Advance Your Career with a Master's in Clinical Mental Health Counseling

The mission of the Clinical Mental Health Counseling Master’s program is to immerse traditional and non-traditional students in an accessible, innovative, and flexible learning environment. Students prepare for a variety of counseling settings through a comprehensive online curriculum grounded in uncompromising practice of standards, promotion of cultural competence, development of social advocacy, and practice in applying counseling skills and dispositions to promote wellness. The core of the program is fueled by the empowerment of students to build lasting relationships.

• Perform the roles of a licensed counselor regarding ethical practice related to individual and group needs, and based on social and cultural diversity.
• Utilize theories of lifespan development, career development, and relationship development to counsel across a variety of modalities.
• Practice active involvement in the field by developing a professional identity through counseling organizations and the development and evaluation of programs and processes to support overall wellness.
• Prepare students for appropriate state licensure as a professional counselor (i.e., LPC, LMHC).

To receive a Master of Science in Clinical Mental Health Counseling, students must earn 60 graduate semester credit hours. Fifty-four of the program hours must be completed through Keiser University. Program requirements are as follows:

MHC501 and MHC515 are taken in the first semester of the program. Students must successfully complete all core courses prior to enrolling in MHC660. MHC555 should be taken prior to MHC545.

MHC659 is taken in the semester prior to MHC660 to prepare for fieldwork. MHC660, MHC661, and MHC662 are taken in the final three semesters of the program.

Note: Courses in the program are 16-weeks in length. Most courses are asynchronous in nature, however some courses may require students to participate in activities at set times (e.g., group supervision). Students are required to attend two on-campus residencies prior to taking practicum and internship courses.

MHC501 (3.0 credit hours)
Foundations of Counseling
This course provides students with an introduction to the counseling profession. The history, philosophy, and theoretical foundations of the profession, and the scope of practice, credentialing, and other professional issues will be explored. The course provides an overview of the clinical mental health counseling program, the profession, and professional competencies. (Program co-requisite)

MHC505 (3.0 credit hours)
Counseling Across the Lifespan
This course will present theories and research on the nature and needs of individuals at all levels of life span development. Consideration will be given to socio-emotional, intellectual, physical, moral, and spiritual aspects of development. Students will review theoretical frameworks describing optimal human development, as well as the developmental etiology of problematic behaviors that will serve to introduce students to behaviors and concepts relevant to clinical practice with both children and adults.

MHC510 (3.0 credit hours)
Counseling Skills and Techniques
This course will introduce students to basic counseling skills. Students will gain experience through role play, practice interviews, and videotaped presentations to learn and practice basic counseling skills. Ethical and culturally responsive practices will be emphasized.

MHC515 (3.0 credit hours)
Counseling Theories and Practice
This course provides students with the theoretical background and therapeutic skills necessary for the practice of counseling. The course will focus on the major approaches to counseling and psychotherapy in current use, including historical foundations, empirical foundations, advantages, and limitations to determine which are most appropriate. Students will also begin to develop a personal theory of counseling.

MHC520 (3.0 credit hours)
Ethical and Legal Issues in Counseling
This course covers the standards for professional conduct in counseling, including ethical principles and legislation and court decisions affecting professional behavior. Students will examine and apply ethical standards of the counseling profession, including the American Counseling Association (ACA) Code of Ethics and counselor ethical decision-making processes. Case examples, current federal and state laws/statutes, ethical codes, and standards on assessment, diagnosis, and placement data will be discussed in relation to counseling a variety of culturally diverse populations in multiple settings.

MHC525 (3.0 credit hours)
Group Theories and Practice
This course explores leadership styles, group dynamics, and group process necessary to run successful groups. The major group counseling theories will be explored, and group skills will be practiced. Students will engage in a variety of practical application assignments and discussions, focusing on counseling of different types of groups, the efficacy of using group therapy as the treatment method with multicultural and diverse populations, and the stages of group development. The course requires that students gain experience as both a growth group participant and as a co-leader.

MHC530 (3.0 credit hours)
Career Counseling
This course surveys the major theories of career choice, planning, and development as well as standardized methods of assessing vocational interests and aptitudes. Social, psychological, and economic factors influencing career choice are examined. An emphasis will be placed on individual career counseling skills across diverse populations.

