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Northview Elementary School Counseling
ProgramAdrienne Hudak
Renee BellPriscilla Tamankag
Callie Holtegel
The mission of Northview School, a child-centered partnership, is to ensure all students develop a strong foundation of knowledge, skills and virtues, perform to their potential, and recognize their unique abilities and self-worth, through guidance and support from dedicated staff, committed families and an involved community.
Mission Statement
Approximately 500 students Kindergarten through Fifth Grade Suburban Area One school Counselor State Report Card for 2009-2010: Effective
All about Northview Elementary School
Our Guidance Program at Northview School seeks to develop and instill interpersonal and intrapersonal skills in our students to create an environment of respect for self and others.
The program utilizes an ecological approach through resourcing parents, staff, and community to provide needs for all students and collaborate for their success.
Counselors will use classroom time for all students, as well as individual and group time with counselor for students with specific needs.
Northview Elementary School Counseling Program Goals
Intrapersonal Objectives: To help students understand their strengths
and abilities and use that knowledge as a base for a positive sense of self-esteem.
To distinguish between appropriate and inappropriate behaviors and understand the need for self-control and practice it.
Program Objectives
Program Objectives cont.
Interpersonal Objectives: To encourage and develop the ability to
identify and share feelings with effective communication and understanding for each student and for their classmates.
To increase students capabilities to deal with and resolve conflict in positive ways.
Personal/ Social development has been selected as the most important domain of the ASCA national standards for acedemic success in Elementary Students (Barna and Brott, 2011)
Bitner et al., (2009) report a survay in Utha’s elementary school identified self-esteem as one of the top three needs, along with bullying and conflict resolution.
Rationale
Self Esteem, especially when developed at a young age has many potential benefits: Reduce violence among children Is necessary for students to make academic strides Can prevent students gaining self-esteem from
negative factors (bullying). (Johnson, 1991;Portner, 1999)
Self-Esteem at a young age is important to develop with personalized activities because it is unique to each child (Portner, 1999).
Rationale cont.
The interpersonal skill of identifying one’s own feelings and those of others is essential to learn at a young age
Social skills training and group exercises can be incorporated into the classrooms to teach socially accepted behaviors relating to feelings
Teacher/counselors incorporate classroom meetings into their daily schedules to provide opportunities for children to develop several skills. Youth practice communication, interpersonal, and intellectual skills that lead to behavior change and emotional growth (Fazio-Griffith, 2003)
Students are able to focus on their positive accomplishments, thereby raising their concepts of themselves and their capabilities (Fazio-Griffith, 2003)
Rationale cont.
Children who can resolve conflicts harmoniously are more likely to be accepted by peers than children who than children who make poor choices in conflict (Kupersmidt & Dodge, 2004)
Students that experience conflict resolution training are more likely than untrained children to be willing and able to use adequate conflict resolution procedures in real situations and have a conceptual understanding of friendship (Stevahn et al., 2000)
When children learn socially appropriate behaviors and conflict resolution skills at a young age, they are more likely to continue these behaviors throughout life and model them to peers (Hodgson, 1995)
Rationale
Grade Activity Assessment
Kindergarten
Draw unique things about self; share one-on-one with counselor
95% able to identify 2 unique qualities
First Grade Read Ruby the Copycat by Peggy Rathman and discuss. Circle sharing of talents
Two situation say no; one reason why
Second Grade
Write about one instance of something difficult they have learned to do well.
Completion in 95% of students
Third Grade
Create a collage in art class of strengths, interests, abilities, and dream job.
Completing project with 3 areas
Fourth Grade
Lesson given by school counselor about the topic and ways to improve self esteem.
15 or higher on RSES, 3 ways to improve S.E.
Fifth Grade History Class: students give a report about how culture has helped them develop skills
Passing grade as determined by teacher
Intrapersonal Interventions:Self Esteem
For students who display low self-esteem at these interventions, or otherwise will be considered for self-esteem groups.
Offered to K-2 and 3-5. Topics include: Books, complining times of things to be proud
of, brainstorming activities they enjoy, learning how to learn from tough situations, etc).
Intrapersonal Interventions:Self Esteem Groups
Grade Activity Assessment
Kindergarten
Freeze Tag in gym class Sutents who follow the rules continue to play
First Grade Table Manners Lesson. Students demonstrate skills for teacher
Second Grade
Manner Month: Chart for the classroom will keep track of good manners
3 good skills per week, per student
Third Grade
Counselor lesson: take time to think before you speak.
