phd in wellness coaching

Health and Wellness Coaching

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Health and wellness coaching is an evidence-based approach and set of skills that empowers individuals to tap into their own inner source of motivation to restore and preserve health and well-being. Graduates are prepared for credentialing by the International Coach Federation (ICF) and the National Board for Health & Wellness Coaching (NBHWC).

Your journey starts here. Programs now enrolling for Fall 2024.

Graduate academic programs.

Master of Arts in Health and Wellness Coaching

Post-Baccalaureate Certificate in Health and Wellness Coaching

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College of Applied Human Sciences: School of Sport Sciences

Coaching and Teaching Studies, -->PhD -->

WVU is the only institution in West Virginia to offer a doctorate degree (PhD and EdD) majoring in Coaching and Teaching Studies.

Our doctoral programs provide a high-quality and meaningful educational experience that enables each learner to succeed in achieving their chosen academic and career goals. Furthermore, the related experiences promote the development of learners as analytical thinkers who are confident in the application of the scientific method and who can excel professionally as educators and researchers.

The PhD is a research doctorate, the purpose of which is to prepare program graduates for careers as researchers in university, government, not-for-profit and industry settings. As its primary learning outcome, program graduates develop the competencies needed to lead innovation in the field through their contributions as independent researchers. Our PhD students also acquire complementary experiences and skill sets that enhance their professional readiness in teaching, service, administration and clinical practice.

The EdD is a professional doctorate, the purpose of which is to prepare program graduates for careers as organizational leaders across a range of school, university and community-based settings. As its primary learning outcome, program graduates develop the competencies needed to facilitate organizational change using data-based approaches to problem solving and decision-making. Our EdD students also acquire complementary skill sets that enhance their professional readiness in teaching, service, administration and clinical practice.

Your Degree Plan

The PhD in Coaching and Teaching Studies is a research doctorate, the purpose of which is to prepare program graduates for careers as researchers in university, government, not-for-profit and industry settings

• Plan of Study

Our curriculum is designed to prepare researchers, teachers and professional leaders to address critical issues in the field by developing research skills, engaging in reflective teaching and expanding knowledge.

Qualifying Exam During the first semester of coursework, all doctoral students will be required to take and pass an oral qualifying exam based on assigned reading lists.

Comprehensive Exam Prior to proposing their dissertation to their committee, students must take and pass a Comprehensive Exam to assess their ability to synthesize and critically reflect on the literature related to their research area of interest related to physical education, physical activity or athletic coaching education. The faculty members on the students’ committees from the CATS faculty will adjudicate the quality of a presentation, the written document and the student’s ability to respond to questioning.

Benchmarks Students enrolled in the PhD in Coaching and Teaching Studies program submit two research papers as part of their doctoral benchmarking processes. Both PhD and EdD students submit their final dissertation/thesis manuscript for publication.

Dissertation Proposal and Defense The dissertation is the culmination of the research efforts of the student. The program coordinator will work with students during their first year of study to designate an appropriate adviser to oversee and mentor their research. The advisor will chair the dissertation committee and work with the student to select a committee based on expertise specific to the related line of inquiry. Once the committee is in place, they will convene to discuss and approve the student’s plan of study and designate each member’s role in mentoring the student in designing and carrying out his/her dissertation research. Once proposed to and approved by the committee, the student may complete his/her research study and prepare to defend the findings to the committee. The final dissertation must be defended in a public forum and approved by the committee.

Take advantage of special options related to this major:

Expand your curiosity — and enhance your curriculum — through the WVU Honors College. Two programs are offered: Honors Foundations for first- and second-year students and Honors EXCEL for third- and fourth-year students.

The WVU Difference

What sets this program apart from its competitors?

• PhD and EdD degree pathways are customizable based on academic and career goals.
• Research, teaching and service assistantships are available and include a stipend and full graduate tuition waiver.
• Students develop focused lines of research, while also gaining valuable experience in teaching and supervision.
• Faculty are international and national experts in the fields of physical education, coaching education and kinesiology.
• Graduates serve as leaders in K-12 schools, higher education, nonprofits and specialized areas of the sport industry.
• 100% job placement rate in diverse fields throughout the nation and beyond.
• The WVU School of Sport Sciences was recently recognized as one of the best in the country by Newsweek.

Learn by Doing

Learning happens outside the classroom. Get involved.

Research and Academic Opportunities

In addition to a student’s own dissertation research, opportunities are provided for graduate students to engage with faculty on various projects, for experiences in data collection, writing empirical or practitioner-focused research papers or being part of program assessment and/or evaluation.

Students complete research in the following areas:

Adapted Physical Education/Activity This area of focus addresses teaching and scholarship advancing the inclusion of individuals with disabilities in school-and community-based physical education/activity contexts. Our faculty and graduate students are members of a multi-institutional Adapted Physical Education Mentoring Consortium funded by a doctoral training grant from the U.S. Department of Education. As members, our doctoral scholars have opportunities to collaborate on high-quality research projects, multi-institutional seminars and summer training with APE faculty at nine leading institutions of higher education across the nation. Our faculty are engaged in several multidisciplinary research and service projects related to adapted physical education/activity, teacher education, health disparities, motor development and motor skill interventions.

Applied Sport Science Our doctoral students studying applied sport sciences conduct research focused on long-term athlete monitoring and performance assessment. This research better informs coaches as to how their athletes are responding to the training and recovery cycle. As a doctoral student in this area, you will engage in a variety of hands-on learning opportunities with our many campus partners, including the WVU Rockefeller Neuroscience Institute Human Performance Innovation Center, an applied sport science laboratory. You will have access to the innovative technologies and professionals who are working on the cutting-edge of applied sport science.

Coaching Leadership This area of focus addresses research on the foundational scientific and sport-specific knowledge structures that underlie effective coaching practice. Additional areas of study include the interpersonal and intrapersonal skills needed for organizational leadership in sport settings. As an emerging research concentration, coach development and education affords doctoral students multiple pathways to pursue a focused and impactful line of research. Our faculty engage in a wide range of international and national service opportunities in coach development that many doctoral students contribute to as well.

Physical Education Teacher Education Physical education teacher education enjoys a long-standing tradition with doctoral students completing research studies in educational policy development, comprehensive school physical activity programming, curriculum and instruction, instructional technology use, teacher preparation and many other areas. Collectively, our research in this area targets the improvement of learners in K-12 settings with an overarching goal of facilitating the development of physically active lifestyles. Our faculty are engaged with several large-scale, multidisciplinary research projects involving healthy food and physical activity access in rural communities, state-wide surveillance of cardiovascular risk in school-aged children and policy and accountability systems in school physical education.

Professional Organizations

Network with professionals in your field as a student member of:

• International Council for Coaching Excellence
• National Strength and Conditioning Association
• United States Center for Coaching Excellence

Internships

Graduate Teaching Assistantships

• Basic Instruction Program (BIP)
• Physical Education Teacher Education Program
• Coaching Education Program
• Adapted Physical Education Clinic

Graduate Research Assistantships

• Center for ActiveWV (grant funded)
• WV CARDIAC Project (grant funded)
• CDC High Obesity Program (grant funded)
• Monongalia County Strength and Conditioning
• USDE Adapted Physical Education (grant funded)

Graduate Service Assistantships

• WVU Athletics
• WVU Student Recreation Center
• Graduate Service/Teaching Assistantship
• University Advising Center

What Skills You'll Take Away With You

Attending college will prepare you for many things. The Coaching and Teaching Studies major will give you the following skills:

• Analytical Skills: develop skills that help identify and solve complex problems, such as critical thinking, creative thinking, data analysis, organization and communication.
• Research Skills: find and consume research, formulate research questions, data collection, statistical skills, writing, publishing
• Communication Skills: share and understand information presented, respect others’ points of view, listen to others
• Leadership Skills: lead with confidence, display a positive and optimistic attitude, open to new and different experiences with a global mindset
• Strategic Vision: identify outcomes and long-term goals, and strategize how to prioritize and accomplish them accordingly

What you learn outside of the classroom is just as important as what you learn during class. We’ll help you follow your curiosity.

Careers and Outcomes

How does this degree prepare students for a career?

• Career Profiles
• How We Prepare You

Education Administrators, Kindergarten through Secondary School

Plan, direct or coordinate the academic, administrative or auxiliary activities of public or private elementary or secondary level schools.

May require a Graduate Degree

Median Salary: $101,320

Possible job titles include: Assistant Principal, Middle School Principal, Principal, Superintendent.

Education Administrators, Postsecondary

Plan, direct or coordinate research, instructional, student administration and services and other educational activities at postsecondary institutions, including universities, colleges and junior and community colleges.

Median Salary: $99,940

Possible job titles include: Academic Dean, Dean, Provost, Registrar.

Fitness and Wellness Coordinators

Manage or coordinate fitness and wellness programs and services. Manage and train staff of wellness specialists, health educators or fitness instructors.

Has a Bright Outlook

Median Salary: $56,090

Possible job titles include: Fitness and Wellness Director, Fitness Coordinator, Fitness/Wellness Director, Wellness Director.

Community Health Workers

Assist individuals and communities to adopt healthy behaviors. Conduct outreach for medical personnel or health organizations to implement programs in the community that promote, maintain and improve individual and community health. May provide information on available resources, provide social support and informal counseling, advocate for individuals and community health needs and provide services such as first aid and blood pressure screening. May collect data to help identify community health needs.

Median Salary: $46,190

Possible job titles include: Community Health Outreach Worker, Community Health Program Coordinator, Community Health Promoter, Community Nutrition Educator.

Education Teachers, Postsecondary

Teach courses pertaining to education, such as counseling, curriculum, guidance, instruction, teacher education and teaching English as a second language. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Has a Bright Outlook , May require a Graduate Degree

Median Salary: $66,930

Possible job titles include: Assistant Professor, Associate Professor, Education Professor, Professor.

Recreation and Fitness Studies Teachers, Postsecondary

Teach courses pertaining to recreation, leisure and fitness studies, including exercise physiology and facilities management. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Median Salary: $72,650

Possible job titles include: Coach, Professor, Health and Physical Education Professor (HPE Professor), Physical Education Professor (PE Professor).

Instructional Coordinators

Develop instructional material, coordinate educational content, and incorporate current technology in specialized fields that provide guidelines to educators and instructors for developing curricula and conducting courses. Includes educational consultants and specialists, and instructional material directors.

Median Salary: $66,940

Possible job titles include: Curriculum Coordinator, Curriculum Director, Curriculum Specialist, Instructional Systems Specialist.

Where our PhD grads are working

• Adam Katchmarchi, Executive Director at National Drowning Prevention Alliance, Assistant Professor, Indiana University of Pennsylvania, PA
• Brooke Towner, Assistant Professor, Appalachian State University, NC
• Kiel Illig, Superintendent, Attica Central School District, Attica, NY
• Renee Brown, Assissant Women's Basketball Coach and International Services Director, University of Pittsburgh at Johnstown, PA
• Tyler Goad, Assistant Professor, Emporia State University, KS
• Hannah Kipfer, Assistant Professor, Emporia State University, KS
• Adam Keath, Assistant Professor, Winthrop University, SC
• Cory Breithoff Moskovich, Secondary Physical Education Teacher, MD
• Junhyung Baek, Sungkyunkwan University, Seoul, South Korea
• Lindsay Hammond, California University of Pennsylvania, PA
• Meghan Phillips, Business Owner, Kinematics, Morgantown WV

Meet Your Community

The Coaching and Teaching Studies family will inspire and support you.

• Future Classmates
• Program Faculty
• Alumni Network

The main reason for why I opted to come to WVU initially was because I really wanted to be able to impact change in the most relevant ways possible.

I have aspirations to eventually work in higher education, with pre-service physical education teachers in a Physical Education Teacher Education program.

• “I am grateful for the hands-on experiences mentoring and supporting PETE undergraduates in student-teaching individuals with disabilities in community-based settings. These opportunities have provided me with invaluable skills I will use as a professor of adapted physical activity.” A. Chloe Simpson Listen to Chloe's experience
• “Working with Dr. Dieffenbach, an international leader in the field of coach education and development, has allowed me the opportunity to help improve support, efficacy and effectiveness of coach developers and sport coaches across systems.” Christina Villalon

Sean Bulger

Professional highlights:

• Received the 2016 Ray O. Duncan Award from the state HPERD association for outstanding service and leadership.
• Co-authored more than 70 books, chapters, and journal articles on physical activity promotion and best teaching practices.
• Collaborated on over $6 million in external funding to support physical activity in school, community, and family settings.
• Delivered over 130 presentations at state, regional, and national conferences/conventions.

Kristen Dieffenbach

• Past President (founding), United States Center for Coaching Excellence
• Fellow, Association of Applied Sport Psycholog
• Certified Mental Performance Consultant, Association for Applied Sport Psychology
• Professional cycling and endurance sport coach for 25+ years
• Sport Steering Committee, National Physical Activity Plan

Eloise Elliott

• Ware Distinguished Professor in the WVU College of Physical Activity and Sport Sciences since 2009
• Co-Author of the book, Teaching Children and Adolescents Physical Education (Graham, Elliott, Palmer, 2016)
• Recent Honors: Research Fellow, Society of Health and Physical Education (SHAPE) America (2017), Outstanding WVU CPASS Grantsperson Award (2019), Chair, U.S. President’s Council for Fitness, Sport, and Nutrition Science Board (2017)

Guy Hornsby

• Head Coach of West Virginia Weightlifting and Volunteer (throws) Coach for WVU Track and Field
• Coaching Science Coordinator at WVU Rockefeller Neuroscience Institute, Human Performance Innovation Center
• West Virginia State Director for the National Strength and Conditioning Association

Peter McGahey

• Former NCAA Division I and II Women’s Head Coach
• United States Soccer Federation A Licensed Coach
• United States Center for Coaching Excellence (USCCE) – Nominating Committee

Samantha Ross

• Research emphasis: The impact of disability on participation in community-based physical activity across the life span
• American Kinesiology Association, National Writing Award 2018
• Recipient of U.S. Department of Education Graduate Training Grant, OSU Leadership Personnel in Adapted Physical Education (PI: Yun), 2016-2019.

Michael J. Ryan

• Program Coordinator for Athletic Coaching Education
• 10 years of undergraduate and graduate teaching experience in Exercise Science and Kinesiology
• National Federation of High Schools (NFHS) State and Mid-East Sectional Girls Cross Country Coach of the Year
• 20 years of coaching experience at the Division 1 and high school levels
• Coached seven WVSSAC State Championship Teams in cross country and track

• Research emphasis on teachers' content knowledge, motor skills and physical activity engagement, and policy in physical education.
• Teaches classes in introductory of pedagogy and elementary and early childhood physical education methods.
• Has conducted 35 international and national presentations.

Valerie Wayda

• North American Society (NAS) of Health, Physical Education, Recreation, Sport and Dance Professionals Fellow
• National Association for Kinesiology and Physical Education in Higher Education - Vice President, 2012
• National Association for Sport and Physical Education Board of Directors, 2003-2006

James Wyant

• WVU Teacher of the Year Award, and CPASS award for excellence in teaching for the 2018-2019 academic year.
• WV Department of Education Teacher Credentials: Physical Education PreK-Adult, Health Education grades 5-12.
• Coordinator of the physical education teacher education student teaching capstone experience.

Jeremy Yeats

• Program Coordinator for Physical Education and Kinesiology
• Research emphases in education policy, the use of music in sport, physical activity breaks and social justice
• Seven years experience as a Teaching Assistant Professor or Assistant Professor

I use the knowledge and competence that I learned during my time at WVU every day in my role as an educational leader.

The dedication and compassion of professors supported my understanding of successful teacher preparation and how to make an impact on the health and wellness of the future.

The content, skills and leadership development i gained through my wvu doctoral program experience have prepared me as an educator and researcher..

Common questions and answers about Coaching and Teaching Studies.

Would I be able to secure a graduate assistantship or other financial support?

WVU graduate students have access to a range of financial supports including fellowships, scholarships, tuition waivers, graduate assistantships, financial aid and loans which are available at the university and college levels. Most all our CATS doctoral students are ensured a graduate teaching, research or service assistantship in our academic majors, or collaboratively with other University and community partners.

After being admitted to the program, in order to be considered for an assistantship, you will need to complete an application form through the CAHS Graduate Student Funding Portal .

Is there an online option for the doctoral programs in CATS?

Both our PhD and EdD programs are currently offered “in person” with some online course offerings throughout your plan of study.

Do the CATS doctoral programs require GRE scores as part of the application process?

At this time, GRE scores are required for the PhD program application; however, GRE scores are not required for the EdD program application.

When are applications due for the following academic year?

Applications are accepted on a rolling basis, however each year’s new cohort begins at the beginning of the Fall semester with the deadline for application submission by December 1.

Places and Spaces

Learn about all of the places and spaces you'll learn in.

Student Recreation Center

Our undergraduate majors take several courses that focus on learning to teach a wide range of individual and team sports and activities. The WVU Campus Rec Center provides the backdrop for these important courses, with its state-of-the-art indoor and outdoor activity spaces (e.g., fitness center and weight room, gymnasiums, aquatics facility, climbing wall, disc golf course, playing fields). Learning in these spaces affords our majors an opportunity to learn to teach a wide variety of content areas that are commonly included in the K-12 school physical education curriculum. Our doctoral students assist faculty members in overseeing the Adapted Physical Education Clinic at the Campus Recreation Center. They gain experience working with our undergraduate students as well as students with disabilities from the Monongalia County school system on Fridays throughout a semester.

Steelcase Active Learning Center

The Steelcase Active Learning Center features flexible workspaces designed for collaborative learning and problem-solving. The physical space supports the use of mobile devices, distance learning technologies and other interactive features to facilitate a more fluid teaching and learning environment for both students and instructors. This unique classroom space serves as an ideal setting for the types of collaborative learning activities that our majors engage in across their plans of study.

Center for Applied Coaching and Sport Sciences

• Undergraduate and graduate independent study opportunities are available with the Center for Applied Coaching and Sport Sciences project. (Honors projects encouraged)
• Students have an opportunity to get involved in Center research projects with faculty and fellow students
• Students have an opportunity to get involved in Center organized community-based sport activities.
• Interested students can support sport coaching resource development (infographics, educational video creation).
• Students can attend Center supported invited guest lectures and learning opportunities.

Center for Active WV

Our goal is to generate original research and materials that will fill the gap between cutting edge sport science knowledge and technology, best teaching practices and applied coaching across all levels of sport.

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Admission Requirements

To be eligible for admission into a graduate program at WVU an applicant must submit official, bachelor's degree transcripts from a regionally accredited institution and hold a GPA of at least 2.75. WVU operates decentralized admissions. Decentralized admissions allows each graduate program to set its own application requirements in addition to the University requirements.

To be eligible for admission into the Coaching and Teaching Studies graduate program an applicant must submit the following documentation:

• Statement of Purpose
• Letters of Recommendation - Two

Applicants can seek admission to the doctoral program in Coaching and Teaching Studies with either a baccalaureate degree or master’s degree. To be considered for admission, applicants must upload the following documentation within the graduate application :

• Résumé or curriculum vitae
• Transcripts from all previous institutions
• Official GRE scores
• Personal statement (1-2 written pages on professional background, goals and reasons for pursuing doctoral degree at WVU, and rationale for potential faculty advisor)
• Two (2) letters of recommendation

You will not be able to submit your application until the above documents are uploaded. Once the application is submitted and (unofficial/official) transcripts are received, your application will be reviewed for an admission decision. International applicants will not be reviewed with unofficial transcripts.

Please contact the Office of Student Success at 304-293-4800 for more information about the application process.

Additional Application Considerations

Apply by December 1 for priority consideration. Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain. Admission is limited to fall start only.

Applicants are encouraged to submit their application with unofficial transcripts from all previously attended institutions. Submitting unofficial transcripts speeds up the application review process as most graduate programs make admission decisions using unofficial transcripts.

If you are offered acceptance, you are required to submit official transcripts from all previously attended institutions to be fully admitted into your intended graduate program. You will not be able to register for classes until the official transcripts are received. The preferred method to submit your official transcripts is through a secure online service, such as eScript, The National Clearing House or Parchment, to [email protected] .

Alternatively, if you are unable to submit an electronic version of your official transcript, the physical, sealed, un-tampered with documents can be mailed to:

WVU Graduate Admissions, PO Box 6510, Morgantown, WV 26501

WVU Graduate Admissions, 1 Waterfront Place, 2nd Floor, Morgantown, WV 26505

• Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain.
• International applicants must also submit required materials for international applicants .

Review Process

Following the priority deadline, program faculty will evaluate applicant credentials based on the materials submitted. After that initial review, a limited number of applicants will be invited to a personal online and/or on-campus interview with the program faculty prior to a final admission decision.

