I chose an article entitled "School Counselor Roles and Opportunities in Promoting EcoWellness: Integrating Nature Connection in K-12 Settings" for the peer-review article reflection portion of the digital portfolio assignment. I selected the article because I had never heard of school counselors incorporating nature to promote positive student behavioral changes and was curious to learn more about the concept. Additionally, in January of 2023, I decided to change my career path to become a counselor. One of the most significant changes I recently made was quitting my job in the fair housing field to begin my counseling journey by working for a public charter school as a 1st Grade Teacher to better understand the needs of the children in my community. 

Accordingly, I intend to become a school counselor within my current school district upon completing my master's degree in clinical mental health counseling and school counseling. One factor that has influenced my decision to continue working within the school district is that the school administrators informed me that they have discovered that there is a significant need for counseling within their school due to a rise in students suffering from mental health conditions and suicidal urges. As a future school counselor, I want to be as open-minded as possible to different types of therapy that can effectively create a positive impact in the lives of the students I serve within my community. 

The article explores the role of school counselors in promoting EcoWellness in K-12 settings, which is the integration of nature connection practices in education (Reese, et al., 2019). The authors argue that integrating nature in schools can positively impact students' well-being, academic performance, and mental health (Reese, et al., 2019). School counselors can promote EcoWellness by facilitating outdoor activities, providing guidance on environmental issues, collaborating with other school staff, and partnering with community organizations (Reese, et al., 2019). However, school counselors must first receive training before utilizing EcoWellness and nature-based intervention techniques (Reese, et al., 2019). 

As I mentioned earlier, I have never heard of or experienced school counselors using nature as a therapy method. Growing up, school counselors had a minimal role in students' lives. School counselors' duties most commonly included offering emotional support, providing appropriate referrals, working with teachers to provide academic support, meeting with parents as appropriate, and preparing students for college by assisting with various enrollment requirements such as writing letters of recommendation or reviewing personal statements. One of the main changes I have recognized over the years is that schools are now taking a more proactive role in ensuring their student's mental health is in good standing. For this reason, I am hopeful that society will continue to make strides toward prioritizing the mental health of all individuals, especially children, who are society's most vulnerable members. 

References
Reese, R. F., Webster, L. C., & Biles, K. (2019). School Counselor Roles and Opportunities in Promoting EcoWellness: Integrating Nature Connection in K–12 Settings. Professional School Counseling, 22(1)https://doi.org/10.1177/2156759X19839651

My results for the "Race ('Black - White' IAT)" suggested that I did not have an automatic preference between Black people and White People. According to research, only 18 percent of web respondents received a test score showing that the respondents had little to no automatic preference between Black and White people (Project Implicit). The test result I received was unsurprising because I have engaged with people from various racial/ethnic backgrounds since I was a child. My parents raised me to treat people fairly regardless of where they come from or how they look. Accordingly, having little to no implicit bias toward clients of varying races will significantly benefit my counselor role, allowing me to expand the population I can serve in my community.

Test Result Analysis for Sexuality ('Gay - Straight' IAT)
The IAT for Sexuality requires individuals to differentiate between symbols and words that represent individuals who are either gay or straight (Project Implicit). Similarly to the IAT for Race, researchers collect data from test-takers to assess a nexus between the symbols assigned to the categories of "gay" and "straight" to uncover conscious and unconscious biases toward each group tested. However, in this case, if someone has an implicit preference for Straight people over Gay people, they will be faster to sort words when 'Straight people' and 'Good' are on the same button than when 'Gay people' and 'Good' are on the same button (Project Implicit). Frequently, the test exposes an innate inclination towards straight individuals over gay individuals (Project Implicit).

My test results for the "Sexuality ('Gay - Straight' IAT)" suggested that I had a slight automatic preference for Straight people over Gay people. The label "slight automatic preference" indicates that I responded quicker when presented with pairings that involved Straight people instead of Gay people. In contrast to the analysis of my test results for race, 15 percent of web respondents received a test score showing that the respondents had a slight automatic preference for Straight people compared to Gay people (Project Implicit). Although the test only indicates that I have a "slight preference" for Straight people compared to Gay People, I am skeptical that my score reveals an implicit bias in favor of Straight people. On the one hand, I used an equal amount of time to sort words and pictures used for each category because most of the pictures looked very similar. On the other hand, I have witnessed firsthand a significant shift in society's attitude toward the lifestyle and rights of Gay individuals during my lifetime.

References
Green, A. R., Carney, D. R., Pallin, D. J., Ngo, L. H., Raymond, K. L., Iezzoni, L. I., & Banaji, M. R. (2007). Implicit bias among physicians and its prediction of thrombolysis decisions for Black and White patients. Journal of General Internal Medicine, 22(9), 1231–1238. https://doi.org/10.1007/s11606-007-0258-5

Project Implicit . (n.d.). Projectimplicit. Frequently Asked Questions. Retrieved April 21, 2023, from https://implicit.harvard.edu/implicit/faqs.html  

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