Leslie De Jones

Clinical Associate Professor, Counseling and Higher Education, Director, Child and Family Resource Clinic
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Welch Street Complex 2 150

I was born and raised in a small town in North Texas. After being the fourth generation of my family to graduate from the high school in our hometown, I enrolled as a student at Texas A&M University. From the moment I began working towards my degree in psychology, I knew I wanted to attend graduate school and become a counselor specializing in adolescents. While pursuing my master’s degree at the University of North Texas, I took my first course in play therapy. It was then that I found my true passion for counseling children and families. After working in a community agency that served children ages 7-17, I returned to the UNT doctoral program to broaden my skills and knowledge as a counselor and play therapist. During my doctoral program I discovered my love of teaching and the use of expressive arts in counseling. Becoming a counselor educator has allowed me to blend my passion for working with children and love of teaching together.

After completing my PhD, I taught at the University of Central Florida for 4 years. I was excited to join the UNT faculty in 2009. I teach master’s level clinical courses and serve as the advisor for the undergraduate counseling minor program. I also serve as Director of the program’s Counseling and Human Development Center. As Center Director, I coordinate the academic, logistical, ethical, and legal matters involved in the operation of an on-campus community mental health clinic. 




Texas Licensed Professional Counselor – Supervisor, Registered Play Therapist 


UNT Position: 

Lecturer; Director, Counseling and Human Development Center 


Teaching Areas: 

Play Therapy, Child Assessment, Basic Counseling Skills, Practicum 


Research Interests: 

Play Therapy, Filial Therapy

P. Daniel Chen

Associate Professor, Counseling and Higher Education, Program Coordinator, Higher Education
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Matthews Hall 214-H

As a higher education scholar and educator, I believe that empirical research is the foundation of sound practice. I also believe while applying theories is important, educators must pay attention to individual differences. I apply these two principles both in my research and teaching.

Prior to became a faculty member at the UNT, I had worked in various industrial and educational setting. I have served in the Chinese Army and I have been holding positions as biomedical engineer, webmaster, violence prevention and intervention counselor, policy analyst, and research scientist both in the U.S. and Taiwan. For three years from 2005 to 2008 I worked for the National Survey of Student Engagement (NSSE) at the Indiana University Bloomington, where I conducted higher education research and psychometric studies using NSSE data. Prior to that I did policy analysis as the Assistant to the Policy and Training Director at the Florida Department of Education Office of Student Financial Assistance.


My goal as a higher education educator is to teach and inspire students to maximize their potential and to contribute their knowledge and experiences in their field of practice. In my own career I have had the good fortunate to be mentored by some of the best higher education scholars of this generation. I would like to pass down what I have learned from them and to mentor future higher education leaders.


My research interests focus around the issue of student success and student development. Topics of interest include college student’s moral and spiritual development, civic engagement, ethical issues in higher education, the influence of technology on student learning and development, assessing student learning outcomes, effective teaching and learning strategy in the online learning environment, and diversity and equity issues in higher education.



UNT Position:

Associate Professor of Higher Education 


Teaching Areas:

Research on Higher Education, Institutional Effectiveness, Quantitative Research Methods, Student Demographics, Research on Student


Research Interests:

College student’s moral and spiritual development, civic engagement, ethics, technology and student learning and development, assessment, online learning, and diversity and equity issues in higher education



Finding quality responses: The problem of low-quality survey responses and its impact on accountability measures

Chen, P. D.

Research in Higher Education, 52(7)



Engaging online learners: The impact of web-based learning technology on college student engagement

Chen, P. D., Lambert, A. D., & Guidry, K. R.

Computers & Education, 54, 1222-1232



Analyzing and interpreting NSSE data

Chen, P. D., Gonyea, R. M., Sarraf, S. A., BrckaLorenz, A., Korkmaz, A., Lambert, A. D., Shoup, R., & Williams, J. M.

New Directions for Institutional Research, 141, 35-54



Comparing the utility of the 2000 and 2005 Carnegie classification systems in research on students’ college experiences and outcomes

McCormick, A. C., Pike, G. R., Kuh, G. D., & Chen, P. D.

Research in Higher Education, 50(2), 119-214



Learning at a distance: Engaged or not?

Chen, P. D., Kuh, G. D., & Gonyea, R. M.

