ANDREW WILCOXSON, LPCC

Drew Wilcoxson (pronouns: he/him) is an experienced licensed professional clinical counselor who works with adolescents, adults, and seniors. His specialty interests include: ADHD, academic stressors, procrastination, relationship issues, anxiety, depression, personal identity, and career exploration issues. He employs an integrative approach that uses elements of narrative therapy, existential therapy, Socratic dialogue in cognitive behavioral therapy (CBT), Gestalt therapy, and career theories that are tailored to each client.

Drew completed his advanced education at Cleveland State University, earning a master’s degree in clinical mental health counseling. He previously attended the Southern California Institute of Architecture (SCI-Arc) and UCLA Extension School, earning a master’s of architecture degree and a certificate in construction management, working in design and building for over two decades.

Prior to private practice, Drew worked with a wide array of clients seeking counseling assistance, from students in higher education, to the public in community mental health.

Over the last 12 years, he has created and participated in seminars regarding procrastination, resilience, test anxiety, family relations over the holidays, journaling therapy, and career exploration after graduation.

Drew’s approach to counseling takes a systemic or wider view that is also integrative, in that it often blends different theoretical concepts into a cohesive life narrative. One’s narrative is not discovered as much as it is created, and it is largely meaning or purpose-based. Drew believes that having a purpose or goal can provide the strength to endure hardships and difficult circumstances. However, he understands that existential concerns cannot be successfully addressed if one is in fight or flight mode, and therefore a somatic approach to a calm nervous system takes precedence.

His strengths include: being kind, loyal, empathic, observant, and skilled in fostering long-term healing and growth through reflective dialogue, targeted interventions, and structured activities in a respectful, supportive, and non-judgmental environment.