Program Contact

If you have any questions about this graduate program, please contact Eloise Elliott at [email protected] .

Application Deadlines

Each graduate program sets their own terms for admission and application deadlines. Applicants can only apply for admission for the terms displayed below. Any questions regarding the application deadline should be directed to the graduate program representative.

• Fall: December 1

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Request Info

Want to know more about Coaching and Teaching Studies at WVU? Fill out our request form to receive more information.

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OBGE Health and Wellness Coaching Initiative – SoM PhD Students

TO: School of Medicine PhD Students

FROM: Beth Sullivan, PhD, Associate Dean for Research Training & Jessica Rowland, Director, Office of Biomedical Graduate Education (OBGE)

OBGE is excited to announce availability of Integrative Health and Wellness Coaching for biomedical PhD students in the School of Medicine. We are piloting this initiative in collaboration with the Department of Molecular Genetics and Microbiology (MGM) and invite trainees from across programs to participate. The hope is that feedback from this pilot will frame the development of future Trainee Well-being support resources offered by OBGE.

Integrative Health and Wellness Coaching is not just about one’s physical well-being, it is about the whole person: their values, goals, work, balance, fulfillment, and life purpose. Any concern that gets in the way of achieving optimal health and well-being is the perfect subject for beginning coaching (for example: stress, exercise, rest, communication, relationships, physical space, professional development). Health and wellness coaching effectively motivates and supports behavior change through a structured partnership between the client and coach. The coach helps the individual develop and realize their optimal health vision through inquiry, personal discovery, and accountability. Integrative Health and Wellness Coaching is not professional counseling or psychotherapy.

Expected outcomes of a coaching session include:

• Clear understanding of your goals and values
• Motivation to support behavior change
• Strategies for moving toward your goals

Kristin Thole, Program Administrator for the MGM graduate program, is a Duke-trained Integrative Health Coach working toward professional certification within Duke Integrative Medicine. Interested individuals may schedule a coaching session with Kristin at the link below. The calendar is protected so that only Kristin can view client identity, and everything discussed in the coaching session is kept confidential. Please plan on a 30-45 minute session; follow-up appointments can be arranged after the initial meeting. There is no obligation to schedule subsequent coaching sessions.

Sign up for an Integrative Health and Wellness Coaching session here: https://calendly.com/dukesomphd-wellnesscoach

Once you have registered, you will receive a pre-session survey link and worksheet to help you prepare for your coaching session. Please contact Kristin Thole directly with any questions: [email protected]

How to Get a Ph.D. in Positive Psychology

In order to find a satisfactory answer to this question, we asked:

• this question in our positive psychology Facebook community
• all the people whom we know and are currently doing a Ph.D. within the field of positive psychology
• Dr. Martin Seligman , Lisa Sansom, and Louis Alloro

After putting all of their responses to this question together, we feel like we’re in a good position to give you a satisfactory answer to this question.

Doctoral Programs in Positive Psychology

Option 1: claremont graduate university (cgu).

The Quality of Life Research Center at Claremont Graduate University offers two streams of Ph.D. positions:

• one in Positive Developmental Psychology
• one in Positive Organizational Psychology

Please visit their website or send an e-mail to  [email protected] if you want to find out more.

Option 2: University of East London (UEL)

Although it’s not as clear as CGU’s program, apparently there is a possibility of doing a Ph.D. at the  University of East London  as well. You can follow the link and fill in the form for further inquiry.

I will ask the current lecturers of the MAPP program at the UEL for more information and update this page accordingly.

Option 3: Get the Ph.D. position in a field of your own choice

Lisa Sansom remarked that “at the Ph.D. level, it’s more about your supervisor than the actual name of the program. Marty’s Ph.D. students at Penn don’t, as far as I know, get a Ph.D. in positive psychology but that is what they are studying effectively. Same with Barb and Sonja and most of the big names. Find the supervisor who is working and researching in the field you want to spend several years of your life and go there.”

This means that if you know which branch of positive psychology (e.g. subjective wellbeing , mindfulness , resilience , positive psychotherapy  etc.) you like to do research into, you should find a positive psychology researcher who is active in that field by using this list and then contact him or her about the possibilities for doing a Ph.D. under their guidance.

What is a Ph.D. Exactly?

A Ph.D. is a research degree while BSc and MSc (or BA and MA) are taught degrees. In a research degree, students learn through research and take full responsibility for their learning. In other words, a Ph.D. is a relatively big research project that the research student conducts independently with only the supervision of a senior research professor at the university.

Such research projects lead to a thesis of publishable quality of roughly about 80,000 words.  The research and hence the thesis should make an original scientific contribution to the field of its study.

What does a Ph.D. in Psychology Look Like?

A Ph.D. in psychology usually takes three years full-time, and up to six years when studied part-time. What you need to consider about a Ph.D. in positive psychology, is that at the Ph.D. level, positive psychology merges with psychology in general. So, you do not need to find a university specializing in positive psychology.  In fact, even universities that do not teach positive psychology at BSc or MSc level, conduct some research on various topics that are directly related to positive psychology.

Know your Outcome

However, before you make a final decision, think carefully about the topic of your research. It would be hard to spend three years researching a topic that you’re not truly passionate about.

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Download 3 Free Positive Psychology Tools Pack (PDF)

By filling out your name and email address below.

Choosing a University

Make sure that you choose a university that is suitable for you in all respects. Gather as much information as possible beforehand. Find out about their facilities, accommodation (if required) and most importantly about their research culture.

Also, learn about your potential supervisor (e.g. about his/her research experience, publications and methods) and arrange to meet your supervisor (or at least contact him/her by email) even before applying for the course, to see if they are willing to supervise your proposed topic. Be aware of miscalculating what is required of you.

How to get Funding or a Scholarship?

Securing the necessary funding for your Ph.D. is another vital step in achieving your research ambitions and there are various funding systems.

Obviously, one method is raising your own private funds (self-funding), but most people rely on studentships granted by the university or a research body (e.g. Medical Research Council in the UK) that supports the university. Your chosen university can provide details of such grants.

Make sure that you understand the available funding systems, the eligibility criteria for each scheme and the extent of the support provided by each arrangement, before applying for the course.

An important point to remember is the fact that Ph.D.’s supported by studentships, grants or scholarships usually relate to a specific topic. Such subject matters could cover a wide spectrum or can be associated with a narrowly defined area. This will limit your choices, so you need to search far and wide to find the studentship that supports your favorite topic.

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Updated monthly. 100% Science-based.

“The best positive psychology resource out there!” — Emiliya Zhivotovskaya , Flourishing Center CEO

Further Resources

Visit the following websites to see a selection of advertised studentships and additional information about Ph.D. places.

• http://www.jobs.ac.uk/phd
• http://www.findaphd.com
• Positive Psychology Degree

That’s all there is to it!

We wish you the best of luck in finding a Ph.D. position within the field of Positive Psychology! If there’s anything that we can help you with please don’t hesitate to ask.

All the best!

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Article feedback

What our readers think.

In this article post, Martin Seligman mentioned a list of Phd professionals in relevant related fields of positive psychology. Do you happen to have that list so that readers such as myself can find out more about their work in different institutions?

I have found this link for you! There you can see who is currently an active positive psychology researcher.

I hope this helps! Kind regards, Julia | Community Manager

Nirwan University, Jaipur (NUJ) has a strong commitment to high quality research and aims to enhance the professional competence of the scholars. The University offers Ph.D. (Doctor of Philosophy) Programme to the eligible scholars, who are interested in doing research. Every candidate is expected to follow the procedures laid down for fulfilling the requirements of Ph.D. Programme of the University & University Grant Commission (UGC).

I hold a PhD in psychology, an MS in counseling psychology, and post-doc work in marriage and family therapy – do I need to pursue further studies in positive psychology to obtain a license to practice as a positive psychotherapist?

Hi Jacqueline,

The requirements to become licensed and practice as a therapist tend to differ between locations. Generally, yes, you need to complete a number of practicum hours, be supervised by another licensed therapist, and obtain a license to begin practicing. To help, we recently released a comprehensive guide on becoming a therapist to help you figure out these requirements. You can learn more about the guide here .

Hope this helps!

– Nicole | Community Manager

Hi , i want to know more about funding system .. I’m from Egypt and i want really have PhD in positive psychology but have some issues with it’s fees

I’m an m.sc psychology post graduate from India. I do not have funds for my PhD. I would like to do my PhD in positive psychology. How do u suggest me to go about it.

yes , wonderful to be part of this affirmation community .Appreciative enquiry is the leading topic and relevant topic today .I live in India and I want to pursue Ph.D. in this field . How can some one help me

I am interested in positive psychology in changing the lives of the severely mentally ill. I believe a real connection with positive life will lead against what exists in Australia as a culture of failure, abominably referred to as “mental health” ( what I call ‘Pantosis’) As you would understand low expectations lead to low outcomes. Please contact that I may more substantially raise awareness of ability to overcome for the neglected and assigned; those who are said to be psychotic.

Pointer: consult your GP whether there are any sort of IAPT solutions (Improving Access to Mental Treatment) in your area.

Mr zolfagharifard salam.etelat dar morede gereftane paziresh PHD dar reshteye positive psychology mikham.che tor mitunam ba shoma tamas dashte basham?sepasgozar

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5 Best Grad Schools with Online Doctorate in Coaching

Reviewed by David Krug David Krug is a seasoned expert with 20 years in educational technology (EdTech). His career spans the pivotal years of technology integration in education, where he has played a key role in advancing student-centric learning solutions. David's expertise lies in marrying technological innovation with pedagogical effectiveness, making him a valuable asset in transforming educational experiences. As an advisor for enrollment startups, David provides strategic guidance, helping these companies navigate the complexities of the education sector. His insights are crucial in developing impactful and sustainable enrollment strategies.

Updated: March 14, 2024 , Reading time: 17 minutes

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The Doctorate in Coaching, unlike similar leadership degrees, is a relatively new degree program. Online programs for this doctorate are rare.

An online doctoral degree in coaching is designed for those who want to pursue high-level coaching skills and knowledge to provide executive coaching for professional and organizational success.

Graduates of these programs can work as executive coaches, consultants for leadership development, coach educators, researchers, organizational management experts, organizational leadership specialists, or consultants across various industries.

The Labor Statistics data says top business professional executives are expected to grow 3 percent from 2022 to 2032 ; this data, however, may not guarantee actual job growth and may not reflect local employment situations.

The study of coaching theories, practices, and research methods is the main focus of a doctorate in coaching, an advanced academic degree. A doctorate in coaching often entails a combination of core courses, research courses, and a doctoral dissertation or capstone project, though the particular structure and content may vary depending on the university offering the program.

Doctoral students often explore courses such as coaching theories and models, coaching psychology, leadership coaching, strategic leadership, human resource management, coaching ethics, research techniques, and data analysis.

Quick audio summary:

Methodology

The Best Online Doctorate in Coaching programs on our list were selected because of the top-quality quality academics they are known to deliver! Each doctoral program and graduate school is a standout with these features:

• Delivered as a hybrid program, allowing adult students maximum flexibility to complete a doctoral program that works around their schedule,
• Employs a curriculum that helps doctoral students develop skills necessary for career growth and leadership coaching,
• Provide online students with several student support services dedicated to students’ success,
• Offers financial aid opportunities to reduce total program costs,
• Features a faculty of experts with years of experience in their respective coaching fields, 
• Received regional accreditation to ensure the degree’s value in the job market.

Please look at our Methodology to learn about our ranking process.

Top 5 Online Doctoral Programs in Coaching

Liberty university.

Doctorate in Management – Executive Coaching Program

Liberty University’s Doctorate in Management offers several emphases, including an online Executive Coaching concentration designed for professionals who want to obtain superior coaching, leadership, and management knowledge and abilities.

Focusing on executive-level professionals, this concentration is primarily completed online, giving working individuals the freedom to further their education while still advancing their jobs. The curriculum combines theoretical underpinnings, research methodology, and real-world executive coaching applications.

Organizational behavior, leadership theory, strategic management, coaching techniques, and coaching ethics are just a few subjects that students in this doctoral program may anticipate studying. The curriculum seeks to give students a solid grasp of coaching ideas and techniques while emphasizing the difficulties and dynamics of executives and senior leaders. Students may have the chance to participate in case studies, research projects, and practical coaching experiences throughout the curriculum.

The dissertation or doctoral thesis students complete as part of Liberty University’s doctorate in management with an emphasis on executive coaching often serves as the program’s capstone. As a result, they can contribute to the study of and practice of coaching. Graduates have various job options after graduation, such as executive coaching roles in corporate settings, consultancy, leadership development, or academic opportunities in coaching instruction and research.

Regent University

Doctor of Strategic Leadership in Leadership Coaching

Students who want to study a doctoral degree program in a hybrid learning format can opt for Regent University’s Doctor of Strategic Leadership in Leadership Coaching, a 51-credit hour program conducted online with residency.

This program aims to train students in coaching and mentoring skills while preparing them for leadership positions in various industries. The program’s curriculum strongly emphasizes building coaching and leadership abilities within the framework of organizational change and strategy.

Students study subjects including history & theory, skills & assessments, organizational initiatives, and advanced coaching. These courses are designed to help you become an executive coach for various organizations.

Graduates will develop and implement a coaching style of management for enhanced job performance in soft skill development and be able to evaluate an organization’s capacity to create innovative learning environments with rising effectiveness and efficiency.

Students will research leadership coaching as part of the Doctor of Strategic Leadership curriculum. They will get the chance to enhance their critical thinking skills, put coaching principles to use in practical situations, develop coaching relationships with clients, and partake in supervised coaching activities.

Program graduates can choose from various employment choices; they might work as executive coaches for nonprofits, businesses, government agencies, educational institutions, and the military.

Walden University

PhD in Industrial Organizational Psychology in Evidence-Based Coaching

An Evidence-Based Coaching concentration is offered at Walden University through their Ph.D. in Industrial and Organizational Psychology, which focuses on applying psychological principles and research to improve workplace dynamics, organizational behavior, and employee performance.

The doctoral program offers two tracks. The first track is designed for applicants with a master’s degree in I/O psychology, while Track II is for those entering with a bachelor’s or master’s degree in non-IO-related fields.

Students gain an in-depth understanding of workplace individual, group, and organizational behavior, advanced research design and analytical skills, and expertise in applying evidence-based I/O practices in various organizational settings.

The Evidence-Based Coaching concentration produces graduates to fill in the gap of the growing demand for certified professional coaches in multiple fields, including business administration, government organizations, educational institutions, health and wellness, and corporations.

Courses of the specialization include leadership coaching and theories, leadership development, practices and application, and coaching skills.

Students will be qualified to apply for the credential in Evidence-Based Coaching and take the Board Certified Coach examination after completing the program, which includes 30 hours of coaching practice interwoven into Walden’s distinctive virtual residency.

Before graduating and submitting their application for the Board Certified Coach examination, students who have completed the program and the Evidence-Based Coaching prerequisites should apply for the Evidence-Based Coaching certificate.

West Virginia University

PhD and EdD majoring in Coaching and Teaching Studies

As the only state in Virginia offering online coaching degrees, West Virginia University offers one of the best doctorate majors in Coaching and Teaching Studies. Students interested in academic, governmental, non-profit, and industrial-organizational research should pursue the Doctor of Philosophy (PhD) track.

On the other hand, those interested in employment as organizational leaders in various school, university, and community-based contexts should enroll in the Doctor of Education (EdD) track. The Ph.D. and EdD tracks are both prestigious programs; the only difference is their focus.

Students in either the Ph.D. or EdD track must complete four benchmarks: Qualifying Exam, Comprehensive Exam, Dissertation Proposal, and Dissertation Defense. PhD candidates, however, must also submit three peer-reviewed articles.

All students must pass the written and oral qualifying exams during the first two semesters of the program. A rigorous exam chosen by the candidate’s doctoral committee, the dissertation proposal, and a successful dissertation defense are additional requirements for all candidates.

Graduate students can collaborate with academics on various projects, gain data-collecting experience, write empirical or practitioner-focused research papers, or participate in program assessment and/or evaluation in addition to conducting their own dissertation research. Adapted Physical Education/Activity and Coaching Leadership are two of the four research and academic opportunities offered by WVU.

Fielding Graduate University

Doctoral Concentration in Coaching

Part of Fielding Graduate University’s larger degree in Human Development includes a doctorate focus in coaching. The coaching program at FGU, which has a reputation for emphasizing applied and interdisciplinary research, trains students to work as advanced practitioners and scholar-practitioners in the coaching industry.

The curriculum strongly emphasizes a reflective and experiential method of learning wherein students are encouraged to combine theory with practice, and they frequently get the chance to practice coaching, work with peers, and get criticism and guidance from seasoned coaches.

The doctoral emphasis in coaching includes a challenging curriculum, in-depth research, and real-world experience to advance students’ coaching abilities and understanding. Coaching theory, methodology, ethics, supervision, and advanced themes in coaching practice are covered in the program’s courses.

Upon graduation, students can pursue a professional coaching career in various organizations, from nonprofits and international business organizations to governmental and educational institutions.

Furthermore, students in the coaching doctoral concentration can pursue credits for a Certificate in Evidence-Based Coaching, a Level 2 ICF-accredited coaching education provider.

This certification offers a specific training course focusing on coaching techniques founded on empirical research and evidence-based methods. It gives coaches the information, abilities, and resources they need to integrate scientific research and data into their coaching practice successfully.

Common Coursework of Online Doctorates in Coaching Programs

Here are some typical courses you might find in these programs, while the specific courses offered in online doctorates in coaching may vary across different institutions:

• Coaching Theories and Models

An overview of numerous coaching ideas, models, and methodologies is provided in this course. It investigates the fundamental concepts and ideas that guide coaching practice.

• Coaching Supervision

This course emphasizes how coaching supervision can improve the efficacy and standard of coaching practice. It examines various supervision models, reflective practice methods, and the ethical ramifications of leadership.

• Coaching Psychology

This course goes deeper into the psychological components of coaching, examining issues including motivation, emotional intelligence, individual variations, and cognitive and behavioral processes. It looks at how psychological concepts can improve coaching techniques.

• Coaching for Diversity and Inclusion

This course explores how coaching may advance inclusion, equity, and diversity. It discusses cultural competence, prejudice awareness, inclusivity in coaching practice, and techniques for coaching clients from varied backgrounds.

• Research Methods in Coaching

This course focuses on coaching-relevant research approaches and techniques. Research design, data collecting and analysis, qualitative and quantitative research techniques, and ethical coaching research issues are covered.

• Leadership Coaching

The focus of this course is coaching within the framework of leadership development. It investigates how coaching can support leadership effectiveness and development while examining leadership theories, competencies, and problems.

• Organizational Coaching

This course examines coaching in corporate environments. It looks at issues including coaching in teams, coaching for managing change, organizational culture, and the function of coaching in raising productivity and performance.

• Ethics and Professional Practice in Coaching

The ethical issues and professional standards in coaching are covered in this course. It addresses issues including discretion, limitations, dual relationships, and frameworks for making ethical decisions.

• Professional Development and Marketing in Coaching

The subjects covered in this course involve starting and running a coaching business. It discusses coaching professionals’ ongoing professional development, marketing tactics, client acquisition, and professional branding.

• Coaching Practicum/Internship

A practicum or internship is a common feature of online coaching doctoral programs. This gives students supervised real-world coaching experience, allowing them to use their coaching knowledge and abilities.

Career Opportunities for Doctorate in Coaching Graduates

A doctorate in coaching opens up a wide range of professional options in coaching and related fields. Following are a few possible job possibilities for somebody with a doctorate in coaching:

Executive Coach

With a doctorate, you can work as an executive coach, supporting senior-level executives with their leadership development and coaching them one-on-one. Executive coaches frequently assist clients in developing their leadership abilities, overcoming organizational obstacles, and achieving their career goals.

Higher Education Educator/Professor

You can pursue a career in academics as a professor or coach if you have a degree. You can build coaching curricula, mentor prospective coaches, and instruct coaching courses. This position frequently entails researching and writing scholarly articles in the coaching industry.

Leadership Development Consultant

To create and conduct leadership development programs, many firms use coaching specialists. You can design coaching solutions, organize workshops and training sessions, and assist businesses in identifying and developing their future leaders.

Leadership Consultant

Leadership consultants can advise organizations on organizational performance, personnel management, and leadership development techniques. Your coaching knowledge will strengthen your capacity to assist organizations in recognizing and developing leadership talent.

Organizational Coach

Organizations frequently use coaching to improve team performance, promote a coaching culture, and effect organizational change. As a corporate coach, you can support organizational development goals by working with teams, departments, or entire companies.

