School Counseling
Advisory Council Members
Dr. Brett Zyromski
Co-Founder & Co-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 the United 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
Co-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. Blaire Cholewa
Dr. Blaire Cholewa is an Associate Professor and school counselor educator in the School of Education and Human Development at the University of Virginia. She joined Drs. Zyromski and Dimmit as a co-chair in 2020 after serving on the EBSCC Advisory Council for multiple years. Her scholarship focuses on addressing the unsettling discrepancies in academic opportunity and discipline for low-income and/or students of color by investigating ways in which we can improve the educational experiences of K-16 youth. Specifically, her research has pursued two related lines of inquiry: (1) culturally responsive educational practices and (2) interventions to enhance post-secondary access and success.
Dr. Cholewa has been a counselor educator for since 2009, focusing on preparing culturally competent, data driven, reflective school counselors. She has published over seventeen national, peer reviewed publications, and has four published book chapters. She has delivered over 40 conference presentations at the state, regional and national conferences. 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 and Review of Educational Research. 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.
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. Jenna Alvarez
University of Cincinnati
Dr. Jenna Marie Alvarez is an Assistant Professor-Educator and the School Counseling Track Coordinator at the University of Cincinnati. Prior to earning her doctorate, she worked as an elementary school counselor. Additionally, she worked as an intervention specialist at the middle school and high school within the same district where she became a school counselor. Her research interests are centralized on professional school counseling with the hopes of decreasing the achievement and opportunity gaps for marginalized students. Dr. Alvarez works towards this goal through research collaborations that contribute to evidence-based practices that are applicable and accessible to school counselor practitioners. Specifically, her research has examined the role of school counselor trainees who work with students with disabilities. She has actively worked to expand her research and scholarship to explore the overall impacts of trauma on students and the effectiveness of trauma-informed care as it relates to the school counselor role. Her commitment to creative teaching was recognized with the 2020 University of Cincinnati CECH Golden Apple for Teaching Award for Counselor Education. Additionally, she is a licensed mental health counselor with community and hospital internship experience. She serves as a peer reviewer for the Journal of School Counseling (JSC), the Counselor Education & Supervision (CE&S) journal and the Journal of College Counseling (JCC). Dr. Alvarez received her doctoral degree from Ohio University (CACREP Accredited) and completed her master’s in school counseling at the University of Dayton (CACREP Accredited).
Dr. Jennifer Betters-Bubon
University of Wisconsin-Whitewater
Dr. Jennifer Betters-Bubon is an Associate Professor and Program Coordinator in Counselor Education at the University of Wisconsin-Whitewater where she also serves as program coordinator. She received a Ph.D from the University of Wisconsin-Madison, a M.Ed from Boston University and a B.S. from the University of Wisconsin. Her work includes teaching clinical and school counseling courses and focuses on the barriers that impact K-12 student success. As the Richard and Veronica Telfer Endowed Faculty Fellow of Education, she has a particular interest in trauma and extending trauma informed approaches into teacher training programs. In addition, she is passionate about examining the role school counselors have within multi-tier models of support (e.g., RTI, PBIS) and working with public schools to help student services teams align their work within a trauma informed MTSS framework. Prior to her role in academia, Dr. Betters-Bubon spent 11 years working as a school counselor and one year as a special education teacher. She is co-editor of The School Counselor's Guide to Multi-Tiered Systems of Support (Routledge, 2019) and Making MTSS Work (ASCA, 2020) and has published in numerous peer-reviewed journals. Dr. Betters-Bubon is a licensed school counselor and professional counselor in Wisconsin.
Dr. Kenya Bledsoe
University of Mississippi
Dr. Kenya Bledsoe is an Assistant Professor of Counselor Education at The University of Mississippi. She previously worked as a secondary school counselor and possesses over 15 years’ school counseling and leadership experience. Dr. Bledsoe’s research interests include supervision of school counselors, students from underrepresented backgrounds, and anti-racist school counseling. She has co-authored multiple peer-reviewed publications and presented at international, regional, and state/local conferences. Dr. Bledsoe is an active member of numerous professional counseling organizations and has served in various leadership roles. Presently, she is the co-chair of the School Counseling Supervision Interest Network of ACES and the co-Advisor for Chi Sigma Iota/Epsilon Mu chapter.

