School Counseling
Advisory Council Members
Dr. Brett Zyromski
Founder & Chair
Dr. Zyromski is Assistant Professor in the Department of Educational Studies at The Ohio State University. He is co‑founder and co‑chair of the national Evidence‑Based School Counseling Conference. His scholarship focuses on the impact of evidence‑based interventions in school counseling, evidence-based school counselor education, and evaluation in school counseling.
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Dr. Zyromski is co‑author of Facilitating Evidence‑Based, Data‑Driven School Counseling: A Manual for Practice (Corwin, 2016). He is also involved with the American School Counselor Association (ASCA) as a Lead Recognized‑ASCA‑Model‑Program Reviewers (LRR’s), and has also served as a trainer of the ASCA National Model for the American School Counselor Association. He has helped over twenty schools successfully earn RAMP designation over the last five years. Dr. Zyromski has served as project manager for $5,541,223 worth of federal and state grants. Dr. Zyromski has published over 15 articles related to school counseling issues, has delivered over 65 international, national, regional, and local presentations, and has served as state conference keynote. Dr. Zyromski has consulted and trained internationally and across theUnited States. Dr. Zyromski has been recognized for numerous awards and recognitions, including the Ohio Counseling Association 2018 Herman J. Peters Award, the 2015 Kentucky School Counselor Association Outstanding Post-Secondary Counselor, the 2014 Illinois School Counselor Association Friend of ISCA, the 2010 North Central Association for Counselor Education and Supervision Professional Leadership Award, the 2010 Illinois School Counseling Association Presidential Award, and the 2008 North Central Association for Counselor Education and Supervision Outstanding Professional Teaching Award.
Dr. Carey Dimmitt
Founder & Co‑Chair
Dr. Dimmitt is co‑founder and co‑chair of the National Evidence‑Based School Counseling Conference. Dr. Dimmitt is the Program Coordinator and a Professor of School Counseling at the University of Massachusetts‑Amherst. Prior to her work as a counselor educator, Dr. Dimmitt worked for 14 years with children and families in schools and community mental health settings. Dr. Dimmitt’s major scholarly interests are in the areas of outcome research, effective teaching and counseling practices K‑16, school counseling curriculum development, clinical training for school counselors, and systemic change in educational institutions.
Dr. Dimmitt has provided professional development on evidence-based practice in more than 14 states/districts, done 13 invited plenary or keynote addresses and 32 national conference presentations, published 18 journal articles, and won the UMass Amherst Distinguished Teaching Award in 2011. Dr. Dimmitt is the Counseling Content Expert for the Education Resources Information Center (ERIC). She is the co-author of the books Evidence‑Based School Counseling: Making a Difference with Data‑Driven Practices (2007, Corwin, with Jay Carey and Trish Hatch), and The School Counseling and School Social Work Treatment Planner (2012, Wiley, with Sarah Knapp and Arthur Jongsma) and co‑author of two chapters on metacognition in education for the APA Educational Psychology Handbook (2011, American Psychological Association, with Christine McCormick) and the Handbook of Psychology: Volume 7: Educational Psychology (2012, Wiley, with Christine McCormick).
Dr. John Carey
Dr. Carey has extensive experience in instrument development and in coordinating large multi-site school counseling research projects in the public schools. He has served as Co-PI on an IES-funded grant to investigate the effectiveness of Student Success Skills on elementary school students.
In addition, he has led or co-led three recent projects that evaluated the impact of the Proactive School curriculum in five high schools in Canada and the United States; evaluated the impact of The Real Game curriculum in five school districts across the United States; and identified effective Minority Student College Readiness Counseling practices in 18 high school recognized as exemplary by the College Board. Carey has also directed statewide evaluations of the effectiveness of school counseling programs in Utah and Nebraska. Carey is a leader in the evidence-based school counseling movement. He is the former director and founder of the Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation, and the co‑author of the book Evidence-Based School Counseling: Making a Difference with Data‑Driven Practices.
