Rashida Fisher, Ph.D., LPCC, LADC-S
My professional experience is in addictions and co-occurring mental health treatment delivery, supervision, and program development. I specialize in Culturally Responsive Care, Trauma Informed Service Delivery, and Integrated Co-Occurring Disorder Treatment. My clinical work is grounded in a holistic and wellness-based model. My approach to counseling is guided by the belief that all individuals have the capacity for growth and that my role is to facilitate by providing a safe, affirming environment. I am interested in issues of social justice and advocacy for marginalized populations. My clinical interests include issues related to sexuality, addictions, and trauma. I am currently a Licensed Professional Clinical Counselor (LPCC) and a Licensed Alcohol and Drug Counselor (LADC) in the State of Minnesota. I am a board approved supervisor for Licensed Professional Counselor (LPC), Licensed Professional Clinical Counselor (LPCC), and a Licensed Alcohol and Drug Counselor (LADC) in the State of Minnesota. I am the Intercultural Development Inventory (IDI), qualified administrator. I am trained in the National Acupuncture Detoxification Association (NADA) auricular (ear) acupuncture protocol for addictions, stress, and trauma.
My approach to teaching is constructed upon my personal experiences, professional, and academic career. It is driven by a deeply personal belief in the transformative and emancipating power of education. My teaching philosophy weaves adult learning theory, social constructivist theory, and Adlerian psychology. Through Constructivism and Adlerian psychology, I recognize learning as an active process by which people use their previous understanding and knowledge to build new knowledge and understanding through experiences. That is, every person is an active creator of knowledge. In the classroom, the constructivist and Adlerian view of learning and teaching requires the instructor and students to collaborate, ask questions, explore, and assess/ reflect on what is being taught and how understanding is changing.
As an educator, I strive to create a collaborative, inclusive, and participatory learning environment, develops and sharpens critical thinking skills, and fosters competence and active engagement in multicultural and social justice counseling and advocacy. I strive to purposely highlight students’ experience in the classroom to make the information practical and meaningful.
Please email or call me (612.767.7062) if you have questions or would like more information about me.
Doctoral Candidate- Ph.D., Counselor Education, and Supervision | Walden University- Minneapolis, MN
Dissertation topic: African Americans Choosing the Counseling Profession: A Grounded Theory Study
M.S. Clinical Mental Health Counseling| Capella University- Minneapolis, MN
Bachelors Certificate- Addiction Studies | University of Minnesota- Twin Cities
B.A., Psychology/ Minor-Youth Studies, Comparative U.S. Race & Ethnicity Studies | University of Minnesota- Twin Cities
- Delta Sigma Theta Sorority, Incorporated, Minneapolis- St.Paul Alumnae Chapter
- Association of Black Psychologists- Minnesota Chapter
- American Counseling Association (ACA) - Counselors for Social Justice (CSJ) Member
- Association of Counselor Education and Supervision (ACES)
- Minnesota Association of Resources for Recovery and Chemical Health (MARRCH)
- North American Society of Adlerian Psychology (NASAP)
- National Association for the Advancement of Colored People (NAACP)- Minneapolis Chapter, Behavioral Health, and Wellness Committee.
- Peoples, K., Shelton, D., Zazzarino, A., Riley, P., Fisher, R., Thompson, J., & Kirkland, V. (2019).
- Analyzing case studies on male infidelity using interpretive phenomenological analysis: Acollaborative group approach. London, United Kingdom: SAGE Publications, Ltd. doi:10.4135/9781526486752
- Fisher, R., (2017, April 11). Ethics of cross-cultural supervision. One Voice Newsletter,6. [Editorial] Retrieved from http://www.marrch.org/=OneVoice_2017_04_MAR#6
- Fisher, R., (2016). Premature ejaculation. In J. Carlson & S.B. Dermer (Eds.) the SAGE Encyclopedia of Marriage, Family, and Couples Counseling (pp. 1302-1303). Thousand Oaks, CA: Sage Publications, Inc.
- Fisher, R. & Williams, K. (2017). Finding Balance within an Ever-Changing Self: Counselor
- Self-Care for the Prevention of Compassion Fatigue, Burnout, and Vicarious Trauma.
- Presentation at Minnesota Association of Resources for Recovery and Chemical Health (MARRCH), Fall Conference, St. Paul, MN.
- Fisher, R., (2017). Saving the Soul that Serves: Managing compassion fatigue and vicarious
- trauma. Presentation at Black Men Healing Conference, St. Paul, MN
- Fisher, R. & Williams, K. (2017). Ethics of cross-cultural supervision. Presentation at Minnesota Association of Resources for Recovery and Chemical Health (MARRCH), Spring Conference, Nisswa, MN.
- Fisher, R. & Hubble, J. (2016). Co-occurring disorders: Adlerian counseling techniques Presentation at the Minnesota Association of Resources for Recovery and Chemical Health (MARRCH) Fall Conference, St. Paul, MN.
- Fisher, R. (2016). Strengths-Based Supervision. CEU Partners. Minneapolis, MN
- Fisher, R. & Williams, K. (2015). From COD to the DOC: Co-Occurring Disorders and Corrections. Presentation at Minnesota Association of Resources for Recovery and Chemical Health (MARRCH) Fall Conference, St. Paul, MN.
- Fisher, R. & Williams, K. (2014). Co-Occurring Disorders and Corrections. Presentation at Alaska School on Addictions and Behavioral Health Conference. Anchorage, AK
Adjunct Faculty-Minneapolis Community & Technical College
Adjunct Faculty- Century College
- Mindfulness and Recovery
- Co-Occurring Disorders Treatment
- Compassion Fatigue/ Counselor Self Care
- Diversity and Inclusion, Cultural Responsiveness
- Trauma Informed Treatment interventions
Adler Graduate school promotes access to higher education for diverse and non-traditional adult learners. Adler is committed to strengthening its policy and practice around diversity and culturally responsive education as well as the promotion of social justice. The school environment is casual and at the same time maintains high academic standards.