MHC535 (3.0 credit hours)
Counseling and Advocacy with Diverse Populations
This course addresses cultural diversity and its implications for counseling. It considers the psychological impact of factors such as gender, race, ethnicity and culture, religious preference, socioeconomic status, sexual orientation, and physical disability in a variety of counseling and educational settings. Finally, it reviews counseling issues and advocacy strategies for diverse clients.

MHC540 (3.0 credit hours)
Crisis Counseling
This course focuses on the personal and systemic impact of crises, disasters, and other trauma-causing events on diverse individuals across the lifespan. Students will explore theory and models applied to crisis situations and will explore emergency management systems and collaboration among schools, agencies, and governmental entities. Students will explore and discuss topics related to counselor competencies, vicarious trauma and counter transference, specific diagnoses, and advocacy. Through contemporary articles and case studies, students will consider and discuss cultural, legal, and ethical issues related to crisis, trauma, and disaster events and response.

MHC545 (3.0 credit hours)
Counseling Intervention and Treatment Planning
This course prepares students for their roles as counselors in areas of treatment and intervention across different populations and settings. The course develops case conceptualization, treatment planning, and intervention competencies grounded in theory and evidence-based practice. Students will integrate diagnostic and assessment information in the development of treatment plans and interventions for a variety of mental and behavioral health disorders. (Prerequisite: MHC515 and MHC555)

MHC550 (3.0 credit hours)
Assessment in Counseling
This course is designed to provide an overview of principles and application of mental health assessment in a multicultural society. Students will gain an understanding of basic methods of assessment in counseling, to include evaluating, selecting, and using appropriate techniques and standardized testing methods, and to conduct a thorough, culturally sensitive, and ethically responsible assessment.

MHC555 (3.0 credit hours)
Psychopathology and Diagnosis
This course examines the etiology, symptomology, and diagnostic criteria of major mental health disorders as classified in the Diagnostic and Statistical Manual of Mental Disorders across the lifespan. Emphasis is placed on biopsychosocial and systemic contributors to psychopathology and the impact of cultural and environmental factors on clinical presentation. Students develop competency in ethical diagnosis and differential diagnosis through structured diagnostic interviews, mental status examinations, case analysis, and observation. The course prepares students to integrate diagnostic findings into case conceptualization and treatment planning consistent with professional standards of clinical mental health counseling.

MHC560 (3.0 credit hours)
Counseling in Community Settings
This course will cover the history of community psychology, with a focus on the various approaches and techniques used by community counselors across diverse populations. Distinctions between traditional clinical interventions and community interventions are highlighted. Students will also develop strategies to promote client understanding of and access to a variety of community based resources.

MHC565 (3.0 credit hours)
Couple and Family Counseling
This course provides counseling students with the theoretical background and therapeutic skills necessary for therapeutic intervention in families, couples, and systems. Information will be provided on contemporary approaches, ethical considerations and professional issues. Counseling practices for different populations and types of families will be explored.

MHC570 (3.0 credit hours)
Foundations of Addiction and Addictive Behavior
This course provides students with the major theories, concepts, issues, and data in the diagnosis and treatment of addictive behaviors. Students will develop conceptual knowledge, practical skills, and self-awareness concerning the etiology of addiction and its impact across the life-span. Assessment, diagnosis, and treatment of addictions with diversity and advocacy issues will also be explored. (Prerequisite: MHC555)

MHC575 (3.0 credit hours)
Counseling and Sexuality
This course focuses on increasing students’ awareness, knowledge, and skills regarding the broad range of issues in the field of counseling when addressing human sexuality issues. Students will develop competence and comfort in addressing sexuality issues in counseling with clients across the developmental spectrum. Students will develop the skills and tools necessary to strengthen positive relational and sexual functioning in a therapeutic setting. Personal values clarification, sex education, cultural messages, gender role development, and relational patterns will be examined throughout the course. (Prerequisite: MHC505)

RSM610 (3.0 credit hours)
Research and Program Evaluation
This course provides students with a foundation in the concepts and techniques of hypothesis testing, research design, and analysis as used in counseling research and program design. Students will gain an understanding of qualitative, quantitative, and mixed-methods approaches to research and evaluation, as well as the strengths and limitations of each method. Students will explore the history and theory underlying program evaluation, approaches to evaluation, and techniques used to perform the evaluation and demonstrate program effectiveness.

