Courses Taken: Kendra Zaremba
Benchmark Ethical Dilemma Presentation:
https://watch.liberty.edu/media/t/1_msgmpz3c


The Ethical Vignette Paper aligns with the Foundations standard in adherence to and applying ethical and legal standards.

The Attitudes and Beliefs Paper aligns with Counseling Prevention and Intervention in being self-aware, recognizing limitations and seeking supervision or referral if necessary. COSC 501 Benchmark Links (.docx) 2.30mb

Courses Taken: Kendra Zaremba
Benchmark Essay: Addiction and Adolescence Assignment aligns with the AIA Counseling Prevention and Intervention standard with designing and implementing prevention and intervention health and wellness and resiliency plans.

Benchmark Essay: Trauma, Development, and Spirituality Assignment aligns with the Assessment standard in assessing individual social/emotional barriers and development.

Benchmark Paper: Development Analysis Assignment also relates to the Assessment standard in that the process of development is unique to each student given their individual strengths, culture, family and backgrounds. COUC 502 Benchmarks (.docx) 3.00mb

Courses Taken: Kendra Zaremba

The Cultural Immersion Research and Events Project Paper aligns with AIA standard Diversity and Advocacy in that it allowed for multicultural research to develop a personal experience of cultural equity and further educated on counseling strategies to assist with our chosen population.

The Interview portion of the Cultural Immersion Project also relates to the Diversity and Advocacy standard as it taught skills of advocacy and social justice. COUC 504 Benchmarks (.docx) 3.07mb

Courses Taken: Kendra Zaremba
Benchmark Live Supervision Video Link Assignment: This assignment relates to AIA standard Counseling Prevention & Intervention as it demonstrated counseling with another student as practice with supervision and feedback. https://watch.liberty.edu/media/t/1_mcz27osw

Attached below are assignments:
1. Benchmark Counseling Skills Assignment-This assignment demonstrates not only the counseling standard as I examined how to better my live supervision counseling session, but it also demonstrated the diversity standard as I should have been more competent in perceiving the other student's cultural diversity and values.
2. Benchmark Final Skills Competency Scale-This assignment related to the standard of counseling as I actively assessed myself on my skills as a counselor. COSC 505 Benchmarks (.docx) 0.67mb

Courses Taken: Kendra Zaremba
Benchmark Professional Theoretical Approach to School Counseling Paper relates to the counseling intervention standard as I established which counseling theory and approach best matches my individual style to work with individuals when counseling them. COSC 510 Benchmark (.docx) 0.97mb

Courses Taken: Kendra Zaremba
Benchmark Psychoeducational Group Assignment: This assignment focused on the counseling intervention standard as a small group was conducted with students to provide them with tools and strategies to reduce anxiety and positive thinking.

Benchmark Critical Incident Paper Assignment: This assignment referred to the foundation standard as a school counselor acted unethically, ethics were addressed, and a revised course of action was determined. 512 Benchmarks (.docx) 1.24mb

Courses Taken: Kendra Zaremba

Courses Taken: Kendra Zaremba
Benchmark Career Development Program Proposal Assignment: This assignment associates with the standard assessment as my program proposal assessed barriers that impeded students' academic and career development and planning, it also assessed valid inferences based upon statistics, theories and familial trends. This project was also relevant to standard research and evaluation as its' findings further guided the school counseling program.
https://watch.liberty.edu/media/t/1_xxto5syt 

Benchmark Career Self-Assessment and Exploration Paper Assignment: This assignment related to the assessment standard as it allowed me to explore various career assessments to appropriately know which assessment strategies meet student needs 522 Benchmark (.docx) 1.86mb

Courses Taken: Kendra Zaremba
Benchmark School SIMS: Final Assignment Benchmark Educational Philosophy in Practice Assignment
SIMS 5 assessed reacting to an emergency situation and related to the foundations standard as acting both legally and ethically.
SIMS 6 assessed developing and designing a comprehensive school counseling program as a new counselor, this relates to standard research and evaluation in obtaining relevant research, developing relevant outcomes and using data to meet student needs.
SIMS 7 assessed conveying suicide and relates to the consultation and collaboration standard as counselors, key individuals and staff were all moving parts within the process.
The FINAL SIMS report utilized SIMS 7 and referred to the Model Code of Ethics for Educators MCEE 3.C.3. that personal information cannot be shared. This related to the foundation standard of legality. 604 Benchmarks (.docx) 2.62mb

