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Master of Arts in Music Therapy and Counseling

Program

The Master of Arts in Music Therapy & Counseling is a 90 quarter-credit program that integrates advanced music therapy and general counseling coursework with hands-on clinical experience and research opportunities, preparing graduates for a variety of career paths in the music therapy profession. Faculty include dedicated, knowledgeable music therapists as well as other creative arts therapists, clinical psychologists and counseling educators, offering a curriculum focused on in-depth study of foundational and innovative music therapy and mental health theories and approaches. The program can be completed in a minimum of two years (seven quarters) of full-time study, although some students may take longer to complete all program requirements, or opt for a decelerated plan of study. Classes held during the regular academic year (Fall, Winter and Spring quarters) are taught in-person at our Center City Philadelphia campus, while coursework in the Summer term can be completed remotely.

Founded in 1975, the MA in Music Therapy & Counseling is one of the few music therapy academic programs in the country housed on a health sciences campus. This setting provides a unique perspective on the merging of arts and health sciences, with an emphasis on culturally responsive interprofessional education. Students have opportunities for clinical experience, research and more at several University- related facilities, including Parkway Health & Wellness, the Stephen and Sandra Sheller 11th Street Family Health Services Center and the Dornsife Center for Neighborhood Partnerships.

Our program is designed both for students who have a Bachelor's degree in another field, and are seeking the required education and clinical experience to become a board-certified music therapist (MT-BC), as well as current Bachelor's-level music therapists who wish to pursue advanced study in music therapy and counseling. All courses are taught at the graduate level; we do not offer an equivalency program.

The Music Therapy and Counseling Curriculum is approved by the American Music Therapy Association. Upon completion of the program, students are eligible to sit for the examination of the Certification Board for Music Therapists, to earn the MT-BC credential. Our program also meets the Pennsylvania Licensed Professional Counselor (LPC) education requirements. Please note that licensure requirements vary from state to state, and may change at any time. Therefore, if you are considering counseling licensure in the future, you are strongly advised to review educational requirements for any state(s) in which you may seek counseling licensure. It is the student's responsibility to know and understand the requirements for any type of future licensure.

What you'll learn

  • Integration of music therapy methodologies with mental health counseling and medical sciences theories and approaches.
  • Daily interaction with music, art and dance/movement therapists, psychologists, neuroscientists, physicians and other health professionals as teachers and supervisors.
  • Clinical applications of instrumental and vocal improvisation, composition, re-creative and imagery methods within music psychotherapy and counseling, medical music therapy and developmentally-focused treatment models.
  • Multiple supervised adult and child clinical placement opportunities in a variety of settings, including medical and psychiatric hospitals, inpatient and outpatient behavioral health facilities, schools, continuing care facilities, community health centers, correctional facilities and more.
  • Basic understanding of art and dance/movement therapies and their relationship to music therapy.
  • Interaction with students and educators representing all the health sciences.
  • A culminating project (traditional research thesis or capstone project) focused on a student's chosen area of interest, and guided by a multidisciplinary advisement committee.
  • Student presentation of research at local, regional, and national conferences.

What makes the Drexel Music Therapy and Counseling program unique?

  • Housed in Drexel University's College of Nursing and Health Professions, on the University's health sciences campus.
  • Mental health counseling component of curriculum, which covers topics such as Human Psychological Development, Clinical Diagnosis, Group Dynamics, Theories of Psychotherapy, and Social and Cultural Foundations in Counseling and Psychotherapy, and prepares students for professional counseling licensure in Pennsylvania.
  • A strong emphasis on multicultural perspectives and social justice.
  • The opportunity to study alongside art therapy and dance/movement therapy students, creating opportunities for interdisciplinary engagement and collaboration.
  • Students complete coursework and clinical experiences simultaneously, allowing for synthesis of theoretical and practical knowledge throughout the program.

COMPLIANCE

The College of Nursing and Health Professions has a compliance process that may be required for every student. Some of these steps may take significant time to complete. Please plan accordingly.

Visit the Compliance pages for more information.

Admission Requirements

Background checks:

As a student of the College of Nursing and Health Professions you will be required to satisfactorily complete a criminal background check, child and elder abuse checks, drug test, immunizations, physical exams, health history, and/or other types of screening before being permitted to begin clinical training.

