What career will suit your personality?
Go to the following website: CAREER TEST
and begin the Quiz by clicking on one response for all 30 questions. When finished with the questions click the calculate button and you will be given a list of professions/careers and a summary of your personality.
Read the list of careers and the personality summary to answer the following 4 questions:
Name 5 careers that were on your list:
1.
2.
3.
4.
5.
Have you ever considered one or more of those careers? Which one?
In your own words, write 2 paragraphs about your personality summary: (use the back of this page)
Do you think that the personality summary was accurate? Did it describe you? Why or why not? (use the back of this page to state your answer)
Tuesday, March 23, 2010
Making a Difference
Making a Difference in Life
Safe and Drug Free Schools Month
MOVIE SADFS
After the movie discuss or write about the following:
How do you make a difference for yourself, do you go the extra mile?
How can you make a difference in others lives?
Safe and Drug Free Schools Month
MOVIE SADFS
After the movie discuss or write about the following:
How do you make a difference for yourself, do you go the extra mile?
How can you make a difference in others lives?
History of Red Ribbon
HB Oct 27 History of RRW
The History of Red Ribbon Week
1. Use the link below to learn more about Red Ribbon Week.
RED RIBBON HISTORY
2. Also use local news paper insert from the Standard Examiner. Please choose one of the stories or activities to do with your classes.
The History of Red Ribbon Week
1. Use the link below to learn more about Red Ribbon Week.
RED RIBBON HISTORY
2. Also use local news paper insert from the Standard Examiner. Please choose one of the stories or activities to do with your classes.
Red Ribbon Week
Red Ribbon Week
October 26-29
“A Week of Events”
October 26th Monday:
Theme: “Shine Away from Drugs”
Wear your brightest clothes day!
Homebase: Wristbands and Drawing for Prizes (we will be calling the names over the intercom)
October 27th Tuesday:
Theme: “Tie Dye Tuesday”
Wear your favorite tie dye shirt!
Homebase: History of Red Ribbon Week and Drawing for Prizes (we will be calling the names over the intercom)
October 28th Wednesday:
Theme: “Wild and Wacky Wednesday”
Wear your craziest hat day!
Homebase: Bookmarks and Drawing for Prizes (we will be calling the names over the intercom)
October 29th Thursday:
Theme: “Monster Mash- Scare Drugs Away”
Dress up for Halloween!
Homebase: Costume Judging Contest -
(teachers send 5-6 students, with the best costumes, to the office)
Stomp after school 2:45 - 4:45 $5.00
HALLOWEEN COSTUME CONTEST
OCTOBER 29th
JUDGING DURING HOMEBASE
Teachers are to select 5-6 students, from your homebase class, to send to the office.
Categories:
Best Overall
Celebrity/ Character
Funniest
Scariest
Most Original
Best Group Costume
Best Costume by Staff Member
Winners will also receive free Stomp admission
Reminder: No Masks, No Face Painting,
No Gang Attire, No Weapons,
School Dress Standards of Modesty Apply
October 30th Friday:
Theme: “Race Past Drugs”
Red, White and Blue Day- Wear our school colors or favorite jersey
Homebase: Suckers and Drawing for Prizes (we will be calling the names over the intercom)
Football game after school
GOOD LUCK FOOTBALL TEAM
October 26-29
“A Week of Events”
October 26th Monday:
Theme: “Shine Away from Drugs”
Wear your brightest clothes day!
Homebase: Wristbands and Drawing for Prizes (we will be calling the names over the intercom)
October 27th Tuesday:
Theme: “Tie Dye Tuesday”
Wear your favorite tie dye shirt!
Homebase: History of Red Ribbon Week and Drawing for Prizes (we will be calling the names over the intercom)
October 28th Wednesday:
Theme: “Wild and Wacky Wednesday”
Wear your craziest hat day!
Homebase: Bookmarks and Drawing for Prizes (we will be calling the names over the intercom)
October 29th Thursday:
Theme: “Monster Mash- Scare Drugs Away”
Dress up for Halloween!
Homebase: Costume Judging Contest -
(teachers send 5-6 students, with the best costumes, to the office)
Stomp after school 2:45 - 4:45 $5.00
HALLOWEEN COSTUME CONTEST
OCTOBER 29th
JUDGING DURING HOMEBASE
Teachers are to select 5-6 students, from your homebase class, to send to the office.
Categories:
Best Overall
Celebrity/ Character
Funniest
Scariest
Most Original
Best Group Costume
Best Costume by Staff Member
Winners will also receive free Stomp admission
Reminder: No Masks, No Face Painting,
No Gang Attire, No Weapons,
School Dress Standards of Modesty Apply
October 30th Friday:
Theme: “Race Past Drugs”
Red, White and Blue Day- Wear our school colors or favorite jersey
Homebase: Suckers and Drawing for Prizes (we will be calling the names over the intercom)
Football game after school
GOOD LUCK FOOTBALL TEAM
Unity
How can we come together to work with others?
Ask the class the question… What makes us (the United States) great? Make a class list of responses.
Compare your 2 lists:
Are there any common or similar answers?
Click on the link below to watch the video:
http://www.values.com/tv_spots/85-The-Wall
Final Question:
What can we do to work united as a team, so that incredible events can occur? (discuss or write as a journal entry)
Quote:
“You need to be aware of what others are doing, applaud their efforts, acknowledge their successes, and encourage them in their pursuits. When we all help one another, everybody wins.”
Jim Stovall
Ask the class the question… What makes us (the United States) great? Make a class list of responses.
Compare your 2 lists:
Are there any common or similar answers?
Click on the link below to watch the video:
http://www.values.com/tv_spots/85-The-Wall
Final Question:
What can we do to work united as a team, so that incredible events can occur? (discuss or write as a journal entry)
Quote:
“You need to be aware of what others are doing, applaud their efforts, acknowledge their successes, and encourage them in their pursuits. When we all help one another, everybody wins.”
Jim Stovall
Using All Your Strength
Read:
A young boy was walking with his father along a country road when they came
across a large tree branch.
The boy asked, “Do you think I could move that branch?”
“If you use all your strength, I’m sure you can,” his father answered.
The boy tried mightily to lift, pull, and push the branch, but he couldn’t budge it.
Discouraged, he said, “Dad, you were wrong. I can’t do it.”
His dad said, “Try again.”
This time, as the boy struggled with the branch, his father joined him. Together
they pushed the branch aside.
“The first time you didn’t use all your strength,” his father said. “You didn’t ask
me to help.”
It’s important to use all our strength. This includes inner resources such as
discipline, courage, and love. It also includes outer resources. Just as we
should be willing to help others, we should be willing to ask the help of others.
It’s one of the great things about being human.
Plans
1. Read Using All Your Strength to the class. Discuss what it means to use all your strength. Do they consider asking another for help, to be a strength or a weakness?
2. Each student needs a blank sheet of paper. Have them divide the sheet into three columns. In the first column, ask them to list their short- and long-term goals. (You can specify areas such as hobbies, career, academics, athletics, etc.) In the second column, tell them to list their strengths. Have them match their strengths to their goals. Do any goals have no strengths attached? If so, remind them that they’re more likely to achieve their goals with the help of others. In the third column, have them list people who can help them reach their goals and improve their strengths.
3. Have the students discuss their goals, strengths, and people who can help them achieve their goals.
A young boy was walking with his father along a country road when they came
across a large tree branch.
The boy asked, “Do you think I could move that branch?”
“If you use all your strength, I’m sure you can,” his father answered.
The boy tried mightily to lift, pull, and push the branch, but he couldn’t budge it.
Discouraged, he said, “Dad, you were wrong. I can’t do it.”
His dad said, “Try again.”
This time, as the boy struggled with the branch, his father joined him. Together
they pushed the branch aside.
“The first time you didn’t use all your strength,” his father said. “You didn’t ask
me to help.”
It’s important to use all our strength. This includes inner resources such as
discipline, courage, and love. It also includes outer resources. Just as we
should be willing to help others, we should be willing to ask the help of others.
It’s one of the great things about being human.
Plans
1. Read Using All Your Strength to the class. Discuss what it means to use all your strength. Do they consider asking another for help, to be a strength or a weakness?
2. Each student needs a blank sheet of paper. Have them divide the sheet into three columns. In the first column, ask them to list their short- and long-term goals. (You can specify areas such as hobbies, career, academics, athletics, etc.) In the second column, tell them to list their strengths. Have them match their strengths to their goals. Do any goals have no strengths attached? If so, remind them that they’re more likely to achieve their goals with the help of others. In the third column, have them list people who can help them reach their goals and improve their strengths.
3. Have the students discuss their goals, strengths, and people who can help them achieve their goals.
Enhancing Your Self-Esteem
How to Enhance Your Self-Esteem
Your Self-Esteem
The way we feel about ourselves has a huge affect on the way we treat ourselves and others, and on the kinds of choices we make. Here are some things you can do to protect, raise, or reinforce your self-esteem:
● Spend time with people who like you and care about you.
● Ignore (and stay away from) people who put you down or treat you badly.
● Do things that you enjoy or that make you feel good.
● Do things you are good at.
● Reward yourself for your successes.
● Develop your talents.
● Be your own best friend - treat yourself well and do things that are good for you.
● Make good choices for yourself, and don't let others make your choices for you.
● Take responsibility for yourself, your choices, and your actions.
● Always do what you believe is right.
● Be true to yourself and your values.
● Respect other people and treat them right.
● Set goals and work to achieve them.
Discussion Questions
1. We hear a lot of talk these days about self-esteem. Who can tell me what self-esteem is?
2. Is there a difference between self-esteem and smugness or conceit?
3. When we say someone has high self-esteem, what does that mean?
4. Is everybody is entitled to have high self-esteem. Do you agree? Why (or why not)?
5. Do you think you have to "prove yourself" in some way in order to deserve high self-esteem?
- Do you have to be great at something?
- Do you have to be super-popular or part of the "in-crowd?"
- Do you have to be terrifically good-looking?
- Is there any reason why someone should not be entitled to have good self-esteem?
6. Where does high self-esteem come from?
- Why do you think some people have high self esteem and others have low self-esteem?
7. What causes low self-esteem?
8. When you make really good choices for yourself, how does that make you feel? (ask for examples)
- Does that raise your self-esteem?
- Do you think that making good choices for yourself could be one way to help raise your self-esteem?
9. When you make really bad choices for yourself, how does that make you feel? (ask for examples)
- Does that lower your self-esteem?
10. Have you ever made yourself feel bad by comparing yourself with others?
- Is it good to compare yourself with others? Why not?
- What can happen when you compare yourself with others?
11. Is our self-esteem permanent, or does it change?
- Is it ever too late to change the way we feel about ourselves?
Your Self-Esteem
The way we feel about ourselves has a huge affect on the way we treat ourselves and others, and on the kinds of choices we make. Here are some things you can do to protect, raise, or reinforce your self-esteem:
● Spend time with people who like you and care about you.
● Ignore (and stay away from) people who put you down or treat you badly.
● Do things that you enjoy or that make you feel good.
● Do things you are good at.
● Reward yourself for your successes.
● Develop your talents.
● Be your own best friend - treat yourself well and do things that are good for you.
● Make good choices for yourself, and don't let others make your choices for you.
● Take responsibility for yourself, your choices, and your actions.
● Always do what you believe is right.
● Be true to yourself and your values.
● Respect other people and treat them right.
● Set goals and work to achieve them.
Discussion Questions
1. We hear a lot of talk these days about self-esteem. Who can tell me what self-esteem is?
2. Is there a difference between self-esteem and smugness or conceit?
3. When we say someone has high self-esteem, what does that mean?
4. Is everybody is entitled to have high self-esteem. Do you agree? Why (or why not)?
5. Do you think you have to "prove yourself" in some way in order to deserve high self-esteem?
- Do you have to be great at something?
- Do you have to be super-popular or part of the "in-crowd?"
- Do you have to be terrifically good-looking?
- Is there any reason why someone should not be entitled to have good self-esteem?
6. Where does high self-esteem come from?
- Why do you think some people have high self esteem and others have low self-esteem?
7. What causes low self-esteem?
8. When you make really good choices for yourself, how does that make you feel? (ask for examples)
- Does that raise your self-esteem?
- Do you think that making good choices for yourself could be one way to help raise your self-esteem?
9. When you make really bad choices for yourself, how does that make you feel? (ask for examples)
- Does that lower your self-esteem?
10. Have you ever made yourself feel bad by comparing yourself with others?
- Is it good to compare yourself with others? Why not?
- What can happen when you compare yourself with others?
11. Is our self-esteem permanent, or does it change?
- Is it ever too late to change the way we feel about ourselves?
You and Your Values
You and Your Values
HOW TO BE YOURSELF
It's not always easy to be ourselves. Sometimes, when we're with other people, we make choices or act in ways that are different from when we're alone. Here are some ways to prevent that from happening.
Know your values and stay true to them.
Make your own choices, don't just go along with the crowd.
Respect yourself.
Think about your goals and act accordingly.
What are Values?
Your values are your personal inventory of what you consider most important in life. We all have values, but unless we take the time to think about those values, we can easily overlook them when we're making important choices. Here are some guidelines for identifying what you value.
Is this something that's important to you?
Do you feel good about this being important to you?
Would you feel good if people you respect knew that this was important to you?
Have you ever done anything that indicates that this is important to you?
Is this something you would stand by even if others made fun of you for it?
Does this fit in with your vision of who you are?
Discussion Questions
When somebody says "just be yourself," what does that mean?
Is it always easy to be yourself, or can it sometimes be difficult? Why? How? Give examples.
Does fitting in ever make it hard to be yourself? Why?
Do all the kids in a group have the same values?
Do you think that sometimes people make choices that conflict with their values? Can you give an example? Are they aware that they're doing that? What would cause somebody to make a choice that conflicts with his/her values?
Do you think we are born with values or we learn them? If we learn them, how do we learn them? Who helps you figure out what you value?
How can you benefit from knowing what your values are?
HOW TO BE YOURSELF
It's not always easy to be ourselves. Sometimes, when we're with other people, we make choices or act in ways that are different from when we're alone. Here are some ways to prevent that from happening.
Know your values and stay true to them.
Make your own choices, don't just go along with the crowd.
Respect yourself.
Think about your goals and act accordingly.
What are Values?
Your values are your personal inventory of what you consider most important in life. We all have values, but unless we take the time to think about those values, we can easily overlook them when we're making important choices. Here are some guidelines for identifying what you value.
Is this something that's important to you?
Do you feel good about this being important to you?
Would you feel good if people you respect knew that this was important to you?
Have you ever done anything that indicates that this is important to you?
Is this something you would stand by even if others made fun of you for it?
Does this fit in with your vision of who you are?
Discussion Questions
When somebody says "just be yourself," what does that mean?
Is it always easy to be yourself, or can it sometimes be difficult? Why? How? Give examples.
Does fitting in ever make it hard to be yourself? Why?
Do all the kids in a group have the same values?
