Alex Becnel is an Assistant Professor in the Counseling and Counselor Education programs at North Carolina State University. His work focuses on equipping school counselors to address youth suicide in rural communities, emphasizing suicide prevention, intervention, and postvention strategies. He holds a PhD and previously served as a high school counselor and clinical counselor specializing in adolescent therapy. Dr. Becnel’s research has been published in journals such as The Professional Counselor and Counseling Today , and he co-launched a USDA-funded program targeting rural suicide risk reduction in Kansas. He is a 2021-22 Emerging Leader awardee from the North Central Association for Counselor Education & Supervision. His research interests span ethical counseling practices, group counseling methodologies, and the impact of remote learning in counselor education. Dr. Becnel advocates for trauma-informed school responses to suicide crises and has contributed to textbooks on counseling theory and ethics. Grants: Co-developer of a USDA-funded suicide gatekeeper training program. Teams: Affiliated with the Counseling and Counselor Education program at NC State.
Lauren B. Melamed, Ph.D., is an Associate Professor and Clinical Training Director in the Clinical Mental Health Counseling program (Online Modality) at Adler University. She is affiliated with the Department of Counseling within the College of Education and Social Sciences, where she integrates social justice, democratic learning, and transformative education into her teaching and scholarship. Her research focuses on critical issues in counseling, including sexuality, identity development, interpersonal conflict, and the intersection of Judaism with public trauma narratives. She employs qualitative methodologies to explore how individuals navigate cultural, religious, and social identities within therapeutic contexts. Dr. Melamed's recent publications examine multicultural counseling conflicts, affirming practices for Jews-by-choice, and the integration of sexual competency in clinical training. Her work reflects a strong commitment to social justice, equity, and culturally responsive counseling practices. She is actively engaged in professional service, serving on the editorial board of the Journal of Counseling Sexology & Sexual Wellness , participating in the ACES Qualitative Interest Network, and contributing to the Counselors for Social Justice Task Force. She is also a member of Chi Sigma Iota and holds leadership roles in professional associations. Dr. Melamed earned her Ph.D. in Counselor Education and Supervision from The Pennsylvania State University, an M.A. in Clinical Mental Health Counseling from Roosevelt University, and a B.S. in Psychology from Appalachian State University. Her academic journey reflects a deep commitment to counseling excellence and social responsibility.
Nikos Drosos serves as Assistant Professor at the Department of Social and Behavioral Sciences, School of Humanities, Social and Education Sciences, European University Cyprus, where he coordinates the MA programme in Career Guidance and Counselling. His academic career spans over a decade with significant contributions to career counseling theory and practice, particularly in vulnerable populations and crisis contexts. Dr. Drosos' educational background includes: PhD in Psychology (2011), National & Kapodistrian University of Athens, thesis: 'Career Maturity and Career Decision-Making of adolescents from diverse cultural background' MSc in Counselling and Career Guidance (2006), National & Kapodistrian University of Athens BA in Psychology (2007), National & Kapodistrian University of Athens BA in Philosophy, Pedagogy & Psychology (2002), National & Kapodistrian University of Athens His research focuses on career decision-making mechanisms, career adaptability in volatile labor markets, and psychosocial interventions for migrants, refugees, and mental health service users. He investigates how economic crises impact career development trajectories and develops culturally adapted assessment tools like the NADINE Soft Skills Tests. His work bridges vocational psychology with social inclusion policy, emphasizing evidence-based career counseling practices in multicultural contexts. Analysis of his 2021-2024 publications reveals a strong thematic cluster around career resilience in post-pandemic and economic crisis scenarios, with growing emphasis on digital assessment tools for vulnerable populations. His research consistently addresses methodological innovation in cross-cultural psychometrics while maintaining practical applicability for career counselors. Key recognitions include: Wiley’s Research Headlines selection (2021) for career services innovation International award for innovative social inclusion work (2017) Sylff Fellowship for academic excellence (2002) Multiple national distinctions for academic achievements As MA programme coordinator, he mentors graduate students in career counseling methodologies. He has secured over €2M in EU research funding through ERASMUS+ and Creative Europe projects including Work4Psy (supporting mental health NEETs), ART4PSY (art-based social inclusion), and Learn4Carers (caregiver training). His grants consistently target marginalized groups through interdisciplinary collaborations across 12 European countries. Dr. Drosos co-leads the NADINE research consortium developing migrant assessment tools and serves on the Scientific Committee of the European Doctoral Programme in Career Guidance and Counselling (ECADOC). He actively contributes to PEPSAEE (as Treasurer) and ELETYPE, shaping national policies for psychosocial rehabilitation and supported employment in Greece.
