Resume & CV: Brandy Zehner

Date:	04/23/2024
Rotation Type:	COSC 694 Internship II
Comments:
Active Listening:	4 = Distinguished
Questioning:	4 = Distinguished
Appropriate use of eye contact questioning:	4 = Distinguished
Paraphrasing:	3 = Proficient
Summarizing:	3 = Proficient
Reflection of feeling:	4 = Distinguished
Use of silence:	4 = Distinguished
Validation:	4 = Distinguished
Helps client identify concerns:	4 = Distinguished
Ability to apply counseling theories:	4 = Distinguished
Ability to apply counseling techniques:	4 = Distinguished
Helps client identify counseling goals:	4 = Distinguished
Culturally sensitive counseling:	4 = Distinguished
Effectively facilitates groups (if a group session):	4 = Distinguished
Establishes positive relationship with clients:	4 = Distinguished

Resume & CV: Brandy Zehner
240416011354_Brandy_Zehner_Resume_1_.docx (.docx) 0.02mb

Reflective Journal: Brandy Zehner

 World View Essay 

 Education shapes and molds a child during the most developmental stages of the child’s life. According to   “Philosophy of Christian Education”   in order for a person’s philosophy to be biblical, it must be founded in God’s word. A proper foundation is centered on God.  A strong foundation is also based on the bible and church oriented.  

 As a counselor I can accomplish this by allowing God to work through me. Counselors can teach social emotional skills, and character education based on Christian morals and most importantly, lead by example. Our students should know love and grace. We can ensure our students are safe, their basic needs are met, and they have access to many resources. Simply put, we should love our students like Jesus loves them. 

 According to   “Teaching Redemptively”,   the bible should be used to direct Christians in all directions of life. As educators scriptures should be used to direct teachings and to help students and themselves to look at reality. Christian educators should view students as made in the image of God, but practices show that isn’t true. How content is being taught becomes part of the content itself (Graham, 2009).  As educators, the biblical worldview in the classroom is love, wholeness, and responsibility of knowledge. We must set an example for our students that is God-centered, bible-centered, and church-oriented.  

 A biblical worldview is essential in education to guide the children morally and emotionally through all developmental stages.  As school counselors and educators we must have a strong foundation in Christianity and a solid biblical worldview that is based on The Creation, The Fall, and The Redemption. Christians must allow God’s light to shine through them and to their students, by guiding the students in just, moral, decision making, actions, and behaviors. We can show the students that they were created with a purpose and that purpose is good. 

 References 

 Bartlett, J. (2007). A Christian philosophy of education of a public school educator. Christian Perspectives in Education, 1(1), 1. https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1009&context=cpe

 Germano, T. (2019). My Philosophy of Christian Education [Review of My Philosophy of Christian Education]. 

 Graham, D. L. (2009). Teaching redemptively : bringing grace and truth into your classroom. Purposeful Design Publications.

Goals (Personal & Professional): Brandy Zehner
Throughout the School Counseling Program Internship, I have grown professionally in so many ways. One way that I have reflected on professional growth and development was in my progression and use of school counseling skills. I have been able to apply theories to my small groups and counseling sessions. I have found that I lean towards Solution Focused Therapy and Play Therapy for my younger students I work with.  

 During this time with my students, site supervisor, and faculty supervisor, I have gained so much knowledge about the school counseling field. The role of school counselor can be very broad and interpreted very differently by administrators at the school you work in. As a school counselor I learned how to advocate for students, and myself as a school counselor. I am able to define my role as a school counselor to administrators, teachers, parents, and other stakeholders to better serve students in the school corporation.  

 At the end of each course in the School Counselor program, we are required to rate our dispositions and reflect on how to improve upon ourselves. These reflections have shown me how each course and professor have helped me to grow professionally and personally. One area I feel the most growth in would be self confidence in my ability to be a successful and impactful school counselor.

