As showcased in this COSC 692 Benchmark assignment, I provided small group counseling to 6th grade girls who were demonstrating a need for a positive leadership group. This group was developed based on the needs assessment and data received from the teachers, counselors, and social worker as both a prevention and intervention. Throughout our time together, we worked on developing self-awareness, sensitivity to others, and the ability to relate to others who are different from us.
You will see in my presentation that the group was very engaged and the outcome data proved that the group was successful in achieving the measured goal. Please also see photos of our time together.

This is my COSC 692 Psycho-educational small group proposal completed at my practicum site. I designed, implemented, managed, and evaluated a positive girls' leadership small group. In collaboration with stakeholders, we identified achievement gaps and needs. I gained competency in locating existing data from the school report card and behavior data sources. I obtained parent/guardian consent, and worked in collaboration with other counselors and teachers to support the psycho-educational group. Each session was aligned with ASCA's Mindsets & Behaviors and an evaluation was conducted upon completion, demonstrating success of measured goal. 

Because of my international background and experiences I have been able to make connections with all students. I am growing in my ability to be cognizant of the ethical and legal implications as well as the cultural sensitivities that need to be considered when interacting with our students. 
I have been a part of developing an intervention plan for a 5th grade student who was struggling academically and with their attendance. I have helped develop the appropriate group and classroom strategies as well as connecting with parents to help support and include them. 
I have helped our team develop our annual student outcome goal and our closing the achievement gap goal. During the developmental phase of these documents we looked at student assessment data, attendance, and behavior referrals to determine what we should focus on this year and how we are planning to support our students.

Benchmark Ethical Vignette Paper - COUNSELING PREVENTION & INTERVENTION 



Benchmark Attitudes and Beliefs Reflection Paper - COUNSELING PREVENTION & INTERVENTION

Benchmark Essay - Addiction and Adolescent Assignment - DIVERSITY & ADVOCACY


Benchmark Essay - Trauma, Development, and Spirituality Assignment - ASSESSMENT


Benchmark Paper - Development Analysis  - ASSESSMENT, ACADEMIC DEVELOPMENT, LEADERSHIP

Cultural Immersion Project

Part 1: Research Paper - DIVERSITY & ADVOCACY, COLLABORATION & CONSULTATION


Part 2: Events Paper - DIVERSITY 7 ADVOCACY, COLLABORATION & CONSULTATION 


Part 3: Interview Paper - DIVERSITY & ADVOCACY, COLLABORATION & CONSULTATION

Benchmark Counseling Skills Assignment - FOUNDATIONS, ASSESSMENT


Benchmark Final Skills Competency Scale (Consultant) - FOUNDATIONS, ASSESSMENT


Benchmark Live Supervision Video Link Assignment - FOUNDATIONS, ASSESSMENT

Professional Theoretical Approach to School Counseling Paper - RESEARCH & EVALUATION, ASSESSMENT, ACADEMIC DEVELOPMENT 

Benchmark Psychoeducational Group Assignment - ACADEMIC DEVELOPMENT

Benchmark Critical Incident Paper Assignment - ASSESSMENT, RESEARCH & EVALUATION

Qualitative and Quantitative Reporting Assignment - RESEARCH & EVALUATION, ASSESSMENT 


Research Proposal Paper - RESEARCH & EVALUATION, ASSESSMENT 

Benchmark Career Self-Assessment and Exploration Paper Assignment - COUNSELING PREVENTION & INTERVENTION


Benchmark Career Development Program Proposal Assignment - COUNSELING PREVENTION & INTERVENTION, ACADEMIC DEVELOPMENT

Benchmark School Sims: Final Assignment Benchmark Educational Philosophy in Practice Assignment - COUNSELING PREVENTION & INTERVENTION, LEADERSHIP

Comprehensive Child and Adolescent Counseling Benchmark - DIVERSITY & ADVOCACY, ACADEMIC DEVELOPMENT 

Exploring Reliability & Validity Assignment - ASSESSMENT, RESEARCH & DEVELOPMENT

Interview Assignment - ASSESSMENT, DIVERSITY & ADVOCACY 

Benchmark School Counseling Parent-Teacher Presentation Assignment - COLLABORATION & CONSULTATION 

