1 why I selected the article

2 A summary of the essential components

3 A comparison of the main points with my experience with school counseling

Why I Chose the Article: I selected this article due to its focus on the experiences of school counselors during the COVID-19 pandemic. As a school counselor, I am interested in understanding how the unprecedented challenges brought about by the pandemic have impacted the role and effectiveness of counselors. The mention of organizational constraints, role ambiguity, and the need for better support aligns with my professional concerns and experiences. I aim to gain insights into practical strategies and adaptations counselors make during this challenging period.

Summary of the Article: The article presents a mixed-methods study that investigates the experiences of school counselors in the United States during the COVID-19 crisis. It highlights the disruptions caused by the pandemic, including school closures, remote learning, and decreased access to counselors. The study draws on survey and focus group data to explore how counselors navigated organizational constraints, such as increased administrative duties and unclear role expectations. Despite these challenges, counselors adapted by shifting their focus and embracing autonomy. The study emphasizes the need to reduce role ambiguity and conflict to better meet students' increased needs during and after the pandemic.

Comparison with My Experience in School Counseling: The article resonates with my experiences as a school counselor, especially in the context of the challenges posed by the pandemic. The mention of increased administrative duties and role ambiguity aligns with my observations. The need for organizational support and efforts to address counselor burnout are issues I have encountered in my professional role. The article's exploration of how counselors adapted during the crisis is particularly relevant, as it provides potential insights and strategies I can consider implementing in my practice.

Additionally, the article's emphasis on the positive influence of school counselors on student outcomes reinforces the importance of our role despite the challenges. It aligns with my belief in the significant impact that effective counseling can have on students' academic, social-emotional, and postsecondary development.

In summary, the article mirrors some of the challenges I have faced and offers valuable perspectives and potential solutions. It serves as a source of reflection and inspiration for enhancing my effectiveness as a school counselor, especially in the ever-evolving landscape brought about by the COVID-19 pandemic.

Personal Philosophy of School Counseling

Basic Core Beliefs:

I firmly believe in the inherent potential of every student to achieve greatness. Each student possesses unique strengths, abilities, and resilience that can be nurtured and developed given the proper support, guidance, and resources. I see students capable of growth and success regardless of their backgrounds, challenges, or experiences.

The School Counselor's Role as an Advocate:

As a school counselor, I view my role as a staunch advocate for every student. I am responsible for creating an inclusive and supportive environment where all students feel valued, heard, and understood (ASCA, nd). I aim to empower students by advocating for their needs, providing equitable access to opportunities, and fostering an environment that celebrates diversity and promotes equity. I strive to be a voice for those facing barriers or systemic challenges that hinder their academic, social, or emotional development.

Ethical Standards Guiding School Counselors:

Ethical standards serve as the cornerstone of my work as a school counselor. I adhere to the highest ethical principles, ensuring confidentiality, respect, and integrity in all interactions with students, families, and school staff. Upholding ethical guidelines guides my decision-making process, ensuring that I prioritize students' well-being and best interests above all else (Abreu et al.,2016). I am committed to continuous professional development and self-reflection to uphold these ethical standards effectively.

Vision Statement:

My philosophy of school counseling is rooted in the unwavering belief in the potential of every student to succeed. As an advocate, I commit to fostering an environment that nurtures individual growth, celebrates diversity, and promotes equity. Guided by unwavering ethical standards, I strive to empower and support students on their journey toward academic success, social-emotional well-being, and lifelong learning.

SELF-ASSESSMENT

In the evaluation, I scored about 30/35 for the first section and about 17/20 for the second. I only understood some of the aspects of the assessment. I, however, filled in the responses with an attitude of affirmation.

What I learned

The assessment shows that I require leadership experience in my area and school. School counselors have a lot to do in school. I also learned a big difference between the mission and vision of a counselor (ASCA,2019). I also learned to use data while teaching, regardless of the level.

Strengths.

I am an organized person. I thrive in solving student's problems. I would be an excellent small group manager if I possessed a leadership quality that expanded into the larger community.

Areas of improvement

I have never been in charge of a large group. I therefore need skills in managing a large group of people, including students.

HAVARD IMPLICIT BIAS TESTS (TWO)

I will select and complete two havard implicit bias tests and post the results. I will also write a reflection that identifies areas I can improve and Identifies what suprised me.

I will select an advocacy topic that is local to my area or a national wide concern and create my own infographic describing the issues and include resources.

I will select a classroom counseling lesson (aligned with my infographic) and using the ASCA lesson plan template I will complete the template especially the grade level objectives and specif instructions

Reflection on IAT Results:

Taking the Implicit Association Test (IAT) has provided an opportunity for self-reflection on my implicit biases. The results suggested a slight automatic preference for Light Skinned People Over Dark Skinned People. This outcome has prompted me to reflect on my internalized associations and consider how they may influence my perceptions and behaviors.

Areas for Improvement:

Awareness and Reflection: The IAT results highlight the need for increased awareness and continuous reflection on my implicit biases. Actively questioning and challenging these automatic associations is crucial for fostering a more inclusive mindset.

Cultural Competence: To address implicit biases, there is a need for a deeper understanding of cultural competence. Developing cultural awareness and sensitivity can contribute to more equitable interactions and decision-making, particularly in contexts where diverse perspectives come into play.

Education and Exposure: Seeking opportunities for education and exposure to different cultures, perspectives, and experiences can be instrumental in broadening my understanding and minimizing implicit biases. Actively engaging with diverse voices and narratives can reshape automatic associations over time.

Open Dialogue: Creating a space for open dialogue about implicit biases is essential. This involves being receptive to feedback, actively participating in discussions about diversity, equity, and inclusion, and acknowledging areas where improvement is needed.

Surprises and Insights:

The results of the IAT have sparked some surprises and insights. One notable aspect is that automatic associations may persist even with conscious efforts to be unbiased. This underscores the complexity of implicit biases and the importance of ongoing self-reflection. Contribute to such biases.