Our Staff
Camille Adams, MA
Licensure: Licensed Professional Counselor
Education: Boston College, MA, 2002, Counseling Psychology
Internship: Simmons College Counseling center
Theoretical Orientation: I view therapy as a process that is collaborative and considers the person in the context of their life: culture, gender, sexual orientation, ethnicity, race, religious background, socio-economic status, etc. Healing in therapy comes from the relationship and a willingness to explore, be curious and "be comfortable with being uncomfortable."
Clinical Interests: Substance misuse and abuse treatment; LGBT issues; gender
Memberships: American Counseling Association, Psi Chi
Supervision Style: My supervision style is student-centered. I tend toward a coaching style that is collaborative in nature.
Lyndon Aguiar, Ph.D
Coordinator of Outreach
Licensure: Clinical Psychologist
Education: New York University, 2009, Counseling Psychology
Internship: University of Miami Counseling Center, Coral Gables, FL.
Theoretical Orientation: I collaborate with clients to identify schemas - maladaptive patterns that are disruptive to their lives that manifest through problems with connections to others, independence, self-esteem, self-expression, and/or realistic limits. My work with clients involves leading them to develop insight about their schemas, and then helping them develop strategies to confront their schemas rather than surrendering to or escaping from them. I consider developmental factors, but focus on the here and now, especially on the client's current interpersonal relationships - including the relationship in the room. I also focus on clients' strengths and past successes, with the goal of optimizing their overall academic and interpersonal experiences at VCU.
Clinical Interests: Multicultural counseling and training, men’s issues, cognitive and developmental concerns, group and individual psychotherapy
Memberships: American Psychological Association (Div. 17, 45)
Supervision Style: I strive to meet the trainee at his or her developmental level. I believe strongly in reviewing session recordings, and providing constructive and supportive feedback. Depending the experience level of the trainee, my role as supervisor would be to share illustrative examples from my clinical experience, teach techniques that may be useful, support the trainee's strengths, and encourage the trainee to trust his or her intuition. I would also like to review how multiculturalism impacts the work of therapy.
Janice H. Altman, Ph.D
Coordinator of Pyschology Practicum
Licensure: Clinical Psychologist, National Certified Counselor
Education: University of Illinois, Urbana-Champaign, 1997, Counseling Psychology
Internship: Towson University
Theoretical Orientation: My theoretical orientation is integrative. My understanding of people is informed by a psychodynamic perspective (the importance of a person’s experiences in early life) and an understanding of family systems (the effects of one part of a system upon others). I believe that the agent of change in therapy is centered on our relationship and the interpersonal process, so I put emphasis on building a therapeutic alliance and pay attention to how we interact. I also believe that when change truly occurs, it is evident in one’s thoughts and behaviors – so working with these is a necessary and integral part of the change process. I am aware of the power that others assign to us as therapists, supervisors, and teachers, and the need to use both our personal influence and professional power responsibly, with care and respect. I remain in awe of the human experience.
Clinical Interests: Supervision and training; Safe Zone Program, women's issues; group therapy; gay/lesbian/bisexual issues; career development; psychology and the arts.
Memberships: American Psychological Association Divisions 10, 17, 35; Phi Kappa Phi Honor Society
Supervision Style: In supervision I work collaboratively to establish an open and trusting relationship in which we can both learn about ourselves and our clinical work. I am attentive to the trainee’s developmental level, multicultural issues, interpersonal and process variables, and clients’ needs. I am invested in training and find that supervision works best when approached with an attitude of eagerness to learn and grow.
Jihad N. Aziz, Ph.D
Director
Licensure: Clinical Psychologist
Education: The Pennsylvania State University, 1999, Counseling Psychology
Internship: University of Maryland
Theoretical Orientation: Interpersonal process psychotherapy, psychodynamic, family systems
Clinical Interests: Training and supervision; conflict mediation; community violence; multiculturalism; African American men's issues; leadership development
Memberships: American Psychological Association
Supervision Style: In supervision I work to meet supervisees where she or he is developmentally. I encourage supervisees to explore how to use self as a tool in helping students and I support him or her in trying different techniques to help students. I am a firm believer in a strength based perspective and work with supervisees on building those while also helping her or him grow in other areas. I often use the Socratic method in supervision as a tool to help supervisees think critically about the interventions he or she uses with students.
