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American School Counseling Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

Bardhoshi, G., Duncan, K., & Erford, B.T. (2018). Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy among First-Grade Rural Students. Professional

School Counseling, 21(1) https://doi.org/10.5530/1096-2409-21.1.12

Project Implicit. (n.d.). Take a test. Retrieved from https://implicit.harvard.edu/implicit/takeatest.html

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The results of the School Counselor Competency assessment indicated that I have some areas I need to focus on and improve and others I feel I can powerfully embody as a school counselor. My weaknesses are mainly concentrated on the sections relating to school district goals and state requirements and laws. To provide a successful comprehensive school counseling program, it must align with the district´s goal and improvement plans and abide by federal and state regulations (American School Counselor Association, 2019). One way to improve these areas is to increase my knowledge of educational laws at both the state and federal levels. Additionally, I should familiarize myself with the goals of the school district I reside in to become more comfortable in my knowledge and awareness as I delve into the ASCA National Model format.

The areas that pertain to data analysis and planning were the sections where my strengths were most pronounced. I have performed many data analysis tasks for my current employer to evaluate and determine problem areas concerning workflows and improvements. This skill set will be most useful when applied to the school counselor arena. As indicated by American School Counselor Association (2019), school counselors need to be proficient in collecting, analyzing, and interpreting data to ensure the school counseling program is adequate or if changes need to be applied to ensure student success. I am also a planner and organizer, so these will be valuable skills to transfer over and integrate as part of the school counselor’s tasks.

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Sexuality BIAS Test Results and Reflection

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Sexuality BIAS Test Results and Reflection

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The results from the sexuality Bias test show a high score in the sections of strong and moderate automatic preference of heterosexuals over gay people, 24% and 25%, respectively (Project Implicit, n.d.). These results point to an area of improvement concerning views over sexuality. The author is a heterosexual woman, so there is a consideration regarding the test results. The author should consider that future potential students might be of a different sexual orientation than her, which can drive the student’s behavior and actions. An 18% score was noted over the little to no automatic preference for straight or gay people, which means that the author does not have an issue with a person’s sexual orientation but must make more of a conscious effort to neutralize the bias to choose one over the other.

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Light Skin BIAS Test Results and Reflection

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Light Skin BIAS Test Results and Reflection

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The light-skinned Bias test results indicated a preference for light-skinned people over dark-skinned people (Project Implicit, n.d.). The results suggest a higher percentage of moderate automatic choice (28%) over light skin than little to no preference over skin color (11%). These results indicate a need to improve how the author views skin color to regard people positively. This propensity for light skin might have an adverse effect when working with children that do not fit that favored image, and a conscious effort should be made to decrease this propensity. The results showed a higher moderate preference over a strong automatic one, which was surprising.

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All children have the innate ability to learn, and nurturing this drive in children can help them to achieve success in their education careers. As the ASCA National Model (American School Counselor Association, 2019) indicates, providing a comprehensive school counseling program can enhance students’ academic, social, career, and emotional results. Therefore, students should be provided with the resources to achieve such outcomes.

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Advocating for the ASCA National Model Implementation

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Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy Among First Grade Students

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All students are unique, but even with their uniqueness, they can all learn and grow academically, socially, and emotionally. School counselors working collectively with teachers, families, students, and administrators can provide a fulfilling and enriching educational experience.

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Reflection of peer-reviewed article

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Responsibility