Counselor Education, School Psychology, and Human Services

Stepping Beyond Comfort: How Mentorship Transformed Izabella Silver’s College Experience

July 22, 2026

Originally posted: Sep. 14, 2023

By: Arianna Elias

In high school, Izabella Silver, or Izzy, was a shy student who preferred drawing quietly at her desk. Social interactions often made her uncomfortable, and the thought of standing in front of a classroom seemed impossible. However, driven by her aspiration to become a teacher, Izzy realized that stepping outside her comfort zone was crucial. With determination, she sought the support of the College of Education’s peer mentor program as a catalyst for her personal growth and professional development.

Like many first-year students, Izzy arrived at college expecting late-night studying sessions and frequent tests. She was also moving from California, so she was nervous, to say the least. Nonetheless, this shy wallflower was determined to break out of her comfort zone. Aware of Nevada’s low education ranking, she pursued her studies in education at UNLV, knowing that she could help improve the system.

Stepping beyond her comfort zone, Izzy knew she needed help. So she contacted the College of Education’s peer mentor program, PALS. PALS supports first and second-year students in their transition to college life. By connecting first-year students with current College of Education students, the program offers invaluable academic and social support, along with continuous guidance on how to thrive at UNLV. As an out-of-state freshman aspiring to become a teacher, PALS gave Izzy an extra push and enhanced her confidence. 

PALS support exceeded her expectations, helping her secure scholarship-supported housing, gain hands-on teaching experience, foster meaningful relationships, and, above all, develop a genuine sense of self. 

Transition and Self-Discovery at UNLV

“It’s kind of like my entire life stemmed from a Zoom call in 2021,” Izzy expressed as she reflected on when she was asked if she’d like to join PALS. During that call, Izzy was introduced to April Zangari, a first-year academic advisor and her former peer mentor. One of Izzy’s concerns about attending UNLV was housing, so she turned to April, who provided valuable help finding accommodation.

Thanks to April’s guidance, Izzy secured her space on a scholarship for three consecutive years in the residence halls. With the approval for the upcoming year, she has received an additional scholarship that covers the cost of moving into The Degree, an off-campus apartment.

For Izzy, the PALS program paved the way for significant self-discovery. Embracing her role as a mentor, she relishes the opportunity to form meaningful connections with her mentees while also gaining hands-on teaching experience, such as teaching students in the Saturday STEM Program at UNLV.

Many university students worry that the major they choose may not align with a career they love. Izzy was no different. “I was so nervous about going through four or five years of school to become a teacher. What if I hated it?” For her, becoming a mentor cemented her decision that teaching was her calling, and it still fuels her academic and personal motivation. 

Embracing Mentorship

The tables turned for Izzy in her second year, where she transformed from mentee to mentor. With seven first-year mentees under her wing, she held monthly meet-ups to assess their progress. While some attrition is normal in the program, Izzy managed to retain all seven mentees through their first year. She credits her creative touches to their meetings, including origami, coloring books, and tours of a campus art museum. While her mentees enjoyed a great experience, she was equally transformed by her mentor journey. She began to see mentees as individuals with unique needs and aspirations – a perspective she will carry throughout her career in the classroom. Rather than being a top-down advice-fest, her mentorship sessions became safe spaces where two friends were having an equal exchange. It changed everything.

One of Izzy’s mentees, Alana Poole, reflected on the challenges she faced during the program, which included experiencing various losses. Her local high school friend group relocated, and later, her entire family moved away from Southern Nevada. Alana confided in Izzy, sharing her struggles and fears. To Alana’s surprise and relief, Izzy consistently supported her by attending events together, even when she felt she had no one to rely on.

“Izzy inspired me so much because of how much she will do for you and anyone around her. It’s so amazing to watch and makes me want to do the same,” says Poole.

Peer Mentor Engagement Award

In May, Izzy was among the 2023 UNLV Peer Mentor Program Awards winners, where she received the Peer Mentor Engagement Award.

“Izzy won this award because of her consistent dedication to the PALS program and peer mentoring as a campus-wide initiative. Izzy has a smile on her face everywhere she goes, and she is always the first to raise her hand and volunteer,” explains Zangari. “When a staff or faculty member approaches me in the college regarding student representation, I know I can go to Izzy with confidence that she’ll represent us positively and proudly.” 