Innovate Journal of Online Education

Cynthia Kay Chandler

Professor, Counseling and Higher Education, Director, Consortium for Animal Assisted Therapy
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Welch Street Complex 2 126

Cynthia Kay Chandler was born in Fort Worth, Texas. She went to elementary and middle school in El Paso and graduated from high school in Muleshoe in 1974. She received her doctoral degree in educational psychology in 1986 from Texas Tech University. She is a professor of the counseling program at UNT where she has served on the faculty since August 1989. She has several publications and has presented at professional venues across the U.S., and in Canada, Austria, Greece, and South Korea. She co-leads the annual statewide training Institute in Counselor Supervision and organizes and leads training and certification workshops each year in Animal Assisted Therapy. She can often be seen with one of her certified therapy dogs, Rusty or Dolly.


Texas Licensed Professional Counselor – Supervisor, Texas Licensed Marriage and Family Therapist – Supervisor, Certified Animal Assisted Therapy Instructor, Certified, EEG Biofeedback – Approved Supervisor, Certified, General Biofeedback – Approved Supervisor, Licensed Pet Partners Therapy Team Evaluator, Licensed Pet Partners Therapy Team Instructor, National Registered Animal Assisted Therapist 

UNT Position

Professor of Counseling; Director, Consortium for Animal Assisted Therapy; Director, Biofeedback Lab 

Teaching Areas

Animal Assisted Therapy, Biofeedback Therapy, Women’s Emotional Health, Counseling Supervision, Adult Assessment & Appraisal, Counseling Practicum, Counseling Research, Basic Techniques in Counseling. 

Research Interests

Animal Assisted Therapy, Biofeedback Therapy, Women’s Emotional Health, Counseling Supervision. 

Honors and Awards

2009 Association for Creativity in Counseling's Thelma Duffey Vision and Innovation Award 


Contemporary women's health: Issues for today and the future, 3rd edition
Kolander, C., Ballard, D., & Chandler, C.
St. Louis: McGraw-Hill


A comparison study of the efficacy of group equine assisted counseling with at-risk children and adolescents
Trotter, K. S., Chandler, C. K., Bond, D., & Casey, J.
Journal of Creativity in Mental Health, 3(3), 254-284


Animal assisted therapy with hurricane Katrina survivors
Chandler, C. K.
Vistas Online 2008. http://counselingoutfitters.com/vistas/vistas08/Chandler.htm


Animal assisted therapy in counseling, Korean translation ed.
Chandler, C.
Seoul, Korea: Hakjisa


Pawsitive pets: Working with your pet as co-therapists
Chandler, C. K.
Vistas 2006, American Counseling Association

V. Barbara Bush

Associate Professor, Counseling and Higher Education, Master's Program Coordinator
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Matthews Hall 214-F

My career in higher education began when I was hired as a resident director at Illinois State University after completing my master’s degree in student personnel administration. Through the years, my career progressed from that position to director of student activities, to assistant dean of students, to dean of students and senior student affairs officer. Outside of student affairs, I gained experience as a senior associate for a major non-profit organization with a focus on K-12 student success.

Since arriving at UNT, I have taught graduate level classes, supervised internships and chaired dissertations. Also, I have served as coordinator of the master’s program in higher education. Currently, I serve as principal investigator for a Communities Foundation of Texas grant for the establishment of three early college high schools in the Dallas-Fort Worth area. Two of those schools are in their second year of operation. 

My involvement in professional organizations has provided connections critical to my research. I have been a member of the Association for the Study of Higher Education (ASHE), the premier professional organization for academic leaders in my field, for more than ten years. At this time, I serve as co-chair of one of the programs associated with an ASHE subcommittee—The Council for Ethnic Participation (CEP). 

Another professional organization in which I am active is the American Educational Research Association (AERA). I served as co-section chair of the Division J program committee that selected division papers, symposia, roundtables and poster sessions for the 2006 annual meeting. Other organizations with which I am affiliated are the National Association of Student Personnel Administrators (NASPA), the Association of College Personnel Administrators (ACPA), and the Texas Association of Black Professionals in Higher Education (TABPHE). 

From the beginning of my career at UNT, I have worked with the North Texas P-16 Council. This work is highlighted because it relates directly to my interest in P-16 collaborations. Work with the Council has included co-chairing the Council, chairing subcommittees and co-authoring the annual Gap Analysis Report for Dallas and Fort Worth regions. 