Do you think that sometimes people make choices that conflict with their values? Can you give an example? Are they aware that they're doing that? What would cause somebody to make a choice that conflicts with his/her values?
Do you think we are born with values or we learn them? If we learn them, how do we learn them? Who helps you figure out what you value?
How can you benefit from knowing what your values are?
The Three R's
The Three R’s of Growing Up
Responsibility
Right Things
Respect
1. BE RESPONSIBLE
Most people think of a grownup as someone who takes responsibility for his/her own life. And being responsible shows your parents that you are growing up and can handle more freedom. Here are six ways to be a responsible person:
Take care of your own affairs.
● Follow through on commitments.
● Answer for your own actions.
● Be trustworthy.
● Don't procrastinate.
● Always use your head.
2. CHOOSE TO DO THE RIGHT THING
Some decisions are easy to make, others are more complicated. When it's a choice between right and wrong, you don't need to weigh the pros and cons. Choosing to do the right thing is an act of self-respect and responsible decision making. Here are some guidelines for deciding what's right:
What do my heart and conscience tell me?
● Could it hurt anyone - including me?
● Is it fair?
● How would I feel if somebody did it to me?
● How will I feel about myself later if I do it?
● What would adults I respect say about it?
3. RESPECT YOURSELF
Respecting ourselves helps us make good choices. And making good choices lifts our self-respect. Good self respect helps every aspect of our personal and social lives, and makes it a lot easier to get through the tough times. Here are some things that are almost guaranteed to make you respect yourself:
Take responsibility for yourself.
● Always do what you believe is right.
● Be true to yourself and your highest values.
● Respect others and treat them right.
● Set goals and work to achieve them.
● Say "no" to negative pressures.
● Don't let others make your choices for you.
DISCUSSION QUESTIONS
What is a grownup? How do you know when you are one?
Exactly what does being responsible mean? Name some responsible behaviors.
What are the benefits of being responsible?
What does self-respect have to do with growing up?
Do you think your self-respect sometimes affects the way you make choices? In what way?
Agree or disagree: When it comes to making choices, it's okay to do anything you can get away with! Why do you agree or disagree? Can you give some examples from personal experience?
Why do people sometimes do the right thing even when it's not as easy or as much fun as something else?
How often do you think about whether something is right or wrong before you decide to do it?
What are the benefits of doing what you believe is the right thing? Does it make your decisions any easier? How?
Agree or disagree: By the time you are 35 years old you are certainly a grownup. Why do you agree or disagree?
Responsibility
Right Things
Respect
1. BE RESPONSIBLE
Most people think of a grownup as someone who takes responsibility for his/her own life. And being responsible shows your parents that you are growing up and can handle more freedom. Here are six ways to be a responsible person:
Take care of your own affairs.
● Follow through on commitments.
● Answer for your own actions.
● Be trustworthy.
● Don't procrastinate.
● Always use your head.
2. CHOOSE TO DO THE RIGHT THING
Some decisions are easy to make, others are more complicated. When it's a choice between right and wrong, you don't need to weigh the pros and cons. Choosing to do the right thing is an act of self-respect and responsible decision making. Here are some guidelines for deciding what's right:
What do my heart and conscience tell me?
● Could it hurt anyone - including me?
● Is it fair?
● How would I feel if somebody did it to me?
● How will I feel about myself later if I do it?
● What would adults I respect say about it?
3. RESPECT YOURSELF
Respecting ourselves helps us make good choices. And making good choices lifts our self-respect. Good self respect helps every aspect of our personal and social lives, and makes it a lot easier to get through the tough times. Here are some things that are almost guaranteed to make you respect yourself:
Take responsibility for yourself.
● Always do what you believe is right.
● Be true to yourself and your highest values.
● Respect others and treat them right.
● Set goals and work to achieve them.
● Say "no" to negative pressures.
● Don't let others make your choices for you.
DISCUSSION QUESTIONS
What is a grownup? How do you know when you are one?
Exactly what does being responsible mean? Name some responsible behaviors.
What are the benefits of being responsible?
What does self-respect have to do with growing up?
Do you think your self-respect sometimes affects the way you make choices? In what way?
Agree or disagree: When it comes to making choices, it's okay to do anything you can get away with! Why do you agree or disagree? Can you give some examples from personal experience?
Why do people sometimes do the right thing even when it's not as easy or as much fun as something else?
How often do you think about whether something is right or wrong before you decide to do it?
What are the benefits of doing what you believe is the right thing? Does it make your decisions any easier? How?
Agree or disagree: By the time you are 35 years old you are certainly a grownup. Why do you agree or disagree?
Career Education
Career Guide for Teens
January 2009
Utah Careers Supplement for Teens
Keep the booklets in your classroom, you will need them each day.
At the end of the 5 lessons on March 23rd,
the student can take a copy home
February 23rd “Dream Jobs”
Page 5 in the Career Guide for Teens booklet
Read “Dream Jobs” aloud as a class.
Discuss after reading.
Read the right hand side about what are my chances of playing pro sports after High School.
Let them down easy...
Website: GEAR UP - MONEY SKILLS
1. “It’s Your Life-”
Pages 6-7 in the Career Guide for Teens booklet
Have students read silently or aloud.
Then as a class, make a list of things, that they feel, they have control over, in their lives.
If time permits: read together page 8 about Money and hourly pay.
2. “Education Pays”
Pages 10-11 in the Career Guide for Teens booklet
Read “Education Pays”, aloud as a class
Discuss after reading.
Career Planning Myths: The teacher reads the Myth and the class decides if it is true or false. Then read the “Truth” to the class to discuss.
http://www.bls.gov/emp/ep_chart_001.htm
3. “ Your First Job” pg. 13
“What’s Personality Got To Do With It?” pg. 15
Have students read about “Your First Job” on page 13. Then make a class list of some of the first Jobs that the class has done.
Then have students read about “Personality” on page 15. Discuss as a class.
4. “Competitive World” pg. 17
As a class read “Competitive World” on page 17. Then separate students into groups of 4 or 5, and have them make 2 lists:
1st list: what they can do now, to become a more desirable employee;
2nd list: what qualities and traits do they need to have, to be more competitive in the world of work.
January 2009
Utah Careers Supplement for Teens
Keep the booklets in your classroom, you will need them each day.
At the end of the 5 lessons on March 23rd,
the student can take a copy home
February 23rd “Dream Jobs”
Page 5 in the Career Guide for Teens booklet
Read “Dream Jobs” aloud as a class.
Discuss after reading.
Read the right hand side about what are my chances of playing pro sports after High School.
Let them down easy...
Website: GEAR UP - MONEY SKILLS
1. “It’s Your Life-”
Pages 6-7 in the Career Guide for Teens booklet
Have students read silently or aloud.
Then as a class, make a list of things, that they feel, they have control over, in their lives.
If time permits: read together page 8 about Money and hourly pay.
2. “Education Pays”
Pages 10-11 in the Career Guide for Teens booklet
Read “Education Pays”, aloud as a class
Discuss after reading.
Career Planning Myths: The teacher reads the Myth and the class decides if it is true or false. Then read the “Truth” to the class to discuss.
http://www.bls.gov/emp/ep_chart_001.htm
3. “ Your First Job” pg. 13
“What’s Personality Got To Do With It?” pg. 15
Have students read about “Your First Job” on page 13. Then make a class list of some of the first Jobs that the class has done.
Then have students read about “Personality” on page 15. Discuss as a class.
4. “Competitive World” pg. 17
As a class read “Competitive World” on page 17. Then separate students into groups of 4 or 5, and have them make 2 lists:
1st list: what they can do now, to become a more desirable employee;
2nd list: what qualities and traits do they need to have, to be more competitive in the world of work.
A Time to Give
Helping Others by Volunteering
Go to the following website to watch video clip: GENEROSITY VIDEO
Read the following story:
I wrote my first Christmas card on Sunday 28th September!
Believe me, it's not like me. I usually put these things off to the last minute. But, after church on Sunday, one of the ladies from the Mothers' Union handed around some cards that they were planning to send to inmates of the nearest prison.
She asked that we each put a personal message inside - but what do you write to someone when the only thing you know about them is that they have committed a crime?
Oh, it was hard! I tapped the pen on the table for a long time searching for inspiration. In the end I had to look past the prison walls and the crime to the heart of the man.
I wrote, "Each day brings the promise of a new life. Have a Merry Christmas and a better New Year. Love, David."
It wasn't exactly inspired, but new life is what Christmas is all about and each day we have a fresh chance to make a new beginning.
I can't take credit for the idea, but wouldn't it be wonderful if we each reached out this year and shared a little love with someone who needs it?
Author Anonymous
During the month of December you have an opportunity to help others who are in need…
Class discussion or writing assignment:
1. How does it make you feel when you do something nice to help others?
2. How do you think others feel when you do something nice to help them?
Go to the following website to watch video clip: GENEROSITY VIDEO
Read the following story:
I wrote my first Christmas card on Sunday 28th September!
Believe me, it's not like me. I usually put these things off to the last minute. But, after church on Sunday, one of the ladies from the Mothers' Union handed around some cards that they were planning to send to inmates of the nearest prison.
She asked that we each put a personal message inside - but what do you write to someone when the only thing you know about them is that they have committed a crime?
Oh, it was hard! I tapped the pen on the table for a long time searching for inspiration. In the end I had to look past the prison walls and the crime to the heart of the man.
I wrote, "Each day brings the promise of a new life. Have a Merry Christmas and a better New Year. Love, David."
It wasn't exactly inspired, but new life is what Christmas is all about and each day we have a fresh chance to make a new beginning.
I can't take credit for the idea, but wouldn't it be wonderful if we each reached out this year and shared a little love with someone who needs it?
Author Anonymous
During the month of December you have an opportunity to help others who are in need…
Class discussion or writing assignment:
1. How does it make you feel when you do something nice to help others?
2. How do you think others feel when you do something nice to help them?
Getting to Know You
Break class into groups of 3-4, try and have an seventh,eighth, and ninth grade student in each group.
Have each student take out a scrap paper and number it from 1-10.
You will ask the students the following questions and they should answer them keeping their answers to themselves.
#1 What elementary did you attend?
Bonus: who was your teacher?
#2 What is your favorite color?
#3 Who is or was your seventh grade english teacher 1st semester?
#4 Which fast food restaurant is your favorite?
#5 What is your favorite meal at the school cafeteria?
#6 What was your favorite Olympic sport that the U.S. got a gold medal in?
Bonus: who won the Men’s 100 m dash?
#7 What is the principal’s name?
Bonus: Spell it correctly
#8 If you went on a trip this summer, where did you travel too?
#9 What year was T.H. Bell built?
#10 What was the best movie you saw this summer?
Go through the questions again.
Give each team 5 points for every question answered by the 7th graders (if there are no 7th graders appoint one student to pretend) and an additional 5 points for each match. (so if there are three people in the group and all went to Riverdale they could earn 15 points).
At the end total the points and divide by the number of people in the group.
Have each student take out a scrap paper and number it from 1-10.
You will ask the students the following questions and they should answer them keeping their answers to themselves.
#1 What elementary did you attend?
Bonus: who was your teacher?
#2 What is your favorite color?
#3 Who is or was your seventh grade english teacher 1st semester?
#4 Which fast food restaurant is your favorite?
#5 What is your favorite meal at the school cafeteria?
#6 What was your favorite Olympic sport that the U.S. got a gold medal in?
Bonus: who won the Men’s 100 m dash?
#7 What is the principal’s name?
Bonus: Spell it correctly
#8 If you went on a trip this summer, where did you travel too?
#9 What year was T.H. Bell built?
#10 What was the best movie you saw this summer?
Go through the questions again.
Give each team 5 points for every question answered by the 7th graders (if there are no 7th graders appoint one student to pretend) and an additional 5 points for each match. (so if there are three people in the group and all went to Riverdale they could earn 15 points).
At the end total the points and divide by the number of people in the group.
Saturday, March 20, 2010
Student Education Occupation Plan
What is an SEOP? SEOP stands for Student Education Occupation Planning. This meeting is very positive and it is time for the student to discuss academic progress, set goals, celebrate accomplishments, discuss high school graduation requirements and begin a written personal portfolio. The following are some suggestions about occupation planning. Start Career Planning Now!
Creativity
The Book Arts as a Counseling Tool
Description of the Lesson
The Book Arts as a Counseling tool is a series of classroom elementary guidance lessons developed by Karen Krause at Waterville Elementary School to enable children to express themselves in a creative way. The Accordion, Step, Flag, Meandering, and Jelly Bean Book styles allow for a variety of topics to be explored, including but not limited to: divorce, grief, self-esteem, friendship, anger, career exploration, feelings, and personality type. The supplies used are simple and inexpensive, requiring only a small amount of preparation. This lesson will focus on the Step Book. Topic: self-esteem. It is suitable for students K-3. The title of this book is I am Special.
Objectives: 1) to develop self-awareness and positive attitude toward self and others. 2) To help students identify characteristics about themselves that they like, and 3) to encourage student expression of their feelings about the people and things in their world through drawing/illustrations.
Activities: Depending on the age of the students involved, the step books can be pre-folded and stapled, or if students are capable, they can fold and staple their own. Possible themes for each page: first page- name, second page-a picture of me, third page-my family, fourth page- my friends, fifth page-things I like, sixth page-best thing about me. This lesson will take two-three classroom developmental guidance times depending on the age of students you are working with.
Begin the first session reading a book such as “I Am Special” by Mercer Mayer. Have students discuss what makes them similar/different from other students in their class, and ask if they like or dislike the fact that everyone is different in some way. Return to table or desks and have them write their name on the first page of the book, draw a picture of themselves and color on the second, draw and color a picture of themselves on the third page. On the second lesson, review what was covered in the previous session. Form a circle and have each student tell one thing they like. (i.e., food, color, activity, sport) Move to work area and have them draw a picture of a friend(s) on page four, things I like on page five, and the best thing about me on page six.
Ask for volunteers to share what they think the best thing about them is. Have them share their books with their family. Directions for the Step Book: Each book requires three sheets of paper. (Legal size works well). Lay the sheets on top of each other with a 1 ½” gap between sheets at the top. Fold the top of the papers in half to make 6 pages. Staple on the top fold. The top page will be the smallest and each page a little bit bigger.
Description of the Lesson
The Book Arts as a Counseling tool is a series of classroom elementary guidance lessons developed by Karen Krause at Waterville Elementary School to enable children to express themselves in a creative way. The Accordion, Step, Flag, Meandering, and Jelly Bean Book styles allow for a variety of topics to be explored, including but not limited to: divorce, grief, self-esteem, friendship, anger, career exploration, feelings, and personality type. The supplies used are simple and inexpensive, requiring only a small amount of preparation. This lesson will focus on the Step Book. Topic: self-esteem. It is suitable for students K-3. The title of this book is I am Special.
Objectives: 1) to develop self-awareness and positive attitude toward self and others. 2) To help students identify characteristics about themselves that they like, and 3) to encourage student expression of their feelings about the people and things in their world through drawing/illustrations.
