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Transgender Implicit Association Test Results

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Transgender Implicit Association Test Results

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Reflection of Results

I am not surprised at my results for this test. I am not fully educated about the struggles and issues people who identify as transgender endure. I realize I cannot be an advocate for all students if I do not understand all student issues, which include sexual orientation or identity. The results were also influenced by my association with mostly Cisgender people throughout my life. Some of my family members are not embracing homosexual or transgender identities because of their religious beliefs. I understand that I will have to educate myself more about the LGBTQ+ communities and be more than a silent ally that does not understand the societal and political issues they have been facing.

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Skin Tone Implicit Association Test Results

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Skin Tone Implicit Association Test Results

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Reflection of Results

I am somewhat surprised that the results suggest I slightly prefer light-skinned people over dark skin people. My interactions with people daily have not involved skin tone as a conscious factor. Though multiple extraneous variables can influence these results, I cannot help but wonder how this bias could have influenced how I’ve interacted with others with an unconscious preference for skin tone. I am a woman of lighter complexion and African American descent. Since the result includes the word “slight,” I do not think this bias would inhibit how I provide my future counseling services to students. On the contrary, I will maintain an awareness of my verbal or nonverbal reactions and how this could affect the narrative in any given consequence.

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After reviewing how I rated the majority of the items involving the development and implementation of a school counseling program, accessing, analyzing, and interpreting data based on student outcomes, and the ability to explain the legal side of school districts are areas that I know are not my strong suit as of yet. I did not realize how much I had to understand until doing this assessment. I am comfortable with contacting professionals in the area of expertise with indirect services or sharing ideas. In my current position as a paraprofessional, I have the opportunity to get hands-on experience with recording and analyzing student data. By setting learning goals for students and developing an intervention program with specific activities for a set amount of time, also known as Functional Behavioral Analysis (FBA); record progress, calculate the data, and interpret the results of the intervention. In all, I need to find other methods of strengthening my understanding of utilizing the ASCA National Model in a counseling program and be able to explain the ethical and legal standards in my own words.

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My beliefs include that students can be motivated to consider any future career field of interest if a gradual collaboration (within the bounds of explicit grade levels) between the school counselor and student is in place. Every student can have a passion for learning and development if the information presented applies to their lives outside school. With cooperation with parents based on their student’s needs, students can achieve success through their learning and social environments. The school counselor’s role in advocating for all students is to promote learning equitable strategies to engage their peers. The marginalized student groups based on socioeconomic status, gender identity, or ethnicity must have early intervention programs that introduce the idea of awareness and acceptance across all intersectional identities. The idea is to bring awareness to students with voices that need to be understood and to develop mutual respect that could positively affect different forms of bullying or violence in the future.

Vision Statement

My vision for students is as follows: Every student can succeed when an effective school support system is in place to help develop and achieve personal and career goals. Students can become productive citizens with the interpersonal guidance and resources school counselors provide.

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McClendon, L. (2020). Adlerian Consultation: A Model for School Counselors during the COVID-19 Pandemic

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McClendon, L. (2020). Adlerian Consultation: A Model for School Counselors during the COVID-19 Pandemic

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The example case scenario for the Adlerian consultation approach for an elementary school teacher during the online classroom period gives a perspective of how school counselors can provide teachers and other faculty members directly with a different approach to behavioral and academic student relations. The Adlerian theory application described by Kern and Mullis (1993) and processed by Dinkmeyer (2006) seems to be effective with active conflict resolution in the classroom, gives directions to continue classroom functions when a behavioral issue arises and directs consultees to eliminate faulty biases relating to past and current interactions with students as explained in the examples provided by McClendon (2020). In contrast, this article does not involve more examples of student-teacher consultations during the COVID-19 pandemic, the insight into how the consultation steps of the Adlerian theory piqued my professional interest in using this application in my future practice.

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Adlerian Consultation- A Model for School Counselors during the COVID-19 Pandemic Levi McClendon