I found that counselors' and educators' actions, choices, and relationships with others are influenced by their ideas, even if they are unconscious.

Impact: In order to prevent accidentally repeating biases or misunderstandings with children and families, I must constantly think about my own subconscious assumptions as a future counselor.

According to Dan Lortie's theory, teachers often center their teaching on their own learning experiences.

Impact: I now understand that how I counsel can be subconsciously influenced by what I have done as a student. I need to question existing ideas and pick strategies that best fit multiple student needs.

As mentioned in the research (e.g., Pianta, Ryan & Deci), for students to be successful, they must feel competent, connected, and independent.

Impact: This supports my goal of building trusting, respectful connections with students in order give them a safe environment where they feel heard and encouraged throughout therapy sessions.

Because actions could be signs of anger at rejection, teachers sometimes mistake them as disruptive (e.g., Blackburn, Irvine).

Impact: In my role as a counselor, I have taken into account student behavior with cultural awareness and stopped defining behaviors that can have a background in trauma or rejection.

Since beliefs are very closely linked to identity, they are difficult to change, but unquestioned beliefs can be harmful to students.

Impact: I commit to be a reflective professional who is prepared to think about, challenge, and modify my ideas, especially if they run opposed to the wellbeing of students or generally accepted standards.