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Thank you for your interest in HEAL!
We are part of the APA-Accredited Counseling Psychology Doctoral Program at Texas A&M University. Our lab welcomes both graduate and undergraduate students who are passionate about research in health and multicultural psychology. If you're interested in applying to the Ph.D. program, please visit the Counseling Psychology Doctoral Program website for more information about the program and the application process.
Dr. Nguyen will be reviewing applications for the incoming 2026-2027 class.
For any inquiries, please feel free to contact Dr. Nguyen at nguyennguyen@tamu.edu
What You Should Know Before Applying?
To prospective students who are interested in joining the Ph.D. Counseling Psychology program under Dr. Nguyen’s mentorship:
Thank you for the interest you’ve taken in my work and my research lab. I want you to know that I never take student interest for granted. I’m both flattered and honored when students express their hope to work with me. I also understand that this is not a small decision. It’s an investment on your end, and you deserve to choose a mentor and a lab that feel like the right “home” to launch your training as a psychologist.
Research consistently shows that the quality of the advisor–advisee relationship is the single most influential factor shaping graduate students’ satisfaction and success. And one of the most important predictors of that relationship is Match. Match in core values, communication, and interpersonal vibe.
I also recognize that applying to doctoral programs costs money. That’s why I want to offer as much information as I can upfront, so that you can make informed decisions before even applying. However, to ensure fairness and equity in the process, I will not meet with any prospective students before the admissions cycle or the official program interview.
What I can offer is this: a snapshot of my mentorship style, from both my own and my students’ perspectives. My hope is that this will help you reflect on whether this space might be a good match for you.
However, not being a fit with me does not mean you’re not a fit for the program. We have a strong Counseling Psychology doctoral program with a long-standing track record: APA-accredited continuously for over 40 years, 100% internship match rates for more than a decade (not just matching, but often to students' top-choice and prestigious placements), our alumni are thriving and doing impactful work across academia, clinical practice, community leadership, and beyond.
More than that, we have a solid culture. Collaborative. Caring. Supportive. Inclusive. People really show up for each other here. Also, mentorship in our program is not siloed. Even though students have their primary advisor, they are mentored and supported by the full faculty team. We talk. We collaborate. We invest in students' growth, together.
So, even if I’m not the right match for you, I still strongly encourage you to learn more about the other amazing faculty in our program. Someone else’s research, mentoring style, or energy might be exactly what you’re looking for. And, that’s something we celebrate, not compete over.
1. RESEARCH FIT
I welcome students who genuinely embody the scientist-practitioner values at the heart of our Counseling Psychology doctoral program. They are those who are eager to grow in both research and clinical skills. Thus, having an active interest in engaging with research is a top priority for me when assessing fit.
Students who are solely interested in becoming clinicians or practitioners, or those who have little to no interest in research, may not find my training approach helpful to their goals. And that’s okay! There’s no shame in knowing what you want; different paths need different kinds of mentorship.
2. RESEARCH TOPIC FIT
My work sits at the intersection of Health Psychology and Multicultural Psychology. Not one or the other, but both. I’m interested in exploring the complex intersections between body and mind, self and society, power and pain, physical and mental health. Students who tend to be a good match are often those curious about the interplay between psychological, physical, cultural, and social factors that shape health and well-being, especially among understudied and marginalized communities.
If your interests are solely in mental health, or only in physical health, or only in multicultural psychology (but not in the intersections of these domains), you may not find my research profile to be the best fit. That said, I know that research interests are fluid, especially early on in your training. Thus, you don’t need to come in with a fully formed research identity. What matters more to me is openness: Are you willing to grow, expand, and align with the broader themes in my research?
If so, I welcome that with both hands.
3. TRAINING APPROACH
You can read more in my Lab Philosophy, but here’s the heart of it:
I care deeply about training students to become sharp, critical, and nuanced thinkers (i.e., how to think, not just what to do). I value conceptual depth, curiosity, and the ability to wrestle with complexity, especially when approaching topics of multiculturalism and social justice. Be an interesting thinker, rather than just a competent technician.
