# data[].attributes.body
Stuffed inside of room no bigger than a closet where families stuff their coat for the season near the front door of their home. The walls, once off-white, now yellowish gray had one picture, Mr. V’s degree. As an 8th grader, I was summoned to the school counselor’s office to go over my high school years ahead. My knees touched his desk and it almost looked cloudy in the office from the debris floating in the air from falling plaster. This was supposed to be the greatest magnet school in Cleveland at the time, Cleveland School of the Arts (CSA).

A dance major, I was given the Occupational Outlook book for nineteen ninety-something. Then I was told that the state was requiring tests that determined if I would graduate. Very few questions were asked of me regarding my emotions or thoughts. Pretty much it was an appointment to be told what to do and expect. I remember taking some assessment, being told I would return in a few weeks to go over the results. I don’t recall ever stepping foot back into that office until my senior year when I turned in my college offer letter. CSA would then post your offer letter and picture in the hallway near the office between February and prom.

That was my experience with my school counselor/guidance counselor. Cleveland School of the Arts was from grades 4th-12. Around 1995, the Board of Education wanted us closed, we petitioned and then became grades 6th-12th.

I chose my article for the obvious, the arts. The culture of hip-hop served as a voice for social injustice. In the midst of an economic crisis, hip-hop culture was conceived by youth who critiqued and commented on social issues facing inner-city communities (Forman, 2002). Furthermore, I wanted to view the contributions to counseling for minorities and what is proposed in some culturally sensitive environments.

Like CSA, Liberty High School (the article used a fictious name) had 700 students and one counselor. The racial demographics are higher for the Hispanic and Black students compared to Asian, White, and Other. The teacher felt the lack of school counselors at LHS created a gap in social and emotional supports and saw students in their classroom struggle academically as a result of unprocessed emotional experiences (Levy and Adjapong, 2020 p.270).

Hip-hop and spoken word therapy (HHSWT) offers clinicians a set of hip-hop–centered tools that they can use in the counseling process to support youth in exploring difficult thoughts and feelings (Levy and Adjapong, 2020 p.269).

Another reason for choosing this article can be the myths based in the urban communities that counseling can be seen as a weakness or not necessary because a higher power can remedy anything. Interested in reading about the responsiveness to the cultural climate of the space being created was an additional point.

Evidence from students that the physical space constructed in this study felt like an authentic hip-hop studio suggests that through the use of a classroom-based school counseling intervention, students were able to channel their cultural knowledge and values into the design of a culturally responsive environment that could support their social and emotional development (Levy and Adjapong, 2020 p.278).

Reference
Levy, I. P., & Adjapong, E. S. (2020). Toward Culturally Competent School Counseling Environments: Hip-Hop Studio Construction. Professional Counselor, 10(2), 266–284. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ1259697&site=eds-live&scope=site.

# data[].attributes.headline
Toward Culturally Competent School Counseling Environments: Hip-Hop Studio Construction. Professional Counselor

# data[].attributes.subject
Toward Culturally Competent School Counseling Environments: Hip-Hop Studio Construction. Professional Counselor

# data[].attributes.body
Toward Culturally Competent School Counseling Environments: Hip-Hop Studio Construction. Professional Counselor

# data[].attributes.body
I was not at all surprised by my results in the beliefs of a counselor based on Mindsets. After completing the ASCA School Counselor Professional Standards & Competencies Assessment (American School Counselor Association, 2019, it was further confirmed my personal beliefs are set in the same way, the open-mindedness that every student (person) can succeed with resources and leadership despite setbacks and diverse abilities.  I tend to be ambitious about the things I am passionate about B-PF-5 through B-PF-7 were also strong points for me. Cultivating relationships with a student begins with their environment and how they are assessed and sharing them outcome with them that they may succeed.  I am confident in the mindsets and behaviors outlined in the ASCA model

As an advocate for the student the areas I will need to improve are the ones I’d have to use my voice.  Automatically believe that using your voice leads to confrontation and I must get passed that theory in my own head. B-PF-9 (ASCA, 2019, p. 98) is where I will improve so I can be an agent of change. For the student to succeed I must address what policy or system needs a bit constructive criticism or may come with some resistance. I also must be dedicated to gaining knowledge in policies and procedures where it applies to ethical and legal principles, B-PF-3.

