Sarah DeVoe
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240402062633_Professional_Development_Reflection_Essay.docx (.docx) 0.02mb The artifact "Child Abuse and Neglect Certificate" is a certificate of completion for the course "Child Abuse and Neglect: Recognizing, Reporting and Responding for Educators". Part of adhering to ethical and legal standards as a school counselor is being able to recognize, report, and respond to child abuse and neglect.
The artifact "Regulations Governing the Use of Restraint and Seclusion" is a certificate of completion for a course on the use of restraint and seclusion in Elementary and Secondary schools. This course will help myself and others comply with ethical and legal policies regarding the use of restraint and seclusion.
Foundations (.pdf) 0.19mb 240425103236_Kindergarten_Friendship_Small_Group_Weekly_Share_Wednesday_Group_1_.pptx (.pptx) 19.21mb 240425102508_Needs_assessment_3_.png (.png) 0.13mb The following artifact is a certificate of completion for a dyslexia awareness module. Dyslexia can be a potential barrier to student academic development that school staff should be aware of.
Also attached is a needs assessment translated into Spanish and English that was distributed to seventh grade students. This needs assessment featured four questions adapted from the Rosenberg self-esteem scale. This method of having students self-report on matters of self esteem is research-based and developmentally appropriate.
The third artifact is a time on task observation that measures a students time on task in the classroom. This observation was performed in the classroom at the request of the teacher to demonstrate a need for services for this student.
Assessment (.pdf) 0.30mb Research & Evaluation (.pdf) 0.05mb The next artifact is a hypothetical career development program for a real life school with a significant English-learner population. The program proposes four career development interventions for Spanish speaking students to expand their knowledge of post-secondary opportunities and improve state testing averages. The interventions proposed address all educational tiers with individual, group, and classroom guidance as well as a school-wide career fair.
Academic Development (.MP_merged) 4.16mb The following artifact is a benchmark paper from the class "Foundations of Education" entitled "Personal Education Philosophy in Practice." In this paper, I state that my personal philosophy of education is community-based. In order to support the development of students who contribute to society, school staff should encourage community relationship building. These ideas are supported by the 2019 article "Teaching in Community Schools: Creating Conditions for Deeper Learning." by Daniel, Quartz and Oaks.
Also attached is a certificate of completion for a course on Psychological First Aid. School counselors can be a resource to the community by providing psychological first aid in the event of a disaster.
Collaboration & Consultation (.pdf) 1.85mb 240425115917_Parent_teacher_presentation_sarah_devoe_.pptx (.pptx) 6.37mb 240411092130_SCRIP_CORE_Assessment.pdf (.pdf) 0.22mb The following Benchmarks include:
Benchmark Ethical Vignette Paper
Benchmark Attitudes and Beliefs Reflection Paper
COSC 501 Benchmarks (.pdf) 0.18mb The following Benchmarks include:
Benchmark Essay: Addiction & Adolescence Assignment
Benchmark Essay: Trauma, Development, and Spirituality Assignment
Benchmark Paper: Development Analysis Assignment
COUC 502 Benchmarks (.pdf) 0.26mb The following Benchmarks include:
Cultural Immersion Project
Part 1: Research Paper
Part 2: Events Paper
Part 3: Interview Paper
COUC 504 Benchmarks (.pdf) 0.19mb The following Benchmarks include:
Benchmark Counseling Skills Assignment
Benchmark Final Skills Competency Scale (Consultant)
Benchmark Live Supervision Video Link Assignment
COSC 505 Benchmarks (.pdf) 0.20mb The following Benchmarks include:
Professional Theoretical Approach to School Counseling Paper
COSC 510 Benchmark (.pdf) 0.14mb The Following Benchmarks include:
Benchmark Psychoeducational Group Assignment
Benchmark Critical Incident Paper Assignment
COSC 512 (.pdf) 0.19mb The following Benchmarks include:
Qualitative and Quantitative Reporting Assignment
Research Proposal Paper
COUC 515 Benchmarks (.pdf) 0.17mb The following Benchmarks include:
Benchmark Career Self-Assessment and Exploration Paper Assignment
Benchmark Career Development Program Proposal Assignment
COUC 522 Benchmarks (.pdf) 0.84mb The following Benchmarks include:
Benchmark School Sims: Final Assignment
Benchmark Educational Philosophy in Practice Assignment
COSC 604 Benchmarks (.pdf) 0.17mb The following Benchmarks include:
Comprehensive Child and Adolescent Counseling Benchmark
COSC 611 Benchmark (.pdf) 0.17mb The following Benchmarks include:
Exploring Reliability & Validity Assignment & Interview Assignment
