(2) School Counseling and Student Competencies:
Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to apply deep and broad understanding of academic, career, personal/social student competencies. Candidates:
A school counselor is a vital part of a school that wears many hats and must work successfully within the various sub-systems of the school community. If you think of a school as a wheel with the students being the tire, administration as the hub, then the school counselor would be the spokes. It takes all three working in collaboration for the school to work. This analogy of the role of a school counselor became evident to me during the process of creating an actual Comprehensive Guidance Program for a Foundations of School Counseling course. Throughout the process of creating the guidance plan it was clear that school counselors have to able to facilitate positive cooperative working relationships throughout the school with students, teachers, support staff, administrators, as well as with families and community resources outside of the school. In order for a school counselor to be able to work successfully they must be able to prioritize the attention to action plans and calendars the job requires while balancing the time given to responsive services as those situations arise.
Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to apply deep and broad understanding of academic, career, personal/social student competencies. Candidates:
A school counselor is a vital part of a school that wears many hats and must work successfully within the various sub-systems of the school community. If you think of a school as a wheel with the students being the tire, administration as the hub, then the school counselor would be the spokes. It takes all three working in collaboration for the school to work. This analogy of the role of a school counselor became evident to me during the process of creating an actual Comprehensive Guidance Program for a Foundations of School Counseling course. Throughout the process of creating the guidance plan it was clear that school counselors have to able to facilitate positive cooperative working relationships throughout the school with students, teachers, support staff, administrators, as well as with families and community resources outside of the school. In order for a school counselor to be able to work successfully they must be able to prioritize the attention to action plans and calendars the job requires while balancing the time given to responsive services as those situations arise.
a) Integrate a school counseling program into the total school curriculum by systematically providing information and skills training to assist preK-12 students in maximizing their academic, career and personal/social development.
At each of my internship sites I was able to support students in meeting academic competencies by:
Accessed student grades and progress reports electronically and then met with those students to create a plan for them to complete missing assignments or otherwise improve class grades.
Developed and created lesson plans to help students with specific learning disabilities to be utilized in a counseling setting – either small group or adapted to one on one.
Worked with students through both classroom guidance lessons and one on one, to identify challenges, talents, and to further explore areas of interest to help identify potential career paths. In class interest inventories were taken to help identify individual learning modalities, and one on one I used the internet to access:
1) Learning modalities test: http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
2) Myers-Briggs personality test: http://briggsmyerstest.com/
Collaborated with students to develop academic goals for themselves and appropriate rewards for achieving those goals.
Contacted and maintained positive communication with parents/guardians in support of students meeting academic criteria or in regards to behaviors that prevented students from being successful in the classroom.
Spent time as a one on one support for individual students in the classroom and pulled them out of classroom to provide specific academic support in the areas of: Science, Reading, Math, Phonics, and learning their letters.
At each of my internship sites I was able to support students in meeting academic competencies by:
Accessed student grades and progress reports electronically and then met with those students to create a plan for them to complete missing assignments or otherwise improve class grades.
Developed and created lesson plans to help students with specific learning disabilities to be utilized in a counseling setting – either small group or adapted to one on one.
Worked with students through both classroom guidance lessons and one on one, to identify challenges, talents, and to further explore areas of interest to help identify potential career paths. In class interest inventories were taken to help identify individual learning modalities, and one on one I used the internet to access:
1) Learning modalities test: http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
2) Myers-Briggs personality test: http://briggsmyerstest.com/
Collaborated with students to develop academic goals for themselves and appropriate rewards for achieving those goals.
Contacted and maintained positive communication with parents/guardians in support of students meeting academic criteria or in regards to behaviors that prevented students from being successful in the classroom.
Spent time as a one on one support for individual students in the classroom and pulled them out of classroom to provide specific academic support in the areas of: Science, Reading, Math, Phonics, and learning their letters.
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(b) Identify student academic, career and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies.
Supporting Personal and Social Competencies
My internship at Maple Elementary provided me the opportunity to help foster the personal and social growth of students by:
My internship at Hamlin Middle School provided me opportunities to foster personal and social growth in students by:
Supporting Personal and Social Competencies
My internship at Maple Elementary provided me the opportunity to help foster the personal and social growth of students by:
- Leading a 5th grade boys friendship group
- Facilitating good sportsmanship at recess by creating teams, enforcing rules, and role modeling positive support while participating in games with students at recess.