Competency Assessments: Brandy Zehner
 AIA Rubric shows my ability to demonstrate ethical behavior, decision making abilities, and advocation for students and programs. 240417125405_Final_School_Counseling_AIA_Rubric_2023_Update_.pdf (.pdf) 0.05mb

Competency Assessments: Brandy Zehner
The attached documents show competancy in counseling prevention and intervention by showing how important relationship/community building is to promoting academic, career, and personal/social development of students.  The key to prevention and intervention is building relationships and community within the school and classroom.  240418125159_Building_Relationships_and_Community_within_the_Classroom.docx (.docx) 0.02mb

Competency Assessments: Brandy Zehner
The attached project shows Honoring Diversity and and Transitions along with advocating for students, but creating a comprehensive plan to embrace diversity and equity and opportunities for ALL students.  240421050556_240418125616_Brandy_Zehner_Honoring_Diversity_and_Transitions.pdf (.pdf) 0.67mb

Competency Assessments: Brandy Zehner
The Test Critique assignment shows ability to anazlyze assessments using the criteria given in the research to choose the best assessment for school students.  240418010258_Test_Critique_Assignment.docx (.docx) 0.03mb

Competency Assessments: Brandy Zehner
 The attached assignment show ability to use Reliability and Validity and apply it to research and to school counseling programs.  240418010937_Types_of_Reliability_and_Validity.docx (.docx) 0.02mb

Competency Assessments: Brandy Zehner
 Internship 1 Culminating Project shows academic development by presenting to parents how my school promotes academic, career, social emotional learning.  Additionally I had to show how my program advocates for students and promotes a diverse and inclusive student environment.  240421050708_Benchmark_Data_Project_PowerPoint_Template_revised_8.1.pdf (.1) 1.79mb

Competency Assessments: Brandy Zehner
As a school counselor it is necessary to collaborate and consult with stakeholders. This project shows a needs assessment sent to various stakeholders with over 300 responses. Those responses were categorized and utilized with a team of  various stakeholders. The objective of the team was to narrow down over 50 employability skills to 6. 240421050843_Internship_2_Culminating_Project.pdf (.pdf) 5.06mb

Competency Assessments: Brandy Zehner
As a school counselor it is important to develop a comprehensive school counseling program. In doing so, shows leadership and ability to work with others. This project shows a program that encompasses academics, social emotional health, and career readiness. 240421050942_Program_Proposal_PDF.pdf (.pdf) 2.23mb

Competency Assessments: Brandy Zehner

Courses Taken: Brandy Zehner

• Benchmark Ethical Vignette Paper
  • KPI 1 (2.F.1).  Students will identify the counselor’s professional identity and roles and apply ethical standards to each of the counselor’s professional roles and responsibilities
  • F.1.i. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

240421113223_Benchmark_Paper_Ethics.docx (.docx) 0.03mb

Courses Taken: Brandy Zehner

• Benchmark Essay: Addiction & Adolescence Assignment
  • KPI 3 (2.F.3). Students will understand and apply theories and concepts of human development when counseling individuals at all developmental stages across the lifespan. 
  • F.3.a. theories of individual and family development across the lifespan
  • F.3.c. theories of normal and abnormal personality development
  • F.3.d. theories and etiology of addictions and addictive
    behavior
  • F.3.e. biological, neurological, and physiological factors that
    affect human development, functioning, and behavior
  • F.3.f. systemic and environmental factors that affect human
    development, functioning, and behavior
  • F.3.h. a general framework for understanding differing
    abilities and strategies for differentiated interventions
  • F.3.i. ethical and culturally relevant strategies for promoting
    resilience and optimum development and wellness across
    the lifespan
  • SC 2.g Characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders
  • SC 2.i Signs and symptoms of substance abuse in children and adolescents as well as the signs and symptoms of living in a home where substance use occurs
  • SC 3.h Skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement
• Benchmark Essay: Trauma, Development, and Spirituality Assignment
  • KPI 3 (2.F.3). Students will understand and apply theories and concepts of human development when counseling individuals at all developmental stages across the lifespan.
  • F.3.b. theories of learning
  • F.3.c. theories of normal and abnormal personality development
  • F.3.e. biological, neurological, and physiological factors that
    affect human development, functioning, and behavior
  • F.3.f. systemic and environmental factors that affect human
    development, functioning, and behavior
  • F.3.h. a general framework for understanding differing
    abilities and strategies for differentiated interventions
  • F.3.g. effects of crisis, disasters, and trauma on diverse
    individuals across the lifespan
  • F.3.h. a general framework for understanding differing
    abilities and strategies for differentiated interventions
  • F.3.i. ethical and culturally relevant strategies for promoting
    resilience and optimum development and wellness across
    the lifespan
  • SC 2.g Characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders
  • SC 3.h Skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement
• Benchmark Paper: Development Analysis Assignment
  • KPI 3 (2.F.3). Students will understand and apply theories and concepts of human development when counseling individuals at all developmental stages across the lifespan.
  • F.3.a. theories of individual and family development across
    the life span
  • F.3.b. theories of learning
  • F.3.c. theories of normal and abnormal personality development
  • F.3.e. biological, neurological, and physiological factors that
    affect human development, functioning, and behavior
  • F.3.f. systemic and environmental factors that affect human
    development, functioning, and behavior
  • F.3.g. effects of crisis, disasters, and trauma on diverse
    individuals across the lifespan
  • F.3.h. a general framework for understanding differing
    abilities and strategies for differentiated interventions
  • F.3.i. ethical and culturally relevant strategies for promoting
    resilience and optimum development and wellness across
    the lifespan
  • SC 2.g Characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders
  • SC 3.h Skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement

