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Inspiring Graduate: Ava Allroggen, M.S. Clinical Mental Health Counseling

giffeyt — Tue, 23 Dec 2025 17:30:00 +0000

Inspiring Graduate: Ava Allroggen, M.S. Clinical Mental Health Counseling giffeyt December 23, 2025

Establishing roots in the community as a prelicensed counselor

Inspiring Graduate: Ava Allroggen (’25)

Hometown: Crystal, Minnesota
Degree: M.S. Clinical Mental Health Counseling
Concentrations: Crisis & Trauma, Child & Adolescence

With the intention of becoming a therapist, Ava Allroggen earned her bachelor ��. degree at the University of Minnesota-Morris in 2023. She studied psychology and human services, as well as philosophy.

Ava Allroggen receives her academic hood during the fall 2025 commencement at ��.

Ava Allroggen was named 2025 Outstanding Student Leader of the Year in spring 2025.

“I found that those ancient thinkers were counselors in their own right,” she said. “When I had my graduate interview with ��, I was blown away by the authenticity and passion for the field that I saw in the clinical mental health counseling faculty. I knew there was something different about this program and that I had to be a part of it.”

For her outstanding leadership, involvement and service on campus, Allroggen was named a 2025 Outstanding Student Leader of the Year. She earned her master ��. degree in clinical mental health counseling and crossed the commencement stage on Dec. 20 as one of 527 �� graduates.

“My goal is to become fully licensed, keep learning, and establish roots in the community. We are all searching for the good life. I intend to help people find it,” said Allroggen, who is interviewing for prelicensed counselor positions across the Twin Cities and western Wisconsin.

Ava Allroggen and Ebbie, a therapy horse. / Submitted photo

How has �� prepared you to work in your field?

I had the opportunity to intern with both the UW-River Falls counseling center and Vance Creek Experiential Therapy, an equine therapy barn in Clayton. At the end of each week, it was cool to swap out my business casual for faded jeans and muddy boots.

I learned so much from my supervisors and coworkers, but the people who taught me most were the clients. Both sites completely rocked my understanding of therapy for the better, and I’m a better counselor as a result.

What stands out about your �� experience?

Dr. Julie Bates-Maves led a study abroad in Lisbon, Portugal, that dramatically changed how I understand substance use treatment and drug policy. Julie connected us with professionals both on the policy level and those working directly in the field. I was fascinated to hear how these experts were working to make drug treatment more effective and humanistic.

Mental health master ��. students witness how Portugal ��. public health model benefits its people

Harm reduction, lack of stigmas in treating substance use disorders help them learn to advocate for future clients

I also enjoyed arguing about counseling theory with Dr. John Klem while I was pouring coffee behind the counter at Raw Deal. Never a dull conversation with that guy.

Ava Allroggen expores an antique tile shop in Lisbon, Portugal. / Submitted photo

How did your involvement on campus impact your experience?

I was the graduate assistant for the Student Counseling Center ��. Wellness PROs, Peers Reaching Out, a peer health education program. Through my involvement with PROs, I got to work with the coolest, most enthusiastic team of undergraduates and supervising staff.

I developed an in-depth understanding of the issues faced by college kids, which prepared me to work with the students at my internship at UW-River Falls. In 2025, I am proud to say Wellness PROs took home the Student Staff Team of the Year at the 2025 Leadership Awards.

I was also active in the philosophy department at Stout. I attended Professor Xan Bozzo ��. community Philosophy Cafes, hosted through the Center for Applied Ethics. I appreciated being able to sneak away from my coursework for a while and indulge in my philosophical roots again.

Ava Allroggen inside Bowman Hall.

What are you most proud of as you finish your degree?

The semester my mom was in treatment for multiple myeloma was pretty difficult. However, I am lucky to have many wonderful people in my life who gave me a shoulder to lean on during this time. I’m most proud of my mom, who, after battling cancer throughout the last year, is officially in remission.

My advice for everyone? Take out your phone and tell someone you love them. Connection is all we have.

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Establishing roots in the community as a prelicensed counselor Ava Allroggen at Fall Commencement 2025

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Alumni recognize communication, connections, genuineness as necessary to be trusted leaders

goersab — Tue, 17 Dec 2024 15:11:15 +0000

Alumni recognize communication, connections, genuineness as necessary to be trusted leadersgoersab December 17, 2024

‘Be a difference maker’: 510 graduates at Dec. 14 commencement ceremony look to impact the future

Abbey Goers

While snowflakes dusted the sidewalks outside, 510 smiling graduates crossed the commencement stage at �� – Wisconsin ��. �� – on Dec. 14.

At two ceremonies in Johnson Fieldhouse, two alumni guest speakers and three graduates of the Class of 2024 shared warm messages of overcoming the uncertainty of success, living as your genuine self and the power of communication and connections – all lessons they learned through their academic and personal journeys at ��.

Emily Fanucci, engineering manager at Advanced Molding Technologies, in Circle Pines, Minn., addressed the undergraduate ceremony; and Laura Knudsen, outpatient clinical dietitian, diabetes care and education specialist with Mayo Clinic Health System, the Graduate Studies ceremony.

Alumni speaker Emily Fanucci, engineering manager at Advanced Molding Technologies

Ceremonies were held at 10 a.m. for the College of Science, Technology, Engineering, Mathematics and Management and the College of Arts and Human Sciences; and at 2 p.m. for Graduate Studies.

Student speakers were:

Undergraduate ceremony: Ethan Myers, of Pleasant Prairie, packaging; and Hannah Timm, of Fremont, family and consumer sciences education
Graduate Studies ceremony: Kalsow, of Menomonie, master ��. in clinical mental health counseling.

‘Be a difference maker’

Fanucci, a 2010 graduate in technology education and manufacturing engineering, spoke of her prior fear of public speaking, overcoming this fear, and her recognition of the importance of teaching soft skills, like communication, teamwork and critical thinking. It is these soft skills that have made her a trusted leader, she said.

“By showing up as my true self, listening to understand, and getting to know my team members on a personal level, I demonstrate my commitment to them. By nurturing these human connections, I empower my team to grow and succeed,” Fanucci said.

“Whether you’ve excelled in hands-on learning or in more traditional academic settings, this university has prepared you to succeed,” she added. “And as you take that next step into your careers, I hope you continue to remember the lessons that Stout has taught you – not just the technical expertise you’ve gained, but the importance of staying open to growth and learning in all areas of your life.

“As you move forward, find the courage to speak up and share your thoughts. The more you trust yourself and your ideas, the more you’ll discover the power of your own voice.”

Alumni speaker Laura Knudsen, outpatient clinical dietitian with Mayo Clinic Health System

Knudsen, a 2005 dietetics and 2008 master's in food and nutritional sciences alum, emphasized the importance of creating connections to strengthen collaborations, as well as employability now and down the road.

“�� . focus on hands-on learning helped me to make connections in the community, which ended up being key for all of my jobs after graduation,” Knudsen said.

“Know that you have connections at Stout, you have connections through your work experience, you have connections through your classmates and friendships. We are meant to have relationships and connections with others.

