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.