Ph.D. in Counseling and Supervision

Faculty Profiles

Profile photo: Stephanie Crockett

Stephanie Crockett, Associate Professor & Program Director

Education: Ph.D. in Education-Counseling Concentration, Old Dominion University, Norfolk, Virginia
M.S. Ed. in Counseling, Old Dominion University, Norfolk, Virginia
B.A. in Psychology, King College, Bristol, Tennessee

Research Interests: I am passionate about conducting research in the counseling field. My specific interests include counselor preparation, professional counseling issues and trends, as well as action/outcome research in counseling. I enjoy being a part of research-practitioner collaborations that produce consequential results for counselors practicing in real-world settings. I always welcome interested students to be a part of these research collaborations.

Dissertations: I enjoy providing research mentorship to doctoral students. I am available to chair/co-chair dissertations, or be a dissertation committee member. I always welcome conversation related to your research interest in order to see how I can best support your dissertation process

Recent Sample Publications

Milowsky, A., Haffner, A., Crockett, S.A., Erford, B., & Byrd, R. (in press). Journal of

College Counseling: Analysis of Publication Characteristics from 2000-2019. Journal of College Counseling

Hays, D.G., Crockett, S.A., & Michel, B. (2021). A grounded theory of academic

leadership development in counselor education. Counselor Education and Supervision, 60, 51-72. doi: 10.1002/ceas.12196

Crockett, S.A., & Korenchuk, J. (2021, September). Improving treatment fidelity:

Factors that predict practitioner implementation of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). Presented at the National Assessment and Research Conference, Cincinnati, OH.


Erford, B.T., Hays, D.G., & Crockett, S.A.  (2019). Mastering the National Counselor

Examination and Counselor Preparation Comprehensive Examination (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Crockett, S.A., Elghoroury, D., Popiolek, M., & Wummel, B. (2018). The lived

experiences of men in a master’s counseling program. Counselor Education and Supervision, 57, 98-115. doi: 10.1002/ceas.12096

 

Profile photo: Debbie Sturm

Debbie Sturm, Professor

Education:

BA in Communication Studies from Edinboro University (1988)
MA in Community Counseling from UNC-Charlotte (2005)
PhD in Counseling & Supervision from UNC-Charlotte (2008)
51 graduate credit hours in communication/public relations and environmental communication

Research interests:

Climate change, environmental justice, and mental health, Leadership & Advocacy, Crisis & Trauma

Dissertations: I am willing to Chair, Co-Chair, or be a Committee Member for dissertations.

Recent Sample Publications:.
Sturm, D., Metz, A., & Daniels, J. (2022). Climate Crises: Helping Families Mitigate, Adapt, and Transition during Disruption. In Capuzzi, D. & Stauffer, M., Eds. (2022) Foundations of couples, marriage, & family counseling, Second edition. Wiley & Sons, Inc.

Nice, M., Pytel, K., Benoit, C., & Sturm, D. (2022). School Counselor and Environmental Educator Partnerships: Reducing Eco-Anxiety from Climate Change, Increasing Self-Efficacy, and Enhancing Youth Advocacy. Submitted to The Professional School Counselor journal.

Alexander, R., Jacovidis, J., & Sturm, D.(2022) Assessing sustainability culture: Exploring the role of personal definitions of sustainability. Manuscript submitted for publication to the International Journal of Sustainability in Higher Education.

Reese, R. F., Swank, J. & Sturm, D. (2022).  A Survey of Helping Professionals and Climate Change: Implications for Humanistic Counseling. Submitted to Journal of Humanistic Counseling.

Sturm, D. Nance, J. & Metz, A.* (2020). Environmental Justice as Social Justice: An Invitation to Counselors. Virginia Counselors Journal.

Sturm, D., Daniels, J., Metz, A., Stauffer, M., & Reese, R. (2020) Fact sheet on climate change and mental health. American Counseling Association: Alexandria, VA.

Sturm, D., & Echterling, L. (May 2017). A just and kind world: Preparing for the mental health impact of climate change. Counseling Today.

Profile photo: Renee Staton

Renee Staton, Professor

Education: PhD Counselor Education; MEd Counseling Psychology/Student Personnel Administration

Research interests:  multicultural counseling; international and cross-cultural education; and gender and gender identity issues in counseling, particularly affirmative counseling practice with young people.

Dissertations: I am willing/able to co-chair dissertations and/or be on dissertation committees

Recent Sample Publications:.

Edirmanasinghe, N., Brant-Rajahn, S., Attia, M., & Staton, A. R. (in press). Working with Immigrant Children in Schools: Applying a Multi-Tiered Approach. Journal of Child and Adolescent Counseling.

Cline, J., Sturm, D., & Staton, A. R. (in press). Teaching Case Conceptualization Skills to Clinical Mental Health Students to Enhance Clinical Competency and Cognitive Complexity. Journal of Counselor Preparation and Supervision.

