# data[].attributes.body
Define

School Counselor Competency Assessment

I took the School Counselor Competency Assessment. I realized that there were behaviors that I needed to improve and others that I acknowledged. Mindset standards are standards that I am familiar with because they were taught in the class. I enjoy helping children as well as adults; therefore, I will enjoy becoming a counselor.

I did not understand the behavior points that I received because it was the opposite of what I believe. I do not care what color a person’s skin is, I have learned that everyone is due to respect. I treat people the way I want to be treated. I discovered a long time ago that we are all the same, and that it is biased to believe that this is not true. I believe that the assessment I participated in was made with certain standards to find out how the counselors are thinking. This is an important thing because if you are not aware of your opinion towards students, people, places, or things, you should be informed of what is accurate.

There are some things that I need to work on, and I will because I want to be an honest counselor that displays integrity. I do not want to be a counselor with false pretenses. Today, school, society, and at home being taught to be unbiased is mandatory especially if everyone agrees, do you? The document was for the counselors to self-assess their own mindsets and behaviors (ASCA, 2019).

I checked certain blocks, but I wanted to check them all. I agreed with all the mindsets because I believe that students should be treated with dignity and self-worth because they should be in a safe environment to learn and if collaborating with a school counselor is a necessity than they should be entitled to use the assistance from a school counselor (ASCA, 2019).

Where the-BF 1 stated, “Allying developed learning, counseling, and education theories and counselors should use human development theories to have an impact on developmental issues affecting student success,” I am personally aware of the necessities of a student to prosper which are counseling theories, a safe environment, solution-focused brief counseling and person-centered counseling and a family system (ASCA, 2019).

I know about leadership, understanding of education systems, legal issues, policies research and trends in education, applying legal and ethical principles of the school counseling profession, staying current with school counseling research, using ASCA Mindsets & Behaviors for Student Success standards to inform the implementation of a comprehensive school counseling program, prioritizing ASCA Mindsets & Behaviors for Student Success standards aligned with school improvement goals/data to enhance the children, understand diversity and how it applies to culture, socially, student success, demonstrate basic knowledge and respect of differences in customs, communicating, traditions, v values and other traits among students based on race, religion, ethnicity, nationality, sexual orientation, gender identity, physical or intellectually and being able to comply with other factor(ASCA, 2019).

I understand how and what is required to be a leader by initiating positive information, stand up for student when they are not able to speak for themselves, assist students directly while in school, and display indirect information after school and with parents, use incentives in large group settings, small group settings, and individual settings. Give short-term counseling in small groups and individual settings, keep a list of current referral resources with school and district policies, for students, employees, and households to be effective in addressing academic, career, and socially/emotionally issues (ASCA, 2019).

Ask to initiate assistance to student achieving and being successful. Research students' needs and their household, teachers, organization, other school staff and community administrations to use the selection of strategies for student success. Pair up with other counselors, teachers, stakeholders, and other staff members to create a plan and strategies to assist the students. Identify when the student is not coming to school or having problems with his/her assignments and studies. Set goals for students to achieve, attend school, discipline data to make yearly progress for students to have great outcomes that are in line with school improvement goals (ASCA, 2019).

Be aware of the ASCA Mindsets & Behaviors for students to become successful and addressing necessities that are recognized in activity goals.  Make assessments and report program outcomes to school and communities. Using time in an appropriate manner according to national recommendation and student/school data. Distinguish between Direct and Indirect student services. Be sure to include the principal, teacher, counselors in the agreements about the comprehensive school counseling programs. Initiate and assemble an advisor council for the comprehensive school counselor program. Initiate meetings with stakeholders, principal, families, and others. Explain and advocate for appropriate school counselor performance appraisal process based on school counselor standards and implementation of the comprehensive school counseling program (ASCA, 2019).

Infographic

During the Implicit Association Test (IAT) you just completed:

Your responses suggested a strong automatic preference for Light Skinned People Over Dark-Skinned People.

Disclaimer: These IAT results are provided for educational purposes only. The results may fluctuate and should not be used to make important decisions. The results are influenced by variables related to the test (e.g., the words or images used to represent categories) and the person (e.g., being tired, what you were thinking about before the IAT).

How does the IAT work?

The IAT measures associations between concepts (e.g., Light Skinned People and Dark-Skinned People) and evaluations (e.g., Good, Bad). People are quicker to respond when items that are more closely related in their mind share the same button. For example, an implicit preference for Light Skinned People relative to Dark Skinned People means that you are faster to sort words when 'Light Skinned People' and 'Good' share a button relative to when 'Dark Skinned People' and 'Good' share a button.

Studies that summarize data across many people find that the IAT predicts discrimination in hiring, education, healthcare, and law enforcement. However, taking an IAT once (like you just did) is not likely to predict your future behavior well.