My primary research focus remains African Americans in higher education. However, I have expanded this interest to include issues of college-going for underrepresented students, student retention issues and mentoring. On the topic of African Americans in higher education leadership, I co-edited a book, Intersections: Race, Gender, Organizational Culture and Leadership in Higher Education. Other publications have included a review of Nannerl Keohane’s Leadership in the Modern University, published in The Review of Higher Education and an article on college readiness co-authored with Stephen Katsinas and published in The Community College Journal of Research and Practice. Publications in process include articles on P-16 collaboration, student development issues, and African American administrators in higher education, as well as a book on African American women students. 

Teaching Areas

Foundations of Student Development Administration, Student Development Program Administration, Organization & Administration of Student Development Services, Assessment in Student Development, Studies in Higher Education 

Research Interests

Leadership and Administration, African American Experiences in Higher Education, Student Development Issues, P-16 Collaboration, Student Access and Retention. 


Tidal Wave II, community colleges, and student financial aid.

Hardy, D., Katsinas, S. G. & Bush, V. B.

Enrollment Managemen Journal, 1 (1), 23-48


Rural community colleges and on-campus housing

Moeck, P.G., Katsinas, S. G., Hardy, D. E., & Bush, V. B.

Community College Review, 35 (3), 237-249


Review of the book Higher ground: Ethics and leadership in the modern university

Bush, V.B.

The Review of Higher Education, 30 (4), 474-475


Assessing what matters: Improving college readiness 50 years beyond Brown.

Katsinas, S.G. & Bush, V.B.

Community College Journal of Research and Practice, 30 (10), 771-786


A look behind the veil [Review of the book Grass roots and glass ceilings

Bush, V.B.

Transfer Guides

No Child Left Behind - Highly Qualified Fact Sheet

Information on new Texas teachers who are assigned to teach in grades EC-6. Please download the fact sheet for information.

Beverly Bower

Professor, Counseling and Higher Education, Don A. Buchholz Chair for Community Education, Director, Bill J. Priest Center
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Matthews Hall 207-G

Answering the call: African American women in higher education leadership
Bower, B.L., & Wolverton, M.
Stylus Publishing
Women at the top: What women university and college presidents say about effective leadership
Wolverton, M., Bower, B. L., & Hyle, A.
Stylus Publishing
Underlying consumer valuing structures of baby boomers as older adults in community colleges: A grounded analysis
Palazesi, L.M., Bower, B.L., & Schwartz, R.A.
Journal of Marketing for Higher Education, 17(2), 256-291
    Refereed(Peer reviewed) Journals

A descriptive study of online teaching styles
Barrett, K., Bower, B.L., & Donovan, N.
American Journal of Distance Education, 21(1), 37-49
    Refereed(Peer reviewed) Journals

Self-identity modification and intent to return: Baby boomers reinvent themselves using the community college
Palazesi, L.M., & Bower, B.L.
Community College Review, 34(1), 44-67"

Scott B. Martin

Professor, Kinesiology, Health Promotion and Recreation
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Physical Education Building 210-F

Dr. Scott Martin received his doctorate of philosophy degree in Physical Education with an emphasis in Sport and Exercise Psychology from the University of Tennessee, Knoxville. He is a fellow and certified consultant of the Association for Applied Sport Psychology, fellow of the American College of Sports Medicine, a member of the United States Olympic Committee's Sport Psychology Registry, and an invited member of the Texas Cardiovascular Disease and Stroke Partnership. Dr. Martin has extensive knowledge in sport, physical fitness, and health psychology which has provided him the opportunity to interact with numerous coaches, athletes, musicians, military personnel, and business leaders about their performance. He has authored or co-authored over 70 refereed professional articles, 10 non-refereed articles, five book chapters, and 175 presentations at state, national, and international conferences. Dr. Martin has received over $2 million in funding from organizations and agencies such as the National Institutes of Health (Science Education Partnership Award), Robert Wood Johnson Foundation, National Association for Sport and Physical Education, Texas Higher Education Coordinating Board, The Cooper Institute, United Way of Metropolitan Dallas, and Girls in the Game. His research interests include examining attitudes toward psychology skills and services; psychosocial factors associated with physical activity, physical fitness, and body composition; effective coaching behavior and leadership styles; and mental skills and strategies associated with performance success. He is a member of several professional organizations, including the American College of Sports Medicine; Association for Applied Sport Psychology; American Psychological Association - Division 47; and Society of Health and Physical Educators (SHAPE America). Dr. Martin  serves on several advisory and editorial boards (e.g., Journal of Applied Sport Psychology; Sport, Exercise and Performance Psychology). He also served as an associate editor for the Journal of Applied Sport Psychology and co-edited a Research Quarterly for Exercise and Sport Supplement on Texas youth physical fitness.

