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There and Back Again:  A Story of Hope
Olga Trujillo is a survivor of child physical, sexual abuse and rape.  These experiences created a range of mental health disorders that made her vulnerable to further victimization and unaware of the issues she had to maneuver on a daily basis.  After undergoing an intense journey to understand the impact violence had on her life, she began to address the challenges she faced from Dissociative Identity Disorder (DID), Panic & Anxiety Disorders, Post Traumatic Stress Disorder and Depression.  In these two workshops she will bring her experience of trauma and DID into the room to help participants explore how they may enhance their trauma-informed responses.  Participants will assess how they address the issues of trauma and DID and examine whether they could improve their responses and how.


Explore an inside out perspective of violence

Examine an inside out perspective of trauma

Explore protective factors for resilience in adversity

Examine how you can help

Recovery:  How to Break Down the Walls of Substance Use Disorders.
Recent evidence about the ineffective acute treatment model of substance use disorders, and anticipation of health-care reform, has led to the development of a Recovery Oriented Services of Care movement.  The focus of the ROSC movement is on long-term recovery and the application of Positive Psychology during recovery services. It has been proposed that all community agencies are stakeholders in the maintenance of individuals recovering from substance use disorders, including all types of behavioral counselors. This session will inform the student or counselor about the Federally-endorsed paradigm shift and how to provide services to consumers with substance use disorders in a manner which reflects the Recovery Oriented Services of Care.

Learning Objectives:

1) To inform the student/professional on the refined definition of recovery as it related to substance use disorders. Professionals will improve their competencies and perspectives toward people in recovery through acceptance and positive psychology.

2) Changes in the delivery of services as proposed during this session include a change of attitudes toward persons with prior substance abuse treatment,

3) an improvement in the ability to facilitate consumer involvement in voluntary communities of recovery, abandonment of terms such as “aftercare” and acknowledge the long-term process of recovery.

Bullying & Suicide Prevention
Billy Lucas. Raymond Chase. Tyler Clementi. Ryan Halligan. Asher Brown. Seth Walsh. 
What do they have in common?  All died by suicide after being bullied because they were gay or because their peers suspected they were gay.  According to research data from the National Institutes of Health, 75 percent of Lesbian, Gay, Bi-sexual, Transgender (LGBT) youth report verbal abuse and one in seven report physical attacks.  Bullying -- whether face-to-face confrontation or via the internet -- victimizes not only LGBT youth. In Bullitt County, Kentucky, Mark Neblett's adolescent daughter, Rachel, took her life following cyber-stalking and death threats which began in September 2006.  Within a year, two of her best friends in high school also died by suicide. A National Institutes of Health (NIH) research study shows that "being bullied interferes with scholastic achievement, development of social skills, and general feelings of well-being." Being bullied also may increase suicide risk.  Join us for a discussion about what, as professional providers, we can do to intervene and prevent bullying and suicide among children and young people.

Learning Objectives:

1. be able to define bullying

2. understand aspects of bullying addressed under Texas law

3. understand the impact of bullying, including risk factors for suicide

4. identify populations more vulnerable to bullying

5. understand and commit to intervening to prevent bullying

The lasting impact of Adverse Childhood Experiences

The Right Use of Power in Clinical Supervision (Ethics in Supervision)


How do we use our power as supervisors?

Do our interns feel safe enough to confront us on important issues? 

How do we challenge our supervisees to grow and gain confidence, yet safeguard their often high needs clients, as well as the supervisees themselves?

With our least experienced clinicians serving some of our highest need populations, how we wield our power as supervisors has long lasting impact.  

Explore your relationship with power as a supervisor and clinician in this experiential hour informed by Cedar Barstow’s ethical model, The Right Use of Power.


Learning Objectives:

Explore your relationship with power.

Strengthen skills for creating a safe, therapeutic container for conflict and challenges to both supervisor and supervisee.



Preparing Clinicians to Cope with Suicidal Clients (Ethics in Supervision)


How do we compassionately prepare our interns and supervisees to cope with the challenges and realities of counseling suicidal clients?

How do we create and foster resilience in ourselves and our supervisees to survive and thrive in the face of some of the toughest client situations?

One in five mental health professionals will lose a client to suicide.  How can we use our power as clinicians and supervisors to prepare ourselves and our supervisees to cope with client suicidality?

Explore your relationship to this challenging, controversial topic in an experiential hour informed by Cedar Barstow’s ethical model, The Right Use of Power.


