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School counselors are responsible for direct and indirect student interactions. While conducting direct services, school counselors work one on one to provide individual counseling as well as working with a group of students to provide group counseling services. School Counselors also indirectly help students in this component by providing resources to parents, teachers, and administrators. Finally, school counselors working within the delivery component work within the community to help students respond to crisis situations.
Citation:
American School Counselor Association(2019) ASCA National Model:Delivery. Retrieved from https://www.schoolcounselor.org/school-counselors/asca-national-model/delivery

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Delivery | American School Counselor Association (ASCA)

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Collaboration occurs when two individuals or group work together to achieve a common goal, a mutual benefit, or desired outcome.  In order for collaboration to occur and be effective, the fundamental requirements of trust, respect, openness, active listening, clear communication, and risk taking must be present.  Collaboration can only take place when all participants share a common vision and agree on a common mission.  The motivation for collaboration towards a common mission may be the need to identify or solve a problem, focus on specific issues, or to achieve consensus. Initiating and maintaining collaborative efforts is an appropriate role of the school counselor in educational reform.

Citation:
Allen, J. M., & ERIC Clearinghouse on Counseling and Student Services, G. N. (1994). School counselors collaborating for student success. ERIC Digest. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED377414&site=eds-live&scope=site

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Consultation is the collaboration of professional school counselors with parents, students, teachers, administrators and other helping professionals both within and outside the school setting.

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1.  Enhances problem solving skills

2.  Inspires critical thinking

3.  Improves social interactions and supports diversity

4.  Aids the development of self-management skills

5.  Development of oral communication skills

6.  Fosters the development of interpersonal relationships

Citation
6 Advantages of Collaborative Learning. (n.d.). Retrieved from https://www.eztalks.com/online-education/advantages-of-collaborative-learning.html

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Collaborating for student success involves many stakeholders including administrators, teachers and school counselors.  From elementary years to beyond, student success should be the main priority in the school setting.  Collaboration is the key to factor in effective learning in school.

Citaiton

Teachers, administrators and school counselors: using noncognitive skills to improve student success. (n.d.). Retrieved from https://www.schoolcounselor.org/asca/media/PDFs/WebinarPowerPoints/ASCA-NAESP-NASSP-Webinar.pdf

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School environment plays a major role in the learning environment of today’s students.  A key factor for teachers to effectively teach and for students to effectively learn, there must be a feeling of safety.  It is imperative that safety in the school setting is of primary concern.  In order to address school safety concerns, collaboration among teachers, administrators, parents, students, and community members must be present.
Citation

Cobb, N. (2014). Climate, culture and collaboration: the key to creating safe and supportive schools. Techniques, (7), 14. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.384636904&site=eds-live&scope=site

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Planning for Consultation: An Aid for the Elementary School Counselor

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Planning for Consultation: An Aid for the Elementary School Counselor

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A planned intervention for consultation in an elementary school is presented. The five-step intervention involves observing the class, reflecting on the observation, teacher sharing, exploring interventions, and planning for follow-up. This intervention will enable school counselors to increase the consultation function and the number of students indirectly affected. In addition, it will validate teachers and ensure that their efforts are recognized by counselors, provide teachers with someone to talk to about problems encountered, motivate teachers to bring about change, involve school counselors in the community of teachers and learners, encourage teacher efficacy, provide a preventive function for the counselor, inform counselors about students' performance and behavior in the classroom, and create an ideal learning environment in which everyone collaborates to promote student growth.

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Professional School Counselor Consultation Guide

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Professional School Counselor Consultation Guide

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This guide takes you through the consultation process as it relates to the total delivery of a school counseling program to ensure a safe school environment.

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This quick video walks through what collaboration is, why collaboration is important, and how to get students to collaborate more.  These strategies are useful for any grade level, but especially in the elementary level where students are learning how to share with others.

Retrieved from

https://www.youtube.com/watch?v=Po40I4c94R0

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This is a great example of an elementary school counselor class room lesson for students. Using the acronym STAR is a easy way to remember the lesson.

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What is school counseling core curriculum?

“School Counseling Core Curriculum: consists of structured development lessons designed to assist students in attaining the competencies from the ASCA Student Standards and is presented systematically through classroom and group activities K-12” (ASCA, 2012).

Reference

ASCA National Model: A Framework for School Counseling Programs. 3rd ed., American School Counselor Association, 2012.

