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My vision is for all students to leave school as confident, compassionate, and capable individuals equipped with the skills to thrive in an ever-changing world. Through a comprehensive school counseling program, students will develop a strong sense of self-worth, take ownership of their learning, and cultivate the perseverance needed to overcome challenges. They will be prepared to achieve their academic and career aspirations while contributing positively to their communities.

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1. Growth is Possible for All Students: Every student has the potential to grow academically, socially, and emotionally. With perseverance, encouragement, and effective strategies, challenges become opportunities for development. 2. Confidence is Key to Achievement: Believing in their own abilities empowers students to face and overcome obstacles. Encouragement and support from educators play a vital role in fostering this self-belief. 3. Students are Active Agents in Their Learning: When students take ownership of their education, they develop independence, resilience, and a lifelong love of learning. Setting goals and tracking progress builds responsibility and strengthens their sense of agency.

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Professional Philosophy of School Counseling

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Professional Philosophy of School Counseling

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My philosophy is rooted in the belief that every student can succeed when given equitable opportunities, support, and encouragement. My role is to advocate for and empower students, guiding them through their academic, career, and social/emotional development. I am committed to delivering a comprehensive school counseling program that addresses students’ holistic needs. Using data-driven practices and evidence-based strategies, I will collaborate with educators, families, and community members to remove barriers to success, foster resilience, and inspire a growth mindset in every student.

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Core Beliefs about Students and their Ability to Achieve

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Core Beliefs about Students and their Ability to Achieve

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Growth is Universal: All students are capable of growth and achievement when provided with equitable opportunities, support, and resources.

Unique Strengths: Every student possesses unique abilities, talents, and perspectives that contribute to their potential for success.

Resilience and Perseverance: Students have the capacity to overcome challenges and setbacks when supported with encouragement, effective strategies, and a nurturing environment.

Empowerment Through Confidence: Helping students believe in their own abilities fosters resilience, self-efficacy, and the determination to succeed.

Active Agents in Learning: Students thrive when they are empowered to take ownership of their education, set meaningful goals, and track their own progress.

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How ASCA Ethical Standards and Guidelines Will Shape My Work

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How ASCA Ethical Standards and Guidelines Will Shape My Work

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The ASCA Ethical Standards serve as a guide for the ethical practices of all school counselors, offering support and direction in multiple aspects of their roles (ASCA, 2019). These standards will provide a foundation for my professional practice by ensuring adherence to ethical principles and maintaining a student-centered focus. First, I will uphold A.2. Confidentiality to protect students’ privacy and handle sensitive information with discretion. This includes keeping information confidential unless legal requirements necessitate its disclosure. Maintaining confidentiality is critical to building trust with students and ensuring their well-being.

Second, I will prioritize F. Ethical Decision-Making, acting in the best interest of students while maintaining professionalism and transparency with stakeholders. When faced with ethical dilemmas, I will utilize an ethical decision-making model, such as the Solutions to Ethical Problems in Schools (STEPS) framework, to navigate complex situations effectively (ASCA, 2019).

Lastly, I will uphold A.1. Supporting Student Development by prioritizing students’ academic, social/emotional, and career development. My primary obligation will be to advocate for students, ensuring that my actions, decisions, and recommendations support their growth and success. Additionally, I will actively address systemic inequities and biases to promote fair treatment and equal opportunities for all students, fostering an environment where each individual can achieve their maximum potential. 6 By adhering to these ethical standards, I aim to establish a professional practice that supports student development, promotes equity, and upholds the highest standards of integrity.

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1. Comprehensive School Counseling Program

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1. Comprehensive School Counseling Program

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Framework which outlines the services and strategies for school counselors. 2. This is important because this program helps ensure that counseling services are fostering student success and a positive school climate.

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1. Defines roles, responsibilities, and limitations of school counselors. 2. This is important because it prevents role confusion and ensures school counselors focus on tasks that directly impact students.

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1. Skills, knowledge, and attitudes students need to achieve their educational goals and success in school. 2. This term is important because it helps support academic development and build student foundations for various opportunities.

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1. Potential career paths for students to better understand their interests and strengths. 2. This is important because it helps prepare students for life beyond school.

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1. Building self-awareness and emotional regulation to helps students navigate relationships and challenges. 2. This is important because it fosters resilience.

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1. Standards that describe needs that students need to achieve academic success, career readiness, and social/emotional well-being. 2. This is important because it serves as a guide to help counselors build students' resilience, confidence, and life skills.

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7. ASCA Ethical Standards for School Counselors

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7. ASCA Ethical Standards for School Counselors

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1. These standards protect student rights, maintain confidentiality, and foster equitable access to resources. 2. This is important because it ensures counselors act with integrity and professionalism.

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8. ASCA School Counselor Professional Standards and Competencies

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8. ASCA School Counselor Professional Standards and Competencies

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1. These standards focus on professional development, program implementation, and accountability. 2. This is important because it provides guidelines for self-assessment and growth, ensuring that counselors deliver high-quality, evidence-based services.

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1. Face to face interactions between school counselors and students. 2. Direct services allow counselors to address students’ needs in real time providing support when needed most.

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1. Supports students by working with others on their behalf, such as consulting with teachers, collaborating with families, etc. 2. This is important because it extends the counselor’s reach benefitting the student with a network of support.

