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Renee Doty

School Counselor

Liberty University

Address: 892 Evian Ct. NW
Kennesaw, GA 30152
Phone: 770-527-2235
Email: jrsdoty@gmail.com

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My Bio: Renee Doty
Bio
My name is Renee Doty I am a school counseling graduate from Liberty University. I originally grew up in a small town, Phelan, California. I found my way to the beautiful state of Georgia and now call Kennesaw my hometown. I am passionate about assisting students in developing their social skills and being a trusted adult they can come to in times of struggle. I have worked with the younger grades and the high school students ready to find their own way in the great big world. I am comfortable with all age groups.
Resume & CV: Renee Doty
Professional Resume

Renee Doty

Kennesaw, GA | 770-527-2235 | jrsdoty@gmail.com http://mycred.com/p/3444364279/4356

Professional Skills Summary

· Strong oral and written communication

· Proven interpersonal skills with students and school staff

· Ensure efficiency in the enrollment and scheduling offices

· Facilitating proper scheduling for the student body

Education:

M.Ed. in School Counseling, Liberty University, Lynchburg, VA May 2024

B.S. in Psychology, Brenau University, Gainesville, GA August 2021

· Honors: Cum Laude, Psi Chi

A.A. in Biblical Studies, Calvary Chapel Bible College, Murrieta, CA December 2001

Relevant Experience:

Counseling Clerk, McEachern High School Powder Springs, GA July 2023-May 2024, July 2025-Present

· Collected enrollment documents

· Supported school counselors with scheduling students

· Compiled necessary information to release transcripts

Special Education Paraeducator, McCleskey Middle School Marietta, GA July 2024-May 2025

· Assist in student lessons

· Support teacher in lesson plans

· Classroom management with special education students

School Counseling Intern, South Cobb High School Austell, GA January 2024-May 2024

· Led Classroom lessons for 9th

-12th grade students

· Facilitated one on one counseling sessions

· Facilitated small group sessions

School Counseling Intern, Big Shanty Intermediate School Kennesaw, GA Aug 2023-Dec 2023

· Led classroom lessons for 3rd and 4th grade students

· Facilitated one on one counseling sessions

· Assisted in facilitating small groups

Scheduling Clerk, McEachern High School Powder Springs, GA July 2022-July 2023

· Maintained student records

· Administered student schedules alongside scheduling administrator

· Reviewed student coding to certify school correct school funding

Counseling Clerk, McEachern High School Powder Springs, GA July 2021-July 2022

· Collected enrollment documents

· Supported school counselors with scheduling students

· Compiled necessary information to release transcriptsStudent Intern, Gateway Domestic Violence Center Gainesville, GA Jan 2021-Apr 2021

· Developed lessons and planned activities for children staying at the center

· Fostered relationships with children of the center

· Presented socio-emotional behavioral lessons

Student Services Clerk, Adult Education Center Smyrna, GA Feb 2020-July 2021

· Maintained enrollment records for students pursuing their GEDs

· Facilitated initial ESL speaking tests used to place students in correct level classes

· Scheduled students for testing for correct placement

Additional Experience

Front Office Lead, WellStar Bariatrics Marietta, GA Apr 2019-Feb 2020

· Counseled patients on steps of paperwork processing to receive insurance approval

