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https://alaureatena-my.sharepoint.com/:w:/g/personal/glendalis_torres_waldenu_edu/EVHiRpVOyQxCtgkBabOOMKgB1Alk2bFYsW4H8RtvFfwdYQ?e=8qTte4

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Iowa Reading Research Center | The University of Iowa

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Striving to improve the literacy skills of all students.

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I took the disability implicit bias test. The results indicated I had a slight preference for physically abled people and I disagree with the results. The margin was very close. This test bases the indication of preference on the speed in which you answer and after the third or fourth time you're doing the exercise you become faster. Associating physically able people to good qualities came in the end of the test. In the beginning they were asking you to associate good with physically disabled people. They should give people a couple practice tests first so they can already be familiar and develop speed and then they will have the same skill for all sub-tests that will be measured. I don't feel that this is indicative of a preference and even when they could be basing this test on science I believe that to identify biases you also need to have narrative and case scenario components.

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I am already holding dear the mindsets of a school counselor:  believing that every student can learn and succeed, fighting for equity and equal access to a school counseling program and to higher education opportunities, involving the whole school community and building up students as whole persons.   There is much knowledge that I need to gain, and I need to dedicate time to studying the ethical code and ethical standards. Even though I have worked in schools for some years, I need to understand all legal and school governance aspects.  I am confident that I will be demonstrating leadership as I have practiced it before in my field of work and I enjoy activating groups of people to work together and encouraging members according to their gifts.
One of my greatest hopes is to cause systemic change first, one student at a time, and also district-wide and expanding into the community.  My experience as a therapist will help me be a data-driven professional as I design and implement programs and interventions.  It will also help me get other professionals and the parents of the students involved and facilitate teamwork.  As we often hear, it takes a village.  I am very passionate about welcoming different cultures, integrating them into the school community, and advocating for these students and their families. I can picture myself doing this in the future.

References

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

Lee,C., n.d., Urban School Counseling: context, characteristics and competencies, ASCA Professional School Counseling Journal https://www.researchgate.net/profile/Courtland-Lee/publication/234734721_Urban_School_Counseling_Context_Characteristics_and_Competencies/links/5703bb8408aedbac127087ec/Urban-School-Counseling-Context-Characteristics-and-Competencies.pdf

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Core beliefs about students

Every student has the right to be treated with respect and to belong in the school community. Every student has the right to learn, and the learning environment should provide equitable access to learning. Students can build healthy relationships that will contribute to their growth. Every student is capable of exercising their autonomy and make choices in regard to their program of studies and their future career. Students can learn to know themselves and identify their gifts, build and keep healthy relationships that add to their success and advocate for themselves, and work with other students to nurture a safe and healthy school environment. Every student can learn to identify how they can contribute to the school community with their creativity and gifts as they identify and develop them.  (ASCA, 2022)

The school counselor’s role as an advocate

Based on the ASCA Ethical Standards, the school counselor actively advocates for every student so they are all included and have a safe and healthy school environment that will lead them to grow. They advocate for school policies that will be inclusive of all students, including those that belong to minorities or marginalized and oppressed populations, and for policies that go against bullying or have a primary role in the well-being and safety of students.  (ASCA, 2022)

The guidance provided by our ethical standards

Our ethical standards are comprehensive and address every area that encompasses the school counselor’s functions.  Ethical standards are important because they provide a framework and clarity when conflict situations arise.  The ethical standards help evaluate the soundness and effectiveness of a school counseling program and are also an excellent tool for advocating for our profession.  (ASCA, 2022)

Vision statement

The students of our district will be empowered to learn and to grow by having equitable access to opportunities.  They will identify their gifts and vocation, develop goals for their future and become good citizens by nurturing personal growth and developing healthy relationships.

References

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

American School Counselor Association (ASCA) (2022). ASCA ethical standards for school counselors. [PDF file]. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Legal-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1
Links to an external site.

Morton, J., 2019, Visioning for your comprehensive school counseling program, ASCA newsletter February 2019, https://www.schoolcounselor.org/newsletters/february-2019/visioning-for-your-comprehensive-school-counseling
Links to an external site.

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The article I chose studied school counselor-student ratios in 6 states and their effect on student outcomes.  The positive effects were achieved in those states which had a lower ratio.  In these states, more students achieved high scores in tests considered by colleges, and more students enrolled in college.  The article also documented the effect of having a high school counselor-student ratio. Those states had more chronic absenteeism, suspensions, lower learning outcomes, and graduation rates.  This article evidences the positive effect it can make for every student if they have a counselor-student ratio as recommended by the ASCA. It also documents systemic issues and disparities like white students having greater access to counselors than Asian students, English Learners, or students in larger schools. This article motivated me to become part of the effort to nationalize the counselor-student ratio recommended by the ASCA, to join the advocacy efforts for the profession and our students, and to continue actively advocating for equity among all students.

References

Donohue, P., Parzych, J. L., Chiu, M. M., Goldberg, K., & Nguyen, K. (2022). The Impacts of School Counselor Ratios on Student Outcomes: A Multistate Study. Professional School Counseling, 26(1). https://doi.org/10.1177/2156759X221137283