My Bio: Katharine Sandvick
Katharine Sandvick is a school counseling candidate from Liberty University. After earning her Bachelor of Arts in Elementary Education from the University of Montana, Katharine began her Post-Graduate work to become a school counselor. Teaching 6th Grade for a year at Wagonwheel Elementary while continuing her school counseling studies allowed Katharine to gain vital experience from a teacher perspective that has informed her continued study. Katharine has a strong desire to see students thrive both in the classroom and outside in their academic, career, and social/emotional development. 

Resume & CV: Katharine Sandvick
2025 Resume (.pdf) 0.05mb

Reflective Journal: Katharine Sandvick
Worldview Essay (.pdf) 0.04mb

Goals (Personal & Professional): Katharine Sandvick
Professional Growth Essay (.pdf) 0.04mb

Competency Assessments: Katharine Sandvick
This artifact shows my knowledge and understanding of the competency Foundations because I explain the importance of adhering to the limits of confidentiality within the relationship of client/student and counselor. This artifact also details the specific laws of confidentiality within the state I intend to practice.  Ethical Vignette Paper 1 (.pdf) 0.20mb

Competency Assessments: Katharine Sandvick
The Benchmark Case Conceptualization meets the criteria for the competency Counseling Prevention and Intervention because I utilized my knowledge to apply specific counseling techniques to improve the academic, career, and social/emotional development of this particular student. Additionally, it shows my ability to be sensitive to her situation and provide interventions that meet her unique circumstances. Case Conceptualization (.pdf) 0.26mb

Competency Assessments: Katharine Sandvick
My presentation attached is the Honoring Diversity and Transitions Program. This artifact demonstrates my competency in Diversity and Advocacy. In this presentation I outline several strategies for fostering diversity in the classroom, including connecting with community members and incorporating specific SEL instruction. This shows I understand how to advocate for programs and services that are culturally responsive.  Honoring Diversity and Transitions Program (.pptx) 0.14mb

Competency Assessments: Katharine Sandvick
For this competency, I attached my Career Development Program Proposal. This assignment shows my knowledge in Assessment as I evaluated a need in our school district and developed a specific program to improve academics, career, and/or social emotional development. The techniques implemented were appropriate for the population's diverse cultures, abilities, and backgrounds. 

Career Development Program Proposal (.pptx) 0.54mb

Competency Assessments: Katharine Sandvick
The Research Proposal attached shows my ability to develop and implement a research plan to improve school counseling services. The proposal identifies the hypothesis that socioeconomic status impacts
a student’s ability to read fluently on grade level. I display my competency in applying research based interventions that are supported by data and how I would evaluate data to determine effectiveness. 
Research Proposal (.pptx) 0.11mb

Competency Assessments: Katharine Sandvick
The Comprehensive School Counseling Brochure represents the competency Academic Development. In this brochure, I show my ability to design appropriate programs, utilize data to advocate for programs, implement interventions to prepare students for postsecondary opportunities, and coordinate peer interventions to promote student achievement. 
Comprehensive School Counseling Brochure (.pdf) 1.94mb

Competency Assessments: Katharine Sandvick
I show my competency in Collaboration and Consultation through the Resource Guide. This artifact includes many resources in the community including resources for crisis assistance, family service agencies, private therapist, and treatment centers. It shows my ability to locate necessary resources to improve student success. 

Resource Guide (.pdf) 0.04mb

Competency Assessments: Katharine Sandvick
Here is an example of how I am demonstrating the competency of Leadership. Attached is my Data Presentation from COSC 661 that displays my ability to present a comprehensive program that utilizes data to implement and evaluate effective school-wide interventions.  Data Presentation (.pdf) 3.16mb

Competency Assessments: Katharine Sandvick
Attached is the SCRIP+CORE rubric completed by my professor. She scored me as advanced in all of the following SCRIP categories: Social Responsibility, Commitment, Reflection, Integrity, and Professionalism. I was also scored advanced in Cooperativeness, Openness to Feedback, Personal Responsibility and Emotional Regulation. This proves that I possess the knowledge, skills and professional dispositions that CACREP requires.  SCRIP Rubric (.pdf) 0.07mb

Courses Taken: Katharine Sandvick
Benchmark Ethical Vignette Paper: 
Benchmark Attitudes and Beliefs Reflection Paper:
AIA Standard: Foundations Benchmark Ethical Vignette Paper & Benchmark Attitudes and Beliefs Reflection Paper (.pdf) 0.20mb