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In order to create a supportive and safe school environment where students are ready and willing to come in and learn, communication must commence to address the needs to govern this movement.  The Safe and Supportive Schools Model was a model developed by a panel of national researchers and other experts, positive school climate involves engagement (building strong relationships), safety (schools and school-related activities), and environment (appropriate facilities).

Citaiton

School Climate. (n.d.). Retrieved from https://safesupportivelearning.ed.gov/safe-and-healthy-students/school-climate

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Collaboration for Safe Learning Environment

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The ASCA model serves as an outline for the necessary components to be included in a school counselors comprehensive program. The purpose of an elementary comprehensive school counseling program is to improve student academic, social, emotional, and behavioral successes in school. By using the ASCA model, school counselors are able to build a cohesive program with all stakeholders in mind. By using data driven practices a school counselor can help advocate and lead their students and staff in the right direction. Working as a team member, school counselors help develop programs to meet the variety of needs of their students. Their school counseling program acts as the core of their position in the school.
Citation:
American School Counseling Association(2017). Comprehensive School Counseling Program [PDF file]. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

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This blog helps first year school counselors begin to develop their lessons, individual, and group counseling plans. This particular blog post gives suggestions on how to structure a first group counseling session.
Citation:
Davis, Rachel (2018,July 27).Bright Futures Counseling[Blog post]. Retrieved from https://www.brightfutures-counseling.com/blog/2018/7/27/how-to-plan-elementary-school-counseling-groups-for-first-year-school-counselors?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_tribes&utm_content=tribes&utm_term=464483418_13731496_131848

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You're receiving dozens of similar referrals from teachers and your principal wants to know your plan for small groups. Meanwhile everything you learned in grad school is not coming in handy. Sound familiar? Welcome to back to school season, new counselor!

Key Components of a School Counseling Program:

How do I find students for my group?

Planning small groups (even last minute) can be simple with a little organization and preparation. First sort your referrals by topic (self-control, self-esteem, conflict resolution, anger management, etc.) You are likely receiving referrals from teachers and possibly parents or the students themselves! Check out the referral form I use here. While you don't want to "recruit" students for counseling, everyone agrees that a preventative approach is better than a reactive one. Setting up a table at Back to School Night or Open House is a good way to inform parents of your available services. You can also send an email to teachers mentioning students who received counseling the previous year and ask them to let you know if they have similar concerns this school year.

How big should my group be?

Small groups work best when they are actually small. Who knew!? I have had groups as large as 10 but prefer to keep around 5 or 6 and when they are little ones maybe even groups of 3. Keep in mind your behavior management skills when selecting group sizes.

How do I schedule my groups?

Once you have your groups organized, send out permission slips to parents and coordinate available times with teachers. Download this editable permission slip for free! You also want to clarify if you will be picking the student up or calling them to your office. Check out this video for a call log and some other organization tips!

How long should my group be?

Small group counseling sessions should be around 30 minutes. Depending on your school's schedule you may even have less time. These are often scheduled during lunchtime and the students can bring their lunch and have a "lunch bunch." Keep this in mind as you plan activities. You don't want to plan crafts or a big art project if the kids will be eating. Also, I have found that 6-8 week long groups seem to be the most effective. This gives the students plenty of time to learn and practice a new skill without becoming dependent on the weekly sessions.

How do I plan my group?

Now the fun planning part begins! You may have a curriculum that your district provided you with and you have somewhere to start. In my experience these things were rarely provided so I either bought books and resources with my own money or created some free activities and lessons. You probably have lots of ideas you found from Pinterest over the summer!

These 5 components are a helpful structure to get you started when planning groups.

Feelings Check (4 min)

Start the session with a feelings check where everyone goes around the table and shares how they are feeling and why. You can pass around an item to help facilitate it or use a visual aid for younger students. These emoji cards are a fun way for little ones to identify their feelings. You may have to model this a few times at first. Grab this feelings check freebie here.

Icebreaker Activity (5 min)

The icebreaker is intended to make students feel comfortable. It is best executed when it is paired with the upcoming lesson topic. For example during a self-control group having the students play Simon Says or Freeze Dance is a fun way to introduce the topic while they think they are simply playing a game. You can later explain the connection.

Lesson / Video (6 min)

Introduce a new concept or review an existing one if this is a later session. A great way to keep kids engaged when learning a new topic is with videos. Check out my school counseling video resource guide here.

Main Activity (10 min)

The main activity is where the students play a game, use discussion cards, role play, complete worksheets, etc. to practice using the skill they are learning. This is the core of the session and should take up the majority of the time.

