Ethics and Values
I hold a professional membership with the American School Counselor Association and adhere to all ethical standards set forth in the ASCA Ethical Standards for School Counselors. I assess my professional skills and efficacy on each school site by using competencies outlined by ASCA School Counselor Competencies. Further, I follow the ASCA Mindsets & Behaviors for Student Access: K-12 College- and Career-Readiness Standards for Every Student to ensure student and systemic success. Finally, I continue to remain informed regarding the California Department of Education policies and regulations surrounding comprehensive school counseling programs. At this point, program determinations are made within each district, however the ASCA model is recommended.
Professional Disclosure Statement and Informed Consent
This document is designed to provide information concerning your counselor’s competency, philosophy, and chosen techniques and to ensure that you understand the professional relationship of counselor and student. This consent will be explained to your child verbally, and I will explain the benefits and risks of counseling and the limits of confidentiality.
Purpose of Counseling and Treatment Approach
I utilize solution focused brief counseling strategies and techniques with my students. I build on the unique talents, perspectives, and strengths of each child to individualize goals so he or she can be confident, motivated, and successful both in and out of the classroom. Goals may include increasing self-esteem, developing ways to safely express ideas in peer groups, managing stress and anxiety, coping with difficult transitions, creative problem solving, and making healthy decisions. I use dramatic play, interactive games, art therapy, and other activities depending on your child’s personality and interests.
My services are available in individual and group settings. Individual counseling is on a limited short term basis. Group counseling consists of a small group of students who meet with the counselor once a week for a predetermined length. I am energized by working with kids and believe every child can be successful when armed with the best academic, social and emotional tools. Students describe me as energetic, warm, fun-loving, friendly and flexible. Your child will feel safe and supported in my company while building and strengthening life skills that support his or her educational journey.
Education and Qualifications
I hold a master of education in school counseling from Lamar University and a Pupil Personnel Service credential from the California Commission for Teachers. Additionally, I have a bachelor of arts in communications and a master of education in curriculum and instruction from Texas A & M University. I am also a certified public school teacher with many years’ experience working with students ranging from kindergarten through high school.
Professional Affiliations
I have professional membership with the American School Counselor Association, the California School Counseling Association, as well as serving on our school’s Site Leadership Team, Equity Committee, The Positive Behavioral Interventions and Supports Team, and on the district’s Local Control and Accountability Team.
Arrangements of Services
Your child is familiar with me on campus because in addition to counseling, I help with school assemblies, peer leadership activities, and classroom guidance lessons. Students can self-refer to the counseling office for a wellness check-in, or counseling may be recommended by teacher or parent referral. Minor students must have a signed permission slip by a parent or guardian in order to meet with me for ongoing sessions individually or in a group. Group and individual sessions occur on a weekly basis and generally last between six and eight weeks.
The most common reasons why children are referred include:
Self-esteem. I work with kids on self-understanding and help them build a healthy self-concept. This involves the promotion of a growth mindset and strengths-finder activities.
Emotional Regulation and Healthy Coping Strategies. Some children have more challenges with self-control and do well by learning some problem-solving options in a smaller setting. I also focus on being mindful and solution-oriented.
Academic Planning and Executive Functioning. I help students set and strive towards goals, recognize obstacles to their goals, and celebrate their individual strengths.
Managing Difficult Life Transitions. Those children that have experienced divorce, a death in the family, traumatic event, or are in a crisis situation will benefit from regular check-ins even if they are receiving outside services.
Peer Mediation. I use restorative practices to help children communicate with one another in a positive way when conflicts are impacting their ability to function in school or in their personal life.