Dr. Greg Brigman
Florida Atlantic University
Dr. Greg Brigman is a professor of Counselor Education at Florida Atlantic University. Dr. Brigman has experience as a classroom teacher at the high school level and as a school counselor at all three levels. Among Dr. Brigman’s honors are two national awards as a school counselor from the American School Counseling Association. He has also been recognized as “Researcher of the Year, Associate Professor level” at the University level and “Teacher of the Year” for the College Level. Dr. Brigman’s research interests include outcome research linking school counselor interventions to improved student performance. He has co-developed and tested three programs aimed at helping students develop critical cognitive, social and self-management skills tied to school success, Student Success Skills (grades 4-10), Ready for Success (grades 2-3), and Ready to Learn (grades K-1). He has co-authored a series of six articles on his research with Student Success Skills and Ready to Learn, which show positive impact of school counselor interventions on student performance. The SSS program has received positive reviews by the Center for School Counseling Outcome Research at UMASS, Amherst and the ASCA National Panel for Evidence-based school counseling. Dr. Brigman regularly works with school districts to implement and measure the impact of school counselor lead interventions. He presents training workshops related to school counseling, and student success nationally and internationally, and is a regular presenter at professional conferences.
Dr. Carleton Brown
University of Texas at El Paso
Dr. Carleton H. Brown is currently an assistant professor of school counseling in the Educational Psychology and Special Services department of the College of Education at the University of Texas at El Paso. Dr. Brown is a certified school counselor, licensed associate counselor, recognized national certified counselor and a chapter faculty advisor for the Upsilon Tau Epsilon chapter of Chi Sigma Iota. Dr. Brown has worked in school districts as a secondary education teacher, school counselor, school counselor supervisor as well as workshop leader and advisor to school leaders. His experience in counseling includes all ages; however, his primary population has been pre-k through college level students. Dr. Brown has also served in several leadership positions within the profession of counseling including past president of the largest counseling association in the state of Arkansas, a board member of the Texas School Counseling Association as well as a board member of the El Paso Area Directors of Guidance. He has been recognized as a leader in the profession by the Rho Alpha Beta chapter of Chi Sigma Iota, Arkansas Counseling Association, American Counseling Association, American Counseling Association Leadership Institute, American School Counseling Association, and the American Counselor Education and Supervision Association. Undoubtedly, Dr. Brown is passionate regarding the areas of leadership and counseling. He studies issues related to the role of the school counselor in areas of leadership, advocacy, and supervision. Dr. Brown looks forward to bringing his experience and expertise to the Evidence Based School Counseling Conference Advisory Council.
Dr. Nancy Carlson
American Counseling Association
Nancy Carlson, Ph.D., LCPC is the Counseling Specialist for the American Counseling Association. In that role, Dr. Carlson is a member liaison covering questions on professional topics. She is both a certified K-12 school counselor and a Licensed Clinical Professional Counselor. Passionate about the social and emotional development of children and adolescents, as well as college and career readiness (CCR), Dr. Carlson has published and presented on topics such as partnerships between K-12 school districts and historically black colleges and universities, as well as CCR for Latino learners. Previously, she was an assistant professor in graduate counseling at the University of the District of Columbia (UDC), where she coordinated the school counseling program. While at UDC, Dr. Carlson served as liaison to the Council for Accreditation of Counseling & Related Educational Programs (CACREP) and as the D.C. team leader for the White House/Reach Higher initiative. Prior to that, she worked briefly as a college admissions counselor after 30 years with Montgomery County Public Schools in a variety of assignments, including foreign language teacher, secondary school counselor, resource counselor, and K-12 counselor specialist. Dr. Carlson holds doctorates in both Counselor Education and Secondary Education from the University of Maryland, College Park.
Dr. Stuart Chen-Hayes
Lehman College of the City University of New York
Dr. Stuart Chen-Hayes is Program Coordinator and Associate Professor of Counselor Education/School Counseling in the Counseling, Leadership, Literacy, and Special Education (CLLSE) Department at Lehman College of the City University of New York. He has worked in school, college, and community counseling settings and is an equity-focused school counseling program consultant in K-12 school districts in DE, NJ, NY, and PA. In 2007, Dr. Chen-Hayes was Visiting Professor of Counseling at National Changhua University of Education in Changhua, Taiwan. He co-chairs the monthly national teleconference meeting of the ACES Transformed School Counseling/College Access Interest Network ( He is on the editorial boards of the Journal of Gay, Lesbian, Bisexual, and Transgender Issues in Counseling, the Journal of Counselor Preparation and Supervision, and the Journal of International Counselor Education. He is co-author of "101 Solutions for School Counselors and Leaders in Challenging Times" (Corwin, 2014) with Drs. Melissa Ockerman and Erin Mason. He is a strong advocate for equity-focused systemic change in school counseling and college access programs having worked with the National Center for Transforming School Counseling, the National Office for School Counselor Advocacy, the New York State School Counseling Summit, and the 2014 White House conferences on school and college access counseling.