Dr. Bledsoe earned her PhD from The University of Alabama. She is a board-certified counselor, school counselor, and tele-mental health counselor. Additionally, Dr. Bledsoe is a Licensed Professional Counselor and Supervising Counselor (AL, MS). In 2020, Dr. Bledsoe expanded her counseling professional footprint and established Bledsoe Counseling, LLC where she provides counseling and clinical supervision services. Dr. Bledsoe’s favorite pastime is spending quality time with her husband and two children. When she’s not attending her kids sporting events, she enjoys socializing with family and friends.
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).

Over 20 research articles have been published on the Student Success Skills, Ready for Success and Ready to Learn programs. Student Success Skills and Ready to Learn are now included in the SELect category of the CASEL Guide to Evidence-Based SEL Programs. He also has recently co-authored the textbook “Evidence-based School Counseling: A Student Success Approach”. 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. 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. 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. Natalie Edirmanasinghe
Old Dominion University
Dr. Natalie Edirmanasinghe is an assistant professor at Old Dominion University. Prior to her role as a counselor educator, Dr. Edirmanasinghe was a school counselor, predominantly serving students in the great Atlanta, GA area. She currently serves as the faculty advisor for ODU’s Omega Delta chapter of Chi Sigma Iota. Dr. Edirmanasinghe is also a co-chair for the ACES School Counseling Interest Network. She has a passion for work with immigrant populations, focusing her work on advocating with and for immigrant families. She has presented extensively and published two articles using Youth Participatory Action Research (YPAR) as a group counseling process in work with Spanish speaking populations. She has co-authored a book, Culturally Sustaining School Counseling: Implementing Diverse, Equitable, Inclusive Programs. Dr. Edirmanasinghe has also provided professional development related to antiracist school counseling practices. Her research agenda includes antiracism in counseling and counselor education, small group counseling, and advocacy for immigrant populations in school settings.
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. Sylvia Fernandez
Council for Accreditation of Counseling and Related Educational Programs (CACREP)
Dr. M. Sylvia Fernandez serves as the CACREP President and CEO, prior to which she was for 29 years a Counselor Educator at three different institutions in the capacity of faculty member, Department Chair and Associate Dean. As a counselor educator, she has varied school-based experience through grant-funded programming for at-risk youth, in career readiness, and in crisis intervention. She is credentialed as a Licensed Professional Counselor with a Supervision Specialty License in Arkansas; a National Certified Counselor and a National Certified School Counselor by the National Board for Certified Counselors (NBCC); an Approved Clinical Supervisor by The Center for Credentialing and Education (CCE); and a Mental Health Facilitator by the NBCC-I and WHO. Dr. Fernandez has extensive service and leadership experience in state, national, and international counseling professional organizations including as Arkansas President of ACA and ACES. She has served as Chair of: the Arkansas Board of Examiners in Counseling, the Board of Directors of NBCC and NBCC-International, and the CACREP Board of Directors respectively. She has worked with the University Council of Jamaica in developing standards for School Counselor training in Jamaica and served both as a desk reviewer and on-site team member for UCJ. Dr. Fernandez's professional and scholarly interests include multicultural issues in counseling and related disciplines, counselor education and credentialing, professional identity and ethics, and clinical supervision.
Dr. Emily Goodman-Scott
Old Dominion University
Dr. Emily Goodman-Scott is an Associate Professor, Graduate Program Director, and School Counseling Coordinator at Old Dominion University. She previously worked as a school counselor, special education teacher, and in several mental health settings counseling youth. She is passionate about researching school counseling topics, including Multi-tiered Systems of Support, preparation, practices, elementary school counseling, and counseling children with exceptionalities. She has published over two dozen articles in national, peer-reviewed journals, as well as the book, A School Counselor's Guide to MTSS (Goodman-Scott, Betters-Bubon, & Donohue, 2019, Routledge).