Advice for Prospective Peer Mentors

When asked to share some advice for students who are interested in joining a peer mentor program, Izzy has this to share: “You have no idea how many opportunities there are until you go and see for yourself. Get out of your comfort zone. As soon as I did, I found myself, and the worst thing that can happen is you realize you don’t like something, which is also really important.”

Alumni Spotlight: Brent Florence ‘14

July 21, 2026

Originally posted: Sep. 23, 2025

By: COE Communications Staff

Name: Brent Florence

Degree: ‘14 M.Ed. School Counseling

Current Employer: CCSD Sunrise Mountain High School 

What was your favorite/secret study spot?

The top floor of the Lied Library was my go-to spot. The tables by the glass railing offered a peaceful view and quiet space — hardly anyone ever went up there.

What do you know now that you wish you knew when you were a student?

A lot of people think school counseling is just counseling — but that really depends on the grade level. A large part of the job at the high school level is administrative, which some people aren’t prepared for. You have to be ready to wear both hats.

What is your current position and how has your career evolved over time? Has UNLV helped?

I’m currently a school counselor. UNLV played a vital role in my career — I needed a master’s degree to get hired, and UNLV provided that path. I’m a proud alumni and a second-generation Rebel; my father, Bobby Florence, was in the inaugural Hall of Fame for basketball at UNLV. The university supported both of us in pursuing quality education and meaningful careers.

Are you a COE alum? Let us know what you’ve got going on by submitting a Class Note or getting involved!

Alumni Spotlight: Jorge Guillen ’13 ’15

July 21, 2026

Originally posted: Aug. 15, 2025

By: COE Communications Staff

Name: Jorge Guillen

Degree: ‘13 BS Human Services, ‘15 MEd School Counseling

Current Employer: Clark County School District, Rancho HS

How did your experience at UNLV help you find your first position after graduation?

My experience at UNLV was incredibly valuable. It gave me hands-on insight into what school counselors actually do—beyond just scheduling and setting up classes. I had the opportunity to work with amazing mentors who let me lead projects, run groups, and really immerse myself in the role. That real-world exposure helped me build confidence and skills that translated directly into my first job.

What classes do you recommend for someone who wants to be in your position?

Any class related to mental health is essential. Being able to recognize symptoms, understand emotional needs, and respond appropriately is key in this field. Even the foundational counseling classes are critical.

What are the most sought-after skills in your field right now?

Crisis intervention and mental health support are absolutely vital. Even though we focus a lot on academics at the high school level, the social-emotional component is constant.

Are you a COE alum? Let us know what you’ve got going on by submitting a Class Note or getting involved!

Alumni Spotlight: Tiffany Simonetti ‘18

July 21, 2026

Originally posted: Jul. 7, 2025

By: COE Communications Staff

Name: Tiffany Simonetti

Degree: MS Clinical Mental Health Counseling

Current Role:  Live Happy Counseling

What are you most proud of from your UNLV experience?

I’m really proud of having the opportunity to attend and present at conferences, especially on topics like self-care, which is a passion of mine. With support from the Graduate & Professional Student Association (GPSA) and guidance from faculty like Dr. Lau, I was able to develop and refine my presentations.

What advice do you have for current UNLV students?

Take advantage of all the elective and specialized classes, especially those related to your career goals. Courses in trauma, addiction, and grief can be incredibly helpful in preparing you for real-world practice. Now that they’re more integrated, don’t pass them up!

What are some key aspects of campus culture that helped prepare you for the professional world?

UNLV’s cultural diversity really prepared me for the field of counseling. Interacting with students from different backgrounds, attending cultural events, and going to lectures on topics like law and counseling broadened my understanding and helped me connect more meaningfully with clients today.

Are you a COE alum? Let us know what you’ve got going on by submitting a Class Note or getting involved!

‘25 School Psychology Alum of the Year – Jennifer Guyer

July 21, 2026

Originally posted: Jun. 26, 2025

By: Sakinah Musa

With 20 years of experience as a school psychologist in the Clark County School District (CCSD), we celebrate and honor Jennifer Guyer and her outstanding service to families in Las Vegas as the 2025 School Psychology Alum of the Year. 

Jennifer had always known that becoming a school psychologist was her true calling. 

“It’s a role I approach with deep commitment, by continuously striving to improve in my practice and by mentoring and supporting new professionals entering the field.”  