“Use your resources to collaborate with others to excel where you are. Use your resources to help you get where you want to be careerwise. Thrive in your field. Be a difference maker. You are qualified,” she said.

Embracing their stories with no regrets

Myers and Timm encouraged their peers to embrace their own unique stories, to continue to be brave through challenges and not to confuse what-ifs with regrets.

Student speaker Hannah Timm, family and consumer sciences education graduate

“Each of us has had to dig deep. And we have grown – not just as students, but as individuals. We’ve learned, adapted and seen the world through new perspectives,” Timm said.

“I know there ��. a lot of uncertainty out there. We don’t always know what comes next,” she added. “But that ��. also the beauty of it. The unknown brings with it endless possibilities. So, I urge you: Embrace it. Embrace the challenges, embrace the change, and above all, embrace the opportunity to keep growing. Continue to be a lifelong learner, far past the hallways of ��.”

Myers urged his peers not to compare their stories to others, nor the choices they made.

“Your story is what got you here. And that is worth celebrating,” he said. “My freshman year I was very worried about pleasing the people around me. I wanted to make sure that what I was doing was seen as ‘cool.’ I had looked at the stories other people were creating and decided that my story should be the same.”

Student speaker Ethan Myers, packaging graduate

But those who know Myers, who spends his weekends as a street magician, know that isn’t true anymore.

“Magic is now a defining part of who I am, and it is how most people know me. And if I was caught up in my what-ifs, if I was full of regret, if I went back and stopped doing this thing I loved, I’d lose any sort of individualism I had. Remember how your unique experience brought you here,” he said.

Timm and Myers are both recipients of the Samuel E. Wood Medallion, the highest nonacademic award for students at ��, at the 2024 Leadership Awards. Fewer than 1% of full-time students receive the award. It is presented to seniors who have contributed in student activities, leadership and scholastic ability. Winners are chosen by a committee representing faculty, staff and students.

‘A future waiting to be illuminated’

Kalsow ��. message of growth was born of the poem “New Beginnings” by Stephanie Lane Sutton.

For years, Kalsow was afraid of success and what that would mean in both their education and future career, even to the point of letting their fear draw them near academic probation.

Graduate Studies student speaker Kalsow, clinical mental health counseling graduate

Through Sutton ��. poem and with faculty support, Kalsow was inspired to “strive for success, own that effort, and tolerate the subsequent fear over and over again.”

Sutton ��. poem begins: “what is a state line if not a line in the sand? on one side, the life you know. on the other, a future waiting to be illuminated.”

Kalsow noted that commencement is a transition in life and asked their peers, “How much is your future illuminated? Who do you trust to light your future if you’re not able to? … What does it mean to be yourself? What could happen when you engage with the world as your full self? … Venture forth into new beginnings. Your next path starts as you embrace success and cross this commencement stage.”

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‘Be a difference maker’: 510 graduates at Dec. 14 commencement ceremony look to impact the future Hats at commencement

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Fall commencement scheduled Dec. 14 for 510 graduates

Chancellor, three students, two alumni to speak in two ceremonies at Johnson Fieldhouse

Inspiring Graduates Share Their Stout Experiences

Celebrate our graduates as they cross the commencement stage and reflect on the journey that brought them here

Hero Caption: Packaging students decorated their caps for commencement on Dec. 14

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Inspiring Graduate: Killy Kitzmann, M.S. Clinical Mental Health Counseling

goersab — Mon, 06 May 2024 19:26:15 +0000

Inspiring Graduate: Killy Kitzmann, M.S. Clinical Mental Health Counselinggoersab May 6, 2024

‘It helped me discover the kind of person that I want to be and to continue pushing myself to be better.’

Inspiring Graduate: Killy Kitzmann (’24)

Hometown: Eau Claire
Degree: M.S. Clinical Mental Health Counseling
Specializations: Alcohol and Other Drugs Counseling; Crisis and Trauma Counseling

Killy Kitzmann at the Memorial Student Center Grand Stairwell / ��

Veteran Killy Kitzmann was an active-duty Navy Fleet Marine Force Corpsman, Petty Officer 3rd Class from 2013 to 2018. He served two tours to Iraq.

When Kitzmann began his graduate degree at ��, he made earning his degree his job. He earned his master's in clinical mental health counseling on May 4, along with 1,037 graduates.

He will work in mental health counseling in the Twin Cities, with a focus on the substance abuse population.

How has your �� education changed you?

It helped me discover the kind of person that I want to be and to continue pushing myself to be better.

I feel more prepared now than during any aspect of my undergraduate. I feel that leaving this program will be setting me up for success in every aspect of the profession.

What stands out about your �� experience?

The professors. By having the ability to connect with them on a personal level as well as professionally, I was given an opportunity to learn life skills outside of counseling.

These are professors who actually care about their students and aren’t focused on the letters behind their names. They care about the content and connection that education can provide.

I personally feel that all professors and educators should have the same approach to teaching as our professors do in this program. Without them, the world would be a lesser place.

What challenges did you face in earning your degree and how did you overcome them?

Learning how to navigate my own self while also trying to become a competent clinician in mental health was challenging. It was something that I did not expect, and when it started to happen I began to notice more and more about myself. Specifically, while in the Treatment Planning course, I began to examine why I do what I do, and that exploration was draining.

What are you most proud of as you finish your degree?

I’m most proud of the person that I have become in the last two years. I wasn’t who I am now, and I’ve gained a perspective on life that has left me a better person. The biggest thing is that this program has allowed me to constantly keep my personal inventory and keep myself in check.

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‘It helped me discover the kind of person that I want to be and to continue pushing myself to be better.’ Inspiring grad, Killy Kitzmann

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Commencement scheduled May 4 for 1,037 graduates

Spring commencement will be held for 1,037 graduates on Saturday, May 4, at ��.

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Inspiring Graduate: Zandra Georgakas, M.S. Clinical Mental Health Counseling

goersab — Tue, 26 Dec 2023 18:18:48 +0000

Inspiring Graduate: Zandra Georgakas, M.S. Clinical Mental Health Counselinggoersab December 26, 2023

‘I am very excited to get into the field and use what I have learned to have a positive impact on others.’

Inspiring Graduate: Zandra Georgakas (’23)

Hometown: Ellsworth
Degree: M.S. Clinical Mental Health Counseling
Concentrations: Child & Adolescent Counseling; Crisis & Trauma Counseling; Alcohol & Other Drug Abuse Counseling

Zandra Georgakas was hired before graduation as a preindependently licensed therapist with CARE Counseling, an outpatient clinic in Minneapolis.

Her journey to becoming a clinical mental health counselor through �� . master ��. program was not always easy, though. While helping clients in her two internships, Georgakas also worked through much of her own mental health struggles, said Program Director and Professor John Klem.

“Zandra has been a wonderful support and counselor for so many in her internships,” Klem said.

Zandra Georgakas receiving her master's hood at commencement / ��

Georgakas earned her M.S. in clinical mental health counseling from �� on Dec. 16, along with 526 graduates. She plans on pursuing her Licensed Professional Clinical Counselor.