Journal (5 min)

Have students close the session by writing a few thoughts and reflections about what they have learned that day or how they plan on applying it to their everyday lives. This part can be challenging so include writing prompts. For younger students, a verbal check out may be a better option.

Optional: Pre and Post Group Self-Assessments

Have students complete self-assessments during the first and last session to track progress and collect data. Check out the self-assessments I use here.

*Don't forget: You need to come up with a way to keep track of everyone. I have students sign in upon arrival to keep track of attendance.

Helpful Resources to Get Started

Feeling overwhelmed? These books are great resources to start planning for groups or you can check out my pre-made school counseling group curriculum here.
Girls in Real Life Situations: Group Counseling for Enhancing Social and Emotional Development: Grades K-5 Grab Bag Guidance: And Other Small-Group Counseling Topics for Middle School Students The Zones of Regulation Operation: Breaking the Boy Code
Good luck, you've got this!
This post contains affiliate links.

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First Year School Counselors: How to Plan Elementary School Counseling Groups

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You're receiving dozens of similar referrals from teachers and your principal wants to know your plan for small groups. Meanwhile everything you learned in grad school is not coming in handy. Sound familiar? Welcome to back to school season, new counselor! Key Components of a School Counse

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This website gives 50 book suggestions to teachers and school counselors that can be used to help students develop social skills inside and outside of the classroom. These books may be used by the school counselor in collaborating with the classroom teacher during a lesson.
Citation:
Moran, Kimberley(2017,July 12). 50 Must Have Picture Books to Teach Social Emotional Skills. Retrieved from https://www.weareteachers.com/15-must-have-picture-books-for-teaching-social-emotional-skills/

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No matter what age you teach, social-emotional learning is an essential part of your curriculum. Social skills books for kids are crucial in the classroom for supporting conversations about social-emotional issues. That's why we gathered 50 (yes, 50!) social skills books for kids, including lots of great recent ones you may not have seen yet, that you can share to help kids build empathy, talk about emotions, navigate tough experiences, and more.

(Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!)

Books About Managing Fear and Anxiety and Taking Risks

1. Brave Every Day by Trudy Ludwig

Camila and Kai are both scared about their class's field trip to the aquarium, though they show it in different ways. It turns out that supporting each other helps them both.

Buy it: Brave Every Day on Amazon

2. A Case of the Zaps by Alex Boniello and April Lavalle

Robot Pi's class is planning a class trip to "where it all started, Olde Silicon Valley." (Ha!) It's supposed to be exciting, but Pi's worries quickly kick into "overdrive." The fun robot metaphors give kids helpful language for talking about anxious feelings. Bonus: We appreciate the incidental use of they/them pronouns for the main character!

Buy it: A Case of the Zaps on Amazon

3. The Whatifs by Emily Kilgore

Scary "Whatifs" follow Cora everywhere, and it only gets worse as she prepares for her big piano recital. Her outlook changes when Stella challenges her to turn her bad Whatifs into good ones.

Buy it: The Whatifs on Amazon

4. Jabari Jumps by Gaia Cornwall

Jabari is definitely ready to jump off the diving board. He's finished his swimming lessons and passed his swim test, and he's a great jumper, so he's not scared at all. Also check out the sequel Jabari Tries to talk about perseverance!

Buy it: Jabari Jumps on Amazon

5. The Camping Trip by Jennifer K. Mann

Ernestine is super excited to go camping for the first time with her aunt and cousin-until they reach the campsite, that is. Then everything feels scary, and she misses her dad.

Buy it: The Camping Trip on Amazon

6. Anita and the Dragons by Hannah Carmona

Fear of "dragons" almost overcomes Anita as she and her family prepare to emigrate from their home in the Dominican Republic. Her brother reminds her, "They aren't real dragons. They're just planes in the sky."

Buy it: Anita and the Dragons on Amazon

7. The Book of Mistakes by Corinna Luyken

Zoom meets Beautiful Oops! in this book about the creative process and the way in which "mistakes" can blossom into inspiration.

Buy it: The Book of Mistakes on Amazon

8. Everyone Can Learn to Ride a Bicycle by Chris Raschka

Learning to ride a bike is one of the most important milestones of childhood, and this book captures the emotional ups and downs of the experience.

Buy it: Everyone Can Learn to Ride a Bicycle on Amazon

9. The Dot by Peter H. Reynolds

The words of her teacher are a gentle invitation to express herself. But Vashti can't draw-she's no artist.