Define

School Counselor Competency Assessment

I took the School Counselor Competency Assessment. I realized that there were behaviors that I needed to improve and others that I acknowledged. Mindset standards are standards that I am familiar with because they were taught in the class. I enjoy helping children as well as adults; therefore, I will enjoy becoming a counselor.

I did not understand the behavior points that I received because it was the opposite of what I believe. I do not care what color a person’s skin is, I have learned that everyone is due to respect. I treat people the way I want to be treated. I discovered a long time ago that we are all the same, and that it is biased to believe that this is not true. I believe that the assessment I participated in was made with certain standards to find out how the counselors are thinking. This is an important thing because if you are not aware of your opinion towards students, people, places, or things, you should be informed of what is accurate.

There are some things that I need to work on, and I will because I want to be an honest counselor that displays integrity. I do not want to be a counselor with false pretenses. Today, school, society, and at home being taught to be unbiased is mandatory especially if everyone agrees, do you? The document was for the counselors to self-assess their own mindsets and behaviors (ASCA, 2019).

I checked certain blocks, but I wanted to check them all. I agreed with all the mindsets because I believe that students should be treated with dignity and self-worth because they should be in a safe environment to learn and if collaborating with a school counselor is a necessity than they should be entitled to use the assistance from a school counselor (ASCA, 2019).

Where the-BF 1 stated, “Allying developed learning, counseling, and education theories and counselors should use human development theories to have an impact on developmental issues affecting student success,” I am personally aware of the necessities of a student to prosper which are counseling theories, a safe environment, solution-focused brief counseling and person-centered counseling and a family system (ASCA, 2019).

I know about leadership, understanding of education systems, legal issues, policies research and trends in education, applying legal and ethical principles of the school counseling profession, staying current with school counseling research, using ASCA Mindsets & Behaviors for Student Success standards to inform the implementation of a comprehensive school counseling program, prioritizing ASCA Mindsets & Behaviors for Student Success standards aligned with school improvement goals/data to enhance the children, understand diversity and how it applies to culture, socially, student success, demonstrate basic knowledge and respect of differences in customs, communicating, traditions, v values and other traits among students based on race, religion, ethnicity, nationality, sexual orientation, gender identity, physical or intellectually and being able to comply with other factor(ASCA, 2019).

I understand how and what is required to be a leader by initiating positive information, stand up for student when they are not able to speak for themselves, assist students directly while in school, and display indirect information after school and with parents, use incentives in large group settings, small group settings, and individual settings. Give short-term counseling in small groups and individual settings, keep a list of current referral resources with school and district policies, for students, employees, and households to be effective in addressing academic, career, and socially/emotionally issues (ASCA, 2019).

Ask to initiate assistance to student achieving and being successful. Research students' needs and their household, teachers, organization, other school staff and community administrations to use the selection of strategies for student success. Pair up with other counselors, teachers, stakeholders, and other staff members to create a plan and strategies to assist the students. Identify when the student is not coming to school or having problems with his/her assignments and studies. Set goals for students to achieve, attend school, discipline data to make yearly progress for students to have great outcomes that are in line with school improvement goals (ASCA, 2019).

Be aware of the ASCA Mindsets & Behaviors for students to become successful and addressing necessities that are recognized in activity goals.  Make assessments and report program outcomes to school and communities. Using time in an appropriate manner according to national recommendation and student/school data. Distinguish between Direct and Indirect student services. Be sure to include the principal, teacher, counselors in the agreements about the comprehensive school counseling programs. Initiate and assemble an advisor council for the comprehensive school counselor program. Initiate meetings with stakeholders, principal, families, and others. Explain and advocate for appropriate school counselor performance appraisal process based on school counselor standards and implementation of the comprehensive school counseling program (ASCA, 2019).

Infographic

During the Implicit Association Test (IAT) you just completed:

Your responses suggested a strong automatic preference for Light Skinned People Over Dark-Skinned People.

Disclaimer: These IAT results are provided for educational purposes only. The results may fluctuate and should not be used to make important decisions. The results are influenced by variables related to the test (e.g., the words or images used to represent categories) and the person (e.g., being tired, what you were thinking about before the IAT).

How does the IAT work?

The IAT measures associations between concepts (e.g., Light Skinned People and Dark-Skinned People) and evaluations (e.g., Good, Bad). People are quicker to respond when items that are more closely related in their mind share the same button. For example, an implicit preference for Light Skinned People relative to Dark Skinned People means that you are faster to sort words when 'Light Skinned People' and 'Good' share a button relative to when 'Dark Skinned People' and 'Good' share a button.

Studies that summarize data across many people find that the IAT predicts discrimination in hiring, education, healthcare, and law enforcement. However, taking an IAT once (like you just did) is not likely to predict your future behavior well.

