Nancy Schongalla-Bowman has served as Director of Student Counseling at PTS since 2000. A licensed marriage and family therapist, Nancy graduated from Stanford University, PTS, and Council for Relationships in Philadelphia. She is ordained in the United Church of Christ and has served in various ministry contexts. Nancy integrates many approaches in her work with individuals and couples and has advanced training in traditional and less traditional therapies such as Hakomi Therapy, EMDR, Gestalt Therapy, Inner Bonding, The Sedona Method, HeartMath, Recreating the Self, Internal Family Systems, Emotional Freedom Technique, and Emotionally Focused Therapy. Nancy is open to praying with students and often recommends spiritual direction as an adjunct to counseling. She organizes seminars, events, and groups and assists with referrals to ensure a good match. Her approach to counseling is experiential, and often includes mindful attention to emotions and the body. She is happy to direct individuals to resources in the Counseling Lending Library.
Julie Collins is a Certified Hakomi Body-Centered Psychotherapy Practitioner, as well as a Certified Holistic Health Coach. She has a B.A. and M.A. in Somatic (mind-body) and Holistic (whole-person) Health and Wellness. Additional somatic and mindfulness-based training, both basic and advanced, include Sensorimotor Psychotherapy (for working with trauma), the Re-Creation of the Self Model, through M.E.T.A.; Authentic Movement and Motional Processing (movement-based expressive art methods); as well as hatha yoga and mindfulness meditation. Drawing from these approaches, Julie creates a safe and collaborative environment, and an individually tailored pathway for self-awareness, learning, and personal transformation. She helps people gain freedom from limiting patterns of thinking and behavior and helps them create lasting change for greater satisfaction and effectiveness in health, relationships, and work.
Maggie Furniss holds an M.A. and Ed.S. degrees in Clinical Mental Health Counseling from Rider University. She is a Licensed Associate Counselor, a National Certified Counselor, and a Board Certified Life Coach. Maggie has a background in fine arts and has training from the Gestalt Institute and the Psychodrama Institute and she enjoys incorporating expressive therapies techniques into counseling. Maggie’s approach to counseling focuses on exploring with clients how we are both creations and creators of our circumstances and she believes that the collaborative process of therapy can be helpful in developing new and healthier thinking patterns and behaviors. She has a particular interest in working with students who are experiencing difficulties with life transitions, depression, anxiety, relationships, and performance anxiety. Maggie sees students and spouses in Adams House.
Lynn Shell has worked in Princeton as a board certified Addictions and Psychiatric-Mental Health Nurse Practitioner, providing services to adults and adolescents since 2008. In addition to her clinical practice, Lynn is an Assistant Professor at Rutgers University School of Nursing. Lynn earned a B.S. from Duke University, M.S.N. from the University of Pennsylvania and a Ph.D. from the University of Utah. In February 2016, Lynn completed a 2-year fellowship in Integrated Medicine at the University of Arizona giving her the tools to incorporate both alternative and traditional treatment options to our clients. Using the concepts of Jean Watson’s Theory of Human Caring, Lynn takes a holistic approach in her care of patients and welcomes the collaboration between herself, the client, and other treating professionals.
***Information is shared between the Director of Student Counseling and Maggie Furniss or Julie Collins during the referral process and as needed to support the wellbeing of students, spouses, or couples engaged in on-campus counseling. If a student shares with part-time on-campus counselors a concern that relates to Title VI or Title IX, consultation with the Director of Student Counseling will take place to further support the student and clarify options to address the situation.”