240421114637_Benchmarks_COUC502.docx (.docx) 0.04mb

Courses Taken: Brandy Zehner

• Cultural Immersion Project
  • Part 1: Research Paper
    • KPI 2 (2.F.2) Students will demonstrate the social and cultural awareness, knowledge, and skills required to work with diverse populations in a culturally sensitive and ethical manner
    • F.2.a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally
  • Part 2: Events Paper
    • KPI 2 (2.F.2) Students will demonstrate the social and cultural awareness, knowledge, and skills required to work with diverse populations in a culturally sensitive and ethical manner
    • F.2.a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally
  • Part 3: Interview Paper
    • KPI 2 (2.F.2) Students will demonstrate the social and cultural awareness, knowledge, and skills required to work with diverse populations in a culturally sensitive and ethical manner
    • SC 2.k community resources and referrals

240421120357_Benchmarks_COUC504.docx (.docx) 0.04mb

Courses Taken: Brandy Zehner

• Benchmark Counseling Skills Assignment
  • KPI 5 (2.F.5). Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a
    preliminary theoretical framework when working with the client
  • CMHC 1.b. theories and models related to clinical mental health counseling
  • SC 3.f Techniques of personal/social counseling in school settings
• Benchmark Final Skills Competency Scale (Consultant)
  • KPI 5 (2.F.5). Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a preliminary theoretical framework when working with the client
• Benchmark Live Supervision Video Link Assignment
  • KPI 5 (2.F.5). Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a preliminary theoretical framework when working with the client
  • CMHC 1.b. theories and models related to clinical mental health counseling

240421122013_Benchmarks_COSC_505.docx (.docx) 0.03mb

Courses Taken: Brandy Zehner

• Professional Theoretical Approach to School Counseling Paper
  • KPI 5 (2.F.5).  Students will demonstrate the skills necessary to establish and build a therapeutic relationship and will form a preliminary theoretical framework when working with the client
  • F.3.a. theories of individual and family development across the life span
  • F.5.a. theories and models of counseling
  • F.5.h developmentally relevant counseling treatment or intervention plans
  • F.5.i. development of measurable outcomes for clients
  • F.5.n. process for aiding students in developing a personal model of counseling
  • SC 3.f Techniques of personal/social counseling in school settings

240421122550_Benchmark_Theoretical_Approach_to_Counseling_Assignment.docx (.docx) 0.02mb

