Despite the old adage about change being life’s one constant, there is great variability in how people whether developmental transitions. Counseling psychologists live this firsthand. We see people through graduations and retirements; support their recoveries from trauma, addiction, and loss. We know that over time, some struggle more than others to adjust. Why? How, as researchers, teachers, and clinicians, can we be of better help? These are the broad questions that frame my work.
As a researcher, I am in interested in the “process and outcome” of helping – identifying the counselor/teacher, client/student, and relationship factors that contribute to effective helping – as well as evaluating the effectiveness of specific counseling/teaching skills and interventions. A common theme of these interventions is access and prevention. They have been embedded directly into settings (e.g., hospitals, schools, classrooms) where they target individuals who may lack cultural support or access to mental health care. They also target populations who are in the midst of rapid and stressful life transitions (e.g. college students, veterans), or who may not otherwise seek help.
As a counseling teacher and supervisor, I strive to create meaningful learning experiences – those that build on previous knowledge and expand beyond the classroom, propelling counselor development across multiple domains. My goal is always for students to grow holistically, bridging content with their own experiences, values, and goals both professional and personal.
