Wilfredo Pena
Graduate Student, Counselor Education
Becoming a school counselor wasnât something Wilfredo Pena originally set out to do.
After earning his bachelorâs degree in special education from St. Petersburg College, Penaâs plan to continue his studies and work as a school administrator shifted when one of his mentors encouraged him to consider a career in counselor education.
âWhen I spoke to my supervising professor at the time, she told me, âYouâre such a people person. Students like you and they respond to you wellâŠI think youâd be a good school counselor,â Pena said. âSo, I started to look into it, and I realized that I wanted to help students at a more personal level.â
In 2019, Pena enrolled at the ±«Óătv (±«Óătv) to pursue a Master of Arts (MA) in Counselor Education. During the programâs orientation, Pena witnessed a genuine passion among his professors who motivated his interest in counseling and reaffirmed his change in career.
Cynthia Topdemir, PhD, a College of Education instructor with 14 years of counseling experience in the Pasco County School District, says thereâs one message that she and the rest of the programâs faculty emphasize to students at the start of their academic journeys.
âWe always tell our students at orientation to realize that when theyâre in the field in this program, they wonât just be working with kids who need a schedule change or kids who just need one-time support,â Topdemir said. âStudents in schools are dealing with serious, mental health issues. The reality is, school counselors are doing suicide and threat assessments on a regular basis.â
School counselors support studentsâ social and emotional learning, their academic progress and career development â areas that are often left unexplored in the classroom setting. These high-level areas are why all school counselors to earn a masterâs degree that includes a supervised internship with more than 600 hours of experience working with students and families.
From the moment he began his studies at ±«Óătv, Pena observed and networked with practicing professionals, an experience that he says, âopened his eyesâ to the various responsibilities they juggle throughout the day.
This fall, during his practicum at Madeira Beach Fundamental K-8 School, Pena took on duties such as making classroom observations, participating in parent meetings and advocating for students who need specialized learning plans, such as 504 or individualized education plans (IEPâs). With the support of his supervising counselor, Pena said heâs also organized one-on-one mentoring sessions with at least nine students each week.
âIâve mostly seen sixth graders come in with bad grades because theyâre not used to the system in (middle school) that holds them more accountable with their academics,â Pena said. âThis year, I had a student who went from having 3 Fâs to having an A, B and C, so having that mentor in school can really make a huge difference.â
While interactions with students have been mostly positive, one student, Pena said, pushed him to self-analyze his approach and share with his peers about how they could improve their counseling sessions.
âIâve had encounters with one student who sometimes gives me an inch of conversation but then he goes back two inches,â Pena said. âItâs definitely a struggle, but my classmates and I have learned the importance of togetherness. We listen to each otherâs session tapes and itâs not just one person giving feedback. Itâs all of us working cohesively.â
Counseling during the coronavirus (COVID-19) pandemic has also presented its challenges, Pena said. Though his presence on his schoolâs campus has remained consistent, staff meetings are held virtually. Most students, whether theyâre learning online or in-person, are struggling with the shifts theyâve had to make this school year.
When reflecting on how schools have had to adapt during the pandemic, Topdemir said there are a few areas where students are being impacted.
âCOVID-19 has affected e-school learners drastically,â Dr. Topdemir said. âThere are fewer academic supports and less access to teachers and counselors. School closures and the pandemic in general has also affected studentsâ mental health.â
Given these circumstances, Pena created new supports for his students, such as a counseling group called âThe Lunch Bunch,â which welcomes students during their lunch hour to connect with other students and participate in various activities. He also worked alongside his supervising counselor to launch a âFundamental Successâ program for students in need of an academic push.
Throughout his practicum experience and his time at ±«Óătv, Pena said heâs never doubted his career choice. With plans to graduate in 2021, heâs working on completing the state of Floridaâs certification requirements for school counselors and building his confidence as a counselor through his final internship.
His advice for anyone who wants to pursue counseling as a career is to be the kind of person that todayâs students need â someone who is prepared to ensure their success, in every facet of the word.
âYou have to be flexible. You have to be present and you have to genuinely want to help people,â Pena said. âSchools are not just a place for learn about math and science, itâs also a place to grow psychologically. Students need that someone whoâs looking out for their mental health needs.â
The Master of Arts in Counselor Education prepares future school counselors for employment in elementary, middle, and high schools. The program is designed to produce educationally-oriented counselors with broadly-based, multidisciplinary backgrounds.