Kristina Berynets is the Associate Program Director for the Masters of Education in School Counselling program at City University in Canada. She has been an educator teaching in various contexts for the past 15 years, supporting students as scholar-practitioner-advocates, and building a strong community of practice. Leaning on her multicultural background and a lived experience of colonization and coloniality, she is passionate about decolonizing pedagogical practice as well as approaches to inquiry and writing. She is currently a PhD Candidate at Simon Fraser University.Lisa Porter is an Associate Program Director and instructor for the Masters of Education in School Counselling program at City University in Canada, and a doctoral candidate in Counselling and Psychotherapy. With nearly 30 years in BC and Alberta's public schools, she brings a strong commitment to practical, student-centred counselling and has mentored many future school counsellors. She believes deeply in the transformative power of counselling and the essential role school counsellors play as advocates and leaders in our schools and communities. Lisa continues to support the public school system through her work as a conflict mediator and remediation facilitator, applying a decolonial lens to conflict resolution and restoration, as well as school counselling.Deanna C. C. Peluso is a Principal Faculty Member, and Graduate Supervisor for the Masters of Education in School Counselling program and Masters of Arts in Counselling program at City University in Canada. With over two decades of experience in psychology, education, and research, her work centres on lifelong learning, reflective practice, and multimodal, culturally responsive approaches to teaching and inquiry. She is passionate about supporting students in developing diverse and transformative ways of engaging with research and school counselling practices.Maria Stella is a Program Director for the Masters of Education in School Counselling program at City University in Canada. A registered clinical counsellor specializing in somatic trauma-informed practices, she brings a relational, holistic approach to counselling education. Her work bridges academic and relational practice, with a focus on emotional regulation, self-care, and embodied leadership in the service of meaningful student and faculty growth.

• Territorial Acknowledgements Acknowledgements Foreword by John-Tyler Binfet, PhD Part I: The Role of School Counselling & What It Entails (Holistically) Chapter 1. Introduction to the Book Chapter 2. Narratives - Role of School Counsellor / The Multiple Hats of a School Counsellor Chapter 3. School Counselling Ethics – It's Complicated Chapter 4. Comprehensive School Counselling Chapter 5. Defining Diversity, Inclusion, and Advocacy from Non-Dominant Perspectives Chapter 6. Bridging the Multiple Responsibilities of School Counselling: Ethics, Wellbeing, and Self-Care Chapter 7. Advocacy from the Lens of a School CounsellorPart II: Praxis (Scholarship and Practice) Chapter 8. Considering Neuroception in Childhood Development Chapter 9. Inclusive Support: Suggestions for Group Counselling in Educational Settings Chapter 10. Navigating Parenting in Canada: A Case Study of Supporting Immigrant Families and Implications for School Counselling Chapter 11. Career Counselling in Canadian Contexts: Navigating the Pathways to Graduation Chapter 12. Setting Goals, Articulating a Vision, Setting a Path, and Inviting Dreams Chapter 13. The School Counsellor as Capacity Builder Chapter 14. Mental Health and Comprehensive Assessment ToolsPart III: Steering the Course of the Scholar-Practitioner-Advocate Role Chapter 15. The Advocate-Practitioner-Counsellor-Educator Role Chapter 16. Inspire and Guide: School Counsellors and the Vision of Trauma-Informed Education Chapter 17. Embedding Wellbeing and Self-Care Practices in Personal, Professional, and Organizational Domains Chapter 18. Decolonial and Indigenous Perspectives Chapter 19. Upending the Binary: Students, Counsellors, and the Mental Health Crisis in Schools Chapter 20. A Culturally Responsive and Critically Reflective School Counselling Professional Identity Chapter 21. Exploring Non-Western Traditional Perspectives of Learning and Practicing WellbeingPart IV: Finding Your Own Path Chapter 22. Coming Full Circle: Triumph over Trauma – Embracing the Resistance of our Ancestors and Restoring Balance Chapter 23. A New Landscape: The Transformative Power of Integrating the Creative Process in School Counselling Chapter 24. Gaining Confidence: Integrating One's Worldview, Counselling Theory, and Practice for School Counselling Chapter 25. Intercultural School Counselling: Creating a Sense of Welcome and Safety Chapter 26. Concluding ThoughtsGlossary Index References Editor Biographies Contributor Biographies