· Facilitated monthly support group

· Processed insurance paperwork to expedite approval for surgeries

Receptionist, WellStar ENT Marietta, GA Jun 2018-Apr 2019

· Scheduled appointments for patients

· Communicated patient concerns to doctors

· Allocated health insurance co-payments

Customer Service Representative, David’s Bridal Kennesaw, GA Sept 2016-Jun 2018

· Promoted in-store sales and specials

· Managed front desk styling appointments

· Calculated sale totals

Patient Support Representative, Kaiser Permanente Fontana, CA Jan 2010-Dec 2011

· Served individuals seeking FLMA/Insurance forms completed

· Screened medical record requests

Medical Records Clerk, Kaiser Permanente Fontana, CA Sept 2003-Jan 2010

· Retrieved medical records to deliver to correct doctors’ offices

· Catalogued medical records to prepare for electronic scanning

Call Center Clerk, Kaiser Permanente Fontana, CA Jun 2002-Sept 2003

· Assisted patients in finding appointments with multiple doctors

· Identified patients requiring follow-up appointments

Volunteer & Community Service

Sunday school teacher. Stonebridge Church Marietta, GA June 2019-May 2024

· Guide elementary-age students in lessons about God

· Coordinated activities to support Bible lessons

Youth Group Volunteer, Calvary Chapel Phelan, CA Dec 2001-May 2009

· Taught Bible lessons to middle school-age students

· Planned various group trips and activities

· Fostered relationships with students to offer support in daily lif

250311102352_R_Doty_Resume_10_24_2.pdf (.pdf) 0.12mb
Licenses & Certifications: Renee Doty
Georgia School Counseling Certificate
250318064124_School_Counseling_Certificate.pdf (.pdf) 0.50mb
Licenses & Certifications: Renee Doty
Recognition of Mental Health Disorder and Behavioral Distress Training: Psychological First Aid (PFA) Certificate
240314042928_Psychological_First_Aid_PFA_Online_Certificate_Renee_Doty.pdf (.pdf) 1.78mb
Licenses & Certifications: Renee Doty
Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma Training Certificate
240314043118_Supporting_Caregivers_of_Youth_with_Substance_Use_Problems_Certificate.pdf (.pdf) 1.72mb
Licenses & Certifications: Renee Doty
Schools and Grief: Helping Students Cope with Death Training Certificate
240314041924_Schools_and_Grief_Helping_Students_Cope_with_Death_Certificate.pdf (.pdf) 1.72mb
Licenses & Certifications: Renee Doty
Hands-On CPR/First Aid/AED Training Certificate
240314040858_Red_Cross_Certificate_Renee_Doty.pdf (.pdf) 0.03mb
Licenses & Certifications: Renee Doty
Dyslexia Competency Training Certificate
240314040750_dyslexia_Training_renee_doty.pdf (.pdf) 0.02mb
Licenses & Certifications: Renee Doty
Cultural Competency Training Certificate
240314040638_cultural_competency_training_Renee_Doty.pdf (.pdf) 0.04mb
Licenses & Certifications: Renee Doty
Child Abuse and Neglect Recognition and Intervention Training Certificate
240314040549_Child_Abuse_and_Neglect_Recognizing_Reporting_and_Responding_for_Educators_Renee_Doty.pdf (.pdf) 0.11mb
Licenses & Certifications: Renee Doty
Behavioral Guidelines: The Use of Seclusion and Restraint Training Certificate
240314040446_Behavioral_Guidelines_The_Use_of_Restraint_and_Seclusion.pdf (.pdf) 0.01mb
Licenses & Certifications: Renee Doty
ASCA Membership
240314035830_ASCA_membership_card_thru_2024.pdf (.pdf) 0.02mb
Exam History: Renee Doty
GACE Score Report
240314033609_GACE_ScoreReport.pdf (.pdf) 0.78mb
Exam History: Renee Doty
Praxis Score Report
240314033453_Praxis_ScoreReport.pdf (.pdf) 0.37mb
Projects: Renee Doty
Culminating Project Practicum
240314035232_COSC_698_Benchmark_Culminating_Project_Psycho_Educational_Small_Group_PowerPoint.pptx (.pptx) 3.83mb
Projects: Renee Doty
Culminating Project Internship I
Classroom Lessons (.pdf) 2.07mb
Projects: Renee Doty
Culminating Project Internship II
240414011012_Small_Group_Spring_2024_South_Cobb_4_14_24.pptx (.pptx) 14.50mb
Recommendations & References: Renee Doty
Student Letter
251205082951_student_letter_12052025093337.pdf (.pdf) 0.47mb
Courses Taken: Renee Doty
COSC 501-Professional, Ethical, and Legal Issues in School Counseling
FOUNDATIONS: Demonstrates ability to apply and adhere to ethical and legal standards in school counseling.  Ethical Minute Paper (.docx) 0.02mb
Courses Taken: Renee Doty
COUC 502- Human Growth and Development
COUNSELING:PREVENTION AND INTERVENTION: Designs and implements prevention and intervention plans 240321043517_DotyR_Benchmark_Essay_Addictions_in_Adolescence_1_.docx (.docx) 0.02mb
Courses Taken: Renee Doty
COUC 504-Multicultural Counseling
