Counseling -
Source: http://www.toledosua.org/academics/student-support/counseling
Archived: 2026-04-23 17:15
Counseling -
MENU
Counseling
St. Ursula Academy school counselors work in the best interest of each student in accordance with the Ursuline core values. School counselors help develop the full potential of each young woman, including her spiritual, intellectual, physical, and emotional well-being.
High School Counseling
Mrs. Montry (A-K)
vmontry@toledosua.org
Ms. Hollister (L-Z)
chollister@toledosua.org
SUA’s High School counselors work with students in three key areas: academics, social/emotional support, and career readiness. In conjunction with SUA’s leadership team, prevention-intervention counselor, college counselor, coaching staff, faculty members, and parents, they ensure that every Arrow has a rigorous, yet supportive, academic and social experience at SUA.
Academics
Social/Emotional Support
Career Readiness
Academics
Throughout her educational journey in high school, an Arrow will come to know her counselor well through one-on-one meetings that focus on her academic progress and interests. Counselors monitor grades and progress reports so that students who might struggle in an academic area get the support they need in The Learning Commons; similarly, girls who excel in an academic area might be counseled to try Honors or AP-level courses. Counselors also manage the standardized testing and scheduling aspects of high school academics, as well as progress toward graduation.
Social/Emotional Support
An emphasis on happiness and inclusion makes SUA the warm and inviting place it is. Counselors work with students to find their interests, connect them to clubs or classes that expand their world, investigate leadership opportunities, set up peer-to-peer discussion on key topics, and help them grow into young adults outside the classroom.
When needed, SUA counselors provide resources and assistance in areas in which students struggle or need guidance, such as peer relationships, grief management, test anxiety, mindfulness, coping mechanisms, and stress-relief techniques. SUA counselors facilitate groups for girls who need support in areas such a freshman transition, self-compassion, and peer relationships. As a trusted adult in a high school student’s life, a counselor can provide anything from a listening ear to external resource referrals.
Career Readiness
SUA’s counselors look beyond the present to help students envision life after college. Goal-setting and planning sessions allow Arrows to see themselves in a career or vocation that matches their academic strengths with their dreams for the future. Students also take the College and Career Exploration course, often called “Leading Self,” a mandatory class designed to guide girls toward understanding themselves better as students and as future career women, putting them on the track that best matches their interests and gifts.
Part of this process is making sure students use
Naviance
—a college and career planning tool—to capture many aspects of their high school experience, from test scores to career interest surveys and service work to potential college majors. This tool keeps students focused and organized for not only their college acceptance process, but also their journey through the four years of high school.
Junior Academy Counseling
Mrs. Abayateye
cabayateye@toledosua.org
SUA’s Junior Academy counselor specializes in understanding and meeting the needs of our youngest Arrows. She works closely with the JA Director, the prevention-intervention counselor, faculty members, and parents to help students at this age grow in their academic, social, and emotional development.
Academics
Social Support
Emotional Support
Academics
At the middle school level,
standardized testing
is a common academic assessment. Girls in grades six and seven take Measures of Academic Progress (MAP) tests, while eighth graders take the High School Placement Test (HSPT) and class-specific placement tests (as needed) to assess their readiness for certain high school courses, especially math and foreign languages. Our JA counselor not only helps with academic preparation for tests, but also with any anxiety that comes with the process.
The JA Counselor also provides a variety of other services for students. She assists with
scheduling
courses each year after meeting individually with students. She offers
career awareness
sessions so that young girls can begin to imagine themselves in a future career that suits their interests. And, because our youngest Arrows are still growing into their tween years, she helps them learn and practice all
executive functioning skills
—such as test-taking strategies, study habits, organization, and planning—that will improve their academic experience and provide life-long successful habits.
Social Support
Middle school can be a time of great uncertainty, but having a core group of friends who share common interests helps a girl get through this tumultuous time. The JA counselor assists in “plugging in” girls to
activities and clubs
, to learning
interpersonal skills
such as respecting boundaries, and forming
friendships
that create a joyful experience during the academic day.
Emotional Support
When a JA Arrow needs a little extra support in a rough time, the JA counselor can provide tips and tools that might make the difference. Focusing on areas such as coping mechanisms, self-regulation, anxiety or stress relief, and basic life skills, the counselor works with individual girls to ease her time through the middle school years and give her tools for managing life.
