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Welcome to the Counseling Office!

About Us:

Paula Mulholland grew up in Westfield, New York and earned a Bachelor's degree in Childhood Studies from St. Bonaventure University. After moving to the wonderful state of Colorado, she returned to school to pursue her dream of becoming a school counselor. She received her Master’s degree in School Counseling from the University of Northern Colorado. Being a school counselor has always been an aspiration of hers. Helping students reach and achieve their goals and encouraging all students to strive for their personal best is something she is very passionate about. Outside of school she spends most of her time with her husband and they both enjoy skiing, hiking, cooking and spending time with family and friends. She is looking forward to being part of the Flagstaff Academy community!

 
Mrs. Aubrie Tarantino received her undergraduate degree in Business Marketing at Metropolitan State University. But after coaching youth soccer, she found a passion for working with adolescents and decided to pursue a Master's in School Counseling at Adams State University. She is very excited to join the Flagstaff Academy team. She is married and enjoys time playing with her children, ages four and one, as well as reading, crafting, and running.
Middle School Counseling Page
 
 
A note on our roles as counselors at Flagstaff Academy:

School counselors do not provide therapy or long-term counseling in schools to address psychological disorders. However, school counselors are prepared to recognize and respond to student mental health crises and needs. School counselors address those barriers to student success by offering education, prevention and crisis and short-term intervention to include group counseling until the student is connected with available community resources. When students require long-term counseling or therapy, school counselors make referrals to appropriate community resources (ASCA, 2012). What school counselors do with their time:
Guidance Curriculum Teach guidance lessons and lead classroom discussions in the areas of academic, career and personal social development.  It is recommended that we spend 35-45% of our time in this area.
Individual Student Planning Work with students one-on-one on an as needed basis in the areas of goal setting, career planning, academic program planning, course selection and the interpretation and application of assessment information to guide academic program planning
Responsive Services Responsive services are usually short-term in nature, and designed to meet students' immediate needs.  They may be provided in a direct format through individual and group counseling, including crisis counseling, or indirectly through consultation, peer facilitation or outside referral. 
System Support This time is to be used for activities that establish, maintain and enhance the total school counseling program.  Because this component doesn't involve direct student interaction, we try to limit it to 10-15% of our time.