Define

School Counselor Competency Assessment

I took the School Counselor Competency Assessment. I realized that there were behaviors that I needed to improve and others that I acknowledged. Mindset standards are standards that I am familiar with because they were taught in the class. I enjoy helping children as well as adults; therefore, I will enjoy becoming a counselor.

I did not understand the behavior points that I received because it was the opposite of what I believe. I do not care what color a person’s skin is, I have learned that everyone is due to respect. I treat people the way I want to be treated. I discovered a long time ago that we are all the same, and that it is biased to believe that this is not true. I believe that the assessment I participated in was made with certain standards to find out how the counselors are thinking. This is an important thing because if you are not aware of your opinion towards students, people, places, or things, you should be informed of what is accurate.

There are some things that I need to work on, and I will because I want to be an honest counselor that displays integrity. I do not want to be a counselor with false pretenses. Today, school, society, and at home being taught to be unbiased is mandatory especially if everyone agrees, do you? The document was for the counselors to self-assess their own mindsets and behaviors (ASCA, 2019).

I checked certain blocks, but I wanted to check them all. I agreed with all the mindsets because I believe that students should be treated with dignity and self-worth because they should be in a safe environment to learn and if collaborating with a school counselor is a necessity than they should be entitled to use the assistance from a school counselor (ASCA, 2019).

Where the-BF 1 stated, “Allying developed learning, counseling, and education theories and counselors should use human development theories to have an impact on developmental issues affecting student success,” I am personally aware of the necessities of a student to prosper which are counseling theories, a safe environment, solution-focused brief counseling and person-centered counseling and a family system (ASCA, 2019).

I know about leadership, understanding of education systems, legal issues, policies research and trends in education, applying legal and ethical principles of the school counseling profession, staying current with school counseling research, using ASCA Mindsets & Behaviors for Student Success standards to inform the implementation of a comprehensive school counseling program, prioritizing ASCA Mindsets & Behaviors for Student Success standards aligned with school improvement goals/data to enhance the children, understand diversity and how it applies to culture, socially, student success, demonstrate basic knowledge and respect of differences in customs, communicating, traditions, v values and other traits among students based on race, religion, ethnicity, nationality, sexual orientation, gender identity, physical or intellectually and being able to comply with other factor(ASCA, 2019).

I understand how and what is required to be a leader by initiating positive information, stand up for student when they are not able to speak for themselves, assist students directly while in school, and display indirect information after school and with parents, use incentives in large group settings, small group settings, and individual settings. Give short-term counseling in small groups and individual settings, keep a list of current referral resources with school and district policies, for students, employees, and households to be effective in addressing academic, career, and socially/emotionally issues (ASCA, 2019).

Ask to initiate assistance to student achieving and being successful. Research students' needs and their household, teachers, organization, other school staff and community administrations to use the selection of strategies for student success. Pair up with other counselors, teachers, stakeholders, and other staff members to create a plan and strategies to assist the students. Identify when the student is not coming to school or having problems with his/her assignments and studies. Set goals for students to achieve, attend school, discipline data to make yearly progress for students to have great outcomes that are in line with school improvement goals (ASCA, 2019).

Be aware of the ASCA Mindsets & Behaviors for students to become successful and addressing necessities that are recognized in activity goals.  Make assessments and report program outcomes to school and communities. Using time in an appropriate manner according to national recommendation and student/school data. Distinguish between Direct and Indirect student services. Be sure to include the principal, teacher, counselors in the agreements about the comprehensive school counseling programs. Initiate and assemble an advisor council for the comprehensive school counselor program. Initiate meetings with stakeholders, principal, families, and others. Explain and advocate for appropriate school counselor performance appraisal process based on school counselor standards and implementation of the comprehensive school counseling program (ASCA, 2019).

Infographic

During the Implicit Association Test (IAT) you just completed:

Your responses suggested a strong automatic preference for Light Skinned People Over Dark-Skinned People.

Disclaimer: These IAT results are provided for educational purposes only. The results may fluctuate and should not be used to make important decisions. The results are influenced by variables related to the test (e.g., the words or images used to represent categories) and the person (e.g., being tired, what you were thinking about before the IAT).

How does the IAT work?

The IAT measures associations between concepts (e.g., Light Skinned People and Dark-Skinned People) and evaluations (e.g., Good, Bad). People are quicker to respond when items that are more closely related in their mind share the same button. For example, an implicit preference for Light Skinned People relative to Dark Skinned People means that you are faster to sort words when 'Light Skinned People' and 'Good' share a button relative to when 'Dark Skinned People' and 'Good' share a button.

Studies that summarize data across many people find that the IAT predicts discrimination in hiring, education, healthcare, and law enforcement. However, taking an IAT once (like you just did) is not likely to predict your future behavior well.

Does the order in which I took the IAT matter?

The order in which you take the test can influence your results, but the effect is small. We minimize this effect by giving practice trials after the categories switch sides. We also randomly assign the order of the IAT so that some people get one order and other people get the reverse order.

