Liberty University 
Location: 
Phone: 
My Bio
Tiffany Groveman
My name is Tiffany Groveman and I am in my last semester of graduate school at Liberty University. I am working toward obtaining my degree in School Counseling. I was born and raised in Montgomery County, Maryland and received a degree in Psychology from the University of Maryland, Baltimore County. Once I graduate, I will be pursuing a career in the school system working with high school students. I am a Mom of 3 kids and have been married for 12 years. We are an active family that loves pending time outside and playing sports. I love new challenges and am excited for this next adventure!
Resume & CV
School Counseling Resume
Tiffany Groveman
Temiller2@liberty.edu | (301)956-0025 | linkedin.com/in/tiffany-groveman-818ba0293
PROFESSIONAL SKILLS PROFILE
- Data collection and analysis
- Administratively organized
- Facilitator of trainings and team building
- Curriculum development
- Presentation competency
- Interpersonal communication
- Problem solving skills
- Collaboration
EDUCATION
MA in School Counseling (CACREP), Liberty University, Lynchburg, VA Present
- Relevant Coursework: Multicultural Counseling, Theories of Counseling, Ethical and Legal Issues in Counseling, Human Growth and Development, Foundations of School Counseling, Counseling Skills, Counseling Children and Adolescents, Group Counseling, Career Development and Counseling, Assessment & Evaluation in School Counseling
BS in Psychology, University of Maryland, Baltimore County, Rockville, MD December 2013
- Relevant Coursework: Abnormal Psychology, Human Sexuality, Intro to Psychology, Social Psychology, Human Behavior, Physiological Psychology, Psychology of Women, Experimental Psychology, Psychology of Aging, Sensation and Perception, Adolescent Psychology, Child Maltreatment, Psychological Assessment, Personality, Psychology of Learning, Psychology of Motivation, Child/Adolescent Psychology
RELEVANT EXPERIENCE
Paraeducator, Montgomery County Public Schools, Gaithersburg, Contour January 2014-December 2014
- Supervised physical and instructional needs of Head start students
- Assisted with classroom operations such as safety skills, assessments and testing of students, schedule management and material development
- Created work projects for students, implementing them in a one-on-one and group capacity
- Reinforce previous lessons
Training Coordinator, Astra Zeneca, Frederick, Research December 2014- December 2015
- Training support for the Learning Management System and Service Request System
- Distributed and ran reports that tracked and analyzed data
- Maintain accuracy and integrity of data and system
ADDITIONAL EXPERIENCE
Multi-Channel Sales Lead, Best Buy, Gaithersburg, Shady Grove June 2011-December 2011
- Overseeing peer performances
- Data collection for sales team
- Collaborated with venders to ensure product deliveries
- Customer service representative
- Coaching to sales team
PROFESSIONAL AFFILIATIONS & CERTIFICATIONS
American School Counselor Association (ASCA) January 2023-Present
PFA (Psychological First Aid training) January 2024
CPR/AED/First Aid training January 2024
The Use of Seclusion and Restraint Training Certificate September 2023
Behavior Intervention and Support Training Certificate September 2023
Supporting Caregivers of Youth with Substance Use Problems Affecting ted by Trauma Training September 2023
Dyslexia Awareness Training September 2023
Child Abuse and Neglect: Recognizing, Reporting and Responding for Educators Certification September 2023
Reflective Journal
Worldview Essay
240507072003_Portfolio_Worldview.docx
0.01 MB
View
Goals (Personal & Professional)
Professional Growth Essay
240507082513_Portfolio_Professional_Growth.docx
0.01 MB
View
Competency Assessments
Foundations
The document attached is part of a training that was taken during my internship. It is personal SEL reflection that helps school counselors know where there strengths are and the areas they may need to work on. School counselors help establish the foundation of the school counseling program and I would venture to say that they themselves are the foundation of the school counseling program.
Personal SEL Reflection Document
0.95 MB
View
Counseling Prevention & Intervention
In this document, I outlined the goals of the session with the student, understanding that the session may take on a form of its own. In this particular session, I used solution-focused brief therapy techniques where the student identified emotions through a game we played. We both rolled a larger dice that had emotions on them and identified a time in our lives where we felt that emotion. We expanded our emotional vocabulary and worked on a "calm down plan" worksheet where we brainstormed positive coping techniques for when we are upset. The student also utilized a journal. In the journal, the student would write down any negative or long lasting thoughts that was upsetting. With every negative emotion or thought the student will say something positive. After they write down the negative thought, the student will cross it out after they expresses a positive thought.
