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Social Emotional Learning Skills

Single Classroom Lesson

Result Report Level 3

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COUN 6111S High School Lesson Plan and Results Report

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Program Assessment

The program assessment aims to assess the effectiveness of a school counseling program, how the program design can improve, and to display student growth resulting from the program.

Annual Results Reports

The annual results report helps counselors to plan for the next year of programming and to link programming back to standards. The annual report and the program assessment can help highlight effectiveness, modify the program, and set goals for the following year.

School Counselor Assessment and Appraisal

The school counselor's assessment and appraisal aims to look at results data from classroom, small-group, and closing-the-gap activities and interventions. This helps school counselors to use data-driven information to formulate and deliver services effectively.

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The mindset/behavior chosen in this lesson plan was M1: Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being. This mindset relates to the lesson plan because the ultimate goal is to help students find emotional and mental wholeness, allowing them to change their physical actions of outbursts and escalation. If I had to add one more mindset/behavior to this lesson plan, it would be B-SMS 2. Self-discipline and self-control. Teaching the 10th graders coping skills for their anger will allow them to demonstrate self-control in situations that would have customarily escalated.

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The lesson content/materials match the selected Mindset because the video gives the students an example of modeled behaviors, and the journal reflection allows them to develop language and reflect on their behavior that stems from frustration. This exercise/lesson helps them develop all skills included in M1 by providing insight into their well-being overall, which is not determined by circumstances but is intact despite circumstances.

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ASCA Student Standards Pre- and Post-Assessment Items

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ASCA Student Standards Pre- and Post-Assessment Items

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The ASCA Student Standards Pre- and Post-Assessment Items align well with the Mindset of the lesson plan as well as the topic of the lesson plan. It uses the Likert scale and asks questions that can give an account for each part of the wholeness that is being strived for.

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Timing may have impacted the lesson results because it gave the students time to interact and keep their attention. The kids could have gotten bored if this had been done as an hour-long lesson. Most teens don't journal willingly, so giving them a smaller amount of time to journal helps as they become more familiar with using that as a tool.

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If I had to modify this lesson, I would first look at what issues my teens were having most often. It could be frustration with adults or peers or even being defiant to school rules. I would look for problems specific to the kids I serve. Another thing that I would do is look at the roadblocks for my students. What is keeping them from being more socially and emotionally aware? One last modification that could be made is to choose other mindsets/behavioral skills that could speak to my youth. This mindset that was chosen is good, but for teens, you might need one that is a little more focused and can be a building block as they gain all the pieces that will eventually turn into what the M1 mindset is aiming for.

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Personal Philosophy of School Counseling

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Personal Philosophy of School Counseling

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When it comes to the ability of students to achieve, given the proper resources and guidance, any student can achieve great things. I understand that some students may fail because of circumstances or decisions. However, they all deserve the opportunity to be set up for success. Providing equal opportunity and access to resources, good education, and support is something that we should aim to fulfill within the school system. As counselors, teachers, parents, and anyone else who helps to invest in students, we should be assisting the students to come to this belief and understand that they deserve to achieve various goals in life. If we support them on the front lines, they will start to believe in themselves as students and advocate for themselves.

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1. Comprehensive School Counseling Program - Is effective in collaborating with stakeholders, providing direction for the program, and informing all parties of their roles. An extensive program is usually driven by a vision statement that can provide continuity and direction. This is important to school counselors because it helps to ensure that the program that they are implementing is effective.

2. School Counseling Scope of Practice - Counselors must stay within their scope of practice and be able to clearly identify what their role is. This is important to a school counselor because they can gain wisdom in discerning what qualifies for a time to give referrals to families for outside resources. Some students might need more intensive services such as therapy or outpatient care.

3. Academic Development - Counselors help students to become confident in who they are as a student while also advocating for them to receive every opportunity to do well in their future. School counselors may collaborate with stakeholders to maintain that academic development is taking place (American School Counselor Association, 2023).

