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Natalie Arce Indelicato, PhD, LMHC - Assistant Professor and Clinical Director, Clinical Mental Health Counseling

Dr. Indelicato earned her BS in Psychology and Master’s and Ph.D. in Mental Health Counseling from the University of Florida. Her clinical and research interests consist of college student development and mental health, which include first-generation college students, college women’s relational health, trauma recovery, and eating disorders.


Dr. Indelicato is a Licensed Mental Health Counselor and Qualified Supervisor in the State of Florida. Prior to teaching in the UNF Clinical Mental Health Counseling program, Dr. Indelicato was a counselor at the UNF Counseling Center, University of Florida Counseling Center, and community agencies in Northeast Florida. As Clinical Director for the CMHC program, Dr. Indelicato develops and facilitates relationships with over 40 community partners in Northeast Florida that serve as clinical internship sites for CMHC students.


Dr. Indelicato enjoys integrating her clinical experience in the classroom through active, experiential, and community based learning. Her interest in CBTL is tied to the belief that counselor community engagement is a critical component of being an effective counselor, client advocate, and social change agent. It is also a rich training tool used to prepare students for their clinical internship. Dr. Indelicato believes that students enter practicum and internships more confident, culturally competent, and self-aware when they have had prior experience with community engagement and a chance to apply theoretical knowledge to complex social issues.


As a Community Scholar, Dr. Indelicato redesigned a community-based project  within the Counseling in Community Settings course and submitted a conference presentation proposal  focused on the use of community-based learning assignments to cultivate counselor community engagement. She is also a part of the Engagement Scholarship program where she is examining the impact of service learning experiences on sense of belonging of first-generation college students.