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Glenn Lambie, Ph.D.

Department Chair and Professor

Program: Counselor Education

Department: Child, Family, and Community Sciences

Office: ED 209E
Phone: 407-823-4779
Email

Professional Summary

Dr. Glenn Lambie serves as the Chair for the Department of Child, Family, and Community Sciences and is a Professor of Counselor Education. He served as the Associate Chair for the Department of Child, Family, and Community Sciences (2013-2014) and as the School Counseling Program Director for the UCF Counselor Education Program (2005-2014). Dr. Lambie is a National Certified Counselor (NCC), a National Certified School Counselor (NCSC), and a Certified Clinical Mental Health Counselor (CCMHC), and he was a Licensed Professional Counselor (LPC) in the state of North Carolina, and held a Pupil Personnel License in Secondary School Counseling in the Commonwealth of Virginia and a North Carolina School Counselor (K-12) License. He has practiced in the field of counseling and counselor education for over 20 years. Dr. Lambie is active in the areas of scholarship, research, and professional service. He is recognize for his research, teaching, and mentorship at the national level and at UCF, including being a fellow of the American Counseling Association (ACA).

Education

Ph.D. in Counselor Education
The College of William and Mary

Areas of Expertise

  • Counseling Children and Adolescents
  • Counselor Education and Supervision
  • Professional School Counseling

Research Interests

  • Increasing educators’ knowledge and efficacy relating to social-emotional disorders often experiences by children and adolescents (e.g., anxiety, depression, suicidality, and self-injurious behaviors)
  • Promoting the academic and social-emotional functionality of children and adolescents in high poverty communities
  • Developing and testing psychological assessments designed to measure constructs of interest to the fields of counseling and education

Recent Honors and Awards

  • University of Central Florida’s Scroll & Quill Society (2017)
  • American Counseling Association’s Extended Research Award (2017)
  • Association for Counselor Education and Supervision’s Research in Counselor Education and Supervision Award (2016)
  • University of Central Florida’s University Excellence in Graduate Teaching Award (2015)
  • American Counseling Association’s Fellow Award (2015)

Recent Publications

Lambie, G. W., Mullen, P. R., Swank, J. M., & Blount, A. J. (in press). The Counseling Competencies
Scale: Validation and refinement. Measurement and Evaluation in Counseling and Development.

Lambie, G. W., Blount, A. W., & Mullen, P. R. (2017). Establishing content-oriented evidence for
psychological assessments. Measurement and Evaluation in Counseling and Development, 50(3). DOI: 10.1080/07481756.2017.1336930

Limberg, D. L., Lambie, G. W., & Robinson, E. H. (2017). The contribution of school counselors’ altruism to their degree of burnout. Professional School Counseling, 20(1), 127-138

Lambie, G. W., & Ascher, D. L. (2016). A qualitative evaluation of the Counseling Competencies Scale
with clinical supervisors and their supervisees. The Clinical Supervisor, 35(1), 98-116.

DePue, M. K., Lambie, G. W., Liu, R., & Gonzalez, J. (2016). Investigating supervisory relationships and therapuetic alliances using structural equation modeling. Counselor Education and Supervision, 55(4), 263-277.

Current Funded Projects

Lambie, G. W. (Principal Investigator). Supporting the whole child using the Sanford Harmony Program: Professional development for educators on students’ social-emotional needs. The primary purpose of this project is to provide educators (e.g., teachers, administrators, and support staff) from across a large school district (approximately 7,500 employees) with high quality professional development training focused on students’ social-emotional functionality (e.g., anxiety, depression, self-injurious behavior, and suicidality). After the educators’ review segments of the training modules, they complete self-efficacy and knowledge-based assessments to ensure they are acquiring the information to support their students’ diverse needs. The ultimate goal of the project is to increase educators’ knowledgebase and efficacy regarding common social-emotional challenges confronting students; therefore, increasing early identification and intervention for students, promoting the students’ holistic functionality.

Professional Organizations

  • American Association of Colleges for Teacher Education (AACTE)
  • American Educational Research Association (AERA)
  • American Counseling Association (ACA)
  • Association for Counselor Education and Supervision (ACES)
  • American School Counselor Association (ASCA)
  • Association of Assessment and Research in Counseling (AARC)
  • Southern Association for Counselor Education and Supervision (SACES)