After graduating from the educational psychology program in 2005, Jennifer made noteworthy contributions to mental health support in Southern Nevada elementary and secondary schools. Some of these contributions include the development of Response to Intervention/Multi-Tiered Systems of Support Teams (RTI/MTSS) and mental health support teams. These frameworks aid in identifying and assisting students struggling academically or behaviorally. 

“Ms. Guyer has contributed her knowledge and expertise to work groups within the CCSD’s Psychological Services Department. She is a wonderful resource!” shared Amy Bunham-Munoz, Jennifer’s supervisor. 

Jennifer considers herself fortunate to collaborate with teams of dedicated professionals committed to enhancing the well-being of the students they serve.  

“The most rewarding aspect of my work is supporting students in their educational and emotional development.”

Beyond her work at the district, Jennifer is contributing to the education of school psychologists by teaching an introductory assessment course at Nevada State University. This role manifests her commitment to nurturing those who follow in her footsteps. 

For Jennifer, the School Psychology Alum of the Year award isn’t only meaningful but also brings much-needed attention to the vital work that school psychologists do in supporting students across Clark County.

‘25 Counselor Education Alum of the Year – Maria Aladjova

July 21, 2026

Originally posted: Jun. 26, 2025

By: Sakinah Musa

Exceptional. Dedicated. Compassionate.

These three words perfectly describe the 2025 Counselor Education Alum of the Year, Maria Aladjova. As a committed counselor and educator, Maria is determined to make a lasting impact on her clients as the assistant clinical director at Next Chapter Therapy and a mentor to UNLV students. 

Since earning her M.S. in Clinical Mental Health Counseling in 2019, Maria has served the Southern Nevada community and contributed to the clinical mental health counseling field in various capacities. From working as a part-time instructor at UNLV to being one of the college’s alumni chapter’s mentors, holding multiple leadership positions throughout her career, and volunteering with agencies like the Las Vegas Rescue Mission, Maria finds purpose in inspiring and uplifting others. 

“What sets Maria apart is that she’s not only a skilled counselor but a role model who demonstrates what it means to lead with integrity and compassion,” said her colleague, Stefany Flores Martinez, who also nominated her.  

Maria describes herself as “a servant leader with a demonstrated ability to set and reach goals.”  This description is apt as she has decided to return to UNLV and earn a Ph.D. in counselor education and supervision, as one of the five students in the inaugural cohort. This lofty goal reaffirms her commitment to creating impact through service. 

For her, it feels surreal yet fulfilling to know that she’s making a difference in her field and the lives of others. 

“In my experience, making a difference doesn’t always come with fireworks. It requires a lot of effort, and to hear that those efforts have had a lasting impact is so rewarding. It fuels my passion to continue evolving, learning, and serving others with integrity and empathy.”

Maria advises counselor education students to trust the process.  “Trust that each experience, every challenge, every class, and every client interaction is shaping us into a more effective and compassionate counselor.”

We are delighted to celebrate Maria and her exemplary work as a counselor, mentor, and educator.

When the Overflow Heals – Mardae Castro

July 21, 2026

Originally posted: May. 8, 2025

By: Kia Cummings

When the Overflow Heals

She survived sexual assault and a suicide attempt, substance abuse, and an autoimmune disease diagnosis. All of these things could define Mardae Castro, but this human services major is shifting her identity beyond survivor to helper and advocate, focused on serving the Filipino community. 

“My culture doesn’t believe in mental health. Getting help just isn’t something that exists for us,” Mardae admitted. Faced with all this, some might give up entirely, but after surviving a failed attempt on her life, Mardae chose a path to restore herself and others. And thanks to financial support from the College of Education’s field experience scholarship, she’s focusing on changing mental health mindsets on addiction and family services.

When Healing Becomes the Priority

After being diagnosed with Graves’ disease and post-traumatic stress disorder, Mardae took a hiatus from her initial path toward a nursing career to focus on her own health. She connected with social workers and therapists, and while these human service professionals were helpful, something was still missing. “None of them looked like me, and so much of my therapy journey was me trying to explain the cultural aspects behind what I was going through.”

From the Front Desk to the Front Lines

Five years later, as she took baby steps to get back into the rhythm of life, she resumed her studies while working as a receptionist at the UNLV PRACTICE—a community mental health clinic. 

The experience opened her eyes to the real impact culturally-responsive mental health professionals could have. “I could see the students coming in regularly, and how it was actually making a difference.” From there, she transitioned to working at various private practices in Las Vegas, where she was the first point of contact for people seeking help—guiding them through uncertainty and connecting them to the right clinician. 