You will not need to submit documentation of these requirements as part of your application to the master's program. Failure to fully satisfy these requirements as directed upon enrollment may prevent assignment to a clinical site for training. A background check that reflects a conviction of a felony or misdemeanor may affect your ability to be placed in certain facilities, and later, to become board certified and licensed.

Deadline:
The application completion deadline for Fall 2020 admission is June 1, 2020. Please note that applicants are reviewed on a rolling basis. All application materials must be submitted by June 1 to be considered for Fall 2020 admission.

Degree:
Bachelor's degree in any field from an accredited institution, and a minimum overall GPA of 3.0 or above on all previous coursework.

Standardized Tests:
N/A

Transcripts:

  • Official transcripts must be sent directly to Drexel from all the colleges/universities that you have attended. Transcripts must be submitted in a sealed envelope with the college/university seal over the flap to Drexel University, Application Processing, PO Box 34789, Philadelphia, PA 19101, or submitted through a secure electronic delivery service to enroll@drexel.edu. Please note that transcripts are required regardless of number of credits taken or if the credits were transferred to another school. An admission decision may be delayed if you do not send transcripts from all colleges/universities attended.
  • Transcripts must show course-by-course grades and degree conferrals. If your school does not notate degree conferrals on the official transcripts, you must provide copies of any graduate or degree certificates.
  • If your school issues only one transcript for life, you are required to have a course-by-course evaluation completed by an approved transcript evaluation agency
  • Use our Transcript Lookup Tool to assist you in contacting your previous institutions

Prerequisites:
Volunteer or paid experience in a helping relationship preferred.

References:
Three letters of recommendation required. At least one recommendation should refer to your musicianship and/or musical skills. To electronically request recommendations, you must list your recommenders and their contact information on your application. You may request recommendations with your application or through the Discover Drexel portal after you submit your application.

We advise that you follow up with your recommenders to ensure they received your recommendation request — they may need to check their junk mail folder. Additionally, it is your responsibility to confirm that your recommenders will submit letters by your application deadline and follow up with recommenders who have not completed their recommendations.

Personal Statement/ Essay:
A 300-750 word essay that focuses on the role of music in your development and family, and how your life path led you to music therapy.

Audition: Applicants must demonstrate musical competencies in performance, music theory, and music history through an audition and interview. At the audition, applicants will:
1.Present two works from different musical periods or in different music styles that demonstrate moderate to advanced level of proficiency on principal instrument/voice.
2.Sing 3 traditional, folk, or popular songs while accompanying self on piano.
3.Sing 3 traditional, folk, or popular songs while accompanying self on guitar.
4.Play basic chord progressions (I-IV-V-I; I-vi-ii-VI) in several keys on piano and guitar.
5.Demonstrate aural skills by playing the melody of a given well-known song and providing the harmonic progression.
6.Demonstrate sight-reading skills on piano.
7.Demonstrate knowledge of music theory related to transposition, constructing chords.
8.Demonstrate knowledge of one or more of the following topics: basic periods of Western music; jazz history; World music.

International and long-distance candidates may submit a recorded audition on DVD or online in lieu of items 1-4 above. International and long distance candidates should request instructions about all these requirements with their admission materials and are advised to begin the admission process early.

Interview: An in-depth in-person interview with the faculty of the graduate music therapy program, consisting of a review of personal, academic, interpersonal and creative aptitudes. Applicants will also be asked to demonstrate knowledge of one or more of the following topics: basic periods of Western music; jazz history; World music. For international and long-distance applicants, a phone interview or video chat may be substituted for the in-person interview.

CV/Resume:
Required. Include relevant education, work and service/volunteer experience.

Clinical/Work/Volunteer Experience:
A social service work or volunteer history and cross cultural experience is highly valued.

Additional Requirements for International Applicants

  • Transcript Evaluation: All international students applying to a graduate program must have their transcripts evaluated by the approved agency: World Education Services (WES), 212.966.6311, Bowling Green Station, P.O. Box 5087, New York, NY 10274-5087, Web site: www.wes.org/.
  • TOEFL: Applicants who have not received a degree in the United States are required to take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) An official score report must be sent directly to Drexel University Application Processing. The minimum TOEFL score is 90 and the minimum IELTS score is 6.5. For more information visit the Web site: www.ets.org, then click on TOEFL.
  • I-20/DS-2019 and Supporting Financial Documents (international students only): After confirming attendance to Drexel, students will receive an email from ISSS with instructions for applying for their I-20/DS-2019 and submitting supporting financial documents.