Peer-reviewed Articles (since 2010)

Greenleaf, C. A., Petrie, T. A., & Martin, S. B. (In press). Weight-related teasing and depression among overweight and obese adolescents. European Review of Applied Psychology.

Barton, M., Jackson, A. W., Martin, S. B., Morrow, J. R., Jr., Petrie, T. A., & Greenleaf, C. A. (2017). Better health-related fitness in youth: Implications for public health guidelines. International Journal of Exercise Science, 10, 379-389.

Farren, G. L., Zhang, T., Martin, S. B., & Thomas, K. (2017). Examining college students’ psychosocial factors, sedentary behavior, and health-related quality. Journal of American College Health, 65, 10-21.

Lauer, E. E., Jackson, A. W., Martin, S. B., Morrow, J. R., Jr. (2017). Meeting USDHHS physical activity guidelines and health outcomes. International Journal of Exercise Science, 10, 121-127.

Mitchell, S., Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2017). A biopsychosocial model of dietary restraint in early adolescent boys. Journal of Early Adolescence, 37, 593-617.

Yeatts, P. E., Barton, M.,Henson, R. K., & Martin, S. B. (2017). The use of structure coefficients to address multicollinearity in exercise science. Measurement in Physical Education and Exercise Science, 21, 83-19.

Yeatts, P. E., Martin, S. B., & Petrie, T. A. (2017). Physical fitness as a moderator of neuroticism and depression in adolescent boys and girls. Personality and Individual Differences, 114, 30-35.

Zakrajsek, R., Fisher, L. A., & Martin, S. B. (2017). Certified athletic trainers’ understanding and use of sport psychology in their practice. Journal of Applied Sport Psychology, 29, 215-233.

Arvinen-Barrow, M., Clement, D., Hamson-Utley, J. J., Kamphoff, C., Zakrajsek, R., Lee, S. M., Hemmings, B, Lintunen, T., & Martin, S. B. (2016). Athletes’ expectations about sport injury rehabilitation: A cross-cultural study. Journal of Sport Rehabilitation, 25, 338-347.

Barton, M., Yeatts, P. E., Henson, R. K., & Martin, S. B. (2016). Moving beyond univariate post hoc testing in exercise science: A primer on descriptive discriminate analysis. Research Quarterly of Exercise and Sport, 87, 365-375.

Cooper, K., Greenberg, J., Castelli, D., Barton, M., Martin, S. B., & Morrow, J. R., Jr. (2016). Implementing policies to enhance physical education and physical activity in schools. Research Quarterly of Exercise and Sport, 87, 133-140.

Sheinbein, S., Petrie, T. A., Martin, S. B., & Greenleaf, C. A. (2016). Psychological mediators of the fitness-depression relationship within adolescents. Journal of Physical Activity and Health, 13, 719-725.

Yeatts, P. E., Martin, S. B., Petrie, T. A., & Greenleaf, C. A. (2016). Weight control behavior as an indicator of adolescent psychological well-being. Journal of School Health, 86, 561-567.

Zakrajsek, R., Martin, S. B., & Wrisberg, C. A. (2016). NCAA Division-I athletic trainers’ perceptions of the benefits of sport psychology services. Journal of Athletic Training, 51, 398-405.

Arvinen-Barrow, M., Clement, D., Hamson-Utley, J. J., Zakrajsek, R., Lee, S-M., Kamphoff, C., Lintunen, T., Hemmings, B., & Martin, S. B. (2015). Athletes' use of mental skills during sport injury rehabilitation. Journal of Sport Rehabilitation, 24, 189-197.

Greenleaf, C. A., Petrie, T. A., & Martin, S. B. (2015). Biopsychosocial correlates of dietary intent in middle school girls eating behaviors. Eating Behaviors, 18, 143-146.

Marczyk Organek, K. D., Taylor, D. J., Petrie, T. A., Martin, S. B., Greenleaf, C., Dietch, J. R., & Ruiz, J. M. (2015). Adolescent sleep disparities: Sex and racial/ethnic differences. Sleep Health, 1, 36-39.