How has your �� education changed you?

My experience at Stout has definitely impacted me for the better. When I started this program two years ago, I was avoiding everything and making myself so small out of fear of being seen. I was isolating myself from other people and the world without even realizing it.

Getting to work with John Klem and learn from him, and professors Julie Bates-Maves and Andy Felton has been incredibly helpful in building awareness of my patterns.

They have helped me feel empowered to begin to make positive changes in my life so that I can help my clients do the same.

While I am still a work in progress, I am finally beginning to believe that I am truly worth the effort it takes to grow.

Zandra Georgakas was hired before graduation as a pre-independently licensed therapist / ��

How well has �� prepared you to work in your field and why?

I feel like Stout has prepared me to enter the mental health counseling field very well. Each class I have taken has been extremely useful in my understanding of how to work with people.

There have been constant hands-on opportunities to put what we’ve learned in classes into practice. I completed internships as a school-based mental health counselor working with K-12 students in the Ellsworth School District and as a mental health counselor at the Chippewa Valley Free Clinic.

My professors have given me the tools I need to be successful in the mental health counseling field. They are all incredibly knowledgeable and skilled at teaching students how to become competent counselors.

Their passion for what they teach is evident in every class I’ve taken with them.

They have gone above and beyond anything I could have hoped for, and I am so grateful to have been able to learn from them.

How did your involvement impact your experience?

I received the Qualified Treatment Trainee Graduate Student Award. This award is given to Wisconsin graduate students working in unpaid and underpaid internships in the social work, counseling or marriage and family therapy field.

Receiving this award allowed me to spend more time and energy on my schooling and internship experience, rather than on earning money to make it through school.

Zandra Georgakas and Chancellor Katherine Frank at commencement / ��

What challenges did you face in earning your degree and how did you overcome them?

The biggest challenge I’ve faced was completing my internship in my hometown schools. Walking down the halls of my old middle and high school never fails to bring up old memories.

While there are definitely some pretty good things to look back on, it ��. hard not to fixate on the negative. I was a very depressed kid, and I consistently struggled with self-harm, suicidal ideation and symptoms of post-traumatic stress disorder. I spent most of my time doing anything I could to cope with the pain, which was usually unhealthy and added to the shame I already felt.

I threw myself into my studies after leaving high school and largely pushed these memories out of my mind, though the pain remained. Being back in my hometown schools has refreshed everything for me and given me the opportunity to finally address these issues in a healthier way.

My professor and supervisor, John Klem, has been invaluable to this process. He has been there for me week after week, no matter how hard I’ve tried to keep him at arm ��. length. He has believed in my abilities and value as a counselor and person, when I was unable to do so for myself.

Through John ��. guidance and my own personal counseling, I have been able to create new, more positive memories with my clients in these schools to look back on as I finish my degree.

Zandra Georgakas at commencement, with Professor John Klem / ��

What are you most proud of as you finish your degree?

I am most proud of what I have learned about counseling throughout this program. I am very excited to get into the field and use what I have learned to have a positive impact on others.

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‘I am very excited to get into the field and use what I have learned to have a positive impact on others.’ Zandra Georgakas

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M.S. Clinical Mental Health Counseling

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Stout Proud day: Chancellor congratulates 526 happy graduates during fall commencement

Smiles and warmth filled Johnson Fieldhouse at �� on an early winter day as 526 graduates received degrees Dec. 16 in two ceremonies.

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Inspiring Graduate: Aaron Hendricks, M.S. Clinical Mental Health Counseling

goersab — Tue, 26 Dec 2023 18:18:45 +0000

Inspiring Graduate: Aaron Hendricks, M.S. Clinical Mental Health Counselinggoersab December 26, 2023

'At Stout, from the very beginning, my experience was applied.'

Inspiring Graduate: Aaron Hendricks (’23)

Hometown: Rice Lake
Degree: M.S. Clinical Mental Health Counseling
Concentrations: Child & Adolescent Counseling; Crisis & Trauma Counseling

With a young family at home, work and two college degrees to his name, Aaron Hendricks decided to return to school to pursue another passion.

Hendricks has a bachelor ��. degree in natural resources from UW-Madison and a master ��. in natural resource economics from the State University of New York. He has worked as a wildland firefighter in Montana, environmental educator, and camp counselor and has promoted economic development in rural areas.

He returned to graduate school in counseling online at Divine Mercy University before pursuing his master ��. in clinical mental health counseling at ��.

Aaron Hendricks receiving his master's hood at commencement / ��

Hendricks earned his M.S. in clinical mental health counseling from �� on Dec. 16, along with 526 graduates.

He was hired before graduation by his internship site, Randall Therapeutic Services, serving Barron County-based clients and focusing on early childhood trauma.

“Aaron embodies Stout ��. mission of applied learning and being job-ready. He joined our program highly motivated to become an effective mental health counselor and embraced any opportunity he could to incorporate what he learned into his life and career. He made an impact at his internship and in his community by bringing specialized training on trauma, families and play therapy,” said Associate Professor Andy Felton, counseling, rehabilitation and human services department.

How has your �� education changed you and prepared you for your career?

Stout offers the unique ability to practically apply theory. The other three schools I attended were distant, theoretical, and I often wondered how my studies would serve those around me.

At Stout, from the very beginning, my experience was applied.

We were hands-on, gaining skills with each other, the first week. By the time my internship began, I felt comfortable applying counseling theory and engaging with the client in front of me.

Aaron Hendricks was hired before graduation as a counselor with Randall Therapeutic Services / ��

The Stout experience has given me significant, vulnerable encounters with those who think and experience life differently than me. I live in a mostly conservative Christian community and was nervous re-engaging with a secular school after numerous years away.

My faculty and my peers respected my worldview yet challenged me to hear and consider the diverse range of their worldviews and life experiences.

This further prepared me for counseling as it taught me the joy of diversity, the joy of walking with someone who lives in a different reality and learning how to connect as fellow humans on a journey toward happiness together.

What stands out about your �� experience?

The faculty stand out. I took on a large caseload when I began my internship and was committed to excellence. I had thousands of questions, cases to staff and theories to try out. Dr. Andy Felton went above and beyond, providing me direction and support on a one-on-one basis every week. Dr. John Klem answered long emails and engaged in weekly classroom discussions as I engaged with the course content. Dr. Julie Bates-Maves stayed with me after class, gave me numerous resources and supported me through a very difficult personal struggle.

I was selected, along with Dr. Andy Felton, to give a presentation at the Department of Public Instruction summit at Stout to early childhood educators on the basics of play therapy and how to help children heal after trauma. This experience really challenged me to grow and take the applied knowledge I gained at Stout and extend it to those on the front lines of education.

What challenges did you face in earning your degree and what are you most proud of?

One of the main challenges I faced was balancing work 30 hours a week, school, marriage and family life. I have been married 10 years and have four young children. My work was phenomenal at supporting my education, but it was fully reciprocated by the faculty at Stout.