I still have questions about the IAT.

If you have questions about the IAT, please consult the links at the top of the page, where you will find answers to frequently asked questions, links to related research, and additional information about implicit associations. You may also email us with questions or comments.

Please answer the following questions about your results:

1. What brought you to this website?

-- Choose an option --

Assignment for school

Assignment for work

Mention in a news story (any medium)

Mention or link at a non-news Internet site

My Internet search for this topic or a related topic

Recommendation of a friend or co-worker

Other

2. What do you think of the IAT?

| Not at all  | Slightly  | Moderately  | Very  | Extremely
To what extent did you enjoy trying the IAT?  |   |   | x  |   |
To what extent did the IAT score you received change your view of yourself?  |   |   | X    |   |
To what extent are you skeptical of the IAT score that you received?  |   |   |   |   | x

This test stated something about me that is not true. I do not judge people by their color, we are all human and loved by God who is the Judge.

Thank you for participating in this study. Your responses will be helpful in our research!

The sorting test you took during the study is called the Implicit Association Test (IAT).

During the IAT you just completed:

Your data suggest moderate automatic association of Women with Family (and Men with Career).

What Was This Study About?

We are interested in understanding whether laws influence beliefs about what policies other people support and do not support. We predict that people will think that others agree with the laws that are passed more than with laws that are struck down.

This test was also wrong about me I come from a family of eleven girls and six boys, and I enjoyed it, although we were brought up in a structured environment, at home and catholic school.

Disclaimer:

The IAT results you received are not a definitive assessment of your implicit preference. The results may be influenced by variables related to the test (e.g., the category labels or items used to represent the categories on the IAT) or the person (e.g., how tired you are). The results are provided for educational purposes only.

How Does the IAT Work?

The IAT measures the strength of associations between concepts (e.g., MEN, WOMEN) and attributes (e.g., FAMILY, CAREER). The main idea is that making a response is easier when closely related items share the same response key. We would say that one has an implicit association between WOMEN + FAMILY (and MEN + FAMILY) relative to the reverse if they are faster to categorize words when WOMEN and FAMILY (and MEN and CAREER) share a response key relative to when WOMEN and CAREER (and MEN and FAMILY) share a response key.

Any single IAT is unlikely to predict behavior well for a specific individual. Taken together, the IAT can predict behavior such as discrimination in hiring and promotion, medical treatment, and decisions related to criminal justice.

Does The Order in Which I Took the IAT Matter?

Yes, the order in which you take the IAT can influence your overall results. But the effect is small. So, if you first pair WOMEN + FAMILY / MEN + CAREER and then pair WOMEN + CAREER / MEN + FAMILY, your results might be a just a tiny bit different than they would be if you had done the reverse pairing first. To minimize the order effect, we give more practice trials before the second pairing than we did before the first pairing. We also randomly assign participants to one of the two orderings, so half of the test-takers complete one order first and the other half complete the other order first.

I Still Have Questions About the Study.

If you have questions about the IAT, please check out our Frequently Asked Questions (FAQ). If you have any questions or comments about the study, please email the lead investigator Kate Ratliff (ratliff@ufl.edu).

Who to contact about your rights as a participant in this study:
UFIRB office, University of Florida, Gainesville, FL 32611-2250; Phone: 352-392-0433.

Your Participation and Financial Support Are Important!

Thank you again for participating in this research! We have learned so much from people like you taking the time to be part of our work. If you have time, please consider taking another test by clicking the button below.

As a non-profit organization, we would also appreciate your financial support. Since our establishment in 2005, we have educated more than a million visitors each year about implicit biases concerning race, gender, sexual orientation, and other topics. Your donation supports Project Implicit educational, scientific, and public service missions.

Light Skinned People Over Dark-Skinned People Implicit Assessment Test

This was a strange test because it was a good/bad option, and it gave me a score that was opposite of how I really feel. I do not think that the test was set up to give an opinion of how someone really feels. Then if it is the way they think I will work on this before becoming a professional counselor which is my goal to accomplish.

This test was prepared by a non-profit organization and its main objective was students, schools, and counselors.

“The IAT (Implicit Association Test) measures associations between concepts (e.g., Light Skinned People and Dark-Skinned People) and evaluations (e.g., Good, Bad). People are quicker to respond when items that are more closely related in their mind share the same button. For example, an implicit preference for Light Skinned People relative to Dark Skinned People means that you are faster to sort words when 'Light Skinned People' and 'Good' share a button relative to when 'Dark Skinned People' and 'Good' share a button (UFIRB office, University of Florida, Gainesville, FL 32611-2250, 2022.

Resources:

The ASCA Ethical Standards:

The ASCA Ethical Standards for School Counselors defines the concepts of ethical behavior that are mandatory to enable the highest standard of honesty, authority, and expertise. They convoy school counselors’ cognitive process and assist systematize qualified profession to safeguard both students and school counselors (ASCA, 2019).