Dr. Blaire Cholewa
Curry School of Education at the University of Virginia
Dr. Blaire Cholewa is an Assistant Professor and school counselor educator in the Curry School of Education at the University of Virginia. She graduated with an ME.d/Ed.S. in school counseling and a Ph.D. in Counselor Education from the University of Florida. She has been a counselor educator for 8 years, focusing on preparing culturally competent, data driven, reflective school counselors. She has over a dozen national, peer reviewed publications, and has presented at the state, regional and national level. Her research focuses on topics such as school counselor-teacher consultation, culturally responsive school counseling, K-16 college and career readiness, and disciplinary disproportionality. In addition to her research agenda, she currently serves on the Editorial Board for Professional School Counseling, Journal of Counselor Preparation and Supervision, and as a reviewer for Urban Education. She also serves as a conference proposal reviewer for ACA, ACES, and the American Education Research Association, and has the honor of being the faculty advisor for UVA’s chapter of Chi Sigma Iota.
Jill Cook
Assistant Director of the American School Counselor Association
Jill Cook is the Assistant Director of the American School Counselor Association (ASCA). At ASCA, Cook helped create the National School Counselor of the Year program in 2007 as well as the Recognized ASCA Model Program (RAMP) that honors exemplary comprehensive school counseling programs across the country. A former middle school counselor, music teacher, and assistant principal, Jill is the mother of three Fairfax County teenagers who help to inform her work on behalf of the nation’s 105,000 school counselors. She has been a spokesperson for the profession and a national presenter on school counseling issues since joining ASCA in 2001.Representing ASCA, Jill has been the chairperson of the National Consortium for Child and Adolescent Mental Health Services and is a member of The College Board’s Member Engagement Advisory Committee. Jill received the Allies in Action Partner Award from the American Foundation for Suicide Prevention for her work on a model school district suicide prevention policy. Through her work with ASCA, Jill has served on numerous boards and advisory committees. Among them: The Prevention Researcher; Youth in Foster Care National Education Advisory Council; the Pupil Personnel Shortages Coalition; the National Research Center for College and University Admissions; America’s Promise Alliance; the American Psychiatric Foundation’s Typical or Troubled Grant; the STEM Equity Pipeline’s Educational advisory Council; ASCD’s Whole Child Campaign; HHS Office of Adolescent Health; APA’s Safe and Supportive School Project; and the Red Cross Disaster Mental Health Advisory Group, among many others.
Dr. Carol Dahir
New York Institute of Technology
Dr. Carol Dahir is a professor and the chair of the School Counseling Department Education at the New York Institute of Technology (NYIT). Carol works with state departments of education, school systems, and school counselor associations, on developing, implementing, and evaluating comprehensive school counseling programs. In the past 5 years she facilitated experiential summer programs for school counselors, teachers, and graduate students in cultural competence in New York City and Turkey. Her Fulbright brought her to Japan where she is assisting in bringing Transformed School Counseling to Japanese counselor educators and working with the Philippine School Counselors Circle to adapt the ASCA National Model. She is working with state departments of education to identify systems for school counselor evaluation under Race to the Top. She is a past president of New York State School Counselor Association and served on the governing boards for the American School Counselor Association and the National Career Development Association. Carol is co -author of ASCA’s Sharing the Vision: The National Standards for School Counseling Programs and Vision into Action: Implementing the National Standards. Together with Dr. Carolyn Stone, they have published two editions of The Transformed School Counselor (2006; 2012) and three editions of School Counselor Accountability: A MEASURE of Student Success (2004; 2007; 2011).
Dr. Colette T. Dollarhide
The Ohio State University
Dr. Colette Dollarhide is a tenured Professor of Counselor Education and de-facto school counseling coordinator. Her professional experience includes alternative education, adult education, university counseling and administration, career counseling, and school counseling and consulting at all three levels. Dr. Dollarhide has authored two textbooks on school counseling (the current book is going into its third edition), and she conducts research and writes about school counseling leadership, supervision, the work of school counselors, pedagogy, and professional identity. She has authored and co-authored 2 book chapters and over 30 national peer-reviewed journal articles. Colette has presented dozens of programs at national ASCA, ACA, and ACES conferences, international conference (BACP), and over 60 programs at state conferences on topics in school counseling, supervision, leadership, professional identity, and pedagogy. She has served as the president of the national Counseling Association of Humanistic Education and Development (C-AHEAD; now the Association for Humanistic Counseling), and the president of the Ohio ACES, as well as Board positions for the Wisconsin School Counselor Association and the Ohio School Counselor Association. Her editorial work includes 3 years as the editor of the Journal of Humanistic Counseling (JHC), 3 years as associate editor of JHC, co-editor for a first-ever CES Special Section on school counselor supervision, 9 years as a reviewer for Counselor Education and Supervision, and she is currently finishing a 3-year term as a reviewer for the Journal of Counseling and Development.
