My name is Lorraine J. Whitfield, and I am a dedicated educator and aspiring professional school counselor with a passion for helping students achieve academic success, develop social-emotional skills, and overcome personal challenges. I have nearly five years of teaching experience at Barnes and have worked with elementary school students, experiences that have strengthened my understanding of the diverse needs of learners.

I hold a master’s degree and am currently pursuing a second degree to advance my education and professional career in school counseling. I am completing my school counseling internship at Beddingfield High School, where I am gaining hands-on experience working with students to address academic concerns, build confidence, develop coping strategies, and improve their overall school experience.

My counseling philosophy is grounded in the belief that every student deserves to feel safe, valued, respected, and supported. I strive to create an inclusive environment where students can recognize their strengths, overcome obstacles, and reach their fullest potential. I value collaboration with students, teachers, families, and school staff to promote student achievement and well-being.

In addition to my educational and professional pursuits, I am a member of the American School Counselor Association (ASCA) and American Christian Counselors. I also serve as a Youth Leader and Missionary at New Jerusalem Church, where I have a heart for mentoring, encouraging, and supporting others.

My ultimate goal is to become an effective school counselor who advocates for students, promotes academic achievement, supports social-emotional development, and helps every student recognize the possibilities available to them. I am committed to lifelong learning, professional growth, and making a positive difference in the lives of students and families.

I am a member of the American School Counselor Association (ASCA) and American Christian Counselors. These affiliations reflect my commitment to professional growth, ethical counseling practices, student advocacy, and supporting the academic, social-emotional, and personal development of others.

I am also an active member of New Jerusalem Church (NJC), where I serve as a Youth Leader and Missionary. Through my ministry, I am committed to mentoring youth, providing spiritual guidance, encouraging positive character development, and serving others within the church and community. My professional and ministry affiliations reflect my dedication to education, counseling, leadership, faith, and making a positive difference in the lives of children, adolescents, and families.

currently pursuing my Master’s in School Counseling at Liberty University. My professional affiliations and service activities include:

• American School Counselor Association (ASCA): Member committed to professional growth, student advocacy, and effective school counseling practices.

• American Christian Counselors: Member supporting my continued growth in counseling and faith-informed service.

• Beddingfield High School: School counseling intern collaborating with counselors and teachers to support students’ academic achievement, career exploration, and social-emotional development.

• New Jerusalem Church: Youth Leader and Missionary, serving youth through mentorship, encouragement, and spiritual guidance.

Through these roles, I contribute to student success, youth development, and service within my school and community.

My internship at Beddingfield High School is helping me understand how closely students’ emotional well-being, academic progress, and sense of belonging are connected. As I transition from classroom teacher to school counselor, I am learning to listen more carefully, consider the reasons behind students’ behaviors, and help them take manageable steps toward their goals.

One meaningful experience has been supporting a student who feels anxious entering a crowded cafeteria. Through these interactions, I have learned that a routine school activity can present a significant challenge for a student. Entering before the crowd, receiving encouragement, and having time to try again have provided opportunities to practice this transition. When the student returned after the line decreased and obtained lunch, I recognized the importance of acknowledging her effort and persistence.

Supporting students with missing assignments has also strengthened my understanding of individualized assistance. I observed that a student who struggled in larger classroom settings worked more effectively in a smaller, quieter environment. This reminded me to explore what support a student need before drawing conclusions about motivation or participation. Moving forward, I want to help students develop strategies they can use with increasing independence.

Another area of growth is using data to guide my work. Tracking cafeteria entries, reviewing grades, and discussing assignment completion provide different perspectives on student needs. I am learning to distinguish between what I observe, what a student reports, and what the available data demonstrate. This will help me evaluate progress more accurately and adjust support when needed.

These experiences are also building my confidence. I am learning that I do not need to have an immediate answer to every concern. Listening, asking thoughtful questions, collaborating with school personnel, and seeking supervision are valuable parts of becoming an effective counselor.

As I continue my internship, I want to strengthen my questioning skills, document student responses more clearly, and include students more actively in setting goals. My goal is to create a supportive counseling environment where students feel heard, recognize their strengths, and develop confidence in their ability to move forward.