Associate Professor - School Counseling

During his counseling career, Dr. Smith has worked as a professional school counselor among the Tikiamu people of Northern Alaska and as a clinical mental health counselor in a community mental health clinic in upstate New York. His teaching and scholarship draw from those experiences and aim to raise the critical consciousness of counselors to disturb and interrupt the various forms of systemic oppression that drive so many students and clients into counseling.

Dr. Smith's research agenda has included surfacing racist and heterosexist implicit bias, measuring critical consciousness, and examining the heteronormative "blindfold" of beneficent counselors. Of late, he has been evaluating the implementation of restorative practices in schools, and engaging in youth participatory action research.

Publications

Garnett, B. R., Kervick, C. T., Moore, M., Ballysingh, T. A., & Smith, L. C. (2020). School Staff and Youth Perspectives of Tier 1 Restorative Practices Classroom Circles. School Psychology Review,(),1-15. 10.1080/2372966X.2020.1795557

Garnett, B., Moore, M., Kidde, J., Ballysingh, T. A., Kervick, C. T., Bedinger, L., Smith, L. C., & Sparks, H. (2020). Needs and readiness assessments for implementing school-wide restorative practices. Improving Schools, 23(1), 21-32. 10.1177/1365480219836529

Gonell, E., Smith, L. C., Garnett, B., & Clements, E. (2020). Practicing youth participatory action research for school equity: A pedagogical model. Action Research, (), 147675031989405. 10.1177/1476750319894052

Shin, R. Q., Smith, L. C., Vernay, C. N., Welch, J. C., Sharma, R., & Eberhardt, M. (2020). Accessing Counseling Services Where the Rainbow Doesn’t Shine: A Heterosexism Audit Study. Journal of Homosexuality, (), 1-20. 10.1080/00918369.2020.1734377

Garnett, B. R., Smith, L. C., Kervick, C. T., Ballysingh, T. A., Moore, M., & Gonell, E. (2019). The emancipatory potential of transformative mixed methods designs: informing youth participatory action research and restorative practices within a district-wide school transformation project. International Journal of Research and Method in Education, 42(3), 305-316. 10.1080/1743727X.2019.1598355

Kervick, C. T., Moore, M., Ballysingh, T. A., Garnett, B. R., & Smith, L. C. (2019). The Emerging Promise of Restorative Practices to Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity. Harvard Educational Review,89(4),588-610. 10.17763/1943-5045-89.4.588

Wolff, J. R., Atieno Okech, J. E., Smith, L. C., & Southwick, P. J. (2019). Protecting sexual and gender minorities in academic institutions with disallowing policies: Psychological, ethical, and accreditation concerns. Training and Education in Psychology,14(3),249-256. 10.1037/TEP0000272

Shin, R.Q., Smith, L.C., Lu, Y., Welch, J.C., Sharma, R., Verney, C.N., & Yee, S. (2018). The development and validation of the contemporary critical consciousness measure II. The Journal of Counseling Psychology (65)5, 539-555.

Smith, L.C., Garnett, B.R., Herbert, A., Grudev, N., Vogel, J., Keefner, W., Barnett, A., & Baker, T. (2018). The hand of professional school counseling meets the glove of restorative practices: A call to the profession. Professional School Counseling (2)1, 1-10.

Smith, L. C. & Shin, R. Q. (2017) Urban Families. In J. Carlson & S. Dermer (Eds.), The SAGE Encyclopedia of Marriage, Family and Couples Counseling (pp. 1747-1752). New York: Sage. doi: http://dx.doi.org/10.4135/9781483369532.n524

Smith, L. C. (2017) Male privilege. In K. Nadal (Ed.), The SAGE Encyclopedia of Psychology and Gender (pp. 1096-1097). New York: Sage. doi: http://dx.doi.org/10.4135/9781483384269.n

Smith, L. C. (2017) Heterosexual privilege. In K. Nadal (Ed.), The SAGE Encyclopedia of Psychology and Gender (pp. 861-862). New York: Sage. doi: http://dx.doi.org/10.4135/9781483384269.n

Shin, R. Q. & Smith, L. C. (2017). Heterosexual Male Identity Development. In K. Nadal (Ed.), The SAGE Encyclopedia of Psychology and Gender (pp. 853-855). New York: Sage. doi:http://dx.doi.org/10.4135/9781483384269.n

Smith, L. C. (2017). Critical Consciousness and School Based Family Counseling: “Seeing” the Pathogen in Order to Dismantle the Pump of Oppression. International Journal for School-Based Family Counseling, 8.

