Gayle Cicero, Ed.D.
Assistant Clinical Professor, School Counseling Professor
Loyola Timonium Graduate Center, 50d
Dr. Gayle Cicero spent 30 years working in public education in Maryland as a teacher, school counselor, pupil personnel worker, school administrator, supervisor of school counseling, and director of student services. She received her Ed.D in 2010, specializing in organizational leadership. Dr. Cicero is a proud graduate of Loyola’s School Counseling Master’s Program, and has completed significant post-masters course work resulting in a LCPC in MD with the capacity to supervise those seeking licensure in the state. With a strong background in trauma and ethics, Dr. Cicero brings real-life experience to the classroom to help students prepare to work with the reality of working in public schools. Earning a doctorate in organizational leadership has helped to untangle the role of the school counselor and foster a deep understanding of the systemic factors that influence the role of the school counselor and how to position the profession as one of leading transformational change. It is with a strong background in systems thinking that Dr. Cicero approaches preparing future school counselors to support marginalized youth and to meet the increasing clinical demands needed to do the job. Special areas of interest include: trauma, ethics, clinical supervision, online teaching and counseling, systems and organizational change, and mindfulness. A social justice framework is the backdrop for preparing future school counselors to advocate and lead for results.
National Certified Counselor (NCC). National Board for Certified Counselors, Inc.
Licensed Clinical Professional Counselor (licensed to supervise in MD)
School Counselor, Pupil Personnel Worker, Teacher, School Administrator and Superintendent (MD State Department of Education)
Watkinson, J.S., Cicero, G.
& Burton, E. (2021). Addressing anxiety: Practitioners’ examination of mindfulness in supervision. The Professional Counselor,
11(4), 459-474. doi: 10.15241/jsw.11.4.459
Barton, P. L., & Cicero, G. M. (2010). The family resource center. In Erford, B. T. (Eds.), Professional School Counseling: A handbook of theories, programs, and practices (2nd ed.) (pp. 312-318). Austin, Texas: CAPS Press.
Cicero, G. M. (2009). Professional school counselors as leaders and active participants in school reform: A phenomenological exploratory study to examine the perspectives of system-level supervisors of school counselors (Doctoral dissertation). Retrieved from ProQuest. (AAT: 3399618).
Cicero, G. M. (2010). All that I did. In Erford, B. T. (Eds). Transforming School
Counseling (3rd ed.) (p. 256). Upper Saddle River, NJ: Prentice Hall.
Cicero, G.M., & Stillman, S.B., (2010). School counseling supervisors: Empowered to lead by negotiating the system. School Counseling Research & Practice, 2, 16-22.
McMillan, S. C., & Niles, S.G. (Eds), Developing Your Identity as a Professional Counselor: Standards, Settings, and Specialties (p. 9). Belmont, CA: Brooks/Cole, Cengage Learning.
Cicero, G. M., Stillman, S., DeVoss, J. A., Carroll, A. G., Welty, E., Alday, C., Nagashima, K., & Welch, J. (2011). Theory to practice: School counseling student reflections on internship experiences. School Counseling Research & Practice, 3, 25-34.
Shaw, M., Stillman, S., Cicero, G., Cross, D., & Lessard, D. J. (2011). Multimodal Communication: A case Study of Organizational Discourse and One-to-One Mentoring at an Online University. Chapter in Meta-Comunication for Reflective Online Conversations: Models for Distance Education. IGI Global Publications. ISBN: Pending
Integrating School and Community Services for At-Risk Youth AD/HD and Impact in the Classroom Setting
Behavior Management and School Interventions
A Framework for Understanding Poverty
Pro-Social Programs that Work
School and Interagency Links
Functional Behavioral Assessments
Mentoring High Risk Youth
Programs that Connect Students to Community and Business Partners
Building Relationships with "Hard to Reach" Youth
Positive Behavioral Support Interventions Using Data to Drive Discipline Decisions
Hidden Rules and Cultural Understanding
Professional School Counselors Rating Process Utilizing the ASCA National Framework
Developing an E-Portfolio for Professional Development and Growth
School Counseling in an Era of High Accountability
Interviewing for a School Counseling Position in the Twenty-First Century Responding to Suicidal Behaviors in the School Setting
School Counselors as Educational Leaders: What is Leadership?
Supervision Strategies for School Counseling Interns
Evaluating School Counselors in Alignment with the ASCA National Model
Implementing 504 Plans to Support Academic Standards
Suicide Prevention in a K-12 Public School District
Systems Thinking: Journey Vision Strategic Planning Process
Clinical Case Management for LCPC-G Candidates (MD)
Trafficking of Youth
Transgender Youth and Schools: Guidelines and Support Strategies
The Impact of Heroin on Youth
Human Trafficking 101
A Case Study Approach to Understanding Human Trafficking
Clinical Interventions for Trafficked Youth
Catastrophic Trauma Response
Mindfulness Strategies to Support Young Learners in the School Setting
Strategies to Support Young Children Experiencing Crisis
Counseling Interventions for Young Children
Counseling Technique for Young Children
Interactive Techniques to Support Young Students
Supervision Strategies for Site Supervisors in School Counseling
Coaching Basics: How Assumptions Drive Interactions
American Counseling Association (ACA)
Southern Association for Counselor Education and Supervision (SPACES)