Individual Counseling Session
0.03 MB
View
Diversity & Advocacy
The lesson plan attached discusses the story called "the kings garden". In this lesson plan, the students learn to recognize and appreciate the differences in themselves and others. I read the book to the students and then the students filled out a worksheet called "I am unique" where they wrote down things that make them special. The students shared with each other at least one thing that makes them unique and then we wrapped up the lesson by making "I am" positive statements.
Lesson Plan "The Kings Garden"
0.07 MB
View
Assessment
The attached document shows a pre/post assessment that I created in order to gather data for students on social/emotional development. The small group focused on self-esteem & social skills and was designed/ created for the Kindergartner who is unable to read. We completed the pre/post assessments together in small group so there was no confusion as to what it was asking.
Pre/Post Assessment (K Self-Esteem & Social Skills)
0.23 MB
View
Research & Evaluation
The attached powerpoint provides an overview of the study skills lesson plan implemented at the high school level. Within this power point there is a slide that shows an existing platform utilized by the school called schoology. Schoology houses grades and provides communication between staff/students and parents/ school. Through this platform, I was able to gather enough data to show the need for a study skills lesson plan at the 9th & 10th grade level.
Culminating Study Skills Powerpoint
3.01 MB
View
Academic Development
Attached is a document that contains tips for time management. I created a time management lesson plan for high school students which discussed ways that they can utilize their time to the fullest with goal of creating healthy study skills habits and improve overall academic success. The students received time management worksheets, this management tip worksheet, as well as an organizational journal.
Time Management Tips
0.72 MB
View
Collaboration & Consultation
The document that is attached shows the format for one of six small group(lunch bunches) sessions with my 5th grade problem solving group. In this particular small group session, the students and I collaborated by working on ways they can problem solve by use of abilities to their fullest to achieve high-quality results and outcomes (M.4) and find creative approach to learning, tasks and problem solving (B-LS 2).
Work on Logistics
0.05 MB
View
Leadership
Attached is a handwritten schedule for a day in my lower school internship. As seen by the attachment, I was servicing students throughout the day and observing behaviors for other students who may or may not need services. I created this list in order to better guide my day as well as provide students with the best support. I collaborated with my site supervisor, parents and teachers so individual session could occur in the future and so students could be successful in multiple areas of their school and academic careers.
Schedule for a day in Internship
0.94 MB
View
Scrip-Core
In internship 1, my site supervisor filled out a disposition assessment about my time in the schools. The dispositions includes the following fields: social responsibility, commitment, reflective practice, integrity, and professionalism. There was a rating scale from 0 (no evidence) to 3 (Met-advanced). I received advanced for all dispositions and felt that I was able to effectively display these important dispositions.
CAEP SCRIP Disposition Assessment by Site Supervisor 05/2024
0.07 MB
View
Courses Taken
COSC 694-Internship 2
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) Identifies new referral resources. AND/OR Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.
Benchmark Case Conceptualization & School Counseling Services Plan Template and Final AIA
0.06 MB
View
COSC 693-Internship 1
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) Identifies new referral resources. AND/OR Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.
Benchmark Case Conceptualization & School Counseling Services Plan & Final AIA
5.17 MB
View
COSC 692/COUC 692 Practicum
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) Identifies new referral resources. AND/OR Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.
Practicum Benchmark Case Conceptualization & School Counseling Services Treatment Plan & Final AIA
3.54 MB
View
COSC 661 –School Counseling Program Development & Evaluation
ISTE (1c; 3a; 3b; 5a; 5b; 5c; 6d) 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).
Benchmark School Counseling Brochure Assignment and Data Presentation Assignment
6.85 MB
View
COSC 660 –Principles of School Counseling
ASCA (B-PF 2; B-PF 3; B-PF 8; B-PF 9) Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling.
241118094401_CNL_505_Counselor_Ethical_Boundaries_and_Practices.docx
0.02 MB
View
COSC 622 –Educational Assessment and Intervention
CEFS PLO (4) Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.
Exploring Reliability & Validity Assignment & Interview Assignment
0.02 MB
View
COSC 611 –Child and Adolescent Counseling in the Schools
VDOE (2; 3; 4; 5a-c; 6a-c; 7a-d) 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.
Benchmark Comprehensive Child and Adolescent Counseling
0.05 MB
View
COSC 604 –Foundations of Education
VDOE (5a-c; 6a-c; 7a-d; 8a-b; 11) 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).
