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Keyana Smith M. Ed.

School Counselor

Liberty Universtiy

Address: 1971 University Blvd, Lynchburg, VA 24515
Phone: (864) 905-4204
Email: ksmith703@liberty.edu

.Teacher assistant for sped class k-2
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My Bio: Keyana Smith M. Ed.
Clinical Skills Taped Session
Date: 04/14/2024
Rotation Type: COSC 694 Internship II
Comments:  
Active Listening: 3 = Proficient
Questioning: 3 = Proficient
Appropriate use of eye contact questioning: 3 = Proficient
Paraphrasing: 3 = Proficient
Summarizing: 3 = Proficient
Reflection of feeling: 3 = Proficient
Use of silence: 3 = Proficient
Validation: 3 = Proficient
Helps client identify concerns: 3 = Proficient
Ability to apply counseling theories: 3 = Proficient
Ability to apply counseling techniques: 3 = Proficient
Helps client identify counseling goals: 3 = Proficient
Culturally sensitive counseling: 3 = Proficient
Effectively facilitates groups (if a group session): 3 = Proficient
Establishes positive relationship with clients: 3 = Proficient
My Bio: Keyana Smith M. Ed.
Hi there, Keyana Smith is my name, and I'm a South Carolina resident. I've come to terms with being branded a southern belle a lot over the years. I've also learned to accept difficulties and keep moving forward in life. All that matters is how we manage the difficulties and soar like eagles.
Resume & CV: Keyana Smith M. Ed.
Keyana Smith Resume
240303053019_Keyana_Smith_School_resume_2_.docx (.docx) 0.06mb
Reflective Journal: Keyana Smith M. Ed.
Worldview Essay

I started Liberty university in fall 2021 and I will be finishing my degree in spring 2024. Throughout the years at Liberty, I have learned that school counselor as well as anyone who work at the school are mandate reporters. Growing up I was unaware about mandated reporters and now that I am pursuing a career as a school counselor I truly understand the importance of being a mandated reporter.

While doing the coursework I learn that there are many theories to choose from when counseling a student. I also learn that a counselor can take a piece of this theory and a piece of that theory to help a student succeed. During my practicum I have lean toward solution focus theory and person- centered theory. I would not have learned what theory I prefer to use if I did not do the coursework or attend school.

Most of all I have learned that communication is very important no matter the career path that I choose. I am very thankful for all of my professor and how understanding they are when it come to unexpected life events. Due to their compassion that they have shown me and the importance of communication I will forever carry and apply that to my lifestyle. For working with students involved their teachers, parents, principals, and outside source like DSS.

 

Goals (Personal & Professional): Keyana Smith M. Ed.
Professional Growth Essay

Throughout this program I have always said to myself treat others how you would want to be treated. I live my life by this saying because at the end of the day we are all human and we have feelings. To be a school counselor you will have to learn to not be bias toward your client. I does  not matter what race, religion, or gender the client is you have to treat everyone the same. I remind myself daily because it can be hard to treat mean people nicely and to show love.

                A way I show respect for others is by asking what name or pronoun they would like to go by. That way I do not offend them and they will feel safe and welcoming. I make sure I call my professor  doctor to show that I respect them and acknowledge their hard work to become a doctor of education. I know if I show respect most people will show respect back.

                When a problem occur I would address the issues if both parties were able to listen to each other. Some issues cannot be addressed the same day and some issues do not need to be address. It is best to pray for God wisdom and knowledge because he knows it all. Without the right approach and mindset I would not be able to learn and help others.

Competency Assessments: Keyana Smith M. Ed.
Foundations
Standards Foundations Artifact(s)
CACREP
(F.1.i.; G.2.a.; G.2.d.;
G.2.f.; G.2.n.)

CAEP
(A.1.1d,f)

ASCA
(B-PF 2, B-PF 3, B-PF
8, B-PF 9)

VDOE
(9a, b, c)
CEFS PLO
(1; 6)
MCCE
(1.A; 1.B; 3A; 3B; 3C;
4.A-E; 5.A; 5.C)

ISTE
(1b; 2a)
Cultivates ethical behavior(s)
in others.