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Lesson Plan- Peer Pressure

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The Goal of This Lesson Plan: To help students understand the concept of peer pressure, distinguish between verbal and nonverbal types, and recognize its positive and negative influences. The lesson aims to empower students to develop and practice strategies to resist negative peer pressure while staying true to their personal values and beliefs.

Potential Challenges in Implementation:

Engagement and Participation: Some students might feel embarrassed to share or role-play scenarios in front of their peers due to fear or judgment. Peer pressure itself can influence how students interact during the lesson. Certain students might dominate the discussion, while others may feel pressured to agree with popular opinions rather than sharing their own.

Strategies to Address Challenges:

Use anonymous methods for students to share their thoughts, such as written responses or online polling, to ensure everyone has a voice. Foster a positive classroom culture by setting clear norms about respect and confidentiality before beginning the lesson.

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Empoweing Students to Resist Peer Pressure

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Understand ASCA School Counseling Assessments

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Understand ASCA School Counseling Assessments

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ASCA SCHOOL COUNSELING ASSESSMENT TERMS

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ASCA SCHOOL COUNSELING ASSESSMENT TERMS

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1. Program Assessment- Evaluates the effectiveness and implementation of a comprehensive school counseling program based on the ASCA National Model.

2. Annual Results Report- Documents the outcomes of the school counseling program, including the impact of interventions and services on student achievement, behavior, and attendance. This is to demonstrate the program’s effectiveness and systemic change to stakeholders like administrators, teachers, parents, etc.

3. School Counselor Assessment and Appraisal- Focuses on evaluating the professional practices, competencies, and performance of individual school counselors. This is to ensure counselors are effectively supporting student success and adhering to professional standards. According to the American School Counselor Association (ASCA) (n.d.), counselors can share artifacts of activities that were implemented to implemented to improve student outcomes and create systemic change.

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LESSON PLAN AND RESULTS REPORT EVALUATION

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LESSON PLAN AND RESULTS REPORT EVALUATION

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Identify your selected Lesson Plan and Result Report level.

Social Emotional Learning Skills. Unit of Classroom Lessons: Lesson 2 of 10.

In what ways did the selected Mindsets and/or Behaviors match the lesson topic? List one ● additional Mindsets and/or Behaviors that you would have selected for the lesson and why

The mindset M1: Belief in development of whole self, including healthy balance of mental, social/emotional and physical well-being, aligns seamlessly with the topic of SEL skills because it fosters self-awareness and emotional regulation skills, SEL directly supports the mental aspect of well-being, encouraging students to develop resilience and positive coping strategies. SEL is fundamentally nurturing all aspects of a student’s development, such as self-awareness, relationship skills, and responsible decision-making.

I would include Mindset 2: Self-confidence in ability to succeed because this mindset fosters a belief in their own abilities, encouraging them to take ownership of their social, emotional and physical growth. This mindset encourages positive outcomes- when students believe in their ability to succeed, they are more likely to engage in healthy behaviors and make choices that contribute to over well-being.

In what ways do the ASCA Student Standards Pre- and Post-Assessment Items align and not align with the Mindsets and/or Behaviors and topic?

Measurement of Growth- this is a very specific date to evaluate changes in students’ knowledge, skills, and attitudes, reflecting the ASCA Mindsets and Behaviors.

Data-Driven Approach- The assessments are a data-driven approach that supports a comprehensive school counseling program by helping counselors identify areas of need, measure program effectiveness, and align interventions with the desired outcomes.

I feel some of the non-alignments would be that the broadness of mindsets are more abstract and harder to measure quantitatively. The assessments may not always capture the depth or complexity of these mindsets.

Did the lesson content/materials match the selected Mindsets and/or Behaviors skill? Why or why not?

I had to consider the alignment between the objectives, materials used, and the targeted skills. With that said I did feel like the lesson content/materials matched the selected Mindsets and Behaviors. The video “Snack Attack” was a great visual for students to see that sometimes we may react in difficult situations before we learn all of the facts or understand the entire situation.

Timing can be important for delivering lessons and holding small group sessions. Yet, timing can also be limited for school counselors when it comes to working with students. Based on your opinion, how do you think that timing may have impacted the results of the lesson?

I felt this lesson only skimmed the surface of the topic, limiting students’ ability to fully engage or practice the skills being taught. This lesson would have to be in an appropriate scheduling window. Timing the lesson to align with current student challenges or needs could enhance its relevance and impact.

School counselors often share lesson plans amongst each other when they might experience similar student challenges or topics. But schools, populations, cultures, developmental levels, and school counselors are unique. What are some ways you would modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset?

Interactive Icebreaker: I would start with a “Feelings Charades game where students act out emotions while others guess. This would break the tension of being reserved, engage students, and introduce the topic in a fun, non-threatening way.

Integrating the ASCA National Model Components would be to highlight how to manage emotions effectively building self-confidence and success in school and life.

I would include differentiations, starting with the video. I would stop the video at key moments to ask reflective questions: "What do you think the woman is feeling right now?" and "What could the boy have done differently?"

Guided reflections with sentence stems for students who may struggle with open-ended journaling.

Feelings Toolbox: Students brainstorm a “toolbox” of healthy strategies to manage intense emotions (e.g., deep breathing, counting to 10, journaling). Create a classroom poster from their ideas to serve as a reminder