Courses Taken: Brandy Zehner

• Benchmark Psychoeducational Group Assignment
  • CACREP – II.G.2.d, G.5.b., G.5.d, G.6.a-d; SC A.2, C.1, C.5 Demonstrate knowledge of group dynamics, facilitation, theories, and methods with diverse populations. 
  • CACREP – II.G.1.j, G.5.c, G.7.b, G.7.f; SC: B.1, D.2, F.1, H.2 Demonstrate the ability to provide ethical, legal, and multicultural sensitive group counseling and group assessment to promote the academic, career, and personal/social development of students. 
  • CACREP – II.G.6.e; SC: D.1, D.3, K.3 Design and implement prevention and intervention activities related to student learning and development using group facilitation and participation in small group activities for a minimum of 10 clock hours during this course. 
  • CACREP – II.G.8.a, G.8.b, G.8.d, G.8.e, G.8.f; SC: C.2, G.3, H.3, H.5, I.1-I.5, J.1-J.3 Demonstrate the ability to analyze assessment information to design needs-driven, research-supported, measurable small group programs and evaluate group programs that enhance the academic, career, and personal/social development of students. 
  • CACREP – SC: K.1, K.2, L.1, M.3 Understand the relationship of the school counseling program to the academic mission of the school and conduct programs designed to enhance student academic development and close the achievement gap, and prevent students from dropping out of school. 
• Benchmark Critical Incident Paper Assignment
  • CACREP – II.G.2.d, G.5.b., G.5.d, G.6.a-d; SC A.2, C.1, C.5 Demonstrate knowledge of group dynamics, facilitation, theories, and methods with diverse populations. 
  • CACREP – II.G.1.j, G.5.c, G.7.b, G.7.f; SC: B.1, D.2, F.1, H.2 Demonstrate the ability to provide ethical, legal, and multicultural sensitive group counseling and group assessment to promote the academic, career, and personal/social development of students. 
  • CACREP – II.G.6.e; SC: D.1, D.3, K.3 Design and implement prevention and intervention activities related to student learning and development using group facilitation and participation in small group activities for a minimum of 10 clock hours during this course. 
  • CACREP – II.G.8.a, G.8.b, G.8.d, G.8.e, G.8.f; SC: C.2, G.3, H.3, H.5, I.1-I.5, J.1-J.3 Demonstrate the ability to analyze assessment information to design needs-driven, research-supported, measurable small group programs and evaluate group programs that enhance the academic, career, and personal/social development of students. 
  • CACREP – SC: K.1, K.2, L.1, M.3 Understand the relationship of the school counseling program to the academic mission of the school and conduct programs designed to enhance student academic development and close the achievement gap, and prevent students from dropping out of school. 

240421123559_Benchmarks_COSC_512.docx (.docx) 0.02mb

Courses Taken: Brandy Zehner
Benchmark Quantitative or Qualitative Research Reporting

• CACREP-2016.2.F.8.a
• CACREP-2016.2.F.8.b
• CACREP-2016.2.F.8.j
  

Benchmark Research Proposal Paper

• CACREP-2016.2.F.8.b
• CACREP-2016.2.F.8.e

240421125242_Benchmarks_COUC_515.docx (.docx) 0.02mb

Courses Taken: Brandy Zehner
Benchmark Program Proposal Presentation

• CACREP-2016.2.F.8.e evaluation of counseling interventions and programs
• CACREP-2016.2.F.8.i analysis and use of data in counseling
• CACREP-2016.2.F.4.g strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy
• CACREP-2016.2.F.4.j ethical and culturally relevant strategies for addressing career development
• CACREP-2016.2.F.4. processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems
• CACREP-2016.2.F.4. methods of identifying and using assessment tools and techniques relevant to career planning and decision making
• CACREP-2016.2.F.8.c needs assessments
• CACREP-2016.2.F.8.d development of outcome measures for counseling programs
• CACREP-2016.2.F.8.f qualitative, quantitative, and mixed research methods
• CACREP-2016.2.F.8.g designs used in research and program evaluation
• CACREP-2016.2.F.4.h strategies for facilitating client skill development for career, educational, and life-work planning and management