Advocates for ethical and legal
decision making/policy changes.

Advocates for appropriate school
counselor identity and program.

Demonstrates the ability to
apply and adhere to ethical and
legal standards in school counseling.

Demonstrates the ability to
articulate, model, and advocate for
an appropriate school counselor
identity and program.

While I was at my internship 1, I noticed that we would not provide guidance lessons for special education. I asked my site supervisor if it would be okay if I went in and gave lessons to the kids, and she agreed. For the state of South Carolina, we teach second steps and other general lessons when asked to. I have attached a letter of reference from my site supervisor, Jodi Stepp. I have known her since 2021 and have established a relationship with her. She has shown me the ins and outs of being a school counselor, mother, wife, and much more. I am thankful for the wisdom and knowledge she has passed on to me. I will continue my learning experience with my next site supervisor and into my career.

 

letter of recommendation (.pdf) 0.15mb
Competency Assessments: Keyana Smith M. Ed.
Counseling Prevention & Intervention
Standards Counseling Prevention & Intervention Artifact(s)
CACREP
(F.3.g.; F.5.b.-F.5.n.;
F.6.a.-F.6.g.; G.2.e.;
G.2.g; G.2.i.; G.3.f.;
G.3.h)

CAEP
(A1.1d,f)
ASCA
(M-1, M-2, M-4, M-7,
B-PF 6, B-SS 1, B-SS
2, B-SS 3)

VDOE
(2; 3; 4; 5a-c; 6a-c;
7a-d)
CEFS PLO
(2; 3)
MCCE
(1.C; 2.A-C)
ISTE
(1c; 3a; 4d; 6a)

Intern independently applies self-evaluation and reflection to improve counseling skills.

Evaluates and suggests programming changes that improve service delivery.

Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.

Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.

Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d)
ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.

Demonstrates the ability to use procedures for assessing and managing suicide risk.

Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate.

In practicum, I did a small group for 4th graders at Pine Street Elementary on Academy Success. The small group’s focus was on the test taking strategies, focusing, self-advocacy, and organization skills to help students become academically successful.

 

 

240303055038_annotated_psycho_education_20small_20group_201_1.pdf (.pdf) 0.61mb
Competency Assessments: Keyana Smith M. Ed.
Diversity & Advocacy
Standards

Diversity & Advocacy

Artifact(s)
CACREP
(F.1.e.; F.2.b.; F.2.c.;
F.5.d.; G.3.h.)

CAEP
(A.1.1d,f)
ASCA
(M-1, M-2, B-PF 6,
B-PF 9)
VDOE
(1; 3; 5a-c; 6a-c)
CEFS PLO
(2)
MCCE
(2.C; 3.A; 3.B; 4.A-E)
ISTE
(3a; 2b; 4d; 6d)

Intern cultivates cultural sensitivity in others.

Evaluates and suggests changes to policies, programs, and/or services that improve equity and opportunity for diverse student academic, career and personal/social development.

Actively seeks out and develops opportunities to engage stakeholders in student development.

Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.

Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.

Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.

Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.

In Intership 1, my site supervisor and I would meet on Tuesday and create a weekly schedule. When there was schedule 504, we would reach out to the guardian a day before through email or phone call. My site supervisor did not work on Monday.

240303055241_Resized_20231208_103031_1_.jpg (.jpg) 0.11mb
Competency Assessments: Keyana Smith M. Ed.
Assessment
Standards Assessment Artifact(s)

CACREP
(G.3.a.; G.3.h.; G.3.n.)
CAEP
(A.1.1a, b, c, d, e, f)
ASCA
(B-PA 1, B-PA 2, B-
PA 3, B-PA 4, B-PA 5,
B-PA 6, B-PA 7, B-PA
8, B-PA 9)

VDOE
(2; 3; 8a,b;
6a-c; 7; 8a,b; 10)
CEFS PLO
(4)
MCCE
(3.A; 3.B)

ISTE
(7a; 7b; 7c)

Intern evaluates assessment techniques/strategies and suggests improved culturally sensitive assessments for academic, career, and/or personal/social development/programming.

