San Andreas High School   

Practice based placement creates an opportunity and commitment to on-site activities that require me to apply my learning and skills in a professional environment. In consideration to diversity, equity, and social justice, I was able to have many productive collaborative conversations with administration, teachers, and counselors to ensure ethical standards are practiced. Considering San Andreas High School is an alternative learning environment often called a continuation school, some of the educational expectations are different. Students at this institution were often provided with career pathways that were less inspiring relative to that of a traditional high school. This is often considering some of the behavior and academic deficiencies the students have demonstrated throughout their high school career. As a counselor, I had the opportunity of adjusting career pathway options for students considering their unique situations. For example, one student wanted to be a registered nurse, but the student was a high school senior with sophomore graduation credits. This student would not have the opportunity to enter a 4-year university potentially, so we explored other routines to obtain this goal of being a registered nurse. This taught me to be flexible as a counselor and to have knowledge of various career pathways that are both traditional and nontraditional. 

Working directly with marginalized groups, experiencing several or many adverse life experiences that statistically places them on a trajectory of poor academic performance, has given me an advantage as a counselor.  I had the opportunity to collaborate with a teacher after conversing with students about some of their adversities and creating an academic plan for their success. I discovered that these institutions provide various tools to support these students, including an online component that enables them to work at their own pace and earn graduation credits. These resources allow me to be more effective as a counselor and meet the needs of the community directly. Another resource would have to be adjusting students required credits for graduation based on certain adverse life experiences. It is my belief that a counselor advocates for students to ensure they are aware of these laws and support them in their academic and career goal.  

Inland Career Education Center  

Having never attended or worked at an adult school, this opportunity was truly eye opening. Supporting students across a wide age range has highlighted the unique skill set required to meet their diverse needs. I worked with individuals who had recently exited high school, as well as those who had been removed from the K-12 system for several years. This experience has deepened my understanding of the vital role adult schools play in the community by offering students a second chance to pursue their goals at any stage of their development.   

During this internship, I have gained a greater appreciation for the resilience and determination of adult learners. Similarly to my experience at San Andreas High School, many of these students face adverse life experiences that statically place them on a trajectory towards academic and professional disappointment. Some challenges I was exposed to during this practicum were balancing education with work, childcare, financial insecurities, divorce, and academic challenges. I remember meeting with a parent who struggled throughout the entire semester to balance being a single mother of three children and often feeling compelled to drop out. Despite these barriers, her commitment to personal growth and achieving her goals was inspiring. This has reinforced my belief in the transformative power of education and the importance of creating supportive environments where all learners can thrive. Working in this setting has not only expanded my skill set but has also shaped my perspective on the impact that educators can have in helping individuals rewrite their narratives.   Through this experience, I have developed as greater sense of positive regard for my students. I believe at times it can be difficult to maintain this sense of positive regard considering missteps during a students’ journey towards their academic and career goals. Also understanding through a lens of unconditional positive regard that not all students are going to have a traditional educational experience where they graduate high school in 4-years.  

The Inland Career Education Center has provided me opportunities to observe and engage in real-world applications of counseling in education. The four key observations I selected were all centered in group counseling. I have limited experience facilitating group counseling, particularly with the specific demographic of adult learners. I chose this focus to deepen my understanding of how to effectively facilitate groups in a way that addresses the diverse needs of this population. I gained through this experience insights into group counseling dynamics, effective facilitation techniques, and the collaborative efforts necessary to support adult learners. Adult learners present a stronger level of engagement to the content presented during group counseling. Those who participated had the desire to participate in this experience and would go above and beyond to meet requirements. I also observed younger adult learners who had recently left their K-12 institution, demonstrating a lack of commitment. I found it interesting how those who were committed would be considered middle aged, and the younger group of students showed disengagement. I learned that there are difference strategies and measures needed to engage younger demographics. Younger demographics are less likely to attend group sessions unless they have other motivations to guide them. 

Observing and actively engaging in group counseling sessions allowed me to see how counselors cultivated an atmosphere of trust and respect among participants. Strategies such as active listening, reflective responses, and asking open-ended questions were used to create meaningful conversation. During session, my on-site supervisor would practice reflection and paraphrasing with students to demonstrate active listening. I noted the importance of creating clear objectives for each session, as this helped participants understand the purpose of their interactions. As a teacher, I noticed several similarities with regards to expectations. There is something called teacher clarity, in which teachers reinforce to their students’ objective and purpose for each lesson. These observations demonstrate the necessity of maintaining a balance between guiding the discussion and allowing participants the space to share their thoughts and experiences.   