DIVERSITY AND ADVOCACY: Demonstrates multicultural competencies in relation to diversity, equity, opportunity in student learning and development.  240321043732_RDoty_Cultural_Immersion_Research_and_Events_1_.docx (.docx) 0.03mb
Courses Taken: Renee Doty
COSC 505-Counseling Techniques
FOUNDATIONS: Demonstrates the ability to articulate, model and advocate for an appropriate school counselor identity and program 240321043848_Benchmark_Counseling_Skills_Renee_Doty_1_.docx (.docx) 0.02mb
Courses Taken: Renee Doty
COSC 510-School Counseling Theories
LEADERSHIP: Plans and presents school-counseling-related educational programs for use with parents and teachers 240321043956_RDoty_Benchmark_Theoretical_Approach_to_Counseling_1_.docx (.docx) 0.02mb
Courses Taken: Renee Doty
COSC 512-Structured Groups
COLLABORATION AND CONSULTATION: Consults with teachers, staff, and
community-based organizations to promote student academic, career, and personal/social development 240321044107_Benchmark_Critical_Incident_Paper_Renee_Doty_1_.docx (.docx) 0.02mb
Courses Taken: Renee Doty
COUC 515-Research and Program Evaluation
RESEARCH AND EVALUATION: suggests new technologies, research, and/or data sources for analysis to improve school counseling practices/services that result in positive learning outcomes 240321044230_Qualitative_Reporting_Assignment_Renee_Doty.docx (.docx) 0.02mb
Courses Taken: Renee Doty
COUC 522-Career Development and Counseling
ASSESSMENT: Makes appropriate referrals to school and/or community
resources 240321044339_Doty_R_Career_Self_assessment_Paper_1_.docx (.docx) 0.03mb
Courses Taken: Renee Doty
COSC 604-Foundations of Education
ACADEMIC DEVELOPMENT: Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement, (e.g., making use of supportive technologies) 240321044634_RLDoty_Benchmark_Educational_Philosophy_in_Practice_1_.docx (.docx) 0.02mb
Courses Taken: Renee Doty
COSC 611-Child and Adolescent Counseling in the Schools
LEADERSHIP: Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. 240321045217_Comprehensive_Child_and_Adolescent_Counseling_Benchmark.docx (.docx) 0.02mb
Courses Taken: Renee Doty
COSC 622-Educational Assessment and Intervention
RESEARCH AND EVALUATION: Develops measurable outcomes for school
counseling programs, activities, interventions, and experiences 240321045858_Reliability_and_Validity_Assignment.docx (.docx) 0.02mb
Courses Taken: Renee Doty
COSC 660-Principles of School Counseling
COLLABORATION AND CONSULTATION: Consults with teachers, staff, and
community-based organizations to promote student academic, career,
and personal/social development 240322113950_Bwmc54Ld_COSC_660_Parent_Teacher_Presentation_1_1_.pdf (.pdf) 0.08mb
Courses Taken: Renee Doty
COSC 661-School Counseling Program Development & Evaluation
RESEARCH AND EVALUATION: Analyzes and uses data (and relevant technology) to enhance school counseling programs 240322114312_282x7epA_COSC_661_Benchmark_Data_Presentation.pdf (.pdf) 0.70mb
Courses Taken: Renee Doty
COSC 692-Practicum
DIVERSITY AND ADVOCACY: Advocates for the learning and academic
experiences necessary to promote the academic, career, and personal/social development of students. 240322120432_Benchmark_Case_Conceptualization_RDoty_COSC_698.pdf (.pdf) 0.20mb
Courses Taken: Renee Doty
COSC 693-Internship 1
FOUNDATIONS: Advocates for appropriate school counselor identity and
program 240322121219_Benchmark_Internship_Case_Conceptualization_School_Counseling_Services_Plan_Template_2023_Renee_Doty_9_19_23_2_.docx (.docx) 0.05mb
Courses Taken: Renee Doty
COSC 693-Internship 2
COUNSELING PREVENTION AND INTERVENTION: Intern independently
applies self-evaluation and reflection to improve counseling skills 240322121601_Spring_2024_South_Cobb_Benchmark_Internship_Case_Conceptualization_0_School_Counseling_Services_Plan_Template.docx (.docx) 0.05mb
Reflective Journal: Renee Doty
Worldview Essay

Philosophy of Education

            When I began the school counseling program a few short semesters ago, I did not fully understand how much each school counseling program needed to be entwined with the educational system to support each student fully. My perspective of education before beginning this program was limited, and I needed to realize the integral part that school counseling plays in delivering education to each student. Most of the school counselors I have interacted with during this program have been teachers before transitioning to their school counselor position. Teaching lessons in the classroom setting is manageable for them. 

