Over the past three years, I have recognized that students with the same diagnosis are not the same! Each student is unique with varying levels of functioning. Each requiring a personalized level of counseling and advising. 

  

Always honoring the uniqueness and individuality of each student; and always understanding that each student comes from various backgrounds and different levels of functioning. My engagement style is adaptable, and I am constantly modifying my approach per the need of each student. Meeting students where they are is essential. Patience is necessary, a virtue that I have been blessed with. Patience is vital to being a successful counselor, especially in Disabled Students Programs and Services (DSPS). I have refined my interactive process with each student; observing their body language, asking follow-up questions, and using visual aids to effectively communicate.

 

Meeting with each student consistently begins the same; welcoming, kind, engaging, and unpretentious. Striving to create a safe and inclusive environment, that encourages an engaging interactive process (for assessing functional limitations), and educational planning. 

 

Prior to any academic or accommodation discussion I engage in a “Check-in.” The check-in process is necessary to develop, retain rapport, and assess basic needs.  Routinely inquiring about my student’s personal lives (family, work, activities, etc.): A simple how are you doing? What is new? How is your family? always connects with the students. 

  

 Throughout the interactive process I focus on the student’s strengths and consider their learning style. Always affirming, validating, focused on solutions, and encouraging collaboration. I was recently assisting a student who was undecided regarding his major, we discussed his goals and created an education plan that created a clear pathway to attainment. The student remarked, “I have never felt so encouraged, you make me feel like I can do it.” My response, “You’re smart of course you can… Stay focused and lock in.” 

 

Retention remains at the forefront of my engagement strategy. Cultivating an environment where students feel a sense of belonging increases their likelihood to return to WLAC, specifically DSPS for services. Always encouraging students to return to receive counseling and advising each semester, multiple times a semester if necessary. Ending each meeting with suggested dates or timeframes that they should return for services. Asking them, “When are you going to come back and see me?” If I am meeting with a student for the first time on an online platform, zoom, or cranium video I always express my desire to meet with them in person. Telling them, “If you are ever on campus, I would love to meet you, please stop by and visit me.”  My retention strategy appears to be effective, per data 90% of my students return.

 

Expressing supportive language in conjunction with projecting genuine care and interest regarding their lives, it does impact each student with a profound sense of belongingness. Open communication, collaboration, and accountability are also key elements of engagement that retain students. I verbalize high expectations for student’s success. During education planning meetings: I check grades and challenge students to perform the best they can. As a counselor setting clear expectations for goals, encourages student accountability. Accountability boost the student’s confidence and encourages success.

 

I am committed to culturally responsive counseling, by honoring the diverse needs of all students and acknowledging their unique differences not deficits. Always valuing and respecting cultural differences, by making no assumptions, regarding the student’s background. Being keenly aware of the negative impact implicit biases can have on a student’s engagement. I build trust, celebrate diversity, and create a sense of belongingness. 

 

My focus is always student centered, I encourage students to educate me on their backgrounds and unique cultural experiences. The unpredictability of the current social and political climate surrounding immigration has created a feeling of fear and anger in some students. 

 

I recently advised an undocumented Hispanic student. The student expressed fear of coming on campus with the possibility of ICE being able to gain access. The student opted to take online classes for the Fall 25’ semester. The student and I discussed the emotional impact, campus resources, and safety protocols.  As a counselor, I was sensitive to the student’s reality.  Validating their experience and informing the student of their rights while on campus. However, I strongly advised and encouraged my student to remain diligent regarding their studies and remain in online classes, until they felt comfortable returning to campus.  

 

In DSPS, I have weekly engagement with many parents and family members of students. Some parents and extended family members are very supportive and encouraging, while others negatively impact the student’s confidence. I can recently recall an incident with a parent who verbalized in front of the student all the negative possibilities of being unsuccessful in school: “He can’t do it… there is no hope… his disability will not allow him to get a bachelor’s degree, he needs reasonable goals.” In the hopes of avoiding confrontation, without responding to the parent, I simply asked the student, “How do you feel about what your father said”? The student replied, “I just want to try.” I replied, “I am here to provide support and assist you create a plan, while you try”. 

 

Students have also shared contemplating self-harm based on the lack of support from parents and extended family members. I attempt to challenge a student’s negative thought processes caused by biases by encouraging them saying, ‘Block out the noise, work hard, and be optimistic.’ This past year, I have increased referrals to supportive resources on campus, Timely Care, Tutoring, Basic Needs, etc.…

The emotional, physical, and spiritual well-being of students matters. Discussions regarding self-care and stress management are important to assess a student’s capacity to perform well in class.

 

“Keep it professional” is my motto when effectively engaging with peers and administrators! Considering myself to be friendly, approachable, and open to constructive feedback. Frequently seeking guidance and support. This past year, I have frequently connected with various programs and departments on campus; EOPS, CARE, LACP, College 2 Career, Veterans, Admissions and Records, and Financial Aid.

 

 I genuinely enjoy the engagement with my counseling peers. Feeling very fortunate to be a part of a group of student-centered counselors that are supportive, friendly, and knowledgeable! In my opinion WLAC has the best counseling department throughout the LACCD. I seek guidance from trusted mentors at WLAC and sister campuses when I require advice on how to navigate professional challenges.