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Norma Day-Vines: SOE Faculty

Norma Day-Vines PhD

Professor, Counseling and Human Development
(410) 516-7990
2800 N. Charles St
Baltimore MD, 21218

Program Affiliations

Counseling and Human Development

Biography

Dr. Norma L. Day-Vines, Professor of Counseling and Human Services, joined the faculty in January 2012. She has more than 16 years of faculty experience. She served on the faculty at The College of William and Mary and later at Virginia Tech. She has published widely on counseling strategies for working more effectively with culturally and linguistically diverse children and adolescents, with a special emphasis on African American youngsters. She developed the Continuum of Broaching Behavior, a conceptual framework for examining how counselors explore the contextual dimensions of race, ethnicity, and culture. More recently, she operationalized the Continuum of Broaching Behaviors using the Broaching Attitudes and Behavior Survey (BABS).

Dr. Day-Vines has also worked with a collaborative team of researchers to examine the impact of school counselors and school counseling programs on student academic outcomes and college decisions using large national longitudinal datasets (e.g., Educational Longitudinal Study 2002, ELS 2002). Her work has appeared in publications such as the Journal of Counseling and Development, Professional School Counseling, and the Journal of Negro Education.

Education

Ph.D., North Carolina State University, 1998, Counselor Education
M.Ed. North Carolina State University
BA, BS, etc. UNC-Chapel Hill

Courses Taught

Counseling Techniques; Research Methods; Counseling African American Children and Adolescents

Recent Publications and Presentations

Day-Vines, N.L., Bryan, J., & Griffin, D. (2013). The Broaching Attitudes and Behavior Survey (BABS): An exploratory assessment of its dimensionality. Journal of Multicultural Counseling and Development, 41, 210-223).

Day-Vines, N.L., & Holcomb-McCoy, C. (2013). Broaching the subjects of race, ethnicity, and culture as a tool for addressing diversity in Counselor Education classes. In West, J., Bubenzer, D., Cox, J., & McGlothlin, J. (Eds.), Teaching in Counselor Education: Engaging Students in Meaningful Learning. Alexandria, VA: Association for Counselor Education and Supervision, pp.151-166.

Presenter, The Construct Validation of the Broaching Attitudes and Behavior Survey (BABS): A Tool for Measuring the Extent to Which Counsellors Discuss Race, Ethnicity, and Culture with Clients British Association of Counseling and Psychotherapy. May, 2014. London, England.

Bryan, J., Day-Vines, N.L., Griffin, D., & Moore-Thomas, C. (2012). The disproportionality dilemma: Patterns of teacher referrals to school counselors for disruptive behavior. Journal of Counseling and Development, 90, 177-190.

Bryan, J., Moore-Thomas, C., Day-Vines, N.L., & Holcomb-McCoy (2011). School counselors as social capital: The effects of high school college counseling on college application. Journal of Counseling and Development, 89, 190-199.

Moore-Thomas, C., & Day-Vines, N.L. (2010). Culturally competent collaboration: School counselor collaboration with African American families and communities. Professional School Counseling, 11, 159-165.

Patton, J.M., Day-Vines, N.L., & McSwain. A. (2010). Cultural competency training curriculum that addresses disproportionality in special education and the cultural, class achievement and discipline gaps. International Journal of Education, London, England.

Bryan, J., Day-Vines, N.L., Holcomb-McCoy, C., & Moore-Thomas, C. (2010). Using national education longitudinal datasets in school counseling research. Counselor Education and Supervision, 49, 266-279.

Day-Vines, N.L., Booker, B., Smith, K., Barna, J., Maiden, J., Zegley, L., & Felder, M. (2009). African American English (AAE): Implications for school counseling professionals. Journal of Negro Education, 78, 70-82.

Bryan, J., Holcomb-McCoy, C., Moore-Thomas, C., & Day-Vines, N.L. (2009). Who sees the school counselor for college information? The role of school counselors in college access. Professional School Counseling, 12, 280-291.

Bryan, J., Moore-Thomas, C., Day-Vines, N. L., Holcomb-McCoy, C., & Mitchell, N. (2009). Characteristics of students who receive school counseling services: Implications for practice and research. Journal of School Counseling, 7(21).

Day-Vines, N.L., & Terriquez, V. (2008). A strength-based approach to promoting discipline among African American and Latino students. Professional School Counseling, 12, 170-175.

Moore-Thomas, C., & Day-Vines, N.L. (2008). Culturally competent counseling for religious and spiritual African American adolescents. Professional School Counseling, 11, 159-165.