Dr. Gene Eakin
Oregon State University
Dr. Gene Eakin is the School Counseling Program Lead at Oregon State University. He has worked at Oregon State part-time or full-time for over twenty-five years. He is the proud creator of a school counseling MCoun offered in a hybrid format. This program provides individuals from all parts of Oregon, as well as Washington and Idaho, to earn a MCoun leading to licensure as a school counselor without quitting their jobs and moving to campus. Gene has twenty-eight years of full/part time experience as a school counselor with most of that time spent as Program Lead at a high school of 1400 students in the Willamette Valley in Oregon. Gene is the Advocacy Chair for the Oregon School Counselor Association as well as the team lead for the Reach Higher Oregon teams that attended the 2nd and 3rd White House Convenings on Strengthening School Counseling and College Advising. He and his colleague - Dr. Kathy Biles from Oregon State University Cascades - are among the first to introduce school counselors to motivational interviewing. Gene has been a practitioner of the Three Principles for over twenty years. He is now a member of the 3 Principles Global Community Education Committee. Gene is the chair of a sub-committee aspiring to introduce school counselors and school counselor educators to the Three Principles.
Dr. Stephanie Eberts
Louisiana State University
Stephanie Eberts, is an Assistant Professor of Professional Practice at Louisiana State University (LSU) and the coordinator of the School Counseling Concentration in the Counselor Education Program. She earned her doctorate in Counselor Education and Supervision from Georgia State University and her master’s degree from Loyola University, New Orleans. Dr. Eberts has been a counselor educator since 2010, working at Texas State University for 5 years prior to beginning her current job at LSU. Dr. Eberts has extensive experience working in schools. She worked as a school counselor (at both the elementary and middle school level) in New Orleans for six years, and during her doctoral training she worked with Safe and Drug Free Schools of Gwinnett County in Georgia for another three years. Because of her commitment to the school counseling field, she partners with local schools and educational agencies to provide continuing education and support for practicing counselors in her area. She has served as a coleader of the School Counseling Interest Network of the Association for Counselor Education and Supervision. Dr. Eberts is a regular presenter at the regional, national, and (at times) international level. She presents on topics related to school counseling, group work, play therapy, and crisis and trauma. She has published multiple book chapters and journal articles. Her current research focuses on leadership and advocacy in school counseling.
Dr. Bradley Erford
Vanderbilt University
Bradley T. Erford, Ph.D., is a professor in the human development counseling program of the Department of Human and Organizational Development in the Peabody College at Vanderbilt University. He was the 61st President of the American Counseling Association (ACA) and past ACA Treasurer. He is an ACA Fellow and has received numerous awards for his service to the counseling profession. His primary areas of research include counseling outcomes and development and psychometric evaluation of counseling and educational tests. He is the author or editor of more than 30 counseling books, and has authored more than 75 scholarly articles, 100 book chapters, and 20 psycho-educational tests. He has also made more than 200 scholarly presentations. He is Editor of Measurement and Evaluation in Counseling and Development (MECD) and Senior Associate Editor of Journal of Counseling & Development (JCD). He also was a representative to the ACA Governing Council and the ACA 20/20 Visioning Committee, and has held numerous leadership positions in ACA, AARC, and the Maryland Counseling Association.
Dr. Catherine Griffith
University of Massachusetts Amherst
Catherine Griffith is an Assistant Professor in the school counselor education program at the University of Massachusetts Amherst, and an Associate Director for the Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE). She received her Ph.D. in Counselor Education at the University of Central Florida in Orlando and earned her Master's degree and credential in School Counseling at Chapman University in Orange, CA. A passionate advocate for creating school environments that are responsive to vulnerable students and families, her primary research activities include the development and validation of strengths-based counseling interventions and assessments. She has worked with children and adolescents in school, clinical, and community settings, and specializes in the development of positive coping skills and resilience among queer youth. Notably, she has presented over 90 skills-training and research-focused workshops both nationally and internationally, and was recently honored with her university’s Outstanding Teaching Award. Dr. Griffith currently serves on the editorial review board for the flagship journal Professional School Counseling and is a member of the American Counseling Association (ACA) Research and Knowledge Committee.