Identifies new referral resources.

Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.

Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development.

Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.

Makes appropriate referrals to school and/or community resources.

Assesses barriers that impede students’ academic, career, and personal/social development.

In 622: Assessment and Evaluation I was asked to review the information and ZB in a PowerPoint and answer the question.

  • What assessments were used on ZB?
  • What key information did you glean from the assessments?
  • What services are in place, and do you feel they will be beneficial?
  • Is there any additional information that you wish you had?
  • Are there follow up assessments or information that you plan on collecting?
  • Thinking of your services, what can you as a school counselor do for this student?

 

Resource Link

Competency Assessments: Keyana Smith M. Ed.
Research & Evaluation
Standards Research & Evaluation Artifact(s)

CACREP
(F.1.k.; F.8.c.; F.8.d;
F.8.e.; G.3.b.)

CAEP
(A.1.1a,b,c,e)
ASCA
(M-7, B-SS 1, B-PA 3,
B-PA 4, B-PA 5)
VDOE
(8a,b; 10)

CEFS PLO
(5)
MCCE
(5.A-D)
ISTE
(7a; 7b; 7c)

Intern suggests new technologies, research, and/or data sources for analysis to improve school counseling practices/services that result in positive learning outcomes.

Applies relevant research findings to inform the practice of school counseling.

Develops measurable outcomes for school counseling programs, activities, interventions, and experiences.

Analyzes and uses data (and relevant technology) to enhance school counseling programs.

I expand my site supervisory knowledge on Wechsler as well as using Google Forms to collect data.

240303055835_annotated_TEST_20CRITIQUE_20ASSIGNMENT.docx.pdf (.docx) 0.13mb
Competency Assessments: Keyana Smith M. Ed.
Academic Development
Standards Academic Development Artifact(s)
CACREP
(F.3.h.; G.2.c.; G.3.d.;
G.3.h.)

CAEP
(A1.1.d,e,f)
ASCA
(M-1, M-2, M-3, M-4,
M-7, B-PA 3, B-PA 4)
VDOE
(5a-c; 6a-c; 7a-d; 8a,b; 11)
CEFS PLO
(7)
MCCE
(2.B; 2.C)
ISTE
(1c; 3a; 3b; 5a; 5b; 5c; 6d)

Intern evaluates existing programs/services/strategies making suggestions that result in improved differential instruction, student achievement, and/or postsecondary opportunities/options.

Conducts programs designed to enhance student academic development.

Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities.

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).

In 661 School Counseling Program Development and Evaluation, I had to announce data to stakeholders that will demonstrate the impact of the school counselor on closing achievement and opportunity gaps in the school system and is an excellent advocacy tool for the school counseling profession.

 

240303060130_annotated_Freshman_20Need_20Assessment_20Bulldog_20Academy.pptx.pdf (.pptx) 1.77mb
Competency Assessments: Keyana Smith M. Ed.
Collaboration & Consultation
Standards Collaboration & Consultation Artifact(s)

CACREP

( F.1.b.; F.1.c.; F.1.m.; G.1.d.; G.2.b.; G.2.k.; G.3.l.)

CAEP

(A.1.1d,f) ASCA (M-5, M-6, B-SS 4, B-SS 5, B-SS 6, B-PA 1, B-PA 5, B-PA 8)

VDOE

(1; 7b,c)

CEFS PLO

(1; 3)

MCCE

(4.A-E)

ISTE

(2c; 4a-d)

Intern collaborates and consults in a professional manner with stakeholders within and outside of the school community to improve policy/practices that promote student success and holistic development.

Intern creates/implements peer helping program aimed at improving student development/well-being.

Intern is aware of and adheres to ethical standards regarding parent/guardian rights and confidentiality.

