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I took 2 of the tests for implicit bias; religion IAT and Gender- Career IAT. It was interesting how I went into both tests believing I do not have preferences regarding these topics; but the tests showed otherwise. I thought I would be able to click just as quickly in all of the 7 parts in both tests, and felt confident I would not have a preference. It recall having a few incorrect answers when the subjects flipped from one side to the other or taking longer to answer. The first test showed “moderate automatic preference for Judaism over Islam”. I did not believe this was the case going into the test, I was surprised to see the result. The second test regarding gender- career IAT showed “a slight automatic association for male with career and female with family”. I was less surprised with this result because we are socialized to have this belief of associating women with family and men with career. Taking these tests made me reflect on the fact that we may believe we do not have a preference for a particular group of people, but demonstrate it with actions without even thinking about it. These tests help to evaluate the stereotypes or preferences we may have and to bring them to light; awareness to these issues is the beginning to making a positive change.

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Classroom Counseling Lesson- Power Point

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Classroom Counseling Lesson- Power Point

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School Counselor Competency Assessment Results and Reflection

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School Counselor Competency Assessment Results and Reflection

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The School Counselor Competency Assessment is an extremely helpful tool in addressing a plan of action in working in the field of school counseling. The areas where I feel I lack in are Professional Foundation: Demonstrate advocacy for a comprehensive school counseling program, Create a systematic change through the implementation of a comprehensive school counseling program, and Planning and Assessment: Establish and convene an advisory council for the comprehensive school counseling program. It can be typical to engage in routine activities at work, ensure schedules are correct, engage in groups, and get involved in meetings regarding students, but when it comes to “advocating for school board policy and local, state, and federal statutory requirements in students’ best interests”, according to the American School Counselor Association Competency Assessment. This area goes hand in hand with creating systematic change and establishing/ convening with an advisory council. It is the role of school counselors to take part in these activities when possible. These areas may seen challenging to improve upon, but are definitely possible. There have been numerous opportunities for engagement in student advocacy and providing support with changes that will positively impact students, this is what I plan on doing to improve in these areas. Opportunities to grow in standing up for students’ rights are provided, I will make sure that time is designated for these activities, ensuring to sign up, engage and provide constructive feedback and taking initiative.

Areas I ranked myself the highest on the Counselor Competency Assessment were “Apply legal and ethical principles of the school counseling profession”, “demonstrate understanding of the impact of cultural, social and environmental influences on student success and opportunities” and “Identify gaps in achievement, attendance, discipline, opportunity and resources”. It has been important for me to ensure students’ are respected and confidentiality is adhered to; it looks different in working with older students (over 18). The impact of culture on students is another realm I feel comfortable with; this is something that some students and I have been able to connect over, similarities in culture. I enjoy seeing a student’s face light up when they hear someone speaking their native tongue, it facilitates connecting with that student. Those connections, having them share struggles and challenges grows my desire to advocate, and ensure fair treatment is given to ELL (English Language Learners) students along with English proficient students. This is something I am passionate about and motivates me to go above and beyond. “Identify gaps in achievement, attendance, …” is another aspect I scored myself highest on; I enjoy these interventions with student. I appreciate supporting students achieve nothing but their best, if it is either participating in a reentry meeting after being suspended/ receiving disciplinary action or completing home visits, I will make myself available. Ways I can improve in these three areas are to understand and respect confidentiality/ ethics, work with students in all cultural, socio-economic, religious backgrounds, etc. and support in whatever ways are needed and engaging in additional activities to support in achievement, attendance, discipline and opportunities.

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Personal Philosophy of School Counseling

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Personal Philosophy of School Counseling

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An individual’s ability to achieve can be defined in so many ways and is dependent on perspective. Every student has the ability to achieve academically and learn, if this is with additional supports or not, as long as they reach the goal intended, they have achieved it. For some students this may be a matter of scoring at the top of their class, but for others it may be to simply do a little better than what they have done previously. There are many aspects that come into play; some students experience learning challenges, some have supports at home, some have an IEP/ 504, reasonable accommodations, tutor while others may not. There is a greater importance, in my opinion, in equity. If one student feels they work best independently and another feels like they need extra time on a test or to have things repeated multiple times, both have been given the opportunity to achieve and succeed.

According to ASCA, “High school counselors also collaborate with teachers and parents on early identification and intervention of children’s academic and social/emotional needs, which is essential in removing barriers to learning and developing skills and behaviors critical for academic achievement” (ASCA 2019). I completely agree with ASCA regarding the collaboration piece in school counseling. A school counselor’s role as an advocate is to bring awareness to those who also work with the student regarding barriers/ challenges, along with successes and strengths. In working with others, a student’s academic needs can be met, and this is individualized for every student.

Ethical standards are in place to guide the work of school counselors. Standards have been put into place with taking consideration of past experiences in the field, research and ensuring no harm is done to any of the parties involved. Prior to engagement in the field, aspiring professionals are trained and given all necessary tools they will be needing. It is the school counselor’s responsibility to adhere to set ethical standards to maintain the integrity of the profession and support student development and success.

Vision Statement

Empower students by believing in their capabilities and challenging themselves; achievement comes in different forms. Work in community to ensure students’ needs are met and to create positive change.

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Response-The Essential Guide to Effective School Counseling Programs

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The Essential Guide to Effective School Counseling Programs

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The Essential Guide to Effective School Counseling Programs

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The Essential Guide to Effective School Counseling Programs