The ASCA Ethical Standards:

Serve as an escort for the ethical practices of all school counselors, supervisors/directors of school counseling programs and school counselor educators no matter what the level, area, community services or members in this competent alliance (ASCA, 2019).

Give assistance and course for self-assessment, peer consultant and assessments about school counselors’ accountabilities to students, parents/guardians, colleagues and professional associates, schools district employees, communities, and the school counseling profession (ASCA, 2019).

Inform all stakeholders, including students, parents/guardians, teachers, administrators, community members and courts of justice of best ethical practices, values and expected behaviors of the school counseling professional (ASCA, 2019).

Responsibility To Students
Supporting Student Development

I am committed to all students, households, or anyone that needs counseling.

Children are special and they merit to be treated with dignity and respect as unique individuals. I aim to assist counseling to students in a short event and give assistance to students and households/guardians in acquiring outside services if the student requires long-term clinical counseling (ASCA, 2019).

I will not distinguish but I will remain aware of how a student’s detection can affect the student’s academic accomplishments.

I will acknowledge the role of families/guardians and households. I will be worried about the students' academic, career and social/emotional requirements and give support to each student's greatest growth.

I will respect students and their household values, trust, sexual orientation, gender identification/expression and cultural background and practice great care to avoid impressing personal trust or values rooted in one’s religion, culture, or ethnicity.

I will be aware of laws, directives and policies affecting students and households and try to safeguard and notify students and households about their rights.

I will consider the participation of support networks, wraparound services and educational teams that are necessary to assist students.

I will support suitable borders and am knowledgeable that any sexual or romantic connection with students whether legal or illegal in the state of practice is considered a grievous breach of ethics and is forbidden about a student’s age. This prohibition applies to both in-person and electronic connections and relationships (ASCA, 2019),

My objective for my future students is to be supportive and stand up for them when they cannot speak for his/herself. I will teach them to be honest and independent. I will apply everything I learn in school, and from the ASCA manual, along with what I bring to the table to do what is right.

References

ASCA. (2019). ASCA National Model: A Framework for School Counseling Programs. Alexandria, VA.

Does the order in which I took the IAT matter?

The order in which you take the test can influence your results, but the effect is small. We minimize this effect by giving practice trials after the categories switch sides. We also randomly assign the order of the IAT so that some people get one order and other people get the reverse order.

I still have questions about the IAT.

If you have questions about the IAT, please consult the links at the top of the page, where you will find answers to frequently asked questions, links to related research, and additional information about implicit associations. You may also email us with questions or comments.

Please answer the following questions about your results:

1. What brought you to this website?

-- Choose an option --

Assignment for school

Assignment for work

Mention in a news story (any medium)

Mention or link at a non-news Internet site

My Internet search for this topic or a related topic

Recommendation of a friend or co-worker

Other

2. What do you think of the IAT?

| Not at all  | Slightly  | Moderately  | Very  | Extremely
To what extent did you enjoy trying the IAT?  |   |   | x  |   |
To what extent did the IAT score you received change your view of yourself?  |   |   | X    |   |
To what extent are you skeptical of the IAT score that you received?  |   |   |   |   | x

This test stated something about me that is not true. I do not judge people by their color, we are all human and loved by God who is the Judge.

Thank you for participating in this study. Your responses will be helpful in our research!

The sorting test you took during the study is called the Implicit Association Test (IAT).

During the IAT you just completed:

Your data suggest moderate automatic association of Women with Family (and Men with Career).

What Was This Study About?

We are interested in understanding whether laws influence beliefs about what policies other people support and do not support. We predict that people will think that others agree with the laws that are passed more than with laws that are struck down.

This test was also wrong about me I come from a family of eleven girls and six boys, and I enjoyed it, although we were brought up in a structured environment, at home and catholic school.

Disclaimer:

The IAT results you received are not a definitive assessment of your implicit preference. The results may be influenced by variables related to the test (e.g., the category labels or items used to represent the categories on the IAT) or the person (e.g., how tired you are). The results are provided for educational purposes only.

How Does the IAT Work?

The IAT measures the strength of associations between concepts (e.g., MEN, WOMEN) and attributes (e.g., FAMILY, CAREER). The main idea is that making a response is easier when closely related items share the same response key. We would say that one has an implicit association between WOMEN + FAMILY (and MEN + FAMILY) relative to the reverse if they are faster to categorize words when WOMEN and FAMILY (and MEN and CAREER) share a response key relative to when WOMEN and CAREER (and MEN and FAMILY) share a response key.

Any single IAT is unlikely to predict behavior well for a specific individual. Taken together, the IAT can predict behavior such as discrimination in hiring and promotion, medical treatment, and decisions related to criminal justice.

Does The Order in Which I Took the IAT Matter?

