Thomson Ling

Hauck, J.M., Hughes, B.B., Ling, T.J., Jones, K., Eannone, C., Saltzman, S., Pacifico, A., Daquila, S.M., & Liu, Ting-Hsuan. (2025, March). DRAWS: A documentation model for use in art therapy training and practice. The Arts in Psychotherapy, 92(2025), 102246 https://doi.org/10.1016/j.aip.2024.102246 Hughes, B.B., Ling, T.J., Hauck, J.M., Saltzman, S., Pacifico, A., Jones, K., & Eannone, C. (2024, September). Do we see you? A systematic review of diversity representation in art therapy research conducted between 2010-2020. The Arts in Psychotherapy, 90(2024), 102193 https://doi.org/10.1016/j.aip.2024.102193 Ling, T.J., Geiger, C.J., Hauck, J.M., Daquila, S.M., Pattison, J.E., Wright, S., & Stambaugh, R. (2022). BDSM, non-monogamy, consent, & stigma navigation: Narrative experiences. Archives of Sexual Behavior. https://doi.org/10.1007/s10508-021-02191-6 Ling, T.J., & Hauck, J.M. (Eds.) (2022) Navigating Ethical Dilemmas in Creative Arts Therapies: A Case-Based Approach. Routledge. ISBN 9781032006710, https://bitly.com/ATEthics Ling, T.J., Percario, K.N., Hauck, J.M., Holland, E.P., Isenberg, D., Henawi, T., Peters, M.A., Karahalios, J., & Messano, R. (2018). 1-800-Externship: The use of hotlines as a training modality for future clinicians. Community Mental Health Journal 55(3), 401-408. doi: 10.1007/s10597-018-0322-0 Ling, T. J. & Hauck, J. M. (2017). The ETHICS Model: Comprehensive, Ethical Decision Making. In Ideas and research you can use:VISTAS 2017. Retrieved from http://www.counseling.org/knowledge-center/vista Ling, T.J., & O'Brien, K. (2012). Connecting the forgotten half: The school-to-work transition of non-college bound youth. Journal of Career Development, 40(4), 347-367. doi:10.1177/089484531245550 Hair, E. C., Park, M. J., Ling, T., & Moore, K. A. (2009). Risky behaviors in late adolescence: Co-occurence, predictors, and consequences. Journal of Adolescent Health, 45(3), 253-261.

• Lead and represent the School of Psychology and Counseling, consisting of 13 full-time faculty, 28 adjuncts, 301 undergraduate students, and 125 graduate students. • Tenured professor in a Master of Arts program in Counseling Psychology with three specializations: Mental Health Counseling, School Counseling, and Art Therapy. Advanced from Assistant Professor to Full Professor in eight years. • Design and teach 3 to 4 courses/semester and one course in the summer. Consistently received highly favorable teaching evaluations. • Designed an honors course on Exploring Diversity, Privilege, and Oppression as well as a special topics graduate course on crisis intervention in counseling. • Advise undergraduate and graduate students • A member of several college committees: Student Life Committee, Alcohol and Drug Prevention Committee, and Crisis Intervention Team. • Participate in additional faculty duties (attend faculty meetings, open houses, review files for admissions, interview prospective students, etc.).

• Proposed and implemented a free, confidential, and anonymous peer counseling and referral hotline that provides after-hours crisis counseling and referral. • Designed and delivered a multi-day training to graduate student counselors on various phone counseling topics. • Trained graduate student counselors to handle crisis situations in a telephone hotline setting. • Supervised telephone hotline operations.

I provide expert consultation on suicide prevention initiatives in the community.

• 2000 hours, 1500 direct service hours, 150 supervision hrs. • Managed a diverse caseload of over 40 clients. • Participated in the emergency on-call rotation responding to psychological crises on campus 24 hours a day. • Responded to a national campus tragedy with emergency counseling services. • Co-led a weekly therapy process group for graduate students. • Provided weekly supervision to two doctoral students. • Designed and provided outreach to various campus departments. • Conducted batteries of career, personality, and psychological assessments to assist in treatment planning and clarification of diagnoses. Assessments included cognitive, personality, career, and educational instruments. • Collaborated with psychiatrists, nutritionists, case managers, medical personnel, hospitals, and community services boards in treatment planning. • Client issues included depression, anxiety, mania, complex and simple PTSD, OCD, bulimia, anorexia, panic disorder, adjustment disorders, addictions, and alcohol/substance abuse.

Served as the liason for a national climbing advocacy organization for the state of MD.

• Worked on several research teams in a variety of applied content areas. • Collaborated to develop research projects. • Collected data from preschool classrooms in Washington, DC using the Classroom Assessment Scoring System (CLASS), a preschool environment rating system. • Conducted comprehensive literature searches on a variety of topics, contributed to the development of logic models, wrote papers for publication, analyzed data using SPSS and SAS, edited papers for publication. • Compiled and analyzed a comprehensive list of indicators of school readiness at the local level, the first list of its type in the country.

• Taught helping skills to classes of 32 and 16 undergraduate psychology students. • Instructor of record for 6 semesters. • Prepared lectures and led discussions on counseling topics. • Oversaw lab experiences where students practiced helping skills. • Supervised between 3 and 6 graduate and undergraduate lab leaders. • Consistently rated higher on teaching evaluations than the college average.

• 70 client hrs with 10 clients, 22 supervision hrs. • Saw clients weekly within a time-limited paradigm. • Made referrals to academic resources, medication evaluation and management. • Collaborated with psychiatrists, nutritionists, and social workers in treatment planning. • Client issues included depression, mania, PTSD, bulimia, panic disorder, adjustment disorder with anxiety, adjustment disorder with mixed anxiety and depression, and alcohol/substance abuse.

• Coordinated computer-based testing services for over 500 students annually. • Supervised 2 undergraduate students in office operations. • Maintained a registration system and liaison with a national testing corporation • Oversaw a testing staff of 12 individuals • Administered and interpreted career assessments

• Represent the university to undergraduate students. • Academically advise approximately 900 psychology majors. • Respond to phone, e-mail, and written inquiries from students. • Design and maintain the undergraduate psychology website which is visited by over 600 new visitors every month. • Maintain the Psychology E-mail Listserv (received by over 700 students) and the online Listserv Archives. • Teach and present material in a 1 credit undergraduate psychology course. • Present psychology recruitment and information sessions for prospective psychology students. • Orient transfer students to the psychology program. • Organize a tutor matching service for psychology undergraduates.

• Lead low ropes challenge course and climbing activities to build team and community in groups. • Facilitate group discussions on trust, teambuilding, effective communication, and application of lessons learned in an adventure course setting to the everyday world. • Work with groups from ages 6 through 65. • Certified rock climbing instructor in the State of Maryland 2004-2007. • Knowledge of basic rope rescue techniques. • Extensive experience setting up anchors, ropes, and belays for outdoor top rope climbing.

• APA-accredited doctoral program in Counseling Psychology • Doctoral Dissertation Title: Connecting the forgotten half: The school-to-work transition of non-college bound youth

• Masters Thesis Title: The Relation of Self Variables to Transfer Student Success as Measured by Academic, Psychological, and Career Functioning