I will be finishing my M.Ed. School Counseling this upcoming December 2024! I graduated with a B.A. in Psychology with a minor in Addiction Studies in 2021. I have experience in working with children in behavior therapy as an RBT, as well as working as an in-home support personnel collaborating with therapists for underprivileged children. For the past school year, I completed both my practicum and internship I at a local high school, which I thoroughly enjoyed! I am so excited to work with elementary-aged kids next!
Foundations (.jpg) 0.36mb Columbia Suicide Screener (.jpg) 0.58mb Diversity & Advocacy (.png) 0.41mb O*NET Work Importance Locator Results (.pdf) 0.05mb BESS Screener (.jpg) 0.19mb Behavior Data (.jpeg) 10.44mb Data and Technology Artifact (.png) 0.12mb Good Faith Effort (.docx) 0.36mb 504 Plan with Redacted Names (.pdf) 0.74mb Resource Guide (.pdf) 0.12mb This benchmark meets RESEARCH AND EVALUATION, COUNSELING PREVENTION AND INTERVENTION, as well as DIVERSITY AND ADVOCACY AIA standards.
Final AIA: Internship 2
Internship 2 Benchmarks (.pdf) 0.36mb This benchmark meets DIVERSITY AND ADVOCACY, ASSESSMENT, as well as COUNSELING PREVENTION AND INTERVENTION AIA standards.
Internship 1 Benchmarks (.pdf) 0.93mb This benchmark meets LEADERSHIP, FOUNDATIONS, COUNSELING PREVENTION AND INTERVENTION, as well as DIVERSITY AND ADVOCACY.
Benchmark Culminating Project: Psycho-Educational Small Group PowerPoint Assignment
This benchmark meets LEADERSHIP, COUNSELING PREVENTION AND INTERVENTION, FOUNDATIONS, as well as ASSESSMENT.
COSC 692 Practicum Benchmarks (.pdf) 0.21mb Benchmark Data Presentation Assignment
This benchmark meets the LEADERSHIP, RESEARCH AND EVALUATION, ASSESSMENT, as well as COLLABORATION AND CONSULTATION AIA standards.
Benchmark School Counseling Brochure Assignment
This benchmark meets the LEADERSHIP, ACADEMIC DEVELOPMENT, as well as RESEARCH AND EVALUATION AIA standards.
COSC 661 Benchmarks (.pdf) 1.75mb This benchmark meets LEADERSHIP, COLLABORATION AND CONSULTATION, as well as ASSESSMENT AIA standards.
COSC 660 Principles of School Counseling Benchmark (.pdf) 1.20mb Benchmark Exploring Reliability and Validity Assignment
This benchmark meets RESEARCH AND EVALUATION, ASSESSMENT, as well as LEADERSHIP AIA standards.
Benchmark Initial Interview Assignment
This benchmark meets COUNSELING PREVENTION AND INTERVENTION, as well as RESEARCH AND EVALUATION AIA standards.
COSC 622 Educational Assessment and Intervention Benchmark (.pdf) 0.88mb This benchmark meets the COUNSELING PREVENTION AND INTERVENTION, as well as ASSESSMENT AIA standards.
COSC 611 Child and Adolescent Counseling in the Schools Benchmark (.pdf) 0.79mb Benchmark ProEthica: Final Assignment
This benchmark meets FOUNDATIONS as well as DIVERSITY AND ADVOCACY.
Benchmark Educational Philosophy in Practice: Prewriting and Peer Review Assignment
This benchmark meets LEADERSHIP, FOUNDATIONS, as well as ACADEMIC DEVELOPMENT AIA standards.
COSC 604 Educational Philosophy Benchmark (.pdf) 0.09mb This benchmark meets ASSESSMENT as well as RESEARCH AND EVALUATION AIA standards.
Benchmark Research Proposal Assignment
This benchmark meets ASSESSMENT, RESEARCH AND EVALUATION, as well as LEADERSHIP AIA standards.
COUC 515 -- Research and Program Evaluation Benchmarks (.pdf) 0.34mb Benchmark Psychoeducational Group Assignment
This benchmark meets COUNSELING PREVENTION AND INTERVENTION AIA standards.
Benchmark Critical Incident Paper Assignment
This benchmark meets COUNSELING PREVENTION AND INTERVENTION as well as FOUNDATIONS AIA standards.
COSC 512 -- Structured Groups Benchmarks (.pdf) 0.15mb This benchmark meets COUNSELING PREVENTION AND INTERVENTION AIA standards.