Tonya J. Balch is a Professor in the Department of Applied Clinical and Educational Sciences at the Bayh College of Education, Indiana State University. She holds a Ph.D. in Educational Administration from the same institution and is actively engaged in teaching, research, and administrative leadership, currently serving as Interim Director since August 2024. Her work bridges counselor education, school leadership, and systemic student support. Dr. Balch earned her academic degrees from Indiana State University: Ph.D. in Educational Administration (2008), M.A. in School Counseling (2001), and B.S. in Physics (1989). Her educational background reflects a unique interdisciplinary foundation that informs her holistic approach to student development and educational leadership. Her research and professional interests center on school counseling, educational leadership, Professional Development Schools (PDS), student mental health, dropout prevention, and trauma-informed practices. She emphasizes collaboration between counselors and administrators, advocating for systemic models that support student wellness and academic success. Her work often integrates social justice, advocacy, and intercultural competence into educational frameworks. The recent publications and presentations highlight a consistent focus on team-based approaches in schools, transitions, mental health integration, and counselor preparation. The articles reflect a trajectory from foundational work on counseling skills and leadership to contemporary issues like anxiety, grief, and equity in student support systems. Provost’s Award for Excellence in Student Learning Assessment and Improvement (2023) Holmstedt Distinguished Professorship (2016) Indiana Counseling Association President's Award (2013) Exemplary Counselor Educator (2011) Trailblazer Award (2009) Distinguished Service Award (2006) Dr. Balch has been instrumental in securing major grants, including a $200,000 Lilly Endowment grant to enhance school counselor preparation and a $20,000 planning grant for comprehensive counseling initiatives. She has advised and consulted with numerous school districts and organizations, including the Indiana Youth Institute, Vigo County School Corporation, and Greencastle School Corporation. Her service extends to university committees, community boards, and national professional associations, reflecting a deep commitment to educational improvement and student well-being. She is actively involved in professional development through presentations at national conferences such as NAPDS and ATE, and she contributes to public scholarship via blog posts and technical reports. Her leadership in Counselor Day on Campus and other initiatives underscores her dedication to building strong educational communities.
Jose Villalba is a Professor and Chief Diversity Officer at Wake Forest University, where he has served since 2011. He holds a Ph.D. in Counselor Education and an Ed.S. in Counseling from the University of Florida. Research focuses on health disparities in Latino adolescents , multicultural counseling , and college access for underserved populations . His work spans school counseling , caregiver stress , and mental health interventions in diverse communities. Recent publications highlight trends in multicultural competence , DEI initiatives , and Latino educational empowerment . Awards include the Presidential Award from the Association for Specialists in Group Work (2019) and the UNCG Alumni Teaching Excellence Award (2007). As a licensed professional counselor , he has worked in memory counseling programs and family therapy settings. Professional service includes editorial roles at the Journal for Specialist in Group Work and leadership in the American Counseling Association Foundation . Grant initiatives emphasize Latino college access and health disparities in rural communities , funded by institutions like the Kate B. Reynolds Charitable Trust and NIH.
