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In Social and cultural Influence we talked about cultural intelligence. Cultural intelligence is the ability to understand, adapt, and work effectively with people from different cultural backgrounds. It goes beyond just knowing facts about other cultures, it’s about being aware, curious, and flexible in how you communicate and behave. I also learned about theories, including the spiral of silence theory. This theory explains why people sometimes stay quiet about their opinions in public. It suggests that if someone believes their view is unpopular, they may choose not to speak up to avoid social isolation. Over time, this silence can make the dominant opinion seem even stronger, while minority views fade from public discussion. It’s a cycle where fear of rejection leads to silence, which then reinforces the majority opinion. Learning about cultural intelligence and the spiral of silence theory benefits me as a future counselor by helping me connect more effectively with diverse clients and create safer spaces for children. Understanding cultural dynamics allows me to be more respectful and adaptive, while recognizing how fear of isolation impacts communication helps me encourage clients to speak openly, especially those who feel unheard or marginalized.

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Cultural Intelligence and Spiral of silence theory

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The research class in the Mental Health and Wellness Counseling program helped me understand how research supports effective and ethical counseling. It teaches how to read and evaluate studies, understand different research methods, and apply findings to real-world practice. I learned to assess evidence-based approaches, analyze data, and use research to improve client care, especially when working with trauma-exposed or at-risk populations. A population I plan to work with. This class helped me build critical thinking skills and prepared me to make informed decisions grounded in science. This means I won’t just rely on instinct or experience, I’ll be able to support my decisions with evidence, giving my clients the best possible care.

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In this class, I gained practical counseling techniques that will help me lead effective individual sessions, especially with children and adolescents. One approach I found especially valuable is Solution-Focused Brief Therapy (SFBT). This short-term, goal-oriented method centers on building solutions instead of dwelling on problems. Rather than focusing on a client’s past struggles, SFBT helps them recognize their strengths, resources, and specific moments, known as "exceptions", when the issue was less present or more manageable.

As a future counselor working with youth, SFBT gives me a powerful tool to promote hope and positive change in a way that’s empowering and accessible. Many children may not feel comfortable digging deep into their past, but with SFBT, I can help them focus on what's working and guide them toward achievable goals. Using this strategy will allow me to build trust, encourage resilience, and support their growth in a way that feels motivating and respectful of their lived experience. Here is a short video assignment where I talk about SFBT.

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The group counseling class at ASU helped me understand how group therapy works and how to lead and participate in different types of counseling groups. Through assignments like the Group Video Appraisal, I learned how group leaders open sessions with warmth and structure, starting with reminders about confidentiality and using icebreakers to build trust. In the Yalom Process Group video, I saw how a psychoeducation group helps members relearn emotional responses and encourages open communication. I noticed how the leader used a democratic style, allowing members to speak freely and support each other. Comparing both videos taught me the differences between psychoeducation and therapeutic groups, and how leadership style, group dynamics, and activities like mindfulness can shape the group experience. These lessons showed me how group counseling can create a safe space for healing and gave me tools I’ll use to support youth in group settings.

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Introduction to School and Community Counseling

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Introduction to School and Community Counseling

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The Introduction to School and Community Counseling class at ASU gave me a deeper understanding of the ethical responsibilities counselors face in real-world settings, especially when working in schools or underserved communities. One assignment that stood out was the Ethical Policy Analysis Paper, where I explored how to handle dual relationships in a rural town where access to mental health services is limited.

Through this assignment, I learned how to apply the ACA Code of Ethics and ASCA Ethical Standards to complex situations, like when a teacher I know personally seeks counseling and has no other options nearby. I practiced thinking through ethical decision-making, including consulting with supervisors, obtaining informed consent, and setting clear boundaries. I also learned how policies—like telehealth restrictions, licensure portability, and insurance coverage—can affect access to care in rural areas. This assignment helped me see the importance of advocacy, collaboration, and creative service delivery, and it prepared me to be a thoughtful, ethical counselor who can support youth and educators in challenging environments.

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The Theories of Counseling class gave me a strong foundation in understanding how different counseling approaches explain human behavior and guide therapeutic practice. One of the most important takeaways was learning the six major counseling theories, each offering a unique lens for helping clients. Attached is a document provided to me by the professor that I made sure to save for future reference.

Humanistic Theory taught me that people already have the inner resources to live healthy lives, and counseling helps them unlock those strengths.

Cognitive Theory showed me how distorted thinking can lead to emotional struggles, and how helping clients shift their thoughts can improve their well-being.

