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Colorful Geometric Print-friendly Blank Lesson Plan

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Manage: Competency Assessment and Reflection

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Manage: Competency Assessment and Reflection

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This assessment has enlightened me to many of the competencies that I am not entirely confident in my ability to execute. I have recently started a position as a social emotional learning specialist within my school district. This position requires me to practice many of the competencies indicated within the self-assessment.

My average score for professional foundation was 3. I am confident in my ability to demonstrate leadership, understand cultural, social, and environmental influences, and apply the legal and ethical principles of school counseling. However, I feel that I need to further develop my understanding of the educational system. In my first meeting last week, I felt overwhelmed when administrators began using terms such as MTSS, ISST, and RTI.

In the category of direct and indirect student services, I gave myself an average score of 3. I am comfortable with providing direct services to students. Also, I am very familiar with the resources available within my community and I can make the appropriate referrals for these services. I am not totally secure in my ability to collaborate with families, teachers, administrators, and other stakeholders. I believe this is due to feelings of inadequacy associated with my young age and lack of experience.

My average score in planning and assessment was 3. I scored myself lower in areas pertaining to convening with administrators, as noted prior. I am confident in my ability to monitor student outcomes, implement plans, and take the appropriate data. Overall, I am capable of providing high quality service to students despite my lack of confidence when working alongside tenured educators and administrators.

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Define: Personal Philosophy and Vision Statement

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Define: Personal Philosophy and Vision Statement

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Through my time as a student and working with students I have developed several core beliefs. Students are incredibly resilient. Unfortunately, our students may experience trauma, abuse, neglect, and substance use. Students' have an astonishing ability to overcome many of these substantial challenges. Additionally, students are a product of their environments. A student's environment can include caregivers, socioeconomic status, education, and peers. Students' achievement is heavily influenced by their environment. I have developed a personal philosophy for school counseling. My vision is to provide students with a stable environment to  receive consistent support through a strong rapport. My visions also includes focusing on positive student outcomes through understanding the connection of social/emotional health to achievement.

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My results indicated that I had a slight automatic preference for thin people compared to fat people. There are several reasons why I may have an implicit bias in regards to weight. An implicit bias regarding weight may form from personal experiences, cultural conditioning, and mass media. Although there has been a major cultural shift in recent years as it pertains to weight, there are still obvious biases present within nearly every facet of our society. I am not surprised that I have a slight automatic preference for thin people. I was raised in a household where weight was scrutinized, I am a former athlete, and I am exposed to media that glorifies being thin and shames being fat. I can improve this implicit bias by continuing to educate myself on concepts such as fatphobia, mental health, eating disorders, and health and nutrition. Additionally, I am not surprised that nearly 75% of test takers had a slight to strong automatic preference for thin people. I was surprised to see that 15% of people maintain no bias towards fat or thin people.

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My results indicated that I have little to no automatic preference between Judaism and Christianity. These results surprised me, as I assumed that I would have some preference to Christianity. Although I am not religious, I assumed that living in a rural conservative community would result in an implicit bias that favored Christianity. However, recently I have been reading about religious trauma and that may have influenced my perspective. I am surprised that 18% of test takers had similar results as me. However, I am not surprised that nearly 70% of test takers maintained a preference to Christianity, as Christianity is the most predominate religion in the United States.

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

Carey, J., PhD., Harrington, K., Martin, I., & Stevenson, D. (2018). A statewide evaluation of the outcomes of the implementation of the ASCA national model school counseling programs in Utah highschools. Professional School Counseling, 16(2), 89-99. Retrieved from https://www.proquest.com/scholarly-journals/statewide-evaluation-outcomes-implementation-asca/docview/1287026859/se-2?accountid=14872

Centers for Disease Control and Prevention. (2018, January 12). Suicide in rural America. Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/ruralhealth/Suicide.html

Rural Mental Health Overview. (2021). Retrieved from https://www.ruralhealthinfo.org/topics/mental-health

U.S. Department of Health and Human Services. (2021). Suicide prevention2. National Institute of Mental Health. Retrieved January 24, 2022, from https://www.nimh.nih.gov/health/topics/suicide-prevention

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The following article discusses positive educational outcomes related to the implementation of the ASCA National Model. The study conducted evaluated the relationships between the characteristics of the ASCA National Model and student outcomes. The article details a statewide evaluation that was conducted in Utah. The results indicated that implementation of the ASCA National Model caused enhanced student outcomes in several areas. This implementation was associated with higher student participation in ACT taking as well as high ACT scores. Additionally, positive outcomes from the implementation of the ASCA National Model were reflected in standardized test scores. Student interest in college and college aspirations were increased with the implementation of the ASCA National Model. A mediator of the success of this program is the student to school counselor ratio. Student disciplinary issues decreased and student attendance increased with higher school counselor to student ratios.

The information in this article is reflective of the effectiveness of the ASCA National Model and the positive impact that school counselors can have on academic achievement. Studies such as these provide students, educators, and administrators with confidence that with consistent and accurate implementation of the ASCA National Model, positive outcomes are likely.