Healing that Starts with Awareness

Mardae knows firsthand that managing stress and anxiety without healthy coping skills is next to impossible and can lead to unhealthy behaviors. While experiencing the highs and lows of her initial academic pursuit, she knew when something was off. “I noticed that I couldn’t handle the stress [of school] or any stress at all.”  She felt the toll academically, socially, and mentally. The strain of everyday tasks led her immune system to attack itself. 

Her work now aims to get ahead of situations like this for the populations she works with. She also serves as the human services honor society president, a UNLV Human Services Advisory Board representative, a Filipino-American Student Association member, and mom to a 6-year-old son. 

Pouring Into Her Purpose

With most of her coursework done, she’s beginning to put theory into practice. In her internships, she shadows therapists in both individual and group settings—particularly with young adults. “Watching their progress and seeing how much they trust their therapists, I knew I wanted to be part of that kind of healing.”

Students often hit a financial roadblock when they reach the field experience requirement of their program. For a single mom like Mardae, the financial support she’s receiving from her scholarship helps her balance her academic, professional, and family commitments. “I didn’t have to pay out of pocket for these last two semesters. And my son loves doing homework because he sees me doing it too. He’s like, ’Mommy, we can do homework together!’”

Mardae’s journey to fulfilling her dreams continues to challenge her, but she’s working to strike her perfect balance. However, it’s filling up her cup and her purpose that drives her to be her best self. “In this field, all we really do is pour into other people. So I think it’s super important to participate in all the things I do because they fill my cup so that I’m not pouring from empty.”

Stepping in and Stepping Up

July 20, 2026

Originally posted: May. 20, 2026

By: Sakinah Musa

Supportive Leadership Sets the 2026 School Psychology Alumni of the Year above the Rest

We all remember October 1, 2017, as one of the most tragic dates in Las Vegas history. We remember the numbers, the loss, and the trauma that followed. But no one remembers the unsung heroes. The ones who stepped up to help the community heal. 

Othoniel (Tony) Hernandez, ‘08 M.S. and ‘11 Ed.S. Educational Psychology, was one of those heroes. 

After tragedy hit the valley, Tony joined other school psychologists to help the crisis response team with mental health needs. With no clear directives, Tony took the lead by identifying needs and guiding the team toward families searching for comfort and reassurance.

“On that day, I saw Tony called to action,” recalled Jennifer Guyer, ‘05 Ed.S Educational Psychology, his colleague and last year’s School Psychology Alum of the Year recipient. “He was caring, compassionate, and supportive to individuals living their worst day.”

That lasting impression, along with Tony’s exceptional work in school psychological services, inspired Jennifer to nominate him for the 2026 School Psychology Alum of the Year award.

With over 14 years as a school psychologist with the Clark County School District, Tony has built a reputation for leadership in bilingual psychological services, crisis response, and advocacy for culturally diverse students. 

“Tony has demonstrated an extraordinary commitment to the well-being of our students and community,” said a CCSD director of psychological services, Douglas Landaverde.

In addition to serving his assigned schools, Tony mentors the next generation of school psychologists by training school teams in second-language acquisition, Multi-Tiered System of Supports frameworks, and culturally-responsive assessment practices.

He credits his UNLV college experiences not only for building his academic foundation, but also for helping him establish lasting professional relationships.

“Building a sound professional network has helped me access a supportive community as I navigate the day-to-day challenges,” Tony shared.

When asked what legacy he hopes to leave behind, Hernandez’s answer is simple. 

“My aim has been to be a source of support for the community, school, family, and each student.”

It is this unwavering dedication to students, families, and the profession that makes Tony the 2026 School Psychology Alum of the Year. His work reflects the core values of school psychology: advocacy, compassion, and a commitment to helping every student succeed.

The Perfect Match: School Psychology Doctoral Program Achieves 100% Match Rate Again

July 20, 2026

Originally posted: May. 19, 2026

By: Sakinah Musa

The Perfect Match: School Psychology PhD Program Achieves 100% Internship Match Rate Again.

In February 2025, doctoral student Karisa Odrunia sat among hundreds of school psychologists at a conference in Seattle. It was Match Day. As presenters talked through slides, she felt a pull to check her email. Her stomach tightened as she saw a message from the match system. After years of coursework, practicum hours, multiple internship applications, and interviews, everything came down to this one moment. She opened the message.