Benchmark Career Self Assessment Paper

• CACREP-2016.2.F.4 CAREER DEVELOPMENT
• CACREP-2016.2.F.4.a theories and models of career development, counseling, and decision making
• CACREP-2016.2.F.4.b approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors
• CACREP-2016.2.F.4.b approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors
• CACREP-2016.2.F.7.m ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results
• CACREP-2016.2.F.4.d approaches for assessing the conditions of the work environment on clients’ life experiences
• CACREP-2016.2.F.4.e strategies for assessing abilities, interests, values, personality and other factors that contribute to career development

  240421030929_Benchmarks_COUC_522.docx (.docx) 0.03mb

Courses Taken: Brandy Zehner

• Benchmark Educational Philosophy in Practice Assignment
  • KPI 9 (5.G).  Students will demonstrate the ability to evaluate the roles of a school counselor in defining, managing, delivering, and assessing an ethically sound comprehensive school counseling program that meets the academic, career, and social/ emotional needs of all students
  • F.3.h a general framework for understanding differing abilities and strategies for differentiated interventions
  • 5.G.3.c core curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies
  • 5.G.3.d interventions to promote academic development
  • 5.G.3.k strategies to promote equity in student achievement and college access

240421034937_Building_Relationships_and_Community_within_the_Classroom.docx (.docx) 0.02mb

Courses Taken: Brandy Zehner
Benchmark Comprehensive Child and Adolescent Counseling

• CACREP – SC: D.1, H.1 Demonstrate the ability to assess and interpret students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities, and demonstrate self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. 
• CACREP – 11.G.7b, G.7f, G.7.g, G.8.d, G.8.e; SC: H.2., H.3, 1.3 Identify appropriate, ethical, and culturally sensitive assessment strategies to evaluate student needs and student development as well as counseling services and programs and analyze assessment information and research in a manner that produces valid inferences and applies research to inform evidence-based practices. 
• CACREP  – II.G.2.c, G.3.h, G.5.a, G.5.c, G.5.d; SC: C.1, C.2, C.3 Demonstrate knowledge of the theories and processes of multicultural counseling and wellness and implement prevention and intervention strategies and programs for helping students identify strengths and cope with environmental and developmental problems. 
• CACREP – II.G.3.d; SC: A.6, D.3 Recognize factors that influence student development (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression), assessing barriers to personal, social, and academic functioning including the signs and symptoms of substance abuse in children, adolescents, and in the home.
• CACREP – II.G.3.f., G.3.g; SC: G.1, G.2, H.5 Identify the effects of atypical growth and development, health and wellness, language, ability level, multicultural issues, and factors of resiliency on student learning and development and implement appropriate prevention and intervention programs. 
• CACREP – II.G.2a, G.2.e, G.2.f; SC: E.2, E.4, F.1 Identify community, environmental and institutional opportunities that enhance and barriers that impede academic, career, and personal/social development of students, including multicultural counseling issues (e.g., ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity). 
• CACREP – II.G.1.j; SC: B.1, D.5, H.4, N.5 Demonstrate multicultural competencies in relation to student learning and development, diversity, culture, and spiritual and religious beliefs. 
• CACREP – II.G.1.b, G.1.c, G.3.c., G.5.g; SC: A.7, C.6, D.4, M.7 Describe the function of collaborative models and the school emergency management plan during a crisis and identify the roles, skills, and responsibilities of the school counselor during crises and the potential impact of a crisis, including assessing and managing suicide risk.
• CACREP – II.G.3.a; SC: C.6, M.7 Demonstrate the ability to apply ethical and legal standards in school counseling including recognition of the candidate’s limitations as a school counselor, seeking supervision, and engaging in appropriate student and family referral and resource delivery. 
• CACREP – SC: C.4, M.6, N.4 Demonstrate the ability to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling.
• CACREP – SC: C.6, D.4, G.1, G.2  Demonstrate an understanding, a use, and a coordination of peer programming interventions (e.g., peer meditation, peer mentoring, and peer tutoring) in the school counseling program.