When I had sick kids or conflicts with family life or work, I felt like the faculty truly came alongside me to find a way for me to succeed. Above all, I knew, unconditionally, that the faculty and my peers supported my success. I never had a fear of failing or getting overwhelmed because I knew everyone would do whatever it took to help me succeed.

I am most proud of the fact that I never had to sacrifice being a husband or a dad to get my degree and pursue my dream.

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'At Stout, from the very beginning, my experience was applied.' Aaron Hendricks

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Smiles and warmth filled Johnson Fieldhouse at �� on an early winter day as 526 graduates received degrees Dec. 16 in two ceremonies.

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Mental health master ��. students witness how Portugal ��. public health model benefits its people

goersab — Tue, 19 Sep 2023 15:31:31 +0000

Mental health master ��. students witness how Portugal ��. public health model benefits its peoplegoersab September 19, 2023

Harm reduction, lack of stigmas in treating substance use disorders help them learn to advocate for future clients

Abbey Goers

Fourteen master ��. students in the clinical mental health counseling program at �� traveled to Lisbon, Portugal, in August to learn firsthand about the nation ��. coordinated public health model in treating substance use disorders.

During the new, nine-day study abroad course, A Public Health Approach to Addiction in Portugal, led by Professor Julie Bates-Maves, students witnessed how Portugal ��. policy on drug decriminalization has helped its people, and how it differs from policy and stigmas in the United States.

Portugal ��. health-oriented approach, the National Plan on Addictive Behaviors and Dependencies, is based on five pillars – harm reduction, reintegration, treatment, prevention, and dissuasion, with goals to empower, care for and protect its citizens.

CMHC students visiting a mobile methadone unit in Lisbon, Portugal / Julie Bates-Maves

Bates-Maves is an ardent supporter of harm reduction. “The ease of access to support and deep sense of humanity that people with substance use disorders experience in Portugal is remarkable,” she said. “It makes me so happy to know it exists and a little sad that it isn’t likely to be achieved at this level in the U.S. I am thrilled our students were able to see there ��. more than one way to do things clinically and that reducing barriers to care can be done — politically and socially.

“In the U.S., there is still debate around adopting this model with open arms,” she added. “Researchers have attributed this slow adoption to low public support for harm reduction, outdated attitudes that approach drug use as a moral failing, and stigmatizing attitudes toward populations who use drugs.”

Bates-Maves was excited to develop the course with �� . Office of International Education in partnership with Academic Programs International.

“I’m proud that our program extends the learning outside the classroom. Seeing what ��. possible elsewhere makes it feel more possible here at home. This experience inspired hope as clinicians as much as it inspired academic learning,” she said.

She is working with OIE to plan a course in Lisbon for CMHC alumni next summer, giving working mental health professionals new perspectives on how to care for their clients. The course for graduate students will run every other summer, with the next course held in August 2025.

Advocating for their future clients

One of �� . 24 Graduate Studies programs, CMHC prepares competent and ethical counselors for service in the mental health counseling profession. Graduates are prepared to conduct individual, group and family counseling to restore mental health and to promote human development and growth.

CMHC students visit the National Institute for Preventive Behaviors in Lisbon, Portugal / Julie Bates-Maves

Three of the master ��. students, Ashley Barry, Alyssa Belling and Tiffany Johnson, have concentrations in alcohol and other drug abuse counseling; as well as crisis and trauma. Johnson also has a concentration in child and adolescent counseling. Before the trip, they studied U.S. and Portugal drug policies and were aware of the differences in stigmas regarding addiction and recovery.

“Learning Portugal ��. approach to harm reduction and having awareness of their care will help me advocate for my future clients,” said Barry, of Morgantown, W.Va. “In Portugal, they have nothing but compassion for their people. It ��. a night and day difference from the policies and stigmas in the U.S. Here, we’re not given that grace. We’re made to feel shamed and are judged as we’re trying to get sober.

“There ��. none of that in Portugal. It ��. so beautiful. I want to be a part of the solution. There are so many people who struggle with addiction, with the stigma and misinformation. I want to give people the help and support they need,” she added.

Ashley Barry and Alyssa Belling at a Portuguese cooking class / Alyssa Belling

Belling, of Dodgeville, studied addiction during her undergrad in psychology, where she first learned about Portugal ��. policy. “When the opportunity presented itself to study abroad, I knew I had to go because it would be a ‘full circle’ moment for me,” she said.

“It was really cool to be in a society that had significantly less stigma and misinformation around mental illness and alcohol and other drug abuse as compared to the United States. I love that my understanding of these brain diseases allows me to educate others, encouraging acceptance and empathy toward folks who struggle.

“After visiting a country where everything related to mental health care is so different, it was hard at times to imagine how I could possibly make any difference in America,” Belling said.

“My classmates and I shared our sadness in this but will use our hope to propel us to be better clinicians. Although we might not be able to change the world, we have the privilege of playing a large role in the worlds of our clients. We have the power to provide a positive experience with mental health care," she added.

Tiffany Johnson at the Praca do Comercio in Lisbon / Tiffany Johnson

Johnson, of Suring, enrolled in the class because she wanted to see something new and “because it can be frustrating when you’re working within a system that sets people up to fail. I wanted to see in person a place where there are programs that work for the people.

“This experience gave me a new stance from which to advocate from professionally. I have a new approach for my future clients. Harm reduction makes sense in the classroom, but to see in person how it works and how accessible it can be was really cool to see,” Johnson said.

“Unfortunately, in the U.S., we’re not at the point where we can offer that. There are people who don’t believe in decriminalization; people who believe in the stigmas surrounding drug use,” she added.

A social service system devoted to harm reduction

In Lisbon, the class visited SICAD, the National Institute for Preventive Behaviors, which helps craft policies, maintenance and change. Students spoke with Elsa Maia, director of Intervention on Addictive, Behaviors and Dependencies, in the Ministry of Health.

Maia presented on Portuguese policy, its approach to harm reduction and the history behind the policy, which decriminalized drug use in terms of practice with less than a 10-day supply. “But that doesn’t mean it ��. legal,” Bates-Maves added.

“Above all, a person with a substance use disorder is considered as a person in need of health and social care,” she said.

When someone is found with less than a 10-day supply, they are given an administrative citation to meet with a dissuasion committee of social workers, physicians and counselors, who determine if the person ��. possession is for medical or recreational use. They then determine what care the person may need and if they opt in for counseling support, their care is paid for by government health care. Those found with more than a 10-day supply are arrested as a dealer/distributor and criminal proceedings take place, Bates-Maves noted.

CMHC students visit a temporary housing facility / Julie Bates-Maves

When Portugal ��.’ policy was enacted in 1998, illicit drugs, from heroin to cocaine to meth, impacted people from every walk of life. Its jails were overflowing, and 1% of its population had a substance use disorder, a high percentage for a nation of only 10 million people, Bates-Maves explained.

Since then, substance use disorders have dropped to 0.33% of the population. Of that percentage, heroin use went from 98% to 16% of users, and overdoses went from 350 deaths to 63 deaths this past year. Problematic users went from 100,000 to 33,200, and new cases of HIV dropped from 56% to 3%.