Dr. Diana Gruman
Western Washington University
Diana Gruman, Ph.D., is an Associate Professor in the Department of Psychology at Western Washington University (WWU) where she serves as the School Counseling Program Director. She earned her BA in Psychology from Whitman College, her master’s in School Counseling from WWU and her doctorate in Educational Psychology (specialization in Counselor Education and Supervision) from the University of Washington. Dr. Gruman worked in the field of college admissions and later found her true calling as an elementary school counselor in NW Washington State. Working across the K-20 spectrum, gave her an appreciation for developmental trajectories and the factors that influence life outcomes. Her work experience with highly mobile children and families, led to a dissertation project on mobility and protective factors which was eventually published in Child Development. Dr. Gruman is a regular presenter at state and national school counseling conferences on topics related to innovative and evidence-based school counseling strategies, school counseling supervision, and professional identity/leadership. When she is not teaching and mentoring the next generation of school counseling professionals, Dr. Gruman enjoys parenting two teenagers, cycling, and exploring the trails of her home region.
Dr. Trish Hatch
San Diego State University
Trish Hatch, Ph.D. is the author of The Use of Data in School Counseling: Hatching Results for Students, Programs and the Profession (2014); co-author of the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003; 2005) and co-author of Evidence-Based Practice in School Counseling: Making a Difference with Data-Driven Practices (Dimmit, Carey & Hatch, 2007). Dr. Hatch served as Director of the School Counseling Program and Professor at San Diego State University and the Executive Director of the Center for Excellence in School Counseling and Leadership (CESCaL), in the College of Education at SDSU. Dr. Hatch has successfully co-authored thirteen (13) Elementary and Secondary School Counseling (ESSC) grants awarding over $16,000,000.00 dollars in federal funds to school districts. In addition to providing external evaluator on over ten federal grants, Dr. Hatch provides professional development for school counselors, social workers, school psychologists and administrators on successful implementation of ESSC grants. She has over fifty (50) publications and has presented more than fifty (50) refereed papers and presentations before professional conferences. A former school counselor and administrator, Dr. Hatch served in multiple leadership roles including Supervisor/Post Secondary Level Vice President of the American School Counselor Association (ASCA) and President of the California School Counseling Association. She has received multiple state and national awards including the ASCA Mary Gehrke Lifetime Achievement Award, ASCA Administrator of the Year Award.
Dr. Tyler Kimbel
Dr. Tyler M. Kimbel is the Director of Research and Information Services at the Council for Accreditation of Counseling and Related Educational Programs (CACREP); he also serves as an adjunct professor in counseling. A graduate of Geneva College (B.S., Human Services) and Youngstown State University (M.S.Ed., School Counseling), Kimbel earned his Ph.D. in Counselor Education and Supervision from the University of Northern Colorado where he spent three years developing and validating the School Counseling Program Report Card – Student Version to assist high school counselors with program evaluation. He has a background in school counseling as well as experience in a variety of clinical settings working with adults and at-risk populations. Dr. Kimbel is an active member of ASCA, ACA, and ACES and continues to support the school counseling profession through scholarly research, presentations, editorial board work, and serving as a member of the advisory council for the national Evidence-Based School Counseling Conference. He currently resides in Alexandria, Virginia.
Dr. Rich Lapan
University of Massachusetts, Amherst
Dr. Lapan is focusing on college and career readiness and decision making. He currently is conducting a longitudinal study on the postsecondary transitions and college outcomes for youth in Massachusetts. In addition, he is beginning a new national study on informed college decision making. Further, Dr. Lapan has expanded his work to include at-risk and incarcerated youth. In all of these efforts, a primary emphasis is the role of school counselors. Ensuring that all young people receive value-added high quality counseling services continues to be a central emphasis of Dr. Lapan's work.
Dr. Erin Mason
Georgia State University in Atlanta
Erin Mason is an Assistant Professor in the School Counseling and Counselor Education and Practice programs at Georgia State University in Atlanta. Erin has published in scholarly journals and texts, and her research agenda focuses on topics including professional identity, action research, and technology. Erin has also had national and international opportunities to present on these topics as well. Currently, Erin serves as one of the co-chairs of the School Counseling Interest Network of ACES, as an associate editor of the Professional School Counseling journal, and she is a research fellow with the Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation. Before joining the faculty at GSU, Erin was an Associate Professor at DePaul University in Chicago, where she served in department and college leadership roles, and also as the President of the Illinois School Counselor Association in 2012-2013. Erin has provided district and state level trainings on comprehensive school counseling programs, RAMP, and technology, and has been the keynote for several state school counseling conferences. Given her interest in technology's influence on the field, Erin particularly enjoys connecting and learning with those in the profession through social media and in 2011 she co-founded the now widely used hashtag for school counselors on Twitter, #scchat. Along with colleagues Dr. Stuart Chen-Hayes and Dr. Melissa Ockerman, she is also the co-author of the 2013 book, 101 Solutions for School Counselors and Leaders in Challenging Times.