Ruggero, C. J., Petrie, T., Sheinbein, S., Greenleaf, C. & Martin, S. B. (2015). Cardiorespiratory fitness may help in protecting against depression among middle school adolescents. Journal of Adolescent Health, 57, 60-65.

Srikanth, S., Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2015). The relationship of physical fitness, self-beliefs, and social support to the academic performance of middle school boys and girls. Journal of Early Adolescence, 35(3), 353-377. DOI: 10.1177/0272431614530807

Zakrajsek, R., Martin, S. B., & Wrisberg, C. A. (2015). Sport psychology services in performance settings: NCAA D-I certified athletic trainers' perceptions. Sport, Exercise, and Performance Psychology, 4, 280-292.

Greenleaf, C. A., Petrie, T. A., & Martin, S. B. (2014). Relationship of weight-based teasing and adolescents’ psychological well-being and physical health. Journal of School Health, 84, 49-55.

Tucker, J. S., Martin, S. B., Morrow, J. R., Jr., Jackson, A. W., Greenleaf, C. A., & Petrie, T. A. (2014). Relations between sedentary behavior and FITNESSGRAM® Healthy Fitness Zone achievement and physical activity. Journal of Physical Activity & Health, 11, 1006-1011.

Morrow, J. R., Jr., Tucker, J. S., Jackson, A. W., Martin, S. B., Greenleaf, C. A., & Petrie, T. A. (2013). Meeting physical activity guidelines and health-related fitness in youth. American Journal of Preventive Medicine, 44(5), 439-444.

Moy, J., Petrie, T. A., Dockendorff, S., Greenleaf, C. A., & Martin, S. B. (2013). Dieting, exercise, and intuitive eating among early adolescents. Eating Behaviors, 14, 529-532. 

Rieck, T., Jackson, A. W., Martin, S. B., Petrie, T. A., & Greenleaf, C. A. (2013). Relation between depression and physical fitness of middle school students. Medicine & Science in Sport & Exercise, 45(6), 1083-88. DOI: 10.1249/MSS.0b013e3182831db1

Steinfeldt, J., Zakrajsek, R., Bodey, K., Middendorf, K., & Martin, S. B. (2013). Role of uniforms in the body image of college volleyball players. The Counseling Psychologist, 41(5), 791-819. DOI: 10.1177/0011000012457218

Zakrajsek, R., Steinfeldt, J., Bodey, K., Martin, S. B., & Zizzi, S. (2013). NCAA Division I coaches’ perceptions and use of sport psychology services: A qualitative perspective. The Sport Psychologist, 27, 258-268.

Clement, D., Hamson-Utley, J. J., Arvinen-Barrow, M., Kamphoff, C., Zakrajsek, R., & Martin, S. B. (2012). College athletes' expectations about injury rehabilitation with an athletic trainer. International Journal of Athletic Therapy & Training, 17(4), 18-27.

Dockendorff, S., Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2012). Intuitive Eating Scale for Adolescents: Factorial and construct validity. Journal of Counseling Psychology, 59(4), 604-611.

Mitchell, S., Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2012). Moderators of the internalization-body dissatisfaction relationships in middle school girls. Body Image, 9, 431-440.

Dolan, S. H., Houston, M., & Martin, S. B. (2011). Survey results of the training, nutrition, and mental preparation of triathletes: Practical implications of findings. Journal of Sports Sciences, 29(10), 1019-28.

Houston, M., Dolan, S. H., & Martin, S. B. (2011). The impact of nutrition, mental, and physical preparation on triathlon performance. Journal of Sports Medicine and Physical Fitness, 51(4), 583-94.

Martin, S. B., Rhea, D. J., Greenleaf, C. A., Judd, D. E., & Chambliss, H. O. (2011). Weight control beliefs, body shape attitudes, and physical activity among adolescents. Journal of School Health, 81(5), 244-250. 

Zakrajsek, R. A., Martin, S. B., & Zizzi, S. J. (2011). American football coaches' attitudes toward sport psychology consultation and intentions to use sport psychology services. International Journal of Sport Science and Coaching, 6(3), 461-478.

Petrie, T. A., Greenleaf, C. A., & Martin, S. B. (2010). Biopsychosocial and physical correlates of middle school boys’ and girls’ body satisfaction. Sex Roles, 63(9), 631-644.