International Consultants of Delaware, Inc.
P.O. Box 8629
Philadelphia, PA 19101-8629
215.222.8454, ext. 603

Commission on Graduates of Foreign Nursing Schools
3600 Market St., Suite 400
Philadelphia, PA 19104-2651
215.349.8767

World Education Services, Inc. (WES)
Bowling Green Station, P.O. Box 5087
New York, NY 10274-5087
212.966.631

Tuition and Fee Rates:
Please visit the Tuition and Fee Rates page on Drexel Central

Application Link (if outside organization):
N/A


Curriculum

The MA in Music Therapy & Counseling is a 90-quarter credit program. The program can be completed in a minimum of two years (seven quarters) of full-time study, although some students may take longer to complete all requirements, or opt for a decelerated plan of study. The majority of classes are taught in-person on Drexel's College of Nursing and Health Professions campus in Center City, Philadelphia with select classes offered online.

The coursework consists of both Music Therapy-specific and general mental health counseling coursework. Music Therapy-specific topics include:

  • Music Therapy theories and methods for child, adolescent, adult and older adult populations
  • Clinical musicianship and improvisation skills
  • Social and cultural foundations in music therapy
  • Technological applications
  • Imagery methods
  • Group dynamics in music therapy
  • Theories of music psychotherapy

Mental health counseling coursework covers theories and skills in:

  • Human psychological development
  • Psychopathology and the Diagnostic and Statistical Manual of Mental Disorders
  • Social and cultural foundations in counseling
  • Behavioral research
  • Group dynamics in counseling
  • Theories of counseling and psychotherapy
  • Career counseling
  • Clinical appraisal and diagnosis
  • Professional ethics
  • Foundations of Creative Art Therapies

Clinical experience is integrated with classroom learning, with students participating in two practicums and one internship throughout the course of the program. For more information on the clinical education component of the Music Therapy program, click on the "Clinical Practices" tab above.

A Culminating Project rounds out the curriculum. Second-or third-year students conduct a Culminating Project that integrates practice with theory and/or research. Under the guidance of their Culminating Project advisor, students design a project that explores aspects of both their respective Creative Arts Therapies discipline and counseling. Examples of Culminating Projects include development of a method, a community engagement project, research thesis or artistic project. Culminating Projects may be connected to a student's internship, but it is not a requirement. At the end of each academic year, students present their Culminating Projects to peers, faculty, friends and family at their respective program's Colloquium. Students are also encouraged to submit projects to regional and national conferences when applicable.

Accreditation

The Music Therapy and Counseling program is approved by the American Music Therapy Association.

http://www.musictherapy.org/

Clinical Practice

Students complete more than 1,200 hours of graduate clinical practicum and internship experiences under the supervision of a board-certified music therapist. Placements include pediatric and adult psychiatric and general hospitals, recovery and wellness programs, therapeutic day care, preschool intervention programs, rehabilitation settings, long-term care facilities, forensic settings, schools, and community music therapy programs.

Students begin their clinical experience as soon as they enter the program. The clinical education is enhanced by 3 to 3.5 hours of individual and group supervision per week.

First-year students gain practical and theoretical knowledge regarding a range of clinical populations across two placements assigned by the Director of Field Education. During practicum experiences supervised by on-site board-certified music therapists, students are guided through observation, assisting and co-leading of music therapy sessions in preparation for the second-year internship.

Clinical internship lasts the entire second year and offers an opportunity for students to mature and develop advanced skills with one or, in some cases, two populations. The internship is chosen by the student with assistance from the Director of Field Education and approved by the Music Therapy Program Director. The practicum and internship fulfill the clinical training requirements of the American Music Therapy Association.

Katy Hutchings, MA `15 - Music Therapist

Hometown: Piedmont, CA

Undergraduate: BA, Music (Minor in Educational Studies), Haverford College; MM, Voice Performance, Temple University

Current Employment: Music Therapist at Young Children's Center for the Arts, Philadelphia, PA

How did the MTC program help you discover and gain experience in your areas of interest?
I loved that I had clinical experience throughout my two years at Drexel. While other programs make you wait to start clinical work, Drexel allowed me to dive right in and immediately start enhancing my education by seeing and participating in actual music therapy in the real world. As someone who was new to music therapy, this was incredibly valuable. Integrating clinical work and course work deepened my understanding of music therapy. I especially appreciated being able to find and choose my own internship my second year, allowing me to focus on working with children with developmental delays, Autism Spectrum Disorder, and other neurological diagnoses.

