Donna M. Gibson, Ph.D.
Professor, Counseling and Special Education
- Ph.D. in counseling and counselor education, University of North Carolina at Greensboro
- S.S.P. in school psychology, Winthrop University
- M.A. in school psychology, Winthrop University
- B.A. in psychology, Winthrop College
Professional identity development, leadership identity development, school counseling leadership, uses of genograms in counseling, advocacy
- President (2007-2008), Association for Assessment in Research and Counseling (AARC)
- American Counseling Association Governing Council Representative (2015-2018)
- Associate Editor of Qualitative Research, Journal of Counseling and Development
- Licensed Professional Counselor (S.C. and Va.)
- Barrio Minton, C. A., Gibson, D. M., & Morris, C. W. (2016). Evaluating student learning outcomes in counselor education: Workbook & applications. Alexandria, VA: American Counseling Association.
My co-authors and I wrote this book to address the need in counselor education to know and conduct effective and meaningful program evaluation. Anticipating an early 2016 release.
- Gibson, D.M., Dollarhide, C.T., *Leach, D., & Moss, J.M. (in press). Professional identity development of tenured and tenure-track counselor educators. Submitted to the Journal of Counselor Leadership and Advocacy.
In the fourth study on professional identity development, my co-researchers and I explore this process with tenured and tenure-track counselor educators to learn the importance of mentors, colleagues, autonomy, and leadership/service.
- Gibson, D.M., & Isom-Payne, S. (in press). Constructivist approaches to counseling children. In S.A. Smith & C. Tucker (Eds.), Counseling children and adolescents: Connecting theory, development, and diversity. Thousand Oaks, CA: SAGE Publications.
Co-written by a VCU Counselor Education and Supervision doctoral student, this book chapter examines lesser known constructivist approaches in counseling children.
As a counselor educator for more than 15 years, Dr. Donna Gibson’s identity has evolved from (but still includes) working as a practitioner to teacher, supervisor and scholar. Having trained beginning counselors in the areas of school, college, marriage, couples and family counseling, similar themes of mentoring and validation have emerged. Leadership development has become very important in her work with master’s and doctoral students, and she tries to exemplify this through her own professional service and advocacy.