Key Course Assignments
EDUC 500: The Counseling Process
This course introduced foundational techniques and skills vital to the role of a school counselor. As part of the coursework, I recorded and transcribed role-play counseling sessions with a graduate peer. The attached file is a transcription of one of these sessions, along with a reflection on my areas of growth as a counselor. Though this work reflects the early stages of my development, this transcript showcases my ability to articulate my skills and evaluate my performance clearly.
EDCO 503: Ethical and Legal Issues in Counseling
This course examined professional ethics, legal considerations, and conduct in counseling. Through lectures, discussions, and case study application, I learned how to specify ASCA standards and my legal and ethical responsibilities as a school counselor. As a student, this course supported the development of my professional identity by clarifying the school counselorsâ scope of practice. The following work examines the ACA Code of Ethics and ASCA Ethical Standards. I evaluated conduct related to informed consent, role changes, and disclosure statement requirements
EDUC 508: Interrogating Systems of Inequity in Professional Practice
This course allowed me to examine my personal identity, lived experiences, and counseling practices through the lens of equity and social justice. I analyzed how systemic factors such as racism, trauma, socioeconomic status, and disciplinary bias impact students. The following progressive case study involved a comprehensive analysis of an elementary student case to examine the effects of systemic inequities on behavior and well-being. I developed counseling interventions through trauma-informed, restorative, and research-based frameworks.
EDUC 511: Introduction to School Counseling
In this course, I interrogated how my identities, assumptions, biases, and positionality intersect with systems of power within education. This paper synthesized course content through the evaluation of a charter middle school counseling program. Utilizing a direct school counselor interview, demographic data, and state reporting tools, I showcased how the comprehensive school counseling curriculum supported student outcomes, equity, well-being, and college and career readiness.
EDPT 502: Learning and Individual Differences
This course examined learning and motivation through theory and practical application in educational settings. I applied research-based frameworks to identify, assess, and address challenges to learning and motivation, particularly in high-need schools. The course strengthened my ability to evaluate the effectiveness of interventions. This assignment presented a case study analysis of a high-achieving student experiencing burnout and declining academic persistence. Using motivation and learning theory, I identified contributing factors and proposed evidence-based school counseling interventions to support well-being and student achievement.
EDCO 541: Theories in Counseling
This course introduced me to range of counseling theories and their approaches to conceptualization and intervention. Through lectures and discussions, I compared theoretical perspectives and developed preferences towards a person-centered approach. The attached assignment applied major counseling theories to analyze a case study of an adolescent navigating trauma and neglect. Utilizing the family systems and rational emotive behavioral approaches, I evaluated contributing factors and proposed interventions to support coping strategies, self-esteem, and healthier choices.
EDCO 574: Counseling Practicum
I engaged in peer counseling and participated in therapy to deepen my understanding of the counseling process and application of counseling strategies. I attended school board meetings to learn about systems-level decision-making in schools and created a local community resource guide as part of my Child Welfare and Attendance (CWA) experience. Through a minimum of 100 hours of approved fieldwork, I strengthened my counseling skills, self-awareness, and understanding of school and community systems.
EDUC 612: Application of Human Development Theory in School Counseling
I developed an understanding of human development across the lifespan, with a focus on the Kâ12 years. I learned how cognitive, physical, social, and emotional development can vary across typical and atypical pathways, especially within diverse and high-needs school communities. Through the lens of Erikson and attachment theory, I investigated my personal development in the following assignment. By reflecting on my lived experiences, I strengthened my ability to connect theory to practice.
EDUC 570: Research Methods and Data Analysis
In this course, I created a research proposal examining the impact of dance movement therapy on executive functioning skills, specifically attention, working memory, and self-regulation, in elementary school students. This course built my confidence in conducting research and provided me with the opportunity to combine two of my passions, education and dance.
EDUC 608: School Connectedness, Climate & Classroom Management
I developed skills in creating Tier I, II, and II interventions that avoid punishment and are centered on inclusivity and support. Through a research paper on adapting the Check-In/Check-Out (CICO) framework for students with autism spectrum disorder, I applied research-based, trauma-informed, and equity-centered interventions to foster belonging and positive behavior.
EDUC 637: Group Counseling
Within this course, I developed an eight-week group counseling program for middle school students focused on improving body image and self-esteem. Through this paper and presentation to my peers, I strengthened my ability to integrate group counseling theory, developmental considerations, and evidence-based interventions, including CBT, compassion-focused practices, media literacy, and mindfulness, while intentionally aligning activities with stages of group development.
EDUC 638: Multicultural Counseling: Research and Practice
I developed a culturally responsive case conceptualization using research-informed interventions to support a high school student navigating academic pressure, student-athlete identity, family expectations, faith, popularity, and biases related to sexual identity. This project strengthened my ability to integrate multicultural counseling principles, evidence-based strategies, and systems-level considerations while addressing identity development, perfectionism, and internalized pressure.
EDUC 520: Career and College Readiness Counseling
In this course, I collaborated with my cohort peers to design a year-long College and Career Readiness curriculum for high-achieving juniors in high school. This project strengthened my ability to understand student, teacher, and administrator buy-in, utilization of outside resources and partnerships, and budgeting.
EDCO 575A: Counseling Fieldwork I
During my fieldwork at Albert Einstein Academies Elementary School, I completed over 300 hours supporting student well-being and social-emotional growth. I managed a caseload of thirteen students, facilitated seven small group interventions, and delivered engaging classroom lessons on the Zones of Regulation for TK and Kindergarten. Additionally, I co-facilitated the Safe School Ambassadors program, fostering a positive, inclusive school climate and empowering students to take an active role in peer support and safety.
EDUC 540: Collaboration, Consultation, and Assessment in Counseling
This course focused on developing practical skills in selecting, administering, and interpreting school-based assessments to gain data and track progress. Through the use of standardized self-report tools and behavioral observations, I learned how assessment data can be used to monitor changes in motivation, self-esteem, and social-emotional functioning. This course experience enhanced my ability to use assessment results to inform counseling interventions and support data-driven decision-making.
EDCO 575B: Counseling Fieldwork II
In the second semester of internship, I was placed at Albert Einstein Academies Charter Middle School, where I completed 300 hours of fieldwork. During my internship, I learned how to navigate the SIS system, change schedules, help students navigate academics and high school choice applications, all while keeping student well-being at the center of my practice. I developed Tier I classroom interventions based on the results from a needs assessment provided to the students. In the final month, I presented on a variety of student-selected topics, including college and career readiness, healthy relationships, bullying, and healthy eating habits/hygiene. Alongside my individual and group caseload, I ran a 6th-grade girls' lunch bunch that utilized art therapy as a form of socialization and community connection.
EDUC 543: Family Counseling
This course connects closely to my counseling philosophy by reinforcing the importance of viewing students within the context of their family systems, relationships, and lived experiences. It aligns with my belief in supporting the whole child, academically, socially, and emotionally, by recognizing how family dynamics and cultural backgrounds shape student behavior and well-being. The emphasis on collaboration with families, trauma-informed practices, and educational equity strengthens my commitment to creating inclusive, culturally responsive counseling approaches that empower diverse Kâ12 students and promote meaningful, systemic change.
EDCO 542: SUbstance Abuse Counseling
This course deepened my understanding of substance abuse as a complex issue influenced by developmental, psychological, and sociocultural factors. It reinforces my commitment to supporting the whole child by recognizing how addiction impacts not only the individual student but also their family and broader support systems. The focus on assessment, prevention, and intervention, especially within diverse populations, supports my belief in using culturally responsive, trauma-informed approaches to promote equity and provide effective, individualized care for Kâ12 students.