After nearly 10 years as a board member for the Virginia School Counselor Association, Dr. Goodman-Scott served as Chair/President in 2019-2020. She is also on the board for the Association for Child and Adolescent Counseling, an ACA division, and co-coordinates the ACES School Counseling Interest Network. Further, she is on the editorial review board for the Professional School Counseling journal and the Journal of Child and Adolescent Counseling. Dr. Goodman-Scott enjoys conducting national conference presentations, as well as in-services and partnerships with local school districts. Finally, she is proud to be a recipient of the 2018 Insiders Business: "Top 40 Under 40" recognition, as well as the SACES 2017 Outstanding Pre-Tenure Counselor Educator Award.

She earned both a Ph.D. and master’s from Virginia Tech, and is a licensed school counselor (VA), Licensed Professional Counselor (VA), and also a NCC, NCSC, and ACS. You can follow her on Twitter: @e.goodmanscott
Dr. Catherine Griffith
University of San Diego
Catherine Griffith is an Associate Professor in the school counseling program at the University of San Diego and formerly served as an Associate Director for 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. She has presented over 100 skills-training and research-focused workshops both nationally and internationally. Dr. Griffith also specializes in the improvement of research literacy and rigor in school counseling, and has previously co-chaired the American Counseling Association (ACA) Research and Knowledge Committee, and led the Increasing Research Quality Workgroup for the Association for Counselor Education and Supervision (ACES) School Counselor Interest Network (SCIN). She is currently on the board of reviewers for our profession’s flagship journal, Professional School Counseling.
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.
Angie Hickman
Director of Research and Marketing, American School Counselor Association
As director of research and marketing for the American School Counselor Association, Angie Hickman serves as managing editor of Professional School Counseling journal, directs the organization’s research projects, manages the ASCA grants program, and develops marketing messaging and strategy for the organization. Hickman is passionate about serving school counselors and is particularly grateful for those who have assisted her own two children. Hickman is a 30-year veteran of the publishing industry, who has spent most of her career conducting research and managing publications for nonprofit professional associations. The former vice president of Stratton Media Strategies, a well-respected Washington, DC, area consultancy to associations, and, later, as president of Hickman Brady Media, Hickman helped organizations better serve their audiences by gaining insights into their habits, preferences, and information needs. Earlier, she served as an editor for American City Business Journals (Washington Business Journal and Atlanta Business Chronicle) and as Editor of the Business Journal of Tri-Cities, TN-VA. She is a past board member of Association Media & Publishing and former editorial advisor to ASAE’s Associations Now magazine. She is the coauthor of the chapter on association publishing for the third edition of ASAE's Handbook of Professional Practices in Association Management (2015).
Dr. Lynn E. Linde
American Counseling Association
Dr. Lynn E. Linde is the Chief Knowledge and Learning Officer for the American Counseling Association. She received her master’s degree in school counseling and her doctorate in counseling from George Washington University. Her previous positions include Director of Clinical Experiences at Loyola University Maryland and faculty in the school counseling program; Chief of the Student Services and Alternative Programs Branch at the Maryland State Department of Education, the State specialist for school counseling, a local school system counseling supervisor, and a school counselor. She has made numerous presentations on ethics and legal issues for counselors and is the author or coauthor of a number of book chapters about these topics. She was a member of the ACA 2014 Ethics Revision Task Force.

