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Reflection of Journal Article for Digital Portfolio

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I took this implicit test 3 times and got a different score every time. The first time I forgot to save my results, the second time it didn't save correctly, and the final time I received these results. The first assessment said i had no automatic preference for thin people over fat people. The second test stated I moderately had an automatic preference to thin people over fat people, and this time I received just a slight preference of thin people over fat people. Leading me to be a little skeptical of the validity of this test.

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Genders in Careers Implicit Test Results

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Genders in Careers Implicit Test Results

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I took this implicit test twice. Once forgetting to save the results and this one. Both yielded the same results which shocked me as I usually associate work with women since I was raised by a single mom. This gives me an area to work on my own internal bias to balance both genders in both career and family.

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The following lesson plan is based off Missouri Center for Career Education's Unit 5 Lesson 3 High School Plan for 11th Grade

Missouri Center for Career Education. (2013). Guidance & Counseling Units. Guidance Units. http://www.missouricareereducation.org/project/guidelsn

Modified to fit the ASCA School Counseling Template
ASCA. (2023). Templates & Tools. Templates & Tools - American School Counselor Association (ASCA). https://www.schoolcounselor.org/About-School-Counseling/ASCA-National-Model-for-School-Counseling-Programs/Templates-Resources

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I believe ALL students can learn and achieve their dreams when nurtured and encouraged in an environment in which they are respected and heard. I believe this is achieved through a balance of academic, social, emotional, and career development while identifying and overcoming obstacles along the way.

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As stated in the ASCA National Model (2019) every student can learn and every student can succeed. Part of the role of being a school counselor is to help students identify what barriers may be preventing them from achieving their goals. This could be a learning style not utilized in the classroom or maybe social problems that are distracting from the students’ future goals. Whatever the obstacle, a school counselor should support the student to try and overcome these challenges as stated in the ASCA Ethical Standards for School Counselor A.1 (2022). This age range is important for the student to be able to identify their obstacles, so they can overcome them on their own once they graduate.

A.6 of the ASCA Ethical Standards for School Counselors (2022) discusses how a school counselor advocates for the student’s benefit not only within the school but with parents/guardians as well. In some cases a counselor may provide resources to outside agencies and connect with other individuals in areas where a student may need additional support. It is important to note that these referrals and advocacy is always in the student’s best interest, not due to the beliefs of the counselor or other individuals. This group in particular needs to know what resources they have beyond school so they know what to utilize post graduation.

References

American School Counselors Association. (2022). ASCA Ethical Standards for School Counselors. Alexandria.

American School Counselor Association. (2019). Define. In ASCA National Model: A Framework for School Counseling Programs (4th ed.) (pp. 1–28). essay.