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Article- After the Fires: School Counselors Respond

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Article- After the Fires: School Counselors Respond

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After the Fires- School Counselors Respond

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Personal Philosophy of School Counseling

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Personal Philosophy of School Counseling

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I believe school counseling is a fundamental part of education. Students must have their basic needs met in order to learn and be able to show their learning. Basic needs go beyond physical needs and include a healthy mind. School counselors provide those needs to students through a comprehensive counseling program. School counselors also serve as students' largest advocates in the school, there to serve students from various backgrounds in the areas of academic, career, and personal/social development.
Vision Statement
A school counseling program provides children and educators with the skills to be both proactive and reactive to students' academic, personal/social, and college/career development in order to provide equitable and optimal learning potential. Access to quality resources and a rigorous curriculum will provide students with the opportunity to pursue their passions beyond their academic careers.

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Structural Racism at a Glance: Education

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Structural Racism at a Glance: Education

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Reflection:
I chose to complete the Gender-Career implicit association test because as a school counselor, it will be part of my responsibility to educate students on paths to various careers and I have to truly believe any child, regardless of gender, can pursue any career. As a female in the 21st century and a mother to a young female, I have a strong belief that women belong in science careers. While taking the test, I found I was able to make that association easily which I felt proud that my belief aligned with my results. However, I had a hard time associating males with careers in liberal arts and in order to be successful on the test, I had to think of a certain type of male, who I imagined to be sensitive, quiet, insecure and there I found my implicit bias, not for females but for males. A lot of focus is placed on females participating in science activities and I think that is wonderful, but I wonder if males feel that pressure to enter science to feel masculine or make money. I wonder if boys feel insecure about pursuing careers in liberal arts.

I found the questionnaire after the test to be very confusing and I am not sure my answer choices accurately aligned to my beliefs and therefore may have skewed my results. Regardless of results, I learned a lot through the process of the assessment.

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Reflection:
I chose to first complete the Disability implicit association test. As I began the test, I was questioning its purpose and method. As the test went on, I started noticing the method and immediately recognized my implicit bias for being physically abled as being “good” and being physically disabled as being “bad” and my results reflected that, as I have a strong automatic preference for physically abled people. During the test, I felt frustrated with myself when I found how easily I associated being physically disabled as a negative and physically abled as being a positive. I thought I had a believed differently, as that is what I preach in my classroom every day. However, I do admit that I am uncomfortable around people with physical disabilities, but I believe that to only be because I have never spent significant time with anyone with a physical disability. Which in itself, I recognize as a problem. I tend to gravitate and surround myself with like-minded and abled individuals which only perpetuates the issue that disabled individuals struggle to feel included in group settings.

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Reflection of School Competency Assessment

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Reflection of School Competency Assessment

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Based on the ASCA School Counselor Competencies Assessment, I strongly agree with all the Mindsets. These beliefs lead me to a career in education and further lead me to pursue counseling. I have a lot to still learn about theories, research, policies, and standards, but I understand them to be the foundation for the profession. While I will graduate from this program with the most current knowledge, I have a responsibility to the students in my school to continue learning the latest research and practices so that I am always improving my practice.

I find the standards about creating systemic change and implementing action plans within a school very intimidating. It feels like a lot of pressure, so I look forward to learning examples of how this has been done successfully. I also know that when uncovering trends in data that point to inequity means as a school counselor, you must go against the grain to make that systemic change. Going against the grain can lead to a lot of pushback from others in the school and I will need to improve how I handle those situations.

I enjoy looking at data from many different angles and finding trends, so I scored well in areas of Planning and Assessment, particularly standard B-PA 2. “Identify gaps in achievement, attendance, discipline, opportunity and resources.” To get accurate data, you often must rely on others to accurately input their documentation. For example, I know my school often looks for trends in behavioral data but not all teachers follow the right procedures in documenting referrals, particularly for minor infractions. So, it is hard to get an accurate picture. I see this as an area for improvement. School counselors can help to make the documentation process simple and explain the benefits of accurate recording determines future action plans.

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Is Being Equal Being Fair?