            I began the school counseling program to reach students with a focus on their social-emotional health. After watching the effects, Covid had on students’ well-being, I wanted to be there to assist the schools in supporting the students better. I was unaware that that task was just one small piece of what school counselors are expected to do. As I have learned what is expected of school counselors and their role in the educational system, I support an educational philosophy that supports the collaboration of all stakeholders of the school to support the success of each student. 

            For each student to succeed, the responsibility must be shared among the teachers, administrators, parents, and community leaders. Education is not merely acquired in the classroom but also in the hours after school. ASCA standards acknowledge the vital role of parents and guardians as a responsibility to students. Those ASCA standards also encourage the school counselor to ensure that educational teams and community agencies are invited to become involved in the best service for each student. 

Goals (Personal & Professional): Renee Doty
Professional Growth Essay

Professional Development

            This program has taught me what is expected of school counselors and some challenges that will be faced when working with students. The title of school counselor has so many different meanings. To someone not intimate with the educational system, the assumption is that school counselors are similar to therapists that someone would see outside the school. However, a comprehensive school counseling program is more than just the social-emotional aspect of a student’s life. A school counselor is there to promote students’ academic, career, and social/emotional development. School counselors advocate for students to have equitable opportunities and address potential gaps. 

            I have acquired the skills to lead a small group of students to succeed and to meet with students individually. The courses I have taken part in throughout the school counseling program have given me the skills to hear what someone is sharing from their heart and be able to assist them in ways they can better their situation. I am partial to solution-focused brief counseling when working with high school students now because it gives them a sense of personal responsibility. Their focus is not on the problem but on what can be done to fix it. With the high school students being counseled in their trajectory for graduation, they need to see their responsibility in attaining the passing grades necessary for graduation. 

            Professionally I have been able to develop cultural sensitivity as I have had the opportunity to interact with various students during my practicum hours. School counselors must be aware that students have different cultural backgrounds, and the school counseling program needs to be culturally sensitive. Students may come into the office seeking counseling, and the school counselor may not need to make sure that they do not have any personal biases.