Yes, the order in which you take the IAT can influence your overall results. But the effect is small. So, if you first pair WOMEN + FAMILY / MEN + CAREER and then pair WOMEN + CAREER / MEN + FAMILY, your results might be a just a tiny bit different than they would be if you had done the reverse pairing first. To minimize the order effect, we give more practice trials before the second pairing than we did before the first pairing. We also randomly assign participants to one of the two orderings, so half of the test-takers complete one order first and the other half complete the other order first.

I Still Have Questions About the Study.

If you have questions about the IAT, please check out our Frequently Asked Questions (FAQ). If you have any questions or comments about the study, please email the lead investigator Kate Ratliff (ratliff@ufl.edu).

Who to contact about your rights as a participant in this study:
UFIRB office, University of Florida, Gainesville, FL 32611-2250; Phone: 352-392-0433.

Your Participation and Financial Support Are Important!

Thank you again for participating in this research! We have learned so much from people like you taking the time to be part of our work. If you have time, please consider taking another test by clicking the button below.

As a non-profit organization, we would also appreciate your financial support. Since our establishment in 2005, we have educated more than a million visitors each year about implicit biases concerning race, gender, sexual orientation, and other topics. Your donation supports Project Implicit educational, scientific, and public service missions.

Light Skinned People Over Dark-Skinned People Implicit Assessment Test

This was a strange test because it was a good/bad option, and it gave me a score that was opposite of how I really feel. I do not think that the test was set up to give an opinion of how someone really feels. Then if it is the way they think I will work on this before becoming a professional counselor which is my goal to accomplish.

This test was prepared by a non-profit organization and its main objective was students, schools, and counselors.

“The IAT (Implicit Association Test) measures associations between concepts (e.g., Light Skinned People and Dark-Skinned People) and evaluations (e.g., Good, Bad). People are quicker to respond when items that are more closely related in their mind share the same button. For example, an implicit preference for Light Skinned People relative to Dark Skinned People means that you are faster to sort words when 'Light Skinned People' and 'Good' share a button relative to when 'Dark Skinned People' and 'Good' share a button (UFIRB office, University of Florida, Gainesville, FL 32611-2250, 2022.

Resources:

The ASCA Ethical Standards:

The ASCA Ethical Standards for School Counselors defines the concepts of ethical behavior that are mandatory to enable the highest standard of honesty, authority, and expertise. They convoy school counselors’ cognitive process and assist systematize qualified profession to safeguard both students and school counselors (ASCA, 2019).

The ASCA Ethical Standards:

Serve as an escort for the ethical practices of all school counselors, supervisors/directors of school counseling programs and school counselor educators no matter what the level, area, community services or members in this competent alliance (ASCA, 2019).

Give assistance and course for self-assessment, peer consultant and assessments about school counselors’ accountabilities to students, parents/guardians, colleagues and professional associates, schools district employees, communities, and the school counseling profession (ASCA, 2019).

Inform all stakeholders, including students, parents/guardians, teachers, administrators, community members and courts of justice of best ethical practices, values and expected behaviors of the school counseling professional (ASCA, 2019).

Responsibility To Students
Supporting Student Development

I am committed to all students, households, or anyone that needs counseling.

Children are special and they merit to be treated with dignity and respect as unique individuals. I aim to assist counseling to students in a short event and give assistance to students and households/guardians in acquiring outside services if the student requires long-term clinical counseling (ASCA, 2019).

I will not distinguish but I will remain aware of how a student’s detection can affect the student’s academic accomplishments.

I will acknowledge the role of families/guardians and households. I will be worried about the students' academic, career and social/emotional requirements and give support to each student's greatest growth.

I will respect students and their household values, trust, sexual orientation, gender identification/expression and cultural background and practice great care to avoid impressing personal trust or values rooted in one’s religion, culture, or ethnicity.

I will be aware of laws, directives and policies affecting students and households and try to safeguard and notify students and households about their rights.

I will consider the participation of support networks, wraparound services and educational teams that are necessary to assist students.

I will support suitable borders and am knowledgeable that any sexual or romantic connection with students whether legal or illegal in the state of practice is considered a grievous breach of ethics and is forbidden about a student’s age. This prohibition applies to both in-person and electronic connections and relationships (ASCA, 2019),

My objective for my future students is to be supportive and stand up for them when they cannot speak for his/herself. I will teach them to be honest and independent. I will apply everything I learn in school, and from the ASCA manual, along with what I bring to the table to do what is right.

References

ASCA. (2019). ASCA National Model: A Framework for School Counseling Programs. Alexandria, VA.

Does the order in which I took the IAT matter?

The order in which you take the test can influence your results, but the effect is small. We minimize this effect by giving practice trials after the categories switch sides. We also randomly assign the order of the IAT so that some people get one order and other people get the reverse order.

I still have questions about the IAT.