School Counseling Brochure Assignment - COLLABORATION & CONSULTATION, CACREP

Data Presentation - RESEARCH EVALUATION, CACREP, ASSESSMENT

Case Conceptualization and Treatment Plan - COUNSELING PREVENTION & INTERVENTION, ASSESSMENT, ACADEMIC DEVELOPMENT 

Final Pre AIA - ASSESSMENT

Case Conceptualization and Treatment Plan -  COUNSELING PREVENTION & INTERVENTION, ASSESSMENT, ACADEMIC DEVELOPMENT 


Final Pre AIA - ASSESSMENT

Case Conceptualization and Treatment Plan -  COUNSELING PREVENTION & INTERVENTION, ASSESSMENT, ACADEMIC DEVELOPMENT 


Final Pre AIA - ASSESSMENT

Small Group Project - This was a 6 week small group with 6th grade girls on building positive leadership with friends and in the school.
ACADEMIC DEVELOPMENT, COUNSELING PREVENTION & INTERVENTION

Culminating Project 4 lesson Unit - This was a 4 lesson unit with KG on bullying identification and prevention using the 3 R's (Recognize, Report, Refuse)
ACADEMIC DEVELOPMENT, COUNSELING PREVENTION & INTERVENTION, ASSESSMENT, LEADERSHIP

Culminating Project Small Group - This was a 6 week small group with KG on building positive relationships.
COUNSELING PREVENTION & INTERVENTION, ASSESSMENT, ACADEMIC DEVELOPMENT

Prompt #1 – Counseling at the elementary and secondary levels has deepened my understanding of the diverse needs of K–12 students, including those with exceptionalities. At the elementary level, I learned the importance of early intervention, play-based strategies, and the close collaboration I had with families. My work with middle school students highlighted the complexity of adolescent identity development and the increasing need for individual mental health support. Assisting with college and career readiness was a big portion of the day. These experiences helped me recognize how students’ needs evolve over time and how critical it is to tailor interventions, including those with giftedness or disabilities. In order to create opportunities that were adapted to diverse learners, I used data to identify students' unique needs, I collaborated with teachers and families to develop tailored support plans, and I offered differentiated interventions such as small groups and one-on-one counseling. My classroom guidance lessons were also adapted for various learning styles.

Prompt #2 – Over the course of my internships, I learned to understand the importance of allowing space for students to share their religious and spiritual beliefs. I never asked but I fostered a respectful, inclusive environment that honored the diverse backgrounds of all my students. I actively listened to students' perspectives, was culturally competent, and avoided assumptions and judgments about their beliefs. Through ongoing professional development and self-reflection, I am committed to staying informed and mindful of the role spirituality and religious beliefs may play in my students' lives so I can support them holistically.

Prompt #3 – I found it critically important to seek support and include families in the counseling process at the elementary level. This strengthened the connection between home and school and helped to build that trust and support needed to truly help the child. I gained valuable insight into students' backgrounds, values, and experiences, which helped tailor the support to meet the needs of the child. I called parents often and encouraged collaboration so they took an active role in their child's education and well-being. At the middle school level, we did not collaborate with families once. I was not there for very long but the counselor I worked with did not make it a habit to call parents for collaboration. The needs of the students she was working with were confidential and the student never wanted their family to know.

Prompt #4 - Interning as a school counselor significantly strengthened my professional identity by providing hands-on experience and practice. Through direct work with students, families, and school staff, I developed confidence in my counseling skills and gained a deeper understanding of my role as a school counselor. Supervision I had during the internships offered opportunities for self-reflection, feedback, and professional growth, helping me improve my counseling skills.

Collaboration and consultation significantly enhanced the effectiveness of student support I could offer. The diverse perspectives and expertise were integral. Working with teachers, administrators, and families allowed me to develop a more comprehensive understanding of students’ needs so I could design interventions that were more targeted and impactful. Collaboration allowed us to be consistent in our interventions. I found these partnerships to be absolutely key when supporting my students.