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MULHERN, C. (2020). Better School Counselors, Better Outcomes. Education Next, 20(3), 52–59.

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I have long gravitated toward education and children's services vocationally. Therefore, the IAT casting my bias as moderately preferring youth is not surprising. I do enjoy interactions with the elderly, however based on the results of this test in the future I feel that I can concentrate on treating this population with equal opportunity for self-determination and autonomy as younger clients. In the world of school counseling this would pertain to situations in which elders and or grandparents are highly involved in a students family system.

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Peer Reviewed Article Reflection Lajalä

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I believe that all students have potential. School counseling should support students to achieve individualized goals on academic, social, and emotional spectrums. Data informed interventions should establish partnerships which overcome barriers so that students may be their best selves and are prepared adequately for their post-secondary lives.

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ASCA Professional Development Standards and Competencies Assessment

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Harvard Implicit Bias Test (Euro Am with American and Asian Am with Foreign) 

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Harvard Implicit Bias Test (Euro Am with American and Asian Am with Foreign) 

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I was surprised at the rating of bias (Moderate bias towards European Americans as being American and Asian Americans as being foreign) for this test. I feel like if my scoring shows that I have a moderate preference for the "Americanism" of those of European decent over Asian Americans that this bias may also apply to other ethnic minorities. Being made aware of this makes me want to work on cultural competence specifically with populations from non-European descent.

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Intro Power Point

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The corner stone of my personal approach to school counseling is identification of goals by the students and their families.

It is important to respect the aspirations of students without imposing one's own bias or cultural differences. It is also the duty of a counselor to make sure that students goals are genuine and not based on perceived limitations or outside pressures.

Students needs exist within a system. In order to serve these needs one has to consider the whole child, not just an area of concern. If the student is not thriving academically it is tied to their social and emotional needs as well.

Best practices are based on evidence. Even in the instance of well researched resources and intervention techniques, if programming does not produce trackable favorable outcomes for one's population or the student receiving direct services, then it is the counselor's responsibility to try a new strategy.

The most powerful tools in an educational professional's workbox are relationship and modeling. Connections mean effective interactions. Students are likely to respond to the level of integrity and implementation of behaviors seen by the adults with which they have built relationships.

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I would change the title at the top of this worksheet from "Quiz" to "Survey" to reduce anxiety.

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Graphic Organizer

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This also includes a "Pre-Test" but I prefer the survey as it is a ranking. Students just check a box, the pre test usually results with lots of blank answers.

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Probe Assessment to track effectiveness of the curriculum.