Compared to the opioid crisis in the U.S., the Centers for Disease Control and Prevention reported more than 75% of the nearly 107,000 drug overdose deaths in 2021 involved an opioid. And 13% of people used an illicit drug in 2019.

The class visited the Centro de Acolhimento de Santa Bárbara, temporary housing for homeless individuals and those struggling with addiction. The facility is in a renovated police barracks and offers a safe place for anyone in need.

“It ��. a beautiful facility. It could be a postcard,” Bates-Maves said. “And pets are allowed, which is so important for so many homeless people. They may not accept help if their pets aren’t allowed to be with them. The facility even provides veterinary care and food for animals.”

CMHC students on a boat tour in Lisbon, Portugal / Alyssa Belling

The class also visited a supervised drug consumption room, which offers clients clean needles, swabs and needle exchange kits to use drugs safely and reduce disease transmission. While clients bring their own drugs, they are monitored by medical care providers in case of an overdose. Case managers are also available for clients.

“There is a whole social service system every time you go in,” Bates-Maves explained. “This is another aspect to their harm reduction policies – to reduce disease, reduce overdoses and offer greater access to care.”

The students met with guest lecturers Catherine Moury and Rui Coimbra Morais, who spoke on European Union drug policies and harm reduction in addictions. Moury is associate professor of political science at NOVA FCSH University of Lisbon; and Morais is a psychologist specializing in deviant behaviors and a member of the Order of Portuguese Psychologists.

A powerful experience, professionally and personally

The most powerful experience for the class was a visit to a mobile methadone unit, where Bates-Maves and students talked with the nurse and staff, who drive the unit – a visibly marketed van – to scheduled stops at stations in the city. Methadone is a medication used in medication-assisted treatments to help people reduce or quit heroin or other opiates.

At the mobile unit, clients drive or walk up, check in, receive their medicated dose, and meet with a counselor if they choose.

Bates-Maves has worked in a methadone clinic and called the visit in Lisbon “one of her best days as a professional counselor.”

“Methadone is very effective in treating opiate addictions, but it ��. very stigmatized in the U.S.,” said Bates-Maves. “Because of the stigma, it ��. often very secretive – a hidden service regulated by the DEA, and there are so many barriers for treatment. But in Portugal, it ��. accessible and is widely accepted as a valuable treatment.”

During their visit, a work truck pulled up and a man stepped out. He checked in to the unit, received his dose by a professional health care provider and continued on his way. The process took three minutes. Fees are covered by government health care.

Ashley Barry in Lisbon, Portugal / Ashley Barry

In the U.S., a similar visit might take a half hour to an hour waiting in line to see a nurse and perhaps a therapist. Limited hours of operation, few facilities in a region and cost of coverage hinder accessibility and add barriers for people on their way to recovery, Bates-Maves said.

Johnson was amazed to learn that the worker ��. employer was involved and supported his recovery. “In the U.S., people feel that they could be putting themselves at risk and looked at differently by their employer for their past drug use or recovery,” she said.

For Barry, the course was an academic, professional and personal opportunity. She has been in recovery from alcohol for seven years. She celebrated her anniversary of sobriety with her cohort on their trip.

“Seeing the mobile methadone unit in person was very emotional for me, in a good way. With my lived experience, it was very profound to witness a country that can go so far to help its people,” Barry said.

Careers in counseling and compassion

Johnson will graduate with her master ��. this December. “You learn so many amazing things in the clinical mental health counseling program,” she said. “You’re learning knowledge of counseling, but it ��. also a journey of personal growth. I think of who I was coming into the program and now as I’ll be graduating. To counsel someone else, you have to have that moment of vulnerability yourself. It ��. about personal development.”

Johnson, who has a bachelor ��. in criminal justice rehabilitation from ��, is currently interning with Lutheran Social Services in family therapy and children with high needs and worked as a residential treatment worker with Arbor Place, in Menomonie. During her undergrad, she interned with Cedar Ridge, a dual-diagnosis residential treatment center in Stillwater, Minn.

Barry is completing her practicum with Park Avenue Center, a drug and alcohol use facility in Minneapolis, with a goal to continue working with this population. She plans to earn dual licensure in substance abuse counseling and mental health. She will graduate in May 2024 and has her B.S. in psychology.

“I would move to Portugal in a heartbeat if I was able to work for them,” Barry said.

Belling is in her practicum at Dunn County Behavioral Health Services and will graduate in August 2024. She is most interested in working in trauma counseling but is keeping an open mind.

The course also included cultural immersion and sightseeing opportunities such as a Portuguese language lesson, a cooking class and visits to castles and palaces in the Lisbon area.

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Harm reduction, lack of stigmas in treating substance use disorders help them learn to advocate for future clients CMHC students visiting a mobile methadone unit

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Inspiring Graduate: Abbie Sonstegard, M.S. Clinical Mental Health Counseling

goersab — Fri, 12 May 2023 15:44:36 +0000

Inspiring Graduate: Abbie Sonstegard, M.S. Clinical Mental Health Counselinggoersab May 12, 2023

‘I am most proud of the education I received and that I am already employed in the field.’

Inspiring Graduate: Abbie Sonstegard (‘23)

Hometown: Oakdale, Minn.
Degree: M.S. Clinical Mental Health Counseling
Concentrations: alcohol and other drugs counseling; crisis and trauma; and eating disorders

Four months before she graduated on May 6, from �� with her master ��. in clinical mental health counseling, Abbie Sonstegard accepted a full-time therapist position at her practicum site in Bloomington, Minn. She will work with clients in residential and intensive outpatient programs for substance use.

"I am most proud of the education I received and that I am already employed in the field," she said.

Abbie Sonstegard receiving her master's hood / ��

Sonstegard plans to earn her License in Alcohol and Drug Counseling and Professional Clinical Counseling License in Minnesota and work with the substance use treatment population.

“Once I have a more solid professional foundation, I would love to pursue more education to incorporate therapeutic applications of music in my practice,” she said.

Sonstegard has a bachelor's in psychology and studies in therapeutic applications of music from UW-Eau Claire.

How well has �� prepared you to work in your field and why?

�� . clinical mental health counseling program offers a hands-on approach that prepared me and my peers for the counseling field. The professors not only educate students but offer valuable resources and materials and countless opportunities to apply the materials and concepts we learn.

By actually applying and practicing what I learned in the classroom, I believe I was better prepared to enter the counseling field when I started my practicum last fall.

Practicing my counseling skills also meant practicing with my peers in and out of the classroom. I am fortunate for the countless experiences I had to get to know my cohort better, and I believe that I am graduating with valuable friendships to rely on.

How did you overcome the challenges you faced in earning your degree?

The most challenging thing I faced in my graduate school experience was doubt in myself and my abilities. I knew I was passionate to work in the mental health counseling field but, just like most of us, there is always some part of me that attempts to convince me I am not smart enough, skilled enough, or worthy enough to do my job to the best of my abilities. These doubts became stronger when I began my practicum and still challenge me today.