Benchmark Educational Philosophy in Practice
0.03 MB
View
COUC 522 –Career Development and Counseling
CAEP (A.1.1a,b,c,d,e,f) 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.
Benchmark Self-Assessment Paper & Career Development Program Proposal Assignment
16.18 MB
View
COUC 515 –Research and Program Evaluation
ISTE (7a; 7b; 7c) Analyzes and uses data (and relevant technology) to enhance school counseling programs.
241208101025_Benchmark_Research_Proposal_Assignment.docx
0.02 MB
View
COSC 512 –Structured Groups
CAEP (A.1.1d,f) Intern creates/implements peer helping program aimed at improving student development/well-being.
Benchmark Critical Incident Paper & Psychoeducational Groups
0.01 MB
View
COSC 510 –School Counseling Theories
MCCE (5.A-D) Develops measurable outcomes for school counseling programs, activities, interventions, and experiences.
School Counseling Program Design
0.70 MB
View
COSC 505 –Counseling Techniques
CAEP (A1.1d,f) Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.
Benchmark Counseling Skills & Benchmark Final Skills Competency Scale and Benchmark & Benchmark Live Supervision Video Link Assignment
0.04 MB
View
COUC 504 –Multicultural Counseling
CACREP (G.1.d; G.2.a; G.2.b; G.2.d; G.2.j; G.3.d, G.3.f; G.3.k) Evaluates and suggests changes to policies, programs, and/or services that improve equity and opportunity for diverse student academic, career, and social/emotional development.
Social and Cultural Paper
0.03 MB
View
COUC 502 –Human Growth and Development
CEFS PLO (2; 3) MCCE (1.C; 2.A-C) 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. AND Demonstrates the ability to use procedures for assessing and managing suicide risk.
Developmental Analysis Paper & Trauma, Development and Spirituality Assignment & Addiction & Adolescence Assignment
0.05 MB
View
COSC 501 –Professional, Ethical, and Legal Issues in School Counseling
VDOE (1; 3; 5a-c; 6a-c) Advocates for the learning and academic experiences necessary to promote the academic, career, and social/emotional development of students.
FINAL Counselor Ethical Boundaries and Practices
0.03 MB
View
Projects
Internship II Culminating Project
Provide the group of girls with a framework to operate within friendship and to help them build social skills that can be used throughout grade school and post-graduation. The small group discussed the "How to's" of friendship which included the following:
- How to communicate
- How to make good decisions
- How to resolve conflict
- How to maintain friendship
Internship 2 Culminating Project 3 Small Group Program: Social Skills (Friendship)
4.06 MB
View
Internship I Culminating Project
This lesson plan was created and implemented with the purpose to teach healthy study habits within the classroom setting, empowering students to balance school, personal and professional life.
Internship 1 Culminating Project 2: Classroom Guidance Lesson Unit (Study Skills)
10.26 MB
View
Practicum Culminating Project
The small group was designed and implemented with the goal of teaching problem solving skills to students to help prevent the problem from overtaking their emotional state or response. Students who are in this group will grow in confidence in their ability to build healthy mental, social/emotional and physical habits.
Practicum Culminating Project 1: Six session Small Group Program (Problem Solving)
2.31 MB
View
Internships
Field Experience Summary
Prompt # 1
From the beginning of practicum, to the end of Internship II, I couldn’t have imagined the varying levels of needs and experience I would encounter from students K-12th. Before beginning practicum, one of the directors of the school counseling department in Frederick County, offered me a great perspective. She said in elementary school you focus on teaching student’s boundaries, for themselves, others, school etc., in middle school the focus tends to be on counseling and in high school, counselors begin to prepare students for real life experience. She highly encouraged me to request placements in all 3 levels as it would serve me immensely as I went throughout my program and man, was she right. I believe my exposure to these different levels helped provide me with context in how to help all students including those with exceptionalities. I think the biggest takeaway from working with a senior in high school, all the way down to the Kindergartner is empathy, patience and showing you care. The ways I have created opportunities for adaptive learning is by asking question, asking for feedback and learning from others.
Prompt # 2
As school counselors, we respect and seek to help the student in a way that best serves them. If we do not include students core values and beliefs when helping them, then we are causing more harm than good. Our roles are to listen and not impose any of our personal perceptions or beliefs on them. That includes the unknown. For example, if I am working with a student and assume they have no religion or spiritual beliefs and I proceed to counseling and support them, I could be causing potential harm. Learning students value system and beliefs is part of our role as a school counselor and throughout placement I have learned that this is a major component in helping them.