Learning Objectives:

Deepen awareness of the impact of client suicide on new clinicians.

Reinforce important interventions for clinician resilience.

Culture in Resilience and Healing
Through this workshop, the role culture can play in an individual’s trauma and healing will be explored. Participants will examine the role that language, food, customs, status, spiritual beliefs and other cultural realities can play in an individual’s experience of trauma and in their healing.  Participants will explore the intertwining nature of culture and healing and steps to take to retain culture in the process of healing.

Learning Objectives:      

Gain a deeper understanding of the role of culture in Trauma

 Explore how this may impact healing

 Explore how language, beliefs and food can trigger survivors

 Examine how you can help


Health Care after Violence

Taking care of your health can be a challenge for any woman. Going to the doctor, dentist, staying on top of all the recommended screenings, making birth control and reproductive health decisions—all of these can be overwhelming. A woman who has experienced violence may find caring for her health even more complicated. Many survivors of violence find it almost impossible to go to the doctor, dentist, or other specialists… they may experience difficulties with the power imbalance, with being physically vulnerable, with the clinical setting, or with the acts of treatment themselves.
In this presentation Olga Trujillo will illustrate through her own experience of violence and coping, how she discovered the importance of becoming proactive in her health care. She will detail the steps that she took with the health care professionals in her life to have them partner with her in caring for her health.
Through this presentation we will explore how advocates and other professionals who work with survivors of violence can assist survivors with this challenge. We will also explore how it is that violence and our coping mechanisms make it harder to actively care for our health. We will also examine why it is so important to make sure we do.

Learning Objectives:

 Gain a deeper understanding of how trauma can impact health

 Explore the challenges survivors face in caring for their health

 Examine how you can help

Aim High:  Dare to Imagine the Possibilities!
It is said that a journey of a thousand miles begins with the first step.  Many steps later, the journey continues.  Jake Pinner is a 23 year old college student with Autism, poised on the threshold of his future.  When he entered the Preschool Program for Children with Disabilities (PPCD) in 1996, it was impossible to know what the future held for him.  Could he earn a high school diploma or go to college?  Live independently?  Earn a living?  Have friends?   They now know the answer to a few of these questions and are working on the rest.  Join us to hear from Jake and his mother, Jeanine, as they tell the story of their journey together and share resources to help you plan for your/your child’s future.
Jake Pinner, a 23 year old self-advocate and college sophomore with autism, and his mother share their perspectives and experiences of their journey.  Their story will strengthen your belief that with a plan, a strong team, hard work and faith in your own ability, a diagnosis of disability limits you only as much as you let it.

Learning Objectives:

1.  Identify self-determination skills.

 1. Introduction of self-determination in home, school and                                community settings

a. Review of how parents, family members, and professionals working with self-advocate can support self-determination in daily activities.

b. Utilize a planning tool to assist self-advocates and/or parents to develop a vision/goals for their/their child’s future.

2. Understand how to assist self-advocates in understanding their disability and identifying their interests, strengths and abilities.

2. Presentation by self-advocate

a. Introduction led by self-advocate who provides information about his disability, how it affects his life (learning, social, family, etc.), his successes and accomplishments, transition/self-determination activities, as well as dreams and goals for his own future.

3. Develop or increase understanding and awareness of resources available to assist in self-determination activities.   

3. Review of resources available to support/guide self-                                     determination activities.

a. Includes discussion of student participation in ARD/IEP meetings, age of majority rights and responsibilities, supported decision-making and person-centered-planning.

Self-Care as an Ethical Practice in Counseling

This workshop provides an exploration on the topic of counselor wellness and counselor self-care.  The workshop topics contrast our ability to care for ourselves with the concept of impairment in the counseling profession.  While many of us have recognized our fellow counselors in times of distress, we are often reluctant to examine the warning signs in ourselves or reach out to our colleagues in distress.  This workshop stresses that self-care is not only essential to the best practice of counseling, but required by the codes and regulations that govern the profession.

Learning Objectives

1.      Participants will become familiar with the professional ethical codes that addresses care of the counselor.

2.      Participants will come to understand why self-care is essential to the practice of counseling.

3.      Participants will become familiar with the ways stress impacts performance and how optimal stress can be helpful.

4.      Participants will learn about burnout, compassion fatigue and vicarious trauma and what to do to effectively address them.

5.      Participants will learn new tools and skills to nurture and care for themselves to optimize their work as counselors.


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