Graduate Student, Inspired
By Monika Chudy, CCSU Graduate Student | November 2018
School counselors not only have the ability to inspire and mentor students, but possess the power to make a difference. They can influence not only the students, but the school staff and administrators and the overall school culture. As a graduate student pursuing a school counseling degree, I value education and equity. I am a firm believer that education is the key to opening doors and paving one’s path to success. Growing up in a diverse city, I became aware of the barriers, challenges and disadvantages that students face daily, many of which hinder academic success. I was fortunate enough to have supportive parents who taught me the value of education and celebrated my successes. They did not attend college, making me the first in the family to obtain my bachelor’s and now master’s degree. As a result, I have a greater appreciation for hard work and acknowledge the reality that not every student has the same access to education. Becoming a school counselor will allow me to serve as a leader who will integrate strong values in my role. I plan to implement proactive programs that support those who feel isolated or disregarded, setting a positive example for my colleagues to follow.
I will advocate for my students with a strong voice. As a first-generation college student, I believe we must provide additional support services to promote college exploration and readiness. This part of my identity has allowed me to evaluate the needs of incoming first-generation college students and to consider all factors involved in their college decision-making process.
Last semester, I volunteered at New Britain High School and worked with students in “Man-Up,” a program designed to foster academic and social/emotional development for young men in grades 9-12. On my first day, I fell in love with working with the students. The school counselor that I was working alongside was a passionate and proactive professional who immediately sparked my interest in pursuing the profession.
Seeing a school counselor embody similar characteristics and qualities that I possess illustrated the potential difference that I can make. Beyond being a New Britain High graduate, I found myself naturally investing time and energy with different approaches to work with my students. I was particularly interested in helping young men reflect on their decisions and engage in conversations about their plans for the future, many of which exhibited a fixed mindset about their success.
One of the most rewarding parts of the experience was instilling hope and positivity in the students’ lives. The techniques that I learned in my graduate program empowered me to approach counseling situations with confidence. One student in the Man-Up program was struggling academically and lacked motivation to complete his homework. He was resistant to talking about his frustrations, so I had him draw them on paper. This experience helped him realized his current situation and inherent strengths, and use a new mindset for change. Our interaction fueled my passion as a mentor. This success, among others the volunteer experience created, led me to school counseling.
My interest in working as a counselor at the high school level is intentional. As an academic success coach at Central Connecticut State University, I have learned about the pressing struggles and barriers that many college students face. Often, I hear stories from college freshmen about their lack of guidance and preparation from high school. Support during the transition from high school to college can be a major factor in student success.
Through my role at CCSU and volunteer experience at NBHS, I have seen the need to establish programs to educate and support students as they make their postsecondary plans. My passion for school counseling means I am dedicated to fostering growth, necessary skills and guidance to help students make the best choices regarding their plans after graduation. Being an advocate and leader for students’ success by guiding them in their best direction in life is an essential role of a school counselor. In pursuing a school counseling profession, my ultimate goal is to develop competency and skills to motivate my students in ways that will inspire and empower them to reach their full potential.
I will advocate for my students with a strong voice. As a first-generation college student, I believe we must provide additional support services to promote college exploration and readiness. This part of my identity has allowed me to evaluate the needs of incoming first-generation college students and to consider all factors involved in their college decision-making process.
Last semester, I volunteered at New Britain High School and worked with students in “Man-Up,” a program designed to foster academic and social/emotional development for young men in grades 9-12. On my first day, I fell in love with working with the students. The school counselor that I was working alongside was a passionate and proactive professional who immediately sparked my interest in pursuing the profession.
Seeing a school counselor embody similar characteristics and qualities that I possess illustrated the potential difference that I can make. Beyond being a New Britain High graduate, I found myself naturally investing time and energy with different approaches to work with my students. I was particularly interested in helping young men reflect on their decisions and engage in conversations about their plans for the future, many of which exhibited a fixed mindset about their success.
One of the most rewarding parts of the experience was instilling hope and positivity in the students’ lives. The techniques that I learned in my graduate program empowered me to approach counseling situations with confidence. One student in the Man-Up program was struggling academically and lacked motivation to complete his homework. He was resistant to talking about his frustrations, so I had him draw them on paper. This experience helped him realized his current situation and inherent strengths, and use a new mindset for change. Our interaction fueled my passion as a mentor. This success, among others the volunteer experience created, led me to school counseling.
My interest in working as a counselor at the high school level is intentional. As an academic success coach at Central Connecticut State University, I have learned about the pressing struggles and barriers that many college students face. Often, I hear stories from college freshmen about their lack of guidance and preparation from high school. Support during the transition from high school to college can be a major factor in student success.
Through my role at CCSU and volunteer experience at NBHS, I have seen the need to establish programs to educate and support students as they make their postsecondary plans. My passion for school counseling means I am dedicated to fostering growth, necessary skills and guidance to help students make the best choices regarding their plans after graduation. Being an advocate and leader for students’ success by guiding them in their best direction in life is an essential role of a school counselor. In pursuing a school counseling profession, my ultimate goal is to develop competency and skills to motivate my students in ways that will inspire and empower them to reach their full potential.