Ava Montgomery Case Study Counseling Psychology

Kris is a 19-year-old high school graduate who is seeking counseling to assist her in choosing a major for college. She graduated in the top 10% of her class and seems to identify well with other females in her age group. Kris grew up in a very traditional family where gender roles are very structured and evident inside and outside the household. Kris relies heavily on approval from her brothers and struggles to make decisions of her own.

The choices we make early in life have an enormous impact on our future. I have always known that I wanted to directly impact people’s lives and my personal experiences have set me on the school-counseling path. In the future, I would love to influence another generation of students to soar for their dreams.

My pursuit of becoming a School Counselor led me to apply to the School Counseling Master’s Program at University of Maryland, College Park. I am a former student at University of Maryland with a bachelor’s degree in Elementary Education. After graduating and teaching for two years in Prince George’s County Public Schools, I discovered my true passion lies not only in the classroom and students’ academics, but playing a pivotal role in the growth of their career, social, and personal development. Although I am no longer teaching full-time at the moment, my interaction with students from diverse backgrounds left an indelible responsibility to continue making a difference in our students. The objectives and mission of the School Counseling Master’s Program at University of Maryland can best help my goal of becoming an effective counselor and leader who is an agent of change to students and service the mental and emotional well-being of the younger generation.

While working as an aide in multiple classrooms in the school age program at CCDD, my interest in a side of psychology that I had known little about before, quickly grew. The experience I had my first semester interning led me to accept a part-time position as an instructor’s assistant for the program for the rest of the year. Throughout the year, my position provided me with a greater understanding of the needs of diverse learners and the tools needed to ensure that all children

As I become more educated in the field of school counseling, I realize how important previous life experiences are, as well as the skills that I have learn from past jobs, and all through out my academic career. In my life the different roles that I hold, from being a mother, a wife, student, and an employee all contribute to my professional development in some way. Through the experiences in which each role presents it helps me to be able to relate in some way and gives me the ability

Gloria Ladson-Billings spent time observing teachers in public schools that were located in predominately low-socioeconomic school districts to figure out what makes them successful with typically low performing students. Some of the things she observed are all the teachers “shared pride in and commitment to their profession and had an underlying belief that all children could be successful” (learnnc). Furthermore, these teachers established trusting relationships with their students that allowed the students to take responsibility for their own learning. Lastly, these teachers also went beyond the classroom to show support for their students such as attending community events. These observations led Ladson-Billings to realize that in order for “teachers to use culturally relevant pedagogy successfully, they must also show respect for students, and understand the need for the students to operate in the dual worlds of their home community and the

Wendy and I discussed her degree and educational background. Wendy earned her bachelor’s degree from the University of Wisconsin-Oshkosh in science education with an emphasis in English and journalism. For 13 years Wendy worked as an English teacher but stated, “She always had a love for counseling” (personal communication, July 7, 2015). She made the decision to enroll in a master’s level program. Wendy attended and graduated from Lakeland College with a master’s degree in school counseling. Wendy currently works at Read Elementary located in

Thurman obtained a degree not solely in school counseling which allows her more flexibility. She shared with me that the least rewarding part of her job is when working with the families or students and she feels like she has tried a variety of concepts and still cannot see a difference being made. It’s a struggle because as a counselor she wants to be able to help people. On the flip side of the spectrum however, she described that being able to see kids blossom and find their way and overcome challenges is such a gratifying experience.

To say that "I am extremely passionate about working with children" would be an enormous understatement in regards to my personal experiences, ideologies and self-proclaimed purposes in respects to working in public schools. Being passionate about ones every day line of work is a huge deciding factor for most of us when it comes to “what we want to be when we grow up.” Conversely, it was quite simple for me, you see the rewards of teaching truly lie in the outcomes of one’s teaching. Knowing that from the first day of school, what I do and how I do it will have a domino effect on hundreds of lives throughout my career as an educator. In hopes to not only work in a field that I both admire and aspire to be a part of, I am also driven to one day be that teacher in which my students can look back and say “Miss. Chadwick really motivated me to be a better learner, artist, writer” and hopefully “a better person.”

Kaylen Clifford graduated from the University of California, Santa Barbara in 2015 with a bachelor’s degree in Psychology and a minor in Educational Studies. She is currently completing her Master of Education in Educational Counseling degree from the University of Southern California (USC) and will graduate in 2017. Her interests are in helping students who are underprivileged obtain the resources necessary to go to college and thrive once there. Currently, Kaylen works with students as a Student Program Advisor for the USC TRiO Educational Talent Search program, as well as an Instructor for the USC Pullias Center for Higher Education’s SummerTIME program.

Jay Casbon, a co-author of this article, was the Dean of the Graduate School of Education at Lewis & Clark College from 1995 to 2002. Casbon holds a Doctorate of Philosophy in Educational Leadership and Law from the University of Alabama, a Masters of Arts in Counseling Psychology and School Counseling from West Georgia University, and a Bachelor’s of Science from Florida State University. He is currently a professor at Oregon State University’s College of Education Graduate and Research Center. Barbara R. Schirmer was the Associate Dean and Registrar

Public school systems need to be more sensitive to their students. Parents play the major role in determining a child’s academic outcome, but the school system needs to notice children who don’t necessarily acknowledge their gift. These children need guidance -- I believe it is the schools’ responsibility to provide it to them. I have been through a situation that makes me feel strongly about the subject. My example is an indisputable case in point.

I am attending Concord College to further my education. After graduating with an Elementary Education Degree, I would like to teach in an elementary school in Southern West Virginia. Preferably, I would like to teach in a kindergarten environment. While teaching I plan to further my career with a Master’s degree. I would like to be able to reach those children that aren’t as fortunate as others. As a teacher I will not only teach the children, but they in turn, will teach me. Education is one of the most important aspects to the success of the country. It is important for everyone to feel a part of that success; therefore, I feel strongly about teaching students to succeed.

Teachers play a vital role in the lives of their students, not just as educators, but in many cases as the only positive adult role model in a child's life. Countless students have a greater experience in school than they do at home and teachers play an enormous role in that. Teachers are not only educators, but encouragers of students reaching their fullest potential. Students coming from broken homes may not have an adult in their life telling them that they can achieve greatness; which is where a teacher can play an extremely important role. When Rita Pierson told her class that they could be their best they were in disbelief; they needed her encouragement to realize the greatness they could achieve. Most kids have a hard time realizing

“So the counselor and I work together to help her at school instead of just calling home and tattling to grandma about what is going on.” This is such an important part of Molly’s job because as MetLife Survey of the American Teacher has shown is that “Students of all ages want adults to respect them and be involved in their lives, they want activities that are interesting and relevant and they need support to help them succeed.” Which is what Molly has already understood and achieve even in her early years of