Kristina Berynets is the Associate Program Director for the Masters of Education in School Counselling program at City University in Canada. She has been an educator teaching in various contexts for the past 15 years, supporting students as scholar-practitioner-advocates, and building a strong community of practice. Leaning on her multicultural background and a lived experience of colonization and coloniality, she is passionate about decolonizing pedagogical practice as well as approaches to inquiry and writing. She is currently a PhD Candidate at Simon Fraser University.Lisa Porter is an Associate Program Director and instructor for the Masters of Education in School Counselling program at City University in Canada, and a doctoral candidate in Counselling and Psychotherapy. With nearly 30 years in BC and Alberta's public schools, she brings a strong commitment to practical, student-centred counselling and has mentored many future school counsellors. She believes deeply in the transformative power of counselling and the essential role school counsellors play as advocates and leaders in our schools and communities. Lisa continues to support the public school system through her work as a conflict mediator and remediation facilitator, applying a decolonial lens to conflict resolution and restoration, as well as school counselling.Deanna C. C. Peluso is a Principal Faculty Member, and Graduate Supervisor for the Masters of Education in School Counselling program and Masters of Arts in Counselling program at City University in Canada. With over two decades of experience in psychology, education, and research, her work centres on lifelong learning, reflective practice, and multimodal, culturally responsive approaches to teaching and inquiry. She is passionate about supporting students in developing diverse and transformative ways of engaging with research and school counselling practices.Maria Stella is a Program Director for the Masters of Education in School Counselling program at City University in Canada. A registered clinical counsellor specializing in somatic trauma-informed practices, she brings a relational, holistic approach to counselling education. Her work bridges academic and relational practice, with a focus on emotional regulation, self-care, and embodied leadership in the service of meaningful student and faculty growth.

• Territorial Acknowledgements Acknowledgements Foreword by John-Tyler Binfet, PhD Part I: The Role of School Counselling & What It Entails (Holistically) Chapter 1. Introduction to the Book Chapter 2. Narratives - Role of School Counsellor / The Multiple Hats of a School Counsellor Chapter 3. School Counselling Ethics – It's Complicated Chapter 4. Comprehensive School Counselling Chapter 5. Defining Diversity, Inclusion, and Advocacy from Non-Dominant Perspectives Chapter 6. Bridging the Multiple Responsibilities of School Counselling: Ethics, Wellbeing, and Self-Care Chapter 7. Advocacy from the Lens of a School CounsellorPart II: Praxis (Scholarship and Practice) Chapter 8. Considering Neuroception in Childhood Development Chapter 9. Inclusive Support: Suggestions for Group Counselling in Educational Settings Chapter 10. Navigating Parenting in Canada: A Case Study of Supporting Immigrant Families and Implications for School Counselling Chapter 11. Career Counselling in Canadian Contexts: Navigating the Pathways to Graduation Chapter 12. Setting Goals, Articulating a Vision, Setting a Path, and Inviting Dreams Chapter 13. The School Counsellor as Capacity Builder Chapter 14. Mental Health and Comprehensive Assessment ToolsPart III: Steering the Course of the Scholar-Practitioner-Advocate Role Chapter 15. The Advocate-Practitioner-Counsellor-Educator Role Chapter 16. Inspire and Guide: School Counsellors and the Vision of Trauma-Informed Education Chapter 17. Embedding Wellbeing and Self-Care Practices in Personal, Professional, and Organizational Domains Chapter 18. Decolonial and Indigenous Perspectives Chapter 19. Upending the Binary: Students, Counsellors, and the Mental Health Crisis in Schools Chapter 20. A Culturally Responsive and Critically Reflective School Counselling Professional Identity Chapter 21. Exploring Non-Western Traditional Perspectives of Learning and Practicing WellbeingPart IV: Finding Your Own Path Chapter 22. Coming Full Circle: Triumph over Trauma – Embracing the Resistance of our Ancestors and Restoring Balance Chapter 23. A New Landscape: The Transformative Power of Integrating the Creative Process in School Counselling Chapter 24. Gaining Confidence: Integrating One's Worldview, Counselling Theory, and Practice for School Counselling Chapter 25. Intercultural School Counselling: Creating a Sense of Welcome and Safety Chapter 26. Concluding ThoughtsGlossary Index References Editor Biographies Contributor Biographies