MHC545 (3.0 credit hours)
Counseling Intervention and Treatment Planning
This course prepares students for their roles as counselors in areas of treatment and intervention across different populations and settings. The course develops case conceptualization, treatment planning, and intervention competencies grounded in theory and evidence-based practice. Students will integrate diagnostic and assessment information in the development of treatment plans and interventions for a variety of mental and behavioral health disorders. (Prerequisite: MHC515 and MHC555)

MHC545 (3.0 credit hours)
Psychopathology and Diagnosis
This course examines the etiology, symptomology, and diagnostic criteria of major mental health disorders as classified in the Diagnostic and Statistical Manual of Mental Disorders across the lifespan. Emphasis is placed on biopsychosocial and systemic contributors to psychopathology and the impact of cultural and environmental factors on clinical presentation. Students develop competency in ethical diagnosis and differential diagnosis through structured diagnostic interviews, mental status examinations, case analysis, and observation. The course prepares students to integrate diagnostic findings into case conceptualization and treatment planning consistent with professional standards of clinical mental health counseling.

MHC659 (0.0 credit hours)
Mental Health Counseling Pre-Practicum
This mandatory, pass/fail course serves as a prerequisite for entry into the Clinical Mental Health Counseling fieldwork sequence, beginning with MHC660 Practicum in Counseling. Designed for students in the final year of the program, pre-practicum provides an intensive orientation to the fieldwork experience process and ensures readiness for fieldwork placement. The course functions as a centralized hub for communication, documentation, and resource access related to fieldwork. Students will engage in structured activities to support the identification, application, and approval of fieldwork sites, including guidance on site selection, supervisor qualifications, and affiliation agreements. Additionally, students will receive training and resources for professional expectations, ethical standards, comprehensive exam readiness, and fieldwork documentation procedures aligned with CACREP standards.

MHC660 (3.0 credit hours)
Practicum in Counseling
This supervised practicum experience has a minimum of 100 clock hours over one 16-week semester. The practicum must include 1) at least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills; weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the practicum by a program faculty member or a site supervisor who is working in biweekly consultation with a program faculty member in accordance with the supervision contract; 2) an average of 1 1/2 hours per week of group supervision that is provided on a regular schedule throughout the practicum by a program faculty member or a student supervisor; 3) the development of program-appropriate audio/video recordings for use in supervision or live supervision of the student’s interactions with clients; 4) evaluation of the student’s counseling performance throughout the practicum, including documentation of a formal evaluation after the student completes the practicum. Site supervisors must have a minimum of a master’s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses, a minimum of two years of pertinent professional experience, and relevant training in counseling supervision. (Prerequisites: MHC501, MHC505, MHC510, MHC515, MHC520, MHC525, MHC530, MHC535, MHC540, MHC545, MHC550, RSM610)

MHC661 (3.0 credit hours)
Internship in Counseling I
This course is taken for a minimum of 300-hours of internship experience. Each student’s internship includes: 1) at least 120 clock hours of direct service, including experience leading groups; 2) weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by the onsite supervisor; 3) an average of 1 1/2 hours per week of group supervision provided on a regular schedule throughout the internship and performed by a program faculty member; 4) the opportunity for the student to become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings); 5) the opportunity for the student to develop program-appropriate audio/video recordings for use in supervision or to receive live supervision of his or her interactions with clients; 6) evaluation of the student’s counseling performance throughout the internship, including documentation of a formal evaluation after the student completes the internship by a program faculty member in consultation with the site supervisor. Site supervisors must have a minimum of a master’s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses, a minimum of two years of pertinent professional experience, and relevant training in counseling supervision. (Prerequisite: MHC660)