Megan Brannan, Ph.D.
Eating Disorder Specialist
Licensure: Clinical Psychologist
Education: University of North Texas, 2010, Counseling Psychology
Internship: Purdue University
Theoretical Orientation: Psychodynamic, specifically object relations and interpersonal theory.
Clinical Interests: Eating disorders and body image; anxiety issues; grief and loss; group therapy; couples counseling; training and supervision.
Memberships: American Psychological Association Divisions 17, 35; Phi Beta Kappa
Supervision Style: My supervision style is supportive and collaborative, yet challenging. I attempt to meet supervisees where they are and encourage supervisees to be attuned to their own dynamics in the therapy room. I like helping supervisees examine and learn how to work with the process within the therapeutic relationship. I also enjoy working with supervisees to develop their own theoretical orientation. Tape review is an important part of my work with my supervisees because I believe we learn an immense amount by stepping back an examining ourselves. It is rewarding to watch supervisees develop a greater sense of confidence in themselves as therapists.
Joy G. Bressler, Ph.D
Associate Director for Clinical Services
Licensure: Clinical Social Worker
Education: Virginia Commonwealth University, 1986, Social Work
Theoretical Orientation: Contemporary Psychodynamic (includes feminist and multicultural), object relations
Clinical Interests: Treatment of personality disorders; depression, gender issues, suicidality and grief counseling; supervision; mentoring; coaching and leadership development; academic success of all students
Memberships: National Association of Social Workers; National Association of Female Executives; Phi Kappa Phi Honor Society; National Group Therapy Association; Washington School of Psychiatry Alumni Association; American College Personnel Association, CCAPS Directorate
Style of Supervision: I take a developmental approach to supervision. I begin at the level of the supervisee and jointly develop goals for the future. I believe it is important to understand and explore countertransference reactions as well as attend to the parallel process between supervisee and supervisor. Other important factors to explore include cross gender and cross cultural issues. The supervision space is one of support as well as challenge.
Alena C. Hampton, Ph.D
Licensure: Clinical Psychologist
Education: The Ohio State University, 2004, Counseling Psychology
Internship: University of California, Davis Counseling Center
Theoretical Orientation: I am integrative in orientation but I draw predominately from cognitive behavioral and interpersonal process psychotherapy.
Clinical Interests: Multiculturalism, Eating Disorders, Training and Supervision
Memberships: Student Affairs Administrators in Higher Education (NASPA)
Style of Supervision: Supervision is one of my passions! As a supervisor, I work to both support and challenge supervisees. I am developmental in my approach as I strive to meet my supervisees at their point of need. I firmly believe that supervision is bi-directional; that is to say that I expect to learn as much from my supervisee as they learn from me. The review of tape is an integral part of supervision and I really work to help trainees develop themselves as a tool, creating a space in supervision where they can explore their reactions to their clients and their work.
Tori Keel, MSW
Case Manager
Education: University of South Carolina, 2007, Social Work
Theoretical Orientation: My theoretical orientation is integrative, drawing primarily from a cognitive behavioral and strength’s based/ solution-focused perspective. I believe that all individuals possess innate strengths and a desire to survive and excel which drives them to do the best that they can with what they have at any given time. Emotional distress and daily stressors often cloud one’s ability to identify and build on strengths and utilize positive coping skills. I believe that a positive therapeutic relationship is crucial and thus strive to create a space where students feel safe and supported exploring any identified obstacles.
Clinical Interests: Depression, anxiety, eating disorders, grief and loss, substance abuse/dependence adjustment difficulties, family therapy
Memberships: National Association of Social Workers
Supervision Style: My supervision style is collaborative and supportive. I strive to the meet the student where they are while also providing opportunities for personal and professional growth.
Sydney Brodeur McDonald, Ph.D.
Associate Director for Training
Licensure: Clinical Psychologist
Education: Virginia Commonwealth University, 2005, Counseling Psychology
Internship: Virginia Commonwealth University Counseling Center
Theoretical Orientation: My theoretical approach is integrative; informed primarily by interpersonal theory with a feminist lens. I wholeheartedly believe that people can find healing and peace in the context of relationships and aim to create a therapeutic relationship where this may occur. Additionally, I incorporate Dialectical Behavioral Therapy as a core foundation of treatment with clients for whom this is appropriate. I am aware of the impact of environmental and societal influences, and attuned to issues of multiculturalism. For example, I am aware that clients do not live in a vacuum, and that society’s notions regarding gender, culture, power, racism, heterosexism, and definitions of “success” affect clients and their development, internalized view of self, and experiences. I believe that each client has untapped internal resources and strengths, and attempt to assist the client in developing these by highlighting them in our work together."