240421040059_Comprehensive_Child_and_Adolescent_Counseling.docx (.docx) 0.03mb

Courses Taken: Brandy Zehner

• Benchmark Exploring Reliability & Validity Assignment
  • KPI 7 (2.F.7). Students will demonstrate appropriate use of assessment relevant to academic, educational, career, personal, and social development and identify ethical, social, and cultural factors related to assessment
  • KPI 8 (2.F.8). Students will articulate the importance of using research to inform counseling practice; to evaluate and apply research using best practices; and to identify social and cultural implications for interpreting and reporting results
• Interview Assignment
  • KPI 3 (2.F.3). Students will understand and apply theories and concepts of human development when counseling individuals at all developmental stages across the lifespan.
  • KPI 7 (2.F.7). Students will demonstrate appropriate use of assessment relevant to academic, educational, career, personal, and social development and identify ethical, social, and cultural factors related to assessment

240421040710_Benchmarks_COSC_622.docx (.docx) 0.03mb

Courses Taken: Brandy Zehner

• Benchmark School Counseling Parent-Teacher Presentation Assignment
  • CACREP – II.G.1a; SC: A.1, A.3 Recall history, philosophy, and trends in school counseling and educational systems and the roles, functions, settings, and professional identity of the school counselor in relation to the roles of other personnel in the school. 
  • CACREP – II.G.1f, 1g, 1h; SC: A.4, B.2 Demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program, including professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling.
  • CACREP – SC: A.5, K.1 Recognize the relationship of the school counseling program to the academic mission of schools, including current models of school counseling programs such as the ASCA National Model.
  • CACREP –SC: F.4, M.5, N.1, P.2 Demonstrate multicultural competencies in relation to student learning and development, identity development, self-understanding, diversity, culture and acculturation, and spiritual and religious beliefs.
  • CACREP – II.G.1i, 2a, 2d; SC: E.1, E.2, E.3, F.2, F3, H.5, J.1 Develop school-counseling-related educational programs for use with parents and teachers, engaging parents to promote personal/social, academic, and career development of students and to act on behalf of their children.
  • CACREP – SC: M.1, M.2, M.3 Identify strategies to promote, develop, and enhance effective teamwork within the school and the larger community.

240421042155_660_Benchmark_Presentation_.pptx (.pptx) 1.23mb

Courses Taken: Brandy Zehner

• School Counseling Brochure Assignment
• Data Presentation Assignment
  • CACREP – SC: A.2, A.5, B.1, D.1, D.2, D.4, D.5, O.2, O.3, O.4, P.1, P.2 Design, implement, manage, and evaluate an ethical and legal comprehensive developmental school counseling program that includes individual and group counseling classroom guidance to promote the academic, career, and personal/social development of students. 
  • CACREP – SC: C.2, C.4, L.2, M.6, N.4 Design, implement, manage, and evaluate programs and practices that include transitioning, school-to-work, postsecondary planning, peer programming, and college admissions to enhance the academic, career, and personal/social development of students. 
  • CACREP – SC: G.3, H.1, H.2 Identifies various forms assessments and assessment strategy to fit students’ needs and evaluate students’ academic, career, and personal/social development, and assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. 
  • CACREP – SC: I.1, I.5, J.1Demonstrates an understanding of the outcome research data and best practices identified in the school counseling research literature, and how to critically evaluate relevant research and apply research findings to inform the practice of school counseling. 
  • CACREP – SC: H.3, H.5, I.4, J.3 Demonstrates an understanding of current methods of analyzing and using data to inform decision making, accountability (e.g., school improvement plan, school report card), and to enhance school counseling programs; and assesses barriers that impede students’ academic, career, and personal/social development and analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. 
  • CACREP – SC: I.2, I.3, J.2 Develops measurable outcomes for school counseling programs, activities, interventions, and experiences, and knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, models of program evaluation). 
  • CACREP – SC: K.1, K.2, L.1, M.1, M.3Demonstrates an understanding of the relationship of the school counseling program to the academic mission of the school, and conducts programs designed to enhance student academic development, understanding the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. 

