Samantha Morel Bio

Samantha Morel, MS.Ed.
Psychology Intern, Supervised by Connie Langellier, Ph.D.

Personal Statement:
Samantha MorelHello all! I am so pleased to be completing my internship here at The Texas A&M Student Counseling Service! Students have always had a special place in my heart—I’ve spent years working with both undergraduates and graduates via therapy and conducting my own research. College students are at a pivotal live moment that can bring with it incredible stress and challenge. In an effort to meet students where they are and to support each person’s individual journey, I strive to be as collaborative as possible! This is centered on focusing on what they want to get out of our work.

I believe what has happened to us matters, and understanding our history can serve us to make sense of what’s going on right now. I approach counseling with a core conviction that therapy is not about solving problems but, rather, providing an accepting space where I can support my clients through challenging life experiences. I aim to help them to develop their own goals, grow in their self-awareness, practice acceptance/meaning making as they see fit, create healthy relationships in their personal lives, and most importantly, build resilience for the future.

In my spare time, I enjoy cooking, learning the piano, and spending time with my dog, family and friends.

Academic Training:
Ph.D. Counseling Psychology, Purdue University (Expected August 2019)
MS.Ed. Mental Health Counseling, Fordham University
B.S. Psychology, Louisiana State University

Student Counseling Services, Texas A&M University (In progress)

Areas of Special Interest:
Family of origin and interpersonal relationships, identity development with an emphasis on intersectionality, academic and career work, grief and trauma, supervision/training

Theoretical Orientation:
My theoretical orientation is grounded in a psychodynamic perspective from which I integrate techniques of interpersonal, mindfulness and emotion-focused therapies.

More Resources