Azusa Pacific University’s School and Clinical Counseling program allows students to pursue careers in counseling in both educational settings such as schools and in clinical settings such as private therapy practices. The program not only focuses on teaching students how to become good counselors, but is a community of learners and mentors who support each other even after graduation.
Kellie Puls, MAEd ’18
APU’s Educational and Clinical Counseling program is unique because of its faith integration component, something that Puls was drawn to about Azusa Pacific University. In her cohort of 12 students, she was able to connect with her peers and professors. “Dr. Bobbi (Robeta Alba, EdD) has so much experience in the field, so she was very helpful in the classroom with giving us practical application skills that other programs don’t prioritize,” she said. “She set us up for success by giving us realistic expectations of how we can help students even when best practices aren’t the most realistic options in various situations.”
APU was one of the first universities to offer a clinical portion of the program in which students are able to take additional classes to qualify for their Licensed Professional Clinical Counselor (LPCC) licensure by graduation. Most programs require students to take a second master’s course, but this often means that after graduation, APU students can jump right in to gaining their 300 licensing hours. “With the onset of widespread mental health needs for students, APU foresaw the importance of counselors being equipped for positions related to mental health in schools,” she said. “The extra classes elevated my skill set to meet the needs of my students in either a traditional or mental health focused counseling role.”
Since graduating, Galentine-Puhls’ goal has been to do what APU did for her, equip other counselors with practical tools. She started an Instagram account where she creates and shares resources for teachers and counselors. Follow her on Instagram @schoolcounselorkellie.
Jennifer Chavez, MAEd ’22
During her time at APU, Chavez was encouraged by her professors to apply to become an American School Counselor Association (ASCA) ambassador. As an ambassador, she was able to meet members of the ASCA board and see how counselors play not only a crucial role on school campuses, but also in the government.
to make sure that students have access to safe and equitable school resources. The opportunity to be an ambassador for two years allowed Chavez to cultivate rapport with her supervisors and internship sites which has been critical to her growth in the field and in her professional relationships.
While at APU, Chavez’s professors equipped her with all the tools she’d need to be successful in the field, but they also fostered a supportive community after graduation. “Dr. Bobbi still checks in on me to make sure everything is going well,” she said. “Dr. Julia Johnson sent out crisis response kits for us to use in our careers, and it's things like this that my cohort and I really appreciate.”
Since graduation, Chavez has utilized the connections she made during her time as an ambassador to build a social media platform where she shows people what it’s like to be a school counselor and shares tips for those just starting in the field. “It’s a great way to further networking with other counselors in a positive way which is something APU taught me.” Follow Chavez on Instagram @counselor_msjenni.
Bianca Contreras-Garcia, MAEd ’19
Contreras-Garcia is an elementary school counselor who fell in love supporting and
advocating for her community while gaining experience and expertise doing case management.
Before enrolling at APU, Contreras-Garcia lost her husband and was looking for a way
to provide a brighter future for herself and her son.
After graduation, Contreras-Garcia found her passion in being able to work with students not only to advocate for them, but to equip them with tools to become advocates for themselves. She received the Orange County Counselor of the Year Award after one year of counseling. Her love for her students, their families, and her coworkers has made her an integral part of her school. “I’m here to make the community a family for the children just as much as the staff, principal, parents, and guardians all through a collaborative approach,” she said. “A good counselor will see their students as equal individuals which gains a sense of respect from the children as they feel heard and valued.” Unlike teachers, students often have the same counselor for five or six years at the elementary level, and many of Contreras-Garcia’s students have siblings, creating a need to foster the family-community approach. The connections she creates with her students are so strong that parents ask her to continue talking to their children even after they have transitioned to middle school.
Melissa Marino, MAEd ’22
Marino is a social and emotional counselor at a K-12 charter school as well as a therapist at a private practice for marriage and family therapy services. After managing her school’s after school program for over 20 years, she realized that gaining an education in how to handle children’s social and emotional challenges would allow her to better help kids going through experiences she had as a child. “Helping and supporting kids is my passion,” she said. “Anything I can do for kids, teens, and even young adults is where my heart lies, and it comes from a place of wanting to help and being empathetic.”
The APU community is a place where students are loved, cared for, and supported by their professors. Marino still stays in contact with two of her professors who advanced her education through their experience in the field and willingness to cultivate personal connections with their students. “As a counselor and mental health therapist, it’s important to know you have people you can count on who specialize in different areas of the field and who will be your support system.”
Working in a low income district, Marino has focused on building relationships with community partners, homeless liaison programs, rehabilitation programs, and school resource officers to provide students with a safe space on campus. With the help of a community partner that donated 50 pairs of shoes, Marino started the Walking on the Moon initiative at her school. “I am committed to supporting the well-being of all our students, and that includes meeting their basic needs,” she said. “Our shoe donation program ensures that students have access to comfortable, well-fitting shoes so they can focus on learning without discomfort or worry. By providing this resource, we are fostering a caring and inclusive school community where every child feels supported and ready to succeed.”
Brittany Jolivette, MAEd ’19
Jolivette has spent time as both a high school and middle school counselor in the Bay Area after graduating from APU in 2019. She did not grow up in a religious family, but she was baptized at 23, six years before coming to APU where she was able to grow in her faith. “The curriculum and activities, worship, access to the prayer room, and celebrating religious holidays all alongside my cohort gave me the faith component that I had been wanting,” she said. “My professors were all supportive and kind, but they want you to understand both the material and yourselves so that you can step into your faith and acknowledge that we are all changemakers.”
Jolivette has worked hard to show love to all her students by being present and encouraging them. When she was working as a high school counselor, she and the other counselors decided to start a counseling department scholarship for graduating seniors. With a more stable income, Jolivette also hopes to invest in her community by giving back to the schools she has worked at. She is also looking into starting a club for school counselors to build supportive relationships and connections in the field.