Counselor Competency Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۳۱-۴۵ از ۷۵۲ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Jose Villalbaمشاهده پروفایل

استاد

Wake Forest UniversityUnited States

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.

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Michael Karcherمشاهده پروفایل

استاد

University of Texas at San AntonioUnited States

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.

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Kathleen Barkerمشاهده پروفایل

استاد

City University of New YorkUnited States

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.

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Diane Smedleyمشاهده پروفایل

استادیار

University of Texas at TylerUnited States

Dr. Diane Smedley is an Assistant Professor in the Psychology Counseling department at the University of Texas at Tyler. She holds a Ph.D. in Counselor Education (2023), an M.A. in Counseling (2017), and a B.S.B.A in Marketing (2004). Her research focuses on redefining family development models to reflect non-traditional family structures, faculty support for counselors-in-training, and relational pedagogy in clinical supervision. She teaches courses like Foundations and Ethics in Clinical Mental Health Counseling and Essential Counseling Skills. Education: Ph.D. in Counselor Education, Texas Tech University (2023) M.A. in Counseling, Sam Houston State University (2017) B.S.B.A in Marketing, University of Central Florida (2004) Her research emphasizes decolonizing lifespan development curricula and using experiential exercises to enhance counselor training. Recent work includes studies on high-achieving women's family dynamics and vulnerability-based family connection techniques using pop culture. She advocates for curricula that represent modern family structures beyond gendered norms. Dr. Smedley has published articles on topics like pandemic-era virtual learning, spider-man-inspired family therapy, and scaffolding clinical experiences for trainees. Though no awards are explicitly listed, her work aligns with innovative educational practices in counseling. She advises students in clinical mental health counseling and has developed experiential activities for higher education resilience during crises. No lab affiliations or grant details are provided in the text.

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Fernando Valleمشاهده پروفایل

استاد

Texas Tech UniversityUnited States

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.

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Oliver Edwardsمشاهده پروفایل

استاد

University of Central FloridaUnited States

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.

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Marc A. Grimmettمشاهده پروفایل

استاد

North Carolina State UniversityUnited States

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.

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Pei-Chun Tsaiمشاهده پروفایل

دانشیار

Palo Alto UniversityUnited States

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.

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Tiffany Stoner-Harrisمشاهده پروفایل

استادیار

Adler UniversityUnited States

Tiffany Stoner-Harris is an Assistant Professor and Clinical Training Director in the Department of Clinical Mental Health Counseling at Adler University's Chicago campus. She is a licensed clinical professional counselor (LCPC), licensed mental health counselor (LMHC), and a nationally certified counselor (NCC), deeply committed to integrating multicultural and social justice competencies into counseling education and practice. Her research and expertise focus on trauma-informed care, crisis response, child and adolescent counseling, and multicultural counseling. She emphasizes counselor development through innovative pedagogical practices and supervision models. Her work supports the growth of future counselors who are ethically grounded, socially conscious, and clinically skilled. The recent publications and presentations reflect a strong commitment to addressing systemic inequities, particularly in educational and mental health settings. Her scholarly output centers on trauma recovery, race-related stress, play therapy applications, and the prevention of the school-to-prison pipeline, especially among marginalized youth. These contributions highlight interdisciplinary engagement across psychology, education, and social justice domains. Dr. Stoner-Harris is actively involved in several professional organizations, including the American Counseling Association, Association for Counselor Education and Supervision, Association for Multicultural Counseling and Development, and Chi Sigma Iota, where she serves as a Chapter Faculty Advisor. She also contributes to the Association for Play Therapy, underscoring her integrative approach to clinical training. She supervises and mentors students through clinical training and professional development activities, although specific names of advisees are not listed. There are no mentions of externally funded grants in the provided text, but her leadership in clinical training indicates administrative and academic oversight responsibilities. Her teaching philosophy emphasizes inclusivity, equity, and holistic student development, creating safe and transformative learning environments. While no formal lab or research team is explicitly mentioned, her involvement in conferences and publications suggests active participation in scholarly communities and collaborative research efforts focused on advancing counseling practices through creativity, cultural responsiveness, and social advocacy.