Courses Taken: Katharine Sandvick
Benchmark Essay: Addiction & Adolescence Assignment
Benchmark Essay: Trauma, Development, and Spirituality Assignment
Benchmark Paper: Development Analysis Assignment
AIA Standard: Academic Development  Benchmark Essays and Benchmark Paper (.pdf) 0.24mb

Courses Taken: Katharine Sandvick
AIA Standard: Diversity and Advocacy Cultural Immersion Project (.pdf) 0.36mb

Courses Taken: Katharine Sandvick
COSC 505 – Counseling Techniques Benchmark Counseling Skills Assignment
Benchmark Final Skills Competency Scale (Consultant)
Benchmark Live Supervision Video Link Assignment
AIA Standard: Counseling Prevention and Intervention  COSC 505 – Counseling Techniques Benchmark Counseling Skills Assignment Benchmark Final Skills Competency Scale (Consultant) Benchmark Live Supervision Video Link Assignment (.pdf) 0.47mb

Courses Taken: Katharine Sandvick
N/A- Not on my DCPA 

Courses Taken: Katharine Sandvick
Benchmark Psychoeducational Group Assignment 
Instructor Group Facilitation Feedback and Scoring
AIA Standard: Counseling Prevention and Intervention  Benchmark Psychoeducational Group Assignment (.pdf) 0.39mb

Courses Taken: Katharine Sandvick
Qualitative and Quantitative Reporting Assignment
Research Proposal Paper
AIA Standard: Research and Evaluation  Qualitative and Quantitative Reporting Assignment Research Proposal Paper (.pdf) 0.29mb

Courses Taken: Katharine Sandvick
Benchmark Career Self-Assessment and Exploration Paper Assignment: Benchmark Career Development Program Proposal Assignment:
AIA Standard: Assessment  Career Self-Assessment & Exploration Assignment & Program Proposal (.pdf) 2.15mb

Courses Taken: Katharine Sandvick
Benchmark School Sims: Final Assignment Benchmark Educational Philosophy in Practice Assignment
AIA Standard: Leadership Benchmark School Sims: Final Assignment Benchmark Educational Philosophy in Practice Assignment (.docx) 0.15mb

Courses Taken: Katharine Sandvick
Comprehensive Child and Adolescent Counseling Benchmark:
AIA Standard: Counseling Intervention and Prevention  Comprehensive Child and Adolescent Counseling Benchmark (.pdf) 0.36mb

Courses Taken: Katharine Sandvick
EDUC 622 – Educational Assessment and Intervention
This course was listed on my DCP instead of COSC 622 – Educational Assessment and Intervention, so I had a different final Benchmark.
AIA Standard: Assessment  Assessment Evaluation: Behavioral Evaluations (.pdf) 0.15mb

Courses Taken: Katharine Sandvick
Benchmark School Counseling Parent-Teacher Presentation Assignment
AIA Standard: Diversity and Advocacy  Benchmark School Counseling Parent-Teacher Presentation Assignment (.pptx) 2.78mb

Courses Taken: Katharine Sandvick
School Counseling Brochure Assignment
Data Presentation Assignment
AIA Standard: Collaboration and Consultation  School Counseling Brochure Assignment AND Data Presentation Assignment (.pdf) 5.11mb

Courses Taken: Katharine Sandvick
Case Conceptualization and Treatment Plan
School Counseling Practicum: Final Pre-AIA
AIA Standard: Counseling Prevention and Intervention  Case Conceptualization and Treatment Plan School Counseling Practicum: Final Pre-AIA (.pdf) 0.34mb

Courses Taken: Katharine Sandvick
Case Conceptualization and School Counseling Treatment Plan Final AIA: Internship I
AIA Standard: Assessment  Benchmark Internship Case Conceptualization Plan AND Internship 1 AIA Evalutaion (.pdf) 0.52mb

Courses Taken: Katharine Sandvick
Case Conceptualization and School Counseling Treatment Plan Final AIA: Internship 2
AIA Standard: Foundations Benchmark Case Conceptualization and Final AIA: Internship 2 (.pdf) 1.07mb

Projects: Katharine Sandvick
Attached is my Psycho-Educational small group done on Emotional Regulation. The group had five, first grade students who displayed a need for focused instruction on skills to regulate their emotions. The topics covered in the small group were as follows: developing appropriate strategies to deal with emotions and outbursts, ability to verbalize emotions, using positive coping skills, addressing the size of a problem and understanding other's perspective. Psycho-educational Small group (.pdf) 2.91mb