Group Work. Groups can be created to serve any of the above categories, or for ongoing issues presenting during the school year. If your child is attending group counseling, it is important that you are aware of some additional factors. Groups are pre-screened to ensure a successful combination of personalities and goals. The group setting provides opportunities to practice key social skills. Each group member benefits from multiple perspectives, sharing ideas, and collaborating effectively with peers. I talk with the group about the importance of trusting each other: we do not gossip or break the confidence of the group in any way. If this were to occur, I would address the group quickly and directly. Group members that have difficulty with this concept can be reassigned to other forms of counseling as necessary. The group experience should be positive. If you or your child is ever feeling like the group is detrimental to his or her growth, we will discuss options for reassignment.
Diversity Attributes
I believe in the importance for advocating for every child by understanding issues of access, equity and educational justice. This means helping students and families navigate systems of oppression; working as a cultural mediator when necessary; and developing programming that works to close achievement gaps. Students of all races, genders, sexual orientations, classes, abilities, and spiritual orientations are welcomed and appreciated for their strengths and gifts. I recognize the importance of the family’s belief systems and practice culturally sensitive counseling; continually enhancing my own cultural competence and awareness of social justice issues facing all people.
Implications of Diagnosis and Specialized Education Programs
School counselors do not make clinical diagnoses or engage in long-term therapy. I do work collaboratively with the speech pathologist, special education teachers, and school psychologist to ensure every child receives additional support as needed. A student study team may be suggested that can identify students needing additional support. Section 504, enacted in 1973 as part of the US Department of Education's Rehabilitation Act, ensures that every child regardless of any disability receive a free and appropriate public education in the least restrictive environment. A child could qualify for a 504 plan with any physical or mental impairment which substantially limits a major life activity. Generally, in these cases teachers will make specific accommodations while providing the same curriculum to the child. Certain diagnoses may qualify a child for a more specific Individualized Education Plan (IEP) including:
Fees and Billing
The purpose of school counseling is to support your child’s academic success within the school context. There are no fees associated with school counseling services. These services are available to all students as part of a comprehensive educational support program. I do not make recommendations for outside therapeutic services but can provide a list of agencies if you believe your child would benefit from long-term therapy or the opinion of a medical professional.
Confidentiality and Student Records
All school-based counselors are bound ethically to keep confidential all information revealed in the course of a counseling session, with three general exceptions.
Harm to self or others. If I were to discover that the student is in danger of serious and foreseeable harm to him or herself or to a specified other, I will notify the student’s parent/guardian and appropriate school personnel, as necessary. This could include discussion of suicide or self-injurious behaviors as well as substance abuse, eating disorders, self-harming actions, illegal behavior, or threats to others.
Abuse or neglect. In cases of actual or potential harm to the child or others, personnel outside of the school district must be informed to ensure safety. This could include disclosures of physical, emotional, verbal, sexual, statutory or other abuse to self or another minor.
Court or legal proceedings. Confidentiality also does not extend to criminal proceedings or to legitimate subpoenas in a civil proceeding. In this case, great effort would be made to discuss in advance what details must legally be shared such that harm is minimized.
Written records of a counseling session will include date and time as well as brief notations relating to goal progression. These documents are stored securely and shredded upon advancement or withdrawal from this school.
Clients’ Rights
Parental rights under FERPA ensure that you have the opportunity to review or request amendments to these records. Only relevant summary information to the child’s emotional, physical, and academic progress will be shared with appropriate personnel.
Termination Rights and Cessation of Sessions
You have the right to refuse or terminate services at any time for any reason.
You will receive a summary statement at the end of session with general comments as to the progression and topics covered. This might include some suggestions from which to have continued discussions with your child, but will not include any confidential information.
Student Assent Statement
School counselors help kids with all sorts of things: problems with friends, parents or teachers; worries; bullying; anything that is troubling you or keeping you from being your best self. My job is to work together with you to find solutions that work for you. You should know that this is a safe place to express your thoughts and feelings. What you say in here, stays in here unless you were to tell me that you or someone you know is being hurt, is hurting someone, or you are hurting yourself. If I think you or anyone else is in danger, we would work with your parents, sometimes the principal, to keep you and others safe.