Professional Association Leadership

Within professional coaching associations, you can assume leadership positions, assisting in the growth and advancement of the coaching profession. This could entail participating in task teams, committees, or boards while establishing moral and ethical norms.

Program Developer

As a program developer, you can design coaching interventions and programs suited to certain organizational requirements. This includes developing and putting coaching initiatives into practice, identifying coaching needs, and gauging how coaching activities affect individual and organizational outcomes.

Coaching Researcher

You can undertake research in the coaching profession with the help of a doctorate in coaching. Research on coaching effectiveness, coaching approaches, or related issues can be done as a career in coaching. The results of your study may help to advance coaching as a profession.

Thought Leader/Author

You can position yourself as a thought leader in the coaching industry with a doctorate. You can contribute to trade publications and write books, articles, or blog posts. Speaking engagements, workshops, and webinars are excellent ways to share your knowledge and become known as an expert in coaching.

Executive Coaching vs. Leadership Coaching

The coaching industry has two distinct but closely linked subfields: executive coaching and leadership coaching. While the two have similarities, they differ in many subtleties and areas of interest. 

Here are critical points of their differences: 

Targeted Audience

• Senior-level executives, including CEOs, C-suite executives, and high-level managers, are the primary audience for executive coaching.
• Individuals at different levels of leadership, such as mid-level managers, emerging leaders, and high-potential employees, might benefit from leadership coaching.
• Enhancing leadership effectiveness, executive presence, strategic thinking, decision-making, and overall organizational performance are the main goals of executive coaching. It frequently entails addressing particular difficulties experienced by executives and assisting them in achieving their professional objectives.
• Leadership coaching focuses on establishing leadership competencies at various organizational levels, developing leadership abilities, expanding self-awareness, and improving interpersonal dynamics and communication.
• Executive coaching frequently occurs in the context of the executive’s position and duties inside the company. The coach may collaborate closely with the executive’s peers, direct reports, and stakeholders to encourage growth and development.
• Individual leaders or entire leadership teams may receive coaching in leadership. It attempts to increase leadership skills and encourage collaboration to boost team dynamics and organizational performance.
• The goal of executive coaching is to strengthen the leadership skills of senior executives to have a strategic organizational influence. It supports the executive’s capacity to lead and direct the organization successfully and is in line with the company’s strategic goals.
• Leadership coaching can address various leadership difficulties, including team building, conflict resolution, change management, and increasing leadership presence.

Leadership coaching has a wider application and can target leaders at all organizational levels, unlike executive coaching, which is typically more confined to top-level executives and has a strategic focus on organizational impact.

The distinctions between executive and leadership coaching might change depending on how various coaching practitioners or organizations define and utilize these terminologies. The particular demands and circumstances of the clients and organizations engaged may also impact the focus and breadth of coaching engagements.

Coaching Certifications

Coaching certifications are credentials that attest to a coach’s proficiency in coaching. They demonstrate a coach’s formal education and dedication to moral principles. Numerous coaching organizations and organizations provide several reputable coaching credentials. Here are a few well-known coaching credentials:

International Coach Federation ( ICF ) Credentials

The organization called International Coach Federation (ICF) offers three levels of credentials:

• Associate Certified Coach (ACC)
• Professional Certified Coach (PCC)
• Master Certified Coach (MCC)

European Mentoring and Coaching Council ( EMCC ) Credentials

Various levels of coaching credentials are available from the EMCC, including:

• Foundation Level
• Practitioner Level
• Senior Practitioner Level
• Master Practitioner Level
• European Individual Accreditation (EIA)

Certified Professional Coach ( CPC )

The CPC certificate, provided by the Professional Coach Certification Board (PCCB), is intended to show a coach’s proficiency and adherence to professional standards.

Board Certified Coach ( BCC )

The BCC credential, managed by the Center for Credentialing & Education (CCE), is intended for coaches specializing in executive, business, or personal coaching.

Certified Executive Coach ( CEC )

The Center for Executive Coaching provides the CEC credential for coaches working with top leaders and executives.

The CPC credential, provided by the Institute for Professional Excellence in Coaching (iPEC), certifies a coach’s successful completion of an extensive coaching training course.

Certified Life Coach ( CLC )

The World Coach Institute (WCI) offers the Certified LifeCoach credential, which focuses on coaching for leadership development.

Every coaching certification program has its requirements, which may include particular training hours, coaching experience, mentor coaching, and adherence to ethical standards. This is vital to keep in mind. The certifying bodies also have their own evaluation procedures and may ask applicants to pass tests, give references from previous clients, and submit coaching recordings for review.

Coaching vs. Consulting

Both consulting and coaching are professions that support people or organizations in reaching their objectives and raising performance. Although there may be some overlap, the two have different methodologies and different focuses. 

• Focus:  Coaching emphasizes professional or personal development, enabling people to develop their own answers. Problem-solving and offering knowledgeable counsel or solutions are the main goals of consulting.
• Approach:  Coaching takes a client-centered, non-directive approach that prioritizes self-discovery. Consultations are expert-driven, directive processes that depend on the consultant’s knowledge.
• Relationship:  Through coaching, the coach and client form a helpful, cooperative collaboration. A client-consultant relationship involves consulting when the consultant offers knowledge and solutions.
• Outcome:  Coaching enhances the client’s abilities, self-awareness, and personal development. Delivering particular advice, approaches, or solutions to the client’s problems is the goal of consulting.

Frequently Asked Questions

What makes a great coach .

Inspiring, educating, guiding, supporting, and joining the client on their professional journey of self-discovery are all qualities of a successful coach. 

How important is coaching in career development?

Career growth can benefit greatly from coaching, providing individuals looking to advance and thrive in their careers with helpful assistance, direction, and resources. A coach can assist people in being more aware of their values, areas of interest, strengths, and career goals. 

What are the admission requirements for a coaching doctoral program?

A master’s degree in a relevant subject, such as coaching, psychology, leadership, or organizational development, is the most common admissions requirement for coaching doctorates. Professional coaching experience, letters of recommendation, a statement of intent, and academic transcripts will also be required.

What is the duration of a Doctorate in Coaching program?

A Doctorate in Coaching program’s length varies. However, a doctoral degree can usually be earned after 3 to 5 years of full-time study. 

Key Takeaways

• Doctorates in coaching are terminal degrees that specialize in studying coaching theory, research, and practice.
• It is designed for those looking to become coaching experts, enhance their professions in coaching-related fields, or contribute to coaching research and scholarship.
• Graduates with a doctorate in coaching might go in several different directions; they can serve as organizational coaches, executive coaches, leadership development consultants, professors or educators in coaching, researchers in coaching, or program developers.

Additional Resources:

• Best Grad Schools with Online Doctorate in Sports Management
• Best Grad Schools with Online Doctorate in Training and Development
• Best Grad Schools with Online Doctorate in Educational Administration

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EdD in Transformational Leadership & Coaching online

A cost-effective edd for working professionals.

• Join America’s only EdD featuring Consciousness-Based Education
• Develop intervention and research skills to become a more effective coach and leader
• Become an expert in social-emotional intelligence
• Learn to bring out the best in yourself and others
• Advance your career as a scholar-practitioner in your chosen field
• Join a supportive community of like-minded peers and a network of experienced professionals
• Obtain a doctoral degree in just 2½ years of online study

Explore the program

Gain one-of-a-kind expertise in coaching

This program equips you with the advanced scholar practitioner skills needed to excel in diverse fields such as coaching, education, business, training, human services, or any field in which you are seeking greater influence and leadership. Throughout your doctoral journey, you’ll cultivate and apply these skills to inspire growth and excellence in both yourself and those you lead and coach.

Employ a consciousness-based approach to education and leadership

Like all MIU students, you’ll learn Transcendental Meditation, a technique shown to enhance creativity, learning ability, and decision-making, and reduce stress and anxiety. You’ll also study how the development of consciousness impacts all areas of life, just as watering the root of a plant impacts the state of the whole plant.

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Elevate your leadership potential

Tailor your research to your own field

As a graduate, you’ll possess the expertise to craft and execute transformative visions and strategies for individuals, groups, and institutions.

Program structure

MIU’s EdD in Transformational Coaching & Leadership covers five areas:

• Doctoral course work in the core disciplines related to coaching and leadership
• Experiential lab courses in developing social-emotional intelligence and coaching expertise
• Intervention design courses to facilitate individual and organizational learning in organizational contexts
• Research courses to determine the effectiveness of interventions in a variety of contexts
• An applied dissertation research project that demonstrates your expertise and influence as an effective scholar-practitioner.

Featured courses

Emergence Coaching

This four-part course covers the theory, skills, principles, and practices that undergird professional coaching. You will learn how to do Emergence Coaching, the process by which the coach facilitates the client actualizing their potential. You will learn how to coach; how to develop your social and emotional intelligence as a coach; how to use your internal emotions to benefit your client and develop yourself at the same time; and the theoretical foundations of emergence coaching. These coaching skills will improve your effectiveness as a coach, a leader, an educator, a parent, and a partner, and in any relationship in which you want to have a transformative influence.

Coach & Client Development

This course focuses on the coach’s development and use of self as an essential context for effective coaching. Student coaches will be working with their own emotional reactions to the material their clients bring into sessions. Student coaches will deepen their use of ongoing coaching supervision to address related unfinished situations and core emotional issues in their own lives to heighten their capacity to more successfully facilitate the client’s ongoing growth and learning. Participants will also learn how the ICF coaching competencies serve as foundational skills in support of the SEI competencies practiced throughout these courses.

Using Social Intelligence to Navigate Organizations

Achieving organizational goals and objectives, as well as organizational change, requires a high degree of social-emotional intelligence. In this course, we will study organizational culture, dynamics, structures, systems, decision making practices, and other factors that need to be divined, appreciated, and mastered to maximize effectiveness. What you learn in this course is key to any organizational change initiative you will perform in your capstone project. It is also essential for coaching anyone in a corporate or educational environment.

Featured faculty

Gordon Medlock

Dr. Medlock is a Professor in the MIU EdD in Transformational Leadership & Coaching. He is a Professional Certified Coach (PCC) with the International Coaching Federation (ICF) and Co-Chair of the Research Committee of the Graduate School Alliance for Education and Coaching (GSAEC). He is also a licensed clinical social worker with over 30 years’ experience as a psychotherapist and coach. He has published over a dozen articles in the fields of humanistic and existential psychology, positive psychology, and coaching theory and practice. He also has a doctorate in philosophy from Yale university, where he focused on the study of phenomenology and the nature of consciousness.

Lisa Sanden

Dr. Sanden is an Associate Professor of Transformational Leadership and Coaching. In addition to her work with MIU, she is also a Montessori consultant and speaker, a corporate trainer with the Human Emergence Group, and a coach with over 10 years-experience. Her master’s and doctorate are in Transformational Leadership and Coaching.

Michael Zwell

Michael Zwell, Ph.D., is Professor of Transformational Leadership and Coaching at MIU, and was Chancellor and co-founder of the Wright Graduate University for the Realization of Human Potential. He is also Managing Director of the Human Emergence Group. He is a certified coach for the Great Game of Business, a Professional Certified Coach (PCC) with the International Coaching Federation (ICF), and immediate past President of the Graduate School Alliance for Education in Coaching. The author of several books, he has a Ph.D. from Yale University and an A.B. from the University of Chicago. He is Director of MIU’s Ed.D. program in Transformational Leadership and Coaching.

Cost & Aid, 2024-25

• US Online Students

US EdD in Transformational Leadership & Coaching

• International Online Students

International EdD in Transformational Leadership & Coaching

Entrance requirements.

All applicants must have a master’s degree in any field from an accredited university. Admission will be based on undergraduate and graduate transcripts, professional recommendations, and interviews.

Additional requirements

English language verification

International applicants must submit official English proficiency test scores within the past 2 years of at least 110 on Duolingo, 6.5 on IELTS Academic, 90 on TOEFL iBT or 58 on PTE.

Transcendental Meditation (TM) technique

All MIU students practice the Transcendental Meditation ® technique. If you have not learned it yet:

• Once accepted as a US student, the cost of TM instruction is covered through a grant offered by MIU
• Students can either learn TM upon arrival or prior to enrolling
• Contact your admissions counselor for details
• Find information on the TM technique or search for a TM teacher at TM.org
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Integrative Health and Wellness, Certificate

This unique 12-credit graduate certificate program is entirely online and can help advance your career in integrative health and wellness..

Integrative health is an $82 billion global industry, and it's shaping the future of health care. Indeed, this market is expected to grow at a rate of 22% annually between 2021 to 2028. More and more individuals are seeking out integrative care and expect their providers to be knowledgeable about this type of health care. Some research shows integrative providers report greater satisfaction at work and higher quality of life. Clearly, this is an approach that benefits both patients and providers! To be a part of this movement, health care providers need a quick, targeted pathway to the knowledge and skills that will help them thrive. Designed specifically for busy professionals seeking to develop fluency in integrative health and a holistic approach to their clinical practices, our evidence-based Integrative Health and Wellness online certificate program is taught by expert researchers and clinicians in the field. Through scientific study and experiential learning, you’ll learn practical healing tools that will allow your clients to experience the benefits of integrative health immediately.

Details, Dates & Deadlines

Program details, class format.

Asynchronous learning means that learning takes place at all different times for students enrolled in a course.

Program Length

9-36 months

Credits to Complete

Cost/credit hour.

In State: $750 Out of State: $993

• Online application
• $75 application fee
• Official transcripts
• 300–500 word essay
• Proof of English language proficiency
• CV or resume

Dates & Deadlines

Fall Deadline: July 1

What is Integrative Health Care?

Integrative health care is a holistic approach to health, wellness, and healing. Here are some of the main principles of integrative health: 

• Provides client-centered, whole person care
• Treats the root cause of illness versus symptoms
• Goal is optimal health and healing
• Focuses on the relationship between the provider and patient
• Providers spend more time with patients
• Holistic conceptualization of health and treatment of illness

Program Benefits

• Learn the most valuable trends in integrative health and how to evaluate them scientifically.
• Experience mind-body medicine and its powerful effects firsthand.
• Practice coaching skills that help your clients follow through with lifestyle changes and radically improve their health.
• Integrate theory, science, and practice into clinical assessment and treatment plans that can deliver real world, life-changing results for your clients.

Career Outlook

This certificate program is designed to provide a flexible, highly accessible educational training opportunity to help individuals develop and maintain professional competencies and competitiveness in the workforce. Graduates of integrative health and wellness programs have found employment in a diverse number of fields, including medicine, nursing, counseling, coaching, wellness, fitness, massage, education, research, palliative care, and many more.

According to the US Department of Labor, employment of healthcare occupations is projected to grow 19% from 2014 to 2024. The knowledge and training you'll receive in the Integrative Health and Wellness Certificate Program will prepare you to jump-start your career in a number of rapidly growing fields, including:

• Holistic Health
• Patient Medical Care
• Mental/behavioral health care
• Allied Health Care
• Health Communication

Program Structure

Integrative Health and Wellness is a 12-credit, four-course graduate certificate program offered in an asynchronous, 100% online environment. This means that we offer maximum flexibility to meet the needs of working professionals. There are no online meetings or set times when you'll need to log in; just submit your coursework before the posted deadline, and check back in for feedback from your instructors and classmates.  As a student in this program, you will acquire expertise in integrative health and wellness. Your classmates will most likely be practicing professionals with a health, scientific, or academic background who are employed or seeking employment in positions requiring this specialization.

Is an Online Course Right for You?

Program Completion Timeline

• All four courses will be offered at least once each year to enable you to complete the program in 9 months
• Although most students complete the program in 9 months, you will be allowed up to 3 years to complete the program.

See Course Descriptions

This is a program where "everybody knows your name" and where faculty are concerned about you—not only in your academic contributions, but who you are as a person and your own health and wellness. This program is of interest for anyone who might want to think again about prescribing a pill, when the power to heal may be in our own hands.

Program Contacts

Arielle Faulkner Admissions Counselor [email protected]   410-706-7132 

Michelle Pearce, PhD Program Director [email protected]  

Meet Your Faculty

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Applied Positive Psychology and Coaching Psychology MPhil PhD

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Studying for an MPhil/PhD with UEL's School of Psychology will push you to the limit - and our world-class academic staff will support you.

The School of Psychology has a thriving research community with a solid theoretical and applied research tradition. Our research integrates cross-disciplinary expertise in a wide array of topics related to positive psychology and coaching psychology.

If you are an international student, please contact the International office and visit their pages . For general enquiries related to the MPhil/PhD in Applied Positive Psychology and Coaching Psychology, please contact Ilona Boniwell .

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Course options

• September 2024

Entry Requirements

Academic requirements, accepted qualifications.

Master's degree in a related subject. Bachelor's degree with minimum Upper Second Class (2:1) or equivalent in a related subject. Applicants will need to provide an academic reference.

International Qualifications

We accept a wide range of European and international qualifications in addition to A-levels, the International Baccalaureate and BTEC qualifications. Please visit our International page for full details.

English Language requirements

• Overall Academic IELTS 6.5 with a minimum of 6.0 in Writing and Speaking; minimum 6.0 in Reading and Listening (or recognised equivalent).

If you do not meet the academic English language requirements for your course, you may be eligible to enrol onto a pre-sessional English course .

The length of the course will depend on your current level of English and the requirements for your degree programme. We offer a 5-week and an 10-week pre-sessional course.

Mature applicants and those without formal qualifications

As an inclusive university, we recognise those who have been out of education for some time may not have the formal qualifications usually required. We welcome applications from those who can demonstrate their enthusiasm and commitment to study and have the relevant life/work experience that equips them to succeed on the course. We will assess this from the information provided in your application or may request additional information such as a CV or attendance at an interview. Please note that some courses require applicants to meet the entry requirements outlined.

An interview is required with a member of the academic teaching team. Further information will be provide on receipt of an application.

Admissions policy / Terms of Admittance

We are committed to fair admissions and access by recruiting students regardless of their social, cultural or economic background. Our admissions policy sets out the principles and procedures we use to admit new students for all courses offered by the university and its partners.

Further advice and guidance

You can speak to a member of our Applicant Enquiries team on +44 (0)20 8223 3333, Monday to Friday from 9am to 5pm. Alternatively, you can visit our Information, Advice and Guidance centre.

MPhil PhD Applied Positive Psychology and Coaching Psychology

Mphil phd applied positive psychology and coaching psychology, home applicant, full time.

• Home Applicant

MPhil PhD Applied Positive Psychology and Coaching Psychology, home applicant, part time

Mphil phd applied positive psychology and coaching psychology, international applicant, full time.

• International Applicant

MPhil PhD Applied Positive Psychology and Coaching Psychology, international applicant, part time

• Full time, 3 years
• 5740 Per year Pound 5740 Per year
• 2870 Per year Pound 2870 Per year
• 15340 Per year Pound 15340 Per year
• 7670 Per year Pound 7670 Per year
• 6020 Per year Pound 6020 Per year
• 3010 Per year Pound 3010 Per year
• 16100 Per year Pound 16100 Per year
• 8050 Per year Pound 8050 Per year

Fees, funding and additional costs

EU, EEA and Swiss Nationals starting a course from September 2021, will no longer be eligible for Home fees. However, such nationals benefitting from Settled Status or Citizens' Rights may become eligible for Home fees as and when the UK Government confirms any new fee regulations. Further information can be found at UKCISA .

Tuition fees are subject to annual change. Fees for future years will be published in due course.

Home students

Postgraduate loans scheme.

£10,280 to fund your Masters Programme under the Postgraduate Loans (PGL) scheme

Postgraduate Loans (PGL)

The Postgraduate Loan (PGL) provide non-means-tested loans of up to £10,906 to taught and research masters students.  It will be paid to students as a contribution towards tuition fees, living costs and other course costs. Applications are made directly through  Student Finance England  

Eligibility

Whether you qualify depends on: •    if you've studied a postgraduate course before •    your course •    your age •    your nationality or residency status

Full eligibility can be found on the Government's Postgraduate Loan webpage .

Please take a look at the  Postgraduate Loans  for an overview of the new funding.

Postgraduate Scholarship

Apply for a 50 per cent discount on your tuition fees! You can get a 50 per cent discount on course fees through a UEL Postgraduate Scholarship. The scholarship is open to full-time and part-time UK and EU students of taught postgraduate courses. *Exclusions apply.

Find out more about full eligibility criteria and how to apply .

Terms and conditions apply.

Our scholarships and bursaries can help you

How we can help you

Did you know that with a postgraduate qualification, you can expect to earn more than someone who only holds an undergraduate degree?

