Phoenix Rosewood, MA, LMHC (they/them/theirs) maintains a private practice on Nipmuc and Pocomtuc territory in what is now called Northampton, Massachusetts. Their clinical interests include working with LGBTQIA+ adults, local activists, healers, land-tenders, and educators. Phoenix enjoys clinical work centered around gender-affirming therapy, which weaves the use of anti-oppression, relational and experiential frameworks. Phoenix is passionate about providing affirming and connected care for folks struggling with C-PTSD and Relational trauma, addiction, and recovery and folks who are curious to explore gender and queer sexuality more fully. They provide 1-1 and group supervision and consultation within their private practice setting. Phoenix currently serves as the Keene Campus CMHC Program Director and teaches full-time at the AUNE campus.
- In progress-Ph.D in Counselor Education and Supervision, Antioch University New England
- Master of Arts in Clinical Mental Health Counseling May 2013, Antioch University New England
- Bachelor of Arts May 2009, Religious Studies, Chapman University
- Post Masters Clinical, Teaching & Research Experience Aug. ‘14- July ‘15
- Counselor Education and Supervision University of Northern Colorado, Greeley, CO
My aim as a counselor educator is to create an atmosphere that encourages risk-taking, courage, curiosity, humor, rigorous intellectual exploration, and space for authentic emotional and affective expressions. As a teacher, I emphatically believe in the value of working from an engaged, active, trauma-informed, and social justice pedagogy to best meet the needs of learners. Working from these perspectives, I embrace intersections of transfeminism, relational, critical, and multicultural approaches in an effort to encourage students in their questioning of learned conditioning and systemic structures that reinforce limiting and unjust narratives. For optimal learning to occur, I must acknowledge the relevance and importance of all students’ subjective and contextual experiences in relationship to course content (Teaching to Transgress, hooks, 1994). In this way, education can be a transformative and liberatory journey, a labor of love, one in which we never fully arrive. I attempt to be conscious of my power, privilege, and intersections of my own marginalized identities within the classroom. Finally, I aim to provide context and specific methodology for engaging multicultural, critical, and transfeminist perspectives to students and colleagues based on research and experience, using didactic, experiential activities to bolster critical self-reflexivity in the classroom.
- Daniels, E.L., & Schmidt, M.K. (submission for ACES 2015). “Making the Implicit, Explicit: Focusing as a Creative and Culturally Responsive Approach in Supervision.”
- Horton, M., & Daniels, E.L. (submission for ACES 2015). “Education and Awareness of Training Counselors to Work with Adult Survivors of Childhood Sexual Abuse.”
- Recipient of the University of Northern Colorado CEBS student travel scholarship, April 2015
- Recipient of the Rocky Mountain Association of Counselor Education & Supervision Scholars Award, October 2014
- Recipient of the Inaugural Toni Murdock Student Innovation Award Antioch University New England, May 2013
- AmeriCorps Student in Service Award Antioch University New England, Fall 2011
- Leadership Award-Disciples on Campus Chapman University 2006-2009
- ACA member, SAIGE and ACES Divisions
- EMDRIA
Transfeminist Andragological, Clinical and Supervision Approaches, Gender Justice, Trauma
- Human Growth and Development
- Group Counseling
- Social & Cultural Diversity
- Counseling Theories
- Internship
- Human Sexuality: Foundations in Counseling Gender and Sexual Minorities