Day-Vines, N.L., Wood, S., Grothaus, T., Craigen, L.,Holman, A., Dotson-Blake, K., & Douglass, M. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling and Development, 85, 401-409.

Day-Vines, N.L. (2007).The Escalating incidence of suicide among African Americans: Implications for counselors. Journal of Counseling and Development, 85, 370-377.

Complete CV

EDUCATION:

1998 Ph.D., Counselor Education North Carolina State University
Patricia Roberts Harris Doctoral Fellow

1987 M.Ed., Guidance and Personnel Services North Carolina State University

1984 B.A., English University of North Carolina at Chapel Hill

PROFESSIONAL EXPERIENCE:

Professor. Counseling and Human Services, The Johns Hopkins University, Baltimore, MD

Associate Professor, Counselor Education, Department of Educational Leadership and Policy Studies, Virginia Tech, Falls Church Virginia. 2005-2012

Associate Professor, Counselor Education, The College of William and Mary, Williamsburg, VA. 2004-2005

Assistant Professor, Counselor Education, The College of William and Mary, Williamsburg, VA. 1997-2004

Professional School Counselor, Wake County Public Schools, Raleigh, North Carolina. 1987-1993

SELECTED PUBLICATIONS:

Bryan, J., Day-Vines, N.L., Griffin, D., & Moore-Thomas, C. (2012). The disproportionality dilemma: Patterns of teacher referrals to school counselors for disruptive behavior. Journal of Counseling and Development, 90, 177-190.

Bryan, J., Moore-Thomas, C., Day-Vines, N.L., & Holcomb-McCoy (2011). School counselors as social capital: The effects of high school college counseling on college application. Journal of Counseling and Development, 89, 190-199.

Moore-Thomas, C., & Day-Vines, N.L. (2010). Culturally competent collaboration: School counselor collaboration with African American families and communities. Professional School Counseling, 11, 159-165.

Patton, J.M., Day-Vines, N.L., & McSwain. A. (2010). Cultural competency training curriculum that addresses disproportionality in special education and the cultural, class achievement and discipline gaps. International Journal of Education, London, England.

Bryan, J., Day-Vines, N.L., Holcomb-McCoy, C., & Moore-Thomas, C. (2010). Using national education longitudinal datasets in school counseling research. Counselor Education and Supervision, 49, 266-279.

Day-Vines, N.L., Booker, B., Smith, K., Barna, J., Maiden, J., Zegley, L., & Felder, M. (2009). African American English (AAE): Implications for school counseling professionals. Journal of Negro Education, 78, 70-82.

Bryan, J., Holcomb-McCoy, C., Moore-Thomas, C., & Day-Vines, N.L. (2009). Who sees the school counselor for college information? The role of school counselors in college access. Professional School Counseling, 12, 280-291.

Bryan, J., Moore-Thomas, C., Day-Vines, N. L., Holcomb-McCoy, C., & Mitchell, N. (2009). Characteristics of students who receive school counseling services: Implications for practice and research. Journal of School Counseling, 7(21).

Day-Vines, N.L., & Terriquez, V. (2008). A strength-based approach to promoting discipline among African American and Latino students. Professional School Counseling, 12, 170-175.

Moore-Thomas, C., & Day-Vines, N.L. (2008). Culturally competent counseling for religious and spiritual African American adolescents. Professional School Counseling, 11, 159-165.

Day-Vines, N.L., Wood, S., Grothaus, T., Craigen, L.,Holman, A., Dotson-Blake, K., & Douglass, M. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling and Development, 85, 401-409.

Day-Vines, N.L. (2007).The Escalating incidence of suicide among African Americans: Implications for counselors. Journal of Counseling and Development, 85, 370-377.

Day-Vines, N.L. (2007). Wellness in the midst of tragedy and adversity. Journal of Humanistic Counseling, Education and Development, 46, 242-247.

Day-Vines, N.L., & Holcomb-McCoy (2007). Wellness and African American counseling professionals. Journal of Humanistic Counseling, Education and Development, 46, 82-97.

Day-Vines, N.L., Moore-Thomas, C., & Hines, E. (2005). Processing culturally relevant bibliotherapeutic selections with African American adolescents. Counseling Interviewer, 38(1), 13-18.

Day-Vines, N.L., & Day-Hairston, B. (2005). The escalating incidence of suicide among African American adolescents. Counseling Interviewer, 28(2).

Day-Vines, N.L., & Day-Hairston, B. (2005). Culturally congruent strategies for addressing the behavioral needs of urban African American Adolescents. Professional School Counseling, 8, 236-243.