I care deeply about relationships. I believe in a community-based approach to learning and growth. My lab isn’t just a research machine - it’s a community. I strongly encourage (almost an unspoken requirement) that my students fully participate in the community of grad school, whether that’s the lab, cohort, or the larger student body. Grad school isn’t meant to be a lone wolf journey. It’s in community where we find wisdom, strength, restoration, and joy.
It takes a village! But to receive from the village, you have to show up as a villager. In this village, no competition bullshit. Instead, we lift each other up, share what we know, laugh when we can, and show up for each other with empathy, not ego. These aren’t just ideals; they’re values my students already embody and live out every day, and I am so proud of them for that.
4. INTERPERSONAL & MENTORSHIP STYLES
I tend to be direct. I don’t sugarcoat or tiptoe around the truth if I believe it will serve students' growth. I don’t coddle or treat my students as fragile adults, because that is not respectful of who they are. That said, I can be funny (from time to time). I can be silly. I am always very clear and upfront about my expectations. No guessing game, whatsoever.
I don’t like to play it too safe, in my work, my life, or my mentorship. I encourage my students to do the same: take intellectual risks, make mistakes, get messy, reflect, and grow.
I push my students hard, but never ever without support. I assume strength. I assume brilliance. I care intensely (yes, intensive care bear energy). That means I don’t just invest in students’ output; I invest in their growth, their thinking, their voice, their well-being, and the kind of professional they’re becoming. I give them a lot of freedom and space to explore their identity and pursue their own ideas. All of my students start their first-author independent research projects in their very first semester with me.
I do expect initiative and self-authorship. Grad school requires a lot of self-learning and self-starting (more than one might initially anticipate). It is imperative to know that I’m not the kind of overbearing mentor who drags students across the finish line or micromanages their progress. Again, that is not respectful of who my students are.
Students who tend to thrive in my mentorship style are those who take an active role in their learning. They seek out learning opportunities, initiate projects, apply for scholarships, ask for support, collaborate with peers, and take real ownership of their growth. They don’t wait around to be told what to do. They move, ask, build, and learn by doing.
Finally, I take student feedback seriously, not just because it’s “what mentors should do,” but because I know how human and [deeply] flawed I am. I welcome feedback, I reflect on it, and I try to respond with care. Relationships are a two-way street. So is growth.
5. ON PRODUCTIVITY & WELLNESS
One thing I’ve learned over time, based on both my personal reflection & students' feedback: Support looks different for everyone. Some students need structure. Some need space. Some need both, on different days.
I try to walk the line between trusting students’ capacity and stepping in when needed. It’s not always easy, as you probably know, the line between care and assuming deficit is delicate. The real challenge of being a supportive advisor is offering help without infantilizing, presence without hovering.
So here’s my philosophy: just tell me what you need.
Need an extended deadline? Want to slow a project down? Want to just vent and complain? Prefer more check-ins, or fewer? Need a few days off for self-care? While I am not perfect, my students know I’ve always been responsive to their needs. I regard them as strong, capable adults who can name what they need, and trust me enough to voice them. If you ask, I’ll do what I can. If you’re struggling, I’ll hold space. If we don’t know what the next step is, we brainstorm and figure it out together.
And more importantly, that’s the whole point of being in a community, so that support doesn’t just come from me - the almighty advisor. It comes from each other. Students in this space lean on each other for wisdom, warmth, tea (both the literal kind and the spicy kind that spills), and real-deal support. That’s the kind of culture we’re trying to build here, and it’s something I’m deeply proud of.
If you're still reading at this point, maybe that's a sign? Just kidding (well, kind of). If any of this speaks to you, I truly hope you’ll consider applying to the program. And if not, I genuinely wish you clarity and alignment in finding the right fit for your journey.