Activities: Depending on the age of the students involved, the step books can be pre-folded and stapled, or if students are capable, they can fold and staple their own. Possible themes for each page: first page- name, second page-a picture of me, third page-my family, fourth page- my friends, fifth page-things I like, sixth page-best thing about me. This lesson will take two-three classroom developmental guidance times depending on the age of students you are working with.
Begin the first session reading a book such as “I Am Special” by Mercer Mayer. Have students discuss what makes them similar/different from other students in their class, and ask if they like or dislike the fact that everyone is different in some way. Return to table or desks and have them write their name on the first page of the book, draw a picture of themselves and color on the second, draw and color a picture of themselves on the third page. On the second lesson, review what was covered in the previous session. Form a circle and have each student tell one thing they like. (i.e., food, color, activity, sport) Move to work area and have them draw a picture of a friend(s) on page four, things I like on page five, and the best thing about me on page six.
Ask for volunteers to share what they think the best thing about them is. Have them share their books with their family. Directions for the Step Book: Each book requires three sheets of paper. (Legal size works well). Lay the sheets on top of each other with a 1 ½” gap between sheets at the top. Fold the top of the papers in half to make 6 pages. Staple on the top fold. The top page will be the smallest and each page a little bit bigger.
Conflict
Causes and Types of Conflict
The following activity is intended for elementary students in grades 3 to 6. The purpose of this lesson to help students to understand the different causes or reasons of conflict and become aware of the types of conflict we deal with in the different areas of our lives. This is a second of four consecutive activities on conflict resolution.
Materials Needed:
The transparency entitled, “Causes of Conflict” (page 68 of book) and handouts on different types of conflict, such as school-based conflicts or conflicts with friends or family members, so each small group will have on to write on, blank transparencies and overhead markers.
Activity:
Begin by saying…
“Now that we have an understanding of what conflict is (possible review needed), we want to understand why conflict happens and what kinds of conflicts we have to deal with in our own daily lives.”
Ask the students to share some of the reasons they think that conflict and sometimes more physical conflict like fighting occurs.
Ask…
“Why do people fight?”
Show them the transparency “Causes of Conflict” and state that… “Many conflicts are started for the following reasons: conflict over objects, things, or possessions; conflict over opinions or beliefs, and conflict over needs we have.”
Ask your students to give an example of each of the three main reasons.
Next, divide your students into small groups of 4 or 5, and give each one of them a category and handout such as: Family, Home, School, Class, Lunchroom, Playground, or After school Activities. In their small groups have them list on their handout as many conflicts as they can think of that go in their category (such as Family- You and your brother are fighting over which TV show to watch). Give them approximately 10 minutes and then go around to see how the groups are doing. Next, have them report to the class the types of conflict they have come up with and how they acted. If the results of the way they acted did not get them what they wanted, different examples can be explored. A discussion of alternative ways of acting/behaving if the situation comes up again can then be conducted.
Closure:
Have the students review what was discussed and ask them how what they learned today might help them if they are faced with a conflict or are about to get in a fight with someone.
The following activity is intended for elementary students in grades 3 to 6. The purpose of this lesson to help students to understand the different causes or reasons of conflict and become aware of the types of conflict we deal with in the different areas of our lives. This is a second of four consecutive activities on conflict resolution.
Materials Needed:
The transparency entitled, “Causes of Conflict” (page 68 of book) and handouts on different types of conflict, such as school-based conflicts or conflicts with friends or family members, so each small group will have on to write on, blank transparencies and overhead markers.
Activity:
Begin by saying…
“Now that we have an understanding of what conflict is (possible review needed), we want to understand why conflict happens and what kinds of conflicts we have to deal with in our own daily lives.”
Ask the students to share some of the reasons they think that conflict and sometimes more physical conflict like fighting occurs.
Ask…
“Why do people fight?”
Show them the transparency “Causes of Conflict” and state that… “Many conflicts are started for the following reasons: conflict over objects, things, or possessions; conflict over opinions or beliefs, and conflict over needs we have.”
Ask your students to give an example of each of the three main reasons.
Next, divide your students into small groups of 4 or 5, and give each one of them a category and handout such as: Family, Home, School, Class, Lunchroom, Playground, or After school Activities. In their small groups have them list on their handout as many conflicts as they can think of that go in their category (such as Family- You and your brother are fighting over which TV show to watch). Give them approximately 10 minutes and then go around to see how the groups are doing. Next, have them report to the class the types of conflict they have come up with and how they acted. If the results of the way they acted did not get them what they wanted, different examples can be explored. A discussion of alternative ways of acting/behaving if the situation comes up again can then be conducted.
Closure:
Have the students review what was discussed and ask them how what they learned today might help them if they are faced with a conflict or are about to get in a fight with someone.
Cooperation
Description of the Lesson or Program:
The following lesson it presented to 3rd graders. It is presented in classroom and takes approximately 25 minutes. The lesson is presented in order to demonstrate and practice good listening skills.
3 minutes:
Ask for a volunteer to come up to the front of the room. Sitting face to face with the volunteer, have them share with you something the he/she likes to do in school. During this conversation use poor listening, i.e. look away, get up, lean back, cross your arms. After a minute, stop and ask: " Was I listening", "What kinds of things were I doing which indicated that I wasn't listening".
3 minutes:
Ask for another volunteer to come to the front of the class. Have that student share what they like about school. Use good listening skills, i.e. keeping still, leaning a bit forward, making eye contact. Ask: "Was I listening this time?" "What was I doing that indicated I was listening?"
4 minutes:
Practice Listening. Have students pair up and sit face to face. Explain that they are going to practice good listening with their partner for 1 minute. Then, they will be sharing the same topic while their partners listen to them.
5 minutes:
Bring group back together to discuss how they and their partner feel that they did during this exercise.
* How well did you listen?
* How well did you feel your partner listened?
* How did it feel to be listened to?
* How did it feel to listen carefully to someone else?
The following lesson it presented to 3rd graders. It is presented in classroom and takes approximately 25 minutes. The lesson is presented in order to demonstrate and practice good listening skills.
3 minutes:
Ask for a volunteer to come up to the front of the room. Sitting face to face with the volunteer, have them share with you something the he/she likes to do in school. During this conversation use poor listening, i.e. look away, get up, lean back, cross your arms. After a minute, stop and ask: " Was I listening", "What kinds of things were I doing which indicated that I wasn't listening".
3 minutes:
Ask for another volunteer to come to the front of the class. Have that student share what they like about school. Use good listening skills, i.e. keeping still, leaning a bit forward, making eye contact. Ask: "Was I listening this time?" "What was I doing that indicated I was listening?"
4 minutes:
Practice Listening. Have students pair up and sit face to face. Explain that they are going to practice good listening with their partner for 1 minute. Then, they will be sharing the same topic while their partners listen to them.
5 minutes:
Bring group back together to discuss how they and their partner feel that they did during this exercise.
* How well did you listen?
* How well did you feel your partner listened?
* How did it feel to be listened to?
* How did it feel to listen carefully to someone else?
The Listening Quiz
1. Does a good listener look directly into the eyes of the person who is speaking.
2. Does a good listener think about other things while listening?
3. Is a noisy, crowded place with lots of distractions a good place to try to carefully listen to another?
4. Does a good listener lean a bit forward when listening to someone?
5. Is facing toward the speaker a sign of good listener?
6. Does a good listener stand up and move around while the speaker is sitting?
7. Does a good listener's face show he or she is interested while listening?
8. Does a good listener turn away from the person who is speaking?
9. Does a good listener listen better while jumping up and down?
10. Can anyone without physical hearing problems be a good listener if they choose to be?
11. Listening is natural and does not require skill?
12. Tuning out sounds other then the speaker is easy and does not required concentrating?
4 minutes:
Close by conducting a go-around asking each student to complete this sentence: I learned or relearned _______ today about listening.
2. Does a good listener think about other things while listening?
3. Is a noisy, crowded place with lots of distractions a good place to try to carefully listen to another?
4. Does a good listener lean a bit forward when listening to someone?
5. Is facing toward the speaker a sign of good listener?
6. Does a good listener stand up and move around while the speaker is sitting?
7. Does a good listener's face show he or she is interested while listening?
8. Does a good listener turn away from the person who is speaking?
9. Does a good listener listen better while jumping up and down?
10. Can anyone without physical hearing problems be a good listener if they choose to be?
11. Listening is natural and does not require skill?
12. Tuning out sounds other then the speaker is easy and does not required concentrating?
4 minutes:
Close by conducting a go-around asking each student to complete this sentence: I learned or relearned _______ today about listening.
What has the Group Counseling done for You?
"What Has my Being in this Group Done for You?"
One group member will ask each person in the group, one at a time: "What has my being in this group done for you?" Once the member has received the answers, the next person in the circle asks each member the same question. It is helpful to have the question written on a piece of paper so the person on the "hot" seat can look at the question if needed. The paper is passed to each member of the group when it is his/her turn.
One group member will ask each person in the group, one at a time: "What has my being in this group done for you?" Once the member has received the answers, the next person in the circle asks each member the same question. It is helpful to have the question written on a piece of paper so the person on the "hot" seat can look at the question if needed. The paper is passed to each member of the group when it is his/her turn.
Simple Statements
1. One of these questions can be used to close any session:
* Who in the group have you discovered is most like you?
* Whom did you learn the most about today?
* Who do you think was the most honest today?
* Which person would you like to be more like?
Group members can also stand sideways in a circle and rub the back of the person in front of them as they answer the question.
2. Other options for simple statement closure are:
* Give a thought.
* Tell a joke.
* Repeat the serenity prayer.
* Stand in circle, hold hands, close eyes, and feel the friendship.
* Single Adjective Stroke
The group sits in a circle and the facilitator explains that members of the group will state a single positive adjective about each individual. One person will receive the praise from all the group members before the group begins with another person. The facilitator will write down the adjectives, then hand the sheet to the person after everyone has commented.
* Who in the group have you discovered is most like you?
* Whom did you learn the most about today?
* Who do you think was the most honest today?
* Which person would you like to be more like?
Group members can also stand sideways in a circle and rub the back of the person in front of them as they answer the question.
2. Other options for simple statement closure are:
* Give a thought.
* Tell a joke.
* Repeat the serenity prayer.
* Stand in circle, hold hands, close eyes, and feel the friendship.
* Single Adjective Stroke
The group sits in a circle and the facilitator explains that members of the group will state a single positive adjective about each individual. One person will receive the praise from all the group members before the group begins with another person. The facilitator will write down the adjectives, then hand the sheet to the person after everyone has commented.
Group Hug
There are several kinds of group hugs. These are nice to do periodically through the group sessions. In one type of group hug, members stand in a circle with one arm around each neighbor's waist. Then the group takes one big step forward. Another type of hug is called the jelly roll hug. The group stands in a straight line, holding hands. Then the end person at one end walks clockwise into a tiny roll circle, while the end person at the other end walks counter-clockwise on the outside of the circle. The movement will stop as the members become a tight group resembling a jelly roll. The group will continue to hold hands while the center person maneuvers his/her way out of the roll, pulling the group along with him/her.
Letters
In this activity, group members write short notes to each member of the group to say good-bye. After a group member reads his/her notes, he/she can share at least one comment that meant a lot or surprised him/her.
Kiss the Ugly Frog
The facilitator sets a stool or upside-down bucket to represent a lily pad on one end of an oval space. Then the facilitator tells the group the story of the beautiful princess who was bored and very sad one day, so she decided to leave the castle and walk down by the lily ponds. As she was looking in the water and reflecting upon her life, a frog that was sitting on a lily pad begged her to kiss him. He said that no one ever valued him or recognized his beauty because he was a frog. He talk about how lonely and sad his life had been. After much persuasion, he convinced the princess to give him a kiss, and as she did he turned into a handsome prince. We, too, can feel like handsome princes and beautiful princesses if we receive the verbal "kisses" that let us know that we are valued and loved for who we are. After the story, the facilitator will ask for a volunteer to sit on the lily pad. After each group member gives the volunteer verbal kisses by expressing the positive things he/she has noticed about the person (the person is only allowed to say "thank you"), then that person chooses another person to sit on the lily pad. The activity continues until each group member has been "kissed."
Play Dough Sculpture
Group members are given a ball of child's clay on a paper plate and asked to create something with the clay that is symbolic of the changes they've made, the things they've learned, the way they feel, or whatever else may meet the needs of the group. After each person finishes his/her sculpture, he/she will talk about it. After all group members have shared their sculptures, they each will choose one person to give the sculpture to, and will explain why they want that person to have it. No group member may be given two pieces; consequently, group members must think about and process their relationships with each individual in the group. Group members may keep the gift.
Paper Plates Activity
In this activity, a paper plate or other paper is taped on each group member's back. The group members write positive thoughts about the member on the plate. Once everyone has written a comment or thought, the member takes the plate off his/her back and shares with the group one thought or idea that he/she especially liked or found surprising.
Closure
It is important that some form of closure take place with each group session, and it is especially valuable for the group to spend time on closure when the group meets for the last time.
Wednesday, March 17, 2010
Sea Shell
For this activity, the facilitator holds a large sea shell in his/her hands and compares the spikes of the shell to his/her own manifestation of anger, or that of someone close to him/her. The facilitator will talk about how anger may alter his/her appearance, self-perception, or reception from others, what he/she has learned about him/herself, and what the lasting effects of the anger may be. Or, the facilitator can make the analogy and invite a group member to compare his/her own anger with the shell. The group member should hold the shell in his/her hands while speaking, and when finished should pass the shell to another group member.
Feeling Pictionary
The props for this game are index cards with one feeling per card (e.g., mad, sad, glad, scared, lonely, guilty, sorrowful, lonely, confused, relieved, frustrated, etc.). Each group member should take a card and draw a picture of the word on the board. When group members guess correctly, the facilitator will let each group member describe how he/she acts out that emotion in his/her life, what causes that emotion in his/her life, etc.
Saturday, March 13, 2010
Smooth Rock
In this activity, the facilitator holds a large, completely smooth rock in his/her hands and talks about what kind of adversity in nature had to take place to smooth the natural jagged edges from this rock. He/she will then compare it to some of the types of problems group members struggle through, and asks the group to share some of the experiences that have smoothed their rough edges. He/she will then hand the rock to the first volunteer. When the group member is finished, he/she will hand the rock to another group member.
Thursday, March 11, 2010
Dream Catcher
There is a Native American legend that tells how the Native Americans put a dream catcher (a round hoop with woven thread, like a web that leaves an opening in the center) over their babies' beds to protect the babies from their bad dreams. The web catches the bad dreams before they can reach the baby, and the good dreams make their way through the hole in the center. After the facilitator tells the legend, he/she should hand the dream catcher to a volunteer who will share what bad dreams he/she wants kept away, and what good dreams he/she hopes will reach him/her. Then the dream catcher is passed to another group member.