One critical takeaway from this experience was the role of adaptability in addressing the varied needs of adult learners. I adjusted my approach based on the dynamics of the group and the specific challenges faced by individual participants. For instance, I observed occasions where my site supervisor had to mediate disagreements or redirect conversations to ensure conversations were constructive and supportive. This demonstrated the importance of flexibility and quick decision making when managing group dynamics, skills I aim to further develop in my practice. As a counselor, I will be prepared to facilitate and defuse situations in which disagreement and conflict arise.  

In addition to understanding the facilitation process, I gained insight into the collaborative aspect of group counseling. My site supervisor worked closely with faculty and other staff to design sessions that addressed both academic and emotional needs. This approach often involved identifying shared goals for participants, such as improving communication skills or building resilience. This collaboration highlighted the value of teamwork in creating a comprehensive support system for students. It reinforced my belief in the importance of clear communication and shared responsibilities in ensuring the success of group counseling efforts.   

Observing these sessions revealed how counselors navigate challenges unique to adult learners, such as balancing personal responsibilities with group commitments. My site supervisor for example models patience and understanding while encouraging accountability and participation. This balance of empathy and structure inspired me to refine my techniques for fostering engagement and trust in my own counseling practice. For instance, I observed how she introduced icebreaker activities at the beginning of sessions to build rapport and create a sense of community among participants. These activities also helped to ease tensions and set a positive tone for the discussions that followed. As a counselor, building relationships is my strength. Through this internship experience as well as other professional obligations I have had the opportunity to facilitate activities centered in rapport. Additionally, this experience has allowed me to be more flexible with the demographics that I have experience servicing. I now understand the building this a high level of rapport is essential not only for K-12 learners but for adult learners as well. 

Another valuable observation was the importance of establishing boundaries and setting expectations at the start of group sessions. My site supervisor consistently outlined the purpose of the session, confidentiality rules, and the roles of participants to ensure that everyone understood their responsibilities. This practice not only created a structured environment but also promoted a sense of safety and mutual respect. I have realized that these foundational steps are critical for the success of any group counseling effort and plan to incorporate them into my future work.  She used a combination of verbal and nonverbal cues to gauge participant engagement and identify potential issues before they escalated. For example, I witnessed a counselor use reflective listening to validate a participant’s concerns while redirecting the conversation to maintain focus on the group’s objectives. These moments demonstrated the importance of being attentive and proactive as a group leader.  Participating in reflective listening will allow me to continue building relationships with students, families, and community members. It is an essential skill that I have learned to implement during individual and group counseling sessions, IEPs, and mediations.  

Another lesson from this semester is the importance of advocacy in education. Many adult learners face systemic barriers that limit their access to resources, opportunities, and support. Observing educators and counselors advocate for their students inspired me to take a more active role in addressing inequities. Some systemic resources include access to social services while attending school and having a part time-full time job. There are certain financial limitations to receiving these services that inhibit adult learners from having to decide to continue attending school or to focus on a dead-end job. Advocacy for adult learners through providing resources like mentorship, community support like job fairs, and exploring all social service options available. I believe this understanding of the importance of advocacy for this populations allows me to be most effective adult school counselor. Understanding that there is a need for his populations of students inspires me to collaborate with institutions like the Inland Career Education Center.  

Additionally, I have gained a stronger appreciation for the role of cultural humility in counseling. Many of the students I worked with came from diverse cultural, socioeconomic, and linguistic backgrounds, which required me to consistently reflect on my own biases and assumptions. By creating spaces where students felt respected and valued for their individuality, I saw how important it was to build trust and foster an inclusive environment. Cultural humility was especially critical when collaborating with staff and faculty, as their insights helped me better understand and address specific challenges faced by students from different communities. As I continue in my counseling career, I will create opportunities for students to express and share culture. Through this lens of expression, students will continue to develop a level of self-efficacy needed to accomplish their academic and career goals. Having this mindset allows establishes safe spaces for a diverse group of students to thrive at the given school, which makes for an effective counseling program. 

Overall, these observations significantly shaped my understanding of group counseling and its unique challenges and opportunities., I gained practical tools that I can apply to my own practice. These experiences also emphasized the importance of adaptability, empathy, and communication.  It created a supportive and effective group counseling environment for adult learners. As I continue to develop my skills, I am committed to incorporating these lessons to better serve the needs of diverse groups in the future. I’ve gained a deeper understanding of effective counseling practices. For instance, lessons from psychology courses helped me apply theories of motivation and behavior to better understand student challenges and design targeted interventions. I learned how factors such as self-efficacy, intrinsic motivation, and social-emotional learning influence students’ ability to succeed. Similarly, cultural humility training allowed me to approach counseling with an inclusive and responsive mindset. I believe that counselors have the capacity to increase students’ level of self-efficacy and intrinsic motivation. It can be positively impacted through strategically moving students along a spectrum of progress towards a given goal. For example, students developing a stronger vocabulary as it pertains to emotion is a measurable phenomenon. Communicating with students through the collection of data and showing them how they have progressed closer toward proficiency develops self-efficacy and intrinsic motivation. Understanding that cultural humility and inclusivity is essential to the growth and development of students has molded me into the most effective counselor.  

