MY STORY

 

             Growing up in a lower-middle-class family in the tougher parts of Los Angeles, I experienced firsthand what it’s like to live with limited financial stability and adverse educational support. I was denied access to resources because I did not meet the criteria that my district considered necessary for aid. Thankfully, my father was a “military brat,” and my immigrant grandmother's resilience shaped my upbringing, instilling in me the importance of hard work and creativity. My mother was one of my biggest supporters. She did not want us to experience the hardships of addiction that had afflicted her academic development, nor follow in the footsteps of limited education. These generational curses led to a life of struggle, survival, and broken family bonds, plagued by mental health issues and poor decisions.

As I grew older, college was never a welcome conversation in our home. There was no money for SAT prep courses, and no one knew how to navigate the world of higher education. Blue-collar work was seen as the only stable option for someone from my background. However, it was my school guidance counselor, Mr. Calhoun, who pushed me to stop limiting myself. He and my mother were determined to help me, pushing me out of my comfort zone and propelling me forward even when I felt lost or invisible. Along the way, other key mentors saw my potential and offered encouragement that propelled me forward in my professional development.

             It took several years, but I finally graduated with a degree in Psychology and went on to pursue my Master’s. The passion for knowledge remains strong, and I still love pursuing education. I truly believe that education can help anyone, and it is a gateway to understanding our calling. It should also be stated that this success was not accomplished alone. My spouse and children have always been pillars of strength, encouraging my growth and supporting my journey. The strength they provide, along with that consistent support, drives my continued commitment to becoming the person who helps others in need, especially young people, both personally and professionally. I want to show students, especially those from underserved communities, that their background does not define their future.

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SO, WHY SCHOOL COUNSELING?

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           I hope to leave behind a legacy of hope. The goal of becoming a school counselor is not just a mission to find a vocation; it is fueled by lived experience that helps guide future generations in finding their purpose. I know what it’s like to be a student who feels like no one is listening to them. I want to be that support (silent or direct) who listens and walks alongside them to achieve the goal ahead. Students need a steady presence to encourage them to rise above circumstances they didn’t choose. Although the journey can be long, success is not only about the gifts and talents bestowed upon us, but also about how someone can begin to believe in themselves through meaningful relationships that develop with proper support, access, and resilience. 

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HOW MY CREATIVE PAST INFLUENCES SCHOOL COUNSELING

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            If no one could tell, I was an art kid from the day I could hold a crayon or paintbrush. It was fortunate that there were a few key supportive individuals in my life who helped me expand my talents, even if that path never became anything bigger than winning a few companions and having some great conversational pieces in my own household. Art was a big part of who I was, but my strengths were not just about being artistic; it was the creative mindset that became one of my greatest traits, especially in unlikely industries. 

          One of the greatest strengths of the creative mind is that nothing is out of the realm of possibility when it comes to enacting change. Whether it comes in the form of problem-solving or even just developing an engaging lesson plan, there is always a way! Now, with technology, there is a vast array of untapped resources and tools available, but the art is to always put our own spin on them. If we want our students to be future creators, explorers, innovators, and dreamers, we have to model these same behaviors. Another portion of that is for us to show that failure is not the end; it is the next step in the learning process: to see those mistakes and adjust, adapt, and change our approaches. It is not so much about just thinking outside the box as about developing an adaptive mindset that helps individuals not only overcome adversity but also improve our communities, enabling them to influence others to create change in the world.