Intern is aware of and adheres to ethical standards when collaborating, consulting, and making referrals.

Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.

Locates resources in the community that can be used in the school to improve student achievement and success.

Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development.

Uses peer helping strategies in the school counseling program.

Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

In class 661 I worked on resource guide because school counselors work closely with students, families, and schools to advocate for their students’ needs. It is important that school counselors have knowledge about local community resources, and that they establish collaborative working relationships with them. By doing so, school counselors can connect students and their families to resources in the community to ensure their needs are met.

240303060344_annotated_Resource_20Guide_20final.doc_1_.pdf (.doc_1_) 0.11mb
Competency Assessments: Keyana Smith M. Ed.
Leadership

CACREP

(F.1.k.; G.2.d.; G.2.f.; G.2.j.; G.2.l.)

CAEP

(A.1.1a,b,c,d,e,f)

ASCA

(M-5, M-6, B-PF 2, B-PF 7, B-SS 6)

VDOE

(1; 7a-d; 9a-c; 10)

CEFS PLO

(5; 7)

MCEE

(1.C; 4.A-E)

ISTE

(2a-c)

Intern works with others within and outside of the school community to influence policy, enhance services, and promote a developmentally appropriate, comprehensive school counseling program.

Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.

Plans and presents schoolcounseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).

In 661, I created a guidance curriculum is generally a preventative method of program delivery that is standards-based and related to student health and well-being. A primary role of a school counselor is to deliver classroom guidance lessons. This means you must be familiar with the 3
developmental domains: academic, career and social-emotional as well as classroom management strategies to effectively deliver the lesson.

Resource Link

Competency Assessments: Keyana Smith M. Ed.
SCRIP-CORE
SCRIP Disposition Criteria Artifact(s)
Social Responsibility Demonstrates the belief that all students/clients can learn.
Demonstrates a sense of fairness, justice, and equity for all students/clients.
Differentiates instruction to meet the needs of all diverse learners.
Demonstrates empathy and sensitivity to human needs.
Provides opportunities and motivation for all students/clients to learn.
Interacts effectively with students/clients to provide a positive, structured environment where student access, success, and achievement is priority.

For this Discussion, I review the Read items titled: "The Ethics of Prayer in Counseling", and "Spirituality: Implications for Professional School Counselors' Ethical Practice". These items are located in this module's Learn section in (501).My discussion thread should address the following questions based on the reading:

  • What stands out to you as you read the articles?
  • What are your views on introducing religious/spiritual beliefs or practices to the counseling relationship? Why?
Commitment Follows through on commitments.
Takes responsibilities seriously.
Completes assigned tasks on time.
Attends class, field experiences, meetings, etc. consistently and promptly.
Shows the self-discipline and work ethic essential to be planned, prepared, and organized for successful instruction and learning to occur.
Demonstrates a persevering commitment to each person’s learning success.
Demonstrates initiative in participating in professional development opportunities.

At my internship 1, District Seven created a time on task that measured the amount of time a student is on task from twenty to thirty minutes. The time on task serves as data on the student to get further information and possible diagnoses.

 

Reflection Considers thoughtfully educational matters and the practice of teaching/counseling.
Makes choices after pondering ideas and experiences.
Learns from journaling and discussions with colleagues.
Utilizes data to make informed decisions.

The purpose of the Self-Reflection Evaluation Plan Paper Assignment is for me to be able to objectively look at the feedback provided and make a plan for improving upon your skills(505).

 

Integrity Models exemplary citizenship through moral leadership.
Acts in an ethical and moral manner.
Values honesty inside and outside of the classroom.
Demonstrates trustworthiness.
Abides by a professional code of ethics; maintains confidentiality and discretion.

I uploaded a permission slip to record a minor, which informs the guardian and the school of the recording.

