Nelson O. O. Zounlome (he/him), Ph.D., is a first-generation college student, child of immigrants, and a published author. He is also a former McNair Scholar, Ford Foundation Fellow, Herman B. Wells Graduate Fellow, Counseling Psychologist, and Assistant Professor at the University of Kentucky. His program of research focuses on examining the impact of intersectional oppression on historically excluded groups & creating culturally relevant interventions to enhance their well-being. Within this framework, he studies academic persistence and mental wellness to promote holistic healing among Black, Indigenous, and People of Color (BIPOC). He earned Bachelor's degrees in Psychology & Sociology, a Master's degree in Learning Science-Educational Psychology Track, and is a Ph.D. in Counseling Psychology from Indiana University. Nelson is dedicated to helping BIPOC communities liberate themselves and achieve their wildest dreams.
Examining the impact of intersectional oppression on historically excluded groups & creating culturally relevant interventions to enhance their well-being
Articles in Refereed Journals (10)
Wong, Y. J., McDermott, R., Zounlome, N.O. O., Klann E. M., & Peterson, Z. (in press). Self-persuasion: An experimental evaluation of a sexual aggression preventive intervention for U.S. college men. Journal of Interpersonal Violence.
Wong, Y. J., Granderson, R. M., Zounlome, N.O.O., McCullough, K.M., Hyman, J.E., Schwabe, S.B. (2020). The assessment of subjective masculine Norms in the United States. Psychology of Men & Masculinities. Advance online publication.http://dx.doi.org/10.1037/men0000254
Zounlome, N.O. O., Wong, Y. J., David, J., Klann, E. M., & Stephens, N. (2019). ‘No one comes to save the Black girls…’: Black university women’s understanding of sexual violence. The Counseling Psychologist, 47, 873-908. doi:10.1177/0011000019893654
Zounlome, N.O.O., Wong, Y. J., Klann, E. M., & David, J. L., (2019). ‘I’m seen as a sexual predator from saying hello’: Black mens’ perception of sexual violence. Journal of Interpersonal Violence. doi:10.1177/0886260519877942
Zounlome, N. O. O., & Wong, Y. J. (2019). Addressing male-targeted university sexual aggression: An experimental evaluation of a social norms approach. Psychology of Men & Masculinities, 20, 528-540. doi:10.1037/men0000181
Wong, Y. J., Zounlome, N.O.O., Goodrich Mintz, N., & Murphy, E. (2019). You can do it! An experimental evaluation of an encouragement intervention for female students. Journal of Positive Psychology. doi:10.1080/17439760.2019.1651887
Wilkins-Yel, K. G., Hyman, J., & Zounlome, N.O.O. (2019). Linking intersectional invisibility and hypervisibility to experiences of microaggressions among graduate women of color in STEM. Journal of Vocational Behavior, 113, 51-61. doi:10.1016/j.jvb.2018.10.018
Wright, L., Zounlome, N.O.O., & Whiston, S. (2018). The effectiveness of male-targeted sexual assault prevention programs: A meta-analysis. Trauma, Violence, & Abuse. doi:10.1177/1524838018801330
Wong, Y. J., Gabana, N. T., Zounlome, N. O. O., Mitts, N. G., & Lucas, M. (2017). Cognitive correlates of gratitude among prison inmates. Personality and Individual Differences, 107, 208-211. doi:10.1016/j.paid.2016.11.043
Dorsey, C. N., Marriott, B. R., Zounlome, N. O. O., & Lewis, C. (2016). Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science: Seattle, WA, USA. September 2015. 11 (Suppl 1): A43. Implementation Science, 11, 1-38. doi:10.1186/s13012-016-0428-0
Refereed Book Chapters
Cheng, J., Klann, E. M., Zounlome, N. O. O., & Chung, Y. B. (2017). Promoting affirmative career development and work environment for LGBT individuals. In J. G. Maree (Ed.), Psychology of career adaptability, employability and resilience. Dordrecht, The Netherlands: Springer.