If you want to build new skills, change career paths, or further your career prospects, a postgraduate degree can help you. Our range of scholarships and bursaries will make financing your education that much easier. Below is some of the funding available to support you in your studies:

• Alumni Discount   - up to 15% fee waiver *exclusions apply. Please see the Alumni Discount page  for information.
• Early Payment Discount  - 5% fee waiver
• Asylum Seekers scholarship   - 100% fee waiver
• Civic Engagement - £1,000
• Hardship Bursary - up to £2,000
• Sport Scholarships   - Up to £6,000

How to pay your fees

There are a number of ways you can pay your fees to UEL

• Online payment facilities
• By telephone
• In person at our Docklands or Stratford campus
• Bank transfer

Full information on making payments can be found  on our Finance page .

If you wish to discuss payments to the University, please contact our Income Team on 020 8223 2974 or you can email  [email protected]

Ideas for funding your postgraduate study

Below are some ideas on how to fund your postgraduate study:

•     Apply for a  Postgraduate Loan  
•     Take advantage of  UEL scholarships and bursaries
•     Ask your employer to sponsor your study
•     Study part-time so you can work at the same time (applicable to courses that have a part-time mode)
•     Look at  UK Research and Innovation funding options

The Student Money Advice and Rights Team (SMART) are here to help you navigate your finances while you're a student at the University of East London. We can give you advice, information and guidance on government and university funds so that you receive your full funding entitlement. Live chat: Click the live chat icon in the bottom left of the screen Phone: 020 8223 4444

International students

Living costs for international students.

As part of the Tier 4 student visa requirements, UK Visas and Immigration (UKVI) estimate that you will need £1,265* per month to cover your living costs. It includes expenses for accommodation, food and drink, travel within London, textbooks, entertainment, clothing, toiletries and laundry. Most Tier 4 students are required to show they have sufficient funds to cover the first nine months of the course before they start - a total of £11,385 - in addition to the tuition fees. You can find more information about the specific requirements of the Tier 4 student visa. The amount that you will spend can vary depending on your lifestyle. The UKCISA International Student Calculator can help you plan and manage your money.

* Please note the Immigration Rules are subject to change and this figure is likely to be increased by UKVI year on year. Please therefore check our ISA page for more information at the time of preparing your visa application.

How to pay your fees - international students

Deposits and paying by instalments International students are required to pay a  deposit  before being issued a Confirmation of Acceptance for Studies (CAS). Your remaining balance will be paid in five monthly instalments over your first term. The first of these instalments must be paid when completing your enrolment on arrival at UEL. Please follow the payment instructions on our Make a Payment page . After the required payment has been made, you will be asked to complete the online International Student Reply Form to confirm your acceptance of our offer and of our terms of admittance and fee policy.

Our International team at UEL are available for advice and guidance on studying in London, fees, scholarships and visa requirements. Email:  [email protected]

Additional costs

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences.

Free WiFi is available on each of our campuses.

In the majority of cases, coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.

Travel costs are not included but we do have a free intersite bus service which links the campuses and halls of residence.

For this course, you will be:

• involved in processes of making, as a means of exploration, experimentation, and understanding your practice, by using a diverse range of media and materials
• required to purchase your own copy of books, for required reading
• required to produce physical artefacts for assessment 
• able to participate in optional study visits and/or field trips

However, over and above this you may incur extra costs associated with your studies, which you will need to plan for. 

To help you budget, the information below indicates what activities and materials are not covered by your tuition fees:

• personal laptops and other personal devices 
• personal copies of books 
• optional study visits and field trips (and any associated visa costs)
• printing costs
• your own chosen materials and equipment
• costs of participating in external events, exhibitions, performances etc.

The costs vary every year and with every student, according to the intentions for the type of work they wish to do. Attainment at assessment is not dependent upon the costs of materials chosen.

Learn about applying

Important information about your application, uk full-time starting sept.

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our Applicant Engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

UK Part-time starting Sept

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

International Full-time starting Sept

Submitting your application please read and consider the entry and visa requirements for this course before you submit your application. for more information please visit our  international student advice pages .  .

How to Apply We accept direct applications for international students. The easiest way to apply is directly to UEL by clicking on the red apply button. Please be sure to  watch our videos  on the application process.

When to Apply Please ensure that you refer to the international admissions deadline . We advise you to apply as early as possible to give yourself the best chance of receiving an offer.

International students who reside overseas Please ensure that you have read and considered the entry requirements for this course before you submit your application. Our enquiries team can provide advice if you are unsure if you are qualified for entry or have any other questions. Please be sure to read about the  Tier 4 visa requirements .

Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone.

+44 (0)20 8223 4354 Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm)

+44 (0)20 8223 3333

About our foundation years

Our Foundation Year courses are perfect for you if you... 

• are returning to education after a long time, or you don't have the qualifications for direct entry into our degree programmes
• are thinking of re-training and would like an introduction to the area
• are an international student wanting an additional year to adapt to the UK academic system
• are still evaluating which degree pathway at UEL is the right one for you

Please note: Foundation years can only be studied full-time. However, you can transfer to part-time delivery once you have completed your foundation year. Please apply to the full-time option if you wish to study in this way.

What makes this course different

Research excellence

92 per cent of our research rated 'World-leading' or 'internationally excellent' (REF, 2021)

82% of students felt their research skills developed during their course

Postgraduate students score our academic staff highly in terms of support and the quality of their teaching.

50 years of experience

We're one of the oldest and largest psychology departments in the country, with over 50 years' experience of teaching.

Course modules

Independent research.

PhD candidates will be undertaking their own research in communication with their supervisor.

NOTE: Modules are subject to change. For those studying part time courses the modules may vary.

Download course specification

PDF, 241.7kb

What we're researching

Some areas of research related to Positive Psychology and Coaching Psychology within the School of Psychology include existential positive psychology interventions, personal growth, the integration of positive psychology and coaching, arts and psychological wellbeing, creativity in positive psychology and coaching, positive education and coaching in education, health and wellbeing. 

Your future career

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our  Career Coach portal.

How we support your career ambitions

We offer dedicated careers support, further opportunities to thrive, such as volunteering and industry networking. our courses are created in collaboration with employers and industry to ensure they accurately reflect the real-life practices of your future career and provide you with the essential skills needed. You can focus on building interpersonal skills through group work and benefit from our investment in the latest cutting edge technologies and facilities.

Career Zone

Our dedicated and award-winning team provide you with careers and employability resources, including:

• Online jobs board for internships, placements, graduate opportunities, flexible part-time work.
• Mentoring programmes for insight with industry experts 
• 1-2-1 career coaching services 
• Careers workshops and employer events 
• Learning pathways to gain new skills and industry insight

Mental Wealth programme

Our Professional Fitness and Mental Wealth programme which issues you with a Careers Passport to track the skills you’ve mastered. Some of these are externally validated by corporations like Amazon and Microsoft.

We are careers first

Our teaching methods and geographical location put us right up top

• Enterprise and entrepreneurship support 
• We are ranked 6th for graduate start-ups 
• Networking and visits to leading organisations 
• Support in starting a new business, freelancing and self-employment 
• London on our doorstep

What you'll learn

A PhD is an original and distinct contribution to the knowledge of the field of study. It is often essential for those wishing to follow an academic or research career in organisations. PhD research can be carried out in all subject areas.

How you'll learn

All postgraduate research students are supervised by at least two research-active staff. Your supervisors will support your programme of research through regular meetings and reviews. The PhD course usually takes a minimum of 36 months (full-time) or 60 months (part-time) to complete. At the end of your PhD, you will be required to submit an 80,000-word thesis summarising your research. You will then have to undergo an oral examination (a viva) on your thesis.

How you will be assessed

Research proposals give us a better understanding of the area you want to study for a PhD. You don't have to follow a predetermined structure when writing your proposal. Still, it is a good idea to include a title that describes the aims and scope of your research and information on how your ideas fit in with the research interests of UEL. Other essential elements include relevant academic literature, how your research will advance knowledge in this area and a possible methodology. You should also have a timescale for your research. To find out more about how to write your research proposal, see our research proposal guidance .  

Campus and facilities

Our campus and the surrounding area.

Our historic Stratford campus is located in one of the best-connected areas of London: close to Stratford's thriving town centre, the 2012 Olympic Park, and just 15 minutes from London's West End.   Stratford’s facilities include a state-of-the-art library and learning centre, the majestic great hall and specialist laboratories and computing services. The School of Education and Communities, and Centre for Clinical Education in Podiatry, Physiotherapy and Sports Science are housed in new buildings. There is also a campus restaurant and bookshop, and a Students' Union café-bar.   Westfield Stratford City - Europe's largest indoor shopping mall - is just one of Stratford's attractions, alongside many other shops, cafés, bars and restaurants. There are two multiscreen cinemas, a theatre, an arts centre and much more.

Who teaches this course

This course is delivered by School of Psychology

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Ilona Boniwell

Related courses

This course is part of the Psychology subject area.

MPhil PhD Psychology

Studying for a PhD with UEL's School of Psychology will push you to the limit - and you'll be supported all the way by our world-class academic staff.

MSc Integrative Counselling and Coaching

The MSc Integrative Counselling and Coaching is the only postgraduate course in the UK, maybe the world, that offers integration of counselling and coaching practices.

TERMS AND CONDITIONS Modal

Terms of Admittance to the University of East London

The Terms of Admittance govern your contractual relationship with the University of East London ("UEL"). A contract between you, the Student, and us, UEL, is entered into once you accept an offer of a place on a programme at UEL and this contract is subject to consumer protection legislation. You are entitled to cancel this contract within 14 days of enrolment onto your programme.

1) Student enrolment

Enrolment at UEL is the process whereby you officially become a UEL student. The enrolment process requires you to:

• Ensure that we are holding the correct personal details for you
• Agree to abide by our regulations and policies
• Pay your tuition fees/confirm who is paying your tuition fees

You are expected to enrol by the first day of your academic year (click on "Discover") which will be notified to you in your enrolment instructions. Failure to enrol by the deadline contained in our Fees Policy (for most students by the end of the second week of teaching) may lead to the cancellation of student status and all rights attached to that status, including attendance and use of UEL's facilities. If you do not complete the formal process of enrolment but, by your actions, are deemed to be undertaking activities compatible with the status of an enrolled student, UEL will formally enrol you and charge the relevant tuition fee. Such activities would include attendance in classes, use of online learning materials, submission of work and frequent use of a student ID card to gain access to university buildings and facilities. Late enrolment charges may be applied if you do not complete your enrolment by the relevant deadline.

2) Tuition fees

Your tuition fee is determined by:

• the programme you are studying;
• if you are studying full or part-time;
• whether you are a UK/EU or International student; and when you started your studies with us.

We will tell you the tuition fee that you are due to pay when we send you an offer as well as confirm any additional costs that will be incurred, such as bench fees or exceptional overseas study trips. Unregulated tuition fees (where the UK government has not set a maximum fee to be charged) are generally charged annually and may increase each year you are on the programme. Any annual increase will be limited to a maximum of 5% of the previous year's fee. Regulated tuition fees (where the UK government has set a maximum fee to be charged) may also be subject to an annual increase. Any annual increase will be in line with the increase determined by the UK government. You will be notified of any increases in tuition fees at re-enrolment in the programme. Further information on tuition fees and payment options is contained in our Fees Policy .

3) Student ID Cards

To produce an ID card, we need a recent photograph of you that is not obscured and is a true likeness. We will either ask you to send us/upload a photograph in advance of enrolment or take one of you at the point of enrolment. The photograph will be held on our student records system for identification purposes by administrative, academic and security/reception staff. By accepting these Terms of Admittance you are confirming that you agree to your photograph being used in this way. If you object to your photograph being used in this way please contact the University Secretary via email at gov&[email protected] . You are required to provide proof of your identity at initial enrolment and prior to the issue of your UEL student ID card. This is usually a full and valid passport but instead of this you may bring two of the following:

• A (full or provisional) driving licence showing current address
• An international driving licence
• An original birth certificate (in English)
• A debit or credit card (one only)
• A benefit book or benefit award letter (dated within the last 3 months)
• An Armed Forces Identity card
• A police warrant card

You are required to carry and display your student ID card whilst on UEL premises and must keep it safe so that it is not misused by others.

4) Proof of qualifications

You are required to produce evidence of having satisfied the entry requirements for your programme. Such evidence must be in the form of the original certificates or certified notification of results from the examining body. All qualifications must be in English or supported by an official certified translation. If you fail to provide evidence of having satisfied the requirements for the programme you are liable to be withdrawn from the programme.

5) Non-academic entry requirements

You may need to demonstrate that you have met non-academic entry requirements prior to enrolment by providing additional information to UEL. For example, if you:-

• are under 18 years of age at the time of initial enrolment,
• are applying to a programme that requires health clearance for study as stated in the programme specification,
• have declared a relevant criminal conviction,
• will be studying a programme that involves contact with children and/or vulnerable adults or leads to membership in a professional body that deals with children and/or vulnerable adults.

You will not be permitted to enrol and any offer will be withdrawn if UEL deems that you are unsuitable for study following assessment of this additional information in line with published policies. These policies will be provided to you when the additional information is requested.

6) Criminal convictions

UEL has a responsibility to safeguard staff, students and the wider community. You are required to inform UEL of any relevant criminal convictions you have and provide further information relating to these as requested. This includes any relevant criminal convictions received whilst studying at UEL. UEL will assess all information received in line with published policies and may remove you from a programme if the conviction makes you unsuitable for study in UEL's opinion. Failure to declare a relevant criminal conviction or provide further information about you may result in expulsion from UEL.

7) Providing false information to UEL

If you are discovered to have falsified or misrepresented information presented to UEL at application, enrolment or during your studies, you may be expelled from UEL.

8) Continued enrolment and student status

You are expected to abide by all UEL policies and regulations, both those in force at the time of first and subsequent enrolment and as later revised and published from time to time. UEL reserves the right to make reasonable changes to its policies and regulations and any substantial amendments will be brought to your attention. You are also required to take personal responsibility for your studies; this includes undertaking all studies in support of your programme as prescribed by UEL. Key policies include: Manual of General Regulations This describes the general regulatory framework of UEL and gives information about how UEL confers its degrees, diplomas and certificates. It includes important information about academic performance requirements for continued study. Engagement Attendance Policy This outlines UEL's expectations of students in relation to attendance on and engagement with taught programmes. These students are expected to attend all scheduled classes and engage fully with learning materials and resources provided to them - failure to do so may result in withdrawal from module(s) and/or the programme. Code of Practice for Postgraduate Research Degrees The purpose of this code is to provide a framework for the successful organisation and implementation of good practice in all matters relating to postgraduate research degrees at UEL. It aims to ensure that all students are effectively supported and supervised so that the full scope and potential of their research is realised; that their thesis is submitted within regulatory periods and that they complete their programme with a suitable and sufficient portfolio of research and employment-related skills and competencies. Health and Safety Policy This describes the structures and processes by which UEL protects the health and safety of its staff, students and visitors. It confirms that students will receive sufficient information, instruction and induction in relation to health and safety. All students should take reasonable care of their health and safety. They must abide by UEL’s rules and regulations and cooperate with supervisors to enable them to fulfil their obligations. Students must not interfere intentionally, or recklessly misuse anything provided for health and safety. UEL has consulted with its students and staff and has adopted a No Smoking Policy to safeguard the health and well-being of its community. Students are required to comply with this policy which restricts smoking to designated shelters and prohibits the use of electronic cigarettes within any UEL building or near building entrances. For further information on our Healthy Campus initiatives and support please visit the Health and Safety pages . Student Disciplinary Regulations and Procedures (incorporating the student code of conduct) This code is more than a list of things that we should and should not do: it reminds us that we should always consider how our behaviour affects others. The code applies:

• to all students;
• at all sites throughout our estate, and;
• when we represent UEL on business beyond our campus, both in real (face-to-face) and virtual environments.

And outlines expectations of students:

• verbal and physical behaviour should always be polite and respectful;
• behaviour should not impair the engagement, learning or participation of others;
• anti-social behaviour by individuals and groups will not be tolerated.

9) Changes to scheduled programmes

UEL will take all reasonable steps to ensure that the programme of study that you have accepted will conform to the programme specification published on our website and will ensure that the necessary resources required to enable you to meet the required learning outcomes and pass the relevant assessments are available. In order to ensure that our programmes are current and relevant, they are subject to regular review. From time to time, to ensure the maintenance of academic standards and/or compliance with professional body requirements, it may be necessary to amend a module or make adjustments to programme content. Major changes to programmes that in the reasonable opinion of UEL, will have a significant impact on students will involve consultation with students already enrolled on the programme when the changes are proposed. Once any changes are confirmed, UEL will notify all students and applicants of the changes. When UEL reasonably considers that the change may only impact one or more cohorts on the relevant programme, UEL may decide to only consult with the relevant cohort. In the event that we discontinue a programme, we will normally permit existing students to complete the programme within the typical duration of study. In these circumstances, UEL will use reasonable endeavours to continue the programme for existing students without making major changes. If this is not possible, we will support students in changing to another UEL programme on which a place is available, and for which the student is suitably qualified, or assist with transfer to another HEI to complete the programme elsewhere.

10) Changes to these terms

We may change these terms from time to time where, in UEL's opinion, it will assist in the proper delivery of any programme of study or in order to:- (a) Comply with any changes in relevant laws and regulatory requirements; (b) Implement legal advice, national guidance or good practice; (c) Provide for new or improved delivery of any programme of study; (d) Reflect market practice; (e) In our opinion make them clearer or more favourable to you; (f) Rectify any error or mistake; or (g) Incorporate existing arrangements or practices. No variation or amendment to these Terms of Admittance may be made without our prior written agreement. In the event that we agree to transfer you to an alternative programme of study, the transfer will be considered to be a variation to the Terms of Admittance, which shall otherwise remain in full force and existence. If we revise the Terms of Admittance, we will publish the amended Terms of Admittance by such means as we consider reasonably appropriate. We will use reasonable endeavours to give you notice of any changes before they take effect.

11) Data Protection

UEL is committed to adhering to its obligations under the Data Protection Act 2018 and will act as a Data Controller when it processes your personal data. You can find our registration to the Data controller register on ico.org.uk . UEL processes your personal data to fulfil its contractual and legal obligations to students. Personal data that we process about you includes:

• Your contact details and other information submitted during the application and enrolment processes;
• Details of courses, modules, timetables and room bookings, assessment marks and examinations related to your study;
• Financial and personal information collected for the purposes of administering fees and charges, loans, grants, scholarships and hardship funds;
• Photographs, and video recordings for the purpose of recording lectures, student assessments and examinations and for the purposes of university promotion that is in our legitimate interest but still fair to you;
• Information about your engagement with the University such as attendance data and use of electronic services such as Moodle, Civitas and YourTutor;
• Contact details for next of kin to be used in an emergency;
• Details of those with looked-after status or those who have left the care system for the provision of support;
• Information related to the prevention and detection of crime and the safety and security of staff and students, including, but not limited to, CCTV recording and data relating to breaches of University regulations;

This is not an exhaustive list, for further information please refer to our fair processing notice pages on uel.ac.uk. In all of its data processing activities, UEL is committed to ensuring that the personal data it collects stores and uses will be processed in line with the data protection principles which can be summarised as:

• Being processed lawfully, fairly and in a transparent manner;
• Collected for specified, explicit and legitimate purposes;
• Adequate, relevant and limited to what is necessary;
• Accurate and, where necessary, kept up to date;
• Kept in a form which permits identification of data subjects for no longer than is necessary;
• Processed in a manner that ensures appropriate security of the personal information;
• Be accountable for, and be able to demonstrate compliance with, the six principles above.

Student Responsibilities You must ensure that:

• All personal data provided to UEL is accurate and up-to-date. You must ensure that changes of address etc. are notified to the Student Hub.
• Students who use UEL's computing facilities may process personal data as part of their studies. If the processing of personal data takes place, students must take responsibility for that processing activity to ensure that it is in line with the data protection principles above.
• Students who are undertaking research projects using personal data must ensure that:
• The research subject is informed of the nature of the research and is given a copy of UEL's Fair Processing Notice and this Data Protection Policy.

12) Legal basis for use of data

By agreeing to these Terms of Admittance and enrolling at UEL, you are agreeing to the terms and conditions of a contract for the use of your personal data relating to your enrolment, and if appropriate, registration and ongoing participation in a programme of study. Your personal or special category data will be collected, processed, published and used by UEL, its online learning and teaching services and/or its partners and agents in ways which support the effective management of UEL and your programme of study, to allow for the delivery of bursary schemes and to support improvements to student experience and progression, and are consistent with: The terms of the Data Protection Act 2018; Any notification submitted to the Information Commissioner in accordance with this legislation; and compliance with any other relevant legislation. You have fundamental rights associated with how organisations use your personal data. Further information on data protection and use of your personal data can be found in our Data Protection Policy and on uel.ac.uk.

