Hello! My name is Dr. Emily Stultz, DSW, LCSW, and I’m thrilled to share a bit about my journey in the behavioral health workforce. You may know me as the Director of the Center for Learning, where I oversee MHRT-related certifications and workforce training initiatives across Maine. Others might recognize me as Emily Winter from my years of hands-on work in the field, providing direct patient care in a variety of roles. Whether through education, clinical practice, or leadership, my path has been anything but traditional—but every challenge has shaped the professional and person I am today. If someone had told me back in 2002 that it would take over a decade to earn my associate degree, I would have rolled my eyes. And if they’d added that along the way, I’d pick up an unusual knack for operating antique John Deere equipment and a definitive understanding that welding wasn’t in my future, I probably would have laughed in their face. But life often takes us on the scenic route, and for me, every twist, detour, and unexpected turn has been integral in shaping who I am today. From navigating single parenthood while juggling graduate school and internships to stepping into leadership roles and driving systemic change, my journey has been far from conventional. Yet, each challenge, detour, and milestone has reinforced one essential truth: the path doesn’t need to be linear, and it certainly doesn’t need to be perfect—it just needs to keep moving forward. Through resilience, adaptability, and a passion for improving behavioral health care, I’ve found purpose and fulfillment in unexpected places. Here’s how my journey unfolded—and how it continues to inspire the work I do today.
Academic Journey: From Uncertainty to Determination I’ll be the first to admit that my academic journey and career path have been far from traditional. It took me a full decade after graduating high school to complete my two-year associate degree. By the time I earned that degree in December 2012, I was a mother of three, with my youngest just 13 months old. While achieving this milestone was a significant accomplishment, I found myself uncertain about the next steps in my academic and professional life. I knew I wanted to pursue a bachelor’s degree but had no clear direction or immediate urgency. I often joked that I’d consider it a win as long as I graduated before my kids finished high school. During this time, I attended five different colleges, largely because I couldn’t settle on a major. I often joked that I had commitment issues when it came to my education as I explored courses across various disciplines. Along the way, I unknowingly accumulated enough credits to potentially earn dual bachelor’s degrees in business and psychology. When I finally took stock of the progress I had made, I decided it was time to capitalize on my efforts. I completed the remaining requirements and proudly earned my bachelor’s degree in the summer of 2015—13 years after graduating high school. This achievement was a turning point in my journey, strengthening my resolve to face challenges head-on and pursue my goals, even when the path forward was uncertain.
Early Career and Entering the Behavioral Health Field After graduating, I detoured from behavioral health and began working as a Distribution Manager for a local apple orchard. It was a completely new experience—refreshing, challenging, and far outside my comfort zone. During my time on the farm, I developed an unusual affinity for operating antique John Deere equipment, quickly discovered that welding was not my calling, and gained invaluable lessons in adaptability and problem-solving. A year later, I felt a strong pull to the behavioral health field, and I knew it was time to put my education to use and pursue work that aligned with my purpose. So, in 2016, I took my first step into the behavioral health field as a residential support worker and earned my first credential as a provisional MHRT I. This role proved to be a pivotal moment in my journey, as I began to truly understand the profound impact behavioral health work could have—not only on the clients I served but also on my own sense of purpose and fulfillment.
Balancing Graduate Education and Career Growth When I stepped into my role as a provisional MHRT I, I also made the pivotal decision to pursue a graduate degree. I have always been fascinated by the intricacies of diagnostics and the complexities of the human brain, particularly how it responds to prolonged exposure to severe trauma—why it reacts the way it does and how those responses shape behavior and resilience. This curiosity and passion for understanding the brain’s connection to trauma solidified my commitment to advancing my education and pursuing a career where I could make a meaningful impact on others’ lives. The next three and a half years were among the most challenging of my life. As a newly single mother of three, working full time and relying on support services like MaineCare and food stamps to meet our needs, I juggled a rigorous full-time graduate course load, clinical internships requiring at least 20 unpaid hours per week in outpatient clinics, and school-based services, and the daily responsibilities of parenting. At times, it felt like an impossible balancing act, with every day presenting new challenges to overcome. During this period, I navigated several transitions across roles and credentials within the behavioral health workforce. While working as a residential support worker, I quickly advanced from a provisional MHRT I to a full MHRT I, earned my Certified Residential Medication Aide (CRMA), and then to a provisional MHRT/C. Instead of completing the requirements for a full MHRT/C, I opted to pursue a conditional Licensed Social Worker (LSX) credential, which aligned with my goal of transitioning into targeted case management for adults with intellectual and developmental disabilities. After gaining valuable experience in targeted case management, I pivoted once again—this time to a highly demanding and impactful role as a Child Protective Services (CPS) social worker. For nearly two years, I worked as an assessment worker in the Lewiston and Augusta DHHS offices. This role profoundly shaped the trauma-focused work I do today, as it brought me face-to-face with some of the most challenging and complex realities of human suffering and resilience. Through this experience, I gained a deeper understanding of the immense emotional burden carried by CPS workers, who often navigate incredibly difficult circumstances to ensure the safety and well-being of children and families. The cases I encountered highlighted both the depths of human vulnerability and the capacity for recovery, underscoring the importance of empathy, support, and a trauma-informed approach in addressing such situations. These experiences profoundly shaped my understanding of trauma, empathy, and resilience while cultivating the determination and perspective that guide my work in behavioral health today. Throughout this three-and-a-half-year journey, there were countless moments when the weight of it all felt unbearable. I often questioned whether I would ever finish my degree, succeed in my career, or be the parent my children deserved. Yet, despite the overwhelming challenges, I found a way to keep moving forward—one small, unsteady step at a time. What kept me going was the unshakable belief that the life I was building for myself and my family was worth every ounce of effort and struggle. These experiences, marked by the challenges of balancing graduate school, single parenthood, and financial strain, gave me invaluable insight into the factors that contribute to provider burnout. This understanding became the foundation for my later efforts to develop workforce sustainability models aimed at addressing these systemic challenges and improving retention in the behavioral health field. By transforming personal adversity into actionable solutions, I sought to create environments where both professionals and those they serve could thrive.