Greenleaf, C. A., Petrie, T. A., & Martin, S. B. (2010). Psychological variables as predictors of cardiorespiratory fitness and body composition of middle school students. Research Quarterly for Exercise and Sport, 81(Suppl. 3), S65-S74.

Martin, S. B., Ede, A., Morrow, J. R., Jr., & Jackson, A. W. (2010). Statewide physical fitness testing: Perspectives from the gym. Research Quarterly for Exercise and Sport, 81(Suppl. 3), S31-S41.  

Morrow, J. R., Jr., Martin, S. B., & Jackson, A. W. (2010). Reliability and validity of the FITNESSGRAM®: Quality of teacher collected health-related fitness surveillance data. Research Quarterly for Exercise and Sport, 81(Suppl. 3), S24-S30.

Rhea, D., & Martin, S. B. (2010). Personality trait differences of traditional sport athletes, bullriders, and other alternative sport athletes. International Journal of Sports Science and Coaching, 5, 75-85.

Published Book Chapters (since 2010)

Bader, C. M., & Martin, S. B. (In press). Sport(s) psychology in intercollegiate athletics in the United States. In E. Acevedo (Ed.) The Oxford Research Encyclopedia of Sport, Exercise, and Performance Psychology, New York: Oxford University Press, Inc.

Martin, S. B., Chambliss, H. O., & Greenleaf, C. A. [Contributors.] (2014). Chapter 45: Principles of behavior change: Skill building to promote physical activity (pp. 745-760). In D. P. Swain (7th ed.) American College of Sports Medicine resource manual for guidelines for exercise testing and prescription, Philadelphia, PA: Lippincott Williams and Williams.

Martin, S. B., & Andersen, M. B. (2013). Helping intercollegiate athletes in and out of sport. In J. L. Van Raalte & B. W. Brewer (Eds.), Exploring sport and exercise psychology (3rd ed.), Washington, DC: American Psychological Association.

Martin, S. B., Zakrajsek, R. A., & Wrisberg, C. A. (2012). Attitudes toward sport psychology and seeking assistance: Key factors and a proposed model. In C. D. Logan & M. I. Hodges (Eds.) Psychology of attitudes (pp. 1-33). Hauppauge, NY: Nova Science Publishers, Inc.

Janice Miner Holden

Department Chair, Professor, Counseling and Higher Education
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Welch Street Complex 2 102

I grew up in, taught high school psychology for 11 years in, and served as a high school counselor for one year in the Chicago suburbs. My bachelor's degree is in psychology with honors from the University of Illinois, Champaign/Urbana. Both my master's and doctoral degrees are in counselor education from Northern Illinois University.

Since completing my master's in 1979 until 2007, I maintained a part-time private practice in counseling. Upon completing my doctorate in the spring of 1988, I came to Texas to join the UNT Counseling Program faculty that fall, and have worked here ever since; it would take an exceptional job to persuade me to move back north of the Mason-Dixon line! I discontinued private practice when I became Department Chair because of workload; I look forward to resuming when I either return to faculty or retire.

My primary professional interest is the transpersonal perspective in counseling – "transpersonal" referring most basically to experiences and stages of development that involve transcendence of the usual personal limits of space and/or time. My single most meaningful professional experience so far has been serving for three years as president of the International Association for Near-Death Studies. My greatest professional fantasy is to find a donor to fund a Center for the Study of Transpersonal Experiences Surrounding Death (C-STED) at the University of North Texas.

I'm married with no children and enjoy watching movies on our home-theater-like setup, maintaining the landscaping around my house, attending arts-related events in the DFW area, and taking vacations focused on hiking and photography.

I am extremely proud of the UNT Counseling Program: I believe we nurture the development of outstanding counseling associates and professionals.

Credentials: Texas Licensed Professional Counselor – Supervisor, National Certified Counselor, and ACISTE (American Center for the Integration of Spiritually Transformative Experiences) Certified Mental Health Professional.

Teaching Areas: Counseling Theory, Transpersonal Counseling, Dreamwork in Counseling, and Supervised Practice of Counseling.

Research Areas: Transpersonal / Spiritual Issues in Counseling, Couple Counseling, Sexuality and Sexual Dysfunction Therapy, Integral Therapy, and Screening Counseling Program Applicants.

Honors/Awards: 2013 Association for Spiritual, Ethical, and Religious Values in Counseling’s Research Award; 2014-19 Fulbright Specialist Roster Candidate; 2015 American Counseling Association's Gilbert and Kathleen Wrenn Award for a Humanitarian and Caring Person.


