Devona Stalnaker-Shofner received her Doctor of Education in Counselor Education and Supervision from Argosy University Atlanta. Her dissertation research focused on wellness in graduate students as they transition to counselors-in-training and during clinical practicum. She is also a Licensed Professional Counselor (LPC) in the State of Georgia, as well as a National Certified Counselor (NCC) through the National Board for Certified Counselors (NBCC). Devona has been in professional practice as a counselor since 2001, and her experience includes providing individual, group, and marriage and family counseling to clients presenting with treatment concerns such as depression, anxiety, and personality disorders, as well as substance abuse, chemical dependency, and recovery. Additionally, her professional experience includes work with trauma, grief, sexual abuse, domestic violence, and self-mutilation/injury.
Devona has presented at a number of national conferences speaking on the topic of counselor wellness, as well as facilitating workshops in this area. Though her research interests have primarily been focused on counselor wellness, her other interests are in multiculturalism and family systems, and include the influence of acculturation, intracultural colorism, and factors influencing mate selection.
Devona is a member of Psi Chi National Honor Society in Psychology, as well as Chi Sigma Iota Counseling Academic and Professional Honor Society. She is also a member of the American Counseling Association (ACA), the Association for Counselor Education and Supervision (ACES), and the American Mental Health Counselor Association (AMHCA).
At the core of my teaching philosophy is that good teachers leave an indelible impression on their students. I view myself as a highly skilled practitioner, and my job as an educator is to make the abstract more accessible, essentially bridging the gap between understanding theory to the practical application of concepts and helping students to integrate the two worlds. Learning is based on synthesis and integration, not on regurgitation of facts. Consistent with my systemic theoretical orientation of practice, it is my belief that learning does not occur within a vacuum. The classroom is a microcosm of the professional world. In the capacity as the facilitator of the education process, it is my job to help the student to determine and find their future role within that community.
Associate Professor, Associate Chair
Clinical Mental Health Counseling
Good teachers leave an indelible impression on their students, and this conviction permeates my philosophy statement. I believe the best way to illustrate my teaching philosophy is through a narrative of my educational journey. In high school, I remember my English teacher once saying to me, “No one can ever take away what you know and what you learn.” She challenged me to learn all that I could and from every available source; because of this, I view myself as an avid learner on a quest for ongoing and increasing knowledge. This is an attitude I hope to instill in the students I will teach.
In my first year of undergraduate, I had some uncertainty about declaring a major. The professor in my first psychology class had so much passion, and I found this so stimulating. His passion for teaching was invigorating and inspired me to learn. I am very passionate about my profession and about learning, and it is my intent to convey this enthusiasm in my class and to my students. I think this principle is in part due to my undergraduate experience. It is this level of commitment that I hope will inspire my students to feel motivated to learn.
Later as a graduate student, I had a professor state “There is a big difference between theory and practice; what you learn in class and what you do in the field may not always coincide.” I learned to begin to integrate the knowledge I had acquired with the skills I would need to practice effectively. I view myself as a highly-skilled practitioner, and my job as an educator is to make the abstract more accessible, essentially bridging the gap between understanding theory to the practical application of concepts and helping students to integrate the two worlds. Learning is based on synthesis and integration, not on regurgitation of facts. Consistent with my systemic theoretical orientation of practice, it is my belief that learning does not occur within a vacuum. The classroom is a microcosm of the professional world. In the capacity as the facilitator of the education process, it is my job to help the student to determine and find their future role within that community.