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Nadia Jonesمشاهده پروفایل

استاد

The Chicago School of Professional PsychologyUnited States

Nadia Jones serves as Professor in the Marriage & Family Therapy Department and Associate Director of Community Partnerships at The Chicago School's Los Angeles campus within the College of Graduate and Professional Studies. She maintains active clinical practice with a sliding scale for low-income families and provides supervision across multiple community agencies. Her research and clinical expertise centers on: Positive Parenting Program (Triple-P) implementation Suicide postvention strategies Mother-child relational dynamics Culturally responsive trauma interventions for adolescents Blended family therapy approaches She integrates evidence-based modalities including EMDR, Trauma-Focused CBT, and Attachment-Based therapies through a culturally humble lens. Dr. Jones' publication on Spanish-speaking client intake processes reflects her specialization in serving Latino communities. Her clinical work demonstrates consistent focus on accessible mental health services for minorities. Professional recognition includes: AAMFT Approved Supervisor certification Grief Counselor certification She actively supervises clinicians at community organizations including YMCA Long Beach, Willow Family Health, and Magnolia Science Academy while teaching practicum seminars on child/adolescent therapy and trauma recovery. Her career spans clinical work across Peru and the United States since 2001, with particular emphasis on educational psychology and community mental health systems.

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Jeff Clineمشاهده پروفایل

دانشیار

Colorado Christian UniversityUnited States

Dr. Jeff Cline is an Associate Professor of Counseling in the School of Counseling at Colorado Christian University's College of Adult and Graduate Studies. He serves as a full-time online faculty member in the Master of Arts in Clinical Mental Health Counseling program, contributing to counselor education, clinical supervision, and scholarship. Education: Ph.D., Counselor Education and Supervision, Regent University M.A., Counseling, Harding School of Theology M.A., History, Arkansas State University BSE, Social Science, Arkansas State University Dr. Cline's research and professional interests focus on holistic wellness , spiritual integration in counseling , motivational theory , and relational reconciliation . His work emphasizes strengths-based, integrative approaches to mental health, particularly in rural and faith-based contexts. He advocates for sustainable practices to prevent burnout and promote resilience among counselors. His scholarly presentations span topics including private practice development, wellness programming, digital storytelling in education, and spiritual competence. These reflect a consistent trend toward enhancing counselor preparedness, personal well-being, and ethical integration of faith and practice. Professional Certifications and Awards: Licensed Professional Counselor-Supervisor/Tech-Assisted (LPC-S/TA), Arkansas National Certified Counselor (NCC), National Board for Certified Counselors Approved Clinical Supervisor (ACS), Center for Credentialing and Education Board Certified-Telemental Health Provider (BC-TMH), Center for Credentialing and Education Board Certified Coach (BCC), Center for Credentialing and Education Prepare/Enrich Certified Facilitator Dr. Cline has served as clinical director at a nonprofit Christian counseling center in northeast Arkansas for over a decade and is the founder of the Northeast Arkansas Mental Health Professionals Wellness Association, a monthly peer support group. He actively engages in professional development, community education, and program development, though no formal grants or student advisees are mentioned in the available text.

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Adam Stephensمشاهده پروفایل

دانشیار

State University of New York at New PaltzUnited States

Adam Stephens serves as Associate Professor in the Counselor Education Department within the College of Liberal Arts & Sciences at State University of New Paltz. Holding a Ph.D. in Counselor Education & Supervision and M.S. in Clinical Mental Health Counseling from the University of Tennessee, he was promoted from Assistant Professor (2017-2024) to his current position in 2024. His educational background includes: Ph.D. Counselor Education & Supervision - University of Tennessee M.S. Clinical Mental Health Counseling - University of Tennessee Dr. Stephens' research examines critical issues in counselor sustainability through three interconnected domains: counselor burnout and wellness (applying the indivisible self model to early-career professionals), group counseling dynamics (including virtual facilitation techniques and practicum training), and multicultural advocacy (exploring chosen family structures and aromantic identities). His work bridges clinical practice with social justice imperatives, particularly regarding LGBTQ+ populations and substance use counseling. His research trajectory shows increasing focus on digital counseling modalities and identity-affirming practices since 2021, with recent publications addressing virtual group facilitation and underrepresented relationship structures. Notable honors include: College of Liberal Arts & Sciences Teacher of the Year (2023-24) Two Association for Specialists in Group Work President's Awards for Extraordinary Service (2021-2022, 2023-2024) Dr. Stephens actively shapes the profession through leadership roles as President of the New York Association for Counselor Education & Supervision (2023-2024) and Co-Chair of the Association for Specialists in Group Work Special Initiatives Committee. His teaching portfolio spans Ethics & Professional Identity, Counseling Theories, Couple & Family Counseling, and Substance Use Counseling. He maintains active membership in the Association for Counselor Education and Supervision, American Counseling Association, and Association for Specialists in Group Work while holding National Certified Counselor status (#275512). His office (WH 314) hours support student engagement through weekly availability Monday 5-6PM, Wednesday 3:30-4:30PM, and Thursday 1-3PM.

