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California State University Fullerton
Department of Counseling

Eric Price, Ph.D.Eric Price, Ph.D.

Assistant Professor
(657) 278-8154
Office: EC-444
eprice@fullerton.edu

Personal Biography
Hello! I am thrilled to be the newest member of the counseling faculty at California State University Fullerton! I grew up in the Midwest and attended Central Michigan University for my undergraduate degree. I began my career working in college student affairs and completed a Master’s Degree in College Student Personnel at Southern Illinois University Carbondale.  For several years, I worked in residence life and college advising roles. After realizing my true passion lied in the helping profession, I left the field and completed a second Master’s degree in Counselor Education from the University of Central Florida and a Doctoral degree in Counseling from the University of North Texas. Clinically, I have worked with clients across the lifespan including children, adolescents, college students, and adults on issues related to depression, anxiety, relationship struggles, life transitions, suicidal ideations, sexual and gender identity, bereavement, and career concerns. I strongly value building a therapeutic bond with my clients where they experience empathy, genuineness, and unconditional positive regard in relationship with me. I work from an Adlerian lens by collaborating with clients to help them develop new insights related to their mistaken beliefs about the world while cultivating new strategies to meet their goals.   Outside of work, I strive to stay balanced physically, mentally, and spiritually. In my spare time, I enjoying connecting with friends, cooking, traveling, attending community events, writing, meditating, running, and spending time with my dog Rocko.  I am excited to explore the Fullerton and SoCal area. Feel free to stop me and say hello if you ever see me jogging on campus!

Teaching Interests
Of all of my roles, I like teaching the most! As a constructivist, I believe every student learns and creates meaning differently. Therefore, rather than focus on lecture as the primary means of learning, my classes involve community building, active discussions, role plays, experiential exercises, and other means to ensure every student forms a connection with the material. I also firmly believe in the idea of balancing challenge and support. I hold high expectations for my students but also care about their well-being and wellness throughout the learning process. Finally, I also strive to build community in the classroom. Since relationships are the focus of all that we do in counseling, why should the classroom be any different? Students in my classes often share they value the space they created together throughout the semester. Class wise, I enjoy teaching courses with a clinical focus because I love witnessing new counselors “come into themselves” while discovering their counselor identity. In addition to the clinical sequence, I enjoy teaching career counseling, counseling adolescents, research methods, and theories.  I look forward to working with you in class!

Research Interests
My primary scholar work focuses on the strengths, resiliency, and support systems during the coming out process for LGBTQQIA individuals. For my dissertation study, I conducted a phenomenology that examined how gay and lesbian college students experienced support from their parents after disclosing their sexual orientation. Given much of the current literature focuses on the mental health concerns of sexual minorities, I hope to add to the literature on the positive and affirming aspects of the community.  My other research interests include investigating different approaches to bereavement counseling, and seeking ways counselor education programs might better prepare civilian counselors to serve the military population.

 

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