1. People & Departments
  2. Washington College
  3. Nikki Hurless

Nikki Hurless

Faculty
Department of Psychology
  • Visiting Assistant Professor of Psychology

Nikki Hurless

Nikki Hurless (she/her) is a visiting assistant professor of psychology at Washington College in Chestertown Maryland. Her clinical work and research focus on applying trauma-informed principles to supervision, counseling, and education. Her research interests include trauma-informed practices, professional development and supervision, ecotherapy, and altered states of consciousness. She is a trained EMDR practitioner and primarily provides identity-affirming, trauma-informed counseling to queer young adult clients.

 

Education

  • Ph.D., Counselor Education and Supervision, University of Missouri St. Louis, 2021
  • M.S., Clinical Psychology, Saint Louis University, 2016
  • B.S., Psychology, Roanoke College, 2014

Academic Expertise

  • Trauma informed practices
  • Ecotherapy
  • Counselor training and development
  • Multicultural competence
  • Self-care and wellness

I enjoy supporting student researchers investigating topics of adverse childhood experiences, attachment styles, multicultural psychology, and/or nature-based wellness. My advising style is very relational and collaborative - I love when students stop by my office with questions about my work, or just to talk over their research or career plans.

  • Assistant Professor of Counseling at Tarleton State University in Fort Worth, TX (2021-2024)
  • Licensed professional counselor in Missouri (since 2019) and Texas (since 2022)
  • Certificate in ecotherapy from the Mindful Ecotherapy Center LLC (2024)
  • Brown, E. C., Freedle, A., Hurless, N. L., Miller, R. D., Martin, C., & Paul, Z. A. (2022). Preparing teacher candidates for trauma-informed practices. Urban Education, 57(4), 662-685. 
  • Hurless, N. (2024). Trauma History and Trauma-Informed Practice Relate to Counseling Student's Satisfaction with Supervision and Rapport with Supervisor. Journal of Counselor Preparation and Supervision, 18(3), 4. 10.70013/vmxaa48h
  • Hurless, N., & Davis, L. E. (Eds.). (2024). Cases on Trauma-Informed Gatekeeping in Counselor Education. IGI Global. 
  • Hurless, N., Munsey, B. A., & Guidry, K. (2023). Guidelines and Recommendations for Supporting Transgender and Gender Non-Conforming Students: Inclusive and Queer Education. In Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom (pp. 39-63). IGI Global. 
  • Hurless, N., & Kong, N. Y. (2024). Strategies for delivering trauma-informed climate change instruction. The Journal of Environmental Education, 1-13.
  • Faculty Excellence in Scholarship Award, Tarleton State University (Spring 2024)
  • Innovative Educators Faculty Feature, Tarleton State University Center for Educational Excellence (Fall 2022)
  • Human Sexuality
  • Theories and Processes of Counseling
  • Multicultural Competence
  • Trauma and Resilience