The Privilege in Our Pedagogy: Exploring Class and Class Privilege in Counselor Education
Quantitative Research Team
Frankie Fachilla, Ph.D., LPC-MHSP
Dr. Frankie Fachilla (she/her) is a Licensed Professional Counselor (LPC-MHSP) and Approved Supervisor in Nashville, TN. She has 12 years of full time clinical experience as a counselor in agency and correctional environments. Currently, she is the Clinical Education Specialist at one of the largest community mental health agencies in the United States. Dr. Fachilla delivers training and supervision on evidence based practices, suicide prevention, and counselor wellness to mental health providers across three states. Dr. Fachilla's experience in community mental health and corrections fostered an awareness of systemic inequality and how this affects mental wellness, access to mental healthcare, and burnout for direct service providers. Her research agenda focuses on promoting individual actions (activism, advocacy) in service of large-scale, systemic change.
Christina McGrath Fair, Ph.D., LMHC
Christina McGrath Fair (she/her) is a Visiting Clinical Assistant Professor in Counselor Education at Florida International University. She is a Licensed Mental Health Counselor and Qualified Supervisor in Florida. She has a wide range of clinical experience in various settings including residential, community, school-based, college, and private practice. Specialty areas include LGBTQ+ issues, sexual wellness, and women’s issues. Christina earned her PhD in Counseling and Counselor Education from the University of Florida in 2019. Her primary research interests include sexual culture, social justice in counseling, and supervision. Christina is active in leadership roles in the Florida Counseling Association (Florida ALGBTIC) and Counselors for Social Justice.
Jennifer H. Greene-Rooks, Ph.D.
Dr. Jennifer H. Greene-Rooks is an Assistant Professor of Counseling at Texas State University and former school counselor. Jennifer’s research interests include multicultural counseling and social justice concerns which grew out of her experience working in an international school with a deliberately diverse student body and faculty. Many of her students, families, and colleagues were immigrants with many also being refugees. Jennifer’s presentations and publications include multicultural counseling competence, school counseling, girls’ leadership, LGBTQ+ concerns, and dissociative identity disorder. She is one of the faculty sponsors for a student section of CSJ and part of her university’s LGBTQIA+ Advisory Network.
Cynthia Miller, Ph.D., LPC
Dr. Cynthia Miller is a Licensed Professional Counselor in private practice in Charlottesville, VA. She is also an adjunct instructor at Longwood University and an adjunct instructor in the Clinical Mental Health Counseling program at South University – Richmond, where she previously served as a Clinical Coordinator and Program Director. She holds a B.A. in Psychology and Political Science from Alma College, a Master’s degree in Counseling in Higher Education from the University of Virginia, and a Ph.D. in Counselor Education and Supervision from the University of Virginia. As an educator, Dr. Miller has worked to expand opportunities for non-traditional students and to increase collaboration among faculty and internship supervisors. Dr. Miller is actively involved in the dissemination of knowledge at the state, regional, and national level.
Lucy Parker, Ph.D., LPC
Dr. Lucy Parker (she/her) is a Licensed Professional Counselor (LPC) in Philadelphia, Pennsylvania. She is also an Assistant Professor at La Salle University and a Clinical Lecturer and Supervisor at Northwestern University. Along with her Pennsylvania license, Dr. Parker also maintains an LPC status in Illinois, holds an AA in Biology from Lincoln Land Community College, a BS in Psychology, an MA in Human Development Counseling from the University of Illinois Springfield, and a PhD in Counselor Education and Supervision from Northern Illinois University. Dr. Parker’s areas of over 6 years of clinical work have included crisis counseling, counseling those with developmental delays, psychoeducational courses and groups, general developmental issues, communication and conflict resolution, anxiety and depression issues, substance abuse issues, clients within the LGBTQIA+ population, and working with some legally mandated client issues. In addition to clinical interests and experience, Dr. Parker’s research interests include class related issues, classism, multicultural counseling, creative counseling, and humanistic issues in counseling. Specifically, Dr. Parker has presented various workshops and educational sessions based upon her dissertation, defended in 2018, that was titled Examination of the Relationship between Classism and Career Agency. In addition to clinical and research duties, Dr. Parker is also an active member of the Pennsylvania Counseling Association, the Association for Creativity in Counseling, the Association for Humanistic Counseling, the American Counseling Association, and the Association for Counselor Education and Supervision.
Jessica Taylor, Ph.D., LPC
Dr. Jessica Z. Taylor is an Assistant Professor and Director of Assessment for the CACREP-accredited M.S. in Clinical Counseling program at Central Methodist University. She coordinates the clinical counseling program at the St. Louis location. Dr. Taylor obtained her Ph.D. in Counselor Education and Supervision and her Certificate in University Teaching from the University of Missouri-St. Louis, her M.S in Nonprofit Management from Johnson & Wales University, is a Licensed Professional Counselor in Missouri, a National Certified Counselor, and a board certified TeleMental Health provider. She is a member of the American Counseling Association and Association for Counselor Education & Supervision. Her professional counseling-related specializations and research interests include psychosocial aspects of medical illness and disability, allergies and anaphylaxis, crisis intervention, emotional regulation, DBT, EMDR, counselor education pedagogy, trauma-informed teaching, research self-efficacy, and program assessment and evaluation.