MHC662 (3.0 credit hours)
Internship in Counseling II
This course is taken for a minimum of 300-hours of internship experience. Each student’s internship includes: 1) at least 120 clock hours of direct service, including experience leading groups; 2) weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by the onsite supervisor; 3) an average of 1 1/2 hours per week of group supervision provided on a regular schedule throughout the internship and performed by a program faculty member; 4) the opportunity for the student to become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings); 5) the opportunity for the student to develop program-appropriate audio/video recordings for use in supervision or to receive live supervision of his or her interactions with clients; 6) evaluation of the student’s counseling performance throughout the internship, including documentation of a formal evaluation after the student completes the internship by a program faculty member in consultation with the site supervisor. Site supervisors must have a minimum of a master’s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses, a minimum of two years of pertinent professional experience, and relevant training in counseling supervision. (Prerequisite: MHC661)

The M.S. in Clinical Mental Health Counseling (CMHC) program includes a residency experience designed to enhance students’ academic, clinical, and professional development. Residency provides opportunities for students to engage in experiential learning, develop counseling competencies, strengthen their professional identity, and build meaningful connections with peers and faculty.

Residency is an integral component of the CMHC program, offering structured opportunities for students to bridge classroom learning with professional practice. Through interactive workshops, skills-based training, case discussions, demonstrations, and collaborative learning activities, students gain practical experience that supports their preparation for practicum, internship, post-graduate clinical work, and professional licensure.

The CMHC program requires successful completion of two in-person residencies: Skills and Techniques Residency and Group Counseling Residency. These residencies are designed to support the development and assessment of foundational counseling skills and group facilitation competencies essential for effective clinical practice.

Residencies are offered in a combined residency week, where students can attend separately, twice within their program, or schedule the two experiences back-to-back. Each residency consists of two consecutive days of on-campus instruction and assessment, allowing students to complete one or both residency requirements during a single visit. Students may choose when to attend residency offerings based on their individual program progression and scheduling needs.

Both the Skills and Techniques Residency and the Group Counseling Residency must be successfully completed and passed prior to enrollment in MHC659: Mental Health Counseling Pre-Practicum. Residency performance is evaluated using program-established competency standards to ensure students have demonstrated the skills necessary for entry into supervised clinical training.

Specific residency schedules, participation expectations, and related logistical information are communicated by the department. Students are responsible for arranging transportation, lodging, and meals associated with attendance at residency and are expected to participate fully in all required residency experiences as part of their progression through the CMHC program. The waiving of this requirement will not be considered.

In the last three semesters of the program, students will complete the clinical fieldwork experience, referred to as practicum and internship. During this time, students put into practice what they have learned in their coursework, and apply it with real clients in the field, under supervision of a licensed fieldwork supervisor. Students practice foundational counseling skills and gradually integrate more advanced skills, while receiving individual and group supervision. Students are responsible for selecting an appropriate site that can provide the types of activities, clients, and clinical supervision required. MHC659 is a clinical fieldwork preparation resource taken in the semester prior to MHC660, where students will prepare all required documents to secure their clinical fieldwork site.  Students should consult with their academic advisor and fieldwork manual for details regarding required experiences and supervisor qualifications. Students are required to obtain a total minimum of 100 hours of practicum experience and 600 internship hours. In some states, including Florida, students may be required to obtain a greater number of practicum/internship hours to fulfill licensure requirements, which they can do throughout the fieldwork experience. Students are encouraged to research licensure requirements for the state that they will be pursuing licensure

Janessa Dominguez, Ph.D., BCBA, LMFT, QBA, LMHC
Clinical Mental Health Counseling Department Chair

Dr. Dominguez is a Board Certified Behavior Analyst® (BCBA®), Licensed Marriage and Family Therapist (LMFT), Qualified Behavior Analyst (QBA), Licensed Mental Health Counselor (LMHC), Licensed Behavior Analyst (LBA) in New York, and Qualified Supervisor (QS) in Florida for Marriage and Family Therapy and Mental Health Counseling. She has been in the field of mental and behavioral health for more than 15 years, focusing on positive behavior change, specializing in working with individuals and families with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), anxiety, and related disorders. Dr. Dominguez conducts coaching, training, and consultation on a variety of topics, including training first responders to improve the response to mental health crises. She is a national and international presenter, an AAMFT Clinical Fellow, and the Co-Coordinator of the CHADD South Broward/North Dade Chapter.

Hector F. Mañón, MS Clinical Coordinator

Hector is an experienced educational administrator, clinician, and former chef instructor for neurodivergent students. He has over a decade of experience in human and social services as well as higher education, including supporting master’s level counselors-in-training through fieldwork experiences. Hector earned his Master of Science in Psychology from Lynn University and is currently pursuing his PhD in Counseling.

