Tiffany Stoner-Harris, Ph.D. Chicago Campus

"I believe that it is important to bring a global   
perspective into the classroom and to assist  
students with developing their multicultural  
and social justice competencies in ways that  
capture the core values of the counseling  
profession and of Adler University." 
- Tiffany Stoner-Harris, Ph.D. 

"I believe that it is important to bring a global
perspective into the classroom and to assist
students with developing their multicultural
and social justice competencies in ways that
capture the core values of the counseling
profession and of Adler University."
- Tiffany Stoner-Harris, Ph.D. 

Tiffany Stoner-Harris, Ph.D., LCPC, LMHC, NCC
Assistant Professor, Clinical Mental Health Counseling Program
Department of Counseling & Integrated Programs

I believe that it is important to bring a global perspective into the classroom and to assist students with developing their multicultural and social justice competencies in ways that capture the core values of the counseling profession and of Adler University. I believe in continually developing my own multicultural and social justice competencies and clinical experiences, as a means to demonstrate the dedication to ongoing growth and development in these key area and others, as well as to enhance the instructional practices, resources, and research that students engage in. Teaching at Adler University aligns so well with my personal philosophies, and feels like a very natural fit for me as I engage with students and faculty about the very real issues of inequities, injustices, and social justice practices. I get excited to hear and witness the students’ growth in the classroom, their engagement in their social justice work, and their on-site practicum and internship clinical experiences.

My philosophy of teaching drives me to provide students with well-rounded and comprehensive lessons, that challenge them to grow in both a personal and profession manner, while focusing on the awareness, knowledge, skills, and techniques of counseling. My goals include ensuring that students are challenged to be analytical and critical in their intake of research, lectures, and experiential activities, to help guide them in their future roles as counseling professionals. In effort to assure equity amongst students, I believe in differentiating the teaching methods and course material in ways that will allow each student to fully engage. I ultimately believe that it up to me as the professor to create an environment that is safe, that facilitates lessons in a way that is inclusive to all learners, and that fosters the growth of various learning styles.

In addition, understanding the students’ cultural identity, personal journey, and professional goals is an important aspect of my teaching philosophy. I believe in teaching and supervising the whole student, in effort to best help them recognize the parallel process of working with clients. By using both traditional and innovative practices in pedagogy, I aim to prepare future counselors to develop and use their own social, emotional, and cognitive skills and abilities to help their future clients. Finally, as a counselor educator, I believe it is important to adhere to professional expectations, standards and ethical practices in our own professional journey, as we are guiding students to do the same. We are the primary example that students will see, and it’s necessary to embody what we are teaching.

Areas of Expertise and Academic and Research Interests

  • Trauma Informed Care/Crisis Responses
  • Child and Adolescent Counseling
  • Multicultural Counseling
  • Counselor Development

Education

  • Ph.D., Rehabilitation and Counselor Education (Counselor Education and Supervision), University of Iowa
  • M.S.Ed, Counselor Education, Western Illinois University
  • B.S., Sociology, Austin Peay State University

Professional Memberships

  • American Counseling Association
  • Association for Counselor Education and Supervision
  • Association for Multicultural Counseling and Development
  • Chi Sigma Iota – Chapter Faculty Advisor
  • Association for Play Therapy

Select Publications

  • Stoner-Harris, T., Childs, J., and Maxis, S. (2019). What I Do as a Counselor: When It Rains, It Pours! Where Do I Begin to Help? In C. Wood, T. Portman, and L. Tyson, Critical Incidents in School Counseling, 3rd Ed. American Counseling Association: Alexandria, VA.
  • Cassandra A. Storlie, Victoria Giegerich, Tiffany Stoner-Harris & Janice Byrd (2018). Conceptual Metaphors in Internship: Creative Journeys in Counselor Development, Journal of Creativity in Mental Health, DOI: 10.1080/15401383.2018.1439790.
  • Stoner-Harris, T.D. (2018, December). Intervention and Prevention of the School to Prison Pipeline for African-American Girls. Florida Association for Multicultural Counseling and Development. Retrieved from FAMCD Newsletter

Select Presentations

  • Stoner-Harris, T., Dean, A. & Lin, Y. (September 2019) Don’t wait until she dies: A global perspective of the long-term effects of trauma after sexual assault. Asian Pacific Rim Confederation of Counsellors Conference (APRCCC), Brisbane, Australia.
  • Stoner-Harris, T. (April 2019). Integrating play therapy with African American high school adolescents: Responding to race related trauma. Black Play Therapy Symposium, Arlington, VA.
  • Stoner-Harris, T. & Dean, A. (October 2017). Delphi research implications for practice with traumatized clients. Association for Counselor Education and Supervision Conference, Chicago, IL
  • Stoner-Harris, T., Ceballos, P. & Nelson, L. (October 2017). CSI Chapter Faculty Advisor Training. Association for Counselor Education and Supervision Conference, Chicago, IL
  • Stoner-Harris, T. (November 2016). 10 Ideas on how to become a more effective board member. National Alliance of Black School Educators, Tampa, FL.
  • Stoner-Harris, T. (April 2015). Creative narrative therapy techniques when responding to personal trauma. The Association for Creativity in Counseling Conference. San Antonio, TX.