Wednesday, March 10, 2010
Trust Roll
For the trust roll, the group divides into small groups of 5-6 members. One group member will close his/her eyes, with legs together and hands crossed on his/her chest, holding on to both shoulders. The remaining group members stand shoulder to shoulder with hands up, palms forward. The center member lets him/herself fall forward and backward in the small group, while the group members keep him/her from falling through the circle. (It is important that all members understand the necessity of remaining trustworthy.) Then the group should process how it felt to trust, and how it felt to be responsible.
Trust Walk
For this activity, the facilitator creates an obstacle course with boards, blocks, string, or whatever he/she may have to challenge group members. He/she then explains to the group that the floor, or a major area, is poison and if they touch it they will "die." However, they cannot stay where they are because explosives have been hidden and will go off in six minutes. The safety area is on the other side of the room, hall, or field (the other side of the poison). Also, half the group members are blind and must be led through the troubled area to safety. After the time is up, the group will process how it felt to be blind and have to depend on other people, or how it felt to have a blind person's safety in their hands.
Sunday, March 7, 2010
The Empty Chair
Using the empty chair technique for many short-term counseling sessions. This technique is used to resolve a conflict between people or with a person. The child sits in one chair playing his own part, and then the child is instructed to speak to another chair, as if the person they are mad at is sitting in it. The counselor asks the child to express her feelings and then the counselor asks for her to express how the other person might feel or what he might say to her. This allows for the child to learn about herself and then discover how the other person may feel and how she can change her thoughts and realize what is really going on and how she really feels.
Fantasy Games
Fantasy games can be really fun for children to take part in. Children often become aware of their current feelings. The counselor can use just about any object or situation to create fantasy. For example the rosebush the child pretends to be a rosebush and all points of view are examined.
Greatest Weakness
Ask the student to name their greatest weakness and write down on paper a short paragraph on how this weakness is really their greatest strength. Students will begin to realize that they control the weakness rather than it controlling them. They also realize that no one is trying to get them to fix their weakness.
I Language
Encourage students to use the word "I" when they are talking instead of using "You". Using I language will help children take responsibility for their own feelings, actions, and thoughts.
No Gossip
In a session with the student do not allow for them to talk about others. Instruct the student to speak as if other people were in the room with them. Allow for the student to use dialogue that is directed to a specific person. Person to person dialogue not only updates the problem or concern into the present but also increases the child's awareness of that problem or concern.
Resent, Demand and Appreciate
Ask the student to list three people who are the closest to them and then for each of them ask on thing that the student resents, demands and appreciates about the people listed. This exercise allows for students to become more aware of the mixed feelings they have about people, and that it is possible and okay to resent, demand and appreciate people all at the same time.
Top dog vs Under Dog
Gestalt Techniques
This technique involves the helping a child to resolve problems of "I want" versus "I should". This is very difficult for children to work out debates between what they want and what they should do. The topdog is "I should" the underdog is "I want". Ask the children questions about the conflict and have them physically move for one spot to anther to answer as both the topdog and the underdog. The debate continues back and forth until the child completes all arguments from both points of view. The child will then understand which side he should take to solve the problem.
This technique involves the helping a child to resolve problems of "I want" versus "I should". This is very difficult for children to work out debates between what they want and what they should do. The topdog is "I should" the underdog is "I want". Ask the children questions about the conflict and have them physically move for one spot to anther to answer as both the topdog and the underdog. The debate continues back and forth until the child completes all arguments from both points of view. The child will then understand which side he should take to solve the problem.
Substituting
Gestalt Techniques
Try substituting "won't" for "can't" and "what and how" for "why". Remember that how much of the responsibility the child will own in the question to be answered.
Try substituting "won't" for "can't" and "what and how" for "why". Remember that how much of the responsibility the child will own in the question to be answered.
Responsibility Taking
Gestalt Techniques
Ask children to fill in sentence blanks as another way of examining their personal responsibility for the direction that their life has taken. Questions like: "Right now I am feeling_________, and I take ______ percent responsibility for how I feel." This exercise is an eye opener and helps children who tend to blame others for their good and bad feelings.
Ask children to fill in sentence blanks as another way of examining their personal responsibility for the direction that their life has taken. Questions like: "Right now I am feeling_________, and I take ______ percent responsibility for how I feel." This exercise is an eye opener and helps children who tend to blame others for their good and bad feelings.
Person-Centered Techniques
Carl Rogers viewed people as rational, socialized, forward moving, and realistic. He believed that people express their personal problems and try to move toward adjusting their lives. Rogers also believed that people are capable in regulating and controlling their own behavior. When counseling individuals the counselor just taps into the person's resources and potential.
A Quote by Carl Rogers:
"One of the most satisfying experiences I know-is just fully to appreciate an individual in the same way that I appreciate a sunset. When I look at the sunset…I don't find myself saying, "Soften the orange a little on the right hand corner, and put a bit more purple along the base, and use a little more pink in the cloud color…" I don't try to control a sunset. I watch it with awe as it unfolds."
Goals
The goals of person-centered therapy is to assist students in becoming more autonomous, spontaneous, and confident, so that they can learn to be free and comfortable with themselves. When students become more aware of what is going on with themselves, it will be easier for students to stop fearing and defending the feelings that are locked inside. Students are able to accept their own values, circumstances, and will tend to trust their own judgment. Person-centered focuses on the individual and the relationship they have between where they are in life and where they would like to be.
Techniques
When using person-centered therapy to counsel students, the counselor must show unconditional positive regard toward the students so that they may have the opportunity to express openly their thoughts and feelings without being threatened. The counselor must listen carefully and observe the student and then be able to recall and convey the verbal and nonverbal messages communicated by the student.
A Quote by Carl Rogers:
"One of the most satisfying experiences I know-is just fully to appreciate an individual in the same way that I appreciate a sunset. When I look at the sunset…I don't find myself saying, "Soften the orange a little on the right hand corner, and put a bit more purple along the base, and use a little more pink in the cloud color…" I don't try to control a sunset. I watch it with awe as it unfolds."
Goals
The goals of person-centered therapy is to assist students in becoming more autonomous, spontaneous, and confident, so that they can learn to be free and comfortable with themselves. When students become more aware of what is going on with themselves, it will be easier for students to stop fearing and defending the feelings that are locked inside. Students are able to accept their own values, circumstances, and will tend to trust their own judgment. Person-centered focuses on the individual and the relationship they have between where they are in life and where they would like to be.
Techniques
When using person-centered therapy to counsel students, the counselor must show unconditional positive regard toward the students so that they may have the opportunity to express openly their thoughts and feelings without being threatened. The counselor must listen carefully and observe the student and then be able to recall and convey the verbal and nonverbal messages communicated by the student.
Free Association
The rule to Psychoanalytic counseling requires that the student will tell the counselor whatever thought and feelings come into their minds, regardless of how personal, painful, or even irrelevant. Free association does just that. The child will be allowed to talk about anything that is on his mind without being judged or criticized.
Biblio-Counseling
Bibliocounseling is reading and discussing books about situations that are similar to what the child is going through. Doing this can really help the child in several ways. Some children have difficulty in verbalizing their thoughts and feelings; bibliocounseling provides an opportunity for children to relate their own problems to situations in a book. The goals of bibliocounseling are to:
* teach constructive and positive thinking
* encourage free expressions of concerned problems
* help children evaluate their attitudes and behaviors
* look for alternative solutions
* encourage children to find ways to cope positively in society
* allow children to see the similarities of their problems to others
* teach constructive and positive thinking
* encourage free expressions of concerned problems
* help children evaluate their attitudes and behaviors
* look for alternative solutions
* encourage children to find ways to cope positively in society
* allow children to see the similarities of their problems to others
Reality Techniques
Glasser believed that most behavior is a response to an external signal (things that occur around us). He believed that a single person could make people to do whatever it is he/she wanted even if the people do not want to do it. He also believed that people let other people control how they think, act, and feel. And then place blame. Reality therapy is based on choice. Therefore the student must exam and focuses on his/her belief system. Treatment will occur when the student makes changes and strategies. One of those changes must be that the student realizes that he/she can not change others.
Steps
To begin the process of reality therapy, behavior is viewed as a choice and certain steps will occur:
1. Build a good relationship with the student.
2. Have students describe their present behavior.
3. Have students evaluate what their life is like and what they are doing to help themselves. Make a list of what has helped and what hasn't.
4. Together look for possible alternatives for getting what is wanted out of life. And put them in writing.
5. The student will then have to make a commitment to try the alternatives.
6. Then together examine the results of the commitments.
7. Use attainable and clear alternatives so the consequences are logical.
8. Be persevering and sincere when assisting the student who is determined to destroy his/her self-esteem.
Questions Asked
Questions to ask in the interview process of using Reality Therapy.
* What are you doing?
* Is what you are doing helping you get what you want?
* If not, what might be some other things you could try?
* Which idea would you like to try first?
* When would you like to try?
Steps
To begin the process of reality therapy, behavior is viewed as a choice and certain steps will occur:
1. Build a good relationship with the student.
2. Have students describe their present behavior.
3. Have students evaluate what their life is like and what they are doing to help themselves. Make a list of what has helped and what hasn't.
4. Together look for possible alternatives for getting what is wanted out of life. And put them in writing.
5. The student will then have to make a commitment to try the alternatives.
6. Then together examine the results of the commitments.
7. Use attainable and clear alternatives so the consequences are logical.
8. Be persevering and sincere when assisting the student who is determined to destroy his/her self-esteem.
Questions Asked
Questions to ask in the interview process of using Reality Therapy.
* What are you doing?
* Is what you are doing helping you get what you want?
* If not, what might be some other things you could try?
* Which idea would you like to try first?
* When would you like to try?
Wednesday, March 3, 2010
Solution-focused Techniques
Solution-focused was popularized by Milton Erickson and focuses on finding solutions to the problems rather than dwelling on the problem.
Main Components
1. The counselor must develop a working alliance with students to help solve and understand the problem.
2. Identify students' strengths and build on upon them to develop self-esteem and confidence. This will help the student want to make positive changes.
3. Implement an eclectic variety of counseling strategies and techniques to help students achieve their goals.
4. Work with students' current problem and help them set clear and measurable goals. Evaluate progress often.
Make sure that goals are co-created and agreed upon by the student. When the student makes goals, he or she will take ownership. Make sure behavioral goals are made because they can be broken down into small steps. When writing the goal, state what behavior will occur, how often, and under what conditions.
Miracle Question:
"Should a miracle occur this evening while you are sleeping and when you woke up, you suddenly realized that your dilemma was solved, what would have occurred to indicate that the miracle actually happened?"
Steps
Structure the counseling session:
* Ask students what they want to get out of counseling
* Actively listen to help clarify the students' goals, situations, feelings, and expectations
* Talk about negative goals
* Set positive goals
* Ask the miracle question
* Ask relationship questions
* Reinforce goals and be positive about circumstances
* Have students draw pictures of their goals
* Ask students to rate on a scale 1-10 how they feel about their situations
* Give compliments frequently, verbally and through writing
Main Components
1. The counselor must develop a working alliance with students to help solve and understand the problem.
2. Identify students' strengths and build on upon them to develop self-esteem and confidence. This will help the student want to make positive changes.
3. Implement an eclectic variety of counseling strategies and techniques to help students achieve their goals.
4. Work with students' current problem and help them set clear and measurable goals. Evaluate progress often.
Make sure that goals are co-created and agreed upon by the student. When the student makes goals, he or she will take ownership. Make sure behavioral goals are made because they can be broken down into small steps. When writing the goal, state what behavior will occur, how often, and under what conditions.
Miracle Question:
"Should a miracle occur this evening while you are sleeping and when you woke up, you suddenly realized that your dilemma was solved, what would have occurred to indicate that the miracle actually happened?"
Steps
Structure the counseling session:
* Ask students what they want to get out of counseling
* Actively listen to help clarify the students' goals, situations, feelings, and expectations
* Talk about negative goals
* Set positive goals
* Ask the miracle question
* Ask relationship questions
* Reinforce goals and be positive about circumstances
* Have students draw pictures of their goals
* Ask students to rate on a scale 1-10 how they feel about their situations
* Give compliments frequently, verbally and through writing
Monday, March 1, 2010
Trends in Schools
School Violence
Students need to understand their roles and how they fit into society. Interventions used concerning violence are helping the students to develop better self-esteem so that they may feel empowered to do what is right when conflict arises. Students develop a better understanding of how to respect others and how respect is earned.
At-Risk Children
Roles of the school counselor are to protect students and help them increase their resilience, create mentoring opportunities for children, involve children with special hobbies and interests, and to assist in creating positive relationships with particular adults. Intervention methods include, elementary counselors expose themselves to a great deal of information about student with attention and behavior problems. Counselors will provide guidance lessons to students. Those lessons include social and interpersonal skills for maintaining relationships in a variety of setting.
School Phobia
Many school counselors would like to help students who suffer from school phobia but are not given much opportunity to take the initiative.
Self-esteem Building
Children today suffer from low self-esteem, because of traumatic experiences such as neglect, physical, sexual, and emotional abuse. Interventions include drama and role-play, lecturing and discussing, training for teachers, counselors, and parents.
Rational Thinking
Students have an increase of rational thinking after being exposed to REE guidance lessons. The students establish a link between thought and feelings. Most students believe that situations and events cause emotional reactions. Therefore the students learn that events do not cause emotions, but they cause their own emotions.
Group Counseling for behavioral problems
Children understand that the interpersonal problems they face are within their control and to teach them how to manage or even avoid events and situations that lead to those problems. The students set goals and begin to identify social problems. They learn to predict consequences and develop solutions. It is based solely on self-monitoring and self-evaluation.
Students need to understand their roles and how they fit into society. Interventions used concerning violence are helping the students to develop better self-esteem so that they may feel empowered to do what is right when conflict arises. Students develop a better understanding of how to respect others and how respect is earned.
At-Risk Children
Roles of the school counselor are to protect students and help them increase their resilience, create mentoring opportunities for children, involve children with special hobbies and interests, and to assist in creating positive relationships with particular adults. Intervention methods include, elementary counselors expose themselves to a great deal of information about student with attention and behavior problems. Counselors will provide guidance lessons to students. Those lessons include social and interpersonal skills for maintaining relationships in a variety of setting.
School Phobia
Many school counselors would like to help students who suffer from school phobia but are not given much opportunity to take the initiative.
Self-esteem Building
Children today suffer from low self-esteem, because of traumatic experiences such as neglect, physical, sexual, and emotional abuse. Interventions include drama and role-play, lecturing and discussing, training for teachers, counselors, and parents.
Rational Thinking
Students have an increase of rational thinking after being exposed to REE guidance lessons. The students establish a link between thought and feelings. Most students believe that situations and events cause emotional reactions. Therefore the students learn that events do not cause emotions, but they cause their own emotions.
Group Counseling for behavioral problems
Children understand that the interpersonal problems they face are within their control and to teach them how to manage or even avoid events and situations that lead to those problems. The students set goals and begin to identify social problems. They learn to predict consequences and develop solutions. It is based solely on self-monitoring and self-evaluation.
Family is great!
Family Counseling can happen daily. Families need to openly communicate their needs, wants and desires. By doing this a family becomes closer and able to deal with the bad things that might arise.
