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Breanna Ellington

Breanna Ellington, Assistant Professor

Breanna Ellington
Breanna Ellington, Assistant Professor

School of Education
Blacksburg, VA 24061
bellington@vt.edu

Dr. Breanna Ellington is an assistant professor of Counselor Education in the School of Education at Virginia Tech. She holds a PhD in Counselor Education and Supervision from North Carolina State University, and a MAEd in School Counseling and BA in Psychology from The University of North Carolina at Chapel Hill. Her research agenda focuses on (1) improving threat assessment and management policies, practices, and procedures in K-12 schools, (2) the intersections at which school counselors have the potential to improve school safety and student outcomes, and (3) emerging technologies that have the potential to improve school counselor education, including virtual reality, mobile applications, and artificial intelligence. Dr. Ellington is currently working with faculty from North Carolina State University and The University of North Carolina at Greensboro on grant funding suicide and threat assessment software for counselor education.

Dr. Ellington has worked as a clinician in a variety of clinical and educational settings, including K-12, community counseling centers, and private practice. She has supervised counselors in area school districts and graduate programs, and presented on counseling-related topics (i.e. school violence prevention and intervention, career and college readiness) at the local, regional, and national level to highlight school counselors’ roles and responsibilities. Dr. Ellington currently serves as assistant to the editor for the flagship journal Career and Technical Education Research and continues to be an active member of many professional organizations, including the American Counseling Association (ACA), Chi Sigma Iota (Counseling Honors Society), and the American School Counseling Association (ASCA).

  • School Counseling and School Counselor Development
  • Improving threat assessment and management policies, practices, and procedures in K-12 schools
  • The intersections at which school counselors have the potential to improve school safety and student outcomes
  • Emerging technologies that have the potential to improve school counselor education, including virtual reality, mobile applications, and artificial intelligence.
  • PhD in Counselor Education and Supervision, North Carolina State University
  • MS in School Counseling, University of North Carolina at Chapel Hill
  • BA in Psychology, University of North Carolina at Chapel Hill
  • North Carolina Licensed Professional Counselor Associate (2017)
  • National Certified Counselor (2017)
  • North Carolina Professional School Counselor, Advanced Licensure (2015)
  • Editorial staff Career and Technical Education Research
  • American Counseling Association (ACA)
  • Chi Sigma Iota (Counseling Honors Society)
  • American School Counseling Association (ASCA)

Selected Journal Articles

Ellington, B. & Baker, S. (2019). Career and College Readiness Self-Efficacy Perceptions of Rural Sixth Grade Girls: A Phenomenological Study, The North Carolina Counseling Journal, 15(2), 33-44.

Reuman, L., Jacoby, R., Fabricant, L., Herring, B. & Abramowitz, J. (2015). Uncertainty as an Anxiety Cue at High and Low Levels of Threat. Journal of Behavior Therapy and Experimental Psychiatry, 47, 111-119.

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