COSC 622 Benchmarks (.pdf) 0.15mb The following Benchmarks include:
Benchmark School Counseling Parent-Teacher Presentation Assignment
COSC 660 Benchmarks (.pdf) 3.39mb The following Benchmarks include:
School Counseling Brochure Assignment AND Data Presentation Assignment
COSC 661 (.pdf) 8.28mb The following Benchmarks include:
Case Conceptualization and Treatment Plan
School Counseling Practicum: Final Pre-AIA (school
placement)
COSC 698 Benchmarks (.pdf) 0.30mb The following Benchmarks include:
Case Conceptualization and School Counseling Treatment Plan
Final AIA: Internship I
COSC 693 (.pdf) 0.29mb The following Benchmarks include:
Case Conceptualization and School Counseling Treatment Plan
Final AIA: Internship 2
Internship 2 (.pdf) 0.45mb For the practicum culminating project, I ran a six session psychoeducational small group focused on self-esteem for seventh grade girls. I used existing school data as well as a needs assessment to determine the need for a group on self-esteem. In the self-esteem group, students learned about their personal strengths and practiced encouraging one another. A post-assessment determined that 100% of students who participated in the group received either unchanged or higher scores related to levels of self-esteem, ability to self-regulate, and ability to uplift others.
Practicum culminating project (.pdf) 1.53mb Internship 1 Culminating Project (.pdf) 2.65mb Internship 2 Culminating Project (.pdf) 2.39mb 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 at differing Elementary and Secondary schools has given me great insight into the diverse needs of K-12 students. Having experienced both title one and non-title one schools, I have seen that these needs can differ across socioeconomic, developmental, racial, and cultural lines. For students with exceptionalities, I have seen that counselors may need to be more involved as an advocate for necessary resources. K-12 students all develop at their own pace, and I have come to learn and appreciate that age or grade does not always dictate a students level of social or emotional development. During my time as an intern, it was my goal to plan school counseling activities in an equitable manner. For example, I translated materials into Spanish for a group that I anticipated having English learners in. I also taught classroom lessons that provided students with a school-wide language for solving problems, no matter a students background.
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?
Through my studies, I have learned that it is acceptable to speak about religion with a student if the student brings it up as a topic of conversation wants to discuss it. Religion can be an important part of a student culture or family tradition. For some students that I have interacted with, religion dictates activities they participate on weekends or holidays, or the ways in which they grieve or celebrate. From my experiences meeting individually with students from a spiritual background, understanding that background is integral to understanding them, their life, and their perspectives.
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?
My field experiences helped me to understand that a student’s background can be a great source of strength for them. While there may be a lot for a student to learn through the school counseling department, their family, community, and culture is where they gain the support necessary to do that learning. By connecting with those at home and sharing the work being done through the school counseling department, parents and guardians can continue those conversations being had at school to provide consistency and support.
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 as a school counseling intern has greatly improved my confidence in the role. Now that I am at the end of my field experience, I feel that I am able to counsel students and make decisions without second guessing my abilities as a school counselor. Throughout my internships, I collaborated with parents, teachers, school and district administration, members of the community, and with students. All of these members of the greater school community have something to contribute to a student’s wellbeing. By collaborating and consulting with each of these stakeholders, school counselors can ensure the best outcomes for students.
240505070856_FES_final_Sarah_devoe.pdf (.pdf) 2.35mb Regulations governing the use of restraint and seclusion (.pdf) 0.08mb Child abuse and neglect recognition certificate (.pdf) 0.11mb Schools and Grief: Helping Students Cope with Death Training Certificate (.pdf) 1.72mb Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma Training Certificate (.pdf) 1.72mb Recognition of Mental Health Disorder and Behavioral Distress Training: Psychological First Aid (PFA) Certificate (.pdf) 1.78mb 
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