Cooperation
We are helpful to our families
Grade Level: K-3
Objectives: The student will become aware of the interdependency of family members.
Materials Needed: Paper and Crayons
Directions:
1. Instruct the students to fold their papers in half and on one side draw and color a picture of him/herself and on the other side draw his family. Also tell them to draw a circle above each member. They will use the circle later in the activity.
2. After discussing the meaning of the work DEPEND, ask each child to describe ways in which they depend on their parents: for example, income, play, teaching, love, care, etc… have children draw a star in the circle above the parents that illustrate the responsibilities of the parents.
3. Discuss how children have responsibilities at home. Ask the student to think of ways in which their parents depend on them: for example, making beds, setting the table, taking out the garbage, picking up games and toys, etc… List their responsibilities on the board. Tell the children to draw a heart of their responsibilities in the circle above themselves in their picture.
4. Discuss what might happen if one member of the family fails to do his/her job, and the possible consequences. Ask how a family is like a team.
Grade Level: K-3
Objectives: The student will become aware of the interdependency of family members.
Materials Needed: Paper and Crayons
Directions:
1. Instruct the students to fold their papers in half and on one side draw and color a picture of him/herself and on the other side draw his family. Also tell them to draw a circle above each member. They will use the circle later in the activity.
2. After discussing the meaning of the work DEPEND, ask each child to describe ways in which they depend on their parents: for example, income, play, teaching, love, care, etc… have children draw a star in the circle above the parents that illustrate the responsibilities of the parents.
3. Discuss how children have responsibilities at home. Ask the student to think of ways in which their parents depend on them: for example, making beds, setting the table, taking out the garbage, picking up games and toys, etc… List their responsibilities on the board. Tell the children to draw a heart of their responsibilities in the circle above themselves in their picture.
4. Discuss what might happen if one member of the family fails to do his/her job, and the possible consequences. Ask how a family is like a team.
Large Ball Toss
FOR THIS ACTIVITY, THE FACILITATOR PROVIDES A LARGE BALL WITH MANY OPEN-ENDED STATEMENTS WRITTEN ON IT. THE FACILITATOR WILL TOSS THE BALL TO A GROUP MEMBER, AND THE MEMBER WILL SHARE HIS/HER RESPONSE TO THE FIRST STATEMENT HE/SHE READS AND THEN WILL TOSS THE BALL TO ANOTHER GROUP MEMBER.
Kleenex Toss
This activity works well to help an individual appropriately express his/her anger. A volunteer in the group shares what he/she is really angry about, or what makes him/her angry. As the volunteer begins talking, he/she is given a box of tissues and is encouraged to pull the tissues as the anger escalates. Then the whole group should process the individual's anger and look for solutions, resolve, understanding, etc.
Go-Rounds
Go-Rounds are sentence completion statements that each group member shares, one at a time, as they go around the circle. The statements begin light, easy, and safe. As the statements continue, they become deeper and more complex. The group member will discover his/her trust building as the other members share, and as he/she is willing to share more. Group members learn a great deal about each other, and the facilitator is able to quickly learn about each group member. Sample statements are:
* "My favorite color is . . . because . . ."
* "If I could be any animal I would be a . . . because . . ."
* "When I'm happy I . . ."
* "I wish my parents would . . ."
* "To get attention from others I . . ."
* "I cry when . . ."
* "People hurt me the most by . . . "
* "If I could change anything about myself it would be . . ."
* "My favorite color is . . . because . . ."
* "If I could be any animal I would be a . . . because . . ."
* "When I'm happy I . . ."
* "I wish my parents would . . ."
* "To get attention from others I . . ."
* "I cry when . . ."
* "People hurt me the most by . . . "
* "If I could change anything about myself it would be . . ."
Toy Memory
A bag full of toys (dolls, Slinkies, wooden spoons, balls, stuffed animals, cars, etc.) are spread on the floor in the middle of the circle. As each member spots a toy that brings up a childhood memory, he/she is encouraged to take and hold the toy. The group will then go around and share the memories in detail. After the group has finished sharing and if time permits, each member, one at a time, will give his/her toy to another person in the group who might benefit from the toy, the experience described, or the things the member has learned from the experience. One at a time, each member will share why he/she is giving this toy to the other person.
Using Pictures
There are several ways this activity can be done. The facilitator can have a set of several pictures, or several sets, that represent symbolic emotions (e.g., a rope with a knot tied at the end, a generic image of a person with his/her arms stretched out, a loaf of bread, a shaft of wheat, a ladder, a heart, a generic book, sun, etc.). The facilitator will ask each group member to choose three pictures that represent the way he/she is feeling. After all members have chosen their pictures, the group, in "Go-Round" format, will share the pictures they chose, and how and why these pictures apply to them. The pictures can be given a specific slant (e.g., how group members are feeling about school this year; how they are feeling about their families, how they are feeling this moment, week, or year, etc.). Some game cards also have symbolic pictures that represent moods, items, etc. These can be spread on the table and each group member can choose some that express how they feel, how they are, or what they believe.
Dealing with Feelings
Feeling activities can be used in all groups. They provide an opportunity for each group member to get in touch with his/her own feelings, understand the other group members better, risk during disclosure, and build trust.
Using Senses
Activities using the senses help group members to become more aware of their bodies, impressions, and physical reactions.
Rain Activity
This Rain activity is a variation of the childhood experience in which a group or class created a thunderstorm by rubbing hands, snapping fingers, patting legs, and stomping feet.
When the action comes back to the facilitator, he/she should begin to snap his/her fingers (alternating right and left hands). Hopefully the group will follow, one at a time, snapping their fingers. (Keep in mind that while some members are beginning to snap their fingers, the last part of the group is still rubbing their hands together.) When the action comes back to the facilitator, he/she begins to pat his/her thighs in an alternating right-and-left hand movement. For the next round, the facilitator begins to stomp his/her feet; next, he/she pats his/her thighs again; then the facilitator snaps his/her fingers. On the final round he/she stops all action. When he/she stops, the individual group members should stop as they hear the members on their right stop. If this is done correctly it will sound like a thunderstorm. Process with the group how difficult it is to just listen to the person on their right and not jump ahead to the action they hear with the rest of the group. The facilitator should notice and confront those who could not follow the activity.
When the action comes back to the facilitator, he/she should begin to snap his/her fingers (alternating right and left hands). Hopefully the group will follow, one at a time, snapping their fingers. (Keep in mind that while some members are beginning to snap their fingers, the last part of the group is still rubbing their hands together.) When the action comes back to the facilitator, he/she begins to pat his/her thighs in an alternating right-and-left hand movement. For the next round, the facilitator begins to stomp his/her feet; next, he/she pats his/her thighs again; then the facilitator snaps his/her fingers. On the final round he/she stops all action. When he/she stops, the individual group members should stop as they hear the members on their right stop. If this is done correctly it will sound like a thunderstorm. Process with the group how difficult it is to just listen to the person on their right and not jump ahead to the action they hear with the rest of the group. The facilitator should notice and confront those who could not follow the activity.
3-D Pictures
3-D Pictures
Display one of the popular 3-dimensional pictures to the group. Ask each member to look at the picture until he/she can see the hidden scene the artist has created. Some group members will be able to see the picture immediately, while other members may never be able to see it. When the allotted time is up, process how we must often look beyond the obvious to understand our problems, or those of another person; a counselor must often "step into another dimension" for a moment to understand and see a student's problems and concerns.
The group sits in a circle and members close their eyes. The group facilitator is the only one who watches the process. The facilitator starts the action by rubbing his/her hands together, and group members are instructed to do what they hear the person on their right doing. They must keep doing the same action until they hear the person on the right change the action.
Display one of the popular 3-dimensional pictures to the group. Ask each member to look at the picture until he/she can see the hidden scene the artist has created. Some group members will be able to see the picture immediately, while other members may never be able to see it. When the allotted time is up, process how we must often look beyond the obvious to understand our problems, or those of another person; a counselor must often "step into another dimension" for a moment to understand and see a student's problems and concerns.
The group sits in a circle and members close their eyes. The group facilitator is the only one who watches the process. The facilitator starts the action by rubbing his/her hands together, and group members are instructed to do what they hear the person on their right doing. They must keep doing the same action until they hear the person on the right change the action.
Where do you Stand?
Where Do You Stand?
Place the following five signs around the room: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree. Group members will begin in the center of the room, and must move to the appropriate part of the room according to their feelings about particular statements provided by the facilitator. The facilitator should be sure movement has stopped before another statement is pronounced. Group members must not talk about opinions. The facilitator should use statements such as the following:
* Men are the superior sex.
* All democrats are liberals.
* It's okay to share homework assignments with a friend.
* Homosexuals should be allowed in the military.
* Capitol punishment is murder.
* If I see a friend cheating on a test, it is my obligation to tell the faculty member.
* It is okay to juggle my income tax numbers.
* Marijuana should be legalized.
* It is okay to take a mental health day from work/school to play.
When group members have responded to many of the statements, process how individuals felt when the group moved and they didn't, how it felt to be alone, who moved because of pressure, etc.
Place the following five signs around the room: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree. Group members will begin in the center of the room, and must move to the appropriate part of the room according to their feelings about particular statements provided by the facilitator. The facilitator should be sure movement has stopped before another statement is pronounced. Group members must not talk about opinions. The facilitator should use statements such as the following:
* Men are the superior sex.
* All democrats are liberals.
* It's okay to share homework assignments with a friend.
* Homosexuals should be allowed in the military.
* Capitol punishment is murder.
* If I see a friend cheating on a test, it is my obligation to tell the faculty member.
* It is okay to juggle my income tax numbers.
* Marijuana should be legalized.
* It is okay to take a mental health day from work/school to play.
When group members have responded to many of the statements, process how individuals felt when the group moved and they didn't, how it felt to be alone, who moved because of pressure, etc.
Dealing with Stress
The following techniques are well known and most facilitators will not need instructions.
1. Guided Imagery
2. Music
3. Muscle Relaxation
4. Biodots
1. Guided Imagery
2. Music
3. Muscle Relaxation
4. Biodots
Square Puzzle
The large group divides into small groups of 4-5 people. Each group is given a package with five envelopes in it (in the package are five square pictures cut apart, with the pieces split at random among five envelopes). Each group member is to obtain the pieces to complete his/her own square. Group members must trade pieces with each other. However, no one can ask for a puzzle piece; they can only be given one by a group member. Once each member in the small groups has completed his/her square, the large group should re-form. Groups should process how it felt to have to watch others to meet their needs, and how it felt not to be able to ask for what they needed.
Drawing a Picture by Instruction Only
The large group divides into dyads. One member of each dyad is the designated artist, and the other is the dictator. The dictator is given three pictures of shapes for the artist to draw. The artist is given three blank pieces of paper.
There are three phases to this exercise:
* Phase One: The artist and the dictator sit with their backs to each other. The dictator describes the picture to the artist. The artist must draw the picture but is not allowed to ask any questions.
* Phase Two: This time the artist and the dictator are in the same position, but the artist can ask questions about the dictator's description.
* Phase Three: This final time the dictator can watch the artist follow his/her instructions and can redirect if he/she sees the artist doesn't understand. The artist can still ask questions.
After all three phases are completed, the group will process the experience.
Drawing a Picture by Instruction Only
The large group divides into dyads. One member of each dyad is the designated artist, and the other is the dictator. The dictator is given three pictures of shapes for the artist to draw. The artist is given three blank pieces of paper.
There are three phases to this exercise:
* Phase One: The artist and the dictator sit with their backs to each other. The dictator describes the picture to the artist. The artist must draw the picture but is not allowed to ask any questions.
* Phase Two: This time the artist and the dictator are in the same position, but the artist can ask questions about the dictator's description.
* Phase Three: This final time the dictator can watch the artist follow his/her instructions and can redirect if he/she sees the artist doesn't understand. The artist can still ask questions.
After all three phases are completed, the group will process the experience.
Human Pretzel or Knot
Five or six group members stand in a circle (if the group is larger they may stand in two circles). Each person reaches his/her hands forward and grabs the hand of two different group members. Group members must not grab both hands of any one person or the hands of the people beside them. The goal of this is to untangle the pretzel without releasing hands. The facilitator may or may not allow the participants to speak as they solve this problem.
Problem Solving
The purpose of communication and problem-solving activities is to help group members process the frustrations and joys of accomplishing a task, and to observe their own styles of communication.
Straw Tower
The Straw Tower is similar to "Bridge Building," but each group is given a large package of straws and masking tape, and asked to build the largest tower possible. Processing is the same.
Creation Sacks
Small groups are each given a paper bag with a variety of items in it (e.g., a paper plate, cups, paper clips, a piece of string, a rock, toothpicks, a pencil, etc.). Once again, the group has an observer. The group members are told to plan and create something out of their "stuff," and to name their creation. The processing is the same as for "Bridge Building."
Creation Sacks
Small groups are each given a paper bag with a variety of items in it (e.g., a paper plate, cups, paper clips, a piece of string, a rock, toothpicks, a pencil, etc.). Once again, the group has an observer. The group members are told to plan and create something out of their "stuff," and to name their creation. The processing is the same as for "Bridge Building."
Bridge Building
Divide the group into teams of 4-6 members, and give each team a stack of newspapers and some masking tape. The facilitator should have a large heavy jug or can. Instruct each group to build a bridge that is tall enough and wide enough for the jug, turned any direction, to go under the bridge. The bridge must also be strong enough to hold the jug without collapsing.
1. The groups will be given 3 minutes to plan the bridge and 10 minutes to build it. One group member will be given the job of observer and sent to the facilitator for a quick training. The observer is given a sheet with the following questions:
* Who "bought out" of the situation and who sat back and did not participate?
* Who emerged as a leader, and how did that happen?
* Did anyone put others down?
* Who dominated the situation?
* Was there a person who took care of others, in terms of feelings or encouragement?
* Was there clarification?
* Was there a timekeeper? (Who kept the group going by watching the clock?)
After the time is up and the group has finished the task, the group will process the group roles, as determined by the observer. Then the group should be asked:
* What did you see happening (not what group members felt, just what they saw and heard)?
* How did you feel?
* What did you see yourself do?
* What did you learn about others?
* What would you do differently next time?
Then the teams should return to the large group and process their experiences.
1. The groups will be given 3 minutes to plan the bridge and 10 minutes to build it. One group member will be given the job of observer and sent to the facilitator for a quick training. The observer is given a sheet with the following questions:
* Who "bought out" of the situation and who sat back and did not participate?
* Who emerged as a leader, and how did that happen?
* Did anyone put others down?
* Who dominated the situation?
* Was there a person who took care of others, in terms of feelings or encouragement?
* Was there clarification?
* Was there a timekeeper? (Who kept the group going by watching the clock?)
After the time is up and the group has finished the task, the group will process the group roles, as determined by the observer. Then the group should be asked:
* What did you see happening (not what group members felt, just what they saw and heard)?
* How did you feel?
* What did you see yourself do?