Earning My Clinical Degree and Expanding Expertise I earned my clinical degree in December 2019, marking a significant milestone in my career. Over the next two years, as a Licensed Master Social Worker – conditional clinical (LMSW-cc), I worked in a variety of settings. I began by providing Home and Community-Based Treatment (HCT), working directly with individuals and families to address complex behavioral health challenges. From there, I transitioned to an outpatient co-occurring clinician role, specializing in the intersection of mental health and substance use disorders. During this time, I became actively involved with the Maine Prevention Certification Board (MPCB), driven by its mission to promote the credibility, competency, and professional development of prevention professionals. What began as a membership role quickly expanded into opportunities for greater leadership, including serving as Co-Chairman and, as of June 2024, Chairman of the Board. In these leadership roles, I have contributed to key initiatives through the By-law Review, Ethics Review, and Awards Subcommittees, working to uphold and advance the standards of prevention services. Additionally, as Maine’s regional representative to the International Certification & Reciprocity Consortium (IC&RC), I have the opportunity to participate in national conversations aimed at enhancing prevention standards and best practices, ensuring alignment with the evolving needs of the field. In 2022, I joined the Department of Veterans Affairs at Togus VA. There, I served first as a trauma-focused therapist integrated into the primary care department. Later, I transitioned to the role of a medical social worker within the same department, further refining my skills in providing holistic, interdisciplinary care. Each of these roles allowed me to broaden my expertise, deepen my understanding of trauma and resilience, and further strengthen my commitment to serving diverse populations. At VA Maine, I had the opportunity to take on additional leadership roles, including serving as Chairman of the Native American & Alaska Native Special Emphasis Committee. In this role, I worked to expand the committee’s scope and impact, developing a new position, the Native American Outreach Coordinator, to strengthen connections and support for Native American and Alaska Native communities within the VA system Beyond my work at the VA, I served as a consultant for the State of Maine CDC’s Childhood Lead Poisoning Prevention Unit (CLPPU). My earlier work in trauma-focused care helped me recognize how systemic issues, such as lead exposure, can profoundly impact behavioral health and family well-being. This understanding informed my contributions to public health initiatives, where I worked to integrate behavioral health strategies into lead poisoning prevention efforts. This period of my career also marked the beginning of my teaching journey. I joined the University of Massachusetts as a part-time faculty member, teaching graduate-level Master of Social Work (MSW) courses. My areas of instruction included substance use assessment and diagnostics, statistics, program evaluation, and field placement supervision. This role allowed me to merge my professional expertise with my passion for mentoring and educating the next generation of social workers, fostering both their academic and professional growth.
Pursuing a Doctorate in Social Work While working at the VA and having earned my LCSW, I decided to pursue a Doctorate in Social Work (DSW) through the University of Kentucky. Many people questioned this decision, pointing out that the degree had no direct bearing on my current role, offered no practical advantage for licensure, provided no financial gain, and wasn’t widely recognized in the field. My response was simple: “Because I want to.” However, beneath that straightforward answer lay a deeper motivation. Pursuing my doctorate was driven by sheer determination and a desire to prove something—not just to myself but to those who doubted me. For years, I had been told I wouldn’t finish what I started. Choosing to embark on this journey was my way of rejecting that narrative and demonstrating that I could accomplish anything I set my mind to, no matter how challenging or unconventional the path. My dissertation, “Posttraumatic Stress Disorder in Female Veterans: Understanding the Biopsychosocial Implications in Later Adulthood,” became a deeply meaningful project. It examined the complex interplay of biological, psychological, and social factors contributing to PTSD among aging female veterans. By exploring these dimensions, I sought to illuminate how prolonged exposure to trauma uniquely impacts this population as they age. My research not only highlighted the challenges faced by female veterans but also integrated current evidence to identify effective interventions that could improve care and outcomes. This work reflected my dedication to advancing trauma-focused research and care for underserved populations. In May 2024, just two years after starting my doctoral program, I proudly graduated as Dr. Emily Stultz, DSW. The irony of my academic journey wasn’t lost on me—it had taken me 10 years to complete a two-year associate degree, but only two years to earn my doctorate, a milestone that often takes others a decade to achieve. That contrast is proof of how perseverance, determination, and a healthy dose of unrelenting stubbornness can transform even the most unconventional path into an extraordinary achievement. It’s a reminder that success doesn’t have to follow a straight line; sometimes, it’s the twists and turns that lead to the most rewarding destinations.