How did your musical identity transform while you were in the Music Therapy program?
Coming from a career of being a professional singer and voice teacher, it was quite a shock to redefine myself as music therapist. I was a complete beginner at guitar and it was very humbling! I also had never improvised and was not as confident in my improvisational skills. By the end of the program, I grew to love playing the guitar and improvising.
What aspects of the curriculum were valuable in addressing issues of diversity, multicultural awareness, and social justice?
From our first day, we were introduced to instruments and musical styles from all over the world and different cultures. Musically, we explored a large variety of styles in a safe, nonjudgmental environment and our own personal music histories were valued as well. In our core curriculum courses, I appreciate the focus on diversity and multicultural awareness especially in terms of our role as therapists in such a diverse city like Philadelphia.

What guidance would you give students who are considering Drexel's MA in Music Therapy & Counseling?
Drexel's program is intense but in two years you will feel confident in your skills as a clinician, counselor, and musician. All of my classmates were able to find full time work almost immediately and that speaks to how prepared we all were entering the job market. As an older student returning to school to start a new career, I felt very respected and supported by the faculty and my peers. Another benefit of Drexel's program is the opportunity to take classes with Art Therapy and Dance Movement Therapy students, allowing me to gain a broader perspective of Creative Arts Therapies. I now have a greater sense of how the arts can be used in therapy and I also have a large network of peers from all three modalities.

Michael Mahoney MA `10 - Alum, Practicum/Internship Supervisor

Hometown: Brockport, NY

Undergraduate major and institution: Philosophy (with Business Studies minor) at SUNY Geneseo

Current Employment: Music Therapist at Children's Hospital of Philadelphia

Why did you choose Drexel's Music Therapy & Counseling program? I appreciated that Drexel would not require me to earn an undergraduate music degree, as I didn't have a particular interest in becoming an expert on a specific instrument. Instead, I was able to use my own past experiences (playing in bands with friends, music technology) to develop my model to my own strengths.

What guidance would you give students who are considering Drexel's MA in Music Therapy & Counseling?
Gain musical experiences, either by learning formal music theory or on the side of playing music by playing music in performing groups before you begin.

How did this program prepare you for a career as a music therapist? Through classwork and on-site experiences, I learned everything I needed to know to stand at the starting line of my own music therapy professional practice. I received huge amounts of support from respected experts in the field, and learned to initiate an ongoing learning process that continues to enrich my work today.

What has your professional experience been like? Extremely rewarding and marked by good fortune! I accepted a job at Children's Hospital of Philadelphia shortly after graduation, and I am now nearing my six-year anniversary. Every day I support patients and their families in playing out their thoughts, feelings and values through musical experiences during life-changing illnesses and hospitalizations. I think a lot about how to support everyone I meet from infant patients to their great-grandparents in the developmental challenges they face. This great honor is also a great responsibility, which I take very seriously.

What aspects of the curriculum were valuable in addressing issues of diversity, multicultural awareness, and social justice?
Our class content helped me understand how my (white, male, hetero cis-gendered) perspectives and values are not necessarily "the norm" for everyone, but rather just a single reference point out of so many across the city and the world. It showed me how community or other non-Western approaches can be more beneficial for the struggling person, than anything that fits my ideas of what's normal.

News & Events

Art Therapy Graduate Student Conducts an Online Mindful-Art Session for Healthcare Professionals

05/12/20

Emily Wexler sitting outside drawing a mandalaEmily Wexler, a graduate student at Drexel University College of Nursing and Health Professions, is working toward a master’s degree in Art Therapy and Counseling. After taking Michele Rattigan’s Mindfulness and Clinical Practice course, she discovered what she learned from Rattigan, MA, ATR-BC, NCC, LPC, an associate clinical professor in Creative Arts Therapies, she could apply to help a variety of health professionals with stress.

Reflecting on the internship Wexler had in pediatric medicine at Cooper Hospital, she witnessed providers working long hours without taking a break or tending to themselves. “I started to notice the different ways that people could be affected when we don't take that break,” Wexler remarked. Her original plan was to work with her team at Cooper then conduct a one-time mindful art experience in the art studio in Three Parkway with physician assistant students. “I'd have all the materials and would be able to do something a little more complex with watercolors and markers,” said Wexler. She also wanted to make it an experience that physician assistant students could continue at home. “Not all students will have watercolors at home, so thinking about what materials people have at home, I landed on pencil or pen and paper,” she shared. Those are pretty much the simplest art materials and most people will have that readily available. Then COVID-19 happened.