* What did you learn about others?
* What would you do differently next time?
Then the teams should return to the large group and process their experiences.
Role Play Activities
It is often valuable for group members to understand the roles they play in the group process. The following activities help the group members take a look at their own roles and the roles of the other group members.
People to People
The group members stand in a circle, each with a partner. One individual is assigned to be the caller; he/she calls out body parts for two members to touch together (appropriateness must be addressed during the instructions from the facilitator). For example, the caller might say: "Foot to knee"; one partner of each pair will then touch his/her foot to the other partner's knee. Then the caller may say: "Head to ear," and one partner will put his/her head to the other's ear. There is no right way to determine which partner does what. With each new call the partners "un-do" the previous call. As the caller gets faster, the game moves faster. When the caller says: "People to people" all partners change and the caller grabs one of the group members. The person who is without a partner becomes the caller. If there is an even number of group members, the facilitator may play; if the group has an odd number of members the facilitator may choose to only instruct and observe.
Tennis Ball Throw
This game is especially useful for helping new groups learn each other's names. It is also a valuable object lesson if a topic for a group is stress, and group members are using biodots, to show them that although physical activity is usually a stress reducer, competitive physical activity actually increases the stress level of most individuals (usually their biodots turn darker).
For this activity, the group members stand in a circle. The facilitator has a basket of tennis balls or marshmallows (or anything else easy to toss and retrieve). The facilitator will throw a ball to a person across the circle and say his/her name. That person will then toss the ball to a new person and say his/her name. After the ball has been tossed and caught by each person in the group, the facilitator will inform the group members that each time they receive the ball, they must throw it to the same person they just threw it to, and they must say his/her name. After the first ball is thrown and caught, the facilitator will throw another to the same person and then another. The receiver must not only look at whomever he/she is throwing to and say his/her name, but must also watch for balls coming his/her way.
For this activity, the group members stand in a circle. The facilitator has a basket of tennis balls or marshmallows (or anything else easy to toss and retrieve). The facilitator will throw a ball to a person across the circle and say his/her name. That person will then toss the ball to a new person and say his/her name. After the ball has been tossed and caught by each person in the group, the facilitator will inform the group members that each time they receive the ball, they must throw it to the same person they just threw it to, and they must say his/her name. After the first ball is thrown and caught, the facilitator will throw another to the same person and then another. The receiver must not only look at whomever he/she is throwing to and say his/her name, but must also watch for balls coming his/her way.
Keep Away Tag
This game has been introduced by several names including Amoeba Tag, Keep-Away Tag, and Save Me Tag. The group members will stand in a circle and partner members will link arms. Two members will not link arms: one person is "It" and stands in the center of the circle with a rolled newspaper; the second person is the "Runner" who is chased by "It." The object is for the "runner" to link arms with a friend to be saved. The person who is on the other side of the person with whom the "runner" linked will then become the "runner," and "It" will chase him/her. If "It" tags him/her before he/she links with a friend, then he/she will become "It" and will begin to chase the former "It" who is now the "runner" trying to link with a friend. As the new "runner" links with a couple, the person on the other side of the person linked to will become the "runner." This is a fast-moving and high-energy activity.
Energizers
Energizers are activities that are used to stimulate or motivate the group, change its direction, help group members develop trust, and bond the relationships in the group.
Friendship Tag
Friendship Tag
Spider Web
The objective of this activity is to help students disclose something that the facilitator believes will be valuable to the group process, and to help the group visualize the power of creating a web and the value of each member holding up his/her part of the group process. To begin the spider web, the facilitator holds a ball of yarn and models completing an open-ended statement (e.g., "if you really knew me you would know that . . ."). When the statement is completed, he/she will throw the yarn, holding on to the end, to another person in the group. That person will complete the statement, hold on to the end of the ball touching him/her, and throw the remaining ball of yarn; each subsequent person will do the same. Eventually, each member will have shared and the ball will end back with the facilitator.
At that point, the facilitator should describe what the yarn now represents (a web). Then the group should talk about the value and purpose of a web to a spider (to catch food and sustain life), what happens to the web if one person lets go, and what happens to the group process if one person isn't willing to participate, support, etc.
Taken from the University of Phoenix Online Group Counseling Course.
At that point, the facilitator should describe what the yarn now represents (a web). Then the group should talk about the value and purpose of a web to a spider (to catch food and sustain life), what happens to the web if one person lets go, and what happens to the group process if one person isn't willing to participate, support, etc.
Taken from the University of Phoenix Online Group Counseling Course.
Personality Sacks
The objective of this activity is to help students know and begin to understand other group members, and to help individuals look at the obvious and the not-so-obvious sides of their personalities. Give each person a lunch-size paper bag and markers or crayons. Also have paper, scissors, etc., available. Instruct each student to draw or write things on the outside of the bag that represent who the student is, what he/she likes, and what he/she values. On the inside of the bag the student should place one or more pictures or statements that tell something about him/her that hardly anyone knows. When the bags are completed, break the group into dyads and have them discuss the outsides of the bags. Then bring the group back together so the dyads can introduce each other to the other students. When an individual has told the group about his/her partner's bag and personality, the partner will share something inside the bag.
Dice
A pair of dice can be used to encourage students to provide information about themselves. Explain that as a student throws the dice, he/she must tell as many things about him/herself as there are dots on one of the dice. The number on the other die is the number of questions the group can ask him/her.
Personality Posters
The objective of this activity is to help each student get to know one group member well, and also to get to know something about each group member. Divide group members into dyads. Give each dyad two large pieces of paper and some colored markers. Have each individual draw his/her partner in the center of the paper and then do the following:
* Write the partner's name under the drawing.
* At the top left, list three things the partner loves.
* At the top center, list two people who have influenced this person.
* At the top right, list one thing the person hates.
* At the bottom left, list three talents the person has.
* At the bottom right, list the place this person would most like to visit.
When the posters are done, let each person introduce his/her partner as he/she shows the poster. After he/she is done, hang the poster on the wall for the other students to write notes on throughout the period, day, or weeks.
* Write the partner's name under the drawing.
* At the top left, list three things the partner loves.
* At the top center, list two people who have influenced this person.
* At the top right, list one thing the person hates.
* At the bottom left, list three talents the person has.
* At the bottom right, list the place this person would most like to visit.
When the posters are done, let each person introduce his/her partner as he/she shows the poster. After he/she is done, hang the poster on the wall for the other students to write notes on throughout the period, day, or weeks.
Toilet Paper
This activity is done in much the same way as the M&M Game (but is less expensive). The student tears off a portion of toilet paper (he/she chooses the amount, without knowing the task), and must tell a quality about him/herself for each square of paper.
Personality Cards
These cards are similar to the posters, but the student can fill out his/her own answers. The areas of discussion are typed on a half-sheet of paper and the student draws something that is symbolic of him/herself on the opposite side of the paper. The student then pairs with another student to discuss the card and introduces his/her partner, with the partner showing and explaining his/her own drawing.
Another option is to use the cards as go-rounds, with students answering one question at a time. After the activity is completed, students can then show and explain their pictures. Questions that can be asked include the following:
* Name two people who have influenced you.
* Name the place where you spent the happiest time of your life.
* Name the place you would choose to go if money were no object.
* "Life is a cafeteria in which you. . ."
* "Two values you hold important are . . ."
Personality Cards
These cards are similar to the posters, but the student can fill out his/her own answers. The areas of discussion are typed on a half-sheet of paper and the student draws something that is symbolic of him/herself on the opposite side of the paper. The student then pairs with another student to discuss the card and introduces his/her partner, with the partner showing and explaining his/her own drawing.
Another option is to use the cards as go-rounds, with students answering one question at a time. After the activity is completed, students can then show and explain their pictures. Questions that can be asked include the following:
* Name two people who have influenced you.
* Name the place where you spent the happiest time of your life.
* Name the place you would choose to go if money were no object.
* "Life is a cafeteria in which you. . ."
* "Two values you hold important are . . ."
Jenga
Jenga is a wooden block game that can be purchased at most toy departments. The objective is to find out about fellow students, while working on the concept of teamwork, support, etc. With one hand, the student must remove a block from a level at least four below the top, then place the block on the top of the stack. As the student removes the block he/she can tell a quality about him/herself, respond to the statement "If you really knew me, you would know that I . . ." or any other statement that the facilitator believes appropriate.
Often a student will deliberately knock the blocks down. At that time, you can provide an object lesson such as: "In group we can knock each other down, or we can work together to support each other. . ." or "This is symbolic of the fact that we all need a strong foundation. Even though this is just a game, if we don't have a support system or foundation in our lives . . ."
Often a student will deliberately knock the blocks down. At that time, you can provide an object lesson such as: "In group we can knock each other down, or we can work together to support each other. . ." or "This is symbolic of the fact that we all need a strong foundation. Even though this is just a game, if we don't have a support system or foundation in our lives . . ."
Assessments in Counseling
When it comes to assessment counselors need to know a great deal. They need to know how to interpret tests for consulting purposes.
Why do we test? Because of accountability, classification and entitlement. Monitoring progress, and to understand student identification of issues.
Testing Vs. Assessment? Standard Procedures and Environmental Assessment.
The four Pillars of Assessment are:
1. Interview- is appearance, behavior, non-verbal, speech and communication, content thought, cognitive function, emotional functioning, insight and judgment. Interviews give counselors the opportunity to learn the truth with no perceptions or interpretations.
2. Observation- is behavioral assessment in school setting, home and how one interacts with others. Look for triggers, coping responses, and describe clearly what observations have been made.
3. Informal Assessments- is work samples used to compare a student to himself. Memory sampling, and the ability to learn concepts and shows the potential to learn new materials. This type of assessment is curriculum based.
4. Norm Referenced Testing- is the standardized tests, to compare scores to other students in the country to each other. It determines the child's level of functioning or progress for the appropriate age level.
When considering the necessary decisions that are made in schools and how test results influence those decisions one should look at research done in this area and after extensive research on will discover that testing serves a purpose. Educators don't just test students just to test them. The assessment supports important student learning. For instance all states have certain standards in reading, math, writing, science and social studies. A variety of tests are given in these areas, which determines the level of performance in which a student is functioning. Tests also reveal areas of weakness, which a student may possess. Assessments give educators a basis for what a student already knows and indicates to them what they will need to teach their students. Generally at the beginning of each year the teacher administers assessment in the form of a pretest. Then at the end of the year a posttest is given that reports a level of achievement and retention. Tests detect special needs in which a child may require.
When taking into account alternatives to testing, personally I feel that testing is important and I would not want an alternative. However, I believe that sometimes a higher value is placed upon testing than those of making positive that a student really does understand and can apply the knowledge that he encompasses.
Not all school decisions are objective. Test results do not always affect objectivity. Educators need to look at the student as an individual and not as a test score. Students can obtain qualities that cannot be measured by tests. In some instances a student can demonstrate knowledge by actions, yet not be able to pass tests on that same material.
For example some students have little trouble with answering essay types of questions where others struggle to answer them correctly. Also educators need to take into account students who do not speak English. If we really want to get an accurate idea about what a child knows then the test really needs to be administered in a language that the student can understand.
When it comes to counseling, testing can be used in several different situations. Counselors use assessments in career counseling and interest surveys. Counselors are in direct contact with students to encourage career development as a lifelong process and counselors are involved to assist in making many important career and academic decisions. Counselors are also primarily in charge of making certain that students take college entrance exams such as the ACT and SAT. Counselors can also conduct assessments in social and emotional values, so that students may distinguish their progress in these areas.
Why do we test? Because of accountability, classification and entitlement. Monitoring progress, and to understand student identification of issues.
Testing Vs. Assessment? Standard Procedures and Environmental Assessment.
The four Pillars of Assessment are:
1. Interview- is appearance, behavior, non-verbal, speech and communication, content thought, cognitive function, emotional functioning, insight and judgment. Interviews give counselors the opportunity to learn the truth with no perceptions or interpretations.
2. Observation- is behavioral assessment in school setting, home and how one interacts with others. Look for triggers, coping responses, and describe clearly what observations have been made.
3. Informal Assessments- is work samples used to compare a student to himself. Memory sampling, and the ability to learn concepts and shows the potential to learn new materials. This type of assessment is curriculum based.
4. Norm Referenced Testing- is the standardized tests, to compare scores to other students in the country to each other. It determines the child's level of functioning or progress for the appropriate age level.
When considering the necessary decisions that are made in schools and how test results influence those decisions one should look at research done in this area and after extensive research on will discover that testing serves a purpose. Educators don't just test students just to test them. The assessment supports important student learning. For instance all states have certain standards in reading, math, writing, science and social studies. A variety of tests are given in these areas, which determines the level of performance in which a student is functioning. Tests also reveal areas of weakness, which a student may possess. Assessments give educators a basis for what a student already knows and indicates to them what they will need to teach their students. Generally at the beginning of each year the teacher administers assessment in the form of a pretest. Then at the end of the year a posttest is given that reports a level of achievement and retention. Tests detect special needs in which a child may require.
When taking into account alternatives to testing, personally I feel that testing is important and I would not want an alternative. However, I believe that sometimes a higher value is placed upon testing than those of making positive that a student really does understand and can apply the knowledge that he encompasses.
Not all school decisions are objective. Test results do not always affect objectivity. Educators need to look at the student as an individual and not as a test score. Students can obtain qualities that cannot be measured by tests. In some instances a student can demonstrate knowledge by actions, yet not be able to pass tests on that same material.
For example some students have little trouble with answering essay types of questions where others struggle to answer them correctly. Also educators need to take into account students who do not speak English. If we really want to get an accurate idea about what a child knows then the test really needs to be administered in a language that the student can understand.
When it comes to counseling, testing can be used in several different situations. Counselors use assessments in career counseling and interest surveys. Counselors are in direct contact with students to encourage career development as a lifelong process and counselors are involved to assist in making many important career and academic decisions. Counselors are also primarily in charge of making certain that students take college entrance exams such as the ACT and SAT. Counselors can also conduct assessments in social and emotional values, so that students may distinguish their progress in these areas.
Warning Signs: Students at Risk for Violence
One may look at school violence a bit differently after reviewing hundreds of websites and research abstracts. Every documented resource about the warning signs of students, who are at risk for violence, conveys nearly identical information. Research has shown that most schools are safe and that less than one percent of deaths occur on school grounds. However, because of the recent and unbelievable acts of violence that has been committed on school property, has made more administrators, staff, teachers, and children become more aware that violence can and will occur at any time and in any school. (Dwyer, Osher & Hoffman, 2000)
Skiba and Boone believe that it is critical for school personnel to be educated in recognizing early warning signs and use those signs to help those students rather than allow for inflicting harm to occur. Schools should develop screening and tracking methods to determine these early signs. The program must be well defined and provide efficient and reliable methods for early identification. Once students have been identified, a team must form to assess and respond to the students needs. If procedures are in place when the situation arises, then effective intervention methods may be conducted and proper agencies may be contacted.