Projects: Katharine Sandvick
Attached is my Internship 1 Culminating Powerpoint. This includes four Classroom Lessons discussing the topic of Conflict Resolution. This was taught to 19 second grade students who needed support in this area based on referral data and small group data. The four lessons included topics such as reflecting on emotions, assessing the size of a problem, using I statements and practicing the skill of compromising. 251010122523_Internship_Culminating_Project.pptx.pdf (.pptx) 6.29mb

Projects: Katharine Sandvick
For the Internship 2 Culminating Project, I chose to complete 6 small group lessons on "Tools for Success" with a group of 7th and 8th grade students. There was a need for this group based on the specific student's behavioral plans and data showing the amount of class time these students were missing due to behavior. The 6 sessions included topics such as, asking for help, taking responsibility, choices and consequences, time management, perseverance and setting goals. Internship 2 Culminating Project (.pdf) 9.49mb

Internships: Katharine Sandvick
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? 

In both elementary and secondary school environments, I have logged many hours with students with diverse developmental needs and exceptionalities. I have specifically learned that one size does not fit all and each student has unique strengths and needs. I have had the opportunity to participate in many IEP and 504 meetings with the purpose of establishing specialized instruction and services. I have created opportunities that are adapted to diverse learners throughout classroom guidance lessons and small group lessons including multiple means of representation, diverse grouping, culturally responsive teaching, and technology based activities.

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?

My field experiences have given me a clear understanding of including students’ religious and spiritual beliefs. Although it is not appropriate to discuss our own religious beliefs or push any sort of religion on students, I have still seen how students have incorporated their personal beliefs in their own lives. It is clear that some students make decisions and engage in certain behaviors because of their religious or spiritual beliefs. It is a way for students to express their values and cling to hope in difficult situations. I have seen students' personal beliefs play a role in their own emotional healing.  

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? 

There have been many different types of situations that have come up with students where the family has been a great support for the student. On the other hand, I have had experiences where the family is a source of opposition to the student. It has opened my eyes to the benefit of a family who is supportive of the child and wants to collaborate with you to help the student. For the best results for a student, home and school must collaborate and implement consistent plans that work for both home and school. In situations where the student’s family is not a safe place for them, I have seen how the community can be a place of solitude and consistency. In my community there are many programs that benefit students outside of school.

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?

I have learned more of the practical day to day of being a school counselor. I am naturally skilled at relational forming, so learning more of the administrative roles has been helpful for me and has been growing in my confidence in the role. I have appreciated the field experiences in the elementary and secondary placements through the Practicum, Internship 1 and Internship 2 because I have added skills to my toolbelt that I have learned from several counselors, all who have been great and different in their own ways. In both my elementary and secondary internships, collaboration and consultation has been a large part of the role of the school counselor. It has been beneficial to me to participate in the process of referrals, collaboration with DFS and student support services.

Exam History: Katharine Sandvick
250124021856_Praxis_Exam_1_.pdf (.pdf) 0.34mb

Licenses & Certifications: Katharine Sandvick
Membership Card (.pdf) 0.02mb

Licenses & Certifications: Katharine Sandvick
Regulations Governing the Use of Restraint and Seclusion in Elementary and Secondary Schools in Virginia Modules (.pdf) 0.01mb

Licenses & Certifications: Katharine Sandvick
Child Abuse and Neglect: Recognizing, Reporting and Responding for Educators (.pdf) 0.09mb

Licenses & Certifications: Katharine Sandvick
Cultural Competency Training Certificate (.pdf) 0.53mb

Licenses & Certifications: Katharine Sandvick
Dyslexia Awareness Training Certificate (.pdf) 0.04mb

Licenses & Certifications: Katharine Sandvick
Hands-On CPR/First Aid/AED Training Certificate (.pdf) 0.20mb

Licenses & Certifications: Katharine Sandvick
Schools and Grief: Helping Students Cope with Death (.pdf) 1.72mb

Licenses & Certifications: Katharine Sandvick
Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma (.pdf) 1.72mb

Licenses & Certifications: Katharine Sandvick
Recognition of Mental Health Disorder and Behavioral Distress Training: Psychological First Aid (PFA) Certificate (.pdf) 0.55mb