Smith, L. C., & Okech, J. E. A. (2016). Ethical issues raised by CACREP accreditation of programs within institutions that disaffirm or disallow diverse sexual orientations. Journal of Counseling and Development, 94, 252-264. doi: 10.1002/jcad.12082 

Smith, L. C., & Okech, J. E. A. (2016). Negotiating CACREP accreditation practices, religious, and sexual orientation diversity: A rejoinder to Sells and Hagedorn. Journal of Counseling and Development, 94, 280-284. doi: 10.1002/jcad.12084

Shin, R. Q., Ezeofor, I., Smith, L. C., Welch, J. & Goodrich, K. M. (2016). The development and validation of the critical consciousness scale. The Journal of Counseling Psychology, 63, 210-223. doi: http://dx.doi.org/10.1037/cou0000137

Shin, R. Q., Smith, L.C., Welch, J., Ezeofor, I. (2016). Is “Allison” more likely than “Lakisha” to get a call back from counseling professionals: A racism audit study. The Counseling Psychologist (44)8, 1187-1211. doi:10.1177/0011000016668814 

Smith, L. C., & Shin, R. Q. (2015). Negotiating the intersection of racial oppression and heteronormativity. The Journal of Homosexuality, 62, 1459-1484. doi: 10.1080/00918369.2015.1073029

Smith, L. C. (2015). Alterity models in counseling: When we talk about diversity, what are we actually talking about? The International Journal for the Advancement of Counseling. DOI 10.1007/s10447-015-9241-8 

Smith, L. C. & Shin, R. (2014). Queer blindfolding: Difference “blindness” towards persons who identify as lesbian, gay, bisexual and transgender. Journal of Homosexuality, 61, 940-961. DOI: 10.1080/00918369.2014.870846 

Smith, L. C., Geroski, A. M. & Tyler, K. B., (2014). Abandoning colorblind practice in school counseling. Journal of School Counseling, 12(16).

Smith, L. C. (2013). How the ASCA national model both promotes and inhibits safe schools for queer youth: An inquiry using critical theory. The Journal for LGBT Issues in Counseling, 7, 339-354. DOI: 10.1080/15538605.2013.839340 

Smith, L.C., Shin, R. Q., & Officer, L. M. (2012). Moving counseling forward on LGBT issues: Speaking queerly on discourses and microaggressions. The Counseling Psychologist, 40, 385-408. DOI: 10.1177/0011000011403165 

Goodrich, K.M., Shin, R. Q., & Smith, L. C. (2011). The doctorate in counselor education. The International Journal for the Advancement of Counseling, 33, 184-195. DOI 10.1007/s10447-011-9123-7 

Shin, R. Q., Smith, L. C., Goodrich, K. M., & LaRosa, N. D. (2011). Attending to diversity among CACREP master’s programs: A pilot study. The International Journal for the Advancement of Counseling, 33, 113-126. DOI 10.1007/s10447-011-9116-6 

Smith, L.C. (2009). The anxiety of affirming heterosexuals when negotiating heteronormativity. Human Services Education, 29, 49-58.

Smith, L.C., & Shin, R. Q. (2008). Social privilege, social justice, and group counseling: An inquiry. Journal for Specialists in Group Work, 33, 351-366. DOI: 10.1080/01933920802424415 

Smith, L. C. (2007). Conceptualizing spirituality and religion in counseling: Where we've come from, where we are, and where we are going. Journal of Pastoral Counseling, 42, 4-21.

Book Chapters

Smith, L. C. (2015). Interpersonal process recall for group supervision of groups. In M. Luke & K. Goodrich (Eds.), Group Work Experts Share Their Favorite Activities for Supervision, Vol II (pp. 10-16). Alexandria, VA: American Counseling Association.

Smith, L. C., Shin, R. Q., Welch, J., & Ezeofor, I. (2015). Critically conscious group supervision of groups. In M. Luke & K. Goodrich (Eds.), Group Work Experts Share Their Favorite Activities for Supervision, Vol I (pp. 157-164). Alexandria, VA: American Counseling Association.

Smith, L. C. (2014). Queering multicultural competence in counseling. In R. Goodman & P. Gorski (Eds.), Decolonizing “Multicultural” Counseling and Psychology: Visions for Social Justice Theory and Practice (pp. 24-40). New York: Springer.

Smith, L. C., & Geroski, A. M., (2014). Decolonizing alterity models within school counseling practice. In R. Goodman & P. Gorski (Eds.), Decolonizing “Multicultural” Counseling and Psychology: Visions for Social Justice Theory and Practice (pp. 99-116). New York: Springer.

Awards and Recognition

  • 2017 Kroepsch-Maurice Excellence in Teaching Award 
  • 2015 UVM Graduate Student Senate, Excellence in Teaching 
  • 2014 UVM Graduate Student Senate, Excellence in Teaching  
  • 2010 Doctoral Research Prize School of Education, Syracuse University
  • 2010 Doctoral Prize The Graduate School, Syracuse University
  • 2004 University Fellow  Syracuse University Graduate School

Associations and Affiliations

  • American Counseling Association
  • American Psychological Association
  • Counselors for Social Justice Vermont School Counseling Association Fellow
  • Oxford Symposium for School Based Family Counseling Faculty Fellow
  • UVM Community-Engaged Learning Opportunities
Lance Smith

Areas of Expertise and/or Research

  • Clinical supervision
  • Diversity, access and equity
  • Human development and identity
  • Mental health
  • Multiculturalism
  • Race and racism
  • Research methods
  • School counseling
  • Social justice

Education

  • Ph.D. in Counselor Education and Supervision from Syracuse University
  • M.Ed. in School Counseling from University of Southern Mississippi

Contact

Email:

Lance.Smith@uvm.edu

Phone:
  • 802-656-3898
Office Location:

Mann Hall 102A

Website(s):
  1. Google Scholar
  2. ResearchGate

Courses Taught

Counseling Internship; Counseling Lab; Counseling Practicum; Counseling Theory; Diversity Issues in Counseling; Internship; Practicum ; Research Methods in Counseling