Behavioral Theory emphasized how our environment shapes behavior, and how changing reinforcement patterns can lead to healthier habits.

Psychoanalytic Theory helped me understand how unconscious drives and past relationships can influence present-day issues.

Constructionist Theory introduced the idea that people create their own understanding of reality, and that therapy can help reshape those narratives.

Systemic Theory highlighted how social systems like family, culture, and institutions impact how people think, feel, and behave.

Learning these theories helped me see that no single approach fits every client. As a future counselor working with youth, especially in juvenile justice settings, this knowledge allows me to choose the most effective strategies based on each child’s unique background and needs. It also helps me stay flexible, empathetic, and grounded in evidence-based practice.

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The Professional Orientation class was a turning point in helping me define who I am as a future counselor. Through the Mirror, Microscope, and Binoculars Assignment, I had the chance to reflect deeply on my personal growth, professional identity, and future goals. This assignment helped me connect my lived experiences like working with at-risk youth to the values and skills I’m developing in my counseling program.

I learned how important it is to maintain strong boundaries and prioritize self-care, especially when working with trauma-exposed populations. I also explored how my identity as a counselor is shaped by ethics, advocacy, and cultural awareness, and how it continues to evolve through education and experience. The assignment highlighted key lessons from the course, such as using therapeutic gaming to engage youth, understanding my role as a social justice advocate, and applying the ACA Code of Ethics to protect both clients and myself.

This reflection helped me see that counseling isn’t just a profession it’s a calling. The course gave me tools to build trust, promote healing, and collaborate with other professionals to support vulnerable youth. It reinforced my commitment to trauma-informed care and showed me how to grow into a counselor who makes a real difference.

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Mirror, Microscope, and Binoculars Assignment

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Introduction to Crises, Trauma, and Mental Health Concerns

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Introduction to Crises, Trauma, and Mental Health Concerns

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The Introduction to Crises, Trauma, and Mental Health Concerns class gave me a deeper understanding of how trauma impacts individuals and communities, and how counselors can respond with empathy, skill, and ethical care. One assignment that stood out was creating my Crisis and Trauma Resource Padlet, where I gathered every assignment I completed during the course and explained what I learned form each assignment.

Through this class, I learned how to identify and organize resources that are practical and culturally sensitive especially for youth and families in underserved areas. I explored topics like trauma-informed care, suicide prevention, crisis response planning, and community support systems. This process helped me think critically about how to respond to real-life situations with calm, clarity, and compassion.

As a future counselor working with at-risk youth, this class strengthened my ability to recognize signs of trauma, respond ethically during crises, and connect clients to meaningful support. It also reinforced the importance of being prepared not just emotionally, but professionally with the right tools and knowledge to guide others through their most difficult moments.

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Capstone in Mental Health and Wellness Counseling

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Capstone in Mental Health and Wellness Counseling

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The Capstone in Mental Health and Wellness Counseling class is designed to bring everything together. My education, training, and personal growth into one final experience that prepares me for professional practice. It’s a chance to reflect on my journey, demonstrate my skills, and show how I’ll apply what I’ve learned in real-world counseling settings.

In this course, I had the opportunity to integrate key concepts like trauma-informed care, ethical decision-making, and culturally responsive counseling into a cohesive professional identity. I reflected on how my experiences working with at-risk youth shaped my values and approach, and I explored how I’ll continue growing through supervision, advocacy, and collaboration. The capstone helped me clarify my goals as a future Licensed Professional Counselor and gave me the confidence to step into the field with purpose and preparation.

This class wasn’t just a summary, it was a launchpad. It reminded me why I chose this path and how I plan to use my voice, skills, and compassion to support youth who need someone in their corner.

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The Human Growth and Development class helped me understand how people grow and change across the lifespan physically, emotionally, socially, and cognitively. One assignment that stood out was the Case Study: Identity Versus Role Confusion, which focused on a 17-year-old named Dana navigating adolescence and the challenges of forming her identity.

Through this assignment, I learned how to apply key developmental theories like Erikson’s psychosocial stages, Piaget’s cognitive development, and Kohlberg’s moral reasoning to real-life situations. I saw how Dana’s behavior, language, and emotional responses reflected her struggle with identity, self-esteem, and social expectations. Analyzing her case helped me recognize how trauma, family dynamics, and socioeconomic stress can shape a young person’s development.

As a future counselor working with youth, this class gave me the tools to better understand where my clients are developmentally and how to support them with empathy and appropriate interventions. It taught me to look beyond surface behaviors and consider the deeper developmental needs that influence how youth think, feel, and relate to others.