I hold a professional membership with the American School Counselor Association and adhere to all ethical standards set forth in the ASCA Ethical Standards for School Counselors. I assess my professional skills and efficacy on each school site by using competencies outlined by ASCA School Counselor Competencies. Further, I follow the ASCA Mindsets & Behaviors for Student Access: K-12 College- and Career-Readiness Standards for Every Student to ensure student and systemic success. Finally, I continue to remain informed regarding the California Department of Education policies and regulations surrounding comprehensive school counseling programs. At this point, program determinations are made within each district, however the ASCA model is recommended.
Professional Disclosure Statement and Informed Consent
This document is designed to provide information concerning your counselor’s competency, philosophy, and chosen techniques and to ensure that you understand the professional relationship of counselor and student. This consent will be explained to your child verbally, and I will explain the benefits and risks of counseling and the limits of confidentiality.
Purpose of Counseling and Treatment Approach
I utilize solution focused brief counseling strategies and techniques with my students. I build on the unique talents, perspectives, and strengths of each child to individualize goals so he or she can be confident, motivated, and successful both in and out of the classroom. Goals may include increasing self-esteem, developing ways to safely express ideas in peer groups, managing stress and anxiety, coping with difficult transitions, creative problem solving, and making healthy decisions. I use dramatic play, interactive games, art therapy, and other activities depending on your child’s personality and interests.
My services are available in individual and group settings. Individual counseling is on a limited short term basis. Group counseling consists of a small group of students who meet with the counselor once a week for a predetermined length. I am energized by working with kids and believe every child can be successful when armed with the best academic, social and emotional tools. Students describe me as energetic, warm, fun-loving, friendly and flexible. Your child will feel safe and supported in my company while building and strengthening life skills that support his or her educational journey.
Education and Qualifications
I hold a master of education in school counseling from Lamar University and a Pupil Personnel Service credential from the California Commission for Teachers. Additionally, I have a bachelor of arts in communications and a master of education in curriculum and instruction from Texas A & M University. I am also a certified public school teacher with many years’ experience working with students ranging from kindergarten through high school.
Professional Affiliations
I have professional membership with the American School Counselor Association, the California School Counseling Association, as well as serving on our school’s Site Leadership Team, Equity Committee, The Positive Behavioral Interventions and Supports Team, and on the district’s Local Control and Accountability Team.
Arrangements of Services
Your child is familiar with me on campus because in addition to counseling, I help with school assemblies, peer leadership activities, and classroom guidance lessons. Students can self-refer to the counseling office for a wellness check-in, or counseling may be recommended by teacher or parent referral. Minor students must have a signed permission slip by a parent or guardian in order to meet with me for ongoing sessions individually or in a group. Group and individual sessions occur on a weekly basis and generally last between six and eight weeks.
The most common reasons why children are referred include:
Self-esteem. I work with kids on self-understanding and help them build a healthy self-concept. This involves the promotion of a growth mindset and strengths-finder activities.
Emotional Regulation and Healthy Coping Strategies. Some children have more challenges with self-control and do well by learning some problem-solving options in a smaller setting. I also focus on being mindful and solution-oriented.
Academic Planning and Executive Functioning. I help students set and strive towards goals, recognize obstacles to their goals, and celebrate their individual strengths.
Managing Difficult Life Transitions. Those children that have experienced divorce, a death in the family, traumatic event, or are in a crisis situation will benefit from regular check-ins even if they are receiving outside services.
Peer Mediation. I use restorative practices to help children communicate with one another in a positive way when conflicts are impacting their ability to function in school or in their personal life.
Group Work. Groups can be created to serve any of the above categories, or for ongoing issues presenting during the school year. If your child is attending group counseling, it is important that you are aware of some additional factors. Groups are pre-screened to ensure a successful combination of personalities and goals. The group setting provides opportunities to practice key social skills. Each group member benefits from multiple perspectives, sharing ideas, and collaborating effectively with peers. I talk with the group about the importance of trusting each other: we do not gossip or break the confidence of the group in any way. If this were to occur, I would address the group quickly and directly. Group members that have difficulty with this concept can be reassigned to other forms of counseling as necessary. The group experience should be positive. If you or your child is ever feeling like the group is detrimental to his or her growth, we will discuss options for reassignment.