She had matched – at her top clinical training site, the University of Northern Colorado’s High Plains Psychology Internship Consortium. 

“It was the best feeling ever,” she said. 

The match signified a major step toward earning her Ph.D. and becoming a licensed psychologist. 

Karisa and her classmates were all matched to their top sites. This year, the program has once again achieved a perfect match rate, well above the 80% average match rate for other  APA-accredited programs. 

This sustained success is not only a reflection of student preparedness but also of the program’s quality and its investment in student success, even though it was only accredited three years ago. 

The Match Process

School psychology doctoral students transition from 2 years of experience in the school setting to professional practice, beginning their third year of advanced training. They are encouraged to complete at least two years of this advanced field-based training before applying for an internship. 

“We want them to be just as competitive as everyone else in the match cycle,” shared Katherine Lee, the director of clinical training for the school psychology Ph.D. program. 

Students build a strong foundation in school psychology–learning how to support children, navigate special education systems, and advocate for students. They also gain clinical skills in therapy, assessment, and working with other providers. After completing their practicum, they are ready to enter the match process.

During the match, students and clinical sites rank each other, and an algorithm determines placements. Students interview with sites they’re interested in, and once matched, they move, often out of state, to complete a year-long clinical internship.

Behind The Perfect Match Rate: Preparation and Training

James Webster, one of the students in this year’s cohort, was matched at the Milton Hershey School in Pennsylvania, a placement over 120 people interviewed for. 

What set him apart from the competition?

“The program makes us really well-rounded. During my practicum, I worked in schools, prisons, psychiatric hospitals, and private clinics,” he shared. 

A strong network of community partnerships makes this comprehensive training possible. Annual practicum fairs and CEU sessions connect students with supervisors and clinical partners who may become their future supervisors.

These relationships help sustain a steady pipeline of training opportunities and ensure students are exposed to a wide range of clinical settings before entering the match pool.

Support and Community

When Erin Dunn, a student in last year’s cohort, moved from Seattle to Las Vegas to pursue her degree, she expected to join a competitive cohort like the one in her previous program. Instead, she found a school family. 

“The people are my favorite part of the program. We shared resources and reminded each other about deadlines,” she said. 

Matched to her first-choice site, a community mental health clinic in Minnesota, Erin found that she got through the arduous parts of the match process with the help of her faculty and fellow students. 

“The program paid for software we could use to track our hours and be on top of our documentation,” she said. 

The program’s faculty also wrote timely recommendation letters to support the students’ applications and were supportive throughout the entire match process. 

“We are not just making sure our students are meeting expectations. We see them as our future colleagues,” Katherine Lee said.


More Than a Statistic

While a consecutive 100% match rate is an impressive achievement, it also reflects the quality of a program that prepares its students for all the steps in their academic and career journeys.

“We are investing in people who will graduate and contribute to the needs of society,” Katherine disclosed.

As the demand for mental health professionals continues to grow, UNLV’s school psychology Ph.D. program students like Karisa, James, and Erin are transitioning to promising careers and serving our communities.

GRAD REBEL STUDENT HIGHLIGHT: Jamie English

July 15, 2026

Originally posted: Apr. 14, 2026

By: COE Communications Staff

Jamie English is a second-year Master’s student in the college’s clinical mental health counseling program. She is currently doing her practicum at Innovative Minds Counseling, where she provides therapy for clients of all ages. She earned her Associate of Arts from the College of Southern Nevada and her Bachelor of Arts in psychology from UNLV. 

Jamie serves as a graduate assistant with the Graduate College’s communications and marketing unit, where she contributes to social media content, designs graphics, and creates written communications to highlight graduate student achievements, promote events, and support the college’s initiatives.

Jamie continues to embody her commitment to helping others through student leadership as a

Grad Rebel Advantage mentor for undergraduate students considering graduate school and as a mentor for the Mentoring Excellence, Nurturing Talents, Opportunities, and Resources for Success (MENTORS) Program, where she supports incoming graduate students and guides them through the transition into graduate school.

As a Samoan and the communications liaison of the Asian Pacific Islander Alliance, a

Graduate Registered Student Organization, Jamie is deeply committed to uplifting her community and celebrating her culture. Her volunteer work with the victim support Group in Samoa inspired her passion for helping others and advocating for mental health within her community. Upon completing her degree, she plans to provide counseling and mental health services in Polynesia, supporting the well-being of Polynesian communities.