Professionalism Respects authority, colleagues, students/clients, and others.
Accepts constructive feedback in a respectful, appropriate manner.
Demonstrates appropriate behavior; possesses patience, self control, and flexibility when obstacles or difficult situations occur.
Effectively manages personal emotions and feelings and reacts reasonably to situations.
Adheres to proper, formulated chains of command/ expresses a grievance in a dignified, temperate manner.
Acts confidently and maturely.
Is prompt and responsible in attendance for class, field experiences, meetings, etc.
Dresses in a dignified, modest manner that adheres to the dress code of the Host School.
Effectively uses the English language in speech and writing.
Maintains enthusiasm and passion for the profession.
Cooperatively collaborates with administrators and colleagues to form learning communities.
Views learning as a life-long activity.

Below, I have attached my twenty-minute video with a student that I recorded for practicum. Here, you can see that I am sitting up in the chair. We were told to wear blue on that Friday due to a pep rally. I considered myself a staff member and participated in the school event, but I did not go to the pep rally.

Resource Link

240303061634_annotated_SELF_REFLECTION_20.docx.pdf (.docx) 0.06mb
Courses Taken: Keyana Smith M. Ed.
48-hour program
240303064042_Course_Registration_2024.pdf (.pdf) 0.09mb
Projects: Keyana Smith M. Ed.
Practicum Culminating Project: Six session Small Group Program
Six session Small Group Program on 4TH GRADERS AT PINE AREREADY TO SHINE SCHOOL SUCCESS GROUP

Introduction/ Ice Breaker
Academic Success
Let's Get Rooted
Branching Out
Standing Strong
Time to Bloom

Academic Success
The group's topic is academic success for 4th graders referred by their schoolcounselor, teachers, and parents. I will be meeting with 6 students on Wednesday at11:00-11:30 for 6 sessions and we will discuss academic success. For the first week, wewill review confidentiality and my expectations for the group. There will be a pretest andposttest given to the students to see how their academic success skills have improvedover the session. The pretest and posttest will have the same questions and will tell whether the student retains the information given in the session. Therefore, I will give it
to the student on the first and last session and compare the test to each other to seestudent growth. We will play an icebreaker game so everyone will feel comfortable witheach other and learn each other’s names. We will pass a beach ball around in a circle andtell a little bit about ourselves.C. Identify which Pre-AIA Specialty Standard(s) the group aligns with and provide rationalefor this identified alignment. (Examples: FOUNDATIONS, COUNSELINGPREVENTION & INTERVENTION, DIVERSITY & ADVOCACY, ASSESSMENT,RESEARCH & EVALUATION, ACADEMIC DEVELOPMENT, COLLABORATION &CONSULTATION, and LEADERSHIP.)
Let’s Get Rooted
For session 2 we will discuss how to get the most out of class which is talking tostudents about the teacher's expectations and self-control. This goes in counsellingprevention and intervention because one of the students is diagnosed with ADHD(attention deficit hyperactivity disorder). The student is not on medicine, and anotherstudent in the group is not diagnosed with ADHD but shows traces base on the students'needs assessment, and the teacher needs assessment. Decreasing impulse which could besitting away from friends instead of sitting with friends (Sedgwick-Müller et al., 2022).As well as using PAW when a student has a question. P stands for Put hand in the air, Astands for Act calmly, and W stands for wait to be called on (Sedgwick-Müller et al.,2022). We will then role play that they were in the classroom and will demonstrate whatself-control looks like and does not look like.
 
 
 
 
 
 
 
 
3Branching OutWeek 3 we will discuss about organization and how that tie in to being heldaccountable. Keeping the desk and bookbag clean leads to a better day. When you are notprepared, you may begin to feel overwhelmed and rushed. This goes with counseling,prevention, and intervention as well as diversity & advocacy. Talk to the students andmake a checklist that they can keep in their binder to remind them of homework. Studentsuse color-coded folders or notebooks for each subject to help them stay organized: blue isfor writing and language, yellow is for science, and green is for social studies (Liu et al.,2021). Ask students what ways they can think that will help them become organized.
Standing Strong
Week 4 will focus on test taking strategies which fall into academic development.Based on the questions asked during the needs assessment, the students feel they havetest anxiety. Working in a quiet environment, using a mental device such as concentratedbreathing to direct one’s attention, being in a comfortable position where most of thebody weight is supported, and having a receptive attitude (Krispenz et al., 2019). Anotherstrategy is to read the question first and not the answer choice.
 