Competency Assessments: Renee Doty
Foundations-GACE Score Report
The attached artifacts include my Praxis and GACE score reports, which serve as compelling examples of my proficiency in articulating a well-rounded school counseling program. Both assessments cover the foundations of school counseling, management, delivery of services, and accountability. Notably, each section of the GACE, with a professional passing score set at 250, reflects my strong performance, showcasing my expertise in these crucial domains. 240311090052_GACE_ScoreReport.pdf (.pdf) 0.78mb
Competency Assessments: Renee Doty
Foundations-Praxis Score Report
The attached artifacts include my Praxis and GACE score reports, which serve as compelling examples of my proficiency in articulating a well-rounded school counseling program. Both assessments cover the foundations of school counseling, management, delivery of services, and accountability. Notably, each section of the GACE, with a professional passing score set at 250, reflects my strong performance, showcasing my expertise in these crucial domains. 240311090016_Praxis_ScoreReport.pdf (.pdf) 0.37mb
Competency Assessments: Renee Doty
Counseling Prevention and Intervention-Small Group PowerPoint
This PowerPoint presentation showcases a group counseling session I conducted with 9th-grade girls, with a primary focus on fostering their personal and social development.Through the thoughtful design of the group, I aimed to create an environment conducive to learning and personal growth. The content of the presentation reflects the carefully planned activities and discussions that took place during the counseling sessions. This experience provided me with a unique opportunity to not only contribute to the personal and social development of the students but also to enhance and reflect upon my own counseling skills. Facilitating this group prompted a self-examination of my counseling techniques and allowed me to refine and improve upon them. 240311090855_COSC_698_Benchmark_Culminating_Project_Psycho_Educational_Small_Group_PowerPoint.pdf (.pdf) 0.96mb
Competency Assessments: Renee Doty
Diversity and Advocacy-Cultural Immersion Research
The enclosed artifacts showcase my immersive multicultural project, a unique journey that involved visiting a local mosque and conducting a insightful interview with a friend who is a regular attendee. This experience was a privilege, providing me with firsthand insights into a cultural and religious context that may differ from my own. Exploring the mosque and engaging in meaningful conversations allowed me to not only expand my cultural awareness but also gain a deeper understanding of the experiences of those within this minority community. This project stands as a testament to my commitment to promoting inclusivity and fostering a sense of belonging for everyone in our diverse society.  Immersion Research and Events (.docx) 0.03mb
Competency Assessments: Renee Doty
Diversity and Advocacy-Cultural Immersion Interview
The enclosed artifacts showcase my immersive multicultural project, a unique journey that involved visiting a local mosque and conducting a insightful interview with a friend who is a regular attendee. This experience was a privilege, providing me with firsthand insights into a cultural and religious context that may differ from my own.Exploring the mosque and engaging in meaningful conversations allowed me to not only expand my cultural awareness but also gain a deeper understanding of the experiences of those within this minority community. This project stands as a testament to my commitment to promoting inclusivity and fostering a sense of belonging for everyone in our diverse society.  240311095137_RDoty_Cultural_Immersion_Interview.docx (.docx) 0.03mb
Competency Assessments: Renee Doty
Assessment- Data Presentation
This artifact encompasses a dynamic PowerPoint presentation revealing the outcomes of student surveys, a comprehensive initiative aimed at understanding and meeting the unique needs of our student body. Through a thorough analysis of the survey results, the school counseling office gained invaluable insights that not only highlighted current challenges but also provided a clear direction for our initiatives in the upcoming school year. By actively seeking and incorporating student feedback, we are fostering a student-centric approach to our services. The results not only illuminate the diverse needs of our students but also guide strategic planning to better align our resources with their evolving requirements. This initiative underscores our commitment to continuous improvement and student-focused solutions, ensuring that the school counseling office remains a responsive and supportive hub for our student community. 240311091431_COSC_661_Benchmark_Data_Presentation.pdf (.pdf) 0.70mb
Competency Assessments: Renee Doty
Research and Evaluation- Research Proposal
This illustrates the analysis and application of data to inform strategic choices within a school counseling program. Through rigorous research and evaluation, the data-driven insights not only substantiate the enhancements made but also showcase measurable outcomes across various facets, including tailored activities, targeted interventions, and enriching experiences.The deliberate use of data is pivotal in steering the course of the school counseling program towards continuous improvement. By identifying key areas for development and aligning initiatives with measured outcomes, we ensure the efficacy of the program in meeting the evolving needs of our students. This commitment to data-informed decision-making not only fosters accountability but also reinforces a culture of excellence within the school counseling framework. The tangible improvements underscore the program's adaptability and its ability to positively impact the academic, personal, and social development of the student body. 240311091545_Benchmark_Research_Proposal_Renee_Doty_10_1_23.docx (.docx) 0.02mb
Competency Assessments: Renee Doty
Academic Development- Career Development Program Proposal
This artifact illuminates a comprehensive career counseling program designed to empower students in navigating the myriad options and opportunities available post-high school. A central focus of this initiative is the recognition of the pivotal role that middle and high school course selections play in shaping future career paths. By emphasizing the importance of early academic choices, this program aims to instill foresight in students, encouraging them to envision and actively shape their lives beyond high school. It serves as a platform for thoughtful exploration, prompting students to consider not only their immediate academic pursuits but also the broader landscape of their future aspirations. Through this initiative, students are not merely guided through current academic choices but are also encouraged to envision the life they wish to lead beyond high school. This forward-thinking approach equips them with the tools to make informed decisions, fostering a sense of agency and purpose in their educational journey and future careers. 240311091726_Career_Development_Program_Proposal.pdf (.pdf) 0.59mb
Competency Assessments: Renee Doty
Collaboration and Consultation- Parent-Teacher Presentation
