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Implict bias test results on Race-
My results to the implicit bias test on race did not surprise me because I do not favor one race of people over another. I believe people are meant to be judged by their actions and not their race. I have always been taught since I was a child to see the person and not the skin tone.

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Implicit Bias Results on Presidents-

The IAT measures associations between concepts (e.g., Recent Presidents and Joe Biden) 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 Recent Presidents relative to Joe Biden means that you are faster to sort words when 'Recent Presidents' and 'Good' share a button relative to when 'Joe Biden' and 'Good' share a button.

Reflection-
My results from the implicit bias test implied that I am more likely to categorize President Joe Biden with characteristics that are represented with positive verbage and recent political issues.

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Counseling Lesson-
Introduction to School Counseling

Classroom Guidance Lesson Plan Template

Title: Learning to express feelings

ASCA Domain Addressed: Academic; Career; Personal/Social [Manage]

Grade Level: 6th Grade

Goals/Objectives:

TSW explain the mind-body connection

TSW explore strategies to express emotions in healthy ways

TSW identify life changes that are most stressful for adolescents

TSW discuss healthy ways that they can cope with their emotions

Estimated Time: Five- 30 minute sessions

Materials:

Introduction video on Expressing Feelings (Video link- https://www.youtube.com/watch?v=TGgC8i5dQHk)

Poster designed for lesson

Journals

Crayons/pencils

Handouts for each student

Sticky notes for student jot notes during the lesson

Emotion game

Name that Emotion game (Technology game on Quia)

Procedures:

Day 1- Expressing emotions in healthy ways

Before TT begins the lesson she will show the students a video on emotions and how to effectively express feelings.

After TS view the video TT will have them to define the word emotion.

TSW identify the source of different emotions. (Why they feel the way that they feel.)

TTW have TS to play a game on emotions with their classmates. During the game they will role play and decide if their peers handle their emotions in an appropriate or inappropriate manner.

Day 2-

TTW show TS a video on angry emotions.

TSW have three vocabulary words for this lesson: hidden anger, hostility, serotonin, and projection.

TTW give the students a list of “look fors” to identify angry emotions (rapid breathing, increased heart rate, sweaty palms, tensed eye brows, decreased sensitivity to pain)

TSW identify angry emotions while completing the game “Name that emotion”

Day 3- Anger Management Skills-

TTW give the students a list of strategies to use when managing anger.

Strategies include- writing a letter, journal writing, taking a “cool down” period/change of scenery, breathe deeply, or talk to an adult or peer that is trustworthy.

TSW role play with a partner and use scenario cards to model effective and ineffective responses.

Day 4- Stress management skills-

TTW show TS a video on how to manage stress.

TTW give TS strategies to help them cope with stressful situations. Strategies- participate in physical activity, eat a balanced diet, and get plenty of rest and sleep

TSW complete a journal activity. The Quickwrite will be about a time when they had to deal with a stressful situation. How did you handle the situation? Would you have handled it differently after learning these coping strategies?

Day 5- Skills assessment-

TSW complete an assessment on the skills and strategies they learned during the course of the week.

Closure:

At the end of each lesson TSW complete a formative assessment on the daily topic.

Monday-  teacher observation

Tuesday- Name that emotion game

Wednesday- Teacher observation during role play

Thursday- Check and chat (TTW read TS journal entry responses to the Quickwrite)

Evaluation:

Day 5 summative skills assessment

Source:  https://www.warrencountyschools.org/userfiles/2798/Classes/16329/lesson10.pdf

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School Counselor Competency Results-
Upon completion of the School Counselor Competency Assessment, I gained an immeasurable amount of insight on the areas where I had some glows and deficits as an aspiring school counselor. While completing the assessment I was pleasantly surprised at how well I scored in some areas. An example of an area that I scored well in was B-PF6; I think I scored well in this area because my school is an advocate of promoting a positive school culture. In this area I scored 83% scoring myself as a five in five out the six components.

Some of the areas where I need improvement are B-PA8-Establishing and convening an advisory council and B-PF2- Demonstrate understanding of education systems, legal issues, policies, research, and trends in education. I  need to complete more courses in my counseling program to thoroughly  understand the current philosophies and theories in education, especially when dealing with the legal aspects. A couple of areas where I did well were B-PA1- Create a School Counseling Program and B-SS3- Provide short term counseling in small group and individual settings. I scored above 80% in both of these areas, and I am already completing some of the components as a general education teacher. This assessment was very eye opening and informative as to where I need to focus my attention going forward in this program.

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My philosophy-

As an educator I believe that all students should have a safe learning environment, in which they are taught rigorous content, by a nurturing, highly qualified teacher. I believe all students can learn, and students learn best in a judgement free, safe environment. Teachers should meet students where they are and tailor instruction to narrow the student's achievement gaps.
Vision Statement-

The vision of the Brantley Elementary School counseling program is to provide all students with a safe learning environment where the learning community focuses on the student's social and emotional well-being.

B-Bringing

R- Rigor

A-And

N-Newness

T- To

L-Learning, while

E-Enhancing students´awareness of their social and emotional well being and stimulating

Y-Young minds

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Peer reviewed journal article link-http://jsc.montana.edu/articles/v16n5.pdf

Article reflection-
The peer reviewed journal article that I selected, Counseling Relationship Experiences for K-12 school counselors who also fulfill the role of anti-bullying specialists. This article included a qualitative study that explored the experiences of school counselors who embraced a dual role of being an anti-bully specialist. While researching this topic I found that the two titles were really one in the same. Reflecting on how my district's counseling curriculum and how it focuses on social and emotional learning, anti-bullying policies and specialist directly aligns with my district's curriculum. Bullies threaten their victim's social and emotional well being and that directly affects their academic performance as well.

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Arcuri, N. M. (2015). K-12 educators in the role of school counselor anti-bullying
specialist counseling relationship experiences: A qualitative study (Order No.
3732650). Available from Dissertations & Theses @ Capella University.
(1757808220). Retrieved from http://search.proquest.com.library.capella.edu/
docview/1757808220?accountid=27965

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