13) Intellectual property

You are entitled to the intellectual property rights created during your time studying at UEL that would belong to you under the applicable law. There are some programmes where the assignment of certain types of intellectual property to UEL is appropriate. UEL will require the assignment to it of intellectual property rights relating to postgraduate research that is part of an ongoing research programme. Where the nature of the research programme means that some assignment of intellectual property rights to UEL is appropriate, we will take what steps that we can to ensure that your interests are protected. UEL will take reasonable endeavours to ensure:-

• the scope of the assignment is narrow, and is restricted to what is necessary, for example, to protect UEL’s legitimate interests in the intellectual property created as party to a research programme;
• the application of the assignment is clearly defined so that it is clear to you in which circumstances the assignment will apply;
• where the assignment of the intellectual property is appropriate in the circumstances, we will take all reasonable steps to ensure that the rights of the parties are evenly balanced (for example, your work being acknowledged in a publication and, where appropriate, subject to an appropriate revenue sharing scheme)
• where UEL claims ownership of intellectual property rights in relation to a taught programme of study, such treatment of those rights will be made clear in the published information relating to that programme.

14) How we communicate with you

UEL will communicate with you via a variety of channels, including postal letters, e-mail, SMS text messages and online notices. To enable this, we request that you provide us with your e-mail address, postal address, and contact telephone number when you first enrol. Throughout your studies, it is important that you keep your contact details up to date. You can view and edit this information by logging into our student portal, UEL Direct at https://uel.ac.uk/Direct . We will create a UEL e-mail account for you after you enrol. Your e-mail address will be your student number, prefixed with a ‘u’ and followed by ‘@uel.ac.uk’ – e.g.: [email protected]. UEL will use this e-mail address to communicate with you and it is important that you regularly check and manage this mailbox for important updates and information. You can access your email account, plus information about our services, news and events by logging into our Intranet, intranet.uel.ac.uk. At the login screen, enter your email address (as above) and password. Your default UEL password will be your date of birth, formulated as DD-MMM-YY, e.g. 31-jan-84. Your UEL email account and associated UEL IT accounts will be deleted not more than 6 months after you graduate or withdraw from your programme of study (if earlier).  

15)University of East London Students' Union

The University of East London Students' Union (UELSU) represents students at UEL. By enrolling at UEL you are automatically granted membership of both UELSU and the National Union of Students (NUS). If you wish to opt-out from this membership, please inform UELSU in writing at either [email protected]  or by writing to Chief Executive, UELSU, University of East London, Docklands Campus, 4-6 University Way, London E16 2RD. UELSU provides a range of services and support to students and can provide advice and representation on any matter affecting the contract between you and UEL. For further information on this support, please visit www.uelunion.org

16) Students studying at partner institutions

If you are undertaking a programme of study at a partner institution you will need to generally abide by the above terms and also those of the partner institution. Further information and support in understanding these terms is available from the Academic Partnership Office -  [email protected] .

17) International students - additional responsibilities

All international students must also comply with UK Visa and Immigration requirements. All international students are required to hold a valid visa which permits study in the UK or hold a Tier 4 visa/have applied for a Tier 4 visa with a Confirmation of Acceptance for Studies issued by UEL. Students who are being sponsored under a Tier 4 student visa must also understand and comply with the responsibilities of their student visa and cooperate with UEL in fulfilling our Tier 4 duties .

18) Equality, Diversity and Inclusion

UEL is committed to working together to build a learning community founded on equality of opportunity – a learning community which celebrates the rich diversity of our student and staff populations and one in which discriminatory behaviour is challenged and not tolerated within our community. Within the spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all regardless of gender, ethnicity, sexual orientation, age, disability or religion/belief (or lack of). In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. For further information on this inclusive approach to education please visit our Student Policies page .

19) Complaints

We welcome feedback on our programmes and services and facilitate this in a variety of ways, including programme committees, module evaluation forms and surveys. However, if you are dissatisfied with a particular service or programme or the manner in which it has been delivered, you must let the person responsible for that service know as we will always try to resolve matters at the earliest opportunity via informal conciliation. If you are unsure who to approach, please e-mail The Hub who will be able to direct your concerns appropriately. If you remain dissatisfied with a service or programme, or the manner in which it is delivered, you should refer to our formal complaints procedure to have the matter formally addressed. In addition, once you have enrolled on your programme, you will also have access to the Advice and Information Service offered by UELSU. This access is not available to students studying at partner institutions.

20) Cancellation

If you wish to cancel this contract within 14 days of enrolment in your programme, you must do so in writing. Any fees that you have paid will be refunded – please see the Fees Policy for further information on obtaining a refund.

21) Further guidance

If any of the information in these Terms of Admittance or related policies is unclear or if you have any questions, please contact The Hub for guidance on +44 (0) 208 223 4444 .

22) Right to advice

This is a consumer contract and you are able to obtain independent advice in relation to its terms and conditions from UELSU as well as your local Citizens Advice Bureau.  

23) General

Neither you nor UEL will be liable for failure to perform their obligations under these Terms of Admittance if such failure arises from unforeseeable events, circumstances or causes outside of that party's reasonable control. Examples of such events include, but are not limited to, war, terrorism, industrial disputes, natural disasters, fire and national emergencies. Only you and UEL are parties to these Terms of Admittance. No other person shall have any rights under the Contracts (Rights of Third Parties) Act 1999 to enforce any term of these Terms of Admittance. Failure or delay by you or UEL to exercise any right or remedy provided under this contract shall not constitute a waiver of that or any other right or remedy, nor shall it prevent or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall prevent or restrict the further exercise of that or any other right or remedy. These Terms of Admittance are governed by the law of England and Wales and you and UEL agree to submit to the exclusive jurisdiction of the courts of England and Wales.

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Elizabeth Scott, PhD

• Author of “ 8 Keys to Stress Management ”
• Consultant, workshop leader, writer, and speaker 
• Specializes in stress management, positive psychology, healthy relationships, emotional wellbeing, and health psychology

You can transform your outlook and your life by making small changes that lead to big results. The key is knowing what changes bring the most benefit and then taking that step to action. I’m here to help you discover what actionable steps can lead to a happier, healthier life.

Elizabeth Scott, PhD, has over two decades of experience educating and working with others on issues related to stress, emotional wellbeing, health, relationships, and overall life satisfaction. She is the author of “ 8 Keys to Stress Management ” and has published thousands of articles on stress and its effects, as well as relationship issues, happiness, gratitude, personality, and much more.

She has contributed to widely-read newsletters for outlets including Verywell Mind, Healthy Monday, and the National Institute for Stress; has led workshops for people of all ages; and has worked one-on-one with clients to help people live happier, more fulfilling lives.

She has been interviewed on national radio and podcasts, and her work has been referenced in numerous media outlets including CNN, Good Housekeeping, Glamour, PsychCentral, Business Insider, Women’s Day, Ebony, Inc., and more. Her consulting and coaching work involve teaching stress management, personal fulfillment, lifestyle balance, goal setting, health maintenance, and other life-enhancing habits.

Elizabeth has a Bachelor of Arts in psychology from San Diego State University and went on to receive a Master of Science in counseling from the same institution, specializing in marriage and family therapy and focusing on parenting issues, family relationships, addiction, and college student stress. She received her doctorate in psychology from Northcentral University with a primary research focus on positive psychology, stress reduction techniques, personality traits, and their effects on physical and emotional wellbeing.

About Verywell Mind

Verywell Mind, a Dotdash Meredith Brand , is an award-winning, trusted, and compassionate online resource that provides the guidance you need to improve your mental health and find balance. We take a human approach to health and wellness, and reach more than 150 million readers annually. Verywell Mind content is fact checked and reviewed by our Review Board for accuracy and integrity. Learn more about us and our editorial process .

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Specialties & Interests

Dr. Sara Thaxton,

  phd, lpc, emdr, clinician, emdria consultant, and practice owner.

EMDR Certified Therapist and EMDRIA Approved Consultant

CBT and DBT trained

Therapy for Therapists

Consultant for Licensed Therapists

Supervisor for Counselors-In-Training

Gottman Certified Level I and Level II

Group Therapy

Mood Disorders

Depersonalization, Derealization, and Dissociative Identity Disorder

Chronic Physical Conditions

Personality Disorders

Anger Management

Trauma and Abuse

Bariatric/Weight Loss

Hi! Thank you for taking the time to read a bit more about me and the practice. I believe it is important to create a therapeutic environment where individuals, families, and couples are able to safely and comfortably explore the concerns that brought them to therapy.

Using a holistic perspective as the foundation for my clinical work, treating the whole person: mind, body and spirit, I incorporate Cognitive Behavioral Therapy, Dialectical Behavior Therapy, Person-Centered, art and wellness techniques, and a humanistic approach based on your needs.

I hold a Ph.D. in Counseling and Counselor Education from Syracuse University. My dissertation explored the experiences of burnout, wellness, and resilience among private practice counselors who own their own practice and continue to see clients. In 2010, I earned a master's degree in Community Counseling and in 2005 two bachelor’s degrees, one in Psychology and one in Biology.

I am a licensed counselor in the state of Pennsylvania and in New York. I am certified in EMDR (Eye Movement Desensitization and Reprocessing), a specialized intervention for trauma, as well as Dialectical Behavior Therapy (DBT), a highly effective evidence based intervention helpful for mood and personality disorders. I’ve taught at the University level, and provide clinical supervision for master's degree counselors-in-training, as well as consultation for licensed counselors and EMDR providers looking to enhance their professional growth and development. 

Get to know the counseling and wellness teams. Interested in joining our team?

Sarah Airgood,

Depression/Mood Disorders

Grief and Loss

First Responders

Substance Abuse

       Location: Archbald and                              Virtual

Hello, my name is Sarah. My passion is empowering individuals to see their strength and courage. Through this courage, I believe that everyone can become the best versions of themselves possible. As a Licensed Professional Counselor, I utilize a holistic approach while also incorporating CBT, DBT, Person-Centered, and Narrative Therapy skills. In 2017 I earned my master’s degree in Clinical Mental Health Counseling from The College of New Jersey. I have over five years of experiencing working with individuals struggling with substance abuse and mental health disorders. I aim to provide a safe and comfortable space for individuals to sort through their life experiences in order to achieve their goals.

Justine Andrews,

Relationship Issues

Emotional Regulation

Behavioral Concerns

Teen Issues

Family Concerns

Peer Relationships/Social Skills

Life Transitions/Stress

       Location: Scranton and                              Virtual

Hello! I earned my Master's Degree in Psychology at Marywood University and am a Nationally Certified Counselor and a Licensed Professional Counselor.

I view the counseling relationship as a team. I utilize a person-centered, non-judgmental, and holistic approach to assist you in meeting your needs. I incorporate techniques from Cognitive Behavioral Therapy, Dialectical Behavior Therapy, and Trauma Therapy. I have worked in the mental health field for the past 13 years with children, adolescents, adults, and families.

Chad Anuszewski, LPC

Substance Use

Emotional Issues

Family Dysfunction

Chad Anuszewski has been a Licensed Professional Counselor in the State of Pennsylvania since 2009 following his graduation from the University of Scranton, earning a Master of Science Degree in Community Counseling in 2007.  Chad is privileged to have joined Thaxton Holistic Wellness Center and Counseling Solutions to continue practicing his chosen profession. 

Chad is credited with building a private counseling practice in 2009 until other professional ventures, including the creation of a Substance Use Disorder Treatment facility took him down a new pathway.  Chad has also enjoyed being an Adjunct Professor for the University of Scranton from 2010 to 2014, helping educate, support and shape future counseling students achieve their own dreams of becoming a professional counselor. 

Chad Anuszewski specializes in Dialectical Behavioral Therapy (DBT), helping his clients identify, build, and achieve coping skills that create an individual’s ability to overcome behavioral health issues, leading to a happy and fulfilling life.  More recently, Chad has been working with young athletes develop a healthier, confident mindset to prosper in their chosen sport.  This has also translated into academics, personal, professional, and daily life activities.

In his spare time, Chad enjoys spending time with his family (Wife, Maria, Daughter, Emma and Son, Jonathan).  Chad also enjoys spending time in the outdoors, flyfishing, coaching baseball, and taking hikes with his two dogs, Rocky and Marley.

Samantha Blanchard, MA, LPC, ATR-BC Art Therapist

Expressive Art Therapy

Mindfulness

Self-Compassion

Self-Worth & Self-Esteem

Identity Exploration

Substance Use/Addiction

Stress and Emotional Regulation

Emotional Disturbance

Life Transitions

       Location: Hawley and                              Virtual

Therapy provides a safe space to hold, release and gain insight into difficult emotions and experiences. My goal is to support you through your own healing and transformative processes to become a better version of yourself- body, mind and soul, and empower you to invest in your life and nurture what needs attention. I believe in meeting each person exactly where they are in the present moment and utilizing their personal strengths throughout the therapeutic process. I utilize a holistic, individualized approach that may incorporate cognitive and dialectical behavior therapies, mindfulness, compassion-focused therapy, acceptance and commitment therapy, motivational interviewing, existential and narrative perspectives. 

In addition to traditional talk therapy, I also provide art therapy for those interested and open to a different means of processing. Art therapy can offer new insights and perspectives on issues and serve as an outlet to express and process what may be difficult to put into words. I came to the field of art therapy through my own personal experiences of art as healing and want to help bring the power of creative expression to others. 

My experience is largely with adults and adolescents, however, I enjoy working with all ages. I am a registered art therapist (ATR) with a Master of Arts in Counseling and Art Therapy from Edinboro University in 2018 and a Bachelor of Fine Arts from Kutztown University in 2008. I look forward to helping you create meaning out of suffering and discover the life lessons that are before you.  

“If we can liberate the creative process in our lives, it will always find the way to whatever needs attention and transformation.”    –Shaun McNiff

Kristal Bolhuis, MA

Relational issues

Family Counseling

Emerging Adults

Gottman Level 1

Hello, my name is Kristal Bolhuis and I hold a Master of Arts in Clinical Mental Health Counseling from Liberty University. I am also trained in Eye Movement Desensitization and Reprocessing (EMDR), Trauma Focused – CBT, Gottman Method level 1, and SYMBIS.

First, I want to say congratulations for taking the time to explore options to support your mental health.  It is my primary goal that clients feel safe, accepted, empowered, and heard within the therapeutic relationship. I am passionate about holding space for the experiences that have brought you to where you are. Whether that is a lifetime of military service, getting through college, or somewhere in-between, I will provide support as you identify your goals, and we collaborate on how to reach them. I also place great value on the presence and health of relationships in life. You can expect to be treated as a complex individual, with many moving and living parts.

Jennifer Brungardt, LCSW

Attachment Focused Psychotherapy

Client-centered Therapy

Dialectical Behavioral Therapy (DBT)

Psychodynamic Therapy

Anxiety & Panic Disorders

Domestic Violence and Abuse

Childhood Trauma

As a therapist, my goal is to create a warm, safe, non-judgmental space for my clients’ self-discovery and healing. I support my clients as they build on their intrinsic skills and strengths so that they can navigate through difficult periods and life transitions in ways that foster growth and well-being. I believe that the strongest therapeutic relationships are built from trust, respect, transparency, empathy and equality. Counseling from a place of kindness, understanding and compassion, I’m driven by curiosity and a genuine interest in the transformative power of connection. I have always been interested in the wide variety of human emotions and how people express themselves.  I’m drawn to how people make sense of their experiences and heal from pain, loss, and other forms of trauma.

In our first sessions, we will  work to establish goals for treatment so that our later sessions can serve to deepen self-exploration into how we can meet those goals. I use a combination style of CBT, psychodynamic and attachment theories and then tailored to best suit the client's goals and needs. I’m also trained in EMDR(Eye Movement Desensitization and Reprocessing).

I have experience with and specialize in treating depression and anxiety disorders, substance misuse, PTSD, and Complex Post -Traumatic Stress Disorder (CPTSD). I also trust in a mind-body connection and place emphasis on the interaction between these two systems to heal trauma.

Katherine Carrill, LPC

ADD/ADHD 

Identity Exploration/Self Worth 

Life Transitions 

Grief & Loss

LGBTQ+ 

Anxiety 

Trauma 

Depression 

Infertility 

Relationship Challenges 

Accepted. Seen. Heard. If these words reflect the opposite of how you often feel, you are in the right place. Do you frequently find yourself split between different worlds? Do you often feel you are trying to live up to standards but falling short? If you feel tired and overwhelmed by the work it takes to get through the day, you are not alone. I would be privileged to sit with you wherever you are in your journey. I am a licensed social worker who is presently working toward a clinical license. I specialize in treating adults and adolescents, but I also have experience working with families and the geriatric population.

I have my undergraduate degree in criminal justice through Berkeley College and my graduate degree in Social Work from Fordham University. I am passionate, energetic, and work collaboratively with my clients to connect on a personal level. 

If you want to start your day off with positivity or end it with a clear mind, make an appointment that works best for you. I am here to help you accept the things beyond your control, grow personally and learn that inner peace is indeed attainable. 

Bridget Conlon Kolf, LPC

Acute Trauma

Anxiety Disorders

OCD and Related Disorders

Safe Zone Trained (LGTBTQ)

Gender-Affirming Counseling

Stress Management

Perinatal Mental Health

Social Skills

Interpersonal Functionality in Relationships 

Codependency

Adolescents

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)

Dissociation 

Sexual Assault

Hey there, I’m Bridget and I am a Licensed Professional Counselor in the state of PA. I graduated from the University of Scranton’s Clinical Mental Health Counseling program in 2021. With 3 years of experience in individual outpatient counseling, I have found developing a therapeutic relationship based on mutual respect, goal orientation, and constant attention to rapport is my strong suit as a counselor. My focus is on meeting individuals where they are, and assessing their mental health and wellness needs, goals, and outcomes collaboratively. My therapeutic style is conversational, honest, and authentic. With each client, the timeline for comfort and readiness through the therapeutic process is different, but I hope to reach a point of trust and rapport so that I can gently offer feedback and confrontation to assist in progressing and growing further. 

I am well-versed in concepts, skills and interventions guided by cognitive behavioral therapy, dialectical behavioral therapy, strengths based therapy, and person centered therapy. However, upon greeting new clients and establishing a starting point I tend to approach therapy with reality/choice theory in mind. I also use a trauma-informed approach to counseling treatment - in which I find it paramount to emphasize moving at the clients pace and establishing trust. In the future, I hope to expand my knowledge on internal family systems theory, and polyvagal theory, as well as earn a certification in dialectical behavioral therapy.

Mariah Davis,

Bipolar Disorder

       Location: Clarks Summit                            and Virtual

Hello there, my name is Mariah.

Beginning therapy can be quite a journey. Making the time to invest in yourself is some of the hardest work you will do in life & also can be the most rewarding. Just like yourself, I took a step to begin therapy in my teenage years and have been going ever since.

When working with clients, my approach is to explore all aspects of your daily living, to see what is impacting your well-being along with past experiences. The relationship I have with my clients is the foundation of our work together.

I may apply a variety of techniques and theories, depending on individual needs. Such as, Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, Polyvagal Theory, Somatic Experiencing, Mindfulness, Breathe Work, etc.

I am a Licensed Clinical Social Worker and received my master’s degree in Social Work from Marywood University with a specialization in Child and Family Practice, and my bachelor’s degree in Counseling and Human Services from The University of Scranton, where I played Women’s Lacrosse as well.

Haley DeAngelo, MS, LPC, NCC

Children & Families 

Disruptive Behavior/Impulsivity

Separation, Divorce, Family Conflict

Oppositionality 

Anger/Aggression

Social Skill Building

Trauma/Grief 

       Location: Forty Fort and                            Virtual

Hello! My name is Haley DeAngelo and I am a child and adolescent therapist with over 10 years experience working in community mental health, private practice, and crisis intervention. I am licensed as an LPC and hold a Masters Degree in Clinical Mental Health Counseling with a specialization in child and adolescent mental health interventions. I incorporate Child-Centered Play Therapy, Art Therapy, Trauma-Focused Cognitive Behavioral Therapy, Dialectical Behavior Therapy, Parent-Child Interaction Therapy techniques, and Behavioral Modification techniques into my sessions based on your child/families needs.

I truly believe in the age-old saying, "it takes a village" and my approach in therapy reflects that. The most difficult (but rewarding!) job in this world is being a parent and/or caregiver to a child, and I look forward to helping you and your loved ones navigate any issues or stressors affecting your family unit. 

Anna Elkin-Wren LCSW

Depression/Mood 

Social Skills 

Stress Management 

Self-Esteem

        Fluent in Russian

Hi there and thanks for taking the time to get to know me. While it’s important to know my clinical expertise and background, I’d also like to share some fun facts about myself that can help you decide if you think we would make a good therapeutic match.  