It is often complicated to image that students can become violent and that all together identifying those students can sometimes be difficult. The FBI has a great website that defines what cues and traits to look for in potentially violent students. The FBI developed what they call the Four-Pronged Assessment Model. Meaning that there are four separate areas in which educators and related professionals must search before labeling a student as potentially violent.
The first area is investigating the personality and behavior of the student. There are 28 different traits and behaviors that may be displayed by the student. They include the following: Poor coping skills, low tolerance for frustration, lack of resiliency, resentment for real or perceived injustices, narcissistic behavior, lack of empathy, alienation from people, exaggerated sense of entitlement, superior attitudes, anger management difficulties, often blames others for own short-comings, intolerant of other races and religions, want to be manipulative, unusual interest in violence, fascinated with violent games, and claim to have revelation of clues that signal a violent act.
The second area is searching into the family dynamics. Educators must look at family circumstances and needs. One must also look at values and discipline within the family unit. Look for turbulences in the relationship between the parent and child. Do they speak to one another lovingly and concerned or do they show disproval and hate. Determine if parents accept pathological behavior and if they set limits for bad conduct or behavior. Also look for parents who intimidate their children. Discover if the student has readily access to weapons and get a feel for the kind of relationship that the family members have with one another.
The third area involves the dynamics that the student has for the school community. Some of the key factors and questions that a school staff must consider and define are: At what level does the school tolerate disrespectful behavior? Does the child participate or detach himself from others and how much of this does the school tolerate? Is the school's discipline inequitable? Does the school teach tolerance and differences? What is the code of silence among students and staff? Are some students favored and given more prestige and respect than other students? Are students being supervised while accessing the computer and Internet?
The final area refers to a student's social dynamics. Schools need to develop, understand, and respect the roles of students within the community. Staff should investigate the following questions: What are the students' access to media, entertainment, and technology and what are the themes in which these subjects imply? Which types of reading materials and choices of games does the student prefer? What is the student's attitude about drugs, alcohol, and weapons? What are the patterns of behavior do students have with their peers? What are the outside interests in which the students engage? Staff members must also be aware of the copycat effect and they must try to pinpoint students who may display disturbing behavior following highly publicized school violence cases.
Other research indicates ways to identify early warning signs in troubled students. They suggest observing behavior, emotional disturbances and cues that imminent danger may occur. Some behavior signs may include: bringing weapons to school, drug and alcohol abuse, belonging to a gang, unable to control anger, watches violent television programs, plays violent games, excessive internet usage, making threats of violence, a history of discipline and aggressive behavior, a history of poor academic performance and frequent truancy and/or fighting. Some of the emotional signs would include: being socially withdrawn, feeling rejected or picked on, low interest in school, loneliness and isolation. Some of the most imminent warning signs would include: serious physical fighting with peers and family members, severe destruction of property, uncontrollable rage over minor events, possession of weapons and threats of suicide.
Schools must make certain that before a child is labeled or identified as troubled, that a qualified individual is making that diagnosis. According to the Pantagraph article in 2000, it is difficult to overlook signs of school violence when we have several checklists in which to follow. However, an administration and staff members need to remember that several of these characteristics are found among a variety of students. The focus of the report should be on evaluating a threat once it has been made. As school personnel, we want to avoid profiling students just because they acquire one of the branded Federal Bureau of Investigation traits.
The major question that is still not completely answered is why do students commit such violent acts? In the previous paragraphs the characteristics to identify those students have been defined, however there is another part of the equation. In life we all make decisions that are either good or bad. However, under certain circumstances in which decisions arise we may change our minds and end up making an even better or poorer decision. Each of us has events in our lives that cause us to make decisions. At times we have trigger events, which are events that occur prior to making the big decision. For example, a student may be talking about doing something horrifying but doesn't actually do it until something unsettling happens and this event pushes or persuades the student to actually commit the act.
There are several different types of intervention that may be used before and after identifying those students who may be at risk. Intervention is used as a preventative tool before acts of violence can transpire. All students would benefit from being educated and taught techniques on how to avoid or prevent violence and bullying. The school must share the responsibility by establishing a partnership with students, community, and family. Parents too, need to be informed about what behaviors to watch for. Educators and parents should teach students to be responsible for their behavior also to develop positive interaction skills and adults need to support the necessary emotional and behavioral adjustments to students, and students need to be provided with an alternative to violent behavior. (O'Toole, 2003)
In preparation for consulting students, concerns about the student's troubled behavior must be clarified. Some appropriate ways to deal with this include: following the schools planned and in place crisis response program, reviewing student's past history and records, checking with student's pervious teachers, contacting the student's family and make them aware of those concerns, and seeking informal support from team specialists so that the concerns for the behavior are addressed quickly.
To summarize, every school in the nation should create a policy, if they do not currently have one for their communities. Obtaining, reinforcing, and updating these policies will better help prevent school violence and will make if easier to identify behavioral and emotional factors that lead to unnecessary violent actions. All educators and related professionals must seek ways to ensure safe and effective schools.
References:
O'Toole, M.E. (2003) FBI Academy, The School Shooter: A threat assessment perspective. Quantico, Virginia. National Center for the Analysis of Violent Crime. Federal Bureau of Investigation, FBI School Violence Study Creates Temptation to Profile, Pantagraph, Sep. 11, 2000. Boone, K. & Skiba, R. (2000) Early Identification and Intervention: Using Early Warning Signs. World Wide Web: www.indiana.edu/~safeschl. Dwyer, K.P., Osher, D. & Hoffman, C.C. (2000) Creating Responsive Schools: Contextualizing Early Warning, Timely Response, Exceptional Children (66) 3, 347-359. A Practical Guide for Crisis Response in Our Schools (2003). Identifying Students "at-Risk" for Violent Behavior: A Checklist of Early Warning Signs The American Academy of Experts in Traumatic Stress. World Wide Web: www.schoolcrisisresponse.com FBI Lists Caution Signs for Violence In Classroom, The New York Times, Sep 7, 2000.
Skiba and Boone believe that it is critical for school personnel to be educated in recognizing early warning signs and use those signs to help those students rather than allow for inflicting harm to occur. Schools should develop screening and tracking methods to determine these early signs. The program must be well defined and provide efficient and reliable methods for early identification. Once students have been identified, a team must form to assess and respond to the students needs. If procedures are in place when the situation arises, then effective intervention methods may be conducted and proper agencies may be contacted.
It is often complicated to image that students can become violent and that all together identifying those students can sometimes be difficult. The FBI has a great website that defines what cues and traits to look for in potentially violent students. The FBI developed what they call the Four-Pronged Assessment Model. Meaning that there are four separate areas in which educators and related professionals must search before labeling a student as potentially violent.
The first area is investigating the personality and behavior of the student. There are 28 different traits and behaviors that may be displayed by the student. They include the following: Poor coping skills, low tolerance for frustration, lack of resiliency, resentment for real or perceived injustices, narcissistic behavior, lack of empathy, alienation from people, exaggerated sense of entitlement, superior attitudes, anger management difficulties, often blames others for own short-comings, intolerant of other races and religions, want to be manipulative, unusual interest in violence, fascinated with violent games, and claim to have revelation of clues that signal a violent act.
The second area is searching into the family dynamics. Educators must look at family circumstances and needs. One must also look at values and discipline within the family unit. Look for turbulences in the relationship between the parent and child. Do they speak to one another lovingly and concerned or do they show disproval and hate. Determine if parents accept pathological behavior and if they set limits for bad conduct or behavior. Also look for parents who intimidate their children. Discover if the student has readily access to weapons and get a feel for the kind of relationship that the family members have with one another.
The third area involves the dynamics that the student has for the school community. Some of the key factors and questions that a school staff must consider and define are: At what level does the school tolerate disrespectful behavior? Does the child participate or detach himself from others and how much of this does the school tolerate? Is the school's discipline inequitable? Does the school teach tolerance and differences? What is the code of silence among students and staff? Are some students favored and given more prestige and respect than other students? Are students being supervised while accessing the computer and Internet?
The final area refers to a student's social dynamics. Schools need to develop, understand, and respect the roles of students within the community. Staff should investigate the following questions: What are the students' access to media, entertainment, and technology and what are the themes in which these subjects imply? Which types of reading materials and choices of games does the student prefer? What is the student's attitude about drugs, alcohol, and weapons? What are the patterns of behavior do students have with their peers? What are the outside interests in which the students engage? Staff members must also be aware of the copycat effect and they must try to pinpoint students who may display disturbing behavior following highly publicized school violence cases.
Other research indicates ways to identify early warning signs in troubled students. They suggest observing behavior, emotional disturbances and cues that imminent danger may occur. Some behavior signs may include: bringing weapons to school, drug and alcohol abuse, belonging to a gang, unable to control anger, watches violent television programs, plays violent games, excessive internet usage, making threats of violence, a history of discipline and aggressive behavior, a history of poor academic performance and frequent truancy and/or fighting. Some of the emotional signs would include: being socially withdrawn, feeling rejected or picked on, low interest in school, loneliness and isolation. Some of the most imminent warning signs would include: serious physical fighting with peers and family members, severe destruction of property, uncontrollable rage over minor events, possession of weapons and threats of suicide.
Schools must make certain that before a child is labeled or identified as troubled, that a qualified individual is making that diagnosis. According to the Pantagraph article in 2000, it is difficult to overlook signs of school violence when we have several checklists in which to follow. However, an administration and staff members need to remember that several of these characteristics are found among a variety of students. The focus of the report should be on evaluating a threat once it has been made. As school personnel, we want to avoid profiling students just because they acquire one of the branded Federal Bureau of Investigation traits.
The major question that is still not completely answered is why do students commit such violent acts? In the previous paragraphs the characteristics to identify those students have been defined, however there is another part of the equation. In life we all make decisions that are either good or bad. However, under certain circumstances in which decisions arise we may change our minds and end up making an even better or poorer decision. Each of us has events in our lives that cause us to make decisions. At times we have trigger events, which are events that occur prior to making the big decision. For example, a student may be talking about doing something horrifying but doesn't actually do it until something unsettling happens and this event pushes or persuades the student to actually commit the act.
There are several different types of intervention that may be used before and after identifying those students who may be at risk. Intervention is used as a preventative tool before acts of violence can transpire. All students would benefit from being educated and taught techniques on how to avoid or prevent violence and bullying. The school must share the responsibility by establishing a partnership with students, community, and family. Parents too, need to be informed about what behaviors to watch for. Educators and parents should teach students to be responsible for their behavior also to develop positive interaction skills and adults need to support the necessary emotional and behavioral adjustments to students, and students need to be provided with an alternative to violent behavior. (O'Toole, 2003)
In preparation for consulting students, concerns about the student's troubled behavior must be clarified. Some appropriate ways to deal with this include: following the schools planned and in place crisis response program, reviewing student's past history and records, checking with student's pervious teachers, contacting the student's family and make them aware of those concerns, and seeking informal support from team specialists so that the concerns for the behavior are addressed quickly.
To summarize, every school in the nation should create a policy, if they do not currently have one for their communities. Obtaining, reinforcing, and updating these policies will better help prevent school violence and will make if easier to identify behavioral and emotional factors that lead to unnecessary violent actions. All educators and related professionals must seek ways to ensure safe and effective schools.
References:
O'Toole, M.E. (2003) FBI Academy, The School Shooter: A threat assessment perspective. Quantico, Virginia. National Center for the Analysis of Violent Crime. Federal Bureau of Investigation, FBI School Violence Study Creates Temptation to Profile, Pantagraph, Sep. 11, 2000. Boone, K. & Skiba, R. (2000) Early Identification and Intervention: Using Early Warning Signs. World Wide Web: www.indiana.edu/~safeschl. Dwyer, K.P., Osher, D. & Hoffman, C.C. (2000) Creating Responsive Schools: Contextualizing Early Warning, Timely Response, Exceptional Children (66) 3, 347-359. A Practical Guide for Crisis Response in Our Schools (2003). Identifying Students "at-Risk" for Violent Behavior: A Checklist of Early Warning Signs The American Academy of Experts in Traumatic Stress. World Wide Web: www.schoolcrisisresponse.com FBI Lists Caution Signs for Violence In Classroom, The New York Times, Sep 7, 2000.
Symbolism and Gift Giving are Behavioral Techniques
Definition: Gift giving is an important kind of symbolic communication. There is many times when clients and/or families give gifts to convey feelings that they want to express. Gift giving can be used by the therapist in family assessment and enhances family communication. It may be used as an intervention technique to encourage family members to become more aware of one another’s needs and feelings and to express their own feelings to one another. Gift giving can carry multiple messages.
Procedures: Gift-giving is family-initiated. The prescription is to give a gift of positive actions rather than objects. This program is encourages the client to look toward the positive actions in other family members, rather than the negative.
Procedures: Gift-giving is family-initiated. The prescription is to give a gift of positive actions rather than objects. This program is encourages the client to look toward the positive actions in other family members, rather than the negative.
The Lifestyle Assessment
1. Name of Sibling
2. Brief description of each
3. Which is most different from me?
4. Which is most like me?
5. Which played together?
6. Which fought each other?
7. Who took care of whom?
8. Unusual achievements?
9. Accidents or Sickness?
10. What kind of a child were you?
11. What was school like for you?
12. What childhood fears did you have?
13. What were your childhood ambitions?
14. What was your role in your peer group?
15. Any significant events in your physical and sexual development?
16. Any highlights in your social development?
17. What where the most important values in your family?
18. What stands out most for you about your family life?
Family Constellation: Birth Order and Sibling Description
Family Constellations: Parents
1. Parents Current Age:
2. Parents Occupations
3. What kind of people are they…
4. Ambitions, parents had for children…
5. My childhood view of parents…
6. Parents favorite child…
7. Parents relationship to children…
8. Sibling most like…
9. Parent's relationship with each other…
10. Views and reactions to parents…
11. Parents' relationship to the children…
12. Other adults in our lives
Early Recollections and Dreams
1. My earliest memory?
2. Other early recollections?
3. Feelings I had that associated with early memories?
4. Recall any childhood dreams?
5. Do you have any recurring dreams?
Lifestyle Summary
1. What stands out most about my role in my family?
2. Summarize early recollections. Any themes through your early memories?
3. List my mistaken self-defeating perceptions.
4. What are my strengths as a person?
1. Name of Sibling
2. Brief description of each
3. Which is most different from me?
4. Which is most like me?
5. Which played together?
6. Which fought each other?
7. Who took care of whom?
8. Unusual achievements?
9. Accidents or Sickness?
10. What kind of a child were you?
11. What was school like for you?
12. What childhood fears did you have?
13. What were your childhood ambitions?
14. What was your role in your peer group?
15. Any significant events in your physical and sexual development?
16. Any highlights in your social development?
17. What where the most important values in your family?
18. What stands out most for you about your family life?
Family Constellation: Birth Order and Sibling Description
Family Constellations: Parents
1. Parents Current Age:
2. Parents Occupations
3. What kind of people are they…
4. Ambitions, parents had for children…
5. My childhood view of parents…
6. Parents favorite child…
7. Parents relationship to children…
8. Sibling most like…
9. Parent's relationship with each other…
10. Views and reactions to parents…
11. Parents' relationship to the children…
12. Other adults in our lives
Early Recollections and Dreams
1. My earliest memory?
2. Other early recollections?
3. Feelings I had that associated with early memories?
4. Recall any childhood dreams?
5. Do you have any recurring dreams?
Lifestyle Summary
1. What stands out most about my role in my family?
2. Summarize early recollections. Any themes through your early memories?
3. List my mistaken self-defeating perceptions.
4. What are my strengths as a person?
Conjoint Family Therapy
Satir believed that most people are only one tenth aware of what is actually happening within a family. She also believed that the members in the family must depend on the total awareness of the family's structure in order to survive. After studying several families Satir reported that she found a lot of puzzles in families.