Students' Perspectives
I asked my advisees to share honest reflections about what it’s like to work with me: no scripts, no fluff, just real talk. I want to give you a fuller sense of the lab, not just through my potentially biased and self-serving lens. Below are a few excerpts from their feedback (Shared with their knowledge and consent). Hopefully, these give you a better sense of my mentorship style and what it’s like to be part of the lab and the program.
1. The Counseling Psychology PhD Program
One thing that I really admire about our program is its noncompetitive nature. It is clear that we have a very strong cohort model! Concrete examples are the upperclassmen seeing the first-year cohort in the elevator and checking in to see how we are doing. I think the specific characteristics or traits described here are the willingness to help and openness to participate in community-building opportunities. This looks like a student who engages in program meetings, professional development workshops, cohort social bonding, and research conferences. To have a village, you have to be a villager.
Beyond the lab, one characteristic I value and prioritize in both current and new students is the capability to say, "I don't know". Admitting that uncertainty shows a lot of intellectual honesty and humility, but willingness to learn which is a big part of grad school since no one can truly know everything. In class conversations, it may show up through having thoughtfulness and saying, "I don't know the full answer, but I'd love to learn further " and showing genuine curiosity rather than just the fear of being wrong. Grad school is definitely a time where you can and should take initiative, accountability, and courage instead of pretending and creating the space where you and your cohort can challenge and explore questions freely.
Key characteristics I think reflect the culture of the Counseling Psychology program at Texas A&M are mutual support, inclusivity, and humility. Something I love about the program is how supportive and eager students are to help other students. The peer mentor system, resource sharing, and the time dedicated to collaborating on shared aims and objectives embody this, creating a welcoming and encouraging academic community that fosters growth. I think inclusivity and humility are also cornerstones of our program and the profession. Practicing humility while centering inclusivity allows you to hear perspectives and grasp new content that you may otherwise miss. This looks like centering and giving voice to diverse perspectives in the classroom and listening to understand rather than respond.
2. The Lab
The specific characteristics and qualities that I have observed and value among many of our lab members (aside from their passion for the field) are the willingness to embrace challenges, a tolerance for error, and a commitment to continued improvement. In other words, I think that it is important to recruit a student who will take risks and sit with the discomfort of learning a new skill like conducting research at a doctoral level. Mistakes are inevitable, but they’re also some of our best teachers. What I’d really hope for is a student who can enjoy the process itself, not just the end results. Behaviorally or in practice, this looks like someone who asks insightful questions, takes initiative in their projects, and is open to different insights or feedback. After all, we are a team and so much of our mission revolves around collaboration and community.
Be willing to take the initiative and embrace opportunities you see, and it will lead to your own growth. While your peers/team are here to support and guide you as much as they can, there won't always be someone to guide you step by step. Much of your success will come from your drive and willingness to take action.
I think it’s great for prospective students to value collaboration and teamwork since we will all be in the lab together. I would also want them to be comfortable with learning new things and changing their perspective or having a flexible mindset. I think that is important to adopt in this program as we are growing personally and professionally.
Qualities and characteristics that I believe align with our efforts at the HEAL lab are risk-taking, initiative, and accountability. Being a doctoral student often means taking initiative and taking charge of your own research trajectory. The HEAL lab provides a welcoming and supportive environment from which a student can venture into their own areas of interest and cultivate their expertise in that area. To fully take advantage of this, it is advantageous to adopt a healthy risk-taking mindset and take initiative. Similarly, a lot of the work we are lucky to do at the HEAL lab is collaborative! Hence, accountability and teamwork are an essential and valued part of what we do!
3. The Advisor (Dr. Nguyen)
I appreciate that Dr. Nguyen is brutally honest! I seriously do! Personally I thrive with an advisor who doesn’t feel that they need to tip-toe around my feelings. The most important thing for me in this program is that I learn and improve my clinical and research skills. However, I think Dr. Nguyen contrasts this well in his collectivistic approach to how the lab functions. I feel comfortable with everyone in the lab, and I feel it is because he encourages us to branch out and rely on the community for support. Although it was an adjustment for me, I can appreciate him pushing us to learn networking and collaboration skills while we are new in the program.