I grew up in the Wyoming Valley, receiving my Bachelors Degree in Psychology & Sociology from King’s College and my Master of Social Work degree from Marywood University. I enjoy spending time outside and doing crafts like sewing and quilting.

I have experience working with children, adolescents, adults, older adults, and families. Using mostly Cognitive Behavioral Therapy (CBT) and a strengths-based approach, I help my clients help themselves.  I will do all I can to create a safe and comfortable space that will empower you to meet your goals.

Matthew Fedor, LSW

Gender Identity

Anger and Aggression

School Related Issues

Stress and Emotion Regulation

Hello! I’m Matt and I’m eager to work with you on whatever challenge, barrier, pain, struggle, difficulty, or “problem” you are facing.

My approach to therapy is based upon finding a mutual language that we both understand and incorporating therapeutic interventions into terms you already know. I believe that those who are this far in seeking out support (*ahem* you are reading an “about me” from a therapist), already have an idea of what they want to improve, be better at, and/or overcome, but might not fully know where to start or how to reach the end goal. I work collaboratively with my clients, to encourage and empower them to manage their own lives.

I have been in the mental health field for about 10 years and have found that being myself in sessions, showing my interests (like video games, super heroes, anime, music, & movies), and relating through those has been the most effective in supporting others to get to where they want to be.

My goal is to develop a relationship with my clients, for them to recognize the worth in themselves and in therapy, and to be able to obtain the tools, knowledge, and perspective in order to meet their full potential.

I have worked in various roles, primarily with children, adolescents, and their families. From experience in inpatient psychiatric treatment, crisis intervention, Functional Family Therapy, one-on-one individual therapy, and as a previous supervisor, I use my knowledge to help others. I am a Licensed Social Worker in Pennsylvania, and am working towards obtaining my Clinical Social Work license. I have a Master’s Degree in Social Work from Edinboro University, and a Bachelor’s Degree in Psychology with a Minor in Counseling and Human Services from the University of Scranton.

Chelsee Firestone, LPC

Parent Child Interaction Therapy (PCIT)

Parenting Support

Grief, Loss, Bereavement

Children, Teens, Young Adult

       Location: Dunmore and                              Virtual

Hi, my name is Chelsee and I am looking forward to the opportunity to work with you!

I started my journey as a counselor at Fairleigh Dickinson University where I graduated with a master’s degree in Clinical Mental Health Counseling. I have focused my career on child development/behavior, adolescent/teen interpersonal effectiveness, family systems, and couples/marriage counseling. I am also certified in Parent-Child Interaction Therapy (PCIT). I have experience in settings ranging from preschool/daycares, middle/high school, residential treatment facilities, and outpatient.

How I practice therapy truly depends on you and what type of support you need. I utilize a combination of theoretical approaches such as psychoeducational, cognitive behavioral therapy, attachment theory, family dynamic systems, and person-centered theories. I hope to guide you in understanding your past, gaining insight on how it affects you currently, and support you in making long-lasting change in your future. Ultimately, my goal as your therapist is to provide you with compassionate support that results in you feeling empowered to achieve your desired outcome.

Clarissa Fischer, LPC

College Students

Life Stressors

Codependency and other relationship dynamics

Greetings! I am Clarissa Fischer, a Licensed Professional Counselor (LPC) with a degree from Marywood University in Scranton. My passion lies in supporting individuals as they navigate life’s challenges and discover their unique strengths. I specialize in helping clients with self-esteem, anxiety, life adjustments, grief, and depression. Additionally, I have a particular focus on addressing codependency, a topic I’m deeply passionate about. In my practice, I utilize Cognitive Behavioral Therapy (CBT) to empower my clients to reach their personal goals and find peace in their lives. My approach is client-centered and compassionate, aiming to create a safe and nurturing space where you can explore your thoughts and feelings openly. Together, we can work towards building a healthier, more fulfilling life. I look forward to supporting you on your journey to well-being and happiness

Cassandra Gallinot, LPC

School issues

Career Counseling

Behavioral Issues

Self-esteem

        Location: Forty Fort and                            Virtual

Hello! My name is Cassie. I am a Licensed Professional Counselor in the state of Pennsylvania, also Nationally Certified (NCC). I earned my Bachelor’s Degree in Art Therapy as well as a Master's Degree in Clinical Mental Health Counseling, both from Marywood University in Scranton, Pennsylvania.

I am a strong believer that mental health is just as important as physical health. Due to this I tend to take on a holistic approach to treatment. I tend to view the relationship between myself and the client as the most important aspect of our work together, as I feel progress cannot be made without first building trust.

I have approximately 10 years of experience in both school and outpatient settings in many different capacities. I utilize an eclectic approach in my work including but not limited to Cognitive Behavioral Therapy, Client-Centered Approaches, Psycho-education, and Creative and Mindfulness-based Therapies.

Tiffani Gebhardt, LPC

Trauma and PTSD

CBT and Trauma-Focused CBT (children)

Special Needs

Stress and Emotional Disturbance

Hi! I am a licensed professional counselor in Pennsylvania. I completed my master's degree at Villanova University in June 2020 and have two bachelor’s degrees in Psychology and Criminal Justice from Cedar Crest College.

I have always felt curious about others’ unique experiences of the world. I have experience working with children, adolescents, and adults. My primary focus in counseling is to create a safe space in which clients can be vulnerable and learn to understand themselves more deeply.

I approach counseling from a Cognitive Behavioral perspective that focuses on the connection between clients’ thoughts, emotions, and behaviors. I am also trained in EMDR. Let’s work together to uncover your authentic self.

Emily Golden, LPC, NCC

Children, Adolescents, and Adults

Family Conflicts

Peer Relationships

Identification and Development of Healthy Relationships

Adjustment Disorders

Personal Development

        Location: Clarks Summit                            and Virtual

Hello! My name is Emily and a little educational history about myself: I graduated from Millersville University with my bachelor's degree in Psychology and received my master's degree in Marriage, Couple, and Family Counseling from Walden University.

Growing up and into my adult life I have always been the listener. I have a passion of listening and learning about people. My experience throughout the years has allowed me to work with a wide range of individuals and the issues they experience. I utilize CBT, Narrative, and Person-Centered therapies the most.

My goal as a therapist is to allow a safe place for couples and individuals to express themselves in an open and honest way. I strive to do my best to provide different avenues of thoughts and goals that meet my clients where they are, and help them build the life that they have envisioned.

Samantha Grabher, MS

Connection and Intimacy

Identity Development

Depression/mood disorders

I currently hold an MS in Psychology and I will be completing my Master’s in Clinical Mental Health Counseling this summer. I have applied for my Associate LPC licensure and have already started to work towards my LPC.

For the past 3 years, I've been working as an MST therapist with at-risk youth and families, following 3 years as a Family Based Therapist in rural areas. My dedication to underserved communities drives me to create affordable, judgment-free spaces for mental health support.

As a US Navy veteran, I bring discipline, resilience, and attention to detail into therapy, ensuring thorough exploration of every individual's story. My solution-focused approach fosters empowerment, enabling clients to set meaningful goals and navigate toward a brighter future.

I'm fueled by my passion to make a difference, committed to helping you overcome obstacles, build resilience, and uncover inner strength. Therapy, to me, is a collaborative journey where client and clinician work together to explore challenges and devise practical solutions.

Utilizing therapeutic modalities like CBT, solution-focused therapy, and mindfulness techniques, I tailor interventions to each person's unique needs, whether addressing anxiety, depression, relationship issues, or life transitions, with the goal of empowering clients to create positive change!

Megan Greenwald, MA, LPC, NCC, CGCS

Eating Disorders

Relational Counseling

        Location: Scranton and                              Virtual

My name is Megan E. Greenwald. 

I believe that the counseling relationship is one that can help growth and transformation come. Using a relationship focused approach, we can create a working alliance that will assist you in personal growth and wellness. 

I went to Penn State University and obtained my Bachelors Degree in Human Development and Family Studies. I obtained my Masters Degree from Marywood University in Clinical Mental Health Counseling. I am currently a Nationally Certified Counselor and am licensed as a professional counselor. 

I am also a Certified Grief Counseling Specialist. Together we can make a difference and I am honored to guide you in owning your story and loving yourself. 

Harli Haggerty, LPC, NCC

Hello! I'm Harli! I am a Nationally Certified Counselor and a Licensed Professional Counselor. I earned my bachelor's degree in psychology and my Master's degree in Clinical Mental Health Counseling at the University of Scranton.

I have five years of experience in community mental health. Most of my experience is working with children, adolescents, and young adults. I incorporate a humanistic, cognitive behavioral, and strength based approach to meet clients' individual needs. I believe in working closely with the client to empower them to accomplish goals.

Alison (Ali) Hamilton-Fay, MS, LPC, NCC

Children, Adolescents, Adults

Child Centered Play Therapy

Adolescent Issues

Adjustment Problems In Children

Emotion Regulation

Parenting Concerns

As a therapist, my purpose is to see you, hear you, and work with you to reach your goals, live authentically, and to grow or change in positive ways. I am rooted as a person-centered and empowerment focused therapist, however I take an integrated approach to therapy to meet you where you are at and best support you on your journey.  I strive to create a relationship where you feel supported and accepted in a safe, non-judgmental space that highlights strengths, emphasizes empowerment, and fosters resiliency.

I am a Nationally Certified Counselor and Licensed Professional Counseling in Pennsylvania. I hold a Bachelor’s of Arts in Sociology from Regis College, a Master’s degree in Clinical Mental Health Counseling from The University of Scranton and I have advanced training in Child-Centered Play Therapy. I enjoy working with children, tweens, teens, and adults. I welcome and affirm persons of all ages, abilities, races, ethnicities, religious backgrounds, sexualities, affectional orientations, and gender identities. 

Rachel Homitz, M.Ed., LSW

Gender Dysphoria

Hi! Thank you for taking the time to read more about me as you take the first steps to begin your journey to healing.

I graduated from Keystone College and earned a Bachelor’s degree in Child and Society, a Master’s degree in Educational Leadership, and a Master’s degree in Social Work from Marywood University. I am a Licensed Professional Counselor in the state of Pennsylvania. I have worked primarily with children and families over the past 13 years.

I am trained in EMDR to help clients work through trauma and distressing life experiences, which can continue impacting their lives. I believe there is no single approach for every individual, so I incorporate a person-centered and strengths-based approach. I am passionate about providing a non-judgmental and safe space for all individuals where my clients can explore and develop their strengths. By focusing on your strengths, you can build a sense of self-efficacy and control in your life, which can be instrumental in helping you achieve goals. We will work together to build upon your strengths, improve your communication, learn new coping skills, and create lasting changes. I will support you as you take the steps toward reaching your goals, learn to navigate life’s stressors and improve your overall well-being. I am committed to helping you make positive changes in your life.

I look forward to working together to help you on your journey to healing and to help you achieve your goals!

Annie Hounsokou, MS  

Chronic Illness

Pastoral Counseling

I am a recent graduate from the University of Scranton (2023). I also hold a doctorate in Philosophy from the Catholic University of America. Combining these fields, I believe that a counselor is just your own personal philosopher.

My theoretical approach is Adlerian, which means that I am interested first and foremost in encouraging my clients to help them achieve their goals. Every person goes through stages of growth that depend on their age, role, or life situation. In each stage, difficulties inevitably arise, bringing up various issues that need problem-solving, but also questions of meaning and purpose.

My role, as I view it, is to encourage my clients through all of these, looking together for the way to go forward with confidence and hope.

Rita Hughes, LSW

Young Adults

Parental Issues

Life stressors

I am a genuinely dedicated and compassionate therapist. I am a licensed mental health clinician with over ten years of clinical counseling and advocacy experience working with clients diverse in age, gender identity, sexuality, racial/ethnic backgrounds and trauma histories. My experience and passion is working with adolescents, young adults and survivors of trauma, particularly survivors of sexual assault and interpersonal violence to heal from abuse, navigate their lives and find and embrace their authentic selves.

I have a Masters of Arts degree from New York University, where I specialized in human rights and public health, and a Masters of Social Work from the University of Central Florida. My education really emphasized the power of one’s environment and relationships on their mental health. This view has really shaped my culturally competent and trauma-informed approach to therapy and I strive to empower and guide my clients in finding what they want and who they truly want to be. You are the true expert of your life so we will collaborate to discover the tools that resonate with you. I am here to provide a safe and supportive space to heal and be real.

Erin Joyce, LAPC, Expressive Art Therapist

Expressive Arts

Mindfulness/Meditation

Perinatal Mental Health (pregnant/postpartum mothers)

        Location: Dunmore and                              Virtual

I utilize a person-centered expressive arts therapy approach which includes the use of art, storytelling, music, movement, drama, sandtray, and play therapy tailored to meet the client's needs.  The use of expressive arts therapy allows the client to externalize their problems or issues.  Externalizing the problem through images, words, sounds, and/or movement allows the client to view it in many ways and to allow healing.  My journey into expressive arts therapy began in 2010 when I used art therapy and writing for my own healing. After experiencing the benefits, I decided to leave my career as a special education teacher and pursue a new career as an expressive arts therapist, to guide others on their own journey from suffering to health by assisting them with overcoming obstacles through the use of the arts. Everyone is an artist. One does not need to be labeled as an “artist” to experience the healing power of the arts. In addition to expressive arts, I also utilize cognitive behavioral therapy and mindfulness techniques in sessions.

I am currently working towards licensure as a professional counselor (LPC) and registered expressive arts therapist (REAT) and offer private pay sessions. I graduated from Lesley University (Cambridge, MA) in 2015 with a Master of Arts degree in Clinical Mental Health Counseling with a Specialization in Expressive Arts Therapy. I have over a decade of experience working with children and adolescents from my previous positions as a special education teacher, ABA therapist, and mobile therapist. I also have experience providing individual and couples therapy for adults diagnosed with anxiety, depression, and substance abuse from my internship placement at a non-profit outpatient clinic.

Tamara Keiper, LSW

Substance Use Disorder

Co-occurring Disorders

Women's Issues

Work Related Issues

I have spent over 20 years in the field of behavioral health and therapy.  Change is present for eternity; it can be uncomfortable, but undeniable.  The one truth is that changes have changed you through life and you may need more changes to feel well.  Taking some time to schedule to chat about your needs in a comfortable setting is a big step but an important one. Maybe you are new to therapy or maybe you are looking for someone new to help you on your journey. Whatever you need to do to feel more peace in your life, I'm happy to help with those first steps.

Growing up in the Wyoming Valley I have been emersed in the culture of the Valley with a heart; a community built on the backs of strong work ethic and strong family values.  I attended Bloomsburg University and Marywood University to complete my Masters.  During my career, I have worked in various levels of care and settings including children, adolescents, adults, substance use disorders, anxiety, depression, trauma, self-esteem, work life balance and other topics.  During that time, my experiences allowed me to become more adept at helping people become their own best advocate and source of problem resolution. Beyond direct treatment I have also worked in Managed Care, giving me an abundance of resources and services throughout the State to assist those needing more supports.  

I am a creative soul that is living my life's purpose.  I have enjoyed many roles in my career but sitting one on one with someone craving more in their life, or maybe less as the case may be, is my true passion.  Finding a new perspective and turning the dial on our own kaleidoscope is the single best gift we give to ourselves.  If you want to navigate your course with me, I look forward to it.

Julia Lettieri, MS, NCC, LAPC

Relationship Concerns

Communication Concerns

Adjustment-related Concerns

Hi there! My name is Julie and I am a National Certified Counselor (NCC) and I am currently in the process of completing requirements to become a Licensed Professional Counselor (LPC). I hold a master’s degree in Clinical Mental Health Counseling from the University of Scranton and a bachelor’s degree in Psychology from Marywood University. 

I have five years of experience working with many individuals experiencing a variety of mental health concerns. I have primarily worked with older adolescents and young adults with a wide range of concerns, as well as adults with substance use disorders and children with behavioral and learning disorders.

My counseling approach is a combination of cognitive-behavioral, person-centered and strengths-based therapy. My goals in working with clients are to empower them to be their most authentic selves, to encourage them to make positive changes to improve their overall well-being and lives, and to help them achieve their unique goals. 

I think of counseling like driving in a car together—you are driving the car and in total control of the vehicle and its destination, while I am in the passenger seat providing guidance and direction to get you to the destination. Let’s drive this car together and get you where you want to go! 

Julia Lieback, LPC

Trauma Focused Therapy

Drug and Alcohol

Hi, I'm Julia! I have always had an interest and passion in being a helper. I received my bachelor's degree in Psychology from Penn State Scranton and my master's degree in Clinical Mental Health Counseling from Shippensburg University. I am a licensed professional counselor in the state of PA.   I believe the counseling relationship is one that benefits the client by empowering them, building their strengths and gaining new perspectives. Most of my experience is a mix of private practice and substance abuse work, which allows me to be versatile to each client's need. I have worked with a wide range of clients including college students, substance abuse, couples, veterans, and LGBTQIA+.   My interests include trauma focused therapy, grief and loss, drug and alcohol, couples therapy and my orientation leans towards Person-Centered modalities and CBT. I aim to provide a welcoming space for clients to begin their counseling journey. Thanks for taking your time to read about me! 

Gina Lispi-Murray, LBS

Body Image Issues

Children & Adolescents

Couple Counseling

        Location: Forty Fort  and                            Virtual

I graduated from King's College in 2010, Bachelor of Arts, Cum-Laude, where I double-majored in Psychology and Criminal Justice.

While at King's, I completed an internship at Wyoming Valley First Hospital, where I administered Psychological testing, and facilitated group and individual therapy for adolescents and adults.

In 2012, I earned my Masters of Arts in Psychology, from

Marywood University. Upon graduating from Marywood University, I became a Licensed Behavioral Specialist Consultant, and a Mobile Therapist.

I have provided individual therapy to children and adolescents and have incorporated other family members or individuals directly involved with the client to develop a deeper understanding of the client's world.

It is my main goal to help all individuals feel safe and secure, in a nonjudgmental environment. I look forward to working together to meet all of your goals!

Laura Mariani, MA, LPC, CADC

Pet Bereavement 

Substance Use Disorders

        Location:

       Clarks Summit  and  Virtual

My name is Laura and I'm licensed professional counselor and a certified alcohol and drug counselor. I have extensive experience working with substance use disorders, addiction, depression, anxiety, and mood disorders.  

I earned a Bachelor's degree in Psychology from the University of Scranton and a Master's degree in Psychology from the University of Hartford Graduate Institute for Professional Psychology.   

My approach to treatment is person centered and strengths based. I believe in the importance of an authentic therapeutic alliance and strive to maintain an environment that encourages positive change.  I am grateful for all the clients who have trusted me to help them explore and grow through therapy. 

Anna Maslar, MA

Adoption and Infertility

Relationship issues

Sexual Abuse

Greetings! I'm Anna, a dedicated therapist holding a Master’s degree from Marywood University in Clinical Mental Health Counseling. As a Nationally Certified Counselor (NCC), I bring years of field experience since my graduation in 2022. 

My therapeutic approach is rooted in recognizing our shared humanity, encompassing emotions, thoughts, and life experiences. I strive to foster balance, set achievable goals, and instill purpose in the lives of those I work with.

My practice integrates Humanistic/Client-Centered Therapy and Cognitive Behavioral Therapy (CBT), acknowledging the intricate interplay between thoughts, behaviors, and emotions.

I'm committed to fostering genuine and authentic connections, aiming to serve as a guiding presence in your journey towards personal growth and fulfillment. Let's embark on this journey together!

Kathleen McGlynn, LSW

Hello, my name is Katie, thank you for taking the time to learn a little bit about me and my approach to overall wellness.  

For the past 15 years I have worked with children, families, and individuals in many capacities. My background is primarily with children & family systems and behavior modification. My practice is strongly routed strengths based solution focused framework. I strongly believe that starting with the clients strengths and working from there yields the best outcomes. I utilize a holistic approach to overall wellness with elements of cognitive behavior therapy, dialectical behavior therapy, person centered, and mindfulness techniques.

I am a Licensed Social Worker.  I attended Marywood University where I earned a master’s in social work with a specialization in Child Welfare and a focus on trauma. For my undergraduate degree I attended East Stroudsburg University where I earned a bachelor of science in psychology.

“You can’t go back and change the beginning, but you can start where you are and change the ending” –C.S. Lewis

Hannah McMinn, LPC EMDR

Family Conflict

        Location: Scranton  

                        and  Virtual

Hello!  My name is Hannah McMinn, and I hold a Master of Science in Community and Trauma Counseling.  I have my LPC and have been working with adolescents and families for the past five years.  My area of focus is trauma and helping people to find peace and balance, despite early experiences of adversity and hardship.  As trauma is my area of focus, I am consistently researching and seeking educational opportunities regarding trauma treatment modalities and the advances in the science that surrounds it.  

