Maria Watkins
I work as a part-time school counsellor for Neil M. Ross and Vital Grand Catholic Elementary Schools. I have worked with children and youth in schools for the last sixteen years. I use a competency based model to help students find their own way out of problem situations. I have collaborated with students in reducing the influence of various problems such as; sadness, too much temper, worries, divorce troubles, friendship problems, exclusion, meanness, missing Mommy and Daddy, not liking school, no friends, too much stress, living in foster care and bullying.
I have a master's degree in counselling psychology from the University of Alberta. I am registered and certified by the Canada Counselling and Psychotherapy Association (CCC). I have worked in the public and private sector as a school counsellor and psychotherapist.
I work in a respectful, non-blaming and collaborative approach with students. My work is student centered and counsellor influenced because it assumes that students (not counsellors) are the experts of their own lives. Students have many skills and knowledge that problems can keep hidden from their awareness. I am influential as a counsellor because I am knowledgeable in starting conversations, asking questions (that open up space for agency) and locating support teams to help students reduce or even irradicate problems that they face.
I have a master's degree in counselling psychology from the University of Alberta. I am registered and certified by the Canada Counselling and Psychotherapy Association (CCC). I have worked in the public and private sector as a school counsellor and psychotherapist.
I work in a respectful, non-blaming and collaborative approach with students. My work is student centered and counsellor influenced because it assumes that students (not counsellors) are the experts of their own lives. Students have many skills and knowledge that problems can keep hidden from their awareness. I am influential as a counsellor because I am knowledgeable in starting conversations, asking questions (that open up space for agency) and locating support teams to help students reduce or even irradicate problems that they face.