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.
Showing posts with label Counseling. Show all posts
Showing posts with label Counseling. Show all posts
Monday, March 1, 2010
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.
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.
Friday, February 26, 2010
M & M Game
The objective of this activity is to "warm students up" to one another in a safe manner and to help them get acquainted. Food is a nurturer, and the number of candies the student takes often takes his/her mind off the risk of disclosure. Pass a bowl of M & M candies around the group. Each student may take as many or few candies as desired, but he/she may not eat them. After all of the students have candy, each student, one at a time, must tell the group one quality about him/herself for each M&M he/she took. He/she must stay with the task until he/she has described him/herself well. (If a student took many, you may want to limit his/her responses to ten.) Students may not express what they like, but rather what they are or what they are good at.
Another version: assign to each color of candy a specific characteristic for students to share. For example:
* Red: something that makes you mad.
* Green: a quality you have.
* Yellow: something about your spiritual side.
* Brown: something about your family.
* Orange: something you love to do.
Another version: assign to each color of candy a specific characteristic for students to share. For example:
* Red: something that makes you mad.
* Green: a quality you have.
* Yellow: something about your spiritual side.
* Brown: something about your family.
* Orange: something you love to do.
Ice Breaker Activities
The value of get-acquainted activities is that they help group members get to know each other, begin to develop trust, and begin to risk by sharing information about themselves.
Thursday, February 25, 2010
Story Telling
Storytelling is a technique that helps children to understand their own thoughts and feelings, and to communicate meaningful insights, values, and standards for their behavior. The counselor plays an important role in setting up the story. The child is asked to tell a story (the story can be recorded for details) with a beginning, middle and end. After the child tells the story, the counselor then prepares a similar story using related details, settings, themes, and figures from the child's story. The counselor's story should provide the child with better alternatives and/or responses to the situations of the original story.
Incomplete Sentences
Ask the student to complete these sentences:
- The thing I like to do most is________?
- The person in my family who helps me most is ________?
- My friends are ______?
- I feel happiest or saddest when _______?
- My greatest wish is ______?
- The greatest thing that ever happened to me was _______?
- I wish my parents would ______?
- When I grow up, I want ______?
- Brothers are _______?
- Sisters are _______?
- Dad is _______?
- Mom is _______?
- School is ________?
- My teacher is _______?
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
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:
- Build a good relationship with the student.
- Have students describe their present behavior.
- 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.
- Together look for possible alternatives for getting what is wanted out of life. And put them in writing.
- The student will then have to make a commitment to try the alternatives.
- Then together examine the results of the commitments.
- Use attainable and clear alternatives so the consequences are logical.
- 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?
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
- The counselor must develop a working alliance with students to help solve and understand the problem.
- Identify students' strengths and build on upon them to develop self-esteem and confidence. This will help the student want to make positive changes.
- Implement an eclectic variety of counseling strategies and techniques to help students achieve their goals.
- 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
Wednesday, February 24, 2010
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