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Each student is entitled to, and will be granted the opportunities, resources, and systematic education to promote productive, well-adapted, successful lives. Each student has the ability, and will be encouraged to reach their full potential through their personal development.

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Beyond the Counselor’s Office

I chose this article since the counseling curriculum goes beyond the counselor’s office and emphasizes the collaboration of school staff to implement constructive interventions. Specifically, this article addresses teachers’  in-classroom preparedness when faced with students having adverse childhood experiences. Adverse childhood experiences can often become problematic in the academic environment and cause lifelong negative impacts on individuals. Teachers have long exposure to students throughout the day, and thus are a valuable resource to the health of the school culture. This article specifically addresses the need to consult with teachers about building classroom connections and effective classroom management while considering the non-cognitive factors students face.  By providing specialized training, teachers can build healthy relationships with young students who have experienced adverse childhood experiences, that may be manifesting as disruption in the classroom. Child-teacher relationship training can benefit both the students and the teachers as it builds classroom connections, tend to the non-cognitive needs of the students, builds their resilience, and aligns with the ASCA acceptable duties of school counselors.

Important Concepts

Adverse childhood experiences (ACEs) affect about half of the U.S. Student population. These adverse experiences cause psychosocial development, emotional and behavioral regulation, and relationship building, and can result in lifelong issues (Post et al., 2022). The impact of these experiences can often manifest as disruptive or maladaptive behaviors in the classroom (Post et al., 2022). Post et al. assert that “Research indicates that the number one protective factor for children who have experienced ACEs is a positive, stable relationship with a caring and predictable adult”, therefore by informing teachers with a child-teacher relationship training (CTRT) approach in the classroom, students are likely to increase their resilience, reduce problematic behaviors, and build more secure relationships (Post et. al, 2022, p.98). Through brief training, teachers were able to increase child-centered knowledge and skills, and demonstrate these in the classroom, even with limited resources (Post et al., 2022). Post-training, teachers demonstrated an increase in knowledge and implementation of child-centered care (Post et al., 2022). Further research is needed on the impact of CTRT on students’  sense of belonging and comfort in schools, and their academic improvement. However, this poses an opportunity for school counselors to use CTRT through a school-wide approach, demonstrate a collaborative effort with teachers, integrate the counseling curriculum, and build classroom connections.

Reflection

Teacher’s improved feeling of efficacy, and greater knowledge of child-centered care was a marked

improvement of the CTRT; this assumes that if a teacher is better equipped, students will receive better care. Though previous research suggests that CTRT is beneficial to child resilience, this study did not directly examine the students’ benefits of CTRT and noted that obtaining parental consent is an obstacle for research. Therefore, the examination and implementation of family involvement within the school may be beneficial for improving student outcomes as well.

As a student, I was unaware of any systematic training that teachers and counselors collaboratively integrated. Currently, the same local school district only has one school counselor for each elementary and middle school, with an estimated ratio of 1:450. Due to limited counselors, implementing systematic child-teacher relationship training may be unlikely until further counseling assistance is available. Conversely, providing teachers with skills they can implement in the classroom without directly involving a counselor may be a solution for the lack of counseling professionals, while keeping students engaged in their academic progress.

Resources

Post, P.B., Grybush, A. L., Garcia, M.A, & Flowers, C. (2022) Child–teacher relationship training exclusively in the classroom: Impact on teacher attitudes and behaviors. International Journal of Play Therapy. 31(2), 97-106. https://doi.org/10.1037/pla0000173

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ASCA School Counselor Professional Standards & Competencies Assessment Review

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ASCA School Counselor Professional Standards & Competencies Assessment Review

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COUN 6111S Week 7 ASCA School Counselor Competencies Assessment Review

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I completed the tests that measure automatic preferences between straight people and gay people, and automatic preferences between fat people and thin people. For both tests, my results indicated that I had little to no automatic preference for either group. I chose these two tests since they are relevant to my everyday culture and feel that my results accurately reflect my personal beliefs that all people are good, and individuality should be valued. I found the proportion of participants that had an automatic preference for either straight people, or thin people alarmingly high. With 64% of participants having an automatic preference for straight people, and 75% of participants having an automatic preference for thin people. Interestingly, 18% of people had an automatic preference for gay people, and 18% of participants showed no automatic preference between gay and straight people. Disturbingly, only 15% of participants had no automatic preference between fat and thin people, whereas only nine percent of participants had an automatic preference for fat people. The unconscious bias towards the heteronormative and thin ‘attractive’ people was clearly established, which leads plenty of opportunity for the unintentional but unequal treatment of others. Though I was surprised at the test results as they pertained to the overall participant percentages, it is encouraging to know that my results suggested a lack of bias and re-emphasized the fair and equal treatment of others regardless of their sexuality or their body type. I am encouraged to advocate for people of diverse life situations and explore a deeper understanding of how others’ biases impact the psyche of individuals.

Resources:

Project Implicit (n.d) Take a test. Retrieved from https://implicit.harvard.edu/implicit/takeatest.html

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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

On the IAT, you may find it easier to pair certain attributes with one group of people compared to another. Your IAT results may depart from your personal beliefs.

Note: This site is designed for adults, aged 18 or older.

Data Privacy: Data exchanged with this site are protected by SSL encryption. Project Implicit uses the same secure hypertext transfer protocol (HTTPS) that banks use to securely transfer credit card information. This provides strong security for data transfer to and from our website. IP addresses are routinely recorded, but are completely confidential. For research purposes, data without directly identifying information is made publicly available. You can find more information on our Data Privacy page.

Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. However, these Universities, as well as the individual researchers who have contributed to this site, make no claim for the validity of these suggested interpretations. If you are unprepared to encounter interpretations that you might find objectionable, please do not proceed further. You may prefer to examine general information about the IAT before deciding whether or not to proceed.

If you have questions about the study, please contact Project Implicit at questions@projectimplicit.net. To obtain more information about the study, ask questions about the research procedures, express concerns about your participation, or report illness, injury or other problems, please contact:

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Website for Research Participants: https://research.virginia.edu/research-participants

I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed I am aware of the possibility of encountering interpretations of my IAT test performance with which I may not agree. Knowing this, I wish to proceed using a touchscreen OR using a keyboard.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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Bullying Prevention: Positive Behavior Support using "Stop-Walk-Talk" for K-4

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Bullying Prevention: Positive Behavior Support using "Stop-Walk-Talk" for K-4