She has held a number of leadership positions in the ACA and its entities; she was the 2009–2010 ACA president and the 2012–13 ACA treasurer. Dr. Linde is an American Counseling Association (ACA) Fellow and the recipient of the ACA Carl Perkins Award, the Association for Counselor Education and Supervision’s Program Supervisor Award, the Southern Association for Counselor Education and Supervision’s Program Supervisor Award, and a 2013 and a 2015 ACA President’s Award as well as other numerous awards.
Dr. Erin Mason
Georgia State University in Atlanta
Erin Mason is an Assistant Professor in the School Counseling (M.Ed., Ed.S) and Counselor Education and Practice (Ph.D.) 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. Erin served as one of the chairs of the School Counseling Interest Network of ACES, and 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. Renae Mayes
University of Arizona
Dr. Renae D. Mayes is an associate professor in the Department of Disability & Psychoeducational Studies at the University of Arizona where prepares masters and doctoral level students to be counselors and counselor educators. Dr. Mayes’s research agenda centers around the academic success and college readiness for gifted Black students with dis/abilities and Black girls. Mayes’ research details the experience of students and families navigating schools, while also providing recommendations for dismantling systems of oppression through policy and practice. Further, Dr. Mayes has extended this research to include implications for leadership, advocacy, and collaboration for school counselors and school administrators.
Dr. George McMahon
The University of Georgia
Dr. 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. Alexandra (Sasha) Novakovic
DePaul University
Dr. Alexandra (Sasha) Novakovic, Ph.D. is an associate professor of counselor education and associate chair of the Department of Counseling and Special Education at DePaul University in Chicago, IL. She has a master’s degree in school counseling and was a high school counselor for four years before obtaining a Ph.D. in counseling psychology from the University of Wisconsin-Milwaukee. Her research interests include career development of women and special populations, college and career readiness, and counselor education. Dr. Novakovic has published in peer-reviewed journals and is a frequent presenter at state, regional, and national conferences. She serves on the board of the Illinois School Counselor Association and is a former member of the ACA Ethics Committee. Dr. Novakovic has worked with children, adolescents and adults in school, community, and residential settings. In addition to her role as a counselor educator, she enjoys working with adolescents and adult clients in private practice.
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
Dr. J.P. Oehrtman is a licensed professional school counselor and an Assistant Professor in the School of Counseling and Special Education at Bowling Green State University (BGSU) located in Bowling Green, Ohio. Dr. Oehrtman graduated with his Ph.D. in counselor education from The Ohio State University (OSU) in 2018. He has co-authored several articles and has numerous national and state presentations. Prior to coming to BGSU, Dr. Oehrtman worked for over 20 years in K-12 education both as a school counselor and educator with students across all levels. Dr. Oehrtman’s primary research interests focus on school counselors’ collaboration within schools and school counselor supervision. While at OSU, he received the William E. Loadman Dissertation Award in 2019, the Outstanding Student in School Counseling award in both 2017 & 2018, and the Outstanding Graduate Teaching Assistant award 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. Sam Steen
George Mason University
Dr. Sam Steen is an Associate Professor and licensed Professional School Counselor who specializes in school counseling, group work and cultivating Black students’ academic identity development. Dr. Steen was a school counselor for 10 years and these practitioner experiences shape his research agenda, approach to teaching, and service.  Currently, two objectives guide his scholarship: 1) to further develop creative and culturally sustaining school-based counseling interventions that improve student achievement; including The Achieving Success Everyday Group Model (ASE Group Model) designed to promote social emotional and academic development for students of color and 2) to explore issues related to the training and preparation of pre-service counselors and school counselors in the local, regional, and national community. Dr. Steen is a Fellow for the Association for Specialists in Group Work, a division of the American Counseling Association. Recently, Dr. Steen received the Al Dye Research Award and the Professional Advancement Award both from ASGW recognizing his outstanding efforts advancing the field of group work though research and development of a new and innovative strategies for schools, families, and marginalized communities.
Dr. Julia V. Taylor
University of Virginia
Dr. 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.
Whitney Triplett
Hatching Results
Whitney Triplett, the Director of Professional Development for Hatching Results and bestselling co-author, trains school counselors and administrators across the nation. Previously at Chicago Public Schools, Whitney supported the district’s 850+ school counselors and college and career coaches while serving on the board for the Illinois School Counselor Association and instructing school counseling students at Loyola University Chicago. She has served the profession as a school counselor, district lead, adjunct instructor, and state association board member. Whitney was recognized in 2018 as the Illinois School Counseling Advocate of the Year and is passionate about school counseling to promote equity, access, and the success of all students!
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.
Dr. Anita Young
Johns Hopkins University
Dr. Anita Young is an associate professor in the School of Education Counseling program at Johns Hopkins University. Prior to her appointment at Johns Hopkins, she was a district school counseling leader for Fairfax County Public School Division. Dr. Young also has practitioner experience as an elementary, middle, and high school counselor. She was recognized as District School Counselor Supervisor of the Year by ASCA in 2010.

