Lynette Dixon (she/her), PhD, LPC-S, NCC, is a counselor educator, clinician, author, and yoga teacher who serves as faculty in the Clinical Mental Health Counseling program at Antioch University. She earned her PhD in Counseling Studies from Capella University, a Master of Arts in Professional Counseling from Lindenwood University, and completed post-master's coursework in School Counseling, leading to K–12 certification.
Lynette brings experience in counselor education, clinical supervision, school counseling, private practice, addiction treatment, and treatment court settings to her work with students. Prior to joining Antioch University, she served as an assistant professor and Clinical Director of Practicum and Internship Experiences, overseeing clinical training and supporting the professional development of graduate counseling students. Before transitioning to higher education, she spent eight years as a school counselor while maintaining a part-time clinical practice serving primarily adults.
As a Licensed Professional Counselor Supervisor (LPC-S) and Certified Reciprocal Advanced Alcohol and Drug Counselor (CRAADC), Lynette has specialized experience in the assessment and treatment of substance use disorders and co-occurring mental health concerns. Her teaching interests include counseling skills, assessment, psychopathology, addiction counseling, clinical supervision, school counseling, and supporting students as they develop their professional identities as counselors.
Lynette's scholarship focuses on Motivational Interviewing (MI), patient-centered care, wellness, and interdisciplinary healthcare education. She has presented nationally and internationally on the application of MI in healthcare settings and is co-author of Healing Together: Motivational Interviewing for Healthcare Providers. She is passionate about building bridges between counseling and healthcare, helping professionals across disciplines learn from one another and collaborate more effectively to support those they serve.
Grounded in Antioch University's values of social justice, advocacy, and transformative education, Lynette encourages students to examine how culture, systems, and lived experience influence mental health and well-being. She is committed to helping emerging counselors develop self-awareness, critical thinking skills, and a strong professional identity.
Lynette is also a Registered Yoga Teacher (RYT-500) with a passion for mindfulness, wellness, and holistic health. Her yoga training has deepened her appreciation for the connection between mind and body and reinforces her belief that counselors should cultivate their own wellness while helping clients attend to the intellectual, emotional, physical, and spiritual dimensions of well-being.
Teaching Faculty Clinical Mental Health Counseling
Clinical Mental Health Counseling
- PhD, Capella University, 2014
- Major: Counseling Studies
- Dissertation: Teachers’ Perceptions of Safety and Preparedness for Acts of Violence in Light of Recent School Shootings
- Post-Master's Coursework, Lindenwood University, 2015
- School Counseling Certification (K–12)
- MA, Lindenwood University, 2010
- Major: Professional Counseling
- BA, University of Missouri–St. Louis, 2004
- Major: Psychology
My goal as an educator is to help students develop into ethical, reflective, and confident counselors while discovering the unique strengths, interests, and passions they bring to the profession. I believe counselor education is about more than learning theories and techniques; it is also about developing a professional identity, cultivating self-awareness, and finding meaningful ways to contribute to the field.
My teaching is grounded in humanistic and strengths-based principles. I strive to create learning environments that balance support with challenge, encouraging students to think critically, engage authentically, and remain curious about themselves and others. I view learning as a collaborative process and seek to create opportunities for students to connect classroom concepts to real-world practice through discussion, reflection, experiential activities, and skill development.
My professional journey has included work in school counseling, addiction treatment, private practice, clinical supervision, counselor education, healthcare collaboration, scholarly writing, and yoga instruction. These experiences have reinforced my belief that there is no single path to becoming an effective counselor. I encourage students to explore a variety of professional opportunities, remain open to new experiences, and pursue the areas of practice that align with their values, strengths, and passions. Some counselors discover one clear calling, while others find fulfillment by integrating multiple interests throughout their careers.
I am particularly passionate about helping students develop their professional identities as counselors. I encourage cultural humility, ethical practice, critical thinking, and lifelong learning while modeling the authenticity, empathy, and self-reflection I hope students will bring to their work.
Ultimately, I hope students leave my classroom with the knowledge, skills, and confidence to serve others effectively while continuing to grow as professionals and as people.
- Berger, C., & Dixon, L. (2026). Healing together: Motivational interviewing for healthcare providers.
Cognella Academic Publishing. - Berger, C., Dixon, L., & Zimmermann, N. A. (2026). Patient-driven care: Teaching motivational
interviewing to nurse practitioner students. The Journal for Nurse Practitioners, 22(2), 105674.
https://doi.org/10.1016/j.nurpra.2025.105674 - Dixon, L. (2023). Health promotion theories and motivational interviewing (Chapter 5). In C. Berger, M.
Elbe, & J. Kern (Eds.), Health promotions for providers. Kendall Hunt Publishing. - Dixon, L. (in press). Models, theories, and approaches for care (Chapter 3). In K. Moore, C. Berger, & N.
A. Zimmermann (Eds.), Health promotion for nurse practitioners. Elsevier. - Dixon, L., Berger, C., & Smalley, B. (2024). The sacred space: Using stages of change model with
motivational interviewing to promote patient-centered healing. Journal of the American
Psychiatric Nurses Association, 30(3), 697–700. https://doi.org/10.1177/10783903231154607
- Dixon, L., & Berger, C. (2026, April 23). From expert to guide: Integrating motivational interviewing into nurse practitioner education [Faculty showcase presentation]. Lindenwood Showcase, Lindenwood University, St. Charles, MO.
- Berger, C. & Dixon, L. (2025, June 25). Facilitating Change: Motivational Interviewing. AANP National Conference. San Diego, CA.
- Dixon, L. & Berger, C. (2024, Sept. 10). Motivational Interviewing to Promote Lasting Behavior Change. ICN NP/APN Network Conference. Aberdeen, Scotland.
- Dixon, L. & Rankins, M. (2024, March 19). Mental Health Awareness in Education. Futures of Education Event. Lindenwood University. St. Charles, MO.
- Dixon, L. & Berger, C. (2023, April 15). The Sacred Space: using motivational interviewing and other patient-centered approaches. 6th International Nursing Science & Practice Conference. San Francisco, CA.
- Dixon, L. (2017, October). The Importance of Self-Care for Educators. Professional Development Presentation for staff at Wright City School District.
- American Counseling Association
- American School Counselor Association