Our counselors follow the academic, personal/social, and career standards outlined by the American School Counseling Association (ASCA) National Model. They help each student achieve her highest abilities through classroom guidance, individual meetings, small group interventions, and collaboration with the student, parents, faculty, staff, and administration.
Prevention/Intervention Counseling for Grades 6-12
Mrs. Whitton
ewhitton@toledosua.org
SUA’s Prevention/Intervention counselor works closely with students and their families in situations that need more extensive time, care, or resources. In addition to collaborating with faculty and staff to meet a student’s specific educational needs, she might also reach out beyond the school environment to set up community resources for extra care and support, if needed.
Although the Prevention/Intervention counselor will work with a student to meet
any
need she has, she most often focuses on mental health concerns, crisis situations, or specialized extra support.
Mental Health Support
Family Crisis Support
Specialized Support
Mental Health Support
Through a variety of methods—small group discussions, peer conversations, or one-on-one sessions—the P/I counselor assists students in working through issues related to mental health, including social anxiety, emotional issues, depression, and other related topics.
The counselor might also create and present specialized programming for the entire school; these programs may address more common issues, such as stress management, anxiety, friendship problems, and techniques for managing ADD and ADHD.
Family Crisis Support
When a student experiences a family crisis, the P/I counselor can help with referrals to outside resources; these resources may include assistance for living situations, help with food insecurity, and support for reliable transportation, for example—for both the student and her family members.
Specialized Support
For some students to succeed, they might need coordinated support services from a variety of educational and community resources. The P/I counselor can help a student achieve her highest abilities through classroom guidance, individual meetings, small group interventions, and collaboration among a student and her parents, faculty, coaches, and administration
More information can be found on the SUA High School Counseling page on CANVAS.
“School counselors recognize their primary obligation regarding confidentiality is to the student, but balance that obligation with an understanding of the family’s or guardians’ legal and inherent rights to be the guiding voice in their children’s lives...However, students should be informed that exceptions to confidentiality exist in which school counselors must inform others of information they obtained in the counseling relationship to prevent serious and foreseeable harm to students themselves or others and if it is legally required.”
American School Counselor Association
MENU
Counseling
St. Ursula Academy school counselors work in the best interest of each student in accordance with the Ursuline core values. School counselors help develop the full potential of each young woman, including her spiritual, intellectual, physical, and emotional well-being.
High School Counseling
Mrs. Montry (A-K)
vmontry@toledosua.org
Ms. Hollister (L-Z)
chollister@toledosua.org
SUA’s High School counselors work with students in three key areas: academics, social/emotional support, and career readiness. In conjunction with SUA’s leadership team, prevention-intervention counselor, college counselor, coaching staff, faculty members, and parents, they ensure that every Arrow has a rigorous, yet supportive, academic and social experience at SUA.
Academics
Social/Emotional Support
Career Readiness
Academics
Throughout her educational journey in high school, an Arrow will come to know her counselor well through one-on-one meetings that focus on her academic progress and interests. Counselors monitor grades and progress reports so that students who might struggle in an academic area get the support they need in The Learning Commons; similarly, girls who excel in an academic area might be counseled to try Honors or AP-level courses. Counselors also manage the standardized testing and scheduling aspects of high school academics, as well as progress toward graduation.
Social/Emotional Support
An emphasis on happiness and inclusion makes SUA the warm and inviting place it is. Counselors work with students to find their interests, connect them to clubs or classes that expand their world, investigate leadership opportunities, set up peer-to-peer discussion on key topics, and help them grow into young adults outside the classroom.
When needed, SUA counselors provide resources and assistance in areas in which students struggle or need guidance, such as peer relationships, grief management, test anxiety, mindfulness, coping mechanisms, and stress-relief techniques. SUA counselors facilitate groups for girls who need support in areas such a freshman transition, self-compassion, and peer relationships. As a trusted adult in a high school student’s life, a counselor can provide anything from a listening ear to external resource referrals.
Career Readiness
SUA’s counselors look beyond the present to help students envision life after college. Goal-setting and planning sessions allow Arrows to see themselves in a career or vocation that matches their academic strengths with their dreams for the future. Students also take the College and Career Exploration course, often called “Leading Self,” a mandatory class designed to guide girls toward understanding themselves better as students and as future career women, putting them on the track that best matches their interests and gifts.
