseling.

    Clark D. Ausloos

    PhD

    Dr. Clark D. Ausloos (he/him) is core faculty in the Counseling Program at Oakland University, where he leverages his extensive experience working with LGBTQ+ youth in clinical and school settings. He holds a PhD in Counselor Education and an MA in School and Clinical Mental Health Counseling, maintaining professional licensure in Ohio and Michigan. Dr. Ausloos's dedication to queer and trans youth and their families is reflected in his extensive scholarly work, which includes over 20 peer-reviewed manuscripts and book chapters, alongside 60 conference presentations. In 2023, he was named as the UNC Charlotte Robert Barret Distinguished Lecturer on Multicultural Issues in Counseling. His contributions to the field have earned him numerous accolades, including the Ohio Counselor of the Year Award (2020), the Professional Integrity and Leadership Award (OASERVIC, 2020), the Ned Farley Service Award (SAIGE, 2023), and the Presidential Award (SAIGE, 2024). Dr. Ausloos provides consultation to numerous organizations, including the Court-Appointed Special Advocates of Clermont Ohio, Northwest Ohio Family Resource Center, the Ohio State 988 Operators, Columbus Public Health, the Hunt Institute, and Rutgers University. He serves on the Sensitivity and Bias Review Committee and contributes as a content expert and item writer for the National Counselor Exam. His professional affiliations include active membership in ACA, NBCC, ACES, AARC, SAIGE, ACAC, and ACSSW.
  • Contains 4 Component(s), Includes Credits

    Counselors treating children and youth survivors of sexual trauma utilize trauma-informed treatment in their aim to address the psychological, emotional, and behavioral effects of the abuse. Commonly used evidence-based treatments for children and youth include Trauma-Focused Cognitive Behavioral Therapy (TF-CBT; Cohen et al., 2012), Child-Centered Play Therapy (CCPT; Landreth, 2012), Child-Parent Relationship Therapy (CPRT; Bratton et al., 2020), Parent-Child Interaction Therapy (PCIT; Eyberg, 1974), and Child and Family Traumatic Stress Intervention (CFTSI; Epstein et al., 2020) among several others.

    Presenter: Maria Haiyasoso, PhD, LPC-S, RPT™, NCC


    Learning Objectives

    • Learners will define resilience and trauma-informed treatment components as they relate to children and youth survivors of sexual trauma.
    • Learners will identify developmentally appropriate, evidence-based, and trauma-informed treatments for child survivors of sexual trauma.
    • Learners will explain culturally responsive interventions and activities designed to target components of evidence-based trauma treatments.

    CE Credit: 1 NBCC Hours; 0 CRCC Hours; 1 WA Hours; 0 APT Hours; 0 NAADAC Hours; 1 NY Hours; 1 Ethics Hours

    Maria Haiyasoso, PhD, LPC-S, RPT™, NCC

    Dr. Maria Haiyasoso is an Associate Professor and Program Coordinator in the Professional Counseling Program at Texas State University. She holds licensure as a licensed professional counselor supervisor in Texas and is a registered play therapist. Dr. Haiyasoso serves as a facilitator of the Institute for Play Therapy at Texas State University, and her clinical experience and research focus includes counseling and play therapy with survivors of child sexual abuse and survivors of intimate partner violence. Dr. Haiyasoso regularly presents on best practices for trauma work with youth and cultural humility in counseling. She also owns a private practice in Seguin, TX.

  • Contains 4 Component(s), Includes Credits

    Substance use among adolescents is an urgent issue in light of the prevalence of the behavior, the increased potency of several drugs of abuse (e.g., cannabis, substances laced with fentanyl), and the negative outcomes associated with adolescents’ substance use (e.g., negative effects on memory and learning, increased risk for injury and death, changes in brain structure, increased risk of substance use disorders). Rather than a task for a subset of clinicians, all counselors should be trained to recognize and respond effectively to addictive behaviors. Given that substance use initiation most often occurs during the adolescent years, it is imperative that counselors are ready to address the issue among  youth by offering early interventions. Evidence-based approaches for adolescent substance use include both family treatment and Cognitive Behavioral Therapy, as well as multimodal approaches such as Motivational Interviewing in conjunction with another treatment strategy.

    Presenter: Amanda L. Giordano, PhD, LPC


    Learning Objectives

    • Learners will describe the key tenets and core skills of Motivational Interviewing.

    • Learners will explain the four tasks of Motivational Interviewing and provide specific examples of how they can be applied when working with adolescents who use substances.

    • Learners will discuss how Motivational Interviewing elicits and strengthens adolescents’ own reasons for change through the use of directional reflections and evoking strategies.


    CE Credit: 1 NBCC Hours; 0 CRCC Hours; 1 WA Hours; 0 APT Hours; 1 NAADAC Hours; 1 NY Hours; 0 Ethics Hours

    Amanda L. Giordano, PhD, LPC

    Amanda L. Giordano, PhD, LPC is an associate professor at the University of Georgia who specializes in addictions counseling. She is the sole author of a clinical reference book titled, A Clinical Guide to Treating Behavioral Addictions and co-author of a textbook titled, Addiction Counseling: A Practical Approach. Dr. Giordano also created two online credential courses with Mental Health Academy that focus on clinical work with behavioral addictions, and clinical work with substance use disorders. As a scholar, Dr. Giordano works to advance the counseling field with rigorous research and has published over 60 peer-reviewed articles and book chapters. In 2018, she received the Addictions/Offender Educator of Excellence Award from the International Association of Addictions and Offender Counselors and in 2024 she was awarded the Garry R. Waltz Trailblazer Award from the American Counseling Association in recognition of her work with behavioral addictions. Dr. Giordano collaborates with domestic and international organizations to provide trainings to increase awareness related to addictions counseling and has been an invited keynote speaker. She maintains a blog called Understanding Addiction for Psychology Today and has been a guest on several podcasts.

  • Contains 1 Component(s)

    Certificate of Completion for ACA Certificate in Counseling Interventions and Evidence-Based Treatment for Specific Issues with Children and Youth