4. Career Development - As counselors develop students academically, they are also providing interventions, educating students, and collaborating with stakeholders to ensure that every student gets fair opportunities and access to post-secondary education and job opportunities. Counselors would say that this is a big deal because this goes into what a comprehensive program looks like if you provide direct and indirect services.

5. Social/Emotional Development - Providing evidence based interventions to develop the minds and behaviors of students towards the tools they need to be successful. For counselors this is a direct responsibility that falls within their role. Therefore, it's important for counselors to be able to foster this type of development of students and to provide interventions/programs with this in mind (ASCA Ethical Standards for Counselors, 2022).

6. ASCA Mindset and Behaviors - Both are professional standards for school counselors by the ASCA. Mindset Standards deal with what counselors believe about the ability of students to achieve and succeed. Behavior standards incorporate essential behaviors that are important to implement in schools. Mindsets and behaviors are important to school counselors because they can be used as a direction for goal implementation.

7. ASCA Ethical Standards for School Counselors - School counselors use an ethical decision-making model to solve ethical issues or dilemmas. The ASCA ethical standards inform counselors of their obligation and duty to maintain ethical behavior. These standards help counselors establish and maintain great leadership as well as integrity and professionalism, all at a high level (ASCA Ethical Standards for School Counselors, 2022). For a counselor, this is important because it gives you a guide and expectations for the role that you are in.

8. ASCA School Counselor Professional Standards and Competencies - The professional standards and competencies given by the ASCA are tools that show the behaviors and types of mindsets that are needed for counselors to sustain the ability and effectiveness that they can have when aiming to have a comprehensive program. For counselors, this is important because it helps them feel more eclipsed.

9. School Counseling Direct Services - face-to-face or virtual instruction, appraisal, and advisement, or counseling, that is, between the student and the school counselor (American School Counselor Association, 2023). Direct services are essential to school counselors because they must provide many direct services in their role. It is how they can make sure that their program is comprehensive and how they can cause a change within the students.

10. School Counseling Indirect Services - Consultation, collaboration, or referral services are carried out on behalf of the students while the school counselor interacts with others (American School Counselor Association, 2023). Indirect services are important to school counselors because they ensure that counselors collaborate with stakeholders to give students the best care possible.

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One role of the school counselor is to be an advocate for students. This can be done by collaborating with stakeholders and facilitating collaborations between them. Collaboration is only one of the ways that a counselor can help. Within the role, counselors will provide services to the students (indirectly and directly) while also building programs around student needs and issues. This is where a good action plan comes into play because it is used to implement and create to align with the ASCA mindset and behavior for student success in all areas of their life. Counselors need to support the students and give them everything that they need. (ASCA, 2019)

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I want to collaborate successfully with stakeholders to build rapport and determine their needs. One of the first things I would do to collaborate is to ensure that once I know the child's needs, I would find resources. I can start building a resource system around them and implementing an action plan. If we see the need, it will be easier for us to use our resources efficiently. It ensures that we are doing the right thing and giving them a fair amount of time to do their job, prepare, and collaborate with teachers and other school staff. It is an excellent first week to get something different.

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ASCA Ethical Standards and Guidelines will shape my work with students and other stakeholders by helping me solidify good rapport while maintaining appropriate collaboration and relationships. The ethical standards call us to maintain confidentiality even as we collaborate and make sure that we use sound wisdom when discussing or sharing sensitive information.

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The purpose of the selected lesson plan is to decrease the number of disciplinary referrals related to emotional regulation. This will be done through implementing evidence-based programming into a single classroom lesson. There will be two lesson objectives, which will be up under the mindset M1 of the ASCA Professional Standards and Competencies. This standard is about developing the whole self. The objectives will be to learn vocabulary to identify emotions and how they impact behavior and to describe coping strategies to address emotional experiences under challenging circumstances.

Having proper motivation might be difficult when implementing this lesson with teens. We see that teachers and counselors have identified an issue, but you have to help the teens connect to the problem so they can acknowledge the need for change. The more understanding and conviction they have, the more they will be engaged with the topics and lessons.

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Social Emotional Learning Skills

Single Classroom Lesson

Result Report Level 3