Courses Taken: Kendra Zaremba
Comprehensive Child and Adolescent Counseling Benchmark: This broad-based assignment related to the counseling standard in that it explored on how to relate and be sensitive to working with diverse groups of children and adolescence in meeting their unique needs. The counseling standard also applied on utilizing theoretical approaches to specific populations and scenarios. The assessment standard was applied to making community referrals. 611 Benchmark (.docx) 1.66mb

Courses Taken: Kendra Zaremba
Benchmark Exploring Reliability and Validity Assignment: This assignment correlated with the research and evaluation standard in that an assessment tool was measured for reliability and validity showing us, as school counselors, how to accurately measure if an assessment will be beneficial to our students and school counseling program.

Benchmark Initial Interview Assignment: This assignment utilized the assessment standards as an appropriate assessment tool had to be determined to evaluate a student based upon age, characteristics and needs. This assignment also related to the collaboration and consultation standard as the school counselor was acting as a referral agent gathering information from teachers, family and friends to make a decision for an outside organization regarding the student. 622 Benchmarks (.docx) 1.72mb

Courses Taken: Kendra Zaremba
Benchmark School Counseling Parent-Teacher Presentation Assignment: This assignment and presentation were created in association with the leadership standard as a school counselor in a scenario presenting the comprehensive school counseling program to parents and teachers. 660 Benchmark (.docx) 6.80mb

Courses Taken: Kendra Zaremba
Benchmark School Counseling Brochure Assignment: This brochure was created aligning with the leadership standard as a means to communicate the school's comprehensive school counseling program.

Benchmark Data Presentation Assignment: This assignment relates to the assessment standard as it was a needs-based assessment in determining barriers impeding students' academic, career and social/emotional development.
https://watch.liberty.edu/media/t/1_rdhjfctm
***This assignment could not be attached as it was too large. 661 Benchmarks (.docx) 1.80mb

Courses Taken: Kendra Zaremba
Benchmark Case Conceptualization and Treatment Plan and School Counseling Treatment Plan: One aspect of this assignment related to the collaboration and consultation standard as I consulted with teachers and staff to gain insight into the students' academic and social/emotional domains impeding success. Another aspect related to the assessment standard as I was then able to create goals with the student to assess her barriers and develop goals.

Final AIA: This was conducted by my site supervisor allowing me to assess my development of all AIA standards. 692 Benchmarks (.docx) 3.28mb

Courses Taken: Kendra Zaremba
Benchmark Case Conceptualization and School Counseling Treatment Plan: This assignment allowed me to further build upon the counseling standard and the initial practicum assignment in building skills and techniques. This assignment also presented a student that allowed the advocacy standard to come into play as I was able to engage the student in becoming an advocate for herself and becoming more assertive within her social/emotional domain. 

Final AIA: This was complete by my site supervisor allowing me to gauge all standards to determine areas of growth and areas that I still need to work on within Internship 2. 693 Benchmarks (.docx) 3.63mb

Courses Taken: Kendra Zaremba
Benchmark Case Conceptualization and School Counseling Treatment Plan: 


Final AIA:

Projects: Kendra Zaremba
This project was conducted to assist twelfth grade students with postgraduate transition planning who identified they were uncertain of goals after high school graduation. Students completed O*NET interest profiler to assist in discovering personality characteristics and related careers domains. Postgraduate options were presented such as the militia, college, technical and trade fields, and employment. A budgeting session was also included for real world expense accountability. Students conducted research each session on school computers for engagement and information. Practicum Culmination Project: Six Small Group (.pptx) 4.81mb

Projects: Kendra Zaremba
Internship I Culminating Project 2: Classroom Guidance Lesson: These Junior presentations centered upon preparing students for their upcoming senior year and providing them with pertinent information. The first session introduced counselors, their role and the importance of attendance towards grades. Resume development was also discussed. The second session reviewed standard vs. advanced diploma types and the SAT vs. ACT. The third session talked about postgraduate options and career readiness. The final session reviewed the XELLO application and how this is beneficial for researching careers as well as college applications. Students logged into XELLO to ensure their accounts were activated. Internship I Culminating Classroom Guidance Lessons (.pptx) 5.75mb