COSC 510 -- Counseling Theories Benchmark (.docx) 0.03mb Benchmark Counseling Skills Assignment meets COUNSELING PREVENTION AND INTERVENTION AIA standards.
Benchmark Final Skills Competency Scale (SCS) Participation Assignment meets COUNSELING PREVENTION AND INTERVENTION AIA standards.
Quiz: Benchmark Live Supervision Participation meets COUNSELING PREVENTION AND INTERVENTION AIA standards.
COSC 505 -- Counseling Techniques Benchmarks (.pdf) 0.19mb 241030122325_COSC_611_Transition_program_proposal_combined.pdf (.pdf) 0.79mb Benchmark: Cultural Immersion Project Paper: Interview Paper Assignment meets the DIVERSITY AND ADVOCACY AIA standards.
COUC 504-Multicultural Counseling Benchmarks (.pdf) 0.26mb This benchmark meets FOUNDATIONS AIA standard.
Benchmark Attitudes and Beliefs Reflection Paper
This benchmark meets FOUNDATIONS AIA standard.
COSC 501 – Professional, Ethical, and Legal Issues in School Counseling Benchmark Ethical Vignette Paper and Benchmark Attitudes and Beliefs Reflection Paper (.pdf) 0.20mb This benchmark meets the COUNSELING PREVENTION AND INTERVENTION as well as DIVERSITY AND ADVOCACY AIA standards.
Benchmark Paper: Developmental Analysis
This benchmark meets the COUNSELING PREVENTION AND INTERVENTION as well as DIVERSITY AND ADVOCACY AIA standards.
Benchmark Paper: Trauma, Development and Spirituality
This benchmark meets the COUNSELING PREVENTION AND INTERVENTION as well as DIVERSITY AND ADVOCACY AIA standards.
241028113727_COUC_502_Benchmarks.pdf (.pdf) 0.29mb Internship 2 Culminating Project 3: Small Group Program (.pptx) 8.69mb Internship 1 Culminating Project 2 (.pdf) 0.73mb Practicum Culminating Project Powerpoint (.pdf) 0.44mb - Prompt #1:– 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?
Serving diverse learners with exceptionalities in a counseling framework has helped me understand the wide variety of needs of students. It has helped me anticipate additional supports that may be needed. With some of the exceptional learners I served at the high school level, I was able to aid in obtaining 504 supports for them, as well as aid in additional social supports for diverse learners in a small group I facilitated. Additionally, at the elementary level, I helped adapt the schoolwide classroom guidance lesson for the needs of exceptional learners in the self-contained classroom. It was such a joy to provide the supports that were needed to help them learn!
- Prompt #2:– 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 by the K-12 student?
In both the high school and the elementary levels at which I served, many students held a wide variety of religious beliefs; some of them held these beliefs very closely, and some loosely associated with a specific religion. Regardless of the students’ specific beliefs, it is important to recognize that all beliefs play an integral part of shaping their self-concept, as well as their outlook on the world. Thus, it is important to keep these beliefs in consideration and their effect on the student’s worldview when counseling them, so as to encourage the student's own understanding instead of imposing one's own.
- 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?
If there is one thing that I learned in both the high school and elementary levels is that when a student’s family, community, and culture are all involved and on the same page, the student is much more likely to experience academic and social-emotional success. This can be seen especially when attempting to put support in place for a student who is struggling. At the elementary level, I often attended ARC meetings and when all of the staff and parents were on the same page, then the student was able to receive the support needed. If not, it made the process much more difficult and the path to success was delayed. Thus, the importance of including the wider community surrounding the student cannot be overstated.
- 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 helped shape my professional experience as a school counselor by giving me a wide variety of experiences serving students of all ages and thus has made me much more confident that I am capable of serving a school environment well. I have learned that advocacy when it comes to the scope of practice is imperative, as there are often many responsibilities that need to be completed that are often laid upon the school counselor because there is no one else who is willing to do them. In the same way, addressing a student’s long-term needs is not part of the school counselor’s scope of practice, and thus the referral process is extremely important.
Field Experience Summary (.docx) 0.04mb Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma Training Certificate (.pdf) 1.72mb Hands-On CPR/First Aid/AED Training Certificate (.pdf) 0.03mb Behavioral Guidelines: The Use of Seclusion and Restraint Training Certificate (.pdf) 0.01mb 
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