• PhD: University of New Orleans- Counselor Education
• MA: Texas State University-Professional Counseling
• BA: St. Edward’s University-Theatre Arts

The wave does not need to die to become water. She is already water.” – Thích Nhất Hạnh

Like the way that a wave embodies a unique force and energy that contributes to the ocean’s life, the counseling student brings inherent qualities of intellect, personality, and potential to the classroom, which serve as the foundation for their growth into effective clinicians. As an educator, my primary objective is to engage students in ways that honor their integrity, inspire their creativity, challenge them to growth, and nurture their authentic self. My aim is to create an environment that encourages students to discover their unique counseling identity so that they can best serve clients with authenticity and compassion. 

My teaching philosophy is deeply rooted in fostering self-exploration and personal growth through relationships. I challenge students to examine their inner “landscapes,” emotionally, intellectually, and ethically, so they can develop into thoughtful, reflective, and authentic helpers. By guiding students to explore their values and experiences, they gain the insight necessary to engage deeply with clients, creating meaningful connections grounded in empathy and understanding.

I incorporate feminist principles into my teaching to create a collaborative and inclusive learning environment. These principles guide me to respect and learn from each student’s unique experiences and expertise, while also holding them accountable for their own learning. For example, I design experiential projects, research-focused assignments, and activities that promote critical thinking and application of evidence-based practices, all aimed at fostering deeper understanding and greater counselor efficacy. Additionally, I emphasize multicultural counseling competencies and social justice principles. I challenge students to critically examine privilege, power, and systemic inequities, helping them develop the awareness and skills necessary to advocate for their clients and enact social change.

Experiential learning is central to my teaching approach. Whether engaging with case studies, participating in role-plays, or reflecting on their personal application of counseling theories, students in my classroom actively connect theory to practice. For instance, students might role-play the application of theoretical approaches or engage in activities designed to illuminate power dynamics and privilege. Another example might be how techniques, such as Adlerian early recollections, can be integrated into practice to deepen client insight and facilitate growth. These activities not only crystallize theoretical knowledge but also help students build confidence in their ability to apply these techniques in real-world counseling sessions.

As the quote above suggests, humans possess an inherent capacity to align more closely with their authentic selves, cultivating connection and awareness. My goal is to guide students in this journey of self-exploration, ensuring they leave the MA program not only with a comprehensive knowledge base but also with the self-awareness necessary to create safe, supportive, and empowering spaces for their clients. By fostering such environments, students can help clients grow in alignment with their unique values and worldviews.

I strive to facilitate critical thinking and intellectual engagement in a way that encourages students to develop their own informed perspectives on human growth and change, rather than simply adopting mine. By helping students understand themselves more deeply, they are better equipped to contain their personal values within the therapeutic relationship, allowing clients the freedom to explore and grow authentically. It is through this balance of self-awareness and awareness of others, that students develop the internal strength, ethical grounding, and cultural competence necessary to become skilled and compassionate counselors.

Ultimately, my goal as an educator is to provide students with opportunities for growth, to embrace mistakes as part of the learning process, and to cultivate the skills and confidence they need to thrive in their professional journeys. By creating a space that supports reflection, learning, and collaboration, I aim to empower students to leave the program as competent, ethical, and multiculturally competent practitioners who are ready to make a meaningful impact in their communities.

Books    

• King, B. & Stewart, T. (Eds.). (2019) Cases on cross-cultural counseling strategies. Hershey, PA: IGI Global. 

Publications in Refereed Journals 

• King, B. C., Taylor, C. D., Garcia, J. A., Cantrell, K. A., & Park, C. N. (2022). Ethics and ecotherapy: the shared experiences of ethical issues in practice. Journal of Adventure Education & Outdoor Learning, 1–20. https://doi-org.ezp.twu.edu/10.1080/14729679.2022.2029512
• King, Bonnie & McIntyre, Christina & Parker, Karen. (2020). The Process of Self-Acceptance of Transgender Individuals Through Narratives and Photos. Journal of LGBT Issues in Counseling. 14.228-24710.1080/15538605.2020.1790467.

• King, B., Grubbs, L. (October 2025). Trauma-Informed Supervision: Vulnerable Conversations that lead to better supervision outcomes for school-based mental health professionals and school counselors. Association for Counselor Education and Supervision (ACES) Professional Growth Conference. 

• Owner/Executive Director of Counseling and Nature Therapy Center, PLLC

• Association for Counselor Education and Supervision
• Texas Counselor Association
• Texas Association for Sexual Affectional and Gender Expansive Identities

• COUN 5902 Foundational Counseling Skills
• COUN 5502 Diagnosis & Treatment Planning 
• COUN 6990 Internship