ABOUT

I have been teaching all my life. From teaching class for kids/teens, to Sunday School for adolescents and college students, to running my own classroom, to teaching at the graduate and undergraduate level - God has made it abundantly clear that the gifts He has given me are oriented towards teaching and education.

Additionally, other skills He has given me also align with the field of counseling. This is my second passion. I love being able to extend and practice compassion in my counseling journey with my clients. Interestingly, compassion means “to suffer with”, which is exactly what I aim to do in my counseling practice.

I enjoy cultivating change through warmth, insight, humor, and encouragement. I do my best to provide a supportive and safe space where students can explore why they may be having trouble and learn how to move forward from that point. I strive for helping students view their relationships, suffering, obstacles, and limitations through the lens of Scripture, and walk alongside them as they seek to draw biblical understanding of themselves through those experiences. My hope is to draw them closer to Christ and others in the process.

I am currently working on a doctorate degree in Counselor Education and Supervision. My goal in completing it is to one day teach at the graduate and undergraduate level as a Faculty Professor, while also doing counseling on the side.

Resident Counselor

September 2019 - Present

Providing individual counseling services for graduate and undergraduate students, often addressing issues with anxiety, depression, faith, trauma, relationships, and stress management
Scheduling up to 20 clients weekly, inputting notes for each session, and connecting them to other resources we have on campus for better overall care
Utilizing and learning counseling practices and approaches that can help me better serve my clients: CBT, ACT, attachment-focused therapy, trauma and shame-informed therapy, solution-focused therapy, Gestalt therapy, narrative therapy, motivational interviewing, and skill-building
Leading a process group for student leaders to help them learn how to manage their own mental health and help them process the challenges they face as they lead others
Preparing for and providing psychoeducation for students via workshops, enrichment series, and presentations.
Continuing education in areas of trauma, attachment, shame, and EMDR to provide specialized and enhanced treatment and care for my clients
Continually researching my areas of interests which include anxiety, trauma, interpersonal relationships, God attachment, resilience, role dynamics, pornography, and shame

Resident and Online Adjunct Instructor

September 2012 - Present

Teaching as a resident and online adjunct for the Psychology department, specifically the following courses: Honors courses for PSYC 101 (General Psychology) and PSYC 210 (Human Development), PSYC 231 (Psychology of Adolescence), PSYC 312 (Social Psychology), PSYC 420 (Psychology and Christianity), and CCOU 201 (Christian Counseling)
Have taught classes in the following graduate level counseling classes: and
Have taught two classes for the PSYC 150 () class of 600 students
Assisted with planning and execution of all classroom activities and assignments, including creating new exams and assignments, grading, and providing feedback on student assignments
Responsible for leading and managing a team of 9 GAs for a class of 1800 students by overseeing their workload, providing information on classroom management, helping with grading assignments, and leading discussion in team meetings

Coordinator of GSA Programs

March 2016 - September 2019

Implemented a vision and created a working infrastructure for the training of and professional development of more than 250 graduate students
Developed an infrastructure that focused on CAPSS-development for all GSAs and TAs – Commitment to Academic, Professional, Social and Spiritual development of graduate and doctoral students
Established a training program that contributes to the overall development of our Graduate Student Assistants (GSAs) and Teaching Assistants (TAs), which includes organizing orientations and trainings for GSAs
Implemented processes where liaisons from graduate departments would handle the processing of paperwork for their GSAs and TAs
Led meetings with the department liaisons and supervisory professors to determine the roles and responsibilities for their department GSAs and TAs