The fifth chapter of
Best Practices for Trauma-Informed School Counseling (ISBN: 9781799897859) published by IGI Global, Profs. Maritza Cha and Andrea Perez delve into the integral role of school counselors as compassionate servant leaders within the MTMDSS Framework in K-12 education, exploring their adept application of servant leadership skills before and after the pandemic. The Beyond Guidance podcast co-hosed by Prof. Cha, gives insight into the role of school counselors and discuss issues that impact the profession.
Beyond Guidance: Adventures in School Counseling
Profs. Maritza and Muna speak with Priscilla Grijalva about her school counseling journey.
We also discuss her work with REACH Riverside along with her experience being on the CASC and ASCA Board of Directors.
School counselors are tasked with providing strategies for all students including those who may be experiencing various types of trauma symptomatology. While there is a high expectation of providing quality care, there is a question of how well school counselors are prepared to work with those traumatized students. It is critical to understand the counselors’ perceptions of their preparedness to collaborate with them.
Best Practices for Trauma-Informed School Counseling prepares potential and current school counselors to manage the challenges and responsibilities they may face as professional school counselors in preschool through high school environments. It provides real-life examples and case descriptions as well as strategies for preventing and responding to social and emotional problems, improving educational outcomes, and providing an inclusive school counseling program.
- Discrimination
- Multilayered Systems of Support
- Reporting Child Abuse
- Role Advocacy
- School Counseling Programs
- Servant Leadership
- Virtual School Counseling
About the Contributors
Maritza Cha graduated from Garfield High School in East Los Angeles and became the first in her family to attend and graduate from college, the University of California, Los Angeles. She graduated in 2005 with two Bachelor’s Degrees in Political Science and History, with a minor in Education. UCLA was so nice she went there twice, earning a Master’s Degree in Education, as well as a teaching credential, from UCLA’s Teacher Education Program in 2007. She taught social studies at her alma mater, Garfield High School for 4 years. In 2010, Mrs. Cha and several colleagues designed and launched a pilot school within Los Angeles Unified School District – Social Justice Leadership Academy at Esteban Torres High School. Mrs. Cha then decided to work towards her lifelong dream of becoming a college counselor. Mrs. Cha earned her second Master’s Degree, a counseling credential and child welfare and attendance credential, from Cal State Dominguez Hills in 2015. Mrs. Cha currently works for Alhambra Unified School District as a school counselor and is a Ph.D. Candidate at Claremont Graduate University in Education/Urban Leadership.
Andrea Perez was born and raised in the city of Maywood. Currently, she works as school counselor at Los Angeles Unified School District where she serves 6th-8th grade students. Ms. Perez considers herself to be a transformative school counselor who is committed to support and empower students and families. Before becoming a school counselor, Ms. Perez worked as a college advisor at Educational Talent Search (ETS), a TRIO program, located at California State University in Long Beach. While at ETS, she supported different Los Angeles Unified high school students with college readiness and career exploration. Ms. Perez holds a bachelor’s degree in English and Chicana/o Studies from the University of California, Los Angeles; and a master’s degree in Counseling and a Pupil Personnel Services Credential from California State University in Long Beach. Currently, Ms. Perez is working on her PhD in Education with a focus on Urban Leadership at Claremont Graduate University. Her research interests include: the school counselor’s role in the Multitiered system of support; social justice counseling practices in schools; Critical Race Theory and its use in K-12 settings; and students’ social and academic development.
About IGI Global – Publishing Tomorrow’s Research Today
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Business & Management,
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Education. With a commitment to facilitating the discovery of pioneering scientific research, this publishing house has empowered over 200,000+ expert researchers from leading institutions globally to bring advanced research books from conceptualization to completion in an impressive 6-9 months from proposal acceptance to publication. IGI Global journal articles have a rapid turnaround, on average taking 2-4 weeks, and are then added to a significant portfolio of nearly 200 journals within IGI Global’s Open Access Journal Program. Through traditional and open access publishing workflows, this unique proprietary process makes
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