Michael Karcher is a Professor of Educational Psychology at the University of Texas at San Antonio (UTSA) College of Education and Human Development (COEHD). As a leading expert in youth mentoring, his research focuses on school-based and cross-age peer mentoring, adolescent connectedness, and pair counseling interventions. He developed the Cross-age Mentoring Program (CAMP), a nationally recognized initiative listed on CrimeSolutions.gov, and served as Principal Investigator for the longitudinal SMILE study, evaluating school-based mentoring impacts on delinquency and educational outcomes. His work spans multicultural counseling, delinquency prevention, and developmental program design, with over 20 years of publications in fields like Educational Psychology, Criminology, and Counseling. He co-edited the Handbook of Youth Mentoring (2005, 2014) and Play, Talk, Learn (2010), introducing the TEAM framework. Karcher contributes to editorial boards for mentoring journals and advises organizations like Big Brothers Big Sisters of America (BBBSA) and MENTOR, ensuring his research informs policy and practice for at-risk youth. Recent publications highlight systemic mentoring models, connectedness assessment tools, and cross-cultural program adaptations. His work emphasizes measurable outcomes, including academic persistence, social competency development, and mental health improvements through structured mentoring interactions.
Kathleen Barker is a Professor in the Department of Psychology at Medgar Evers College, part of the City University of New York (CUNY) system. She holds a PhD in Social-Personality Psychology from The Graduate Center, CUNY, earned in 1990. Dr. Barker has served in various leadership roles within CUNY, including as Chair of the Medgar Evers Faculty Senate (2022-2024), Vice Chair of the University Faculty Senate (2016-2020), and member of the UFS Executive Committee (2012-2016). Dr. Barker's educational background includes a doctorate in Social-Personality Psychology from The Graduate Center of The City University of New York, completed in 1990. Her academic journey has positioned her as a social psychologist with expertise in both theoretical and applied aspects of the field. Her research interests span multiple domains within social psychology and beyond. As a social psychologist, she conducts multidisciplinary research focusing on nonstandard work arrangements, higher education systems, social justice issues, and methodological concerns in research. Her work on bibliometrics has been particularly influential, examining how citation analysis and impact factors can be used (and potentially abused) in academic personnel decisions. She has extensively studied self-efficacy as a construct for evaluating student outcomes, developing assessment tools like the Evaluation Self-Efficacy Scale. Her research also addresses gender issues in the workplace, particularly examining the experiences of women in full- and part-time employment. Analysis of her recent publications reveals a strong emphasis on bibliometrics and self-efficacy measurement within social work education. Her scholarly output demonstrates a consistent focus on methodological rigor and the application of psychological principles to real-world issues in education and employment. The interdisciplinary nature of her work bridges psychology, social work, education, and organizational behavior, with a particular emphasis on developing valid assessment tools and examining research impact through bibliometric analysis. Co-edited book 'Contingent Work: American Employment Relations in Transition' selected as noteworthy book in industrial relations and labor economics by Princeton University's Firestone Library Named to the American Psychological Association's 2005 and 2006 panels on the Work Force in Psychology Assisted in establishing the APA Center for Workforce Analysis through her panel work Contributed to the development of the Evaluation Self-Efficacy Scale, widely used in social work education assessment Dr. Barker has been actively involved in mentoring through her role as a professor and her service on university committees. Her leadership roles in the University Faculty Senate and Medgar Evers Faculty Senate have positioned her to influence academic policy and governance across CUNY. While specific grant information isn't detailed in the provided texts, her extensive publication record suggests successful research funding. She has served as a network member for the Alfred P. Sloan Foundation, indicating recognition of her expertise in workforce issues. Her leadership extends to committee work, including chairing the Committee on the Faculty Experience Survey of the University Faculty Senate, which produced the comprehensive FES:09 report documenting faculty experiences across CUNY. Dr. Barker has been instrumental in revitalizing the Medgar Evers College Faculty Senate, establishing its first web page and programming speakers on topics such as shared governance, budget processes, parliamentary procedures, and workplace bullying. Her work with the University Faculty Senate's Academic Affairs Advisory Committee and her participation on the CUNY Board of Trustees' Committee on Faculty, Staff and Administration demonstrate her commitment to institutional improvement. She has also served as Senior College Representative on the Executive Council of the Professional Staff Congress (the faculty and staff union) and as a Grievance Counselor, showing her dedication to faculty rights and workplace issues.
