Danielle Torres

Associate Professor

Rogers Hall 307, MSC: 98

Dr. Danielle Torres is a faculty member of the School Counseling Program. She has experience as a counselor in K-12 schools at all grade levels and various school-based programs in diverse communities. She also conducts research in schools with a focus on student supports and collaborative school relationships and continues to consult with local schools and districts. 

Her favorite aspect of her role as a faculty member is mentoring students and providing a stimulating and inclusive place to learn. Her professional interests include addressing K-12 educational and counseling issues impacting BIPOC and first-generation students, particularly Latinx students; strengthening family/home/school/community connections; advocating for educational opportunities for undocumented students; and addressing equity and antiracism in education.

Personal Statement

“My favorite thing to hear from students on graduation day is “I feel prepared”. And that is my goal—to prepare students not only with the knowledge and skills to be an effective school counselor, but to prepare students to recognize strengths, to hold compassion in challenging situations, and to amplify voices that need to be heard. Most of all, I want students to feel prepared for their role as an advocate and caring adult in the lives of the young people they work with.”

Areas of Expertise

Meeting counseling needs of diverse communities in schools; Strengthening family/school/community connections; Increasing academic and social emotional resiliency; Post-secondary planning; School-based research, evaluation, and consultation

Publications

Recent Publications
  • Favela, A. & Torres, D. (2022). Surveying the landscape of post-secondary options and support for undocumented students in the Pacific Northwest: A view from one state’s school counselors [Accepted manuscript].
  • Kaul, K., Weinholdt, J., Nop, R. & Torres, D. (2019). Supporting students of color at a local high school: Graduating seniors voice their experiences and recommendations using an extensive focus group process. Report to School Board of Trustees.
  • Bertucci, M. Y. & Torres, D. (2018). Supporting students of color at a local high school: Graduating seniors voice their experiences and recommendations using an extensive focus group process. Report to School Board of Trustees.
  • Torres, D. (2017). Evaluation of Progress for David Douglas High School, 2016-17 Report. U.S. Office of Elementary and Secondary Education: OESE Counseling Programs. Grant # S215E140051
  • Torres, D. (2016). Evaluation of Progress for David Douglas High School, 2015-16 Report. U.S. Office of Elementary and Secondary Education: OESE Counseling Programs. Grant # S215E140051

  •  Torres, D. (2015). Evaluation of Progress for David Douglas High School, 2014-15 Report. U.S. Office of Elementary and Secondary Education: OESE Counseling Programs. Grant # S215E140051
  • Favela, A. & Torres, D.M. (2014), Connecting classrooms & communities: Identifying student needs & assets inside & outside of school. Multicultural Education, 21(2), 51-53.

Presentations

Recent Presentations
  • Hadraba, H., Barbour, L., Torres, D. (2021). Assessment in schools: Current practices and considerations for transformation. Oregon School Counseling Association (OSCA) Conference. Corvallis, Oregon.
  • Torres, D. (2020). Educator allyship and action: All together now! Transactive Gender Project Summit, From Policy to Practice: Building Your PK-12 Gender Diversity Toolkit (Virtual).
  • Torres, D. & Favela, A. (2019). Strategies for school counselors to better support K-12 undocumented students. College Board Prepárate Conference, San Antonio, TX.
  • Torres, D. (2018). Supporting the needs of undocumented students and school-based counselors in Oregon K-12 schools. Oregon Department of Education DACAmented/Undocumented Collaborative, Salem, OR.
  • Torres, D. & Hadraba, H. (2018). What School Counselors Want to Know to Support Students and Families with Undocumented Status in Challenging Times. Oregon School Counseling Association Conference (OSCA),Salem, Oregon.

  • Torres, D. and Hadraba, H. (2018). It all looks different now: Counselor educator program strategies for applying an equity lens to school counselors’ data use. Evidence Based School Counseling Conference, New York, NY.
  • McDonnell, C., Torres, D. & Hadraba, H. (2017). Developing inclusive transition programs: Breaking down barriers to improve high school preparation for ALL students. Oregon School Counselor Association (OSCA) Conference, Hillsboro, OR.
  • Torres, D. & Hadraba, H. (2017). A journey toward infusing the use of data in school counselor graduate curriculum: Creating a road map to success and confidence for students. Presented at The Evidence-Based School Counseling Conference, San Diego, CA.
  • Polledri, J. & Torres, D. (2015). A positive connection to school: Reaching hard-to-engage students. Oregon School Counselor Association (OSCA) Conference, Salem, OR.
  • Hadraba, H., Pedersen, L., & Torres, D. (2015). Using data to create change: Tools to get you moving! Presented at The Evidence-Based School Counseling Conference, Erlanger, KY.

Academic Credentials

  • PhD Counseling Psychology, University of Oregon 
  • M.A. Clinical Psychology, Pepperdine University
  • BA Psychology, Pepperdine University

Location: Rogers Hall