References:

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

# data[].attributes.body
Resources

Cordell, Taneisha, 2022, Food security is not just a COVID problem': Community leaders turn to new data for neighborhood solutions, Scripps Media, Inc. Retreived from:https://www.news5cleveland.com/news/local-news/oh-cuyahoga/food-security-is-not-just-a-covid-problem-community-leaders-turn-to-new-data-for-neighborhood-solutions

Greater Cleveland Food Bank, 2022 Retreived from https://www.greaterclevelandfoodbank.org/

Feeding America, 2022 Retreived from https://www.feedingamerica.org/hunger-in-america

Feeding America, 2022 Retreived from https://www.feedingamerica.org/take-action

Hunger Network, 2022 Retreived from https://hungernetwork.org/food-rescue/

# data[].attributes.body
A Picture of Conflict

# data[].attributes.body
Disability Implicit Bias
I completed the disability implicit bias, which I had to recreate the chart in a Word document, luckily I had written them down. The results were surprising to me to say the least. As a child, my grandmother was paralyzed on her left side when I was six years old. At that age I was very empathetic because I felt that most if not all did not have a choice. I wasn’t familiar with diseases that could’ve been prevented or even careless acts they may lead to injuries- disabled meant wheelchair- to the six-year-old me. I learned to care for my grandmother at that age such as changing the channel on the television or going to the store for her beloved PayDay and Pepsi.
I believe that I must improve on this bias as I could see where I may have an attitude towards a preference. Why? Some people view disabled people as an inconvenience. I’m not the most patient person so I can see where a disabled person could move slower, need more time to process or even speak. This is just an assumption here but working with children with diverse abilities, I have grown to challenge them and at the same time alter my curriculum to set them up for success. Someone physically able wouldn’t depend on me as much in various ways, yet neither would a disabled person. I’m not totally sold on the results, but I can see where I could be biased.

# data[].attributes.body
• I believe all students are the cause and the effect in their achievements.

• I believe all students have free will to determine the direction of their life.

• I believe all students taking he path they desire to embark upon, is within their control.

• I believe all students are the why and the what in their life's journey, whether it is rewards or consequences.

It is my role to function as a support and believer in their accomplishments. To inspire and guide them to have a desire to succeed academically and beyond. I plan to establish confidence and responsibility to each student I come across to be a value to themselves first and then others. To be a resource and advocate where the students are protected and secure to be without judgement and/or bias.

Vision Statement
To proficiently and creatively assist students to become aware and gain a conscious to their here and now as it pertains to their future with freedom of choice, without discrimination and judgement. Through dedication the expected outcome is to develop students that will make their contributions to society.

# data[].attributes.body
Religion Implicit Bias
I chose religion as my second implicit bias. Growing up in a heavy Christian-led home, these results could never surprise me. I am the daughter of a pastor, a female pastor at that which in the 90s was a taboo. I would believe that anyone who grew up in any particular religion would have a stronger preference. I could’ve based my results on the terrorists attacks, media and stereotypes, but I don’t have enough knowledge to even have an bias. Yes, some people say we fear what we don’t understand. For me, I just am not well-informed on what I don’t understand. Some people may believe that Chrisitianity is a form of terrorism or cult. I’ve been told Chrisitianity is aggressive and confined. My results concerning Judaism and Islam are based on remembering which button to press when. Like, I have little to no knowledge of either. I will have to become multi-cultural aware if I am to take on the role of counselor. You can’t select your clients basd on a last name or an accent if you wanted to be biased. I want to provide services to all.