 
 
 
 
 
 
 
4D. Identify how the culminating project: psycho-educational small group is culturallysensitive. Describe how issues of conflict, bias, prejudice, oppression, and discriminationare to be addressed during the group’s implementation. Identify strategies included in thegroup that promote a positive, caring, and safe learning group environment.
Time to Bloom
Week 6 is when I will have the students to fill out the posttest and go overeverything we have learned. All the students identify as a Christian and there are 3 boysand 3girls within this group. Conflicts that may appear within this group are the diversepersonality. I plan to address that by reinstating the rules of the groups and to berespectful to others. Students may feel that their teachers do not like them and haverecommended this counseling group. I will correct those issues by stating that I can onlytake a certain number of students and it was based on their needs assessment to becomebetter on academic success.
E.
Describe how you plan to evaluate your group for data to show success as well as areas to enhance and/or improve.In the first session I gave a pretest to the students and for the last session I willgive the same test and grade it. Once I have the tests graded, I will compare the testscores to see improvement.


ReferencesConversation skills for children: Learning to talk and listen to others. Raising Children Network.(2020, November 27). Retrieved February 15, 2023, fromhttps://raisingchildren.net.au/preschoolers/connecting-communicating/communicating/conversation-skillsKrispenz, A., Gort, C., Schültke, L., & Dickhäuser, O. (2019). How to reduce test anxiety andacademic procrastination through inquiry of cognitive appraisals: A pilot studyinvestigating the role of academic self-efficacy. Frontiers in Psychology, 10.https://doi.org/10.3389/fpsyg.2019.01917Liu, Y., Ma, W., Guo, X., Lin, X., Wu, C., & Zhu, T. (2021). Impacts of color coding onprogramming learning in Multimedia learning: Moving toward a multimodal methodology.Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.773328Sedgwick-Müller, J. A., Müller-Sedgwick, U., Adamou, M., Catani, M., Champ, R., Gudjónsson,G., Hank, D., Pitts, M., Young, S., & Asherson, P. (2022). University students withattention deficit hyperactivity disorder (ADHD): A consensus statement from the UK adultADHD network (UKAAN). BMC Psychiatry, 22(1). https://doi.org/10.1186/s12888-022-03898-z
 
 

240311074752_annotated_Culminating_20Project.pptx_1_.pdf (.pptx_1_) 0.70mb
Projects: Keyana Smith M. Ed.
Internship I Culminating Project: Classroom Guidance
Guidance Lesson UNIT on Career Exploration
  • How to achieve my career choice? Emotional regulation Conflict resolution Self-evaluationLesson Plan
     
 
240311081901_annotated_Career_20_282_29.pptx.pdf (.pptx) 3.92mb
Projects: Keyana Smith M. Ed.
Internship II Culminating Project: Classroom Guidance
Classroom Guidance Lesson on Skill Enrch 6th grade
  • Growth Mindset
  • Fixed Mindset
  • Empathy
  • Assertive
240412101057_Internship_Culminating_Project_PowerPoint_Assignment.pdf (.pdf) 1.53mb
Internships: Keyana Smith M. Ed.
In your own words, summarize how serving in both elementary and secondary schools has contributed to your understanding of the diverse developmental needs of K-12 students, including exceptionalities? What have you learned about how K-12 students differ in their development and approaches to learning? How have you created opportunities that are adapted to diverse learners?

I am a believer that I learn by observing people and situations. I have learned that 6 graders are still like 5th graders. They tend to cry a lot in 6th grade, and I do believe it has something to do with their hormonals. I know they are also trying to find their own path in life, or they are looking for their peer group. I don’t remember talking about having boyfriends as much as they did in 6th grade. Both 5th and 6th have a lot of emotional irregulating going on.