Bridging Practice, Policy, and Leadership In October 2023, I transitioned from a career centered on direct client care to the role of Research Project Director at the Catherine Cutler Institute at the University of Southern Maine. In this position, I focused on population health and health policy, making research accessible and translating it into practical policy recommendations. I collaborated with interdisciplinary teams to ensure our initiatives adhered to ethical and regulatory standards. By July 2024, I stepped into the role of Principal Investigator and Director of the Center for Learning at the Cutler Institute. In this capacity, I lead efforts to enhance workforce training and advance behavioral health certifications, including the Mental Health Rehabilitation Technician (MHRT) and Certified Intentional Peer Support Specialist (CIPSS) programs across Maine. Drawing on my own experiences in the field, I develop initiatives that address the evolving needs of both the behavioral health workforce and the communities it serves. My work involves collaborating with my team at the Cutler Institute and external stakeholders to design and implement training programs, engage with policymakers, and secure funding through grants and contracts. Together, we build strong partnerships with universities, agencies, and community colleges to ensure workforce development initiatives are relevant, sustainable, and impactful. Additionally, I manage multi-million-dollar budgets, contribute to research projects, and publish findings to inform evidence-based policies and workforce strategies. As part of this work, I participate in the Partnership for ME collaborative, which has allowed me to share my journey and insights through this newsletter. In September 2024, I took on an additional role as a part-time faculty member in the Social and Behavioral Sciences (SBS) degree program at the University of Southern Maine. Teaching undergraduate courses in social policy has been a particularly rewarding experience, as it bridges the gap between theory and practice. Sharing insights from my work in social services, behavioral health, public policy, child protective services, and education has been a fulfilling way to mentor the next generation of professionals.
Reimagining Support for Clients and Practitioners In 2024, I embarked on a journey to independently create a behavioral health agency from the ground up, fueled by a vision to transform how clients and practitioners are supported in meaningful and sustainable ways. The goal was simple yet vital: to cultivate an environment that prioritizes high-quality care for clients while fostering the well-being and longevity of the professionals who provide it. I understood the toll that a lack of support and autonomy could take on professionals, and I envisioned an agency that prioritized both high-quality client care and the well-being of practitioners. This initiative was a direct response to the systemic challenges I witnessed and experienced earlier in my career. By designing a workplace model focused on reducing burnout, increasing autonomy, and empowering providers to play an active role in their work, I sought to demonstrate how prioritizing workforce sustainability could not only improve the quality of care but also expand access to essential services for underserved populations. This journey required a thoughtful balance between innovation and practicality, ensuring the vision could be both impactful and achievable. Along the way, it has revealed the powerful potential for meaningful change when we prioritize the needs of those delivering care alongside those receiving it. This endeavor stands as a reminder that addressing systemic challenges can create opportunities to strengthen the behavioral health field while benefiting practitioners and the communities they serve.
Conclusion: A Journey of Growth, Impact, and Possibility Reflecting on my journey, I am struck by the unconventional path I’ve taken and the lessons I’ve learned along the way. From the challenges of balancing single parenthood, full-time work, and graduate school to navigating the complexities of trauma-focused care, leadership, and teaching, each experience has shaped the professional and person I am today. My story is one of perseverance, adaptability, and a steadfast belief in the value of continuous growth—for myself and for those I serve. Every milestone, from earning my associate degree after a decade to completing my doctorate in just two years, reflects the power of determination and perseverance. I began my career as an entry-level provisional MHRT I, working directly with individuals in supported housing. That foundational role taught me how every position within the behavioral health field, no matter its level, plays a critical role in improving the lives of others. Today, as the Director of the Center for Learning, I have the privilege of overseeing the full suite of MHRT credentials—the very credentials that gave me my start—and leading initiatives that strengthen the behavioral health workforce while elevating standards of care across Maine. Whether shaping policy, mentoring future professionals, or collaborating with amazing teams, I’ve learned that the most rewarding work often comes from connecting your lived experiences to the bigger picture. This journey—from starting on the front lines to advancing into leadership—underscores the importance of every step along the way. It also highlights the impact that passion and persistence can have, not just on personal growth but also on supporting the success of others who are working to make a difference in the behavioral health field. Whether through direct care, workforce development, or mentoring future professionals, my work has always been guided by the belief that investing in people—both practitioners and the communities they serve—is essential to building a stronger, more sustainable system of care. I hope my journey inspires others to see that success doesn’t require a linear path or perfection but rather perseverance, adaptability, and the courage to keep moving forward. Every challenge, detour, and triumph contributes to the bigger picture. The obstacles you face can become stepping stones to something extraordinary. With persistence, purpose, and a willingness to grow, the possibilities are endless. Together, through dedication, innovation, and mutual support, we can create a future where both behavioral health professionals and the individuals they care for can truly thrive. Thank you for letting me share my story with you.