I am a limited permit mental health counselor (MHC-LP) and a PhD candidate in Counselor - Education and Supervision at Waynesburg University. My path into this field began with - a deep curiosity about people, their stories, and the conditions that help them heal and grow. - That curiosity has carried me through crisis counseling, addiction treatment, community mental - health, and now into the classroom and supervision room where I support the next generation - of counselors finding their own way. + Education and Supervision at Waynesburg University. The five pillars of our field define my + professional identity—counseling, supervision, teaching, research, and leadership and + advocacy—each one shaping how I show up in every space I occupy.
- Three commitments guide my work. Leadership, because I believe that advocating for - our clients, our students, and our profession is not optional. Mentorship, because - none of us become the counselors we hope to be alone. And trauma-informed practice, - because understanding the weight people carry is essential to offering care that does not - cause more harm. These commitments show up in every session I facilitate, every class I teach, - and every supervision relationship I enter. + As a clinician, I practice from an Adlerian foundation integrated with + evidence-based strategies (CBT, ACT, motivational interviewing), creating affirming therapeutic + alliances rooted in cultural humility and ethical care. My clinical journey spans crisis + counseling at Contact Community Services, addiction treatment at the University of Arkansas, + community mental health at Branches of Growth, and private practice at True Talk Mental Health + Counseling. Each setting deepened my belief that the most meaningful work happens when we meet + people where they are, with genuine presence and humility. +
++ As a supervisor, I use the Discrimination Model through a developmental + lens, flexing among the roles of teacher, counselor, and consultant to scaffold supervisee + growth. I have supervised master’s-level practicum and internship students at the + University of Arkansas and Waynesburg University, emphasizing strong supervisory alliances, + cultural responsiveness, and ethical grounding. +
++ As a teacher, I design relationship-centered, equity-minded learning + experiences grounded in constructivist and adult-learning principles. I co-taught The Helping + Relationship at the University of Arkansas and served as a guest lecturer on REBT for doctoral + students, creating classrooms where psychological safety, cultural humility, and professional + identity development take center stage. +
++ As a researcher, I am committed to scholarship that amplifies marginalized + voices and advances inclusive excellence. I have contributed to qualitative research on gaming + addiction, collaborated on a dissertation examining trans experiences within the U.S. prison + system, and co-authored a publication comparing asynchronous and synchronous learning in the + Journal of Counselor Preparation and Supervision—which was honored with the JCPS + Outstanding Journal Article Award in 2025. +
++ And as a leader and advocate, my professional mission is grounded in + disability justice, universal design, and evolving the way we support counselors and students. + I serve as Co-Chair of the IAWC Doctoral Student Committee, sit on the ACES Continuing + Education Committee and Presidential Task Force, and serve with NARACES and ACAC. I have + also held roles ranging from process group facilitator to academic coach. These commitments + reflect my belief that advancing our profession and supporting the next generation of + counselors is not optional; it is essential.
Outside of my professional roles, I am someone who finds meaning in quiet moments of reflection, in the honesty of a good conversation, and in the small, steady work of showing up. I believe - that good counseling and good teaching are not so different they both ask us to listen carefully, + that good counseling and good teaching are not so different—they both ask us to listen carefully, respond thoughtfully, and trust the process.
Honors
+On the other end of a crisis line, every call is different. Some callers need immediate - safety intervention; others need someone to listen without judgment at 2 AM. Over two years, - I managed calls across eleven hotlines including the 988 Suicide and Crisis Lifeline, - supervised shift operations, and supported staff through high-stress situations. This work - taught me more about presence, patience, and the weight of silence than any textbook could. + safety intervention; others need someone to listen without judgment at 2 AM. I managed calls + across eleven hotlines including the 988 Suicide and Crisis Lifeline, supervised shift operations, + coordinated with emergency services for life-saving interventions, and deployed Mobile Crisis + Teams for on-site support. I also served as a Community Resource Specialist, navigating the + 211 system across 17 New York counties to connect callers with housing, food security, and + mental health services. This work taught me more about presence, patience, and the weight of + silence than any textbook could. +
++ I managed a caseload of 20 youth ages 16–21, supporting them in building goals, + forging community connections, and developing the skills for independent living. I acted as a + primary liaison between clinical providers, social service agencies, educational institutions, + and legal systems to provide holistic, cross-system care coordination. This boots-on-the-ground + casework deepened my understanding of systemic barriers and the kind of persistent advocacy + that effective support requires.
Working with clients navigating substance use disorders, I learned how deeply shame and - stigma can wound. My role involved conducting intake evaluations, developing treatment plans, - and offering individual counseling that honored each person's readiness for change. I carried - forward a lasting belief that recovery is not a straight line, and our job as counselors is - to walk alongside, not ahead. + stigma can wound. My role involved conducting comprehensive intake evaluations and assessments, + developing individualized treatment plans, and offering individual counseling with evidence-based + approaches. I also facilitated Narcan training sessions and community education initiatives to + enhance local crisis response and promote harm reduction. I carried forward a lasting belief + that recovery is not a straight line, and our job as counselors is to walk alongside, not ahead.
Across two internship placements, I provided both in-person and remote counseling to clients facing a range of concerns from academic stress to deep personal challenges. I conducted comprehensive intake assessments, built treatment plans collaboratively, and learned to - adapt my approach to each client's unique context and culture. + adapt my approach to each client’s unique context and culture.
+ I was honored to deliver the student speech at St. Bonaventure University’s graduate + commencement ceremony, reflecting on the journey through graduate study and the calling + that brings us to this work. +
+ ++ I have also created psychoeducation content shared publicly: + Mindfulness 101: Stress to Rest + and + Stress Management Strategies. +
++ As a member of the ACES Continuing Education Committee, I contribute to shaping professional + development opportunities for counselor educators and supervisors nationwide, helping ensure + that continuing education offerings remain relevant, rigorous, and responsive to the field’s + evolving needs. +
++ Serving on the ACES Presidential Task Force, I contribute to national initiatives shaping + the future of counselor education, alongside leaders in the field. +
++ I actively serve on national and international committees for NARACES and the Association + of Child and Adolescent Counseling (ACAC), peer-reviewing national proposals and managing + competitive review pipelines. +
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