Fleitas, K. M., Staton, A. R., & Shepard, C. (in press). Meeting the Needs of LGBTQIA+ Students: Counselor Education Pedagogy for Affirmative and Inclusive School Counselors. In S. Brant-Rajan, E. Gibson, & M. Sandifer (Eds.). Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens. Hershey, PA: IGI Global.


Wang, F., Pait, K., Acheson, K., Sternberger, L., Staton, A. R., & Shealy C. (2021). BEVI Assessment of Global Identity: Implications and Applications for International, Cross-Cultural, and Transformative Learning. In J. Frawley (Ed.), Cultural competence in higher education: Dilemmas, policies, and practice, (pp. 88-113). London, UK: Springer.

Profile photo: Cara Meixner

Cara Meixner, Professor

Education: I received my B.S. in Health Sciences from James Madison University (1998), my M.A. in Counseling from University of Maryland-College Park (2000), and my Ph.D. in Leadership & Change Studies (Interdisciplinary Social Sciences) (2008).

Research Interests: As co-PI of the Brain Injury Research Team (BIRT), my research investigates access to crisis intervention services for neurotrauma survivors, particularly those with complex neurobehavioral presentations; neuroethics in brain injury; and the lived experience of women caregivers. Also a methodologist, I am involved in a collaborative autoethnography on positionality (with current doctoral students) and various projects advancing critical, decolonial methodologies. Recently, I authored an interactive e-text for APA PsychLearn on Qualitative Inquiry.

Dissertations: I am able to co-chair or serve as methodologist on qualitative and/or mixed methods dissertations.

Recent Sample Publications:

Meixner, C., & Spitzner, D.J. (2022). Leveraging the power of online qualitative inquiry in mixed methods research (MMR): Novel prospects and challenges amidst COVID-19. Journal of Mixed Methods Inquiry, 0(0), 1-16. DOI: 10.1177/15586898221084504

Spitzner, D.J., & Meixner, C. (2021). Significant conversations, significant others: Intimate dialogues about teaching statistics. International Journal of Academic Development, 26(3), 293-306. DOI: 10.1080/1360144X.2021.1954931

Meixner, C., & Spitzner, D.J. (2021) Mixed methods research and social inclusion. In P. Liamputtong (Ed.), Handbook of Social Inclusion. Switzerland: Springer. DOI: 10.1007/978-3-030-48277-0_19-1

Meixner, C., & O’Donoghue, C. (2021). Access to care for persons with brain injury: Ethical frameworks to promote health systems change. Journal of Head Trauma Rehabilitation, 36(1), 72-77. DOI: 10.1097/HTR.0000000000000590.

O’Donoghue, C., & Meixner, C. (2020). A qualitative study of providers’ decision-making for cases involving complex neurobehavioral issues. Cogent Psychology, 7(1), 1-11.

 

Profile photo: Robin Anderson

Robin Anderson, Department Head Professor

Education:
I received my B.A. in English at the College of William and Mary (1992) where I also studied psychology. I then attend James Madison University where I earned a graduate degree in Counseling (MA/EdS; 1995) followed by a Psy.D. Assessment and Measurement (2001). As a counselor, I work from largely a CBT perspective; however, I also incorporate somatic approaches to address trauma, C-PTSD, and compassion fatigue.

Research Interests:
As a methodologist and counselor, I am interested in a wide range of topics and methodological approaches. My primary areas of interest include: integrated behavioral and primary health care in rural areas; primary healthcare provider mental health post COVID; identity development and mental health; student partnership in learning and assessment; and instrument development. While I am largely trained in quantitative methods, my research incorporates mixed methods approaches.

Dissertations: Available to co-chair research projects related or adjacent to my areas of research and to serve on committees as a methodologist.

Recent Sample Publications:
Barrella, E., Watson, M.K., & Anderson, R.D. (under review). Impacts of concept mapping on 
cognitive load and performance during sustainability tasks.

Curtis, N.A., & Anderson, R.D. (2021, May). A framework for developing student-faculty 

partnerships in program-level student learning outcomes assessment (Occasional Paper No. 53). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). 

Curtis, N. A., & Anderson, R. D. (2021). Moving toward student-faculty partnership in 

systems-level assessment: A qualitative analysis. International Journal for Students 

As Partners, 5(1), 57-75. https://doi.org/10.15173/ijsap.v5i1.4204

Curtis, N.A., Anderson, R.D., & Brown, S., (2021). Student-faculty partnership: A New 

paradigm for assessing and improving student learning. In N.A. Jankowski, G.R. Baker, 

E. Montenegro & K. Brown-Tess (Eds.), Student-Focused Learning and Assessment. Bern, Switzerland: Peter Lang US. https://doi.org/10.3726/b16909.

Wepner, S.B., Henk, W.A., Lovell, S.E., & Anderson, R.D. (2020). Education deans’ ways of 

thinking, being, and acting: An expanded national survey.  Journal of Higher Education Management, 35 (4), 15-57.