Hannah Robinson, Ph.D.

Clinical Coordinator/Assistant Professor

Affiliation

College of Liberal Arts and Social Sciences

robinsonH@franklinpierce.edu

Phone

EDUCATION

Ph.D. in Counseling (2021) from University of North Texas

RESEARCH INTERESTS AND AREAS

counselor education, counseling, play therapy, expressive arts therapy
examining the effectiveness of child-centered play therapy

PROFESSIONAL ACTIVITIES

Professional Memberships

Association for Counselor Education and Supervision (ACES)
Association for Child and Adolescent Counseling (ACAC)
Association for Humanistic Counseling (AHC)
American Counseling Association (ACA)
Association for Play Therapy (APT)

Conferences Attended

Robinson, H., & Ray, D. C. (2022, October 18-23). Impact of CCPT on the mindful expressions and social-emotional competencies of preschoolers [Poster presentation]. International Association for Play Therapy Conference, St. Louis, MO.

Robinson, H. (2022). Play therapy: Who, what, and why?, Play Symposium 2022,
Murfreesboro, TN.

Ray, D., & Robinson, H. (2020). Adverse childhood experiences and play therapy: How do we effectively respond? Texas Association for Play Therapy Conference, Austin, TX.

Tapia-Fuselier, J., & Robinson H. (2019). Can we work together? Navigating cross-theory supervision. Association for Counselor Education and Supervision International Conference, Seattle, WA.

Ray, D., Robinson, H., & Walker, K. A. (2019). Meeting them where they are: Choosing techniques tailored to supervisee development. Association for Counselor Education and Supervision International Conference, Seattle, WA.

Robinson, H., & Tapia-Fuselier, J. (2019). Blurred lines: addressing sticky situations in counselor education and supervision. Texas Association for Counselor Education and Supervision, Dallas, TX.

Walker, K., & Robinson, H. (2019). Your supervision toolkit: Techniques tailored to supervisee development and learning. Texas Association for Counselor Education and Supervision, Dallas, TX.

Robinson, H., & Molina, C. (2019). Closing the achievement gap: Play-based Intervention to infuse into comprehensive school counseling programs. Texas School Counseling Association Conference, San Antonio, TX.

Robinson, H., & Teeling, S. (2018). Eyes to see: Imaginary friends in the playroom, Southern Methodist University, Dallas, TX.

Grants Received

Robinson, H. B. (2023). Instructional Enhancement Grant. $700. Middle Tennessee State University. Primary Investigator.

Robinson, H. B. (2021). Impact of Child-Centered Play Therapy on the Mindful Expressions and Social-Emotional Competencies of Head Start Preschoolers. Texas Association for Play Therapy. $1000. Primary Investigator.

PUBLICATIONS AND PRESENTATIONS

Robinson, H., & Walker, K. (2025). Integrating play therapy in schools. In B. T. Erford (Ed.), Professional school counseling: A handbook of theories, programs, and practices (4th ed., pp. 359-368). Cognella.

Robinson, H. B., Ray, D. C., & Lemberger-Truelove, M. (2024). Impact of child-
centered play therapy on the mindful expressions and social-emotional competencies of Head Start preschoolers. International Journal of Play Therapy, 33(2), 67-80. https://doi.org/10.1037/pla0000216

Robinson, H. (2022). Recommended toys for the playroom. International Journal of the Whole Child, 7(2), 60-61.

Ray, D. C., Angus, E., Robinson, H., Kram, K., Tucker, S., Haas, S., & McClintock, D. (2020). Relationship between adverse childhood experiences, social-emotional competencies, and problem behaviors among elementary-aged children. Journal of Child and Adolescent Counseling, 6(1), 70-82. https://doi.org/10.1080/23727810.2020.1719354

Ray, D. C., & Robinson, H. (2019). The Clinic as the Classroom: Blending Educational and Clinical Preparation in Play Therapy. In E. Dugan, K. Vaughn, & K. Camelford (Eds.), Developing and Sustaining Play Therapy Clinics (pp. 109-130). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8226-7.ch004

Feuerbacher, S., Moore, T., & Gill, H. (2017). Bullying and social vulnerability of students with autism spectrum disorder. In C. Little (Ed.), Supporting social inclusion for students with autism spectrum disorders (pp. 33-44). New York, NY: Routledge.