Dr. Fernando Valle is a Professor in the Department of Educational Psychology, Leadership, & Counseling at Texas Tech University's College of Education. He has served as Department Chair, Educational Leadership Program Coordinator, and Federal and State Grant Director, leading over $12 million in grants. His research focuses on social justice-oriented leadership development for marginalized communities, with emphasis on Latino leadership and culturally relevant practices. He has advised doctoral students and collaborates nationally/internationally on leadership development initiatives. Education: Ed.D., Educational Leadership, The University of Texas Pan American (2008) M.Ed., Educational Leadership, The University of Texas Pan American (2001) M.Ed., Counseling & Guidance, The University of Texas Pan American (1998) B.S., Education, The University of Texas at San Antonio (1995) Dr. Valle's research explores leadership advocacy for oppressed populations, including the Latinx Principal Pipeline and special education needs. His work emphasizes equity audits, job-embedded principal residency programs, and community cultural wealth. He has received prestigious awards for teaching and diversity advocacy, including the President's Excellence Awards and AAHHE Fellowships. His publications highlight culturally responsive leadership, instructional coaching, and systemic barriers faced by marginalized students. He actively serves on education advisory boards and consults with Texas school districts and educational service centers to improve leadership practices and school improvement strategies. Key Contributions: Developed over $12M in I3 Innovation and TEA grants Authored/co-authored over 30 peer-reviewed articles and book chapters Mentored doctoral students in leadership programs Advocated for undocumented students' educational rights Dr. Valle's career spans teaching, counseling, and administrative roles in South Texas border communities, enriching his commitment to equity-driven leadership.
Oliver Edwards, Ph.D., is a Professor in the Department of Counselor Education and School Psychology at the University of Central Florida (UCF), part of the College of Community Innovation and Education. He coordinates the school psychology program and has held administrative roles in the School Board of Broward County, supervising over 65 school psychologists and social workers. His expertise spans School Psychology, Differential Psychology, Cognitive Science, and Education. Education: Ph.D. in School Psychology, University of Florida Ed.D. in Educational Administration, Florida International University Undergraduate Psychology degree, Florida International University Research Interests: Dr. Edwards focuses on social support networks, health disparities in ethnic minority children, psychosocial development of children raised by grandparents, and intelligence testing methodologies. His work bridges theory and practice to address systemic inequities in education and mental health. Key areas include grandfamily dynamics, bullying prevention, and food insecurity impacts on youth. Research Highlights: His publications address topics like stereotype threat mitigation, family structure effects on child well-being, and translational research frameworks. His work emphasizes culturally responsive interventions and policy development. Awards: McKnight Doctoral Fellow (during Ph.D. studies) Grants & Advising: Though specific grants are not detailed, his administrative experience reflects extensive program coordination. He has advised on practicum supervision models and clinical interventions for at-risk youth. His work with grandfamilies has led to initiatives like the Grandfamily School Support Network. Labs/Teams: Involved in interdisciplinary teams addressing child welfare and educational equity, particularly through UCF's counseling and school psychology programs.