- Working one on one with students to cope with issues such as divorce, a new baby in the house, parents going to prison or into rehab, homelessness, to provide support and tools to help them navigate the changes in their lives.
- Working one on one with students to promote positive self-esteem, positive social interaction, and appropriate classroom behavior, and dealing with issues such as lying, anger, and bullying.
- Creating positive alliances with students who had multiple diagnosis to further support them and facilitate personal growth.
- Leading class groups during library time by reading stories aloud and discussing issues pertaining to social/emotional/personal growth and behavior.
- Created a “Counselors Corner” board to have an area informing students of ways in which School Counselors can support them.
My internship at Hamlin Middle School provided me opportunities to foster personal and social growth in students by:
- Implementing and leading 7th grade girls self-esteem group.
- Meeting and working with small friendship groups on an as needed basis, to eliminate conflicts and develop better communication skills.
- Working with students one on one regarding issues such as: self-esteem, cutting, anxiety, depression, sexual relationships, friendships, dating, body image, eating disorders, peer relations, respect, homelessness, abuse, pregnancy, physical development, bullying, conflict with teachers/staff, and personal identity.
- Acting as an advocate for students in meetings with parents, teachers, and administration to support students to implement positive changes furthering their individual growth.
(c) Have knowledge and understanding of community, environmental and institutional opportunities that enhance, as well as barriers that impede student academic career, and personal/social success and overall development.
Barriers and Opportunities
Both Hamlin Middle and Maple Elementary are diverse schools with a low SES population, where upwards of 90% of the students qualify for free or reduced lunches. these students face many barriers to success, but they also have opportunities for success via the school district and the community. Some of the resources I utilized in my internship are listed below.
Navigating Barriers:
Opportunities
Springfield demographics - general, social, economic, housing characteristics.
Barriers and Opportunities
Both Hamlin Middle and Maple Elementary are diverse schools with a low SES population, where upwards of 90% of the students qualify for free or reduced lunches. these students face many barriers to success, but they also have opportunities for success via the school district and the community. Some of the resources I utilized in my internship are listed below.
Navigating Barriers:
- Attended Domestic Sex Trafficking Awareness training - Have you seen Lacy?
- Attended seminar on Trauma and Dissociative Disorders for Adoptive/Foster Families
- Attended seminar on Promoting Positive Sexual Development Following Abuse
- Attended seminar on Pharmacology of Addiction
- Took course on Youth at Risk
- Worked collaboratively with counselors from Ophelia's Place
- Coordinated with Hamlin and Maple Family Center to assist with linking students to Food for Lane County, Brattain house, EWEB, Healthcare resources, and family counseling.
- Met with District Truancy officer at Maple Elementary School.
Opportunities
- Attended meetings and provided feedback as the Hamlin Middle College program was implemented. The program is an additional support for 6th grade students who are failing and have truancy issues, the goal is to provide additional resources with the help of community volunteers, their families, and staff to provide one on one attention to make college attainable.
- Started a 7th grade girls group to foster self-esteem.
- Volunteered at Hamlin Middle School Holiday store and donated items for student's to purchase with P.R.I.D.E (Hamlin PBIS) tickets.
- Took girls Diversity group from Hamlin Middle school on field trip to University of Oregon in conjunction with Ophelia's place for a workshop and preparation for college visit.
Springfield demographics - general, social, economic, housing characteristics.
(d) Develop constructive partnerships with parents, guardians, families and communities in order to promote each student’s academic, career, and personal/social success.
Partnerships with Parents, Guardians, Families, and Communities
Partnerships with Parents, Guardians, Families, and Communities
- I attended IEP meetings and expulsion meetings with students I had been working with to act as an advocate for them.
- Met with the guardian of a student who had come out as being gay, to help the guardian and student better come to terms with the students preference and provided them resources within the community for additional support outside of school.
- Met with a family and supported them as they went through the process of their student being charged with drug possession.
- Participated with other counseling staff at parent teacher conferences and back to school nights.
- Reached out to parents via telephone to communicate about and collaborate with them regarding issues their student was experiencing at school, and to set up times to meet with them face to face, or with administration as needed.
- Met with parents regarding concerns about their student and in order to put them in touch with community resources, give information regarding the treatment of lice, and proper nutrition for children.
- Worked with Ophelia's Place in support of female students of color.
- Met with students for Check in/Check out program.
- Met with District Truancy Officer.
- Met with Child Center Counselor regarding those student who met with her for counseling outside of school.