240421043117_Benchmarks_COSC_661.docx (.docx) 0.01mb

Courses Taken: Brandy Zehner

• CACREP-2016.2.F.4.g strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy
• CACREP-2016.2.F.4.j ethical and culturally relevant strategies for addressing career development
• CACREP-2016.2.F.2.c multicultural counseling competencies
• CACREP-2016.2.F.2.h strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination
• CACREP-2016.5.G.3.d interventions to promote academic development
• CACREP-2016.5.G.2.n legal and ethical considerations specific to school counseling

240421044659_Benchmarks_Internship_1.docx (.docx) 0.01mb

Courses Taken: Brandy Zehner

• CACREP-2016.2.F.4.g strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy
• CACREP-2016.2.F.4.j ethical and culturally relevant strategies for addressing career development
• CACREP-2016.2.F.2.c multicultural counseling competencies
• CACREP-2016.2.F.2.h strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination
• CACREP-2016.5.G.3.d interventions to promote academic development
• CACREP-2016.5.G.2.n legal and ethical considerations specific to school counseling

240421045412_Internship_2_Culminating_Project.pdf (.pdf) 5.06mb

Courses Taken: Brandy Zehner

• CACREP-2016.2.F.6. ethical and culturally relevant strategies for designing and facilitating groups
• CACREP-2016.2.F.6.c therapeutic factors and how they contribute to group effectiveness
• CACREP-2016.2.F.6.b dynamics associated with group process and development
• CACREP-2016.2.F.6.e approaches to group formation, including recruiting, screening, and selecting members
• CACREP-2016.2.F.6.d characteristics and functions of effective group leaders

240421050106_240420040732_Psychoeducaitonal_Presentation.pdf (.pdf) 0.67mb

Projects: Brandy Zehner
My Practicum Culminating project is on the topic of Friendship. Throughout the six session the small group students learned about making and keeping friends and what a healthy relationship looks like. The goal of this program was to reduce discipline issues and increase attendance.  240420040732_Psychoeducaitonal_Presentation.pptx (.pptx) 0.40mb

Projects: Brandy Zehner
After administering and analyzing the needs assessment to 4th grade students, teachers, and administers I focused the classroom lessons on Growth Mindset.  240420040843_Internship_Culminating_Project.pptx (.pptx) 2.21mb

Projects: Brandy Zehner
Internship 2's culminating project was on the Employability Skill of Leadership. This was the result of a needs assessment administered to over 300 stakeholders. After analyzing the data from the needs assessment we created 6 employability skills and settled on the skill of leadership as a focus for small group.  240420040950_Internship_2_Culminating_Project.pptx (.pptx) 6.13mb

Internships: Brandy Zehner
240420014907_School_Counseling_Cumulative_Field_Experience_Summary_FES_7.21_2_.docx (.21_2_) 0.03mb

Exam History: Brandy Zehner
240420015614_ScoreReport_1_.pdf (.pdf) 0.33mb

Licenses & Certifications: Brandy Zehner
240420020444_membership_card_1_.pdf (.pdf) 0.02mb

Licenses & Certifications: Brandy Zehner
240420020616_Brandy_Zehner_Regulations_Governing_the_Use_of_Restraint_and_Seclusion_in_Elementary_and_Secondary_Schools_in_Virginia_Modules_Quiz_Certificate_CIEES.pdf (.pdf) 0.01mb

Licenses & Certifications: Brandy Zehner
240420020726_Child_Abuse_and_Neglect_Certificate.pdf (.pdf) 0.37mb

Licenses & Certifications: Brandy Zehner
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Licenses & Certifications: Brandy Zehner
240420021123_VIRGINIA_DEPARTMENT_OF_1_.pdf (.pdf) 0.20mb

Licenses & Certifications: Brandy Zehner
240420021249_Brandy_Zehner_1_.pdf (.pdf) 0.09mb

Licenses & Certifications: Brandy Zehner
240420042710_Schools_and_Grief_Helping_Students_Cope_with_Death_Certificate.pdf (.pdf) 1.86mb

Licenses & Certifications: Brandy Zehner
240420044312_Supporting_Caregivers_of_Youth_with_Substance_Use_Problems_Certificate.pdf (.pdf) 1.86mb

Licenses & Certifications: Brandy Zehner
240420022216_Psychological_First_Aid_PFA_Online_Certificate.pdf (.pdf) 1.89mb