Dr. Melissa Mariani
Florida Atlantic University
Melissa Mariani has ten years of experience as a professional school counselor and school counseling program coordinator at the elementary and middle school levels. She has conducted school counseling outcome research and has published and presented nationally and internationally on topics related to student prosocial skill use, classroom climate factors, and the problem of bullying in schools. She also serves as a national trainer for the Student Success Skills (SSS) evidence-based program. Dr. Mariani has served as a Project Manager on three Elementary and Secondary School Counseling Grants, assisting various public school districts in Kentucky to develop, implement, and maintain comprehensive school counseling programs based on the ASCA Nation Model, several of which have received RAMP status. She readily provides professional development and training to school staff on various topics. Dr. Mariani has recently co-authored a book titled, “Facilitating Evidence-Based, Data-Driven School Counseling: A Manual for Practice” which guides school counselors through this process.
Dr. Ian Martin
University of San Diego
Ian Martin in an Associate Professor of Counseling at the University of San Diego. Prior to becoming a counselor educator, Ian was an elementary and middle school counselor. He has published and presented on such topics as school counseling program development, evaluation, and school counseling policy. Recently he has become increasingly involved in international school counseling, has taught four classes abroad, and completed a visiting scholar position at the University of Verona, Italy. Ian highly values service and maintains both local and national service responsibilities. He is a Center Fellow at the Center for School Counseling Outcome Research and Evaluation (CSCORE), an Advisory Board member for the National Evidenced-Based School Counseling Conference, a Faculty Senator for the University of San Diego, on the Board of Directors for San Diego YMCA Camps, a volunteer water polo coach, and an active parent volunteer at his children’s elementary school. Prior to becoming a counselor educator, Ian was an elementary and middle school counselor.
Dr. George McMahon
The University of Georgia
George McMahon is an Assistant Professor in the Department of Counseling and Human Development Services at The University of Georgia. George has been a counselor educator for 14 years, focusing on preparing future school counselors and working with doctoral students. Dr. McMahon’s professional interests include ecological school counseling, multiculturalism and privilege, social justice and educational equity, and group work. George has published several journal articles and book chapters in those areas. George is currently researching evidence-based school counseling interventions based on ecological school counseling theory, and analyzing the equitable distribution of innovative school counseling innovations, including the ASCA National Model. In addition to teaching and research, Dr. McMahon is an Associate Editor for Professional School Counseling, presents regularly at state, regional, and national conferences, and collaborates with several school districts in order to promote effective use of school counselors in order to help all students be successful. Dr. McMahon has also led trainings on various topics including multicultural competence, privilege, use of data in schools, developing effective school counseling programs, leadership, and teaming & collaboration. Prior to becoming a counselor educator, George earned his Ph.D. in Counseling Psychology from The University of Georgia and his M.Ed. in School Counseling from The University of Virginia. George also worked as a professional school counselor in New Orleans, LA, from 1996-2000. George is also a proud father to Thomas (age 9) and Connor (age 7).
Dr. Melissa Ockerman
DePaul University
Dr. Melissa Ockerman is an Associate Professor in the Counseling Program at DePaul University. A proud Buckeye, she graduated with a M.A. in School Counseling and Ph.D. in Counselor Education from The Ohio State University. Dr. Ockerman has established a strong research agenda focusing on school counselor leadership, the efficacy of school counseling interventions and systemic anti-bullying and school safety strategies. As such, she appeared before the Congressional Black Caucus in Washington, DC to discuss bipartisan anti-violence policies. She is a frequent presenter at local, state, and national conferences. In 2012, she was named the Illinois Counselor Educator of the Year. Dr. Ockerman currently holds executive positions in national and state professional organizations, including Co-Chair of the Association for Counselor Education and Supervision (ACES) Transformed School Counseling & College Access Network and Vice President, Counselor Education of the Illinois School Counseling Association. Additionally, Dr. Ockerman is the Chair of the School Counseling committee for the Illinois Safe Schools Alliance, a National Center for Transforming School Counseling (NCTSC) Counselor Educator Coalition fellow, and is proud to be an Advisory Council member for the Evidence-Based Practice in School Counseling conference. She is currently co-authoring a school counseling text with colleagues Drs. Stuart Chen-Hayes and Erin Mason published by Corwin Press. Her passion for educating the next generation of transformed school counselors is matched only by her strong desire to dismantle the pervasive achievement gap in schools through innovative and effective evidence-based school counseling interventions.
