Sheridan Stenbeck, counseling intern

Still a student herself, Sheridan Stenbeck has been grateful to spend the 2024-25 school year learning alongside the students of NRHEG–although on a somewhat different level.

Stenbeck, 25, is completing the final stages to earn her master’s degree in school counseling from St. Cloud State University–a goal she will complete when she graduates in May. Among the final expectations for the degree is a year-long internship, a minimum of 600 hours, spent in a school setting.

A graduate of Forest Lake High School who went on to pursue an undergraduate degree in psychology at the College of  St. Benedict in St. Joseph, Minn., and then her master’s at St. Cloud State, Stenbeck found herself in a completely unfamiliar part of Minnesota when she and her husband Cody relocated to Albert Lea for the sake of Cody’s job in 2023.

She explains that, thanks to remote learning options, she could continue taking the few courses she still needed online, but she was on her own for finding the practicum experiences required by her program.

“I emailed every school counselor for miles around,” Stenbeck recalls. “Liz [Stiernagle, NRHEG’s counselor] said she would be glad to have me.”

Under the terms of her unpaid internship, Stenbeck has been providing counseling services to NRHEG students and assisting Stiernagle with the numerous administrative elements of the position since the school year began last August. She will continue to be in the counselor’s office between 16 and 20 hours each week up until the last weeks of school in May.

She can’t help commenting on the differences between the theories and methods covered in her college courses and the “real world” experiences she has encountered working with students.

“Theories aren’t much help when you’re working with an individual,” she observes. “You have to roll with what’s given; you have to do what you can to meet the person’s needs.”

Though it has taken time, Stenbeck says she now feels like she’s “at home” at NRHEG–specifically that she has been able to build the level of familiarity and comfort with students which causes them to seek her out and ask for her assistance and advice. “I feel like I belong,” says Stenbeck.

She mentions one circumstance which may give her extra validity in building connections with students is that she is not separated very far from them in age. She is still part of the post-secondary process which many students are expecting to enter. “That may make it easier for them to reach out to me,” she says.

Being a school counselor, she explains, calls for two levels of work, making the office something of a bridge between students and the principal’s office.

“We help with discipline,” she explains, “but we’re not seen as being ‘disciplinary.’

“In other words, everyone doesn’t think you’re in trouble if you’re talking with us, but they might if you’re called to the office.”

The part of the role Stenbeck enjoys and finds most valuable is building relationships with students. While that might not sound like “work,” she explains, having a strong connection puts the counselor in a position to take a proactive role.

“I’ve always known I wanted to work with kids,” she says of her path to becoming a school counselor. “I like being there for them, especially in any tough times.”

Stenbeck observes that what might seem much like a friendship allows the counselor to spot “red flags” and perhaps offer informal advice, for example with leaving a negative relationship, cases of bullying, or navigating family upheaval.

Alongside the close interaction with students are many other tasks, some of which arise from moment to moment, and others of which are predictable and long-term.

At least at NRHEG, the counseling office is in charge of registration. Those entering grades 9 to 12 are given lists of available courses, guided in creating a four-year plan based on their goals and interests, and provided assistance understanding the process.

The counselor’s office does what it can to help students stay on track with their plans, navigating obstacles such as scheduling conflicts and full courses.

While computers might handle many of those steps in other districts, Stenbeck points out it is a more personal process at NRHEG, requiring many hours of time. The office also schedules ACT college testing for upperclassmen, makes sure numerous statewide criteria are met, and “so many unwritten things that fall on our plate.”

If asked to describe the needed tasks in a single sentence, she says her answer would be “anything and everything to help kids succeed and excel.”

Stenbeck expresses her gratitude to NRHEG counselor Stiernagle, saying she has been an exceptional guide and mentor. She also states her admiration for the sense of community that exists within the school district.

“I’ve learned a lot, done a lot, and grown as a person,” says Stenbeck. “I’m really grateful for the opportunities I’ve had here.”