# data[].attributes.headline
Making Choices and Reducing Risk (MCARR): School Counseling Primary Prevention of Substance Use by: Louisa L. Foss-Kelly, Margaret M. Generali, & Michael J. Crowley

# data[].attributes.subject
Making Choices and Reducing Risk (MCARR): School Counseling Primary Prevention of Substance Use by: Louisa L. Foss-Kelly, Margaret M. Generali, & Michael J. Crowley

# data[].attributes.body
https://eds.p.ebscohost.com/eds/pdfviewer/pdfviewer?vid=8&sid=32020e93-daf2-4f90-b652-812872a303be%40redis

# data[].attributes.attachment_link.title
Making Choices and Reducing Risk (MCARR): School counseling primary prevent...

# data[].attributes.body
In the article Making Choices and Reducing Risk (MCARR): School Counseling Primary Prevention of Substance Use by Louisa L. Foss-Kelly, Margaret M. Generali, & Michael J. Crowley the MCARR program was tested with school counselors providing the program to students and evaluating their self-assessments pre and post program.
In this article, it discusses how school counselors are essentially the school personnel who are the most equipped to discuss substance use with students. School counselors are the first in contact with many students who are struggling in the school setting and would have the potential to be the first to know about an addiction problem.
This study found that because of school counselors' use of the MCARR program, there was an increase in the amount of students who were ready to make a change from using illegal substances. This reflects the importance of the role of a school counselor and the impact they make on the students.

# data[].attributes.body
Vision Statement
Each student will be given the opportunity to be successful in their learning and have the opportunity to access any and all accommodations that make their learning experience more enjoyable. Students will be met with compassion and kindness each and every day, and the counselor will be a safe haven for those who are experiencing difficulty.

# data[].attributes.body
Core Beliefs
When reviewing the ASCA Professional Standards and Mindsets, mindsets M1 and M7 stood out to me as being particularly important. I believe that each student has the ability to learn and the ability to succeed.. As a school counselor it is imperative to believe in your students. Of course not all students will learn at the same level or same rate, but a school counselor can recognize that they are each capable of learning and being successful in their own way. Second, I believe that good school counseling programs are comprehensive and take care to enhance students' academic performance, career goals, and social/emotional learning.

# data[].attributes.body
Advocacy

I would like to advocate for student mental health and suicide awareness in the school system. I believe it is crucial for students to be able to talk about their mental health openly and that schools should have programs in place for students who are struggling. I would like to advocate for my school district to become involved with the Hope Squad which is a student and faculty run organization that aims to reduce suicide by providing peer-to-peer support and providing education and training (hopesquad.com).  Suicide rates are still on the rise, especially for teenagers, and having a trusted support system in the school district for students could potentially help a lot of students.

www.hopesquad.com

# data[].attributes.body
School Counselor's Role as an Advocate
A counselor must be able understand the effects a student's ethnicity, sexual orientation, gender/gender identity, socio-economic background, abilities/disabilities, etc. can have on their students so they can be prepared to advocate for them fully.
It is vital that a counselor advocate for a student to have access to all appropriate accommodations in the school setting. Not all students learn at the same rate or level, but they are all capable of learning. For student's who are developmentally or academically behind, it is important that the school counselor be supportive and active in advocating for their education. As a life skills paraprofessional, I see the potential in all the kids I work with, and I am so passionate about ensuring they have every chance possible to succeed.

# data[].attributes.headline
Implicit Associate Tests Results & Reflection

# data[].attributes.subject
Implicit Associate Tests Results & Reflection

# data[].attributes.body
Implicit Association Test Reflection

I took two of the Harvard Implicit Tests. One for Transgender/Cisgender people and one for gay/straight people. For the transgender/cisgender my results stated that I have a weak automatic preference for transgender people over cisgender people. I had expected my results to be fairly neutral as I have many friends who are transgender and cisgender. I have always had a strong belief that there is no major difference between the two.

In the gay/straight test, my results showed there is no automatic preference between gay/straight people. I was not surprised by this result as I have always tried to be very open-minded with people and the things that make them unique. I have many friends who are gay and I have always been supportive of the LGBTQ+ community.