Rita Westermann-Bolton, Ed.D., LMHC, LMFT (Clinical Mental Health Counseling) Core Faculty
Dr. Bolton is a licensed mental health counselor in Florida and Missouri. In her 22 years in the counseling field, she has filled counseling, teaching, supervision, administrative, and consulting roles in a variety of settings. Dr. Bolton holds a Bachelor of Arts Degree in Psychology and a Master of Science Degree in Guidance and Counseling from Missouri State University, and a Doctor of Education Degree from Argosy University – Sarasota. She has researched and written on family violence, adult bullying, life satisfaction, and most recently, disaster trauma, place attachment, and trauma-related growth and resiliency. In addition to her teaching duties, Dr. Bolton supports military members and their families with counseling services through the United States Department of Defense Military & Family Life Counselor program.

Shama Panjwani, Ph.D., LPC, ACS, NCC, CCMHC (Clinical Mental Health Counseling) Core Faculty
Dr. Shama has a Ph.D. in counselor education and supervision with a specialization in Cross-Cultural Psychology and Organizational Leadership from Mercer University. She is a licensed professional counselor in Georgia, and approved clinical supervisor national certified counselor, and a certified clinical mental health counselor. She is a brainspotting therapist and an expert in trauma-informed care, focusing on attachment trauma, while integrating a holistic wellness approach to addressing various types of traumas. Dr. Shama is an advocate of destigmatizing mental health and cultivating wellness for communities on an individual and organizational level by increasing access to effective and responsive treatment. Her presentations, trainings, workshops, and publications focus on topics such as: trauma informed care, social justice and advocacy, psychedelic-assisted therapy, crisis counseling, holistic wellness, mindfulness, and mind-body-spirit integration. She has been working in the mental health field for more than nine years in various settings including: outpatient, crisis contact center, inpatient facilities, emergency rooms, and private practice.

Penny Lane Hamblin, , EdD, NCC, LCMHCS (NC) (Clinical Mental Health Counseling) Core Faculty
Dr. Penny Lane Hamblin has been a licensed psychotherapist and counselor educator since 2015.  She trained in North Carolina gaining experiential practice while serving the mental health community, before settling in to her private practice, PLC Counseling, PLLC in 2019.  Dr. Penny Lane specializes in treating trauma and promoting trauma-informed language, as well as, viewing the world from a trauma lens.  She is certified in Eye Movement Desensitization Reprocessing Therapy and Trauma-Focused Cognitive Behavioral Therapy focusing on treating adolescents.  She also works with young adults with specific phobias, anxiety, depression, and post-traumatic stress symptoms.  Dr. Penny Lane’s work is directive focusing on body awareness, body sensitivities, and connecting the body to the mind.  She combines awareness with mindfulness connecting choice to the physiological response embedded in the individual while recognizing body sensations.  Dr. Penny Lane recognizes the connection of the body sensation leading the traumatic thought association and the importance of awareness.  She focuses on healing the physical body in a mindful practice individualized to recognize one’s needs and the necessity of feeding the needs of the whole self. From a holistic lens, she treats the mind, body, and soul turning open wounds into scars of battle that tell an empowering story.

Briana Kemp, Ph.D., LCMHCA (Clinical Mental Health Counseling) Core Faculty
Dr. Kemp received her Ph. D. in Counselor Education and Supervision from North Carolina State University. She received her bachelor’s degree in psychology and master’s in clinical mental health counseling from Columbus State University. She has clinical experience working in inpatient facilities such as mental health hospitals and has worked with a variety of populations ranging from adolescents to geriatrics. She has experience in case management, treating a vast number of disorders such as anxiety, depression, bipolar disorder, adjustment disorder, and substance use. She also has experience in working with children with autism and community counseling. Her research interest includes mentorship for diverse students, racial battle fatigue, building multicultural competence, and social justice advocacy. Dr. Kemp has been teaching for the last 5 years and has a deep love for being an educator in the field of mental health and pouring into future clinicians.