Selected Refereed Presentations (40 Total)
Teaching & Mentoring
Guided by an intersectional feminist approach, I believe students learn best by being challenged to engage in self-reflection and discussing conflicting perspectives and debates within a field. By thinking about their own views, learning about others’ perceptions, and having to talk them over, students can learn to think critically while also being able to apply course material to their own lives. Through this process, students can evaluate information based on their intersecting identities, come up with their own opinions, and in turn, better retain and apply course content in a practical manner. Furthermore, in each class I teach, I intentionally infuse social justice material, such as the psychology of oppression and intersectionality, to provide students with the knowledge and skills necessary to understand their own salient identities and that of others. This pedagogical approach allows students to effectively work with, as well as conduct multiculturally grounded and ethical research/clinical work among, diverse populations. Additionally, I work to create a culturally humble classroom environment for all students to augment learning outcomes, personal growth, and professional development.
I find mentoring to be immensely rewarding as it is in line with my life’s mission of guiding students to achieve academic success. I consistently work to create a collaborative and supportive atmosphere in which I meet with my mentees regularly to check in on individual progress, collaborative projects, and engage in professional development (e.g., teaching research skills and discussing journal articles to bolster content knowledge). Taking an intersectional feminist approach, I continually make an effort to learn about my mentees as individuals in the context of their intersecting identities, actively initiate conversations in which I openly reflect upon how my own identities relate to theirs and check in with them to see if their specific needs are being met. This also involves an explication of power differentials between us. Additionally, I use a tailored mentoring style by prioritizing mentees’ personal and professional goals and adjusting to fit their needs. My goal for my mentees/advisees is that they excel holistically, not just academically. In this, I help students to identify their own goals and support them in achieving them. I am extremely proud to have helped train so many students and that several of the undergraduate students I have mentored over the years have gone on to graduate school at the master's and doctoral levels. These students have also co-authored presentations at national conferences and published research articles with me.
Instructor | August 2021-December 2021
“EDP-606: Professional Issues in Counseling Psychology” -a graduate-level professional identity and development course for 9 students
Counseling Psychology Program, University of Kentucky
Teaching Assistant | January 2020-May 2020
“EDUC-G685: Seminar in Counseling Research Methodology” -a doctoral-level research methods course for 12 students under Dr. Zoe Peterson
Counseling Psychology Program, Indiana University
Co-Instructor | August 2018-November 2018
“EDUC-G523: Laboratory Counseling and Guidance” -a graduate-level clinical skills foundational course for 15 students alongside Dr. Kerrie Wilkins-Yel
Counseling Psychology Program, Indiana University
Guest Lecturer | April 2018
“SPH H350: Topical Seminar on Sexual Exploitation” -an undergraduate course on sexual exploitation, harassment, and assault taught by Dr. Debra Herbenick
School of Public Health, Indiana University
Associate Instructor | August 2016-May 2017
Taught eight sections of "EDUC-X 150: Becoming the Best Student" -an undergraduate course for low-performing and students on academic probation
Student Academic Center, Indiana University
GRE Instructor | May 2016-July 2017
Designed all materials and taught an 8-week summer session
McNair's Scholars Program, Indiana University
I completed my predoctoral internship at the University of Maryland-College Park Counseling Center (July 2020-June 2021). My clinical work focuses on college/graduate populations, especially mental health and academic persistence among BIPOC students, themed BIPOC therapy groups, and career counseling. I take an intersectional feminist approach when working with clients while also integrating Cognitive Behavioral Therapy (CBT), Acceptance & Commitment Therapy (ACT), and an interpersonal approach.
Click the icons below to find resources for BIPOC communities
This workbook is specifically designed with culturally relevant advice and evidence-based exercises to help students of color thrive.
This page is dedicated to providing resources for Black, Indigenous, and People of Color (BIPOC) to help them grow and thrive holistically. This page is updated periodically.
This is a 2-week course designed to help students take ownership of their graduate education; thrive in school; save time and money; and launch a meaningful and lucrative career. Follow this link for a free course preview (4 videos total).