Feedback from mentors and colleagues has been particularly transformative. For example, I was advised to improve time management during group sessions, which led me to develop detailed agendas to ensure all topics are addressed within the allotted time. Feedback about building stronger connections with students prompted me to incorporate icebreaker activities and focus on empathetic listening to establish trust. These adjustments have significantly improved my ability to connect with students and guide them effectively toward their goals.   

While I have made notable progress, I recognize that there is always room for further development. Moving forward, I aim to deepen my knowledge of advanced counseling techniques, such as solution-focused and cognitive-behavioral methods. Additionally, I plan to enhance my ability to analyze data to improve program planning and evaluation, ensuring my practices are as effective and impactful as possible.   

Towards the end of my experience working at the Inland Career Education Center, I observed how academic progress is positively correlated to career development. As students began to receive their General Education Development (GED) certificate, I had the opportunity to assist them in finding career opportunities as well as completing college applications. Students would often complain initially about the lack of job opportunities in the community, and upon graduation there were a wide range of career paths for students to decide on. We had a celebration for students who received job offers and during this celebration, students provided testimonies as to how this experience has changed their lives. One student had the goal of obtaining her GED and establishing financial stability through better employment options. This student ended up getting hired for San Bernardino City Unified School District as a secretary. She mentioned how this opportunity would allow for her family of three to have their own loving space. Several experiences like this one illustrate the importance of academic counseling and educational achievement.  

Hesperia Junior High School

Having never interned at the middle school level before, this experience expanded my understanding of the academic, social, emotional, and behavioral needs of this population of students. Working directly with school counselors gave me firsthand insight into how essential their role is in creating a supportive environment where students can thrive while navigating a critical developmental stage. I had the opportunity to support students dealing with a variety of challenges, academic pressures, peer conflict, attendance issues, and family responsibilities. One student struggled with chronic tardiness because she often cared for younger siblings in the morning. Collaborating with her guardian to explore possible schedule adjustments taught me how powerful school family partnerships can be. Experiences like these reinforced my belief in the importance of advocacy and flexibility in supporting student success. 

A major portion of my internship involved observing and assisting with IEP meetings, 504 reviews, and Student Success Team meetings (SST). I previously had limited experience with the special education processes; I focused my observation logs on these meetings to deepen my understanding of how plans are developed and implemented. One key lesson from these meetings was the importance of adaptability. I found myself having to shift my approach depending on the family’s communication style, the student’s needs, or the emotional tone of the conversation. I observed instances where my site supervisor mediated disagreements, clarified misunderstandings, and redirected conversations to maintain a productive focus. These moments highlighted how essential emotional intelligence is. I believe as a counselor, having experience facilitating IEP, SST, and 504 meetings makes you more of a candidate. Some districts do not require school counselor to be a part of these meetings but with this experience I have make myself available when administrators need me. Through my experience as a classroom teacher, these meetings involved administrators, MTSS coordinators, classroom teachers, and special education team. Counselors where optional attending and where sometimes only invited when necessary. Other district may not have the same practice, which will allow me to be flexible in my ability to assist students in a variety of ways.  

Another major aspect of my role was assisting with schedule changes. Many students visited the counseling office overwhelmed with academic concerns, classroom fit issues, or anxiety about certain subjects. I helped review schedules and discuss alternatives while keeping high school requirements in mind. I also observed small counseling groups where students practiced communication skills and conflict resolution. My supervisor began these sessions by reviewing expectations and norms. This established a consistent structure and sense of safety. I became more intentional about building rapport and checking for understanding from this experience.  

Conclusion

            Overall, this internship experience had shaped my development as a counselor. It has continued to develop my commitment to equity, diversity, advocacy, and student-centered practices. I have developed a deeper understanding of diverse challenges and the importance of being flexible when it comes to students’ needs. I have learned that to be an effective counselor a person needs a strong ability to build relationships and respond to individual circumstances. These experiences have further reinforced my ideology that all students deserve access to opportunities that all of them to grow and redefine their future. I am committed to applying these concepts in my counseling practice and create spaces for all students to thrive.