If you have questions about the IAT, please consult the links at the top of the page, where you will find answers to frequently asked questions, links to related research, and additional information about implicit associations. You may also email us with questions or comments.

Please answer the following questions about your results:

1. What brought you to this website?

-- Choose an option --

Assignment for school

Assignment for work

Mention in a news story (any medium)

Mention or link at a non-news Internet site

My Internet search for this topic or a related topic

Recommendation of a friend or co-worker

Other

2. What do you think of the IAT?

| Not at all  | Slightly  | Moderately  | Very  | Extremely
To what extent did you enjoy trying the IAT?  |   |   | x  |   |
To what extent did the IAT score you received change your view of yourself?  |   |   | X    |   |
To what extent are you skeptical of the IAT score that you received?  |   |   |   |   | x

This test stated something about me that is not true. I do not judge people by their color, we are all human and loved by God who is the Judge.

Thank you for participating in this study. Your responses will be helpful in our research!

The sorting test you took during the study is called the Implicit Association Test (IAT).

During the IAT you just completed:

Your data suggest moderate automatic association of Women with Family (and Men with Career).

What Was This Study About?

We are interested in understanding whether laws influence beliefs about what policies other people support and do not support. We predict that people will think that others agree with the laws that are passed more than with laws that are struck down.

This test was also wrong about me I come from a family of eleven girls and six boys, and I enjoyed it, although we were brought up in a structured environment, at home and catholic school.

Disclaimer:

The IAT results you received are not a definitive assessment of your implicit preference. The results may be influenced by variables related to the test (e.g., the category labels or items used to represent the categories on the IAT) or the person (e.g., how tired you are). The results are provided for educational purposes only.

How Does the IAT Work?

The IAT measures the strength of associations between concepts (e.g., MEN, WOMEN) and attributes (e.g., FAMILY, CAREER). The main idea is that making a response is easier when closely related items share the same response key. We would say that one has an implicit association between WOMEN + FAMILY (and MEN + FAMILY) relative to the reverse if they are faster to categorize words when WOMEN and FAMILY (and MEN and CAREER) share a response key relative to when WOMEN and CAREER (and MEN and FAMILY) share a response key.

Any single IAT is unlikely to predict behavior well for a specific individual. Taken together, the IAT can predict behavior such as discrimination in hiring and promotion, medical treatment, and decisions related to criminal justice.

Does The Order in Which I Took the IAT Matter?

Yes, the order in which you take the IAT can influence your overall results. But the effect is small. So, if you first pair WOMEN + FAMILY / MEN + CAREER and then pair WOMEN + CAREER / MEN + FAMILY, your results might be a just a tiny bit different than they would be if you had done the reverse pairing first. To minimize the order effect, we give more practice trials before the second pairing than we did before the first pairing. We also randomly assign participants to one of the two orderings, so half of the test-takers complete one order first and the other half complete the other order first.

I Still Have Questions About the Study.

If you have questions about the IAT, please check out our Frequently Asked Questions (FAQ). If you have any questions or comments about the study, please email the lead investigator Kate Ratliff (ratliff@ufl.edu).

Who to contact about your rights as a participant in this study:
UFIRB office, University of Florida, Gainesville, FL 32611-2250; Phone: 352-392-0433.

Your Participation and Financial Support Are Important!

Thank you again for participating in this research! We have learned so much from people like you taking the time to be part of our work. If you have time, please consider taking another test by clicking the button below.

As a non-profit organization, we would also appreciate your financial support. Since our establishment in 2005, we have educated more than a million visitors each year about implicit biases concerning race, gender, sexual orientation, and other topics. Your donation supports Project Implicit educational, scientific, and public service missions.

Light Skinned People Over Dark-Skinned People Implicit Assessment Test

This was a strange test because it was a good/bad option, and it gave me a score that was opposite of how I really feel. I do not think that the test was set up to give an opinion of how someone really feels. Then if it is the way they think I will work on this before becoming a professional counselor which is my goal to accomplish.

This test was prepared by a non-profit organization and its main objective was students, schools, and counselors.

“The IAT (Implicit Association Test) measures associations between concepts (e.g., Light Skinned People and Dark-Skinned People) and evaluations (e.g., Good, Bad). People are quicker to respond when items that are more closely related in their mind share the same button. For example, an implicit preference for Light Skinned People relative to Dark Skinned People means that you are faster to sort words when 'Light Skinned People' and 'Good' share a button relative to when 'Dark Skinned People' and 'Good' share a button (UFIRB office, University of Florida, Gainesville, FL 32611-2250, 2022.

Resources:

The ASCA Ethical Standards:

The ASCA Ethical Standards for School Counselors defines the concepts of ethical behavior that are mandatory to enable the highest standard of honesty, authority, and expertise. They convoy school counselors’ cognitive process and assist systematize qualified profession to safeguard both students and school counselors (ASCA, 2019).