This serves as a compelling illustration of my proactive engagement strategy, extending a heartfelt invitation to parents, guardians, and families to join hands with the counseling department in providing unwavering support to our student body. I believe in the strength of a united front, where the collective efforts of parents, educators, staff, and community members converge to create an environment conducive to the holistic development of our students. My commitment to collaboration goes beyond the counseling department, encompassing a broad spectrum of stakeholders. Seeking consultation with teachers, staff, parents, and community members is integral to our approach. This inclusive dialogue ensures that we tap into a wealth of perspectives and expertise, enriching our strategies and initiatives with a diverse range of insights. Through this collaborative endeavor, we aspire to create a network of support that not only addresses the immediate needs of our students but also fosters a sense of shared responsibility for their well-being and success. Together, we aim to cultivate an educational community that thrives on collective empowerment and collaboration. 240311091932_COSC_660_Parent_Teacher_Presentation_1_.pdf (.pdf) 0.08mb
Competency Assessments: Renee Doty
Leadership- School Counseling Brochure
This artifact showcases my active engagement with parents and teachers to develop and implement educational programs that cater to the diverse needs of the student body. It is a tangible representation of the strategic design of a comprehensive developmental school counseling program.In this initiative, collaboration with parents and teachers is not just encouraged; it is integral to the program's success. By actively involving stakeholders, we ensure that the educational programs are tailored to meet the unique needs of our students. The aim is to create an inclusive and supportive environment that goes beyond traditional academic measures, fostering holistic development.This approach to program design is a testament to the belief that the synergy between school, parents, and teachers plays a crucial role in the success and well-being of our students. It underlines the commitment to a comprehensive developmental model that recognizes the multifaceted nature of a student's educational journey. 240311092059_Benchmark_School_Counseling_Brochure_COSC_661_Doty_1_.docx (.docx) 1.44mb
Competency Assessments: Renee Doty
Scrip-CORE- Social Responsibility
This exemplifies my unwavering dedication to empathy and sensitivity in addressing the diverse needs of every student or client. I firmly believe in upholding principles of equity, fairness, and justice to ensure that each individual receives the same opportunities and support. As a school counselor, my overarching goal is to cultivate an environment where every student feels valued and prioritized. This commitment extends beyond the professional realm—it is a pledge to foster a sense of belonging and inclusion for each member of our school community. By championing these principles, I aim to create not just a counseling environment but a supportive space that champions the unique needs and aspirations of every student. This dedication is foundational to my approach, emphasizing the importance of personalized care, understanding, and a commitment to the holistic well-being of each individual. 240311092426_Doty_R_Ethical_Minute_Paper.docx (.docx) 0.02mb
Competency Assessments: Renee Doty
Scrip-CORE-Commitment
This glowing recommendation stems from my experience as a Site Supervisor during the practicum. I consistently exemplified an exceptional work ethic and unwavering self-discipline—qualities paramount for a successful school counselor. My dedication to the responsibilities of the role was evident in every aspect of their work.Throughout the practicum, I demonstrated not only a strong commitment to the tasks at hand but also an innate ability to maintain a high level of self-discipline, navigating challenges with poise and resilience. Their work was characterized by thoroughness, attention to detail, and a genuine passion for supporting the academic, personal, and social development of students. 240311092543_Final_Pre_AIA_completed_1_.pdf (.pdf) 0.04mb
Competency Assessments: Renee Doty
Scrip-CORE-Reflection
This artifact serves as a testament to my conscientious reflection on ethical issues within the realms of counseling and education. Through a deliberate and reflective process, I have pondered various practices, contemplating their implications on students and the ethical principles that underpin our profession.My commitment to thoughtfully considering counseling and educational matters is driven by a genuine concern for the well-being of students. This artifact encapsulates my dedication to maintaining the highest ethical standards, ensuring that my practices align with the best interests of those under my care.This ongoing process of ethical contemplation is not just a professional responsibility but a personal commitment to fostering an environment that prioritizes the welfare and ethical treatment of students. It underscores my belief in the importance of reflective practice in shaping a compassionate and ethically sound approach to counseling and education. 240311092728_DotyRCOSC501Benchmark_Attitudes_and_Beliefs_Paper.docx (.docx) 0.03mb
Competency Assessments: Renee Doty
Scrip-CORE-Integrity
This demonstrates my unwavering dedication to adhering to a professional code of ethics, particularly in upholding the strict principles of student confidentiality. Placing students as the foremost priority in my role as a school counselor, I am steadfast in ensuring that their trust is preserved through strict adherence to ethical standards. Beyond mere compliance, my aspiration is to embody moral citizenship through consistent moral conduct and values. I believe in being a living example for students, demonstrating integrity and ethical behavior in all aspects of my professional life. In my pursuit to be a trusted adult, I actively strive to create an atmosphere where students feel comfortable confiding in me during their times of need. This commitment to ethical practice, confidentiality, and fostering a trusting relationship underscores my dedication to the well-being and trust of the students I serve. 240311092902_Benchmark_Internship_Case_Conceptualization_School_Counseling_Services_Plan_Template_2023_Renee_Doty_9_19_23.docx (.docx) 0.05mb
Competency Assessments: Renee Doty
Scrip-CORE-Professionalism
I am dedicated to conducting myself in a manner that not only communicates my ardent desire for continuous learning but also reflects my unwavering enthusiasm for the school counseling profession. Actively engaging with others in the field, especially those with different points of view, serves as a catalyst for expanding my worldview beyond my previous personal experiences. Collaborating with diverse voices within the school counseling profession is not just a professional necessity but a personal commitment to growth. Each encounter, each differing perspective, contributes to my evolution as an effective school counselor. I embrace these opportunities to learn from others, to challenge my assumptions, and to continually refine my approach. In this dynamic profession, I recognize that the journey of learning is perpetual. It is my firm belief that staying open to diverse perspectives fosters an environment where I can continually evolve and, in turn, better serve the students entrusted to my care. 240311093034_cultural_competency_training_Renee_Doty_1_.pdf (.pdf) 0.04mb
Internships: Renee Doty
Field Experience Summary
Prompt #1:– In your own words, summarize how serving in both elementary and secondary schools has contributed to your understanding of the diversedevelopmental needs of K-12 students, including exceptionalities? What have you learned about how K-12 students differ in theirdevelopment and approaches to learning? How have you created opportunities that are adapted to diverse learners?

