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Infographic on a current problem schools are facing (Advocate)

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Infographic on a current problem schools are facing (Advocate)

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Deggans, E., (2020, August 25).'Not Racist' Is Not Enough: Putting In The Work To Be Anti-Racist. npr.org.https://www.npr.org/2020/08/24/905515398/not-racist-is-not-enough-putting-in-the-work-to-be-anti-racist

Razi, N. M., (2021, April 23). Anti-racism: Educators Must Do the Heavy Lifting. Learning for Justice. https://www.learningforjustice.org/magazine/antiracism-educators-must-do-the-heavy-lifting

Anghel, A., Lupu, R. A., (2013). Multicultural Counseling in School. Procedia - Social and Behavioral Sciences, 92, 32-35. https://doi.org/

10.1016/j.sbspro.2013.08.632

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School Counselor Competency Assessment (Manage)

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School Counselor Competency Assessment (Manage)

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I believe every student should be given the opportunity to fulfill the potential they have to learn and grow to fulfill their social, emotional, and academic goals (ASCA 2019). I also believe that students have an incredible amount of untapped potential that could be accessed in the school setting if students were free from the effects of bullying and other negative actions that take up space in their minds and lives that could be freed up for other thoughts and activities (Abreu et al., 2016). School counselors should advocate for every student especially when they speak to administrators about those students. The school counselor should be able to be relied upon by students to promote their best interests when the school counselor is involved in decision making at the school-wide level. As well, school counselors should create programs with every student in mind. This often means implementing school wide programs (ASCA 2019) because the only students who report a problem are not the only ones affected by it. To uphold the ASCA Ethical Standards (ASCA 2019), school counselors should regularly self assess and then hold themselves accountable (with their failures and successes) to the many stakeholders and students. As well, school counselors have many ethical obligations to students, stakeholders and themselves. School counselors need to remember that they have an obligation to the safety of all of the students. This could mean telling the proper authorities when a student presents a clear and present danger to themselves and other students. The program I plan to implement as a school counselor will acknowledge the potential that every student has but remember that potential can be fulfilled in many ways and is not just shown through academic achievement. While I will seek to help each student with their academic achievement goals, it is prudent to remember that each student has a diverse set of talents that should be explored and supported. A school counselor's job is not only to encourage academic achievement. They also need to create a supportive school climate and one way to do that is to support each student despite their differing levels of academic achievement.

VISION STATEMENT: As a school counselor, I will seek to advocate for every student in their many situations and will be aware of their diverse family situations, plans after high school, and their goals in while attending the school I am employed at. As well, I believe each student has unlocked potential that could be accessed If I do my job as a trustworthy advocate for every student under my stewardship. As well, I seek to uphold all ethical standards that are placed upon me in my role as a school counselor.

FUTURE GOALS: As a result of my school counseling program, I would aim to see each and every student become a life long learner (whether that means post secondary education or trade schools.)

REFERENCES

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

Abreu, R. L., Black, W. W., Mosley, D. V., & Fedewa, A. L. (2016). LGBTQ Youth Bullying Experiences in Schools: The Role of School Counselors Within a System of Oppression. Journal of Creativity in Mental Health, 11(3–4), 325–342. https://doi-org/10.1080/15401383.2016.1214092

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Better School Counselors, Better Outcomes (Assess Article)

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Better School Counselors, Better Outcomes (Assess Article)

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I selected this article because it fills a gap in research about the effectiveness of school counselors that needed to be rectified (Mulhern, 2020). This article shows how effective a good school counselor can be and addressed how much student outcomes are affected by school counseling. This article focused on high school counselors and the effectiveness of college readiness counseling because that data lends itself to drawing conclusions about school counseling. The article began by stating the purpose of this article. The purpose was to find out how effective school counselors and their programs are by measuring college attendance and acceptance in Massachusetts (Mulhern, 2020). The article goes on to show the data behind specific school counseling practices and how they differ in terms of effectiveness based on the area of focus that the counselor had (Mulhern, 2020).  The article ended by saying that counselors do in fact make a difference in terms of college acceptance and attendance (Mulhern, 2020).

The summary of this article falls into line with my own experience with my high school counselor. I was assigned my counselor based on my last name (Mulhern, 2020) and I did attend a four year college for my undergraduate degree because of the encouragement of my counselor to take AP classes and exams (Mulhern 2020). In turn, I was more likely to attend a four year college and that connection is covered in the article (Mulhern, 2020). Additionally, my high school counselor encouraged me too apply to colleges based on large group sessions (Kaffenberger et al., 2015) that she held where the point was to apply to universities in a universal application that applied to many schools at one time.

Mulhern, C. (2020). Better school counselors, better outcomes. Education Next, 20(3), 52-59. https://eds-a-ebscohost com.ezp.waldenulibrary.org/eds/detail/detail?vid=14&sid=733e3957-58cd-474f-b7a2-9d2a6c11f25c%40sessionmgr4007&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=144325908&db=eue

Kaffenbeger, C., Young, A., (2015). School counseling professional development. Professional School Counseling, 19(1), 45-56. https://doi.org/10.5330/1096-2409-19.1.46