 I have spent the past 3 years as an MST therapist working with at-risk youth and their families, helping my clients and their families find solutions and strategies to promote safety, wellness, and support in the home.  I have experience working with adolescents who do not traditionally like therapy or who have mandated to therapy by Children and Youth or Juvenile Probation.  In these cases, I work to adjust the therapeutic process to feel more relevant to them so that they can benefit from it and feel a sense of ownership of the process. 

Overall, I use a person-focused, strength-based and holistic approach to help my clients identify where they are now and where they would like to be. 

George Mercurio, MA, LPC, NCC EMDR

Alcohol and Substance Use Disorder

Facilitating Group Therapy

Emotional Regulation/Stress

Family Issues

        Location: Forty Fort  

Greetings! My name is George, and my experience has shown me that the number one indicator of a client’s ability to heal is the strength of the relationship that is created between therapist and client. My approach is to always allow you to grow at your own pace, and to form a partnership where together, we can overcome the obstacles in your path and help you to achieve wellness.

I am a Licensed Professional Counselor (LPC) and earned my Master’s Degree in Clinical Mental Health Counseling from Marywood University and my Bachelor’s Degree from Seton Hall University. I am trained in EMDR (Eye Movement Desensitization and Reprocessing) and am also a Certified Alcohol and Drug Counselor (CADC) and a Certified Clinical Trauma Professional (CCTP).

I have worked as a counselor for the past 6 years, helping both adults and adolescents who have drug and alcohol addictions and mental health disorders, as well as their families. Depending on your needs, my modalities include Person-Centered, Cognitive Behavioral Therapy, Solution Focused, and Mindfulness. In addition to traditional talk therapy, I offer EMDR to clients who have suffered from traumatic events in their lives. I look forward to being a part of your personal journey!

Savina Ortiz,

Children and Teens

Motivational Interviewing

        Fluent in Greek

Hello, and thank you for taking the time to read a bit about myself and my counseling experience as you prepare to begin a counseling experience of your own! Whether you are new to counseling or continuing your journey, I believe that finding the right therapist with whom you can most connect with is one of the most important parts of the process.

I am currently a Licensed Social Worker, working towards receiving Clinical Licensure. I received my Bachelor of Social Work Degree from Monmouth University in New Jersey, and my Master of Social Work Degree from New York University. I am passionate about working with teens, adults, and families, and have experience working in schools and for non-profit organizations.

During my years as a therapist, I have helped teens and families of diverse financial, racial, and ethnic backgrounds work to achieve their goals. I have worked with populations struggling with anxiety, depression, trauma, relationship issues, suicidal thoughts, and self-harm. I am aware that every individual is different and comes with their own unique life experiences, and should be treated as such. Therefore, I use different therapeutic approaches and interventions catered to each individual but favor motivational interviewing, talk therapy, person-centered, and a strength-based perspective.

I aim to empower and promote growth with all the individuals I work with by helping them understand and cope with their emotions, thoughts, and life events; to process adverse experiences; and to feel empowered to help themselves to achieve their highest level of functioning.

It is my goal to help individuals feel connected to a safe, unbiased, and therapeutic environment that I provide. Let us work together collaboratively to help process your experiences and emotions to initiate healing and work towards your goals!

Tammy Rade,

School Issues

Spirituality

        Location: Moscow  

I have a passion for listening to people and helping them unpack their current struggles to develop skills needed to grow and move forward. I take pride in creating a non-judgemental and safe space to explore struggles with my clients. I graduated with my masters in social work from the University of Chicago in 2003 and my Masters in Theology from the Lutheran School of Theology at Chicago in 2004. Since then, I have worked with people who were coming from many different walks of life and facing many different challenges. I have worked with children, as well as families, couples, and individual adults.

Chantal Rich,

Children & Adolescents 

Peer/Social Skills

Parenting Skills, Strategies, and Techniques

Multicultural and Multiracial Issues

Grief/Bereavement

        Fluent in French

Hello! My name is Chantal. Thank you for taking the time to read a little about me. I am a Licensed Social Worker and obtained my master’s degree from Marywood University. My undergraduate degree is from the University of Maine at Machias in Fine Arts/American Studies.

I am interested in working with both children and adults in a safe, non-judgmental and therapeutic environment utilizing therapeutic techniques that will best fit the client’s needs. I use concepts from Cognitive Behavioral Therapy, mindfulness, as well as stress reduction and relaxation techniques.

Jamie Richardson, MA  

School Related Concerns

  Location: Scranton  and  Virtual

Hello everyone, I am Jamie Richardson (He, Him). I am a graduate from the University of Scranton’s Clinical Mental Health master’s degree program. I have a bachelor’s degree from Purdue Global University in Applied Behavior Analysis (ABA).  The approach I use is a person-centered focus with a solution and strength-based influence.

I want to take a moment to thank you for reading this and for considering your mental health needs. Obviously, from my picture, I have spent some time in this world. My background before college was in construction and helping clients that are physically and mentally indifferent. This has helped in creating the type of environment for a session where you can feel at ease and safe. This safe place is for you to be able to explore your thoughts and feelings while using myself as a sounding board. This is an opportunity to laugh, cry, scream and process what has been on your mind. 

Some history about myself, I am the oldest of ten children. I started working for my father’s construction company. This led to a lifetime of construction and maintenance experience. A few years ago, I was presented with the opportunity to find my passion. I have always enjoyed being able to help others through whatever means available. This lifetime of experiences has taught me to always take an out of the box approach to things. When looking at a problem there is often a point where it is more than what is being shown. If the sink is not draining right, we would at first go right to the drain, this could be the answer, or it could be other issues leading to the clog. I feel the same is true for mental health.  I look forward to working with you.

Molly Rivera, LPC, ATR-BC Art Therapist

Art Therapy

Developmental Disorders

Couples and Relationship Issues

        Location: Clarks Summit  

Hello. I use a variety of approaches involving creative and evidence-based practices using a person-centered approach to support my clients with issues related to trauma, anxiety and depression, and developmental disorders. I have a master's degree in art therapy from the School of the Art Institute of Chicago and over 12 years of experience in the therapy field. I believe the relationship between human beings is the dynamic element that powers healing. Therefore, it is important to meet my clients where they are at in order to provide a supportive working client/ therapist relationship. I have extensive training in Trauma Focused Cognitive Behavioral Therapy (TF-CBT) and recently became certified in Equine Assisted Mental Health Therapy.

Lyndi Roberts, LSW, HSV

Parental Support

        Location: Hawley  

Hi there, I'm Lyndi! I am a Licensed Social Worker, and I earned my bachelor's degree in social work from Mercyhurst University and my master's degree in social work as well as my Home and School Visitors (HSV) Certification from Marywood University. I am currently pursuing my Applied Behavior Analysis (ABA) Certification from Penn State University as well as my Clinical Social Work License. 

I have experience working with children, adolescents, and adults. Utilizing different evidence-based practices such as Cognitive Behavioral Therapy, I aim to help individuals learn to live more in the moment, regulate intense emotions, and improve relationships with others.

I strive to provide a warm and inclusive environment that allows everyone to identify their strengths while obtaining the tools necessary for overcoming the life- challenges and stressors that could make us feel off-balanced. 

Rochelle Rodriguez, LPC, NCC

Cultural Issues 

Adolescents/Emerging Adults 

Major Life Adjustments

        Location: Scranton

Hello! My name is Rochelle and I am a licensed professional counselor. I earned my Bachelor’s Degree in Psychology in 2019 and my Master’s in School Counseling in 2021 from Marywood University. I have been working in the mental health field for about 4 years. I have experience working with individuals encountering difficulties with depression, anxiety, self-esteem, major life adjustments, and cultural issues. I have experience working with children, adolescents, and emerging adults. 

I take on a person-centered approach serving as a guide and a source of support to reaching self-acceptance and self-recovery. I view therapy as a collaborative effort in which I provide a judgment-free environment to help my clients work through life’s challenges in a safe place. My passion is to assist individuals reach their fullest potential by highlighting their strengths and helping them work through their areas of growth. I strive to assist individuals with finding purpose and healing. 

Megan Runco, MA, ATR-BC Art Therapist

Children and Adolescents

Healthy Emotion Expression

Hello! My name is Megan. I am a board certified and registered art therapist. I graduated with my master’s degree in Art Therapy from Marywood University and have been working in the art therapy field since 2013.  In those years, I’ve had the opportunity to assist children, adolescents, and adults with creative expression and healing through art therapy.  I have experience working in residential treatment facilities, inpatient hospital groups, and individual therapy settings.

I love helping people find alternate methods in which to express themselves! Using a variety of art techniques, metaphors, and discussion, I work with people to help them find peace and healing in their lives.  Art therapy isn’t about being “a great artist”.  In fact, no prior art experience is needed! It’s just another way to help work through difficult emotions and areas in our lives that may be hard to put into words.  Sessions are tailored to individual needs to make sure clients always feel comfortable and safe in the therapy space.

Brenda  Staerker-Lewis, LCSW

Multiracial/Multiethnic Concerns

I am a Licensed Clinical Social Worker with a certification in Behavioral Health. I have extensive experience treating individuals, couples, and families impacted by addiction, trauma, and serious mental illness. I feel my overall goal is to help clients reframe their narrative so that they can access, and better understand their feelings, thoughts, and behaviors. To achieve this, I use a Humanistic approach with a combination of techniques tailored to meet the needs of my clients.

I promise to be inclusive, non-judgmental, and compassionate. Together with my clients, I strive for a thorough understanding of past and present situations and behaviors, so that my clients can grow to accept, love, and appreciate the person they are.

The choice to seek therapy takes courage, but with courage comes empowerment! If you feel alone, disconnected, or just wish the world would stop for just one moment so you can breathe, make the choice, and call...we can do this together!

Kim Stokes, LPC, NCC

Coping With Medical Conditions

Pain Management

Caregiver Concerns

Stress Reduction

Mindfulness/Relaxation Training

Hello!  My name is Kim.  I am a Licensed Professional Counselor and a National Certified Counselor.  I graduated from King's College with a bachelor's degree in Psychology and from The University of Scranton with a master’s degree in Community Counseling. I have over twenty years of experience in the field. 

I have experience counseling clients who have suffered major medical conditions including but not limited to: traumatic brain injury, stroke, amputations, cardiac events, major multiple injuries, COVID, etc. 

Through my experience I have learned the benefits of  looking at the whole person including their physical and emotional wellbeing and the strength of their support system. It has also become clear that communication with a multidisciplinary team including doctors, nurses, psychiatrists, social services, etc. leads to better outcomes overall.   

I like to compare the counseling process to building a house.  You need to find someone you trust, that listens to your concerns in a nonjudgmental manner, and takes into consideration the goals you have in order to create a blueprint for what you would like to accomplish from therapy.  Once you have that foundation, you use tools and collaboration to build something that can support you well beyond the time you spend together. 

To assist you I will apply a customized approach using elements of person-centered, cognitive behavioral, and solution focused therapies and mindfulness/relaxation training.

We will work together to reach your goals and be open to making modifications as needed. I will take a holistic approach to be sure the mind and body relationship is being respected and explored and I can provide relaxation skills training, suggestions for self care/wellness, and collaboration, as appropriate, with those important in supporting the whole person. 

Rachel Tunis, LPC

Hello there! My name is Rachel Tunis! I’m a Licensed Professional Counselor with 4 years of experience. I graduated in 2019 from the university of scranton with my Master's degree in clinical mental health counseling.

The population I feel most comfortable working with individuals ages 12+. I work with my clients to develop an individualized approach to therapy leaning into many different theories to find the right fit for their specific needs. An example of some issues I work with are grief, depression, anxiety, bipolar disorder, PTSD, eating disorders, addiction, co-occurring disorders, and personality disorders.

My approach is when you are ready I am here to support you! I believe my clients are the experts on their lives and I work to walk beside them in order to help them gain clarity, understanding, and resolution. If you feel ready to engage in the work I am ready to walk beside you through it!

Christina VanWert, LPC

Trauma/Childhood Trauma

Marriage/Relationship Issues

Codependency 

Stress/Emotion Regulation

Women’s Sex Disorders and Intimacy Issues

 I believe in the art and science of therapy, as I have had the privilege of witnessing firsthand the power of therapy for healing and growth. As a psychodynamic therapist, my approach to therapy emphasizes the importance of early childhood experiences. We will look at how these early experiences or traumas have impacted your lifestyle, relationships, core beliefs, and how they have shaped your present behaviors and thought processes. 

The goal in my therapy can be broken down into two steps:

First, we discover what we need to heal in order to grow and prosper. Second, we learn how to begin the work. If you feel like you don’t know where to begin and as if you’re “stuck” in the same patterns and self-defeating behaviors, you’re not alone. If you’re ready to take the next step in your healing, I’d love to journey alongside you.

I have a total of 7 years in the mental health field, working with a vast number of mental health disorders and diagnoses. I earned my Bachelor of Arts from Temple University in 2016 and my Master of Arts in Clinical Counseling from Point Loma Nazarene University in 2020. 

Allyson Villella, LPC

Hi! My name is Allyson. I hold a bachelor’s degree in Psychology from Wilkes University, and a master’s degree in Clinical Mental Health Counseling from Marywood University. I am a Nationally Certified Counselor (NCC) and a Licensed Professional Counselor (LPC). Additionally, I have worked in the mental health field serving individuals, couples, and families since 2015. 

I believe that the therapeutic relationship is the foundation of success in counseling, and approach my clients with compassion, understanding, and empowerment as we work together to reach therapeutic goals. My priority is to create a safe, warm, and welcoming space for clients to expand their self-awareness and cope with difficult emotions. I utilize a person-centered, solution-focused, and holistic approach, often incorporating techniques from Dialectical Behavioral Therapy (DBT), and tailoring my approach to fit the needs of the individual in front of me. I’m a firm believer that everyone needs someone, sometimes, and I would be honored to accompany you along your journey!

Gina Weidow, LSW

Hi! I am Gina, a Licensed Social Worker with a Master’s degree in Social Work from Marywood University. I am dedicated to providing support to clients in a professional, genuine manner. My passion is to empower others to increase their self-worth, organize their thoughts and lives, and focus on healthy solutions.

For the past 18 years I have closely worked with individuals, youth, and families. This has allowed me to gain significant experience to pair with my Bachelor’s degree in social work from Bloomsburg University where I minored in Sociology and concentrated in marriage, youth, and families. In my practice, I blend Cognitive Behavioral, Person-Centered, and Reality therapies so that clients can be more well-rounded, work through their emotions, and attain practical goals.

Anja Whitehead, MS, NCC

My name is Anja Whitehead and I’m a master's level clinician and Nationally Certified Counselor, working towards licensure. I have a background in working with individuals facing anxiety, PTSD, depression, phase of life problems, and more. I pride myself on cultivating a comfortable, warm, empathetic therapeutic environment for all clients. I encourage you to come as you are and make yourself comfortable in session.

I work mostly with adults but also see couples and teens. My approach to treatment varies, from client to client. Depending on your needs we may use mindfulness, strength-based approaches, solution focused, person centered, and more. I will meet you where you are, and we will work together through the therapeutic process. Together, we will find what techniques work for you.

Additionally, I like to get creative and add in touches of art therapy and music therapy for those who are interested in a more hands on approach. My goal is to walk alongside you and navigate this phase of life together. You do not have to carry the weight of life alone.

Jackalynn Wilson, LPC, ATR-BC Art Therapist

Coping Skills

Dual Diagnosis

Women’s Issues

Hi! My name is Jackie and I am a Licensed Professional Counselor and Board Certified Art Therapist. I graduated from Marywood University with a Bachelor’s in Art Therapy and continued to obtain a Master’s in Art Therapy. I have experience working with children, adolescents, and adults in both inpatient and outpatient settings. I was previously the clinical supervisor of an after-school partial hospitalization program for adolescents facilitating individual, group and family therapy. Additionally, I was an adjunct professor at Marywood University in the Art Therapy department, teaching both undergraduate and graduate students. I work with individuals experiencing trauma, anxiety, depression, relationship challenges, difficulties with self-esteem/self or body-image, addiction, as well as struggles with anger and mood regulation. I’ve also work with children and adolescents who have difficulties with attention and behaviors.

As a Board-Certified Art Therapist, I seek to use the natural healing of art and art making with clients, working together to explore current concerns and pressing matters. Art can be intimidating, but art therapy allows individuals the opportunity to process more difficult feelings safely through non-verbal communication. Art therapy is welcomed into any session; however, it does not always have to be involved. I provide therapy that is person-centered and focused on meeting YOUR needs.

My goal is to assist others in reaching their goals through a safe and comfortable therapeutic environment. I apply a Humanistic, Trauma Focused approach to therapy, utilizing art therapy techniques to further the process. Therapy is a journey that should be not taken alone. It is important that you feel comfortable and valued during our sessions so that you can reach your personal goals.

Jay A. Worley, LSW

Hello! If you are reading this, you must be on the precipice of change...

Changes of any size/type (geographical, job loss/change, marriage/divorce/blended family stressors, chronic illness can feel overwhelming, frightening...and uncomfortable. It is hard! My approach is collaborative and non-judgmental and includes understanding, empathy, warmth and compassion. I use eclectic integrated treatments which include CBT, Motivational Interviewing, mindfulness, self-compassion, and culturally sensitive. I am inclusive, anti-racist, and an ally of the LGBTQ+ communities.

The journey of a thousand miles begins with one step. Lao Tzu. One step.... one thought, decision, or change and the journey begins. Let's take this journey toward change together. Jay A. Worley, LSW

Marian Yoder, LPC

Life Transitions & Stressors

Hey, I’m Marian!  I am a Licensed Professional Counselor (LPC) as well as a Nationally Certified Counselor (NCC).  I graduated from Misericordia University with a Bachelors Degree in Psychology and Marywood University with a Master’s Degree in Mental Health Counseling. 

I like to take a person-centered approach and believe that the therapeutic alliance is the foundation of therapy.  I incorporate techniques from Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, Trauma Therapy, and Existential Therapy.

I have worked in the mental health field for 8 years.  I started my career working at a group home for adults with intellectual and developmental disabilities.  I have worked in schools as therapeutic staff support and behavioral staff support.  I was a mobile therapist for about a year then transitioned into outpatient services.  I really enjoy working with children and young adults; however, I have experience with a wide variety of individuals and families.  I absolutely love what I do.  My favorite part of being a therapist is empowering people to be the best versions of themselves right now.

Jessica Hoban

● Depression ● Anxiety ● Trauma ● Emotional Regulation ● Mindfulness ● Pregnancy/Prenatal/Postpartum ● Life Transitions/Stress

Hello! My name is Jessica Hoban and I am an intern here at Thaxton Holistic Wellness Center. I earned my bachelor’s degree in Psychology accompanied by a minor in art from Maywood University in 2022. I am currently a graduate student at Marywood University, pursuing my degree in Clinical Mental Health Counseling.

I had initially become interested in Mental Health Counseling when I had realized that there are so many ways to express our emotions and feelings through language, as well as other forms of therapy. As a person in this world, I am an empathetic, intuitive, and compassionate individual with the ability to embrace all human beings in their walks of life- in mind, body and spirit. My counseling style is warm and comforting, with the hope to provide a safe and non-judgemental space for my clients to share their story. Most importantly, I hope to encourage and share counseling in its healing capacity with all who are willing.

Our darkest moments and greatest challenges can lead to the most powerful transformations. My deepest goal is to contribute meaningfully to every relationship that I encounter, and I am eager to learn and gain more knowledge in order to share this therapeutic form with others. The power of counseling has the potential to be the catalyst for positive transformations, and I hope to work alongside each of my clients in guiding them on their healing journey.

I look forward to working with you on your journey!

Wellness Team

On Hold - We will be offering this service again soon!

Jackie Deck, LMT

Hi, I’m Jackie! I’m a therapeutic massage therapist licensed in Pennsylvania. I studied at the Massage Arts Center of Philadelphia, graduating in 2004. I incorporate the techniques that I have learned, in school and in continuing education classes, into every massage, as needed. I have experience in a spa setting as well as 13 years working in a chiropractic office. I love massage and what it can do to help encourage the body to heal from new and old injuries. I’m here to help and excited to do so!

Massage techniques:

Deep Tissue

Myofascial Release

Cranial-sacral

Reflexology

Massage, Reiki, Akashic Readings

Christine Oliveras,

I have been a massage therapist for 6 years. I am excited to be practicing at Thaxton Holistic Wellness Center. In the time that I have been a massage therapist, I have been certified in deep tissue massage, Reiki, cupping, and many other healing modalities.

I am currently pursuing my Masters in Acupuncture and Oriental Medicine in order to broaden my scope of healing. Some of the things I enjoy doing in my spare time are reading and taking walks in nature.