Olivia Lewis is a Clinical Assistant Professor in the College of Education at Oregon State University . Her work focuses on mental health equity, counseling practices, and inclusive education for marginalized student populations. Credentials: Ph.D., National Certified Counselor (N.C.C.) Contact: olivia.lewis@oregonstate.edu | 541-737-5959 Research Focus Dr. Lewis investigates mental health access, suicide prevention, and wellness disparities for college students—particularly those with intellectual and developmental disabilities—using single-case research designs and nature-based interventions. Her recent work explores leadership development in first-generation students through outdoor adventure. Key Article Trends Her publications (2022–2025) emphasize: Qualitative analysis of mental health barriers in inclusive postsecondary programs EcoWellness counseling frameworks for neurodiverse populations Methodological rigor in single-case research design Interdisciplinary support systems for students with disabilities Mental health disparities during the pandemic for LGBQ+ communities
Dr. Christopher Ryan Akers serves as an Extension Professor at Mississippi State University within the College of Agriculture and Life Sciences. His expertise spans youth development through 4-H programs, emergency management, and counseling in higher education settings, with emphasis on crisis response and community preparedness. His academic credentials include: Doctor of Philosophy (Ph.D.) in Counseling & Personnel Service from the University of Georgia Master of Science (M.S.) in Counselor Education from Mississippi State University Bachelor of Arts (B.A.) in Psychology from Delta State University Bachelor of Science (B.S.) in Biology from Delta State University Dr. Akers' research centers on trauma impacts on campus professionals , youth preparedness initiatives , and diversity practices in student affairs . His work bridges counseling psychology with practical emergency management strategies, particularly focusing on how traumatic events affect housing staff and how to build resilient campus communities through inclusive leadership. His publications from 2004-2009 reveal consistent themes in higher education crisis management, with evolving focus from campus trauma responses toward youth preparedness frameworks that later informed national strategies. The research demonstrates methodological diversity across qualitative case studies and policy analyses in student affairs journals. Notable recognitions include: White House Champion of Change (2014) FEMA Individual and Community Preparedness Awards for Youth Preparedness (2014, 2017) National Association of Extension 4-H Agents National Award (2019) USDA NIFA Visiting Scholar (2019) University of Georgia Outstanding Alumni Award (2021) He directs federally funded extension programs training youth in emergency response while mentoring graduate students in community resilience initiatives. His grant portfolio includes FEMA and USDA projects developing the National Strategy for Youth Preparedness Education. Dr. Akers co-leads the Extension Disaster Education Network's youth preparedness task force and serves as a FEMA Affirmer for national youth strategy implementation, collaborating with the American Red Cross and International Association of Emergency Management on community resilience frameworks.
Dr. Laura M. Schmuldt is an Associate Professor and Interim Department Chair in the Counseling Department at National Louis University. With over 25 years of clinical experience and 15 years in counselor education, she specializes in trauma counseling, group therapy, and women's mental health. Her work spans psychiatric rehabilitation, addiction treatment, and private practice, complemented by advanced training in EMDR and Dialectical Behavior Therapy. Ph.D., University of Central Florida: Counselor Education and Supervision M.A., Northeastern Illinois University: Counselor Education B.A., University of Illinois at Chicago: Psychology Dr. Schmuldt's research focuses on trauma counseling, abortion-related mental health, and EMDR adaptation for diverse populations. She integrates therapeutic documentation and curative factors into group counseling frameworks. Recent publications emphasize stress reduction, pandemic-era counseling, and the intersection of childhood abuse and addiction. Her presentations at national and international conferences highlight innovative applications of EMDR and DBT. Dr. Schmuldt serves as a Licensed Mental Health Counselor-Associate in North Carolina and is affiliated with organizations like the American Counseling Association and Association for Specialists in Group Work. Contact: lschmuldt@nl.edu | Office: 910-409-7773
Marc A. Grimmett serves as Professor and Associate Department Head in the Department of Educational Leadership, Policy, and Human Development within the College of Education at North Carolina State University. He coordinates the clinical mental health counseling program and founded the Community Counseling, Education, and Research Center (CCERC). His professional identity centers on the RADICAL scholarship framework (Research Action to Deconstruct Institutionalized Cultures and Advocate for Liberation), with research concentrated in four interconnected areas. Dr. Grimmett's educational background includes a doctorate in counseling psychology from the University of Georgia and a postdoctoral fellowship at the University of South Carolina Counseling and Human Development Center, with specialized training in multicultural counseling, marriage and family therapy, substance abuse counseling, and sexual trauma. His research interests focus on preventing gender-based violence through education, activism, and male engagement; facilitating access to community mental health services; transforming systemic factors affecting African American development (particularly males); and developing social justice approaches in counselor education. This work manifests through community partnerships, transformative masculinity initiatives, and the development of innovative teaching methods grounded in liberation psychology. Analysis of his recent publications reveals consistent thematic threads across counseling psychology, social justice education, and African American male experiences. His scholarly output demonstrates growing emphasis on documentary filmmaking as an intervention tool, with particular focus on the #MeToo movement's implications for Black male students and communities. The research trajectory shows increasing interdisciplinary collaboration and community-based participatory approaches. Dr. Grimmett serves as executive producer, co-director, and co-writer of MY MASCULINITY HELPS, an educational documentary exploring African American men's roles in sexual violence prevention. His leadership extends to directing the CCERC, which functions as both a training ground for counseling students and a community mental health resource. The center embodies his commitment to bridging academic scholarship with practical community impact through its integrated service, education, and research mission.
