Educational Experience:
I received a B.A. in psychology from the University of Nebraska - Lincoln, a M.S. in clinical psychology from Millersville University in Pennsylvania , and a Ph.D. in counseling psychology from the University of Georgia . I completed a predoctoral internship at the Medical College of Georgia/Charlie Norwood VA Medical Center Psychology Residency Consortium where I specialized on the Health Behavior Track, receiving year-long training in neuropsychological assessment.

Teaching Experience:
I have taught a variety of courses (both undergraduate and graduate) in psychology and counseling departments at several types of institutions, including: a private college, two separate public universities, and a research (R1) university. While pursuing my doctoral studies I completed a three course elective sequence entitled 'Preparing Future Faculty' which focused on pedagogy, and a two course sequence entitled 'Supervision' which focused on the training and supervision of masters-level clinicians. As such, I am grateful to be teaching at ASU - a university large enough to offer classes at both the undergraduate and graduate level, but small enough to afford ample time and opportunity for me to work closely with students in classroom, research lab, and clinical practica settings.

Research Experience:
I have conducted research in the areas of anxiety disorders, bullying prevention and intervention, and emerging adulthood and adjustment to university. As a result of my participation in these various research labs I have had the opportunity to co-author several publications, as well as to present findings at a variety of regional, national, and international conferences. The primary focus of my research at ASU attempts to determine some of the major risk and resiliency factors that are related to students' successful adjustment to university. Emerging adulthood (18 to 25) is a developmental period of significant adjustment, as many of these individuals are faced with the tasks of reworking their identities and values, finding love, and developing a sense of competence and autonomy - to name only a few. During these same years, many individuals (approximately 2/3 rds in our culture) continue their pursuit of education at the post-secondary level in hopes of earning a degree that will lead to a great job and a happy, fulfilling life. Much is at stake and stress levels are high. Therefore, it is perhaps not surprising that almost 1/4 th of students drop out their first year, and less than 1/3 rd have completed their undergraduate degree by the age of 30. Why are capable, intelligent students (after all, they earned admission to university) struggling to complete their academic goals and achieve their life dreams? And, what can be done to more quickly identify and then assist these students to make the most of their innate talents and strengths? My hopes are that through research and intervention we can come to better understand how to help facilitate a more successful transition to adulthood within the context of a university setting.

Clinical Experience:
I have a part-time practice which focuses on the assessment of cognitive and learning disorders, as well as the provision of individual therapy. Over the course of my training and education I have provided various types of psychological services in the following settings: Neuropsychology Clinic, Spinal Cord Injury Clinic, Active Duty Rehabilitation Clinic, Chronic Pain Clinic, Post Traumatic Stress Disorder Clinic, Multiple Sclerosis Clinic, Infectious Disease Clinic, Center for Counseling and Personal Evaluation, Regent's Center for Learning Disorders, Disability Resource Center, Positive Outcomes Psychological Services, Acadia NeuroRehabilitation Services, Office of Learning Services, Psychological Consultants of Steelton, Catholic Charities Intensive Day Treatment Services, and Region V Developmental Disabilities Services. I have also served as a consultant to several elementary and middle schools, conducting workshops and training seminars designed to prevent and reduce the prevalence of aggression and bullying.