I second that Dr. Nguyen is brutally honest! In the best way. He is very direct with his expectations and feedback both as an advisor and as a professor. I appreciate that he motivates students to explore ideas from different angles and to rethink conventional approaches to arguments. To thrive as his advisee, it’s critical to trust that his feedback comes from a place of wanting you to become the best student/professional/researcher you can be. I also really appreciate that he gives students a lot of room to be creative and develop their authentic processes/tone in projects. Rather than approaching advisees from a deficit lens (i.e., they’re first-year students so they must need a lot more help), he completely believes that his advisees are fully capable and connects them with mentors within the lab community for extra support. With that said, thriving as an advisee requires an individual to openly communicate their needs and be proactive in their projects.
One thing that I've really appreciated while working with Dr. Nguyen has been having freedom to explore my own ideas. Many times, coming up with new ideas in research or in courses, I originally expected some pushbacks, as that is something you see in many undergrad programs. However, Dr. Nguyen emphasizes "getting your hands dirty" and allowing yourself the grace to learn from your mistakes and trying new methods. Dr. Nguyen is wonderful in creating a collaborative environment in his lab/mentorship where we are all learning from each other. Even though Dr Nguyen's advising and communication style may seem really honest sometimes, it is fair and consistent. It's not about building comfort but shaping us to be students who can take any challenge with resilience and rigor.
4. What makes a strong fit?
I think a good fit is someone who simply someone who can adapt to difficult circumstances and can think flexibly. This is because Dr. Nguyen does push his advisees to do a lot. But I can recognize that it’s from a good place and he wants to be competitive in our field. I think a less ideal fit is someone who may not understand or be accepting of this. A good fit is someone who is up for the challenge and who can problem solve with others in the community!
A good fit or general vibe from an ideal applicant would be someone who is ready to join a team rather than someone who is pursuing their career in isolation. Since Dr. Nguyen values collaboration and community within the lab, I think that each member has a spirit of lending a hand, respecting diverse viewpoints, and celebrating our collective achievements for every project.
Students who enjoy conceptual conversation and understanding big ideas, and thinking through ideas through genuine curiosity, rather than just fixing on specific issues tend to thrive more. It's an especially good fit if you care more about developing as a thinker than about simply just checking boxes for a project.
5. Advice for prospective applicants
I would advise that the student 1) remains flexible and 2) gives themselves a lot of patience and grace to make mistakes and explore the “messiness” of psychology and research. Especially since we are interested in biopsychosocial models, the literature is often complex and multidimensional. Our role is to make sense of this complexity rather than trying to simplify or “untangle” it. Remaining flexible allows students to explore different areas of interest from nuanced perspectives, which opens paths to authentic and fulfilling career opportunities in the long term. Giving yourself space to experiment and learn from mistakes within the program will help you find deeper meaning in your work and come up with ideas that will help push the field forward.
Adding to the previous message, take initiative! Be the person who doesn’t just wait on someone to just hand them the information, but the person who seeks it out and takes ownership. The more effort you put in, the more support and trust you'll earn in return from both the advisor, your peers, and the program. And emphasizing again, that it’s okay to make mistakes, but learn from them! Making mistakes shouldn't just be tolerated, but it's part of the process. The key is to continue to reflect on what went wrong, adapt, and keep improving. If you have this mindset, with curiosity and initiative you'll make the most out of working as an advisee under Dr. Nguyen and becoming a stronger researcher and clinician.
Two pieces of advice I would give to incoming students are to be intentional and give yourself room to mess up and learn! You will be presented with several opportunities and avenues in graduate school; be intentional! Seize and create opportunities that align with what you are interested in. Intentionality enables purposeful decision-making and growth through self-reflection. And finally, give yourself the room not to know! As simple as it sounds, we are here to learn, so don’t be afraid of uncertainty, or not knowing, as this opens room for learning.
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