Stephanie A. Moore, PhD, LPCC-S

Core Candidate Assistant Professor
MA in Clinical Mental Health Counseling, Mindfulness-Based Transpersonal Counseling Concentration (Low-Residency)
Doctor of Philosophy in Counselor Education and Supervision, Walden University, 2021; Master of Science in Education, 2012, Youngstown State University; Concentration: Community Counseling and Addictions (CACREP Approved), Youngstown State University; Master of Arts in English, Concentration: Teaching of Writing, The Ohio State University, Columbus, Ohio, 2007; Bachelor of Arts, Concentration: Classical Literature, 2004
MA in Clinical Mental Health Counseling, Mindfulness-Based Transpersonal Counseling Concentration (Low-Residency)
CNST631E, Counseling and Helping Relationships 1 / CNST661E, Counseling and Helping Relationships II / CNSM871E, Internship 1: Mindfulness-based Transpersonal Counseling / CNSM891, Internship II: Mindfulness-based Transpersonal Counseling

Clinical and Teaching Background
Stephanie Moore, PhD, LPCC-S, is an Assistant Professor in the Mindfulness-Based Transpersonal Counseling program at Naropa University. She is joining Naropa after more than ten years working as a professional counselor with a broad variety of clients in such diverse settings as community mental health clinics, crisis units, in-school and in-home with families and children, and in traditional private practice. She has a heart for working with those struggling with addiction and most enjoys working with dually diagnosed clients working through substance abuse and co-morbid mental health concerns. In addition to having a broad variety of clinical experience, she has also been teaching and supervising counselors in training both on-site and in counselor training programs. She is currently teaching CNST631E Counseling and Helping Relationships 1, CNST661E Counseling and Helping Relationships II, CNSM871E Internship 1: Mindfulness-based Transpersonal Counseling, and CNSM891 Internship II: Mindfulness-based Transpersonal Counseling. Prior to joining Naropa, she has taught a broad variety of counseling courses including Diagnosis of Mental and Emotional Disorders, Substance Abuse Theory and Practice, Psychopathology and Treatment Planning, Counseling Theories, Counseling Methods, Practicum and Internship, Research Methods and Program Evaluation, Trauma Counseling, Assessment, Family Counseling, Play Therapy, Group Counseling, and more. She is currently working toward a health coach certification that will support a more holistic approach to her work with clients. She is a passionate supporter of her clients and students and looks forward to the opportunity to learn alongside the students and faculty of Naropa.

Research Interests

Stephanie’s research interests have primarily revolved around advocacy and social justice initiatives and improving counseling access and competency for LGBTQIAA+ individuals through research in developing LGBT+ ally identity competencies. Future research interests include self-care, burnout avoidance, holistic wellness initiatives, and the use of mindfulness in both the counseling and supervision process.

Self-Care and Family

Stephanie is a mom to two beautiful boys and enjoys exposing them to all the beauty the world has to offer. She is an avid reader, loves to hike, and enjoys yoga and mindfulness practices in her spare time. She can often be found sipping coffee and reading, with a highlighter in hand. She considers one of her greatest achievements to be that her boys both love books, as well. Her preferred genre is nonfiction, and she is always open to recommendations! She considers Anatomy of the Spirit, by Caroline Myss to be one of the most influential books she has read.

  • Moore, S. A. (2021). “Understanding Factors Which Contribute to LGBT Ally Identity Development” (2021). Walden Dissertations and Doctoral Studies. 10258.
  • O’Neill, R., Gilea, B., & Fellenger, S. A. (2019). Motivational interviewing for caregivers of LGBT youth. Journal of LGBT Youth, DOI: 10.1080/19361653.2019.1591322,
  • Fellenger, S. (2018). Philosophy of Teaching Statement Example. In Whitman, J.S. & Haddock, L.R. (Ed.). Skill development in counselor education: A comprehensive workbook. (pp. 13–22). New York, New York: Routledge,
  • Rolle, M., Fellenger, S., & Whitman, J. (2018). Strategies for building mentoring relationships. In Whitman, J.S. & Haddock, L.R. (Ed.). Skill development in counselor education: A comprehensive workbook. (pp. 130–132). New York, New York: Routledge.
  • Fellenger, S. (2015). Having realistic expectations. In B. Erford (Ed.). Clinical experiences in counseling (pp. 1–13). Columbus, Ohio: Pearson.
  • Fellenger, S. (2014). Get comfortable being uncomfortable: Effectively working with LGBT populations. In V. Kress & M. Paylo (Ed.). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment. (pp. 225–257). Columbus, Ohio: Pearson.

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Naropa Campuses Closed on Friday, March 15, 2024

Due to adverse weather conditions, all Naropa campuses will be closed Friday, March 15, 2024.  All classes that require a physical presence on campus will be canceled. All online and low-residency programs are to meet as scheduled.

Based on the current weather forecast, the Healing with the Ancestors Talk & Breeze of Simplicity program scheduled for Friday evening, Saturday, and Sunday will be held as planned.

Staff that do not work remotely or are scheduled to work on campus, can work remotely. Staff that routinely work remotely are expected to continue to do so.

As a reminder, notifications will be sent by e-mail and the LiveSafe app.  

Regardless of Naropa University’s decision, if you ever believe the weather conditions are unsafe, please contact your supervisor and professors.  Naropa University trusts you to make thoughtful and wise decisions based on the conditions and situation in which you find yourself in.