Mobile, AL 36688-0002
M.S., Community Counseling, University of South Alabama, 1993
Ph.D., Counselor Education, Auburn University, 1998
My beliefs about teaching follow:
- Teachers should be encouraging, challenging, compassionate, and organized. I support my students and present myself as an educational ally. I assume the roles of teacher, model, and mentor. I challenge students to produce quality work based on recent research and work with them in developing self-efficacy in their academic efforts.
- Teachers who set high expectations for students are more likely to generate students who try harder and reach higher levels of learning than students not expected to excel. I expect students to be active participants in the learning process and encourage them to set high goals for themselves.
My preferred method of supervision for beginning counselors is a developmental approach. People, abundant with potential, unfold in stages. As beginning counseling supervisees’ confidence and expertise grow, their supervisory needs change. Stoltenberg and Delworth’s (1987) developmental model suggests that supervisees develop over eight dimensions: intervention skills, assessment techniques, interpersonal assessment, client conceptualization, individual differences, theoretical orientation, treatment goals and plans, and professional ethics. I use this model as a guideline for my supervision interventions.
For advanced supervision, Neufeldt, Iversen and Juntunen’s (1995) case conceptualization model best undergirds my work. I encourage counselors to examine their hypotheses about clients and their theoretical orientation in relation to appropriate interventions - all within the context of their theory of change. Advanced supervisees have commented that they have benefited from exploring their own perceptions of change as it relates to chosen interventions as their awareness of their beliefs explained discrepancies in their counseling practice.
I apply an existential/humanistic approach to case conceptualization and supervision. As such, I help supervisees focus on their authenticity and skill development within a respectful, empathic environment. My belief that people have tremendous potential enables me to be optimistic about their possibilities of becoming effective counselors and I am very respectful of the role I play in their development.
Dr. Vaughn Millner, LPC, NCC received her PhD in Counselor Education from Auburn University.
She teaches graduate courses in the Clinical Mental Health program at USA. Dr. Millner
has published over two dozen research papers in professional peer-reviewed journals
and contributed to a book, a book chapter, and encyclopedia entries on various topics
of human relations training, human sexuality, and public health.
Her recent research and evaluation efforts regarding the reduction of adolescent risky sexual behavior were supported by a grant from the Centers for Disease Control and Prevention/Mobile County Health Department. She recently published, along with her two co-presenters, an article in the Sexuality Research and Social Policy journal regarding parents’ beliefs about sex education for their children in Alabama public schools. Professor Millner’s work has also been published in the Journal of Counseling and Development, Obstetrics and Gynecology, the Southern Medical Journal, and The Family Journal. Her work has been cited in Harvard Law & Policy Review.
EPY 351 - Human Growth and Development
EPY 455 - Evaluation of Teaching and Learning
CED 560 - Diagnosis and Treatment Planning
CED 576 - Supervised Practicum in Counseling
CED 586 - Analysis of Counseling Process
CED 588 - Career Planning and Placement
CED 590 - Human Sexuality in Counseling
CED 676 - Advanced Practicum in Counseling
EPY 502 - Psychological Principles of Learning
EPY 521 - Human Development and Behavior
EPY 555 - Tests and Measurements
CED 584 Seminar in Ethical and Legal Issues
CED 597 Internship in Clinical Mental Health Counseling
Dr. Millner has taught additional 8 courses at USA external to the College of Education.