Part of this process is making sure students use
Naviance
—a college and career planning tool—to capture many aspects of their high school experience, from test scores to career interest surveys and service work to potential college majors. This tool keeps students focused and organized for not only their college acceptance process, but also their journey through the four years of high school.
Junior Academy Counseling
Mrs. Abayateye
cabayateye@toledosua.org
SUA’s Junior Academy counselor specializes in understanding and meeting the needs of our youngest Arrows. She works closely with the JA Director, the prevention-intervention counselor, faculty members, and parents to help students at this age grow in their academic, social, and emotional development.
Academics
Social Support
Emotional Support
Academics
At the middle school level,
standardized testing
is a common academic assessment. Girls in grades six and seven take Measures of Academic Progress (MAP) tests, while eighth graders take the High School Placement Test (HSPT) and class-specific placement tests (as needed) to assess their readiness for certain high school courses, especially math and foreign languages. Our JA counselor not only helps with academic preparation for tests, but also with any anxiety that comes with the process.
The JA Counselor also provides a variety of other services for students. She assists with
scheduling
courses each year after meeting individually with students. She offers
career awareness
sessions so that young girls can begin to imagine themselves in a future career that suits their interests. And, because our youngest Arrows are still growing into their tween years, she helps them learn and practice all
executive functioning skills
—such as test-taking strategies, study habits, organization, and planning—that will improve their academic experience and provide life-long successful habits.
Social Support
Middle school can be a time of great uncertainty, but having a core group of friends who share common interests helps a girl get through this tumultuous time. The JA counselor assists in “plugging in” girls to
activities and clubs
, to learning
interpersonal skills
such as respecting boundaries, and forming
friendships
that create a joyful experience during the academic day.
Emotional Support
When a JA Arrow needs a little extra support in a rough time, the JA counselor can provide tips and tools that might make the difference. Focusing on areas such as coping mechanisms, self-regulation, anxiety or stress relief, and basic life skills, the counselor works with individual girls to ease her time through the middle school years and give her tools for managing life.
Our counselors follow the academic, personal/social, and career standards outlined by the American School Counseling Association (ASCA) National Model. They help each student achieve her highest abilities through classroom guidance, individual meetings, small group interventions, and collaboration with the student, parents, faculty, staff, and administration.
Prevention/Intervention Counseling for Grades 6-12
Mrs. Whitton
ewhitton@toledosua.org
SUA’s Prevention/Intervention counselor works closely with students and their families in situations that need more extensive time, care, or resources. In addition to collaborating with faculty and staff to meet a student’s specific educational needs, she might also reach out beyond the school environment to set up community resources for extra care and support, if needed.
Although the Prevention/Intervention counselor will work with a student to meet
any
need she has, she most often focuses on mental health concerns, crisis situations, or specialized extra support.
Mental Health Support
Family Crisis Support
Specialized Support
Mental Health Support
Through a variety of methods—small group discussions, peer conversations, or one-on-one sessions—the P/I counselor assists students in working through issues related to mental health, including social anxiety, emotional issues, depression, and other related topics.
The counselor might also create and present specialized programming for the entire school; these programs may address more common issues, such as stress management, anxiety, friendship problems, and techniques for managing ADD and ADHD.
Family Crisis Support
When a student experiences a family crisis, the P/I counselor can help with referrals to outside resources; these resources may include assistance for living situations, help with food insecurity, and support for reliable transportation, for example—for both the student and her family members.
Specialized Support
For some students to succeed, they might need coordinated support services from a variety of educational and community resources. The P/I counselor can help a student achieve her highest abilities through classroom guidance, individual meetings, small group interventions, and collaboration among a student and her parents, faculty, coaches, and administration
More information can be found on the SUA High School Counseling page on CANVAS.
“School counselors recognize their primary obligation regarding confidentiality is to the student, but balance that obligation with an understanding of the family’s or guardians’ legal and inherent rights to be the guiding voice in their children’s lives...However, students should be informed that exceptions to confidentiality exist in which school counselors must inform others of information they obtained in the counseling relationship to prevent serious and foreseeable harm to students themselves or others and if it is legally required.”
American School Counselor Association