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The peer-reviewed article I chose to reflect upon is titled "The Effect of the Student Success Skills Small Group Intervention on Factors Associated with Dropout Potential."  I chose this article because it serves as motivation for a school counselor.  At first glance, this article seemed to be jumping out at me because I have a connection with dropout potential.  Many of my friends in high school thought about dropping out one or more times throughout their high school experience.  This peer-reviewed article focuses on the benefits of interventions from a school counselor.
A school counselor's goal(s) include social/emotional being and academic success.  Therefore, school counselors must use evidence-based intervention programs.  Another critical component to successful counseling in school is ensuring students are comfortable.  According to Weinstein et al. (2021), pulling students into small group settings is helpful.  The student feels more comfortable sharing around peers who have similar thoughts than with one adult that may not be able to relate.
The article references SSSGC programs to help students identify the source for wanting to drop out and preventative measures to take.
This article is a great resource to look back on as a practicing school counselor as a reminder that the students need you.  All students should have an equal opportunity to succeed, and through the school counseling program and SSSGC, studies show students are more likely to stay in school.

Reference:
Weinstein, J., Villares , E., & Brigman, G. (2021, August 24). The Effect of the Student Success Skills Small Group Intervention on Factors Associated with Dropout Potential.  Retrieved from https://www.tandfonline.com/doi/full/10.1080/01933922.2021.1945175.

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The Effect of the Student Success Skills Small Group Intervention on Factors Associated with Dropout Potential

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The Effect of the Student Success Skills Small Group Intervention on Factors Associated with Dropout Potential

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The Effect of the Student Success Skills Small Group Intervention on Factors Associated with Dropout Potential

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School Counseling Competency Assessment 

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School Counseling Competency Assessment 

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The American School Counseling Association (2019) has comprised a list of several standards/expectations for school counselors to follow.  These expectations are divided into many subcategories with individual components.  Some of the criteria listed (by name) includeB-PF 5. Use ASCA Mindsets & Behaviors for Student Success standards to inform the implementation of a comprehensive school counseling program, B-PF 6. Demonstrate understanding of the impact of cultural, social, and environmental influences on student success and opportunities, -B-SS 3. Provide short-term counseling in small-group and individual settings, B-SS 6. Collaborate with families, teachers, administrators, other school staff and education stakeholders for student achievement and success, B-PE 3. Develop annual student outcome goals based on student data, and B-PE 2. Identify gaps in achievement, attendance, discipline, opportunity and resources. (ASCA, 2019) I feel that each of these standards is crucial to providing a safe and influential environment for students. The measures above discuss student success in the classroom, social skill development, impact of culture and social normality, relating counseling to academic success through large groups, small groups, and one-on-one sessions.  Overall, these standards set boundaries and guidelines for school counselors to be more productive/successful in addressing student needs.

It is crucial to communicate with teachers, administrators, and other school personnel that influence a child's day-to-day schedule. The students and teachers should be communicated with frequently. The student is more likely to follow through with plans and be successful in the classroom. Students go through many challenges that need to be addressed, and the school has the resources to be supportive in many situations. Through communication, teachers will be able to adjust lesson plans or add differentiated activities for students that need more one-on-one instruction.

Reference:
American School Counselor Association (2019). The ASCA National Model: A Framework for School Counseling Programs, Fourth Edition. Alexandria, VA: American School Counselor Association

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As I am working towards discovering and unveiling my philosophy in school counseling, I think back to my philosophy of education. As an undergrad, I was required to write a paper on my educational philosophy and classroom management philosophy. I found myself leaning towards a student-centered environment. My focus will continue to be on the student(s) and their growth and safety. One of my favorite things about a Growth Mindset is that the student is not the problem. The environment needs to be evaluated and fixed. As an educator, sometimes this is hard to hear. We do not want to change our routines and setting for just one student, but it may make or break that child in a relationship with education. Children each come with baggage, as do adults. It is our responsibility to foster a loving environment that promotes learning.
A school counselor should be proud to be the support each child in the school. The school counselor should have a natural ability to advocate rather than question or diminish children. As a school counselor, it is crucial to lay aside any personal beliefs so that one is better able to serve the students. Relationships are a key component of successful advocacy; therefore, we must work to build trust, stability, and a safe place. If students do not feel welcomed in our office/classroom, we have missed the main purpose of connecting with children.
Ethical standards guide many professional careers. As a school counselor, it is no different. There is a rulebook that must be followed to maintain creditability and licensure. However, the list for a school counselor is broken into sections. The sections include "responsibility to students" and "responsibilities to parents/guardians, school and self" (American School Counselor Association, 2019). These standards are broken down into more detailed sections that layout each school counselor's boundaries. Many school counselor standards align with the Georgia Professional Standards Commission Code of Ethics for Educators. As a current educator, I already follow many of these guidelines through my certification and personal beliefs.
My vision as a school counselor is to provide a welcoming environment where students feel safe. I will give equal counseling opportunities to all students in need while discussing topics such as emotions, behavior control, academics, social situations, and other obstacles students may discover.

References:
Association, A.S. C. (2019). The ASCA National Model: A Framework for School Counseling Programs, fourth edition (4th Edition). American School Counselor Association. https://bookshelf.vitalsource.com/books/978-1-929289-61-5

Georgia Professional Standards Comission. (2022). 505-6-.01 THE CODE OF ETHICS FOR EDUCATORS. https://www.gapsc.com/rules/current/ethics/505-6-.01.pdf

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References:

Fletcher, J. (2021, February 1). Using positive affirmations in the classroom. Education to the Core. Retrieved from https://educationtothecore.com/2021/02/using-positive-affirmations-in-the-classroom/

Jenifer Smith. (2020, September 25). Growth mindset vs fixed mindset: How what you think affects what you achieve. Mindset Health. Retrieved from https://www.mindsethealth.com/matter/growth-vs-fixed-mindset

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Anxious/Calm...
As I completed the the self-assessment for determining if I had anxiety or calmness, I found myself shocked at my responses to the prompts.  I do have general anxiety disorder (GAD), but it has not effected me in a long time.  Throughout the assessment, I noticed that I was getting more anxious as it went on.  I have a hard time assessing myself because I do not like talking about myself or comparing people (including myself) to others.  I am frequently told that I am a calm person and can handle many stressful situations, but I believe the nature of this assessment did bring out my anxious side.  I believe that having a calm presence to others, even if I feel anxious on the inside, is a key trait to being a successful counselor. school counselors are faced with many challenging and heart breaking situations and remaining calm throughout these times is vital to success.

Healthy Food is Yummy!
While working on this assessment, I found myself intrigued by the details.  The details included in the assessment were not what I had in mind. However, my results did not surprise me.  I recently started the journey of a KETO diet although my eating habits were not poor prior to this decision.  I have always been food conscious and junk food makes me feel bad, so I try not to indulge in sweets. Eating healthy and taking care of one's physical being are closely related. As a school counselor it is important to take care of our mental and physical health.

Refrences:
Project Implicit. (n.d.). Take a test. Retrieved from https://implicit.harvard.edu/implicit/takeatest.html