Projects: Kendra Zaremba

Internships: Kendra Zaremba
Prompt 1: My time working within elementary and secondary settings has shown me that all students are developmentally unique. Students with exceptionalities, those with IEP's or 504's, require additional supports from professional school counselor's to be successful in school. I have learned that beginning early in elementary school, students are concrete thinkers where things are as they appear, then students move more towards abstract thinking taking on perspective and problem-solving skills. Secondary students are developed critical thinkers, or formal operational thinkers that are logical and analytical. As both elementary and secondary students are diverse learners. I created and delivered lesson plans accordingly. Simple social-emotional classroom guidance lessons were delivered to elementary students and more complex grief and loss small group were provided to high school students to explore feelings, emotions and coping mechanisms.

Prompt 2: My field experience has positively supported the need to value students' religion and spirituality. There was a second grader of Muslim descent I met with a few times regarding dealing with approaches concerning Western value and beliefs of her peers. She wanted to know why the tooth fairy did not visit her like her friends or why she was not able to participate in Christmas activities along with her peers. I explained cultural diversity to her in that each culture and religion has different beliefs such as the tooth fairy, different holidays they celebrate such as Christmas and share different worldviews on life. I asked if she could share some of what her culture believed in and she discussed holidays she liked, foods that she liked that her mother cooked and the fun henna tattoos her family does together. After collaborating with her teacher, we thought it would be a great idea for the student to write up and discuss her culture with her peers. In this situation, the ASERVIC quotation most definitely took the students religion and spirituality perspective and applied it to her psychosocial development.

Prompt 3: My field experience has taught me that without outside supports of the student, you cannot properly develop a holistic view of the student. Without collaboration and support with family such as parent(s) or guardian(s), you could not understand important aspects such as what a child is like at home, what their needs are or gain pertinent history related to being a successful student. Community involvement is such a support system for children and adolescents because it creates bonds with others and a sense of importance. Being involved in sports or other team events, going to a place where you celebrate your religion and spirituality, social events; these are all sources that provide growth and mindsets. Including a student's culture as a support is important because that is a part of their values, beliefs and worldviews. Culture can impact career, social-emotional and academic domains.

Prompt 4: I had some prior experience as a school counselor before I started my degree. I did not feel supported in this role as I did not have any training or mentoring, I was just learning as I went along. This degree's field experience, as I was paired with a licensed school counselor for guidance, allowed me to properly understand and practice my role, responsibilities and techniques. In my previous role there were many unassigned duties attached to my role such as bus and lunch duty that took much of my day. My experiences have shown me that a counselor's role should be assigned duties according to the ASCA National Model, shared duties as needed. There are so many supports for students that I learned through collaboration and consultation, my scope of practice allows me to refer when needed as I am not the expert in any given field. If a student requires community case management, long term supports or diagnosis testing; I know I can provide outside referral information to best suit student needs.

Exam History: Kendra Zaremba
School Counselor 5422 Praxis Praxis Exam (.pdf) 0.42mb

Licenses & Certifications: Kendra Zaremba
ASCA Membership Card (.pdf) 0.02mb

Licenses & Certifications: Kendra Zaremba
Seclusion and Restraint Certificate (.pdf) 0.00mb

Licenses & Certifications: Kendra Zaremba
Child Abuse and Neglect Certification (.pdf) 0.10mb

Licenses & Certifications: Kendra Zaremba
Cultural Competency Certification (.pdf) 0.32mb

Licenses & Certifications: Kendra Zaremba
Dyslexia Certificate (.pdf) 0.06mb

Licenses & Certifications: Kendra Zaremba
Red Cross Certification (.pdf) 0.02mb

Licenses & Certifications: Kendra Zaremba
Grief and Death Certificate (.pdf) 1.86mb

Licenses & Certifications: Kendra Zaremba
Supporting Caregivers Certificate (.pdf) 1.86mb

Licenses & Certifications: Kendra Zaremba
Psychological First Aid Certificate (.pdf) 0.55mb