UMN research finds best way to improve children’s behavior is support the parents
Department of Educational Psychology student finds her passion in counselor education
When I entered the counselor education (CE) program, I knew two things: I wanted to work in schools and I wanted to help people. At the same time, I was figuring out how these goals could come together in a meaningful way. Having graduated with a family social science degree from CEHD, I was passionate about entering a field that allowed me to continue learning about the complex systems that shape individuals, families, and communities.
During the spring semester before my undergraduate graduation, I completed a practicum experience at an elementary school, supporting a kindergarten classroom. In this role, I had the opportunity to work alongside educators from a variety of disciplines, including teachers, school counselors, and social workers. School counseling stood out to me as a profession that combines meaningful relationship-building with systems-level work that supports students within the broader context of their schools and communities.
Through the CE program, I hoped to expand my understanding of how to integrate contextually relevant strategies that promote cultural humility and anti-oppressive approaches, creating spaces for growth for the people we serve. I was particularly passionate about helping youth navigate challenges through a strengthbased approach while prioritizing their needs and perspectives.
Why Counselor Ed?
I chose the CE program because it emphasized commitment to community engagement, cultural humility, advocacy and leadership skills, and data-driven decision making. Upon entering the program, it was also instantly clear to me that the CE program is committed to the practice of self-reflection. We reflect a lot. I mean, a lot. I have written reflections on my motivations for pursuing school counseling, my cultural background and its influence on my counseling approach, my performance in mock counseling sessions, real counseling sessions, group work, classroom discussions, practicum and internship experiences, and occasionally, the process of reflecting itself. Like I said, we love reflecting.
All jokes aside, this emphasis has played a huge role in my growth as a school counselor. Engaging in regular self-reflection has allowed me to critically examine my biases, recognize my strengths, and identify areas for continued growth. Developing this practice has helped ground my work in self-awareness and is something I believe will support both my effectiveness, impact, and longevity in the school counseling field.
As a smaller program within the Educational Psychology graduate department, I have been able to build strong relationships with my faculty professors. They have been a consistent source of knowledge and support as I navigate and explore my specific interests within the field. Through their mentorship, I have had opportunities to engage in professional development activities, including advocacy events. I have also been encouraged to ask for a seat at the table in important conversations. Our program faculty here in CE have emphasized the importance of understanding the “DNA” of our profession, so that as we enter the field, we can clearly articulate what we do, why it matters, and why it is needed.
Idalys Raposo Cardona jokes that she spends a lot of time reflecting
Real world experiences
My absolute favorite part of the CE program is the opportunity to practice and apply our counseling skills in real-world situations through our practicum and internship experiences. Something I was looking for in a counseling program was thorough preparation for the realities of school counseling, and I can confidently say that the program has delivered. I have had the chance to work alongside licensed school counselors across the elementary, middle, and high school levels. My experiences have included facilitating small counseling groups focused on anger management, friendship skills, self-esteem, grief, and academic skills, as well as delivering developmentally appropriate classroom guidance lessons to support students’ social, emotional, and academic growth. Throughout my time as a boots-on-the-ground student, I have gained valuable insight into the daily realities, challenges, and successes of school counseling. These experiences have trained me and solidified my confidence and excitement for stepping into the field as a new school counselor.
One of the most meaningful parts of my practicum and internship experiences has also been getting to know students—their passions, the challenges they face, and the creative ways they navigate systems to reach their goals. As a future school counselor of color, something that I have really appreciated about my practicum and internship experiences has been getting to work with diverse student populations. As I engage in real conversations with students about their very real experiences with things like inequality, injustice, academic pressure, family, identity development, and their future, I see more and more that school counselors play a critical role in advocating for students, creating spaces where they feel seen, heard, and understood, and supporting them in navigating systems that were not always designed with them in mind.
Bryan Stevenson, author of Just Mercy, a book I read as part of our CE curriculum, captures this responsibility so powerfully when he writes, “I don’t do what I do because it’s required or necessary or important. I don’t do it because I have no choice. I do what I do because I am broken too.” This sense of responsibility to respond to inequality and injustice by embracing our humanness and recognizing the humanity that resides within us all feels essential to the work of school counselors. This kind of empathy and unconditional positive regard is something I aspire to imitate in my work as a future school counselor.
Counselor Education (CE) students participating in the Minnesota School Counselor Association's 2025 Day on the Hill, an example of CE student involvement in advocacy work.
Looking ahead
I have learned so much from so many different people, especially my students!
When I look at my life as it currently stands, I often catch myself asking, “How in the world did I get here?” It’s hard to believe that I will be graduating soon. I have learned so much from so many different people, especially my students! Even during moments when I felt insecure, questioned whether I knew what I was doing, or wondered if I was truly ready for real-world work, I am grateful for the opportunities I had to step outside of my comfort zone. Each was an experience that challenged me to grow and strengthen my confidence as a future school counselor. Looking forward to graduation and entering the school counseling field, I aspire to be an advocate, ally, and co-conspirator to students, working hard to make space for students to grow and succeed. Through reflecting on my own experiences, I see how crucial it is for students who may not always see themselves reflected or supported in school systems to have positive adult figures who can remind them that change is possible. I hope to be that kind of person for my future students.
Idalys Raposo Cardona is a 2nd year student in the counselor education program. After graduation, she hopes to enter the school counseling field and continue serving diverse student populations. She is especially interested in supporting students as they explore their academic and postsecondary goals, empowering them to make confident and informed decisions about their futures.