Kristina Berynets is the Associate Program Director for the Masters of Education in School Counselling program at City University in Canada. She has been an educator teaching in various contexts for the past 15 years, supporting students as scholar-practitioner-advocates, and building a strong community of practice. Leaning on her multicultural background and a lived experience of colonization and coloniality, she is passionate about decolonizing pedagogical practice as well as approaches to inquiry and writing. She is currently a PhD Candidate at Simon Fraser University.Lisa Porter is an Associate Program Director and instructor for the Masters of Education in School Counselling program at City University in Canada, and a doctoral candidate in Counselling and Psychotherapy. With nearly 30 years in BC and Alberta's public schools, she brings a strong commitment to practical, student-centred counselling and has mentored many future school counsellors. She believes deeply in the transformative power of counselling and the essential role school counsellors play as advocates and leaders in our schools and communities. Lisa continues to support the public school system through her work as a conflict mediator and remediation facilitator, applying a decolonial lens to conflict resolution and restoration, as well as school counselling.Deanna C. C. Peluso is a Principal Faculty Member, and Graduate Supervisor for the Masters of Education in School Counselling program and Masters of Arts in Counselling program at City University in Canada. With over two decades of experience in psychology, education, and research, her work centres on lifelong learning, reflective practice, and multimodal, culturally responsive approaches to teaching and inquiry. She is passionate about supporting students in developing diverse and transformative ways of engaging with research and school counselling practices.Maria Stella is a Program Director for the Masters of Education in School Counselling program at City University in Canada. A registered clinical counsellor specializing in somatic trauma-informed practices, she brings a relational, holistic approach to counselling education. Her work bridges academic and relational practice, with a focus on emotional regulation, self-care, and embodied leadership in the service of meaningful student and faculty growth.

• Territorial Acknowledgements Acknowledgements Foreword by John-Tyler Binfet, PhD Part I: The Role of School Counselling & What It Entails (Holistically) Chapter 1. Introduction to the Book Chapter 2. Narratives - Role of School Counsellor / The Multiple Hats of a School Counsellor Chapter 3. School Counselling Ethics – It's Complicated Chapter 4. Comprehensive School Counselling Chapter 5. Defining Diversity, Inclusion, and Advocacy from Non-Dominant Perspectives Chapter 6. Bridging the Multiple Responsibilities of School Counselling: Ethics, Wellbeing, and Self-Care Chapter 7. Advocacy from the Lens of a School CounsellorPart II: Praxis (Scholarship and Practice) Chapter 8. Considering Neuroception in Childhood Development Chapter 9. Inclusive Support: Suggestions for Group Counselling in Educational Settings Chapter 10. Navigating Parenting in Canada: A Case Study of Supporting Immigrant Families and Implications for School Counselling Chapter 11. Career Counselling in Canadian Contexts: Navigating the Pathways to Graduation Chapter 12. Setting Goals, Articulating a Vision, Setting a Path, and Inviting Dreams Chapter 13. The School Counsellor as Capacity Builder Chapter 14. Mental Health and Comprehensive Assessment ToolsPart III: Steering the Course of the Scholar-Practitioner-Advocate Role Chapter 15. The Advocate-Practitioner-Counsellor-Educator Role Chapter 16. Inspire and Guide: School Counsellors and the Vision of Trauma-Informed Education Chapter 17. Embedding Wellbeing and Self-Care Practices in Personal, Professional, and Organizational Domains Chapter 18. Decolonial and Indigenous Perspectives Chapter 19. Upending the Binary: Students, Counsellors, and the Mental Health Crisis in Schools Chapter 20. A Culturally Responsive and Critically Reflective School Counselling Professional Identity Chapter 21. Exploring Non-Western Traditional Perspectives of Learning and Practicing WellbeingPart IV: Finding Your Own Path Chapter 22. Coming Full Circle: Triumph over Trauma – Embracing the Resistance of our Ancestors and Restoring Balance Chapter 23. A New Landscape: The Transformative Power of Integrating the Creative Process in School Counselling Chapter 24. Gaining Confidence: Integrating One's Worldview, Counselling Theory, and Practice for School Counselling Chapter 25. Intercultural School Counselling: Creating a Sense of Welcome and Safety Chapter 26. Concluding ThoughtsGlossary Index References Editor Biographies Contributor Biographies