Abbie Sonstegard at commencement / ��

However, because of the support from professors, peers and family, I continue to push on, learn from my mistakes and gain experience to best serve my current and future clients.

Professors John Klem, Julie Bates-Maves and Andy Felton are outstanding educators. I admire and am immensely inspired by their passion for the field of mental health counseling and educating students. They are so patient and supportive, and they do everything they can to engage their students.

I am so fortunate to have had individual experiences with each professor where I not only received guidance but the validation of my skills.

Julie Bates-Maves frequently reminded my peers and me during lectures that "you all are capable and smart counselors." I think that repeated encouragement will stick with me. If Julie thinks I can do it, why shouldn't I be able to?

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‘I am most proud of the education I received and that I am already employed in the field.’ Abbie Sonstegard, 1

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�� . Child and Family Study Center looks to strengthen Wisconsin ��. child care workforce

goersab — Fri, 10 Mar 2023 20:50:46 +0000

�� . Child and Family Study Center looks to strengthen Wisconsin ��. child care workforcegoersab March 10, 2023

Center at the heart of Heritage Hall project provides critical career training through community service

Abbey Goers

Families from around Wisconsin are facing significant shortages of quality child care programs, caused in large part by a shortage of licensed early childhood staff.

�� is committed to building the state ��. child care workforce through its Child and Family Study Center, School of Education programs and collaborative programs within Heritage Hall and across campus.

The Child and Family Study Center helps train future teachers, counselors and dietitians to build Wisconsin's child care workforce and support families. / ��

Recently, Child Care Partnership conducted a survey on child care capacity related to the early childhood teacher shortage and the impacts in western Wisconsin. Of the 116 licensed group child care centers in the 10-county area, 70% responded to the survey.

They reported having to adjust their capacity because of a shortage of qualified staff. And although the group centers reported hiring almost 600 times in the last 12 months, there are still more than 300 staff positions open. In addition to adjusted capacity, more than 50 classrooms closed, resulting in a loss of more than 1,600 child care slots.

In these counties, waiting lists for families outweigh availability, with 90% of programs reporting a waiting list of more than 4,000 children. And across the state, three or more children compete for every available child care spot, with 54% of Wisconsin residents living in child care deserts.

Without support around the child care staffing crisis, 16% of CCP group child care programs reported they were facing closure due to the ongoing issue of not having qualified staff.

As part of Gov. Evers proposed 2023-25 budget, $340 million would be invested in the Child Care Counts: COVID-19 Stabilization Payment Program, along with $22 million to support the Wisconsin Department of Children and Families’ Partner Up! Program.

Without ongoing financial support through programs like Child Care Counts and Partner Up!, 44% of CCP programs were unsure they would remain in business, and 21% felt they would close in the near future.

Child Care Partnership, a Western Dairyland Community Action Agency program, serves Buffalo, Chippewa, Dunn, Eau Claire, Jackson, Pepin, Pierce, Polk, St. Croix, and Trempealeau counties and the Ho-Chunk Nation. Its goal is to increase access to consistent, affordable and quality child care services.

University center helping to make a difference

The Child and Family Study Center practices the university ��. polytechnic mission of providing hands-on experiences to undergraduate and master ��. students to prepare them for careers in child care and early childhood education. The CFSC also helps train future teachers, counselors and dietitians through academic instruction, research, classroom observations and service-learning.

This year, 63 children of university students, faculty, staff and community members are participating in CFSC programming. / ��

The CFSC is licensed by the state. Instructional staff teach in five classrooms and labs in two locations on campus: the Infant/Toddler Lab in Heritage Hall, with children 6 weeks through 3 years of age; and the Preschool, with children 3 to 6 years, including the 4K program, in partnership with the School District of the Menomonie Area.

As a National Association for the Education of Young Children accredited program, the CFSC is held to guidelines regarding teacher preparation. It holds a five-star rating in the YoungStar system, which ensures the health and safety of child care in Wisconsin.

“We have a reputation of quality and intentional programming to support children's success,” said Director Allison Feller. “Our qualified staff exemplify excellence and directly impact our program's success. By staying abreast of current research and developments in the field of early childhood education, they mentor future educators who are prepared to enter the workforce.”

This year, 63 children of university students, faculty, staff and community members are in CFSC programming. They represent diverse cultural backgrounds and receive care and learning opportunities for up to 10 hours each day, 50 hours each week.

Each year, the CFSC collaborates with more than 20 programs across campus, with more than 650 university students engaging in professional development practices.

Undergraduate programs represented include early childhood education; art education; and human development and family studies; and master ��. programs include school counseling; school psychology; clinical mental health counseling and nutrition and dietetics.

The Heritage Hall renovation will support new state-of-the-art programming in a new CFSC space. / ��

“We're educating highly qualified candidates for programs when children are at the most critical stage of development,” Feller said.

Kayla Hewitt, an early childhood education alum, is a behavioral therapist with an early intervention program. She works one-on-one with children ages 2 and older, who are on the autism spectrum. Using applied behavior analysis, Hewitt guides children to understand their abilities to their best advantage, so that they may have the most independent life they can.

“My education from Stout has given me the best tools to excel in my position,” Hewitt said. “I use individualization and differentiation every single day. I also utilize the training I received at Stout to create plans for programming, thinking outside the box for creatively presenting new learning objectives while aiming for the most multimodal experience for the child. The skills I learned to help manage classrooms and learning environments, as well as building family relationships and rapport, has helped me to be the best behavior therapist I can be.”

The Preschool building opened in 1971; the Heritage Hall Infant/Toddler Lab opened in 1973.

The Heritage Hall renovation will support building a new CFSC, strengthening state-of-the-art programming and curriculum to keep �� students at the forefront of innovative and evidence-based early childhood services. A newly designed center will also include a common space for faculty, staff, community partners and families to expand existing collaborations and campus initiatives.

The renovation of Heritage Hall, which received priority approval from the UW System Board of Regents, is ranked No. 1 in the Chippewa Valley and No. 3 for major academic building renovation projects. Renovation is slated to begin in 2026.

Heritage Hall Renovation

This project creates a new, unified home for workforce-critical degree programs in the College of Art & Human Sciences and more.

Community partnerships, campus collaborations benefit multiple stakeholders

The collaborations between the Child and Family Study Center and cross-campus programs offer university students – who are preparing to enter Wisconsin ��. child care workforce – multiple experiential learning opportunities to work with children and families.

Professor Christine Peterson believes the CFSC positively impacts M.S. and Ed.S. school psychology students. They assess 3K students for their clinical practicums to profile preacademic skills at the beginning and end of each academic year.

This collaboration benefits multiple stakeholders, Peterson explained, including the graduate students who receive applied learning experience; and CFSC instructional staff and parents who receive meaningful information about instruction and a benchmark measure of progress. CFSC submits this data annually to the National Association for the Education of Young Children.