The ASCA Ethical Standards:

Serve as an escort for the ethical practices of all school counselors, supervisors/directors of school counseling programs and school counselor educators no matter what the level, area, community services or members in this competent alliance (ASCA, 2019).

Give assistance and course for self-assessment, peer consultant and assessments about school counselors’ accountabilities to students, parents/guardians, colleagues and professional associates, schools district employees, communities, and the school counseling profession (ASCA, 2019).

Inform all stakeholders, including students, parents/guardians, teachers, administrators, community members and courts of justice of best ethical practices, values and expected behaviors of the school counseling professional (ASCA, 2019).

Responsibility To Students
Supporting Student Development

I am committed to all students, households, or anyone that needs counseling.

Children are special and they merit to be treated with dignity and respect as unique individuals. I aim to assist counseling to students in a short event and give assistance to students and households/guardians in acquiring outside services if the student requires long-term clinical counseling (ASCA, 2019).

I will not distinguish but I will remain aware of how a student’s detection can affect the student’s academic accomplishments.

I will acknowledge the role of families/guardians and households. I will be worried about the students' academic, career and social/emotional requirements and give support to each student's greatest growth.

I will respect students and their household values, trust, sexual orientation, gender identification/expression and cultural background and practice great care to avoid impressing personal trust or values rooted in one’s religion, culture, or ethnicity.

I will be aware of laws, directives and policies affecting students and households and try to safeguard and notify students and households about their rights.

I will consider the participation of support networks, wraparound services and educational teams that are necessary to assist students.

I will support suitable borders and am knowledgeable that any sexual or romantic connection with students whether legal or illegal in the state of practice is considered a grievous breach of ethics and is forbidden about a student’s age. This prohibition applies to both in-person and electronic connections and relationships (ASCA, 2019),

My objective for my future students is to be supportive and stand up for them when they cannot speak for his/herself. I will teach them to be honest and independent. I will apply everything I learn in school, and from the ASCA manual, along with what I bring to the table to do what is right.

References

ASCA. (2019). ASCA National Model: A Framework for School Counseling Programs. Alexandria, VA.

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Joslin White

Assess

Peer Reviewed Article Review

I found a peer-review article on Bullying. It is quite common in schools today, and it is wrong. Featured Research School Counselors’ Parts and Accountabilities in Bullying Prevention: A National Survey Jacqueline M. Swank1, Sondra Smith-Adcock1, and Jo Lauren Weaver. In this article they examine school counselors’ recognition of their part and accountabilities in confronting bullying. This article researched the commonness of bullying arising, political, lawful, and several school issues. School counselors described distinguishes between their realizations of their parts, accountabilities, and what they believe are their principals’ expectations of school counselors. The outcome, and consequence for school counselors, and guidance for research. Bullying and peer unjust treatment in school settings is a primary concern for both staff and students. According to DeVoe and Bauer (2011), nearly 28% of students report being victimized each year in U.S. schools.

This statistic is regarding the emotional behavior that will not adjust to normal social environment that   bullying causes, which may involve levels of depression, inability to help oneself, and feelings of separation, and endanger to academic implementation and comprehensive decreases in school involvement (Hoglund, 2007; Iyer, Kochenderfer-Ladd, Eisenburg, & Thompson, 2010).

The rejected influences can expand after the students who are preys and immoral acts of bullying to witnesses, with the emotional toll of bullying that affects all that comprehend (Blake, Banks, Patience, & Lund, 2014). To be successful, efforts to prevent bullying should be general and include students, school employees, and households. The commonness and negativity achievements of bullying have affected all states to make a proposal for antibullying laws (U.S. Department of Health and Human Services [HHS], 2014b). Features of these laws have mandated that schools manage suitable investigation, reply, record, and report of bullying. Several state laws authorize that local education agents advance and execute plans that forbid bullying and required constraint programs (HHS, 2014b).

I enjoyed this article because it explains how some people go out of the way to protect children that are involved in bullying.  I was not fortunate enough to have people around to help me when I was being bullied at school. When I attended Catholic school, all races were to sit with their own race. I had to have my leg amputated at seven years old, and I was criticized and called all sorts of negative names. I hope that there are people around today to prevent people from being bullied, do you?

Antibullying legislature points to the school employees to make and keep these policies and processes that include the principal, the teacher, school psychologist, and school counselor. School resource officers also have an expanded presence to assist with preventing violence, which includes bullying (Robles-Pin˜a & Denham, 2012). How antibullying laws are executed in schools, however, it will vary in some states and school systems, which leads to indecisive findings about the effect of policies and programs in much of the bullying prevention literature (Yeager, Fong, Lee, & Espelage, 2015)

Reference:

Bullying. Retrieved at:  School Counselors’ Roles and Responsibilities in Bullying Prevention: A National Survey (sagepub.com)