Jeffrey Rice, Ph.D., LMHC- FL, MCAP, ACS, NCC, BC-TMH, CCISM (Clinical Mental Health Counseling) Core Faculty
Dr. Jeffrey Rice A U.S. Army veteran and Licensed Mental Health Counselor, Dr. Rice is an experienced addiction specialist, counselor educator, and trauma-informed clinician. With over 15 years in the field, his professional interests include trauma treatment, clinical supervision, and promoting clinician resilience.

Zulaen Fernandez, Ph.D., LPC-MHSP, LCPC, BC-TMH (Clinical Mental Health Counseling) Core Faculty
Dr. Zulaen Fernandez is a Licensed Professional Counselor, Registered Clinical Supervisor, and Board Certified-Telemental Health Provider with a Ph.D. in Counselor Education and Supervision. She specializes in addiction, virtual care, and burnout. Her approach is person-centered and strength-based, guiding her work in both clinical settings and counselor education.

Keith Brown, Ph.D., PCC-S (Clinical Mental Health Counseling) Core Faculty
Dr. Keith Brown has been working in the mental health field since 1997.  Keith has previously been the co-chair of the Hoarding Connection of Cuyahoga County. Keith has presented at local, state, and national conventions and provides CEU’s on several topics in the mental health field. Keith completed the Mental Health Executive Leadership Program at Case Western Reserve University in 2009 and the Ladder to Leadership Program through the Robert Wood Foundation in 2010. Keith is a practicing Professional Clinical Counselor and has his supervisory endorsement from the state of Ohio.

Victoria Panna Lappin, Ph.D., LPC, ACS, NCC, MS, Med (Clinical Mental Health Counseling)
Dr. Panna earned her Doctor of Philosophy in Human Sexuality with a clinical focus from Widener University in 2020. For her doctoral research, Dr. Panna examined shifts in body image and sexual self-esteem in post-bariatric women who completed bariatric surgery from August 2016 to August 2018. Dr. Panna has earned three master’s degrees: a Master’s in Education from Widener University in 2013, a Master’s in Clinical Mental Health Counseling from Villanova University in 2011, and a Master’s in Criminology from Boston University in 2009. Over the last 12 years, Dr. Panna has worked with a diverse range of issues and populations in therapeutic and educational settings. Her areas of expertise include working with pre-and post-bariatric patients; body image and sexual self-esteem; complex trauma (including Veterans and sexual violence); and grief and bereavement. Dr. Panna is certified to provide equine-assisted psychotherapy and learning (EAP/L) with the Equine Assisted and Growth Learning Association (EAGALA) as both a mental health professional and equine specialist since 2011 and Arenas for Change (ARCH) since its inception in 2021. Over the last 7 years, Victoria has taught in higher education, teaching counseling, psychology, sociology, sexuality, research, criminal justice, and community health courses at 6 colleges and universities in NJ and Keiser University (FL). When she is not working, Dr. Panna enjoys traveling, being near water, spending time with her fur babies Parker and Bleu, and volunteering with Meals on Wheels.

Emily Garcia, Ph.D., LMFT (Clinical Mental Health Counseling)
Dr. Emily Garcia earned her Doctor of Philosophy in Couple and Family Therapy from Nova Southeastern University in 2024. Her doctoral dissertation focused on how family characteristics influence Chicana sexual assault disclosures. She also holds a Master’s in Marriage and Family Therapy from Nova Southeastern University and a Bachelor’s in Family and Child Sciences from Florida State University. Dr. Garcia focuses on work with family systems, trauma-informed therapy, women’s issues, and marginalized communities. Outside of Keiser, Dr. Garcia teaches at Northwestern, Lynn, and Southern New Hampshire Universities and supervises graduate students. In her free time, Dr. Garcia enjoys spending time with loved ones, engaging in outdoor activities, and trying new craft-centered hobbies.

Francisco Gonzales, PhD, LPC-S, NCC, (Clinical Mental Health Counseling) Core Faculty
Dr. Gonzales is a Licensed Professional Counselor (LA, NJ, TX) with expertise in neurodivergence, crisis intervention, and counselor supervision. He owns a private practice, provides counseling to diverse populations and has experience in school counseling, program development, and training counselor interns, emphasizing ethical, culturally responsive, and evidence-based practice.

• View CMHC Annual Evaluation Report
• View CMHC Annual Vital Statistics Report

• View Student Handbook