Each year, the CFSC collaborates with more than 20 programs across campus, with more than 650 university students engaging in professional development practices. / ��

“The CFSC stands out on our campus as a model for lab-based programming; it simultaneously serves multiple programs, enhances the applied student experience for not only preservice teachers but multiple other disciplines, and provides a critical community service,” Peterson said.

Clinical mental health counseling Professor Julie Bates-Maves believes �� . labs, like the CFSC, are at the heart of the university ��. polytechnic distinction.

“This indispensable lab brings life to the developmental considerations, attachment theory, and social and emotional development we teach in our courses,” Bates-Maves said. “Having the opportunity to try on one ��. counseling skills with young populations is critical, as is the opportunity to observe developmental expression in person versus simply reading about it.

“The center provides a model of healthy caregiving, allowing our students to further observe interactional styles between adults and children that support emotional development. As emerging professional counselors, our students will educate parents and caregivers on how to support children in the midst of normal development, but also those experiencing developmental crises,” Bates-Maves said.

This spring semester, Assistant Professor Lindsay Heidelberger, program director of M.S. nutrition and dietetics, has connected Professor Deb Sheats to collaborate with CFSC staff to provide master's students in the Nutrition Education and Counseling course with hands-on, polytechnic learning. Students will observe meal times at the CFSC, conduct needs assessments with staff and create nutrition education video lessons for children and their families.

“Having access to the CFSC has been integral to the students’ learning by providing experiential learning in a real-world setting as a nutrition educator,” Heidelberger said.

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The �� School of Education offers challenging education programs that prepare highly qualified and successful teachers, leaders, and student services prof

Child & Family Study Center

Helping children develop intellectually, physically, socially, and emotionally.

The Child & Family Study Center (CFSC) focuses on the "whole child" representing all areas of development: intellectual, physical, social, and emotional. The program goals are to develop: self-concept and self-worth, language skills, social interaction skills, independence, curiosity, self-expression, appreciation, problem-solving, large and fine motor coordination, creative expression, along with awareness and respect for other's experiences and backgrounds as well as their own.

Alumna ��. focus is on children with $1 million donation

Mary Ross Denison knows firsthand that an investment in someone ��. future can make a difference.

Educational Theory & Hands-On Practice

The Child & Family Study Center is a university education laboratory school committed to creating a link between educational theory and hands-on practice. Students from undergraduate and graduate courses across campus can observe, participate, develop research, and execute lessons under the guidance of experienced and highly qualified educators.

Laboratory access at the CFSC allows for cross-campus collaborations with other departments and programs, implementation of class projects, observation, service-learning and increased demand for meaningful and related student work experience which is in line with UW Stout ��. polytechnic mission. The polytechnic approach to education is hands-on and career-focused, supporting state-of-the-art programming and curriculum to keep college students at the forefront of innovative and evidence-based early childhood services.

The center serves as a catalyst for excellence and innovation in early learning and the preparation of future educators. The center creates a common space for faculty, staff, community, and families to not only collaborate to train future teachers but also as a facility for professional development and academic research while modeling best practices in many fields of study.

Infant & Toddler Education Lab

��'s Infant & Toddler Education Lab is a certified childcare center for the university staff, students, and the Menomonie community. Students in the School of Education's B.S. Early Childhood Education program provide childcare for children ages 0-3. Aaron Wisecup, a senior in ECE, assists in and teaches children for nine weeks during the semester.

"We really focus on teaching the children self-help skills and social and emotional skills, like learning to share toys, take turns, and asking friends if they are hurt," Wisecup said.

Working alongside other student staff and experienced faculty, and watching the children progress gives students the necessary experience to benefit in their future teaching careers.

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Symphony Band students at the CFSC

Contact Information

Allison Feller

108 Child & Family Study Center

715-232-2554

fellera1995@uwstout.edu

Enrollment Inquiries

Please contact 715-232-1478.

Locations

The Child & Family Study Center operates in two separate locations:

The Infant/Toddler Lab 1 serves children six weeks through three years of age.
811 6th St East

The Toddler 2 and Preschool location serves children two years through six years, including the 4K program operated in conjunction with the School District of the Menomonie Area.
1412 6th St East

Hours of Operation

Full-Day Program: 7:30 a.m. - 5:30 p.m.
4K Program: 8:30 - 11:45 a.m.

The center operates in accordance with the University Calendar. For your convenience, we also provide a Center Calendar for parents and families.

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Seventeen graduate students receive scholarships to ‘build the capacity of state ��. mental health workforce’

goersab — Wed, 25 Jan 2023 15:56:57 +0000

Seventeen graduate students receive scholarships to ‘build the capacity of state ��. mental health workforce’goersab January 25, 2023

Scholarships given across UW System schools through $2 million federal award

Abbey Goers

Seventeen �� master ��. students have received $85,000 in scholarships as part of a federal grant.

The grant included $2 million across the UW System to support about 380 mental health students with a $5,000 scholarship through the Qualified Treatment Trainee Grants Program.

Emma Desens is in her final semester of her master ��. in marriage and family therapy at �� and is grateful to be awarded the QTT grant. Her clinical internship is at Family Therapy Associates, at the Menomonie and Eau Claire locations, and she will be joining their team upon graduation in May.

Emma Desens, QTT grant recipient / ��

“This donation to my education will have a significant impact on my life. The financial security of receiving this grant enables me to explore continuing my education further with a doctorate degree,” said Desens, of Appleton.

“I am thankful for the opportunity to focus on my learning and growing as a therapist, rather than the financial stress, and I cannot express my appreciation enough in being chosen for this award,” she said.

The goal of the QTT grant is to “reduce barriers to program completion for diverse students and build the capacity of our state ��. mental health workforce and behavioral health professionals,” said Jessica Smith, principal investigator for the grants program and CITEE director.

The award supports students in the completion of their internships, which are often unpaid or underpaid, creating financial barriers for those experiencing lower income, lower social support resources or additional noneducational expenses.

Assistant Professor Heather Hessel / ��

“The demand for competent mental health professionals has never been higher, particularly for traditionally underserved communities,” said Assistant Professor Heather Hessel, program director of M.S. marriage and family therapy at ��. “The funds from the QTT grant provide critical support for building and strengthening the pathways from graduate level training to effective delivery of mental health services to Wisconsin residents.”

Hessel serves on the QTT Statewide Advisory Committee and supported the outreach to students in marriage and family therapy, as well as M.S. clinical mental health counseling.

Along with Desens, �� graduate students, several of whom serve as Clinical Services Center student therapists, who received the QTT grant this spring include:

Makai Dorfman, marriage and family therapy, Minneapolis
Emily Erikson, marriage and family therapy, Altoona
Zandra Georgakas, clinical mental health counseling, Ellsworth
Mackenzie Gosa, marriage and family therapy, Blue River, Ore.
Julia Jorgensen, marriage and family therapy, Madison
Lindsey Laube, clinical mental health counseling, Eau Claire
Hannah Malison, clinical mental health counseling, Milwaukee
Chelsea Meagher, marriage and family therapy, Eau Claire
Isabel Meyer-Mueller, marriage and family therapy, St. Paul
Elizabeth Miner-Worland, marriage and family therapy, Philadelphia
Maggie Mooney, clinical mental health counseling, Baldwin
Frances Santiago, marriage and family therapy, St. Paul
Hannah Schoening, clinical mental health counseling, Big Lake, Minn.
Kaja Simon, marriage and family therapy, St. Paul
Corey Tallier, clinical mental health counseling, Gilman
Annie Xiong, clinical mental health counseling, Schofield

Nearly 270 graduate students applied for this round of funding, Smith said. She anticipates the final round for applications will open in spring 2023 to award the remaining 110+ awards.

