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My core beliefs involve honesty, integrity, empathy and confidence.  I believe transparency and honesty is a key component of a successful relationship with students and staff.  I feel that clear boundaries and being compassionate and empathic to students and staff needs are important to building and maintaining positive relationships.  I feel that having an open and honest conversation with students in a caring manner as well as following ethical standards of School Counselors is a true way to advocate for students to help them be successful.

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Restorative Practice Collaboration in Schools

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Restorative Practice Collaboration in Schools

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The article that called to me the most was in regards to implementing Restorative Practice in a collaborative way districtwide in the San Diego area (Darling and Monk, August 2016).  This study showed the process of implementing Restorative Practice that attempted to decrease the number of expulsions and suspensions in 6 high schools and 2 middle schools in the second largest school district in California.  This was set of by a team of Deans of students, school counselors, teachers and other administration partnering with a local university to implement Restorative Practice over of period of at least 2 years.  Restorative Practice is the efforts to target behavior that is problematic and instead of being authoritative and punitive in punishments with zero tolerance approach (i.e. suspensions and expulsions) that were found to decrease the probability of that student succeeding in completing high school.  It instead focuses on the root of the behavior teaching accountability, empathy and effective communication to the student and all parties involved to decrease problematic behaviors, healthy boundaries and increase academic/social emotional success. (Darling and Monk, August 2016)

The results found that over time the suspensions and expulsions decreased by almost half.

“In the academic year of 2012/2013 there were 8038 suspensions and 178 expulsions in the district whereas in 2014/2015 there were 4872 suspensions and 71 expulsions.”

The school staff members in the district were not consistent, Darling and Monk, report that there were about 20 participants that were consistently at meeting during the implementation stages and states that it was hard see results of growth of the program with staff members due to this inconsistency.  This study also discussed how they eventually involved students and were invested in peer groups as well as behavioral groups to take accountability and learn empathy.  The stakeholders and staff also participated in groups themselves once a month for check in and support through this process.  This I feel was vital to the implementation of Restorative Practice.  I am a believer of practice what you preach.  If there is not a buy in on all parties then I feel it can be difficult to implement a program.

References

Darling, J., & Monk, G. (2018). Constructing a restorative school district collaborative. Contemporary Justice Review, 21(1), 80–98. https://doi.org/10.1080/10282580.2017.1413359

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ASCA School Counseling Competency Results

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ASCA School Counseling Competency Results

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After reviewing the ASCA School Counselor Professional Standards and Competencies Assessment (ASCA National Model, p95-102), I found that most of my struggles are going to more with career and academic factors of School Counseling.  I feel that my strength is being able to communicate with people well due to my personality and past experiences.  I find my struggles will be mostly technology, becoming more familiar with the school system and where data is driven from to assist students with academic and career opportunities.  Becoming familiar with all the technology and online programs that schools use is a priority because this is where a lot of data is derived from for each student.  How to retrieve and read this information is imperative to this field.

The Global Job Market I believe is also important for school age children.  In Middle School, the students are wondering how what they are learning now applies to their future.  Knowing what job opportunities exist and the need for those positions as well as the tools that are needed for those particular positions gives students a direction.  I have not been familiar with an overview of job placement, only what was impacting me directly with my past position.  Training myself to look at all avenues will be a change.  I have not been exposed to learning and career building theories, which is an identified struggle.

In conclusion, Social-emotional and direct student behaviors I feel I am going to be okay in this area.  It is the other aspects that I will be able to benefit from furthering my education as well as job experience.

References

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

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Engaging in purposeful, meaningful and professional relationships by assisting students with lifelong skills to be successful with academic/vocational/social-emotional needs. To promote success by increasing and maintaining self-respect, self-motivation, courage, honesty and integrity by advocating for students and assisting with advocating for themselves.

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For My first test, I decided to go with Asian Americans vs. Euro Americans, the perception believed of which I am more bias to believing is more foreign.  My results are not too suprising, due to me having an Asian American mother and how I feel that she is more foreign than my father that is European decent.  I believe this perception is due to my mother being more connected to her Korean Culture than my father who has adopted more of an American Culture.  But I believe that if the rolls were reversed and my father was first generation native from Germany and my mother’s family has been here for a generation or two I feel I would view things differently.

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My second test was preferences between Transgender vs. Cigender individuals.  My results:

During the Implicit Association Test (IAT) you just completed:

Your data suggest weak automatic preference for Cisgender People over Transgender People

These results are not surprising because I honestly have no preference to either group.  I strongly believe people are equal and come from the philosophy of “staying in my own lane” and individuals deserve to be happy.

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My Lesson will focus tools to assist with stress in the classroom.

Ask Students of what kind of mild stressors they have in the classroom.  Nothing that will trigger anyone but mild stressors at this time.  After students do this, I will discuss the history of what stress is and the different theories on why we experience stress the way that we do (discuss ancestors and how they experienced stress in the past) as well as discuss “fight or flight”.  Give fun wacky facts that assist with normalizing stress and that it can be managed successfully.  Talk to students on how they cope with stress and how they can de-escalate themselves especially with using tools that they can use in the classroom.  Then give handouts on copings skills with common stressors and have them practice one or two of these suggestions and write down other suggestions that are shared in class.  Then remind students that School Counselors are available.

Main goal:  I want to empower students to believe that their ideas are wonderful and they do work.  I also feel that it is okay to not start from scratch and build on what is already known and make suggestions when needed.

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National School Climate Survey of LGBTQ students

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National School Climate Survey of LGBTQ students

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16, 713 Students surveyed from all 50 states, District of Columbia, Puerto Rico, American Samoa, and Guam from grades 6 through 12.

Gay, L. and S. E. N. (GLSEN). (2020). The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools. Executive Summary. Gay, Lesbian and Straight Education Network (GLSEN).

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LGBTQ students:
-98.8% heard the word "gay" used in a negative way in school.
-77% Avoided extra curricular activities and 71.8% due to feeling uncomfortable or unsafe for the reason.
-45.2% avoided bathroom use due to feeling unsafe.
-43.7% avoided locker rooms due to feeling unsafe.
-95.7 heard homophobic remarks "faggot or Dyke"

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LGBTQ students:
-3 times more likely to miss school
-lower grade point average
-2 times more likely to not further education
-2 times more likely to have disciplinary actions act school
-lower self esteem and higher depression

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Gay/Straight Clubs and cirriculum
-less likely to hear negative "gay" terms in school
-less likely to hear homophobic terms at school
-less likely to miss school.

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I believe that having open, nonjudgemental conversations are the key to building relationships with students as well as connecting to resources in the school such as Gay/straight clubs and assisting students with building boundaries with what behavior is acceptable and unacceptable and expressing this in a respectful way. As well as being able to understand that the control they have is only on themselves. If a club is not available for students to have a positive experience when it comes to their sexuality as well as positive peer focus then one will need to be developed that is age appropriate. Advocating that all people deserve to be treated with respect.