Stephanie R. Logan, Ed.D., is an Associate Professor and Chair of the Education Department at Springfield College. Her career focuses on integrating social justice principles into teaching, learning, and leadership. She holds a doctorate from Morgan State University in urban educational leadership, with prior experience as an elementary teacher, school counselor, and assistant professor at the University of Northern Iowa. Her work emphasizes preparing educators to address racial/ethnic and gender disparities in K-12 education. Education: Bachelor's in Elementary Education, Morgan State University Master's in Counselor Education, The Ohio State University Doctorate in Urban Educational Leadership, Morgan State University Research Focus: Social studies curriculum reform, multicultural education, and dismantling institutional barriers in teacher education. Professional Contributions: Led multicultural education initiatives at UNI, developed professional development programs, and advocates for inclusive education policies. Dr. Logan’s career reflects a commitment to equity, with roots in her family’s migration history and her own experiences navigating educational systems as a Black woman. She currently chairs Springfield College’s Education Department, continuing her mission to diversify and decolonize teacher training programs.
Dr. Pei-Chun Tsai is an Associate Professor in the Doctoral Program in Clinical Psychology at Palo Alto University. She previously served as an assistant and later associate professor at Radford University, where she advanced her research and teaching in counseling psychology. She holds a PhD in Counseling Psychology from Iowa State University and a master’s in Counseling and Counselor Education from Indiana University-Bloomington. PhD in Counseling Psychology – Iowa State University M.S.Ed. in Counseling and Counselor Education – Indiana University Bloomington Bachelor’s Degree – National Taipei University of Education, Taiwan Dr. Tsai’s research centers on strength-based approaches to coping with adversity, particularly among racial and ethnic minorities, international students, and counseling trainees. She investigates how culturally relevant resources such as bicultural competence, collective self-esteem, and supervisory alliances moderate the impact of discrimination and stress on mental health outcomes. Her recent publications reflect a consistent focus on identity, discrimination, and resilience. Across her work, themes of language barriers, racial microaggressions, and acculturative stress emerge, analyzed through the lens of protective coping mechanisms. Her research often employs both quantitative and qualitative methods, with a strong emphasis on culturally sensitive assessment and intervention. Dr. Tsai has been recognized with several awards, including: Outstanding Counseling Psychology Graduate Student Award University Teaching Excellence Award Diversity in Psychological Science Graduate Research Award She is actively involved in mentoring future psychologists and has collaborated on national and international research projects. Currently, she is leading a qualitative study with colleagues from San Francisco University on non-native English-speaking faculty in the U.S., exploring their developmental trajectories and coping strategies. Her teaching philosophy emphasizes empowering students by helping them identify and utilize their personal strengths in clinical practice. Dr. Tsai also maintains strong ties to her cultural roots, often integrating insights from Taiwanese traditions, particularly around food and care, into her personal and professional life.