CITEE received the award through Gov. Tony Evers and the Wisconsin Department of Health Services to expand the work being done in the QTT Grants Program with DHS, Division of Care and Treatment Services.

A critical renovation to meet counseling needs

�� . master ��. programs in marriage and family therapy; clinical mental health counseling; school counseling; and school psychology are housed in the Vocational Rehabilitation Building but are scheduled to relocate to Heritage Hall.

Major renovation of Heritage Hall ranked No. 1 in Chippewa Valley, third for UW System academic buildings

A critical renovation project of one of �� . busiest classroom and lab buildings has taken a major step forward.

Heritage Hall, a near-50-year-old building, is scheduled for major renovation after receiving priority approval from the UW System Board of Regents. The project is ranked No. 1 in the Chippewa Valley and No. 3 for UW System academic buildings. The project includes the demolition of the 1954 portion of the Vocational Rehabilitation Building, where the four programs are housed.

“True to our applied learning mission, �� . graduate counseling programs provide services for the community, which will be further enhanced by the renovation of our Heritage Hall academic building. The building ��. renovation, which will provide reimagined spaces to better train our graduates, is a critical renovation to expand our counseling-related offerings and help graduate more students,” Provost Glendalí Rodríguez said.

“The QTT Grants Program helps remove some of the financial burdens on students to complete their education and provides another compelling argument to pursue advanced education at ��. Secured from a grant, the scholarship also provides a strong example of how Stout is committed to addressing workforce shortages of counseling professionals in Wisconsin and across the country,” Rodríguez added.

The $2 million grant was part of a larger grant awarded to UW-Whitewater ��. Center for Inclusive Transition, Education and Employment, $9.1 million in American Rescue Plan Act funding to support graduate students in marriage and family therapy, counseling and social work across the seven UW System institutions with accredited programs.

###

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Inspiring Graduate Kate Johnson, M.S. Clinical Mental Health Counseling

goersab — Thu, 22 Dec 2022 18:53:56 +0000

Inspiring Graduate Kate Johnson, M.S. Clinical Mental Health Counselinggoersab December 22, 2022

'My education at Stout provided me the support and guidance I needed to trust in my own abilities.'

Inspiring Graduate: Kate Johnson (‘22)

Hometown: Boyceville
Degree: M.S. Clinical Mental Health Counseling
Concentration: chemical dependency

Kate Johnson has multiple learning disabilities, some incredibly severe. During her developmental years, she was informed by educators that she was “too disabled” and that she would never thrive in education.

“I recall vividly, when I was younger, feeling as though my ability to advance in school would be a tumultuous mountain to climb. Honestly, a mountain I was not sure I could scale,” she said.

However, with support from her mother, partner and an innate desire to continue her education, Johnson earned her master ��. in clinical mental health counseling from �� on Dec. 17. She also earned her bachelor ��. in service management with a concentration in nonprofit from �� in 2009.

Kate Johnson receiving her master's hood / ��

“I find myself feeling incredibly confident in the perseverance and grit which was born and forged within me throughout the journey. I have learned through time and dedicated effort that difficult endeavors are possible no matter the mountains we face on our path. The perseverance built within has redefined the way I see the world and how we show up in it,” Johnson said.

Post-graduation, Johnson plans to earn her Licensed Professional Clinical Counselors credentials and then hopes to create a nonprofit to assist those experiencing homelessness, financial insecurity and co-occurring mental health diagnoses with gaining mental health care.

“This is a fundamental need that is lacking in many state systems. I lost two very close relationships due to this, but I hope to use my knowledge gained to make an impact for those experiencing similar hurdles,” she said.

How has Stout prepared you to work in your field?

When I think of Stout, I think of my cohort – the peers I, at times struggled besides, laughed with, connected with, at points burned out with and now celebrate with. I also think highly of each one of my professors.

Dr. John Klem, Dr. Julie Bates-Maves and Dr. Andy Felton are some of the highest quality educators I have ever had the pleasure of learning from. The diligence these professors put into each course, the program in totality and each individual student is top tier in terms of education.

I feel incredibly prepared to work in the field of clinical mental health counseling and am thankful I was able to study in this program with these brilliant minds.

How has your Stout education and experience changed you?

My education at Stout, for both my bachelor ��. and master ��., provided me the support and guidance I needed to trust in my own abilities.

It has also helped in guiding me toward outlining my goals and identifying how I can create a meaningful impact for the world around me.

I realized my abilities were far greater than many people in my past life experience had given me credit for. Now I realize not only am I capable of accomplishing a hard thing, but my potential is boundless in many ways.

Kate Johnson and Chancellor Katherine Frank / ��

How did you overcome the challenges you faced in earning your degree?

For much of my post-secondary education, I struggled and grappled with my learning hurdles. My fear of failure and the voices of doubt would rear their heads, and often times I thought I was kidding myself to think I belonged in a master ��. program, much less be able to complete it successfully.

However, with the support of Stout's incredible Disability Services, my professors, my cohort, my loving and diligent partner, Alex, and the words of my mother, I was able to overcome much of these wrongfully instilled negative beliefs.

I'm also thankful for my ever-present companion, my dog Maxwell. He was 17 and with me throughout all of my master's degree and passed on right before the final semester started. He was a fundamental and crucial reason for my success.

Dr. Klem will always stand as a beacon for me from this day forward. He reminded me that learning disabilities were not the end of my potential, and there was no need for me to fear living beside them. He not only modeled how far a person can go when they grow past labels and imposed limitations placed on those with disabilities in our society, but he helped me to re-create my beliefs in myself. He challenged me and pushed me to remember I am not defined by disabilities; I am profoundly capable and sometimes I just need to remember that and move forward with confidence.

I am thankful for Dr. Klem, who truly instilled in me a new and renewed sense of who I can be when I live with my truth and not against it. I am changed because he believed in me enough to challenge old narratives and support me in making way for a capable human who leaves this institution knowing she can share this hope to inspire others.

What are you most proud of as you finish your degree?

Education has been an uphill battle for me for all my life. The day I was accepted into the program, I could hardly believe my professors saw potential in me. I had put off attempting to get a master ��. degree for a decade due to being terrified I would not be capable enough to succeed at this level of academics.

Walking across the commencement stage, I felt a sense of accomplishment that is hard to express in words.

I am a changed human because loved ones, professors and peers believed in me. I not only celebrate graduating with my master ��., but I celebrate graduating from old beliefs that people with disabilities are any less capable than anyone else.

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