Prompt # 3
The field experience was monumental in understanding the major impact family, community and culture has on the support of the student. These major areas work together to provide the best context for students to succeed in school and outside of school. If parents are not on board, it creates a difficult environment for students to get the necessary services/support that they need and the same goes for their culture/community. As a future school counselor, it gives me perspective in how to approach the students and parents based on their cultural upbringing and the way they live as a family.
Prompt # 4
My field experience has strengthened my professional identity in many different ways but the biggest way is confidence. Going into a site for the first time as a “trainee” is very intimidating and can feel overwhelming. Realizing that mistakes are good opportunities for growth and a willingness to self-assess and receive feedback has been monumental in building confidence. The biggest aspect of collaboration and consultation that I have learned in my role as a school counselor is to remain flexible and openminded. No day or situation is the same and to approach each student and situation with fresh eyes and an opened mind, was helpful.
From the beginning of practicum, to the end of Internship II, I couldn’t have imagined the varying levels of needs and experience I would encounter from students K-12th. Before beginning practicum, one of the directors of the school counseling department in Frederick County, offered me a great perspective. She said in elementary school you focus on teaching student’s boundaries, for themselves, others, school etc., in middle school the focus tends to be on counseling and in high school, counselors begin to prepare students for real life experience. She highly encouraged me to request placements in all 3 levels as it would serve me immensely as I went throughout my program and man, was she right. I believe my exposure to these different levels helped provide me with context in how to help all students including those with exceptionalities. I think the biggest takeaway from working with a senior in high school, all the way down to the Kindergartner is empathy, patience and showing you care. The ways I have created opportunities for adaptive learning is by asking question, asking for feedback and learning from others.
Prompt # 2
As school counselors, we respect and seek to help the student in a way that best serves them. If we do not include students core values and beliefs when helping them, then we are causing more harm than good. Our roles are to listen and not impose any of our personal perceptions or beliefs on them. That includes the unknown. For example, if I am working with a student and assume they have no religion or spiritual beliefs and I proceed to counseling and support them, I could be causing potential harm. Learning students value system and beliefs is part of our role as a school counselor and throughout placement I have learned that this is a major component in helping them.
Prompt # 3
The field experience was monumental in understanding the major impact family, community and culture has on the support of the student. These major areas work together to provide the best context for students to succeed in school and outside of school. If parents are not on board, it creates a difficult environment for students to get the necessary services/support that they need and the same goes for their culture/community. As a future school counselor, it gives me perspective in how to approach the students and parents based on their cultural upbringing and the way they live as a family.
Prompt # 4
My field experience has strengthened my professional identity in many different ways but the biggest way is confidence. Going into a site for the first time as a “trainee” is very intimidating and can feel overwhelming. Realizing that mistakes are good opportunities for growth and a willingness to self-assess and receive feedback has been monumental in building confidence. The biggest aspect of collaboration and consultation that I have learned in my role as a school counselor is to remain flexible and openminded. No day or situation is the same and to approach each student and situation with fresh eyes and an opened mind, was helpful.
Field Experience Summary
0.03 MB
View
Exam History
Praxis Score
ScoreReport Praxis
0.36 MB
View
Licenses & Certifications
Recognition of Mental Health Disorder and Behavioral Distress Training: Psychological First Aid (PFA) Certificate
Psychological First Aid (PFA)
1.89 MB
View
Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma Training Certificate
Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma
1.72 MB
View
Schools and Grief: Helping Students Cope with Death Training Certificate
Schools and Grief: Helping Students Cope with Death
1.86 MB
View
Hands-On CPR/First Aid/AED Training Certificate
Hands-On CPR/First Aid/AED
0.03 MB
View
Dyslexia Awareness Training Certificate
Dyslexia Awareness Training
0.05 MB
View
Cultural Competency Training Certificate
Cultural Competency
0.34 MB
View
Child Abuse and Neglect Recognition and Intervention Training Certificate
Child Abuse and Neglect Recognition and Intervention
0.11 MB
View
Behavioral Guidelines: The Use of Seclusion and Restraint Training Certificate
The Use of Seclusion and Restraint Training Certificate
0.16 MB
View
ASCA Membership Card/optional ACA Membership
ASCA Membership Card
0.02 MB
View