Michele Rattigan painting at a table

Considering healthcare professionals in the current highly stressful climate and her understanding of mindful art-creating, Wexler, with some guidance from Rattigan, developed an online version of her original idea and invited those working in hospitals or directly or indirectly with COVID patients and their families to participate.<

It’s very common, suggested Rattigan, for healthcare workers to push their own personal wellness to the back burner. “I think when people fall into a caretaking role, a couple of different things happen. Because it’s what we’re taught, we put our own values, judgments and biases aside to be fully present for another human being,” she asserted. The other part, speaking as a psychotherapist and a counselor, Rattigan said that “it's not about us,” despite bringing themselves into that relationship to help other people. “It's really important for a person to truly focus on their own health journey. We must avoid exploiting clients and bringing in our own ‘isms’ and stuff into the care process,” Rattigan added. Working through the day focused on each person helps protect that patient because the caregiver can separate themselves from the patient and work objectively. Rattigan contends that healthcare professionals can never be 100 percent objective and “if we don't tend to the parts of ourselves that get wounded or vicariously traumatized and push it somewhere else, it will build up to the point where it's affecting many parts of our lives—behavior, work, sleep patterns, relationships, lack of nutrition or overeating, etc.” That is the point at which it's okay to say “I need to take a step back and breathe. I need to fill that need for myself.” In other words, if we all draw from our wells of compassion—keep giving and giving to others—and never replenish it for ourselves, there's nothing left for us to give and there's nothing left for ourselves. “And that's the point of complete, utter burnout,” Rattigan stated.

A black outline of a circle on a white backgroundWith the elevated level of stress healthcare workers typically experience turned up even higher by COVID-19 and its open-endedness, Wexler directed her knowledge of mindful art-making in developing a way for them to take a pause—that much needed breath. In April, 40 doctors, nurses, physician assistants and mental health providers Zoomed in for a one-hour mindful art session. Wexler led the group through a mindfulness check-in to help everyone focus on the present moment before she described what would happen during the rest of the session. Beginning with an explanation of a self-compassion mantra, she reminded participants why it’s important to extend the same compassion given to others to ourselves then asked them to create their own mantra. “It should include a statement of self-compassion, a statement of shared human suffering, one statement of self-kindness and your intention,” Wexler shared. “An example could be: ‘I am not perfect. Nobody else is perfect. It is okay to make mistakes. I will continue to try my best and to be my best.’” She instructed them to write it down before proceeding toward the next part—creating a self-compassion mandala using the template she provided, and their own materials like pens, pencils and markers.

The mandala was specifically chosen for this activity because they are done in the circular form to create balance, wholeness and a sense of completion. “Circles are containers in which one can put all their feelings of overwhelm and stress to alleviate that pressure,” Wexler offered. The group took 30 minutes to create their pieces in whatever way felt right with directions to notice and observe rather than judge. Rattigan and Wexler provided support with Rattigan suggesting doodling if anyone was stuck. “Doodling takes that stress out of it. If it’s a doodle, it doesn't have to look like anything. See what comes of it,” Rattigan contributed.

An added benefit of this online platform for those who might feel nervous about making art in front of others is that no one can see what they’re doing. Wexler commented that if someone is making something and hates it, only they see it. “They don't have to stress about it. They don’t know the other participants or what they are thinking. This setting helps, as does encouraging people to understand that this is their art,” Wexler said.

After the allotted time, participants were invited to share about the experience, what they learned and how it felt to do it. A theme emerged—seldom did they take a pause during their day or do something for themselves that could replenish their wells of compassion. They learned how simple it is to do a very quick mindful check-in and how effective making art can be to connect with that present moment and let go of what they’d been doing.

In this time of healthcare workers being pushed to their limits, unpredictability of this pandemic and their worry about their families, people are struggling. This tool provides people an opportunity to stop, even briefly, and take a few minutes for themselves to recharge with the added bonus that it can be done anywhere.

Written by Roberta S. Perry

 

The Mindful Check-in Wexler did is the 5,4,3,2,1 technique shown below.

Settle into your chair, feeling the ground under your feet, resting your arms
on your lap or wherever they feel comfortable.

Bring your attention to the present moment and focus on the space around you, then NOTICE:

5 things you can see

4 things you can feel

3 things you can hear

2 things you can smell

1 thing you can taste

Take three more deep breaths.