Success at Count to 10 activity
Fourth Grade
Write short story in writing class Stories read out loud, class discussion
Fifth Grade Teach Saying No: broken record Role Playing
Intrapersonal Interventions:Self control and Behvaior
Grade Activity Assessment
Kindergarten
Hot frogs-pass around colored frogs labeled with feeling to share story
Stories shared by 90% of class
First Grade Review story of Cinderella and complete handout connecting story lines and feelings
90% students connet story and feelings
Second Grade
Share story of behavior of self or other and feelings that came with it
90% make connections and complete writing
Third Grade
Feelings book with drawn picture and “I feel” statement
95% make correct statements
Fourth Grade
Review events of 9/11; write a report on actions and emotions important to them
connection relevance 4-5 on scale 1-5
Fifth Grade Role play of different behaviors and emotions
Input, role-play, 4-5 out of 1-5 scale
Interpersonal Interventions:Shared Feelings
Grade Activity Assessment
Kindergarten
Create a Bug Board. Have students draw a picture of something that “bugs” them.
One picture from each student
First Grade With Shared Feeling Intervention
Second Grade
Puppet Lesson on conflict resolution and “I feel” statements
Identify steps in Conflict Resolution
Third Grade
Partner art with limited supplies, reflection on compromise
Identify anger and compromise
Fourth Grade
Brainstorm and list positives and negatives of using violence to resolve conflicts. Compare the two lists; societal views of fighting.
Identify positive conflict resolution skills
Fifth Grade With Shared Feelings Intervention
Interpersonal Interventions:Resolving Conflicts
As a class, we will complete the role-play activity.
In groups of four: First two members role play situation Class feed back on what we liked, what we
would do differently, and questions. Second two members role play taking in mind
class suggestions
Let’s Try It!
Anti-Defamation League, Initials. (2007). All kinds of feelings: a lesson for prek–2nd grade. Retrieved from http://www.adl.org/education/911/911_prek.asp
Barna, J. S., & Brott, P. E. (2011). How important is personal/ social development to academic achievement? The elementary school counselor's perspective. Professional School Counseling, 14(3), 242-249. Retrieved from EBSCOhost.
Bitner, K. S., Kay-Stevenson, D., Burnham, B., Whitely, A., Whitaker, A. B., & Sachse, T. (2009). Utah's school counseling data projects: A statewide initiative. Professional School Counseling, 12(6), 488-494. Retrieved from EBSCOhost.
Fazio-Griffith, L. J. (2003). Social skills for elementary school children. Journal of School Counseling, 1(2). Retrieved from http://www.jsc.montana.edu/articles/v1n2.pdf
Hodges, J. (1995). Conflict resolution for the young child. Retrieved from Education Resources Information Center.
Kupersmidt, J. B., & Dodge, K. A. (2004). Children’s peer relations: From development to intervention. Washington, DC: American Psychological Association.
References
Johnson, K. K. (1991). Loving and teaching. Educational Leadership, 49(2), 84. Retrieved from EBSCOhost.
Portner, J. (1999). Happy hour. Teacher Magazine, 10(5), 16. Retrieved from EBSCOhost.
Valore, T.G. (2002). Sharing adventure : the group is important!. Reclaiming Children and Youth, 11(2), Retrieved from http://search.proquest.com.proxy.libraries.uc.edu/docview/214195681/13081A6B9581A0706A8/1?accountid=2909
The Sandbox Learning Company, Initials. (2007). Fun feelings activities. Retrieved from http://www.sandbox-learning.com/Default.asp?Page=145
Stevahn, L., Johnson, D.W., Johnson, R.T., Oberle, K., & Wahl, L. (2000). Effects of Conflict Resolution Training Integrated into a Kindergarten Curriculum. Child Development, 71(3), 772-784.
References cont.
T.J. Zirpoli. Pearson Allyn Bacon Prentice Hall. Campbell and Werry (1986)
Lewis, Colvin, & Sugai, 2000; Sprague & Thomas, 1997; Yu, Darch, (Kauffman, 2001).
Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders of children
and youth (6th ed.). Upper Saddle River, NJ: Merrill. Lewis, Colvin, & Sugai, 2000; McIntosh, Herman, Stanford,
McGraw, & Florence, 2004) Teaching Infants and Preschoolers with Handicaps by
Donald B. Bailey, Mark Wolery (1984)
Additional Sources