Dr. J.P. Oehrtman
Bowling Green University
J.P. Oehrtman is currently a licensed professional school counselor and an Assistant Professor at Bowling Green University. J.P. graduated from The Ohio State University (OSU) with his Ph.D. in Counselor Education in Spring 2017 and previously graduated from OSU with his M.A. in school counseling in 2014. He currently works as a professional school counselor at Lakeview Junior High in Pickerington, Ohio. Prior to earning his school counseling license he spent 14 years as a science teacher at Valley View High School in Germantown, Ohio. He has also earned a M.A. in teaching from Miami University in 2005. J.P. hopes to graduate with his Ph.D. from Ohio State in 2018 and pursue a career as a counselor educator. Additional honors include the Outstanding Doctoral Student in School Counselor Education from OSU in both 2016 & 2017, as well as Outstanding Graduate Teaching Assistant in 2015.
Dr. Brandie Oliver
Butler University
Dr. Brandie Oliver is an Associate Professor in the School Counseling Program at Butler University. Prior to her current role, she worked most recently as a middle school counselor but also has experience at the elementary and high school levels. Brandie has served families at Brooke’s Place for Grieving Young People as a support group facilitator for grieving teens and also as an individual grief counselor in the Therapy Services program. She is very involved within her state and has served on the Indiana School Counselor Association’s Executive Board for the past 7 years and continues to write for the Indiana Association of School Principals’ Indianagram to help bring awareness of the school counseling profession to Indiana school leaders. Brandie sees her role as a resource and support for school counselors as well as an advocate and source of positive change for the entire school community. To do this work, she presents at state, regional, and national conferences, provides professional development to educators, and collaborates with other educational fields to emphasize the importance of working across disciplines for compelling and long-term change. Her specific areas of interest include the development of comprehensive school counseling programs, effective administrative and school counseling relationships, school culture and restorative practices, college and career readiness, and advocating for an increased focus on culturally responsive education.
Dr. Tim Poynton
University of Massachusetts Boston
Dr. Tim Poynton is an associate professor in the department of Counseling & School Psychology at the University of Massachusetts Boston. A former school counselor, Dr. Poynton shifted the focus of his work from practicing school counseling to school counselor education and research. He worked as a research fellow at the Center for School Counseling Outcome Research, and is the developer of the EZAnalyze tools that are designed to facilitate collection and analysis of data for school counselors. In 2011, he was selected as the ASCA Counselor Educator of the Year. His current research is focused on vocational psychology and career development, with current projects focusing on the transition from high school to college, emphasizing the role of school counselors and malleable factors that counselors may impact.
Dr. Emily Goodman-Scott
Old Dominion University
Emily Goodman-Scott is an Assistant Professor and School Counseling Coordinator in the Counseling and Human Services department at Old Dominion University in Norfolk, Virginia. Before working at ODU, Dr. Goodman-Scott worked in the public schools as a school counselor and special education teacher, as well as in several mental health counseling settings primarily serving youth. Her areas of research include various school counseling topics: preparation, roles, practices within Positive Behavioral Interventions and Supports, and elementary school counseling. Additional research interests include counseling children with special needs in and out of the schools. Dr. Goodman-Scott enjoys advocating for the school counseling profession through scholarly publications and presentations, preparing the next generation of school counselors, and professional service. Dr. Goodman-Scott holds a number of service positions including six years as a board member for the Virginia School Counselor Association, serving as Counselor Educator Vice President (2015-2016); secretary of the ACES School Counseling Interest Network; Research Grant Chair for the Association for Child and Adolescent Counseling (a division of the American Counseling Association); and is a faculty advisor for ODU’s chapter of Chi Sigma Iota. Further, she is on the editorial review board for the Professional School Counseling journal and the Journal of Child and Adolescent Counseling. She earned both a Ph.D. and M.A.Ed. from Virginia Tech and a B.S. from James Madison University. Dr. Goodman-Scott is a licensed school counselor in Virginia, a Licensed Professional Counselor in Virginia, a Nationally Certified Counselor, a Nationally Certified School Counselor, and an Approved Clinical Supervisor.
