• Uses peer helping strategies in the school counseling program. 
• Consults with teachers, staff, and community-based organizations to promote student academic, career, and social/emotional development.
• Creates/implements peer helping program aimed at improving student development/well-being.  

• Works with others within and outside of the school community to influence policy, enhance services, and promote a developmentally appropriate, comprehensive school counseling program.
• Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.

• Benchmark Ethical Vignette Paper
• Benchmark Attitudes and Beliefs Reflection Paper

AIA Specialty Standard - Foundations
Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

• Benchmark Essay: Addiction & Adolescence Assignment
• Benchmark Essay: Trauma, Development, and Spirituality Assignment
• Benchmark Paper: Development Analysis Assignment

• Cultural Immersion Project
  • Research paper
  • Events paper
  • Interview paper

• Benchmark Counseling Skills Assignment
• Benchmark Final Skills Competency Scale (Consultant)
• Benchmark Live Supervision Video Link Assignment

• Professional Theoretical Approach to School Counseling Paper

• Benchmark Psychoeducational Group Assignment
• Benchmark Critical Incident Paper Assignment

• Qualitative and Quantitative Reporting Assignment Research Proposal Paper

• Benchmark School Sims: Final Assignment Benchmark Educational
  Philosophy in Practice Assignment

• Comprehensive Child and Adolescent Counseling Benchmark

• Exploring Reliability & Validity Assignment & Interview Assignment

• Benchmark School Counseling Parent-Teacher Presentation Assignment

• Case Conceptualization and Treatment Plan
• School Counseling Practicum: Final Pre-AIA (school placement)

• Case Conceptualization and School Counseling Treatment Plan
• Final AIA: Internship I

After repeated recess and classroom issues with four specific students, we thought it be helpful to implement a small group to help them learn necessary skills to be able to play competitively but also manage their emotions. Unfortunately, their issues at recess were often brought into the classroom, and their competitive nature seeped into their personal relationships when working as partners, groups, or even individual tasks. To help navigate these concerns, the following small group curriculum was implemented with ASCA Behavior Mindsets and CASEL Competencies in mind.

• Prompt #1:
Serving both elementary and secondary school has contributed to my understanding of the diverse developmental needs of K-12 students in many ways. First, the needs of students within this vast age range (five through eighteen years) vary greatly. Kindergarteners often have separation anxiety which needs to be handled delicately as they are developing their independence. Seniors in high school are often quite independent while navigating their way through post-secondary educational opportunities. In addition, I have met with students with exceptionalities (gifted, autistic, ADHD, etc.) in the elementary setting and in the secondary setting, They, too, require accommodations, differentiation, or specific strategies to help their school success based on their developmental needs. 

• Prompt #2:
My field experiences have contributed to my understanding of the importance of including kindergarten through twelfth grade students' religious and spiritual supports in a multitude of ways. First, the internship communities that I have served are predominantly one specific religion. This religion influences many aspects of their lives, both within and outside of the school setting. As a secondary intern counselor, I have helped many students organize their schedules to include seminary while still ensuring graduation requirements are met. On the other hand, some students who are not a part of this particular religion may find themselves excluded from certain activities or social groups which may affect their psychosocial functioning. This has required gentle communication to ensure support while still maintaining respect for all cultures and worldviews.

• Prompt #3
My field experiences have contributed to my understanding of the importance of including students' families, community, and culture, at all grade levels, as a source of support. Whether it's suicide ideation, self-harm, or anxiety/depression, I have worked with K-12 students by helping them identify people they can trust to help support them as part of their safety plan. We discuss healthy coping skills which include places they feel safe (home, church, school, or other places in the community), as well as trusted adults at school and what their parents can do at home to help them stay safe. In one case, a student did not feel comfortable discussing her self-harm situation due to cultural barriers. With her mother's permission, I reached out to our Native American liaison to help navigate these barriers and advocate for her mental health.

• Prompt #4
These field experiences have strengthened my professional identity as a school counselor. First, I have a greater understanding of the multitude of obstacles that often prohibit students from being academically successful and emotionally healthy. Whether it's financial strain within the family, a learning disability, medical hardship, or social and/or emotional challenges, I have learned to meet the students where they are at. Through collaboration and consultation, I have learned that it often takes a village. Input from teachers, parents, administration, and other specialists within the district help ensure the success of all students. In order to glean a picture of the whole child, all stakeholders serve an invaluable role in the social-emotional and academic success our students.