Internships: Keyana Smith M. Ed.
The Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) states, “The professional counselor recognizes that the client’s beliefs (or absences of beliefs) about spirituality and/or religion are central to his or her worldview and can influence psychosocial functioning.” How have your field experiences contributed to your understanding of the importance of including K-12 students’ religious and spiritual supports, especially if religion and spirituality are valued

I have learned no matter if I know a lot about religion or have very little knowledge about the religion everyone wants to be respected. Respect goes a long way in life as well as in the counseling world. Without respect you will not get where you want to go in life. Again, I must say the key to different religion and spiritual beliefs is to respect them the best you know how. I am sure your client would not mind you asking questions to gain knowledge of their religion.

Internships: Keyana Smith M. Ed.
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?

By doing my internship site at elementary school and middle school I was able to see how involved parents are in the lower grade levels. Once I entered middle school it was like the parents fell off the face of the earth. There are a few parents who are involved in their child’s academic in middle school but for the most part it is the parent we do not want to see. Experiencing good and bad parenting has given me the skills to work with the most unpredictable individual.

Internships: Keyana Smith M. Ed.
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?

I will say that at both internship sites I have learned the true meaning of teamwork. I have also learned that everyone has their strengths and weaknesses and that can look as if the person is getting away with doing less but that is not true. A great leader knows his/her staff member’s strengths and weakness.

Internships: Keyana Smith M. Ed.
Completed FES
240509013652_uptodate_fes.pdf (.pdf) 4.56mb
Exam History: Keyana Smith M. Ed.
School Counseling Exam Score Report 5422
240311093043_state_testing_score.pdf (.pdf) 0.32mb
Licenses & Certifications: Keyana Smith M. Ed.
ASCA Membership Card
240311094005_ASCA_membership_card.pdf (.pdf) 0.02mb
Licenses & Certifications: Keyana Smith M. Ed.
Behavioral Guidelines: The Use of Seclusion and Restraint Training Certificate
240311094517_Keyana_Smith_Regulations_Governing_the_Use_of_Restraint_and_Seclusion_in_Elementary_and_Secondary_Schools_in_Virginia_Modules_Quiz_Certificate_CIEES_2_1_.pdf (.pdf) 0.01mb
Licenses & Certifications: Keyana Smith M. Ed.
Child Abuse and Neglect Recognition and Intervention Training Certificate
240311094824_IMG_1597_1_.jpeg (.jpeg) 4.52mb
Licenses & Certifications: Keyana Smith M. Ed.
Cultural Competency Training Certificate
240311094957_Virginia_Department_of_Education_Cultural_Competency_Training_3_.pdf (.pdf) 0.33mb
Licenses & Certifications: Keyana Smith M. Ed.
Dyslexia Awareness Training Certificate
240311095607_dyslexia_training_1_.pdf (.pdf) 0.06mb
Licenses & Certifications: Keyana Smith M. Ed.
Hands-On CPR/First Aid/AED Training Certificate
240311100132_IMG_1701_4_.jpg (.jpg) 0.11mb
Licenses & Certifications: Keyana Smith M. Ed.
Schools and Grief: Helping Students Cope with Death Training Certificate
240311100745_Schools_and_Grief_Helping_Students_Cope_with_Death_Certificate.pdf (.pdf) 1.86mb
Licenses & Certifications: Keyana Smith M. Ed.
Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma Training Certificate
240311100929_Supporting_Caregivers_of_Youth_with_Substance_Use_Problems_Certificate.pdf (.pdf) 1.86mb
Licenses & Certifications: Keyana Smith M. Ed.
Recognition of Mental Health Disorder and Behavioral Distress Training: Psychological First Aid (PFA) Certificate
240311101152_Psychological_First_Aid_PFA_Online_Certificate_3_.pdf (.pdf) 1.89mb