Master of Education in School Counseling

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About

The Master of Education (M.Ed.) in School Counseling is recognized for preparing future school counselors in real world-application of evidence-based practices in PreK-12 school settings. Experienced faculty guide students to put theory into practice following the American School Counseling Association (ASCA) National Model. Within the program, students gain hands-on training through established partnerships with professional school counselors in the field. Our students have access to instructors who specialize in evidence-based practices, preparing them to graduate ready to be a change agent in their communities.

Through the program, students receive instruction through a cohort model which prepares them to implement a comprehensive school counseling program (CSCP) aligned with ASCA National Model. Students are prepared to take the state licensure exam to be licensed as a Professional School Counselor. While in the training program, students have opportunities to work closely with faculty to create presentations, manuscripts, and projects centered around the school counselor’s role in student advocacy as well as professional identity.


Program Objectives

Graduates from the M.Ed. in School Counseling are able to incorporate an ecological approach to counseling, which is the core of our counselor education programs. Students are trained to effectively utilize the ASCA National Model to develop and implement a comprehensive school counseling program (CSCP). With these tools, school counselor trainees learn how to close achievement gaps for students in the PreK-12 school system. Our students use evidenced based practice, assessments, school data, and collaborative relationships to work with all students and reduce disparities in the areas of social-emotional learning, academic, college and career planning, and transition.

The M.Ed. in School Counseling meets the training requirements established by Ohio’s Department of Education (ODE). Faculty work closely with students seeking licensure from other states to help them prepare for their respective requirements.

Through our rigorous coursework, our students are prepared to utilize data within practice as a Professional School Counselor. Additionally, such high caliber training affords students the opportunities to prepare for doctoral training, should they choose to advance their career. 


The UC Difference

What distinguishes the UC School Counseling Program is the impact we have on our local community. Our program strives to ensure students have opportunities to participate in programs that provide enhanced training during the internship experience. Through our strong school counseling partnerships and high-quality graduates, our program is recognized as a leader within the community. Additionally, our program includes specialized coursework and internship experiences to help school counselor trainees gain the knowledge and skills to aid elementary, middle, and high school students, face grade-level transitions, explore and prepare for future careers as well as college, and thrive in their lives overall. 

Accreditation

This program is CACREP accredited.


Contact our Program Track Coordinator

Headshot of Amanda C La Guardia

Amanda C La Guardia

Associate Professor of Counseling
Counseling Program Coordinator
, CECH Human Services

460U Teachers College

513-556-8462

Amanda C La Guardia is an associate professor and counseling programs coordinator in the School of Human Services within the College of Education, Criminal Justice, and Human Services at the University of Cincinnati.  Licensed to practice as a professional counselor in Ohio, she is also a Nationally Certified Counselor, Certified Clinical TeleHealth Provider, and a Certified Clinical Trauma Professional. She received her PhD from Old Dominion University in Norfolk VA with an emphasis in research and statistics. She also completed a graduate teaching certificate in Womens Studies. She received her MA from East Tennessee State University with a dual concentration in Marriage and Family Counseling and Community Counseling, and completed her BS in biology and psychology with a minor in Criminal Justice from East Tennessee State University.  Her clinical experience includes in-patient expressive arts group work and out-patient family and individual counseling with youth transitioning into or out of the foster care system. She also has experience running out-patient adolescent substance abuse groups, including holistic assessment of adolescent SUD. Her research interests focus on professional identity development, collaborative and interdisciplinary mental health care, family crisis, gender issues, and non-suicidal self-injurious behaviors (suicide-related behaviors/self-directed violence).  She co-authored the book Non-Suicidal Self-Injury throughout the Lifespan: A Clinical Guide to Treatment. Dr. La Guardia works from a holistic, strengths-based feminist perspective that emphasizes the importance of cultural and societal expectations as they intersect with multiple roles and experiences of marginalization and oppression.  By integrating core philosophical beliefs from Adlerian theory, Dr. La Guardia seeks to improve mental health care through empowerment-based initiatives emphasizing belongingness, encouragement, mindfulness, and social connectedness.  Since 2005, Dr. La Guardia has presented at a variety of international, national, and local conferences including those for the American Counseling Association (ACA), the North American Society for Adlerian Psychology (NASAP), the Association for Assessment and Research in Counseling (AARC), and the Association for Counselor Education and Supervision (ACES).  Her work has appeared in the Journal of Counseling and Development (JCD), the Measurement and Evaluation in Counseling and Development (MECD) journal, and the Journal of Individual Psychology (JIP).  Dr. La Guardia has served as a consultant for several school districts in the state of Texas and has provided trainings for local mental health agencies in Texas, Tennessee, and Ohio. She and a colleague were recently awarded a HRSA BHWET workforce grant to help support counselor-in-training as they develop interprofessional skills to treat at-risk child, adolescent, and young adult populations through traditional and telehealth modalities. She has been the co-PI for two prior HRSA grants focused on training counselors to be proficient in integrated care settings.