Her scholarship focuses on building school counselor leadership capacity and examining data and accountability strategies that promote equitable college access, especially in urban schools. Through collaboration with districts, Dr. Young has been the recipient of approximately $1,500,000 in external federal and state funding. Dr. Young is co-author of Making DATA Work (ASCA Publication) and School Counselor Leadership: The Essential Practice (ASCA Publication). Her research is published in scholarly counseling and educational journals. She has served on editorial boards and co-editor for a special issue in the Professional School Counseling Journal. Dr. Young has presented at numerous local, state, regional and national conferences specific to her research agenda.
Advisory Council Emeritus
Dr. John Carey
EBSCC Co-Founder
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. Stuart Chen-Hayes
Dr. Stuart Chen-Hayes is Professor and Program Coordinator, Counselor Education/School Counseling at Lehman College of the City University of New York. He is a former middle school, college, mental health, family, and sexuality counselor. He is School Counseling Redesign Consultant for the City of Norwalk, CT, and has consulted with school counseling transformation in districts in DE, NJ, NY & PA with the University of Pennsylvania’s Equity & Excellence Consortium. He is co-author of 101 Solutions for School Counselors and Leaders in Challenging Times (Corwin, 2014) with Drs. Melissa Ockerman and Erin Mason; author of Double Dads One Teen: A Queer Family’s Trailblazing Life in the USA and Taiwan (DIO Press, 2019), and co-authored the forthcoming Mandarin version (2020) with Dr. Lance Chen-Hayes.
Dr. Colette T. Dollarhide
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. Trish Hatch
Trish Hatch, Ph.D., retired as a professor at San Diego State University in August of 2019, where she served as Director of the School Counseling Program (2004–2015), and as executive director of SDSU’s Center for Excellence in School Counseling and Leadership (CESCaL).

She is the best-selling author of The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (Hatch, 2013), and co-author of Evidence-Based School Counseling: Making a Difference with Data-Driven Practices (Dimmitt, Carey, & Hatch, 2007), and ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003; 2005).

These texts, along with the recent Hatching Results for Elementary School Counseling: Implementing Core Curriculum and Other Tier One Activities (Hatch, Duarte, & De Gregorio, 2018), and Hatching Results for Secondary School Counseling: Implementing Core Curriculum, Individual Student Planning, and Other Tier One Activities (Hatch, Triplett, Duarte, & Gomez, 2019), are used throughout the world in the professional development and preparation of school counselors.

As president and CEO of Hatching Results®, Dr. Hatch provides professional development and training to school districts throughout the country. A former school counselor, site and central office administrator, state association president and ASCA vice president, Dr. Hatch has received numerous national awards, including ASCA’s Administrator of the Year award and their highest honor, the Mary Gehrke Lifetime Achievement Award. She also served as a national consultant to the Obama administration and co-led the “invitation only” White House Convening on School Counseling at San Diego State University.
Dr. Tyler Kimbel
Dr. Tyler M. Kimbel currently serves as an adjunct professor in counseling and formerly served as the Director of Research and Information Services at the Council for Accreditation of Counseling and Related Educational Programs (CACREP). 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 is also the author of the book “A Guide to Graduate Programs in Counseling” with his co-author Dana Heller Levitt.
Dr. Rich Lapan
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. Chris Sink
Chris Sink served as a school counselor educator for over 30 years. Most recently he was a professor of counseling and Batten Chair at Old Dominion University, Norfolk, VA. Prior to his academic positions, Chris was a secondary and post-secondary counselor. He has been involved with the conference since its beginning and served on the Advisory Committee since then. Chris has also served as one of the keynote speakers, and led many practitioner and researcher-focused sessions. For additional information on Chris’s involvement in counselor education, see his professional web page at