About Nicole Randick

As an educator, I aim to provide my students with a relational learning environment that stimulates engagement, encouragement, and creativity. This is especially true in a virtual (online) learning environment. For example, VoiceThread allows active learning groups to flourish by allowing students to video and/or record responses to demonstrate their knowledge. Hearing and seeing peers allow students to form connections and a feeling of belonging in the virtual classroom. I believe that knowledge is obtained and retained by being part of the learning process. This engagement allows me, as an instructor, to fully engage with all my students to ensure quality education for all.

I believe strong families and schools are the foundation of healthy communities. To this end, my professional work has focused on the administration of programs that support and strengthen families and schools through education and counseling services rooted in art and wellness. Some of my accomplishments include developing positive school programming for at-risk youth, supervision of new counselors, and training school personnel in student mental health issues.

By incorporating what I’ve learned in my professional practice into the classroom, I hope to provide my students with Adlerian knowledge and training that brings the textbooks to life. My goal for my students is to become competent clinicians that focus on people’s strengths and resources. I hope to encourage them to contribute socially and have the skills and courage to overcome obstacles to attain their educational goals.

Please see my professional website for more information about my teaching philosophy, courses taught, and student evaluations.

What inspired you to join the counseling profession?
My inspiration to join the counseling profession came from my high school counselor, who helped me navigate finishing high school. As a single teen mother, the odds were that I would drop out. Not only did I graduate — I went on to obtain my doctorate. I began my professional journey as a school-based art therapist working with students and their families. I think my high school counselor would be proud!

How did you become interested in counseling education?
I started my career working in alternative school settings with students who had addictions and experienced trauma in their lives. I found counseling alone was limiting and did not reach all my clients. When I integrated more art-based sensory experiences such as music, movement, painting and drawing, meditation, and even play, I found it helped build resilience, improve self-esteem and self-confidence, regulate emotions and behavior, and increase emotional health and well-being in my clients. This inspired me to teach other counselors the power of using the creative arts within their practice.

What is so special about the culture at AGS?
I believe that people are goal-driven, social beings with an innate need to belong. Adler Graduate School has a culture that meets all these needs. AGS promotes professional growth and development through guidance, feedback, and allowing faculty to use their strengths in their work.

What are you most passionate about as an educator?
I aim to cultivate a relational learning environment that promotes engagement, encouragement, and creativity. By understanding their strengths and integrating fun learning tools in my classroom, I can tailor each student’s experience to meet their learning style. I believe that all students can reach their maximum potential through an environment rooted in encouragement. These skills are then applied in practice, bringing that same encouragement to their clients.

Recent Courses Taught

  • 504 Abnormal Psychology & DSM 5
  • 512 Introduction to Professional Writing and Portfolio
  • 530 Foundations of Mental Health Counseling
  • 561 Evaluation Methodologies of Clinical Interventions Across the Lifespan
  • 602 Developing the Master's Project
  • 936 Clinical Treatment Planning in Counseling & Psychotherapy
  • 938 Internship in Mental Health Counseling

Research Interests and Specialties

Counselor wellness
Counseling Children and Adolescents
Expressive Arts
Trauma informed interventions
Autism Spectrum Disorders (ASD)

Distinctions & Associations

  • American Art Therapy Association (AATA)
  • American Counseling Association (ACA)
  • Association for Counselor Education and Supervision (ACES)
  • International Expressive Arts Therapy Association (IEATA)

Selected Publications and Presentations

Randick, N. (Nov 2022). Promoting Positive Connections for Children and Young Adults on the Autism Spectrum. American Art Therapy Association (AATA) 53rd Annual Conference, Minneapolis, MN.

Randick, N. Hennigan, R. (July 2022). Creative Connections: Creating an Inclusive Space for Self-Expression. Strengthening The Heartland: Positive Youth Development Summer Session, 90 min workshop. South Dakota State University, SD.

 

Randick, N. (June 2021). Virtual Art Therapy: A New Frontier of Creative Interventions for the Art Therapist Jedi. Expressive Arts Therapy Summer Institute: Prescott College, Full day workshop. Prescott, AZ.

Randick, N., Ribeiro, S., Allen, J. (2021). Building a Foundation of Sustainable Evaluation During Challenging Times., Panel and Poster presentation at the Higher Learning Commission Assessment Academy

 

Randick, N., Ribeiro, S., (June, 2019). The Wellness Tree: Branches of Support or Oppression?. In Pope, M., Gonzalez,  M., Cameron, E.,  Ph.D., and Pangelinan, J.S. (Eds). Experiential Activities for Teaching Social Justice and Advocacy Competence in Counseling. Routledge.

Randick, N. M., Dermer, S., & Michel, R. E. (2018). Exploring the job duties that impact school counselor wellness: The role of RAMP, supervision, and support. Professional School Counseling22(1), 1-11

 

Randick, N. (October 2016). Adolescent behavior problems. In Carlson, J., Dermer, S. (Eds.). The SAGE Encyclopedia of Marriage, Family, and Couples Counseling. SAGE.

 

Randick, N. (October 2016). Adolescent mental health. In Carlson, J., Dermer, S. (Eds.). The SAGE Encyclopedia of Marriage, Family, and Couples Counseling. SAGE.

Randick, N. (2015). The art of art therapy with adolescents. In Sori, C. E. F., & Bachenberg, M. (Eds.). The Therapist’s Notebook for Children and Adolescents: Homework, Handouts, and Activities for use in Psychotherapy. (2nd ed). Routledge.

 

Randick, N. (2015). Suicidal ideation: Rediscovering our treasures. In Sori, C. E. F., & Bachenberg, M. (Eds.). The Therapist’s Notebook for Children and Adolescents: Homework, Handouts, and Activities for use in Psychotherapy. (2nd ed). Routledge.

 

Randick, N., Gardner, E. (2015). Creating connections: Using art in school counseling. In Sori, C. E. F., & Bachenberg, M. (Eds.). The Therapist’s Notebook for Children and Adolescents: Homework, Handouts, and Activities for use in Psychotherapy. (2nd ed). Routledge.

 

Randick, N., Dermer, S. (March, 2013). The relationship of school-based art therapy and the American school counselor national model. Art Therapy: Journal of the American Art Therapy Association, 30(1), 30-35.

 

 

Educational Background

Governors State University
EdD in Counselor Education and Supervision
Adler University
MA in Counseling Psychology Specialization: Art Therapy