Serving in both elementary and secondary schools gave me a comprehensive understanding of the needs of all students in the K-12 settings. The elementary students are learning the social skills for the first time and are excited to gain the new information. I found the secondary students to be aware of the social skills, but were also interested in being reminded of the lessons they may have forgotten over the years. When adapting lessons for the different levels I like to give the secondary level students an opportunity to be reminded of previous lessons learned and meet them where their memories recall the information. The elementary students may be given more time to embrace the skills and strategies. 
• Prompt #2:– The Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) states, “The professional counselor recognizes thatthe client’s beliefs (or absences of beliefs) about spirituality and/or religion are central to his or her worldview and can influencepsychosocial functioning.” How have your field experiences contributed to your understanding of the importance of including K-12students’ religious and spiritual supports, especially if religion and spirituality are valued by the K-12 student?

Understanding a student's religious and spiritual supports is imperative when offering various strategies to a student. A student that has a personal religion or spirituality that they value brings them support that can be touched on when they are in crisis. A student that wants to honor their spirituality or religion will find encouragement in a counselor that can suggest looking to their religion or spirituality for help. It is nurturing to a student's mental health to know that their spirituality or religion is respected by the counseling. 
• Prompt #3– How have your field experiences contributed to your understanding of the importance of including the K-12 student's family, community,and culture as a source of support?

A student's family, community and culture is the backbone of the student and should be sought in collaboration to offer the student the support necessary. A student's family and community are the people that the student relies on outside of the school walls and those support individuals have more time with the student than the school staff. A student's family will be the experts of the student in more situations than the classroom. The information that the family and community can supply to the counselor about their student is priceless. The family can offer a sneak peek into the student's interactions with more than just the school individuals and give the counselor a inside view of what the student may be dealing with at school. 
• Prompt #4– How has your field experience strengthened your professional identity as a school counselor? What aspects of the school counselor's role,scope of practice, and the referral process have you learned from collaboration and consultation?
My field experience has given me more confidence to interact with the students knowing that they are not expecting an expert, but seeking someone to listen and support them through the good and sometimes bad struggles of school. My field experience has helped to strengthen my ability to look at the data available for a school population and determine what counseling interventions would be most beneficial. Collaboration is necessary for the school counseling staff to be in agreement with the teaching and administration staff about the areas of concern require attention. It is beneficial to be in constant communication with the teaching and administration staff so the students are receiving a comprehensive education including a holistic social emotional education. 
 
Field Experience Summary (FES) (.pdf) 0.33mb