A dance major, I was given the Occupational Outlook book for nineteen ninety-something. Then I was told that the state was requiring tests that determined if I would graduate. Very few questions were asked of me regarding my emotions or thoughts. Pretty much it was an appointment to be told what to do and expect. I remember taking some assessment, being told I would return in a few weeks to go over the results. I don’t recall ever stepping foot back into that office until my senior year when I turned in my college offer letter. CSA would then post your offer letter and picture in the hallway near the office between February and prom.

That was my experience with my school counselor/guidance counselor. Cleveland School of the Arts was from grades 4^th-12. Around 1995, the Board of Education wanted us closed, we petitioned and then became grades 6^th-12^th. 

I chose my article for the obvious, the arts. The culture of hip-hop served as a voice for social injustice. In the midst of an economic crisis, hip-hop culture was conceived by youth who critiqued and commented on social issues facing inner-city communities (Forman, 2002). Furthermore, I wanted to view the contributions to counseling for minorities and what is proposed in some culturally sensitive environments. 

Like CSA, Liberty High School (the article used a fictious name) had 700 students and one counselor. The racial demographics are higher for the Hispanic and Black students compared to Asian, White, and Other. The teacher felt the lack of school counselors at LHS created a gap in social and emotional supports and saw students in their classroom struggle academically as a result of unprocessed emotional experiences (Levy and Adjapong, 2020 p.270).

 Hip-hop and spoken word therapy (HHSWT) offers clinicians a set of hip-hop–centered tools that they can use in the counseling process to support youth in exploring difficult thoughts and feelings (Levy and Adjapong, 2020 p.269).

Another reason for choosing this article can be the myths based in the urban communities that counseling can be seen as a weakness or not necessary because a higher power can remedy anything. Interested in reading about the responsiveness to the cultural climate of the space being created was an additional point. 

Evidence from students that the physical space constructed in this study felt like an authentic hip-hop studio suggests that through the use of a classroom-based school counseling intervention, students were able to channel their cultural knowledge and values into the design of a culturally responsive environment that could support their social and emotional development (Levy and Adjapong, 2020 p.278).

Reference
Levy, I. P., & Adjapong, E. S. (2020). Toward Culturally Competent School Counseling Environments: Hip-Hop Studio Construction. Professional Counselor, 10(2), 266–284. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ1259697&site=eds-live&scope=site.

As an advocate for the student the areas I will need to improve are the ones I’d have to use my voice.  Automatically believe that using your voice leads to confrontation and I must get passed that theory in my own head. B-PF-9 (ASCA, 2019, p. 98) is where I will improve so I can be an agent of change. For the student to succeed I must address what policy or system needs a bit constructive criticism or may come with some resistance. I also must be dedicated to gaining knowledge in policies and procedures where it applies to ethical and legal principles, B-PF-3. 

References:

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