After completing the Weight IAT, my results determined that I have a moderate preference to thinner people over heavier set people (Project Implicit, 2011).  This means that it is easier for me to associate positive words such as, happy, smiling, or cheerful to people who are thinner rather than associating those positive words to heavier set people. At first, I was shocked by the results, I thought there was no way that I could have a preference. I know people who are heavier set who radiate positivity and thinner people who are nothing but negative. However, I had to sit back and think. I have worked for a company who is imaged based for over 10 years. I take pride in the company I work for as they are the reason I was able to put myself through my undergraduate program. They are the reason I am able to obtain my master’s degree as well. A lot of the ways I self-identify relates to this company and the pressure to maintain a certain image. I worry about my weight, I watch what I eat, I take into consideration how I look every day and I believe that ultimately that has caused me to have a preference towards thinner people. I realized that that simple bias can affect the way that I treat students I come across. Although this is not something I do willingly, it is something that I need to work on throughout this program and something that I must change in my career. 

 

Additionally, I did fairly well on the Planning and Assessment section, specifically section B-PE 2, which relates to identifying gaps within the student body to promote success (ASCA, 2019). In order to adequately provide for your students, you must be able to determine which resources they need through assessment. Students who are absent more may be facing issues at home, therefore, they may require additional tutoring or even counseling to close the gap (ASCA, 2019). In order to understand if your school counseling program is effective, you must gather data in regard to the students and then compare that data to other schools in the district as well as the state (ASCA, 2019). Perhaps the students in your school are presenting an educational gap, you can take that data and compare it across different school counseling programs to further understand how to change the program to help the students. 

 

I believe one of the number one places I need to improve on is Behaviors: Professional Foundation, specifically B-PF 6 about understanding cultural and social impacts on students (ASCA, 2019). I am a White female; therefore, my experiences will not be the same as my students who are from a different cultural background. I do believe that culture, race, gender, and environmental differences will have impacts on my students, and I need to be aware of those impacts. I will have to do more research on different cultures and expectations of my students in within their households to understand how that will reflect on their classroom behavior and successes. Additionally, I believe this relates back to ethics as well. I believe it is ethical for me as a school counselor to do the research on my students and their cultures in order for me to adequately help them. It is important to understand that culture, race, gender, and environmental differences will determine student success and if I do not understand those differences, I will not be able to assist my students in the way they need and the way they deserve. 

 

References:

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