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Abstract

This qualitative research study contains a focus on first-generation students' perceptions of their school's comprehensive school counseling program and their school counselor. Through a social capital theory lens, three themes emerged, (a) received school counselors' emotional, motivational, and tailored support, (b) increased social capital through accessing school counselors' knowledge & skills, and (c) benefited from varied modalities of structured support. Implications for school counselors and counselor educators to improve first- generation student outcomes are included.

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"She Went Above and Beyond": How Comprehensive School Counseling Programs Benefit First-Generation College Students through Personalized Support

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Abstract This qualitative research study contains a focus on first-generation students' perceptions of their school's comprehensive school counseling program and their school counselor. Through a social capital theory lens, three themes emerged, (a) received school counselors' emotional, motivational, and tailored support, (b) increased social capital through accessing school counselors' knowledge & skills, and (c) benefited from varied modalities of structured support.

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Core Beliefs

My core belief is that students want to do well and live positive and fulfilling lives.  In the adolescent / teenage years, so much of their decision-making is based on environment combined with cognitive growth. This unfortunately tends to promote behavior and thoughts outside the initial core belief that a positive life is achievable for them as well.  I believe that when students can in a sense ‘get out of their way’ and get back to the basics of building their authentic life, it leaves us with a dynamic in which their abilities to achieve are endless.  These abilities include respecting themselves and others, positively achieving an exceeding educational requirement, setting goals for their future, and continuing to believe that they are capable of doing whatever it is that they want to achieve in life.

Advocacy within the Role of a School Counselor

For a school counselor to advocate for each student, they must represent multiculturalism at the highest level possible.  School counselors have to understand, embrace, and advocate for individuality in every facet of what that means. This includes helping students to overcome the barriers that they are afforded because of their ethnicity, family function, race, etc., and/or any other characteristic that incorporates them into multiculturalism.  It also means pushing the boundaries that may lie within the school system that holds these students back from achievement. Advocacy for a school counselor could mean having an unpopular opinion or vote if that means you help support a student a little more. Lastly, advocacy as a school counselor means that continued education never stops.  There has to be a level of self-accountability in the school counselor role to continue to be able to appropriately advocate as our world evolves and changes.

My School Counseling Program

My school counseling program would start with establishing a very clear collaboration pathway between myself and my school colleagues.  Establishing partnerships to show that support and end goal are on the same path will help unify being able to influence an understanding of what the true role of my being a school counselor is comprised of. Once this collaboration is being achieved effectively, I would focus on the actual plan of advocacy around the students to support their academic, social, emotional, and cognitive growth and development.  The reason I would start with the collaboration rather than the students is that the more I can influence partnerships to walk and promote down the same pathway, the more positive impact I can promote for these students on multiple fronts.

Vision Statement

My vision is to utilize my morals and ethics to create a safe environment for my students so they can be afforded the greatest opportunity to grow academically, socially, emotionally, and cognitively.  We will achieve this by upholding our advocacy for multiculturalism as well as tailoring techniques to individualize all students’ needs.

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MANAGE - Week 7 Assessment Results and Overview

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MANAGE - Week 7 Assessment Results and Overview

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DELIVER - Week 8 Harvard Implicit Bias Test 1

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DELIVER - Week 8 Harvard Implicit Bias Test 1

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Week 8 sexuality Bias Assessment Results

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DELIVER - Week 8 Harvard Implicit Bias Test 2

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DELIVER - Week 8 Harvard Implicit Bias Test 2

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DELIVER - Week 8 Summary Reflection of Harvard Implicit Bias

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DELIVER - Week 8 Summary Reflection of Harvard Implicit Bias

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Both of these assessments indicated that I have no biases in either direction when it comes to sexuality or race. These results did not come as a surprise to me. I have worked very hard in my life to be a culturally accepting and appreciative person. I grew up moving from place to place my entire life and so what originally was somewhat of a survival technique for me became an ultimate appreciation of difference in our world. This appreciation furthered as my education embarked into the mental health profession. With this being said, I am constantly challenging my potential biases through accountability partners and feedback platforms to ensure I remained as culturally sensitive as possible.