Professional Counseling Philosophy
S
Student Centered
I believe that every student deserves to feel seen, heard, and valued—especially those navigating challenges they did not choose. Growing up in an under-resourced community, I know firsthand the weight that limited access, instability, and family stressors can place on a young person’s shoulders. This lived experience shapes a philosophy that prioritizes the holistic well-being of students: academically, socially, and emotionally.
I strive to create an environment where students feel safe to express their needs, explore their identities, and develop the resilience necessary to overcome obstacles. As a student-centered counselor, I seek to understand the wh story behind a student’s behavior or academic struggle, meeting them where they are with compassion, cultural humility, and trauma-informed support. My work begins with relationship building, because students grow the most when they trust that someone on their team genuinely believes in their potential.
T
Teacher
Support
I believe that students thrive when the adults around them are supported, unified, and equipped to meet their needs. As someone who grew up benefitting from the encouragement of educators who saw potential in me, I understand how essential teacher–counselor collaboration is.
When supporting teachers through proactive communication, collaborative problem-solving, and shared responsibility for student success. I aim to serve as a partner to educators—providing behavioral insights, academic interventions, SEL strategies, and consultation rooted in both data and empathy.
Teachers should never feel alone in managing student challenges. By investing in their well-being, offering practical tools, and validating their experiences, I help cultivate a school culture where staff feel empowered and connected. When teachers feel supported, students experience a more stable and responsive learning environment.
A
Academic Investigation
Academic investigation reflects my belief that school counseling is not simply about monitoring achievement, but rather exploring why students learn the way they do, uncovering barriers, and identifying strengths that shape their educational journeys.
Because my own path to higher education was shaped by limited access and uncertainty, I understand the importance of helping students investigate their academic identity with curiosity, empowerment, and support.
Through data-driven inquiry, collaborative planning, and culturally responsive exploration, I help students examine their interests, skills, and learning patterns. This investigative approach allows them to make informed decisions regarding coursework, future planning, and long-term goals.
Academic investigation invites students to ask questions, consider possibilities, and discover pathways they may not have known existed—ultimately helping them build confidence and ownership over their educational futures.
R
Relational, Restorative, & Resilience-Focused
Influenced by my faith, mentors, and life experiences, I lead with empathy, grace, and the belief that every student has inherent worth.
Relationally, I focus on building trust through authenticity, consistency, and genuine presence. Students need counselors who show up—quietly or boldly—in the ways they need most.
Restorative practice is at the heart of my approach; I believe in repairing harm, strengthening community, and helping students learn from mistakes without shame. Restorative work empowers students to understand the impact of their choices while still receiving unconditional positive regard.
Resilience is the thread that ties my philosophy together. My journey taught me that resilience is nurtured through support, mentorship, and hope. As a counselor, I aim to model resilience, prepare it, and help students discover it within themselves. I want to be the advocate, encourager, and steady presence my younger self needed—someone who walks alongside students as they rise above their circumstances and rewrite their stories.
MISSION
To empower students, especially those from underserved and under-resourced communities, to recognize their strengths, build resilience, and access meaningful academic, social, and emotional opportunities. Grounded in compassion, cultural responsiveness, and trauma-informed practice, I strive to create safe and inclusive environments where all students feel seen, supported, and capable of achieving their goals. Through collaboration with teachers, families, and community partners, my purpose is to be a consistent, authentic presence who guides students toward hope, confidence, and a future they believe is achievable and what they truly desire.