Buy it: The Dot on Amazon

Books About Friendship

10. Rulers of the Playground by Joseph Kuefler

One morning, Jonah decided to become ruler of the playground. Everyone agreed to obey his rules to play in King Jonah's kingdom ... everyone except for Lennox, because she wanted to rule the playground too.

Buy it: Rulers of the Playground on Amazon

11. A Friend for Henry by Jenn Bailey

Henry, who has autism, eagerly wants a new friend. But many of his classmates aren't quite the perfect fit he imagines. Then he builds blocks with Katie, and their tower is just right.

Buy it: A Friend for Henry on Amazon

12. Daisy by Jessixa Bagley

Teasing makes Daisy feel terrible. She spends much of her time alone, collecting treasures-until she realizes someone else is adding to her treasure shelf.

Buy it: Daisy on Amazon

13. The Invisible Boy by Trudy Ludwig

Meet Brian, the invisible boy. Nobody ever seems to notice him or think to include him in their group, game, or birthday party ... until a new kid comes to class.

Buy it: The Invisible Boy on Amazon

14. Ways To Make Friends by Jairo Buitrago

Friendship books are some of the most important social skills books for kids to have in the classroom. Toad works hard to make new friends. He tries lots of different strategies, including some unusual ones. We like that his experiences let kids know that sometimes making friends can feel hard or tiring, and that's OK!

Buy it: Ways To Make Friends on Amazon

Books About Identity

15. What Are Your Words? A Book About Pronouns by Katherine Locke

This is one of our favorite social skills books for kids for supporting developmentally appropriate conversations about pronoun choices. Let kids know they have options for the words that feel right-and that it's important to respect others' choices too.

Buy it: What Are Your Words? A Book About Pronouns on Amazon

16. Aaron Slater, Illustrator by Andrea Beaty

We love all the Questioneers books to use as engaging class read-alouds, but this one is especially awesome for talking about strengths, challenges, and finding your own way to shine. Aaron Slater has a tough time writing a story to share in class, until he lets his love of art lead the way.

Buy it: Aaron Slater, Illustrator on Amazon

17. Like by Annie Barrows and Leo Espinosa

This quirky ode to human connection is a fun way to launch conversations about similarities and differences. How are humans like mushrooms, excavators, and hyenas? We love social skills books for kids that get classrooms talking and wondering together!

Buy it: Like on Amazon

18. Those Shoes by Maribeth Boelts

All Jeremy wants is a pair of those shoes, the ones everyone at school seems to be wearing. Though Jeremy's grandma says they don't have room for "want," just "need," when his old shoes fall apart at school, he is more determined than ever to have those shoes, even a thrift-shop pair that is much too small.

Buy it: Those Shoes on Amazon

19. Home Is In Between by Mitali Perkins

If you're looking for social skills books for kids related to code-switching-navigating multiple cultures-Shanti is a positive role model for students. When she and her family move to the United States from India, the worlds inside her home and in the larger community feel very different.

Buy it: Home Is In Between on Amazon

20. My Very Own Space by Pippa Goodhart and Rebecca Crane

A little rabbit is trying to read his book in peace, but there's so much going on around him! Maybe he needs some space just for himself. ...

Buy it: My Very Own Space on Amazon

21. My Shadow Is Pink by Scott Stuart

This child's family is sure his shadow is blue, but it's not-it's pink. And the shadow loves dresses and dancing, and it definitely wants to be seen as it really is.

Buy it: My Shadow Is Pink on Amazon

22. Eyes That Kiss in the Corners by Joanna Ho

This young girl is intensely proud of her "eyes that kiss in the corners and glow like warm tea." She also loves that her sister, mother, and grandmother all share the same special feature.

Buy it: Eyes That Kiss in the Corners on Amazon

Books About Overcoming Challenges

23. I Love Strawberries! by Shannon Anderson

Jolie desperately wants to grow strawberry plants in the family garden, but her parents aren't on board. She takes on the challenges of convincing them she's responsible enough, earning money to buy plants, and caring for the plants once she plants them. This is a good one for talking about how achieving a goal can include lots of different challenges along the way.

Buy It: I Love Strawberries! on Amazon

24. The Oldest Student: How Mary Walker Learned To Read by Rita Lorraine Hubbard and Oge Mora

Mary Walker was born a slave and persevered through challenges her entire life. At age 114, she finally fulfilled her lifelong dream of learning to read. She's an inspiration for us all.

Buy it: The Oldest Student: How Mary Walker Learned To Read on Amazon

25. Argyle Fox by Marie Letourneau

Argyle Fox, with his signature style, wants to play outside on a springtime day, but the wind is wreaking havoc with his fun and games. As soon as he builds a card tower, climbs into a giant spider web, or takes up his pirate sword, here comes the wind: Woosh!