Dr. Chris Sink
Old Dominion University
Christopher Sink, Ph.D., NCC, LMHC (WA) is a Professor and Batten Endowed Chair of Counseling (since July 2015) at Old Dominion University, Department of Counseling and Human Services (Darden College of Education). Earlier, he spent 21 years as a professor of counselor education at Seattle Pacific University and five years at Northwest Missouri State University. Prior to serving in the professoriate, Dr. Sink worked as a secondary and post-secondary counselor. He has many years of chief editorial experience in counseling-related journals (American School Counselor Association's Professional School Counseling and American Counseling Association’s Counseling and Values). Dr. Sink currently serves on the editorial board of multiple peer-refereed journals, including The Professional Counselor (the National Board of Certified Counselors), Professional School Counseling (American School Counselor Association), Counselling and Spirituality (Canadian), Counseling and Values (American Counseling Association and Association for Spiritual, Ethical, and Religious Values in Counseling), and Journal of Research on Christian Education. Currently, he is associate editor, Counseling and Values and chief editor, Journal of School-based Counseling Policy and Evaluation (JSCPE). Dr. Sink publishes extensively in various areas related to school-based counseling, social-emotional learning (SEL), educational psychology, positive psychology, and research methods. Currently, Dr. Sink’s research agenda includes topics examining social-emotional learning, program evaluation outcomes of comprehensive school counseling, research methods in counselor education, positive psychology, and spirituality as an important feature of adolescent resiliency. Finally, Dr. Sink is serving a renewable three-year appointment as Visiting Professor at York St John University, School of Psychological and Social Sciences, York England.
Dr. Julia V. Taylor
University of Virginia
Julia V. Taylor is an Assistant Professor of Counselor Education at the University of Virginia. Prior to academia, Julia worked as middle and high school counselor for eight years. Afterward, she was appointed to the founding leadership team for Wake County Public School’s first single gender academy, where she served as the Dean of Student Services. During her time as a practitioner, she focused the majority of her research on body image, media literacy, relational aggression, and girls’ leadership development. In turn, she authored The Body Image Workbook for Teens, The Bullying Workbook for Teens, Salvaging Sisterhood, G.I.R.L.S: Group Counseling Activities for Enhancing Social and Emotional Development, and a children’s book, Perfectly You. In 2016, Julia earned her Ph.D. in Counselor Education and Supervision from Virginia Commonwealth University in Richmond, Virginia. While completing her Ph.D. program, she helped develop a university/school division leadership team and piloted a RAMP cohort, where she taught school counselors how to develop, implement, and evaluate a comprehensive school counseling program. As a result, numerous school counseling programs working with her graduate students received RAMP recognition, and one school was named a RAMP School of Distinction. She has replicated these efforts at the University of Virginia and is focusing her research on the efficacy of university/school division partnerships related to ASCA National Model implementation.
Dr. Amy Upton
University of South Alabama
Amy Upton, PhD, NCC, NCSC, is an Assistant Professor and school counseling coordinator at the University of South Alabama, Counseling and Instructional Sciences, in Mobile, AL. Prior to becoming a counselor educator, Dr. Upton worked as a middle and high school counselor for 15 years in Virginia. She is a member of ASCA, ACES, and ACA and is actively involved in the executive board of the Alabama School Counseling Association. Dr. Upton's primary research interest is centered on professional identity for school counselors. In addition, she is interested in best practices in school counselor training and preparing school counselors for effective program development and implementation. In regards to student development her research interests lie in resiliency factors and the development of these factors in our youth. She passionately believes in the importance of the profession of school counseling and the impact that school counselors can have on students.
Dr. Elizabeth Villares
Florida Atlantic University
Dr. Elizabeth Villares is a Professor and Doctoral Program Coordinator in the Department of Counselor Education at Florida Atlantic University. Dr. Villares has worked as a teacher, school counselor, and guidance director at the secondary level. Her areas of specialization include integrating technology in school counseling programs to improve data-driven practices, and collaborating with school counselors to develop action and outcome research and program evaluation projects. Her current research focus includes implementing school counselor-led evidence-based programs to improve the academic achievement and social-emotional development of students in grades K-12. Dr. Villares has published more than 15 publications in national/international peer reviewed journals and done over 40 refereed presentations. She has received numerous awards including the 2011 Association for Assessment in Counseling and Evaluation, Outstanding Outcome Research Article of the Year award, Southern Association for Counselor Education and Supervision Emerging Leader Fellow, and the Florida Atlantic University, College of Education, Associate Professor Scholar of the Year.