Professional Philosophy

Standard 17: Foundations of the School Counseling Profession

"The program provides candidates with knowledge and understanding of the core areas including history, philosophy and trends in school counseling; state and national standards; models of comprehensive and developmental school counseling and guidance programs; and the theoretical bases for counseling practices in schools,"

(CTC PPS Standards for School Counselors, p. 27).

Philosophy & Belief

I believe:

that all students have the ability to achieve success when provided with a safe, inclusive and equitable space
every student deserves access to a high-quality education
school counselors, being the leaders that they are, have the responsibility to advocate for every single student

Multi-Tiered, Multi-Domain System Of Supports (MTMDSS)

As a school counselor, I support the development and use of a comprehensive system of supports that caters to all students across various domains including academics, college and career readiness, and social-emotional growth. Below are examples of services I've offered at each level within the school setting.

Tier 1

At tier 1 level, I delivered classroom guidance lessons on college & career exploration, A-G & graduation requirements, and study skills.

Tier 2

At tier 2 level, I provided support with small group counseling for Academic Inteventions. I also collaborated and sought consultation with teachers, case managers, parents and other counselors.

Tier 3

Finally, at tier 3 level, I conducted individual counseling, crisis response services and referred students to outside resources.

The MTMDSS as described by Trish Hatch, PhD.

American School Counseling Association (ASCA) National Model

I support using the ASCA National Model as the foundation for a school counseling program that is broad in scope, focused on prevention, and centered on student development. This program relies on data to assess effectiveness and guide enhanced programs & interventions.

"The ASCA National Model guides school counselors in the development of school counseling programs that:

are based on data-informed decision making
are delivered to all students systematically
include a developmentally appropriate curriculum focused

on the mindsets and behaviors all students need for

postsecondary readiness and success

close achievement and opportunity gaps
result in improved student achievement, attendance and discipline," (ASCA National Model, 4th Edition)

The four components of the ASCA National Model are:

Define standards and competencies for students and school counselors

- ASCA Ethical Standards for School Counselors
- ASCA Mindsets and Behaviors for Student Success

Manage the school counseling program efficiently and effectively

- The CA School Dashboard's School Data Summary is an example of tool that can provide data and assist with program planning

Deliver developmentally appropriate activities and services both directly and indirectly to students

- 80% of a school counselor's time should be spent in direct and indirect services

Assess to determine areas of improvement and show how students are different as a result of the school counseling program

Theoretical Orientation

In working with students, I primarily used Cognitive Behavioral Therapy (CBT) and Solution-Focused Brief Therapy (SFBT) techniques. Both of these theories are incredibly beneficial in a school environment because they concentrate on the current situation, can be applied within a short timeframe, involve students as active partners in their own progress, and equip them with practical strategies to address their challenges.

I particularly appreciate Solution-Focused Brief Therapy's emphasis on recognizing student strengths and enhancing their self-confidence. Additionally, Cognitive Behavioral Therapy has demonstrated effectiveness in managing depression and anxiety by assisting students in reframing their thoughts, emotions, and actions.

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