Diversity Attributes
I believe in the importance for advocating for every child by understanding issues of access, equity and educational justice. This means helping students and families navigate systems of oppression; working as a cultural mediator when necessary; and developing programming that works to close achievement gaps. Students of all races, genders, sexual orientations, classes, abilities, and spiritual orientations are welcomed and appreciated for their strengths and gifts. I recognize the importance of the family’s belief systems and practice culturally sensitive counseling; continually enhancing my own cultural competence and awareness of social justice issues facing all people.
Implications of Diagnosis and Specialized Education Programs
School counselors do not make clinical diagnoses or engage in long-term therapy. I do work collaboratively with the speech pathologist, special education teachers, and school psychologist to ensure every child receives additional support as needed. A student study team may be suggested that can identify students needing additional support. Section 504, enacted in 1973 as part of the US Department of Education's Rehabilitation Act, ensures that every child regardless of any disability receive a free and appropriate public education in the least restrictive environment. A child could qualify for a 504 plan with any physical or mental impairment which substantially limits a major life activity. Generally, in these cases teachers will make specific accommodations while providing the same curriculum to the child. Certain diagnoses may qualify a child for a more specific Individualized Education Plan (IEP) including:
- Deafness
- Blindness
- Autism Spectrum Disorder
- Emotional Disturbance
- Hearing Impairment
- Intellectual Disability
- Emotional Disturbance
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment
Fees and Billing
The purpose of school counseling is to support your child’s academic success within the school context. There are no fees associated with school counseling services. These services are available to all students as part of a comprehensive educational support program. I do not make recommendations for outside therapeutic services but can provide a list of agencies if you believe your child would benefit from long-term therapy or the opinion of a medical professional.
Confidentiality and Student Records
All school-based counselors are bound ethically to keep confidential all information revealed in the course of a counseling session, with three general exceptions.
Harm to self or others. If I were to discover that the student is in danger of serious and foreseeable harm to him or herself or to a specified other, I will notify the student’s parent/guardian and appropriate school personnel, as necessary. This could include discussion of suicide or self-injurious behaviors as well as substance abuse, eating disorders, self-harming actions, illegal behavior, or threats to others.
Abuse or neglect. In cases of actual or potential harm to the child or others, personnel outside of the school district must be informed to ensure safety. This could include disclosures of physical, emotional, verbal, sexual, statutory or other abuse to self or another minor.
Court or legal proceedings. Confidentiality also does not extend to criminal proceedings or to legitimate subpoenas in a civil proceeding. In this case, great effort would be made to discuss in advance what details must legally be shared such that harm is minimized.
Written records of a counseling session will include date and time as well as brief notations relating to goal progression. These documents are stored securely and shredded upon advancement or withdrawal from this school.
Clients’ Rights
Parental rights under FERPA ensure that you have the opportunity to review or request amendments to these records. Only relevant summary information to the child’s emotional, physical, and academic progress will be shared with appropriate personnel.
Termination Rights and Cessation of Sessions
You have the right to refuse or terminate services at any time for any reason.
You will receive a summary statement at the end of session with general comments as to the progression and topics covered. This might include some suggestions from which to have continued discussions with your child, but will not include any confidential information.
Student Assent Statement
School counselors help kids with all sorts of things: problems with friends, parents or teachers; worries; bullying; anything that is troubling you or keeping you from being your best self. My job is to work together with you to find solutions that work for you. You should know that this is a safe place to express your thoughts and feelings. What you say in here, stays in here unless you were to tell me that you or someone you know is being hurt, is hurting someone, or you are hurting yourself. If I think you or anyone else is in danger, we would work with your parents, sometimes the principal, to keep you and others safe.