Abbré McClain, Psy.D., LCPC

OVERVIEW

When considering her role as an educator, Dr. McClain truly believe that our first relationships serve as a template for how individuals understand and navigate the world. In the same vein, learning and skill building capacities are very much contingent upon the blueprint created in the classroom. Student engagement and performance is directly connected to the quality of the student-teacher relationship in a classroom setting.

Using a developmental-strength-based approach to teaching embodies the values of high demand/high warmth; encouraging, sharing, cultivating, scaffolding, and mentoring within the teaching model are essential components to defining, understanding, and providing spaces where students can flourish. Safe and affirming spaces that honor student narratives are often the driving force in establishing student motivation, excitement, and curiosity for ongoing learning.

Enveloped within this academic “holding environment” is a framework of ensuring that the learning space prioritizes inclusion, diversity, and pluralism within the classroom setting. This involves Dr. McClain’s commitment to providing a space where cultural diversity, pluralism, self-reflection, critical analysis, and relational capacities can take center stage.

To experience exchanges of power with students every academic year has been an invaluable gift for Dr. McClain. The most powerful learning tool for her has been to consistently and intentionally be willing to place herself in the seat and position of the learner. From this position, she has seen exponential growth among the personal, professional, and clinical capacities of her students. In turn, students have added to her own account of growth as a person, clinician, team member, leader, and educator.

MEMBERSHIPS + ASSOCIATIONS

• American Psychological Association (Member).
• Division 53: Child and Adolescent Psychology.
• Division 57: Trauma Psychology, Program Chair.

PUBLICATIONS + PRESENTATIONS