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A. Quinn Children's Mental Health Infograph

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Second Step Curriculum

Lesson 17: Saying It Respectfully

Saying It Respectfully. (n.d.). Retrieved October 24, 2022, from https://cfccdn.blob.core.windows.net/static/pdf/k-5/k-5-digital-program/second-step-elementary-digital-g04-u4-17-lesson-plan.pdf

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Press on the link to go through the lesson.

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Port Townsend, WA area:

Jumping Mouse Children's Center - Play Therapy
- (360) 379-5109
- https://www.jumpingmouse.org/

Discovery Behavioral Healthcare
- (360) 385-0321
- https://www.discoverybh.org/

The Benji Project
- (971) 248-6027
- https://www.thebenjiproject.org/

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(Infographic: Child and Adolescent Mental Health, 2019)

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Infographic: Child and Adolescent Mental Health. (2019, March 29). Mental Health Innovation Network. https://www.mhinnovation.net/resources/infographic-child-and-adolescent-mental-health

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Salish Coast Elementary School students are engaged, supported, known, and self-advocates. We cultivate an environment where every student feels seen, heard, and safe. Our students learn to be advocates for themselves and others through social-emotional learning.

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"Your responses suggested a slight automatic association for Harmless Objects with Black Americans and Weapons with White Americans."

I decided to take the ‘Weapons – Harmless Objects’ Implicit Association Test (IAT). As an elementary school educator, I often think about school shootings. I was interested to know if I had an implicit bias as to who might have weapons on them. After completing the IAT, I found that I slightly associate weapons more with White Americans and Harmless Objects with Black Americans. According to a chart that was provided with my results, only 6% of the population had the same implicit bias as me. The majority, 30%, had a moderate automatic association of Black Americans with weapons and White Americans with Harmless objects. As I reflect on why it might be that I associate White Americans with weapons slightly more is probably due to school shooters. In my daily life, my most significant threat of getting hurt with a weapon is when I go to work. So, to me this outcome of my IAT makes sense.

“Your data suggest no automatic preference between Transgender People and Cisgender People.”

I chose to take the IAT about Transgender and Cisgender People. Before I took this test, I thought that I might have had a slight preference towards cisgender people, simply because it is what is most known to me.  I was pleased to see my results because I have been working on educating myself in this area.

Project Implicit. (2011). Project Implicit. Harvard.edu. https://implicit.harvard.edu/implicit/selectatest.html

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Upon completing the school counselor competency assessment, I was surprised by some of my competencies but also surprised by how much I am not aware of/ready for. Thankfully I will be learning a lot throughout my time here at Walden. I did well on the mindset portion of the assessment and have lots of room for growth in the behavior sections.

Throughout the behavior sections, I found that I had many varying scores. I scored strongly in applying developmental, learning, counseling, and educational theories. After reading the title of the section, I did not think that I would have scored well. Although, after reading through the points, I realized that this is an area in that I feel competent. An area that I believe I need to grow in is developing goals and implementing plans. I have some knowledge of this from working in the schools, but I have a lot to learn from the counseling perspective rather than the educator's perspective. I also am unaware of school policies and will need to familiarize myself with those. This is something I can do by looking into the policies and procedures at the school where I work at.

American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

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Core Beliefs:

One of the biggest core beliefs I have of students and their ability to achieve what they set out for is that if they have adults who believe in them, they will be more successful. I believe we celebrate small growths and learn from our mistakes. Implementing this myself, I have personally witnessed the growth of students emotionally and academically. In education, we need to remember to implement this. The great thing about this is that it is not difficult to do. Another core belief is that it is important to advocate for every single student as well as to teach the students how to advocate for themselves.

The idea of influencing students’ learning by having a teacher or other adult believe in them isn’t new news. A study done in 1994 showed that teachers showing students that they believed in them had a positive impact (Weber 1994, p. 35-38).

I believe that the school counselor’s role is to advocate for students by collaborating with staff members and their families. As a school counselor, it is important to help improve the outcomes of the students. According to the ASCA National Model, a school counseling program is centered on defining, delivering, managing, and assessing (American School Counselor Association, n.d.).

Ethical standards guide the work of school counselors by setting parameters of what is and what isn’t ethical. Adhering to these standards allows consistency throughout the profession in how counselors are to interact with clients.

American School Counselor Association. (n.d.). The Role of the School Counselor Who are School Counselors? https://www.schoolcounselor.org/getmedia/ee8b2e1b-d021-4575-982c-c84402cb2cd2/Role-Statement.pdf

Weber, B. J., & Omotani, L. M. (1994). The Power of Believing. Executive Educator, 16(9), 35-38.

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Abstract:

This review explored the research regarding the effects of pre-K-12 school-based social and emotional learning (SEL) interventions on reading (N = 57,755), mathematics (N = 61,360), and science (N = 16,380) achievement. The review focused on research that met the criteria for high methodological standards. Further, methodological and substantive characteristics of these studies were examined to investigate the association between SEL and study characteristics. There were 40 studies that qualified that were included in the final analysis based on pre-K-12 participants. The results of this review found that SEL had a positive effect on reading (ES = +0.25), mathematics (ES = +0.26), and (though small) science (ES = +0.19) compared to traditional methods, consistent with previous reviews. However, SEL programs from more rigorous randomized studies with large sample sizes that have dominated the classroom over the last few decades might not have as meaningful effects for pre-K-12 students as once thought. More randomized studies are needed to confirm these conclusions.

Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001

Reflection:

The studies showed that it was important to have schools implement and evaluate SEL programs. Although, it showed that there was strong evidence that SEL programs were effective. This surprised me. Perhaps, since 2018 new SEL programs have been created that are more effective. I will continue to look into this because I am passionate about teaching SEL to my students.

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