Wexler shared a video she made for school children on how to make a mindfulness jar. It’s a fun activity kids can do at home and use regularly to settle.

Hand-drawn mandala

May is Mental Health Awareness Month

05/12/20

Graphic depicting Mental Health Month 2020In 1949, it was determined by the Mental Health America Organization that May is Mental Health Awareness month. This is a field, for which, I have found personal and professional gratification. Teaching students to support the living, learning, working and socializing goals of persons with a mental health diagnosis is hugely rewarding. The goal of mental health interventions is to have the individual functioning in the community with the least amount of direct practitioner intervention; our students will graduate into their respective communities, both national and international, with this awareness.

COVID-19 has made behavioral health practitioners even more needed and necessary. Now! During this unprecedented time, we may experience anxiety, depression, and increased stress due to the unfamiliarity of the current state of the Earth. I applaud our behavioral health students focusing on mental health and substance misuse for supporting the community, pre, during and post COVID-19. We applaud you and the faculty educating you for what is important to know to be competent in the field. Mental health attention transforms healthcare around the world and in local communities. Bravo to everyone who has accepted this challenge!

Look for updates and posts in Daily Dose and on CNHP’s social media for resources and information about Mental Health Awareness month.

Veronica Carey, PhD, CPRP
Assistant Dean of Diversity, Equity and Inclusion
Associate Clinical Professor, Counseling and Family Therapy Department

Chair of the Psychiatric Rehabilitation Association

Tending to Students' Mental Health

04/10/20

The world is in a state of upheaval since the outbreak of the coronavirus. With state and local directives to shelter in place, close non-essential businesses, practice social distancing, move classes online, close college and university campuses and cancel gatherings like annual commencement exercises, hosts of emotions are arising that may be unfamiliar and uncomfortable. Adjusting to this way of life can be difficult and may result in experiencing symptoms associated with anxiety and stress.

Graphic of people sitting classroom styleThe Board of Diversity, Equity and Inclusion and department of Counseling and Family Therapy decided to call on their expertise to provide a necessary check-in for students before classes started on April 6. Noting that the normal college experience—going to class with friends, eating in the dining hall, and seeing friends and classmates in person—is changing, Veronica Carey, PhD, the assistant dean of Diversity, Equity and Inclusion and associate clinical professor, organized a virtual mental health event for returning students. “It is important to offer support to students for impact of, not only entering into an unprecedented arena whereby there are decentralized academic operations for the immediate future, but also for fully addressing the effect for many other social locations such as payer of tuition, childcare provider, family member returning home, academic senior dealing with loss of formal graduations, etc.,” remarked Carey.

Screen shot of Ebony White, PhD, during a Zoom event for studentsSoliciting the assistance of fellow Counseling and Family Therapy faculty members, Ebony White, PhD, assistant clinical professor, and Stephanie Ewing, PhD, assistant professor, they provided a forum for learning and discussion and an opportunity to share, from an academic posture, how to balance aspects of life that we know will have impact upon scholastic achievement.

Screen shot of Stephanie Ewing, PhD, during a Zoom event for studentsThis thirty-minute zoom event was well attended and elicited important questions from students and tips from these experts. White lent her expertise around anxiety to the discussion. “I'm just going to focus on issues that may come up and offer strategies and tips to help navigate the less positive type of anxiety,” White noted. Ewing, a licensed clinical psychologist who teaches mostly graduate students will provide ideas for managing disparate obligations at home. “I really want to speak to how to balance competing demands in this really unprecedented time,” Ewing shared.

Screen shot of Veronica Carey, PhD, during a Zoom event for studentsCovering at-home supports, self-distancing without isolating, managing classes, healthy eating, working in high-risk areas and many other topics, these faculty members started something very important. “It is frightening, frustrating and sad,” acknowledged Carey. “And yet, at CNHP, we are all somehow trained and involved in healthcare-related fields. We continue to teach, learn and serve in these fields in the midst of this current reality,” she furthered. Because of the loss of life and threat to life has resulted in other losses including social engagement, physical contact, and a disruption to school, work, and home, it is important to know these signs, identify effective coping skills, and have resources to refer to if more support is needed. “Let’s come together to think and discuss ways that we can try to help ourselves and those we work with, live with and care about during these difficult times,” Carey concluded.

Click here to watch the recorded session.

Screen shot of Drexel Counseling Center's contact information

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