Joyeux (Joy) Frank MA, NCC, LPC

• Develop treatment plans with Pennsylvania waiver autistic adult clients to identify and achieve desired counseling goals
• Develop treatment plans with PA waiver autistic adult clients to identify desired counseling goals
• Assist autistic adult clients with identifying and processing emotions and behaviors through open-ended questioning
• Created an environment of trust that enabled clients to openly discuss their feelings and experiences
• Completed training in Acceptance and Commitment Therapy applying ACT principles to support autistic clients in identifying values and building psychological flexibility
• Create an environment of trust that enables clients to openly discuss their feelings and experiences
• Review individual support plans including diagnoses, needs, and medication information to inform assessment and treatment planning for autistic clients
• Guide autistic adult clients in identifying and selecting counseling goals to ensure client-informed choices
• Served on Quality Management Committee developing campaigns to empower autistic adult clients to view employment positively, pursue work opportunities, and build independence
• Complete monthly and quarterly progress reports documenting client progress toward counseling goals including opportunities presented and goals met
• Develop individualized treatment plans with autistic adult clients, outlining client and counselor responsibilities to support engagement and goal achievement
• Coach autistic adult clients on interview readiness including communication skills and confidence building strategies and encourage collaboration with employment support staff
• Provide post employment support to autistic adult clients through communication skills including maintaining conversational focus, interpreting non-verbal cues, and making eye contact to support successful workplace interactions and job retention
• Provide ongoing counseling to ensure autistic adult clients' evolving needs are met throughout the rehabilitation process

• Develop, implement, and administer new student orientation for over 1,000 students each year
• Manage a program (The First Year Transition Program) for at-risk students
• Address academic issues hindering student success and facilitate referrals to appropriate university departments, offices, and individual faculty
• Co-develop the Student Success Center integrating academic advising, tutoring, writing support, disability resources, and internship coordination
• Manage First Year Transition Program for at-risk students, providing support to improve academic outcomes
• Execute early intervention initiatives targeting at-risk student populations to improve institutional retention
• Facilitate individual advising sessions to identify career paths, goals, and opportunities such as internships and study abroad
• Provide coaching and guidance to students facing academic warning to support improvement and successful outcomes
• Conduct financial needs and resource assessments to identify cost saving educational pathways for students
• Maintain detailed case notes documenting student meetings and referrals to ensure continuity of care across advisors and departments
• Develop and maintain relationships with community colleges, university partners, and external agencies to coordinate student services
• Utilize assessment results including placement and career inventories to guide students toward appropriate services and foster independence
• Represent the University at admissions open houses to guide prospective high school students through academic exploration and major selection
• Refer students to career services to connect with job fairs and employment opportunities

• Created and delivered engaging lesson plans for foundational course in principles of health psychology, accommodating 30-40 students per semester
• Facilitated online student engagement through interactive discussions and group projects
• Fostered classroom interactions that enhanced students' critical thinking skills
• Taught the biopsychosocial model as a trans-disciplinary framework connecting biological, psychological, and social environmental factors to support holistic client assessment and recognize how imbalance across these factors can impede vocational rehabilitation progress
• Assess student learning through exams, assignments, and class participation to evaluate needs and progress, directly applicable to client assessment in rehabilitation settings
• Developed individualized academic support plans for struggling students to identify barriers and track progress toward course objectives, directly applicable to developing rehabilitation plans and monitoring clients' progress

• Evaluated and engaged new clients weekly.
• Compiled and organized client resources to support treatment goals
• Counseled clients with co-occurring disorders in developing planning and coping skills to manage their daily challenges
• Evaluated and developed treatment plans and weekly progress notes for each client across active caseload
• Coordinated services with community agencies and providers to address clients' psychiatric and personal needs
• Maintained professional development through ongoing training and education to stay current with best practices
• Developed and maintained relationships with mental health professionals and community organizations to support client care

• Guided students in applying academic interests to real world goals and career planning
• Connected students with university resources and support strategies to facilitate successful transitions to higher education
• Facilitated interactive learning activities to promote discussion and practical problem solving
• Developed instructional lesson plans for diverse student populations to support individualized learning goals
• Assess student needs through individual pre-course meetings and developed individualized support strategies to promote academic success and goal achievement

• Assisted students in navigating academic resources and support services.
• Coordinated workshops on personal development and career readiness.
• Collaborated with faculty to support student success through early intervention strategies

Degree Conferred

Degree Conferred