Satir's System consists of three key ingredients:
1. When counseling families, make sure that each member's self-esteem is increased. To do this facilitate their understanding of the family unit and teach them to implement changes by being open, nurturing, and gain positive behaviors.
2. Each member of the family needs to better understand and analyze each other, and learn to know when and how to respond, so that the lines of communication can open up and improve.
3. The counselor will use experiential learning techniques to help the family understand their present interactions with each other so that they can be encouraged to take personal responsibility for their own behaviors and feelings.
Satir's System consists of three key ingredients:
1. When counseling families, make sure that each member's self-esteem is increased. To do this facilitate their understanding of the family unit and teach them to implement changes by being open, nurturing, and gain positive behaviors.
2. Each member of the family needs to better understand and analyze each other, and learn to know when and how to respond, so that the lines of communication can open up and improve.
3. The counselor will use experiential learning techniques to help the family understand their present interactions with each other so that they can be encouraged to take personal responsibility for their own behaviors and feelings.
The Winner’s Bet With Adolescents
Rational
The therapist bets with the adolescent to continue with misbehavior. To prove the therapist wrong, the adolescent must abandon the misbehavior.
Procedures
The authority figure describes the misbehavior, predicts the continuation, and challenges the adolescent to prove the therapist wrong.
Example
An adolescent complains that they are always on punishment for not doing chores. The therapist bets the client that he will not do his chores, therefore remains on punishment.
The therapist bets with the adolescent to continue with misbehavior. To prove the therapist wrong, the adolescent must abandon the misbehavior.
Procedures
The authority figure describes the misbehavior, predicts the continuation, and challenges the adolescent to prove the therapist wrong.
Example
An adolescent complains that they are always on punishment for not doing chores. The therapist bets the client that he will not do his chores, therefore remains on punishment.
Role Reversal (Family Counseling)
Rationale
Role reversal is a dramatic counseling technique, which assesses the client’s ability to see through the eyes of the other person. To add, it enables the clients to think, feel and act out the other’s behavior rather than just talking about it. The assumption is that the family relationship will be looked at in a different way.
Purpose:
1. Disengage family from their usual self.
2. Practice new behaviors, which are part of the role.
3. Attend to an area that each needs to strengthen.
4. Reduce conflict.
5. Create a new challenge in the relationship.
Procedure:
The therapist begins by asking the clients to change roles. (Silence). Really feel yourself becoming that person. (Silence). Now become that person. (Silence). The therapist then asks the clients to change seats and begin.
The therapist serves as a guide and encourages the clients to speak and take turns.
Demonstration includes: using puppets. Dolls, pictures, etc…may also be used.
J~J~N~K~K
Role reversal is a dramatic counseling technique, which assesses the client’s ability to see through the eyes of the other person. To add, it enables the clients to think, feel and act out the other’s behavior rather than just talking about it. The assumption is that the family relationship will be looked at in a different way.
Purpose:
1. Disengage family from their usual self.
2. Practice new behaviors, which are part of the role.
3. Attend to an area that each needs to strengthen.
4. Reduce conflict.
5. Create a new challenge in the relationship.
Procedure:
The therapist begins by asking the clients to change roles. (Silence). Really feel yourself becoming that person. (Silence). Now become that person. (Silence). The therapist then asks the clients to change seats and begin.
The therapist serves as a guide and encourages the clients to speak and take turns.
Demonstration includes: using puppets. Dolls, pictures, etc…may also be used.
J~J~N~K~K
MY ISLAND ACTIVITY
Use the following directions in conjunction with the handout:
Questions:
Who is on your island?
How will you survive?
Rules: You must work together to decide on
1. Who cheated? That is who broke any of the rules. (Examples: no communication during the drawing, quit immediately when the command "next" is given)
2. Who decided on the order in which you drew?
3. Who decided on which color crayon everyone would use?
4. Who used the most space on the paper?
5. What do you think of the final product?
6. Who used the least space on the paper?
7. Can anybody see a place in this drawing where two or more people worked together cooperatively?
8. Can anybody here see a place in the drawing where two or more people interfered with each other's efforts?
9. What would you have drawn if you had drawn if you had gone first?
10. Is there anything about this drawing or the whole exercise that reminds anyone of how things work in the family in general?
Program Definition for Comprehensive Guidance
Comprehensive school-counseling program is designed to benefit all elementary students. The benefits include development in the areas of academic achievement, career development, and character building. Guidance and counseling is a process by which students are assisted in making decisions and altering behavior. Counseling gives students the opportunity to learn particular skills and experience an assortment of opportunities in a proactive and preventative manner, which ensure that all students can achieve success through academic and character building/social development. School counselors are committed to direct all students in every area.
We aim for all students:
* To demonstrate positive attitudes towards self-uniqueness and worthiness
* To gain skills that is necessary and interesting for life planning
* For all students to develop responsible social skills and to understand and appreciate being a contributing member of society
* To notice and appreciate the process of life learning, growing, and changing
Academic Development
Character/Personal/Social Development
Career Development
Implementation of strategies and activities that include student learning.
* Acquire skills and knowledge to learn effectively.
* Achieve success, using variety of strategies.
* Learn how academics relate to every day life at home and at school. Provide the foundation for personal and social growth development.
* Develop skills, attitudes, and knowledge to respect others and self.
* Develop effective interpersonal skills to better communicate with friends and family.
* Understand that to be a contributing member of society is important.
* Develop safety and survival skills. Provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the world of work.
* Strategies to achieve future career success.
* Understand the relationship between personal qualities, education and training.
* Develop goals, and become aware of a variety of careers.
We aim for all students:
* To demonstrate positive attitudes towards self-uniqueness and worthiness
* To gain skills that is necessary and interesting for life planning
* For all students to develop responsible social skills and to understand and appreciate being a contributing member of society
* To notice and appreciate the process of life learning, growing, and changing
Academic Development
Character/Personal/Social Development
Career Development
Implementation of strategies and activities that include student learning.
* Acquire skills and knowledge to learn effectively.
* Achieve success, using variety of strategies.
* Learn how academics relate to every day life at home and at school. Provide the foundation for personal and social growth development.
* Develop skills, attitudes, and knowledge to respect others and self.
* Develop effective interpersonal skills to better communicate with friends and family.
* Understand that to be a contributing member of society is important.
* Develop safety and survival skills. Provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the world of work.
* Strategies to achieve future career success.
* Understand the relationship between personal qualities, education and training.
* Develop goals, and become aware of a variety of careers.
Purpose of Comprehensive Guidance Counseling
The purpose of implementing a comprehensive school counseling program is to provide an opportunity for students to develop entirely, in the areas of academics and personal/social development. Early identification and intervention of children's' problems are essential to change some of the current statistics regarding self-destructive behaviors. For many children, the school counselor may be the one person who provides an atmosphere of safety, trust and positive regard.
Introduction Comprehensive Guidance
In today's society counseling has moved toward a planned, comprehensive, competency-based program that is accountable in terms of program implementation and allows for the student to experience success. Elementary school is a time when students develop attitudes concerning school, self, peers, social groups, and family. It is a time when students develop decision-making, communication and life training skills, and character values. A comprehensive developmental counseling program is based on prevention, by providing opportunity for goals to be integrated into a child's life.
Description of Counseling Program
Program Description and Design
To support the counseling and educational missions the department will provide counseling and guidance activities that encourage students to develop skills to do the following:
* Resolve Conflict / Peer Mediate
* Tolerate Diversity / Ethnics
* Respect Self and Others
* Develop Self-Worth / Self Esteem
* Make Effective Decisions
* Understand Changing Life Roles
* Effective Study Skills
* Career Goals
To support the counseling and educational missions the department will provide counseling and guidance activities that encourage students to develop skills to do the following:
* Resolve Conflict / Peer Mediate
* Tolerate Diversity / Ethnics
* Respect Self and Others
* Develop Self-Worth / Self Esteem
* Make Effective Decisions
* Understand Changing Life Roles
* Effective Study Skills
* Career Goals
The comprehensive guidance and counseling program
The comprehensive guidance and counseling program consists of the following primary functions, the guidance counselor will:
1. Establish and promote school guidance and counseling
Implementation of individual plans
Development of the students needs
Assessment using portfolios
2. Facilitate and implement counseling services in areas of social/ emotional and academic needs
Establishing system policies and procedures
Schedule time to provide opportunities for counseling
Actively listening, defining issues, discussing alternative solutions, and formulate a plan of action
Counseling in groups and individually
Evaluate the effectiveness of counseling and makes revisions
3. Coordinate with school staff to provide guidance activities that relate to students, self-knowledge, educational and occupational exploration and facilitate academic achievement
Collaborate with school staff in planning and scheduling guidance activities
Conduct classroom guidance activities to identify goals and objectives
Gather and evaluate data to determine effectiveness of classroom guidance and student comprehension
Provide assistance to students for test taking preparation
Provide information to students, parents and teachers on student test scores
Provide information to students and parents on career planning
Assist students in their transitions to the next grade level
Lead skill-building groups in student self-knowledge and esteem
4. Consult with system/staff, parents, and community about issues and concerns
Collaborate with school staff in developing strategies to improve school climate
Consult with school system in making referrals to community and agencies
5. Follow up on counseling and consultative referrals
1. Establish and promote school guidance and counseling
Implementation of individual plans
Development of the students needs
Assessment using portfolios
2. Facilitate and implement counseling services in areas of social/ emotional and academic needs
Establishing system policies and procedures
Schedule time to provide opportunities for counseling
Actively listening, defining issues, discussing alternative solutions, and formulate a plan of action
Counseling in groups and individually
Evaluate the effectiveness of counseling and makes revisions
3. Coordinate with school staff to provide guidance activities that relate to students, self-knowledge, educational and occupational exploration and facilitate academic achievement
Collaborate with school staff in planning and scheduling guidance activities
Conduct classroom guidance activities to identify goals and objectives
Gather and evaluate data to determine effectiveness of classroom guidance and student comprehension
Provide assistance to students for test taking preparation
Provide information to students, parents and teachers on student test scores
Provide information to students and parents on career planning
Assist students in their transitions to the next grade level
Lead skill-building groups in student self-knowledge and esteem
4. Consult with system/staff, parents, and community about issues and concerns
Collaborate with school staff in developing strategies to improve school climate
Consult with school system in making referrals to community and agencies
5. Follow up on counseling and consultative referrals
Guidance & Counseling Curriculum Outline Plan
The guidance and counseling curriculum is based on the School Districts' Curriculum. The following objectives have been identified:
* Knowledge of Self and Others - emphasis is on self-concept development and the acquisition of skills necessary in developing interpersonal relationships as well as a responsible lifestyle.
* Career planning and Explorations - emphasis is on exploring and identifying appropriate careers, as well as planning for an appropriate career.
* Educational and Vocational Development -emphasis is on decision making and understanding the challenges that will be faced in ones lifetime, both in school and in a job setting or career. Planning the educational and vocational needs of ones career is also emphasized.
* Knowledge of Self and Others - emphasis is on self-concept development and the acquisition of skills necessary in developing interpersonal relationships as well as a responsible lifestyle.
* Career planning and Explorations - emphasis is on exploring and identifying appropriate careers, as well as planning for an appropriate career.
* Educational and Vocational Development -emphasis is on decision making and understanding the challenges that will be faced in ones lifetime, both in school and in a job setting or career. Planning the educational and vocational needs of ones career is also emphasized.
Why have Comprehensive Guidance Counseling
Why have school guidance counselors?
All professional school counselors must have a master's degree and must meet other certification requirements as defined by each state. Elementary counselors are responding to today's needs by providing children with comprehensive and developmental school counseling program. Professional school counselors address the needs of students through the implementation of comprehensive, standards-based, and they develop the school counseling program. School counselors work with all students, including those who are considered at-risk and those with special needs. They are specialists in human behavior and relationships that will provide assistance to students through four primary interventions: group and individual counseling, class guidance lessons, coordination, and consultation.
Individual and group counseling: helps students resolve or cope constructively with their problems and developmental concerns. All counseling sessions are confidential and conducted professionally using appropriate techniques. Class guidance lessons: provided to all students in a classroom setting. All guidance activities are designed to foster students' academic and personal/social development. Coordination: counselors organize, manage and evaluate the school counseling program. Counselors assist parents in obtaining needed services for their children through a referral and follow-up process and serves as liaison between the school and community agencies so that efforts are collaborated to help all students. Consultation: counselors work with parents, teachers, administrators, school psychologists, social workers, school nurses, etc… to plan and implement appropriate strategies to help students be successful in the education system. Student Portfolios: creating their individual portfolio assesses students.
Overall, school counselors are student advocates who cooperatively work with other individuals and organizations to promote the academic, career, and character development our children. They collaborate with teachers, administrators, and families to help children be successful in school and life. Counselors are an integral part of the school's effort to insure a safe and appropriate learning environment for all children.
All professional school counselors must have a master's degree and must meet other certification requirements as defined by each state. Elementary counselors are responding to today's needs by providing children with comprehensive and developmental school counseling program. Professional school counselors address the needs of students through the implementation of comprehensive, standards-based, and they develop the school counseling program. School counselors work with all students, including those who are considered at-risk and those with special needs. They are specialists in human behavior and relationships that will provide assistance to students through four primary interventions: group and individual counseling, class guidance lessons, coordination, and consultation.
Individual and group counseling: helps students resolve or cope constructively with their problems and developmental concerns. All counseling sessions are confidential and conducted professionally using appropriate techniques. Class guidance lessons: provided to all students in a classroom setting. All guidance activities are designed to foster students' academic and personal/social development. Coordination: counselors organize, manage and evaluate the school counseling program. Counselors assist parents in obtaining needed services for their children through a referral and follow-up process and serves as liaison between the school and community agencies so that efforts are collaborated to help all students. Consultation: counselors work with parents, teachers, administrators, school psychologists, social workers, school nurses, etc… to plan and implement appropriate strategies to help students be successful in the education system. Student Portfolios: creating their individual portfolio assesses students.
Overall, school counselors are student advocates who cooperatively work with other individuals and organizations to promote the academic, career, and character development our children. They collaborate with teachers, administrators, and families to help children be successful in school and life. Counselors are an integral part of the school's effort to insure a safe and appropriate learning environment for all children.
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