Matthew Lemberger-Truelove

Letitia Neag Morgan Endowed Chair and Professor of Educational Psychology

Educational Psychology

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Titles:

Letitia Neag Morgan Endowed Chair
Professor of Educational Psychology

Academic Degrees:

Ph.D., Counselor Education, University of South Carolina

Biography:

Matthew Lemberger-Truelove is a Professor and the Letitia Neag Morgan Endowed Chair in the Department of Educational Psychology (Counselor Education program) at the Neag School of Education at the University of Connecticut.  He also holds a service appointment as the Associate Director of the Center for School Counseling Outcome Research and Evaluation (CSCORE) at the University of Massachusetts. Dr. Lemberger-Truelove previously served as editor of the Journal of Humanistic Counseling and later completed two terms as editor of the Journal of Counseling and Development, the flagship journal of the American Counseling Association.  Currently, he serves as inaugural editor of Counseling Scholarship & Practice in Educational Communities and he is a Fellow of the American Counseling Association. 

Across two books, more than 80 journal articles, and nearly $7 million in grants and contracts, his work has primarily focuses on the implementation and effectiveness of culturally responsive interventions for PreK–12 students, educators, and families; the advancement of democratic and equitable education and counseling practices; the enduring insights of humanistic and contemplative traditions; and, increasingly, the thoughtful deployment of artificial intelligence in schools and other helping professions.

Prior to his work in universities, he worked as a school counselor, community counselor, and early childhood educator and administrator.

Selected Publications:

Lemberger-Truelove, M. E. (2026). On client agency, technological integration, and the primacy of relationships for humanistic counseling in an AI-integrated world. Journal of Humanistic Counseling https://doi.org/10.1002/johc.70040

Lemberger-Truelove, M. E., Li, D., Kim, H., Hill, D. D., Dickson, R., & Kang, Z. (2026). School mental health interventions for adolescents: A meta-analysis of effectiveness and relevant moderators. Adolescents, 6(1), 6. https://doi.org/10.3390/adolescents6010006 

Lemberger-Truelove, M. E., Li, D., Kim, H., Wills, L., Thompson, K., & Lee, Y.-Y. (2025). Meta-analysis of social and emotional learning interventions delivered by school counselors. Journal of Counseling & Development, 103(1), 39 – 48.  https://doi.org/10.1002/jcad.12537

Lemberger-Truelove, M. E. & Bowers Parker, H. (2024). An evidence-based systems approach to school counseling: Advocating Student-within-Environment.  Routledge Press

Lemberger-Truelove, M. E., Molina, C. E., Carbonneau, K. J., & Smith, M. J. (2023). Co-regulation effects of a school counselor consultation intervention on middle school teacher-student relationships, curiosity, and teacher stress. Professional School Counselor, 27(1a), 1–10.https://doi.org/10.1177/2156759X231153380

Lemberger-Truelove, M. E., Ceballos, P. L., Molina, C. E., & Carbonneau, K. J. (2021). Growth in middle school students’ curiosity, executive functioning, and academic achievement: A theory-informed SEL and MBI school counseling intervention. Professional School Counselor, 24(1b): 1-8. https://doi:10.1177/2156759X211007654   

Levy, I. & Lemberger-Truelove, M. E. (2021). Educator-counselor: A non-dual identity for professional school counselors. Professional School Counselor, 24(1b): 1-7. https://doi:10.1177/2156759X211007630     

Dollarhide, C. T., & Lemberger-Truelove, M. E. (Eds.) (2019). Theories of school counseling for the 21^st century. New York, NY: Oxford University Press.

Lemberger-Truelove, M. E., Carbonneau, K. J., Atencio, D. J., Zieher, A. K., & Palacios, A. F. (2018). Self-regulatory growth effects for young children participating in a combined social and emotional learning and mindfulness-based intervention.  Journal of Counseling and Development, 96(3) 289 – 302. https://doi.org/10.1002/j.1556-6676.2014.00000.x

Lemberger, M. E., Carbonneau, K., Selig, J. P., & Bowers, H. (2018). The role of social-emotional mediators on middle school students’ academic growth as fostered by an evidence-based intervention. Journal of Counseling and Development, 96(1), 27 – 40. https://doi.org/10.1002/jcad.12175

Lemberger, M. E., & Lemberger-Truelove, T. L. (2016). Bases for a more socially just humanistic praxis. Journal of Humanistic Psychology, 56(6), 571-580. https://doi.org/10.1177/0022167816652750

Lemberger, M. E., Selig, J. P., Bowers, H., & Rogers, J. E. (2015). The influence of the Student Success Skills program on the executive functioning skills, feelings of connectedness, and academic achievement in a predominately Hispanic, low-income middle school district. Journal of Counseling and Development, 93(1), 25-37. https://doi.org/10.1002/j.1556-6676.2015.00178.x

Lemberger, M. E., & Hutchison, B. (2014). Advocating Student-within-Environment: A humanistic approach for therapists to animate social justice in the schools. Journal of  Humanistic Psychology, 54(1), 28-44. https://doi.org/10.1177/0022167812469831  

Lemberger, M. E., & Clemens, E. V. (2012). Connectedness and self-regulation as constructs of the Student Success Skills program in inner-city African-American elementary students. Journal of Counseling and Development, 90(4), 450–458. https://doi.org/10.1002/j.1556-6676.2012.00056.x    

Lemberger, M. E. (2010). Advocating Student-within-Environment: A humanistic theory for school counseling. The Journal of Humanistic Counseling, Education and Development, 49(2), 131 – 146. https://doi.org/10.1002/j.2161-1939.2010.tb00093.x