Reiki is a Japanese technique for stress reduction and relaxation that also promotes physical, mental and emotional healing. It is administered by "laying on hands" and techniques such as this have been practiced for thousands of years. Reiki is a very simple yet powerful technique that can be easily learned by anyone.

Hot Stone - Pink Himalayan Salt Stones

Akashic Readings

Location: Archbald

Marie-Audrey Laforme

Bonjours 😊, my name is Audrey I am a Yoga Alliance registered yoga teacher, RYT® 200.

I began my love affair with yoga back in 2012 to cope with stress from the Corporate World. Chemical Engineer by day, mother of 2, I was off center and unbalanced. My yoga practice steered me towards a quiet mind and taught me to slow down. I initially took the teacher training to further my practice but found an unexpected joy in leading others on their own journey. 

Always eager to learn, explore, and share, my goal is to inspire yoga practitioners of all skill levels in finding a calmness of their own.

My classes focus on providing a safe space so each student can just breath. In a fresh and modern way, I encourage students to embrace their unique flow in life – on and off the mat.

Aromatherapy and Reiki

Kim Harrington

Welcome! 

I have been a pharmacist for 35 years, graduating from Temple University School of Pharmacy and Somatic Coach  for Grief and Stress with certification from The Embody Lab and Trauma Healing Accelerated. 

I am also a Certified Aromatherapist, Usui Ryoho Reiki Practitioner for people and Animal Reiki practitioner, Nature Based Therapy Coach, Heartmath ® practitioner, and Companion Animal End of Life Doula.  

Using these modalities, I help people understand their nervous system and better cope with emotions and those difficult situations we often try to avoid feeling. I help clients focus on underlying physical sensations associated with emotions rather than talk about what happened. We stay in the present moment to heal the wounds of the past. 

Reiki is a non-invasive form of energy healing that can support and accelerate the body's natural ability to heal itself by balancing the energy field. 

I walked the walk myself with my own healing journey and am so happy to be able to teach others how they can find peace to breathe again and widen their window of tolerance in challenging times. I also support clients who have pets with newly diagnosed terminal illness or aging pets. Many people feel alone when dealing with the impending loss or illness of pets who are family for them and it doesn't have to be this way. I will provide you with the knowledge you need to care for yourself and your pet and hold loving space for you both. 

My specialties are :

Stress and Anxiety

Pet Loss and Hospice care

Caregiver Burnout

Energy Healing and Reiki for physical and emotional Benefits 

AromaEmotion and natural  aromatherapy products for physical and emotional benefits 

Thanks for taking the time to read this and I’d love to get to know you! 

Renée Arledge Holy Fire III Reiki CRMT

I am a certified Aroma Freedom Technique Practitioner/Instructor, Holy Fire III Reiki Master/Teacher, Transition Specialist, owner of Reiki for Transitions and Oola Life Coach for Aroma Freedom. Oola is a formula for a building and sustaining a balanced and growing life.

I have 20 years of experience as a Master Herbalist and Reiki Master/Teacher.

I have taught natural health classes for Marywood University's Senior Learners program and Alternative Therapy classes at North Pocono Public Library. I teach Aroma Freedom/Oola internationally.

The Aroma Freedom Technique is a step-by-step process for  identifying and releasing negative thoughts, feelings and memories that  interfere with reaching our goals and dreams. It is meant to be used as  a way to set a person’s emotional energy flowing in a positive  direction, towards growth and expansion rather than contracting in fear,  doubt and paralysis. Aroma Freedom uses Young Living Essential Oils to trigger a  permanent shift in how we view ourselves and the world. This is a simple process that anyone can learn to use.

Acupuncture

We do not have any availability for acupuncture at this time. Please check back at a later date.

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Put me in, (wellness) Coach

by Janelle Vonasek Republished from UND Today article

I’m ready to change my ways, says UND Today writer who volunteers as practice client

Licensed Dietitian and UND student Health & Wellness Coach Michon Kysilka visits with UND Today writer Janelle Vonasek in a Zoom call. Vonasek agreed to volunteer as a practice client for Kysilka, who was fine-tuning her coaching skills in preparation to become a national board-certified health and wellness coach after taking UND’s one-year online Health & Wellness Coach Certification program. Screenshot of Michon Kysilka. Editor’s note:   On its website, the National Board for Health & Wellness Coaching says it has collaborated with the National Board of Medical Examiners since 2016 to provide a robust examination that has led to more than 10,000 board-certified health and wellness coaches.

The esteemed credentials represent training, education and assessment standards that have let the profession advance in all aspects of health care and wellness. UND Today Special Projects Editor Janelle Vonasek recently volunteered to be a small part of that training. She shares her experience in the story below.

It was strange enough to give me pause: A mysterious manila envelope had been scooted under the locked door of my shared office space — and it had  MY  name written on it.

Was it a stack of secret photos intended to blackmail me? Hmm, doubtful. My life is much too tame for that. This had to be something more interesting.

And it was.

It was a letter from  Anne Bodensteiner , clinical associate professor and graduate program director with UND’s  Nutrition & Dietetics . She was seeking volunteers to be practice clients for students preparing to be national board-certified  Health & Wellness Coaches .

Volunteers were promised at least three free one-on-one health coaching sessions between February and May with an attentive, nonjudgmental support person trained to guide them on their wellness journey.

Well, sign me up. It was a new year, and just about time for the old me to get the new me started.

I gave Bodensteiner a call, and I soon was meeting Michon Kysilka over Zoom. The student health and wellness coach had earned her undergraduate and graduate degrees in  Nutrition & Dietetics  at UND and now was in the middle of packing up her home in Oregon for a move to Helena, Mont.

That’s where she would be the new weight management dietitian at the Fort Harrison Veterans Administration Medical Center. She also shared that she already had more than 10 years as a registered dietitian under her belt, so I felt I was in pretty good hands.

“I provide medical nutrition therapy, nutrition education and nutrition counseling, but my biggest passion in the field probably is in the area of weight management,” Kysilka said. “And what I’ve found when working with patients with that goal is that there is a lot of coaching that goes with it. A lot of times, my clients already know what a healthy food choice is. They know that physical activity is important, too.

“But how do I apply the science and what I know to help them put everything into action? That’s where I found having some additional experience in coaching skills is probably going to support my clients better.”

And that’s what led Kysilka to pursue UND’s one-year online  Health & Wellness Coach Certification  program.

Bodensteiner added that just about anyone engaged in a people-focused career can benefit from the program.

“I use my coaching every day as a faculty member when I meet with students,” Bodensteiner said. “Coaching can bring a sense of ease and peace to patient or client interactions. These skills are universal to any relationship, including personal ones.”

The specialized strategies are incredibly helpful, she said, not only for health educators, dietitians and nutritionists but also for psychologists, counselors, personal trainers, nurses, doctors, physician assistants and social workers.

So, let the coaching begin

Now, I was going to be a tough nut to crack. With a mostly sedentary and deadline-based career, I’ve struggled with stress and weight most of my life. What could Coach Kysilka do for me?

As many tough things, the process would begin with some homework. In fact, before we even had our first official Zoom session, Kysilka asked me to fill out a wellness questionnaire and a few other surveys. The assignment would provide her with a ballpark assessment of what I viewed as my main health and wellness concerns.

Of course, for me, the challenges that rose to the top — work/life balance, stress/emotional health and nutrition/weight — revealed no big surprises, but that wasn’t the point. This exercise was meant to give Kysilka a head start in packing her toolbox for our first session. And no doubt, it would help her anticipate the possible forks in the road (and in the cake) I might take along the way.

“I think one of the most important things I learned is that a health and wellness coach should never go into a session with an agenda,” Kysilka said. “My focus is to understand what’s important to my client. Why it’s important to them and then what do they want to do or feel like they need to do to reach that goal.

“I always like to think of it like this: ‘If you could imagine yourself at your highest peak of health and wellness, what would that look like?’ I’m here to partner with you — to understand where you’re at, where you want to be and walk that journey with you.”

It’s a patient-first approach, she explained, and it allows the client a lot of autonomy.

“As a coach, I’m not here to tell you what to do. I’m here to help support you in uncovering what  you  want to do and what  you  think you need to do to make that happen.”

“The research speaks for itself,” she said. “When somebody knows (a life change) is in their hands and they have control of it, they’re going to be more successful. We’re here on the sidelines to encourage and help motivate you. We’re giving you tools and strategies to stay successful, but it’s really you, the client, who’s doing all the hard work.”

Building a wellness vision

The autonomy was evident from the very start of our conversations. Kysilka asked a lot of questions, and it was clear she was listening to me. She wanted to get to the heart of what I believed would be my peak vision of health and wellness. Then, I would come up with a short description of my personal “wellness vision” — followed by three-month goals and some mini action steps to help me reach them.

So far, so good. But wait … what exactly is a wellness vision?

Already one step ahead, Kysilka explained that a wellness vision is a short personal statement that sets the stage for what a client or patient wants to commit to for their desired well-being.

“It’s the main platform of why we’re here and where you want to see that change,” she said. “Everything else kind of trickles under that wellness vision.”

She offered a few definitions to help it sink in: “A wellness vision is a compelling statement of who you are and what healthy behaviors you want to be doing consistently … wellness is a presence of well-being and the accumulation of health and life habits … wellness is a condition of good physical and mental health, specifically when maintained by proper diet, exercise and life habits.”

OK, I got it. After much discussion and a little more inner contemplation, my wellness vision turned into this:

In support of healthy work/life balance, I will strive to fit more “me” time into every day.  I will nourish my body so I can be more efficient at work and have more time to enjoy the things that matter most to me.

That might sound kind of pie-in-the-sky, but it really begins to make sense once you build in your three-month goals and the action plans to achieve them. I won’t bore anyone with the details, but my SMART goals — smart because they are specific, measurable, action-oriented, realistic and time-based — involved plans for daily water intake, meal prepping and physical activity.

Later, we added the bonus goal for meditation. (And that’s become one of my favorites. Before I met Coach Kysilka, I never knew there were so many free apps out there to help people calm the brain. You even can set a daily  relax  reminder on your phone. Ahhh, namaste.)

As we met at fairly regular intervals, Kysilka continued to encourage me to celebrate my victories — even the little ones — because it’s important to feel all the “wins” along the way.

“It’s not about the quick fix,” she said. “What’s key is breaking down those goals — sometimes into baby steps — to help the client find their motivation and build their confidence so over time they can reach a desired wellness outcome that’s also sustainable.”

Though my experience working with a health and wellness coach involved fewer sessions over a shorter amount of time than ordinarily would happen in practice, I wholeheartedly recommend it.

I learned a lot about myself, and I’m definitely motivated.

Give me a few months and maybe it will be time for me to send Kysilka my own manila envelope — this time, one that really does include photographs of me, but of the before-and-after-healthier-me variety.

>> SEVEN TIPS FOR MEAL PREP:  It really can be easy-peasy, and Kysilka says it’s OK to save a night for eating out.  Read the tips .

>> TO LEARN MORE  about UND’s online Health & Wellness Coach Certification program, go to the UND  Program Finder  or contact Graduate Program Director Anne Bodensteiner at 701.777.3752 or  [email protected] . Bodensteiner says she’ll be looking for more volunteers in the future.

More from Author

Janelle Vonasek  is a 1989 graduate of the University of North Dakota, where she earned degrees in both News-Editorial Journalism and Public Administration. The longtime design editor and writer at the Grand Forks Herald is now the special projects editor for UND Today. She lives in East Grand Forks with her husband, James, and they have three daughters, all graduates of UND.

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Clinical social work/therapist , lcsw , ccm , pmhc (she, her), practice at a glance.

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Both Ends of Financial Wellness Spectrum Benefit from Coaching

Coaching seemed to work best for those with the most need—whether due to a strong financial position, or those struggling with financial stress.

According to Financial Finesse’s “ Workplace Financial Wellness in America ” poll released Wednesday, workers either with numerous financial struggles or those with positive financial situations reported the greatest improvements from working with a financial coach.

In the category of those struggling, Financial Finesse found that 5.2% of respondents said they were in “crisis,” which was reflected by a financial wellness score below three. The 2023 figure is a one-percentage point increase from the year before, which was at 4.2%. Among those in financial crisis, only 36% were able to meet basic needs and 28% knew their credit score. Just 21% reported being able to set beneficiaries for retirement accounts, and 18% had health insurance coverage in place. 

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“Optimizers,” or those who had a financial wellness scored eight or above, made up just 4.1% of respondents in 2023, up from 2.4% in 2022. In this group 25% had disability coverage in place, 23% conducted investment fee analysis, 22% made sure investments were allocated appropriately and 21% had a healthcare directive in place.

Financial coaching, as it turned out, was beneficial for both optimization and people with financial difficulties:

• After working with a financial coach, over half of employees (52%) who previously reported high or overwhelming levels of financial stress now report little or no financial stress.
• The number of people with a financial score higher than five, those in the planning or optimizing stages, increased by 53% in 2023 after engaging with a financial coach.

Financial Finesse stated that this implies that rather than having to work on meeting their immediate financial demands , these employees may now concentrate on their long-term financial goals.

Financial Finesse’s “Think Tank Research: Best Practices,” also released on Wednesday, suggested combating workers financial stress by taking advantage of “decision moments,” in which employers can highlight access to financial coaching when employees are thinking about their finances.

“This includes open enrollment, when annual bonuses are paid, during stock purchase periods, when retirement plan loans or withdrawals are requested, or when facing a major life event (e.g., marriage, having a baby),” the research stated.

Overall, when compared to 2022, the first financial wellness score for individuals who were new to their employer’s financial wellness program decreased only slightly in 2023. Less than half of American workers would be regarded as financially resilient, even though the majority live at or below their means. Only roughly one-third of people feel they are on track for retirement due to the difficulty of saving for emergencies due to rising costs of living.

The “Workplace Financial Wellness in America” survey is based on the analysis of 52,553 employees who interacted with Aimee, Financial Finesse’s AI-enabled virtual financial coach, between January 1, 2022 and December 31, 2023. The Financial Wellness score is measured by a series of questions from Aimee, which assigns a score of one to 10, with one indicating no financial wellness and 10 indicating optimal financial wellness. “Think Tank Research: Best Practices” draws from the findings of “Workplace Financial Wellness in America.”

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Workplace Financial Wellness in America: A Year in Review

Looking back, 2023 was a year of two opposing stories—and two different economies. For investors, stock market gains helped propel savings balances to levels not seen for several years. By contrast, financially vulnerable workers continued to feel the economic pressure of persistent inflation and higher federal interest rates. These factors have a tremendous impact on financial resilience and retirement preparedness, as well as financial stress levels. Given the strong relationship between financial stress and job satisfaction, mental and physical health, and productivity, the argument for offering financial coaching that helps American workers improve in these areas remains clear.

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Unemployment jumps 4% from 2023 for new college graduates

by LEE STOLL | KOMO Staff

SEATTLE (KOMO) — As college graduates celebrate a major milestone, new numbers show the unemployment rate for United States grads has jumped in just the last year.

According to the Bureau of Labor and Statistics, it is now above 12% for students with bachelor's degrees, which is 4% higher than in 2023.

In 2022, there were two jobs for every individual, and now it’s completely the inverse," said Fran Berrick, the founder and coach at Spearmint Coaching. "There are two individuals for every job.”

According to the Federal Reserve Board, 40% of young adults were underemployed in 2023, meaning they took a job that doesn’t usually require a bachelor’s degree.

“You don’t want to be a jack of all trades," Berrick said. "You want to be a master of a specific one.”

According to LinkedIn, finding a job in a specific field can take more than a year.

Some tips include what to include on your resume if you don't have work experience: college sports, clubs, waitressing or babysitting all matter.

“That all counts, and those soft skills that you’ve learned — like responsibility, integrity, commitment — are totally transferable," Berrick said.

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World Cup bidder Saudi Arabia accused of abusing migrant workers ahead of FIFA decision

FILE - Saudi Arabia Crown Prince Mohammed bin Salman, left, and FIFA President Gianni Infantino, stand for the anthem prior to the match between Russia and Saudi Arabia which opened the 2018 soccer World Cup at the Luzhniki stadium in Moscow, Russia, on June 14, 2018. A complaint alleging abuses of migrant workers in Saudi Arabia was filed with the UN-backed International Labor Organization on Wednesday, June 5, 2024, as FIFA prepares to confirm the oil-rich kingdom as host of the 2034 World Cup. (Alexei Nikolsky, Sputnik, Kremlin Pool Photo via AP, File)

Gilbert F. Houngbo, Director-General International Labour Organization (ILO), arrives for the opening of the 112th international Labour Conference - ILO, at the European headquarters of the United Nations in Geneva, Switzerland, Monday, June 3, 2024. (Salvatore Di Nolfi/Keystone via AP)

Delegates arrives for the opening of the 112th international Labour Conference - ILO, at the European headquarters of the United Nations in Geneva, Switzerland, Monday, June 3, 2024. (Salvatore Di Nolfi/Keystone via AP)

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GENEVA (AP) — A global group of trade unions is accusing Saudi Arabia of abusing migrant workers in a complaint filed Wednesday with a UN-backed labor organization, which comes as FIFA prepares to confirm the oil-rich kingdom as host of the 2034 World Cup.

The complaint filed by Building and Wood Workers’ International urged the International Labor Organization to investigate Saudi Arabia for “severe human rights abuses and wage theft,” which it said affected at least 21,000 workers over the past decade.

“The complaint emphasizes the exploitative living and working conditions among the country’s vast migrant workforce — conditions that BWI notes are akin to forced labor,” the global group of trade unions said in a statement .

The BWI cited allegations of illegal recruitment fees demanded, wages and passports withheld, limits on workers leaving jobs, plus physical and sexual violence “particularly against female and domestic workers.”

It alleged violations of ILO conventions on forced labor, freedom of association and collective bargaining. Saudi Arabia is a member of the ILO and ratified the forced labor convention.

The ILO is a tripartite agency uniting governments, employers and workers with a goal to “set labor standards, develop policies and devise programs promoting decent work for all women and men.”

It received a similar complaint a decade ago against 2022 World Cup host Qatar, which also needed massive construction of stadiums and transport projects ahead of the soccer tournament.

Qatar faced little scrutiny of its labor practices, including the kafala system of laws, before being picked by FIFA in 2010 as a World Cup host. Qatar did work with the ILO and overhauled much of its kafala system.

Now, FIFA is under pressure to avoid similar missteps and work with independent experts to use the leverage it has now with Saudi Arabia to avoid a repeat scenario.

Saudi Arabia was all-but confirmed by FIFA last October as the 2034 host but must submit a formal bid in July. It is the only candidate in a contest FIFA member federations will decide in a Dec. 11 vote.

The BWI said its complaint against Saudi Arabia “demands immediate attention from FIFA and the international community.”

FIFA and the Saudi bidding team for the World Cup have declined to comment on human rights questions ahead of a July filing of the official bid book.

FIFA requires World Cup bidders to comply with an independent human rights assessment, and to ensure hosting the tournament “does not involve adverse impacts on internationally recognized human rights, including labor rights.”

Saudi Arabia needs to build up to 10 of the 14 stadiums required to host the 104-game World Cup involving 48 teams. One stadium project features plans for a high-tech 45,000-seat venue atop a cliff near Riyadh.

Hosting the World Cup is part of the sweeping Vision 2030 project backed by Crown Prince Mohammed bin Salman to modernize Saudi society and diversify the economy beyond dependence on oil.

The crown prince has built close working ties to FIFA president Gianni Infantino, and sees sports and entertainment events as key to his project. It also envisages building a futuristic city called Neom.

Saudi Arabia also is building a ski resort to host the 2029 Asian Winter Games in mountains near Neom, and public transport systems and venues in Riyadh for the 2030 World Expo .

Critics of Saudi Arabia say this amounts to “sportswashing” of the kingdom’s reputation and a distraction from its record on human rights and the 2018 killing of journalist Jamal Khashoggi.

The Geneva-based BWI says it comprises more than 350 trade unions representing 12 million members in 117 countries.

“Saudi Arabia, where trade unions are banned, blatantly disregards international labor standards and fails to compensate migrant workers who have suffered abuses for over a decade,” the BWI general secretary Ambet Yuson said in a statement.

The complaint to the ILO was made during its annual conference in Geneva, under the leadership of director general Gilbert Houngbo, who was prime minister of Togo from 2008-12.

The BWI filing was backed by human rights groups Amnesty International, Equidem, FairSquare and Human Rights Watch.

“It is clear that the Saudi labor system gives employers excessive control over workers to carry out egregious abuses with impunity,” said Minky Worden, director of global initiatives at Human Rights Watch.

She said the BWI filing was “a flashing alarm for businesses and organizations like FIFA planning massive events and operations in Saudi Arabia.”

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