Pace, L., Holden, J. M., & Blalock, S. (2016). Development of the Knowledge and Attitudes About Near-Death Experiences Scale (KANDES). Journal of Near-Death Studies, 34(3), 173-188. doi:10.17514/JNDS-2016-34-3-p173-188.

Holden, J. M., Kinsey, L., & Moore, T. R. (2014). Disclosing near-death experiences to professional healthcare providers and non-professionals. Spirituality in Clinical Practice, 1(4), 278-287. doi:10.1037/scp0000039 Selected by the Research Network of the Association for Clinical Pastoral Education as the January 2015 Article of the Month: http://www.acperesearch.net/jan15.html

Goza, T., Holden, J. M., & Kinsey, L. (2014). Combat near-death experiences: An exploratory study. Military Medicine, 179(10), 1113-1118.

Loseu, S., Holden, J. M., Kinsey, L., & Christian, R. (2013). The field of near-death studies through 2011: An updated analysis of the scholarly periodical literature. Journal of Near-Death Studies, 31(4), 189-202. doi:10.17514/JNDS-2014-31-4-p189-202.

Foster, R. D., & Holden, J. M. (2013). Eternal connection: An exploratory study of the effects of learning about near-death experiences on adult grief. Journal of Loss and Trauma, 19, 1-16. doi: 10.1080/15325024.2012.735189

Holden, J. M. (2012). After-math: Counting the aftereffects of potentially spiritually transformative experiences. Journal of Near-Death Studies, 31(2), 65-78. doi:10.17514/JNDS-2012-31-2-p65-78. Selected by Audio-Digest for Continuing Medical, Continuing Nursing, and other Continuing Education credit online at the Audio-Digest Foundation: http://www.prweb.com/releases/2013/5/prweb10791949.htm


Fall, K. A., Holden, J. M., & Marquis, A. (2017). Theoretical models of counseling and psychotherapy (3rd ed.). New York, NY: Routledge.

Foster, R. D., & Holden, J. M. (Eds.). (2017). Connecting soul, spirit, mind, and body: A collection of spiritual and religious perspectives and practices in counseling. Denton, TX: Aquiline Books and Alexandria, VA: Association for Spiritual, Ethical, and Religious Values in Counseling. https://www.library.unt.edu/aquiline-books/connecting-008-3

Rivas, T., Dirven, A., & Smit, R. H. (2016). The self does not die: Verified paranormal phenomena from near-death experiences (W. Boenke, Trans., J. M. Holden, Ed.). Durham, NC: International Association for Near-Death Studies.

Holden, J. M., Avramidis, S., & Kouremenos, N. (2015). Near-death experiences while drowning: Dying is not the end of consciousness. Denton, TX: University of North Texas Libraries. http://www.library.unt.edu/eagle-editions/nde-003-8; https://www.createspace.com/5693746

Holden, J. M., Greyson, B., & James, D. (Eds.). (2009). The handbook of near-death experiences: Thirty years of investigation. Santa Barbara, CA: Praeger/ABC-CLIO.

Book chapters

Holden, J. M. (2017). Apparently non-physical veridical perception in near-death experiences. In J. C. Hagan III (Ed.), The science of near-death experiences (pp. 79-101). Columbia, MO: University of Missouri Press.

Foster, R., & Holden, J. M. (2011). Human and spiritual development and transformation. In C. S. Cashwell & J. S. Young (Eds.). Integrating spirituality and religion into counseling: A guide to competent practice (pp. 97-118). Alexandria, VA: American Counseling Association.


Holden, J. M., Christian, R., & Kinsey, L. (2013). Near-death experiences: Index to the periodical literature through 2011. Available at http://iands.org/research/index-to-nde-periodical-literature.html. Durham, NC: International Association for Near-Death Studies.

Streit-Horn, J. (2011). After-death communication fact sheet. Available at http://www.coe.unt.edu/sites/default/files/22/129/ADC.pdf. Denton, TX: University of North Texas.

Holden, J. M. (2008). Near-death experiences, part 1: Recognizing a pleasurable near-death experience. (75-minute online continuing education program for healthcare providers.) Available at http://iands.org/education/online-nde-course.html. Durham, NC: International Association for Near-Death Studies.


2008-Present - Editor, Journal of Near-Death Studies