Clinical Interests: Eating disorders; chronic illness, sexual trauma, group therapy, couples/family therapy, supervision and training.
Memberships: American Psychological Association, International Association of Eating Disorder Professionals, National Eating Disorder Association
Style of Supervision: I thoroughly enjoy providing supervision! My supervision style is flexible enough to accommodate trainees unique needs, but structured enough to ensure that it is a useful training experience. I take a collaborative and developmental approach to supervision. Taking into consideration the trainees experience and stage of development, we establish mutually agreed upon goals aimed at enhancing the trainees skills and comfort as a therapist. I work to create a trusting working alliance such that the trainee can explore issues of counter-transference and world view in additional to technical aspects of conducting therapy. I value watching trainees tapes, discussing theoretical orientation, and reading material that enriches the training experience. Finally, I encourage trainees to consult with me in-between supervision sessions in the event that they need additional support.
Beth Parsons, Ph.D.
Licensure: Clinical Psychologist
Education: The Ohio State University, 2000, Counseling Psychology
Theoretical Orientation: My theoretical orientation is integrative, influenced by feminist, relational, narrative, and social constructionist ideas. I view therapy as a collaborative process that can assist in clarifying and working through difficulties so that life can be lived in more congruent and satisfying ways.
Clinical Interests: I enjoy working with students across a wide variety of issues. Some special areas of clinical interest include trauma, couples work, multicultural and gender issues, LGBT issues, eating disorders, and use of mindfulness in therapy.
Memberships: American College Personnel Association, Association for Women in Psychology
Style of Supervision: I work collaboratively with supervisees to clarify and work towards their goals, explore and expand clinical skills, and assist in the process of developing their unique professional identity and style.
Joan Plotkin Han, MD, FAPA, FAACAP
Senior Staff Psychiatrist
Licensure: Virginia Board of Medicine
Certifications: American Board of Psychiatry and Neurology; Psychiatry 1996 and 2009; Child and Adolescent Psychiatry 1997 and 2007
Education: Medicine MCV/VCU
Postgraduate training: Internship, Residency, Fellowship MCV/VCU
Memberships: Fellow, American Psychiatric Association, Fellow, American Academy of Child & Adolescent Psychiatry, Virginia Psychiatric Society, Richmond Psychiatric Society
Kristi M. Vera, MSW
Coordinator for Groups
Licensure: Clinical Social Worker
Education: Virginia Commonwealth University, 1997, Social Work
Internship: Virginia Commonwealth University
Theoretical Orientation: Object relations and Attachment Theory
Clinical Interests: Trauma, working with Axis II disorders, group therapy, grief, and multicultural issues Memberships: National Association of Social Workers
Style of Supervision: I believe in working from a developmental approach, taking interns where they are. Together, we develop learning objectives that will help them become successful professional social workers. Although I work primarily from object relations and attachment theory, my interns are free to develop a theoretical orientation that fits with their values and the values of NASW. Supervision is interactive, and interns are encouraged to be actively engaged in the process and not just passive recipients of knowledge. I stress critical thinking and informed interventions.
Contract Employees
Jana Frances-Fischer, Ph.D.
Administrative & Office Staff
Danielle Hairston
Office Manager
Terrence Walker
Administrative Assistant, MCV Campus
Sylvia Wright
Administrative Assistant, Monroe Park Campus
Scheduling an Initial Appointment
Must come in person to either location:
Monroe Park Campus
University Student Commons, Room 238
907 Floyd Ave.
(804) 828-6200
Monday - Friday: 8 a.m. - 5 p.m.
MCV Campus
Grant House, B011
1008 East Clay St.
(804) 828-3964
Tuesday, Wednesday, Thursday, Friday: 8 a.m. - 5 p.m.
Monday: 11 a.m. - 8 p.m.
After Hours Emergency
Please call VCU Police dispatcher:
(804) 828-1234 and ask to speak to a therapist.
