Teresa Ann Granger

HIGHLIGHTED PUBLICATIONS

1. Grenawalt, T. A., Tansey, T. N., Phillips, B. N., Strauser, D. R., Rosenthal, D., & Wagner, S. (2023). Effectiveness of Internet-based behavioral activation on quality of life among young adult survivors of childhood brain tumor: A randomized controlled trial. Disability and Rehabilitation, 45(15), 2480-2487. https://doi.org/10.1080/09638288.2022.2094478
2. Grenawalt, T. A., Lu, J., Hamner, K., Gill, C.*, & Umucu, E. (2023). Social isolation and well-being in veterans with mental illness. Journal of Mental Health, 32(2), 407-411. https://doi.org/10.1080/09638237.2021.2022625
3. Grenawalt, T. A., Umucu, E., Reyes, A., & Baylin, A.*, Strauser, D. R., Tansey, T. N., & Wagner, S. (2022). Psychometric validation of the PERMA-profiler as a well-being measure for young adult survivors of pediatric CNS tumor. Rehabilitation Counseling Bulletin, 65(4), 255-265. https://doi.org/10.1177/00343552211025509
4. Grenawalt, T. A., Degeneffe, C. E. & Kesselmayer, R. (2021). Recommendations for pre-service training in cognitive disabilities: Perceptions of practicing rehabilitation counselors. Journal of Applied Rehabilitation Counseling, 5(2), 1-16. http://dx.doi.org/10.1891/JARC-D-20-00009
5. Grenawalt, T. A., Degeneffe, C. E. & Kesselmayer, R. (2021). Employment and service system challenges affecting persons with cognitive disabilities: A qualitative inquiry into rehabilitation counselor perspectives. Journal of Rehabilitation, 87(2), 17-27. https://www.proquest.com/docview/2775286497/E6130995276A4751PQ/1?accountid=14472&sourcetype=Scholarly%20Journals
6. Grenawalt, T. A., Brinck, E. A., Friefeld Kesselmayer, R., Phillips, B. N., Geslak, D., Strauser, Chan, F., & Tansey, T. N. (2020). Autism in the workforce: A case study. Journal of Management & Organization, 1-16. https://doi.org/10.1017/jmo.2020.15
7. Grenawalt, T. A., Degeneffe, C. E. & Kesselmayer, R. (2020). Perceived career impacts from specialized instruction in cognitive disabilities: A phenomenological study. Rehabilitation Research, Policy, and Education, 34(4), 235-249. http://dx.doi.org/10.1891/RE-19-34

PROFESSIONAL ACTIVITIES

• Stress & Health, Section Editor, 2022-present
• Trauma Psychology News, Section Editor, 2024-present
• Cancer Rehabilitation Networking Group, American Congress of Rehabilitation Medicine, Secretary, 2024-present
• VA Central IRB Panel 3, VA Central Office, Voting Scientist Board Member, 2022-present
• Rehabilitation Counselors and Educators Journal, Editorial Review Board, 2022-present
• Journal of Vocational Rehabilitation, Editorial Board Member, 2021-present

BIOGRAPHY

Teresa Ann Granger, Ph.D., CRC, is an Assistant Professor at the University of Alabama in the Department of Educational Studies in Psychology, Research Methodology, and Counseling. Dr. Granger holds a research appointment as a Rehabilitation Research Scientist at the Tuscaloosa VA Medical Center. Her primary research seeks to identify the best behavioral, psychological, and vocational interventions that enhance well-being, quality of life, health and functioning, and participation in employment and other life roles. She studies these constructs among individuals with cognitive and/or psychiatric disabilities, veterans, cancer survivors, and other individuals with chronic illness and disability. Her secondary research interests include demand-side and evidence-based practices in vocational rehabilitation; specialized instruction in rehabilitation counselor education; and positive psychology.

Dr. Granger has extensive experience in working with people with disabilities and chronic illnesses, military veterans, families, and persons experiencing homelessness. She specializes in cognitive disabilities, including acquired brain injuries, intellectual disability, and autism. She is passionate about social justice and being a leader in societal changes that promote diversity, equity, and inclusion for all humans through research, education, service and advocacy.

Dr. Granger previously published under Grenawalt, T. A.

Pronouns: she/her/hers

Dr. Granger’s teaching philosophy is grounded in andragogy, emphasizing student-centered and experiential learning that draws on adult learners’ experiences and self-direction. She adopts a constructivist approach, encouraging critical thinking, collaboration, and reflection to help students build their understanding and apply knowledge in real-world contexts. As a scholar-practitioner, she integrates theory with practical application, ensuring that students develop essential professional competencies, ethical decision-making skills, and a commitment to lifelong learning. Her goal is to empower students to become competent, reflective, and impactful counselors and counselor educators, prepared to lead and contribute meaningfully to their profession and communities.