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Yegan Pillayمشاهده پروفایل

استاد

Ohio UniversityUnited States

Yegan Pillay is a tenured full Professor in the Department of Counseling and Higher Education at the Patton College of Education, Ohio University. He is based on the Athens Campus and holds dual professional licensure as a Licensed Professional Clinical Counselor in Ohio and as a Counseling Psychologist in South Africa. His work bridges clinical practice, counselor education, and research with a strong focus on multicultural and global mental health contexts. Education: Ph.D. in Counselor Education & Supervision, Ohio University M.Ed. in Counseling, Ohio University B.A. Honors in Psychology, University of the Western Cape, South Africa B.A. in Psychology & Sociology, University of the Western Cape, South Africa Dr. Pillay’s research interests center on the intersection of mental health and chronic illness, particularly depression in individuals with type 2 diabetes, as well as the psychological well-being of international and marginalized student populations. He explores innovative therapeutic modalities such as digital narratives, mind mapping, and mindfulness-based group interventions. His work emphasizes cultural competence, clinical supervision, and tele-supervision in counselor training. His recent publications reflect a strong trend toward integrated care models, multicultural counseling, and the adaptation of mental health services during global crises like the pandemic. He frequently collaborates on interdisciplinary research involving diabetes, depression, and behavioral health interventions. Scientific Awards and Leadership: Active leadership roles in the American Counseling Association (ACA) and Ohio Counseling Association (OCA) International engagement in counseling and mental health advocacy Dr. Pillay is actively involved in advising graduate students in counselor education, particularly in areas of trauma, supervision, multicultural issues, and international student mental health. His research is supported by grants focused on depression treatment in chronic illness and counselor training standards. He is also engaged in clinical supervision and continues to practice as a psychotherapist. He is affiliated with research teams working on Program ACTIVE II, a multi-center intervention for depression in diabetes patients, and has contributed to national surveys on CACREP accreditation standards. His lab and team activities emphasize community-based, interdisciplinary approaches to mental health service delivery in both rural and urban settings.

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Angela D. Cokerمشاهده پروفایل

دانشیار

San Diego State UniversityUnited States

Dr. Angela D. Coker is an Associate Professor in the Department of Women’s Studies at San Diego State University. She holds licensures as an LPCC in California and LPC in Missouri. Her career spans over two decades in counselor training, cultural diversity education, and social justice advocacy. She has held academic roles at institutions including The University of Missouri – St. Louis, Johns Hopkins University, and the University of Botswana. Dr. Coker is currently President of the Association for Multicultural Counseling and Development and serves on the Board of Directors at the Women’s Museum of California. Her research focuses on women’s development, Black feminism, and self-care/wellness. She has authored numerous articles and co-edited key texts like Experiential Activities for Teaching Multicultural Competence in Counseling (2011). Internationally, she has conducted Fulbright-Hays research in Brazil and taught in Botswana and South Africa, emphasizing indigenous cultural traditions in counseling practices. Dr. Coker has received awards such as the Group Work Practice Award (ASGW) and the Women’s Trailblazer Award. Her teaching includes courses like Women of Color in the US and Feminist Organizations and Activism . She emphasizes culturally responsive pedagogy and social justice in her work. Education: Ph.D. in Counseling (degree details unspecified) International Work: Fulbright-Hays scholar, UNICEF collaboration in Botswana, and teaching in Botswana and South Africa Professional Roles: Board member of the Women’s Museum of California, Fellow at UMSL’s Office of International Studies, and Ambassador for International Registry of Counsellor Education Programs

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Kathryn Linichمشاهده پروفایل

استادیار بالینی

Duquesne UniversityUnited States

Kathryn Linich, Ph.D., is a Clinical Assistant Professor in the Counselor Education program at Duquesne University's School of Education. She joined the faculty in 2021 and holds a Ph.D. in Counselor Education and Supervision (University of South Carolina, 2021), an Ed.S. in Marriage, Couples, and Family Counseling (University of South Carolina, 2016), and a B.A. in Psychology (Clemson University, 2013). Her research focuses on grief counseling, grief education, wellness, and adjustment to acquired disabilities or medical diagnoses. Dr. Linich has professional experience in disability adjustment counseling (2015-2016) and outpatient family therapy (2016-2021). Her work emphasizes holistic approaches to grief and the intersection of mental health with professional training and cultural contexts. Her recent publications explore nature-based counseling interventions, teacher experiences with student mental health, and vicarious posttraumatic growth across helping professions. These studies highlight systemic training gaps, the role of environment in therapy, and resilience-building strategies for professionals. While no specific awards are listed, her work contributes to evidence-based practices in counselor education. No grants or lab affiliations are explicitly mentioned, though her research aligns with interdisciplinary mental health initiatives. She advises students through her role in counselor education without listed advisees in the provided materials.

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