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I took two Harvard Implicit Bias tests. There were some details I learned about myself.  I was tested on the level of bias toward the disabled. The disability test showed a low preference for being around disabled people vs. able people: meaning I have little or no selection regarding disabling individuals. This test did not shock me as much as the bias test for Gay people did. I have worked with the disabled for many years and have always felt comfortable around physically and mentally disabled individuals. Also, having a child with cerebral palsy (CP) with physical and mental setbacks has taught me how to deal with people that are disabled.

The Gay People Bias test results shocked me because I always consider myself non-biased toward gay people. I have many gay friends. But the test showed I preferred straight people slightly more than gay people. The test proved I must revisit and resolve my biases toward Gay people. When working in the counseling field, one must be open-minded to all issues that clients may bring.

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School Counselors have become an essential part of the educational system. Being a counselor at a school means there are duties for one to administer for a student to be successful. In administering intervention to students that deal with social and emotional skills students will stand a better chance of improving academically.

In the article, Growth in Middle School Students’ Curiosity,
Executive Functioning, and Academic
Achievement: Results From a Theory-Informed
SEL and MBI School Counseling Intervention researchers examined the student's success rate of academic achievement by conducting a study. The study that was given was a mixed ANOVA test based on Mindsets and Behaviors of ASCA 2014. There were two groups of middle school students from two different schools in the same district. Participating students were broken up into two groups. A treatment group and control group totaling 116 students. The students were from diverse backgrounds and nationalities. The test showed a greater positive change in students that received counseling intervention in stress tolerance, social curiosity, executive functioning, and academic achievement.

I chose this article to prove that school counseling interventions are an important duty to render a successful outcome for students. In this article, it was proven that academic success is achieved by school counseling intervention.

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Vision Statement

Let’s create a plan for becoming a leader. Forge a relationship in self-awareness, self-development, and self-persistence. Focused on client-centered involvement with assists in decision-making processes to break down complicated issues and replace them with self-sufficient actions to promote positive outcomes in one’s life. Allowing changes in our mindset by revising unhealthy habits and developing values through training for stronger constructive beliefs to obtain mental and spiritual balance.

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R.E.M.S.

1. I believe students should take responsibility for their actions.

2. I will create an environment for all students to have empathy for each other.

3. I want students to learn to manage their feelings.

4. I want my students to demonstrate compassion by rendering services to others.

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ASCA Standard & Competencies Assessment 

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ASCA Standard & Competencies Assessment 

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Assessing clients is a duty that is required for School Counselors to administrate often. The ASCA also requires School Counselors to assess for the “primary purpose of completing and analyzing program assessment to guide future actions within the school counseling program to lead to better results for students (American School Counseling Association. 2019).” As a school counselor, one must assess themself, so the ASCA offers to test counselors too. After talking to the ASCA School Counselor Professional Standards & Competencies it revealed my strengths and weaknesses so that I can fix problem areas to become a better counselor.

In the ASCA School Counselor Professional Standard & Competencies assessment, there were three major titles to be tested, with several sub-titles to be tested as well. To summarize my results, I will only use major titles for the overall results of my strengths and weaknesses. The test was given on a point scale: 0=Unsatisfactory, 1=Developing, 2=Proficient, 3=Distinguished, after giving each category a number, the points were added up and divided by the overall sum of the categories total. For example, Professional Responsibility had nine sub-titles with a total of fifty-seven different questions to be given a point. If all questions received a three for distinguished the overall points would be 171 points or 100% distinguished. Below gives my results from the test.

Test Results

Professional Responsibilities 83%

Direct and Indirect Student Services 88%

Planning and Assessment 65%

These results show that when it comes to Professional Responsibilities and Direct and Indirect Student Services, I scored in the 80th percentile, meaning I am highly proficient when operating as a counselor in these categories but there is still room for growth. On the other hand, Planning and Assessment scored the lowest. This means parts of my duties as a counselor have fallen short and I need the most work. The ASCA assessment for counselors has provided essential information for me to research. Next, I must follow through and learn exactly how to plan and assess because it's part of my job duties. I look forward to learning all I can at Walden University so that I won’t fall short of my duties.

Reference

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