Buy it: Argyle Fox on Amazon

26. Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah by Laurie Ann Thompson

Emmanuel Ofosu Yeboah's inspiring true story is nothing short of remarkable. Born in Ghana, West Africa, with one deformed leg, he was dismissed by most people-but not by his mother, who taught him to reach for his dreams.

Buy it: Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah on Amazon

27. Life by Cynthia Rylant and Brendan Wenzel

There are so many wonderful things about life, both in good times and in times of struggle.

Buy it: Life on Amazon

Books About Kindness

28. A Small Kindness by Stacy McAnulty

Add this to your social skills books for kids to encourage kindness in the classroom. Simple text and sweet illustrations show a diverse class spreading kindness from one person to another in lots of doable ways.

Buy it: A Small Kindness on Amazon

29. John's Turn by Mac Barnett

When it's John's turn to perform at the school assembly, he's nervous, but his love for dancing gives him confidence. His classmates cheer him on. This is a one of our new favorite social skills books for kids to talk about encouraging others and giving each person their "turn" to shine.

Buy it: John's Turn on Amazon

30. When We Are Kind / Nihá'ádaahwiinít'íigo by Monique Gray Smith

This bilingual English and Diné book uses art inspired by Navaho culture to show how simple kindnesses have a lasting impact. It would be lovely inspiration for a kindness-themed class book or bulletin board.

Buy it: When We Are Kind / Nihá'ádaahwiinít'íigo on Amazon

31. The Smile Shop by Satoshi Kitamura

Disappointment washes over a small boy when he drops the money he's saved down the drain. A stranger in a photography studio chooses to make an unexpectedly kind gesture.

Buy it: The Smile Shop on Amazon

32. Pass It On by Sophy Henn

When you see something terrific, smile a smile and pass it on! If you chance upon a chuckle, hee hee hee and pass it on. Should you spot a thing of wonder, jump for joy and pass it on!

Buy it: Pass It On on Amazon

Books About Grief

Equal parts affirming and hopeful, if you need social skills books for kids to help cope with a friend moving, this is the one. Daniela can't believe Evelyn won't live across the street anymore. But focusing on cherished memories and keeping in touch helps her manage.

Buy it: Evelyn Del Rey Is Moving Away on Amazon

34. The Circles in the Sky by Karl James Mountford

This folktale stars Fox, who wonders about a dead bird in the forest. This book gives classrooms an inclusive and gentle way to talk about death.

Buy it: The Circles in the Sky on Amazon

35. Rosa's Song by Helena Ku Rhee

Jae misses his village in South Korea but finds comfort with his new friend Rosa, who lives in his building. Then Rosa and her family have to move suddenly. This reassuring story is helpful for talking about coping with surprise disappointments.

Buy it: Rosa's Song on Amazon

36. Dadaji's Paintbrush by Rashmi Sirdeshpande and Ruchi Mhasane

A boy and his grandfather connect through painting. When the grandfather dies, the boy can't face his art for a long time. Finally, painting again helps him heal.

Buy it: Dadji's Paintbrush on Amazon

Books About Feelings

37. Big Feelings by Alexandra Penfold and Suzanne Kaufman

An energetic group of young friends has big plans for the day-until big, hard feelings get in the way. It'll take talking about it and being flexible to get the day back on track.

Buy it: Big Feelings on Amazon

38. I Am Okay To Feel by Karamo Brown and Jason "Rachel" Brown

A boy and his dad walk and talk about their feelings. We love how positive and relatable this book is for kids. Well-researched back matter gives adults lots of tools for talking with children about emotions too.

Buy it: I Am Okay To Fee l on Amazon

39. Great Big Feelings series by Hallee Adelman

These are invaluable social skills books that normalize big emotions for kids. Each book shares a relatable experience from a kid's perspective and ends with a positive coping strategy. These are also great examples of personal narrative writing (with details about feelings!).

Buy it: Way Past Afraid and Way Past Sad on Amazon

40. Cranky Right Now by Julie Berry

"I'm cranky right now and I have my reasons," says this main character. Bad moods happen to all of us. Get kids talking about how to sit with grouchy feelings and let them pass.

Buy it: Cranky Right Now on Amazon

41. The Shadow Elephant by Nadine Robert

Elephant feels really down. All his friends keep trying to distract him, but it turns out what he really needs is a friend to be with him and his hard feelings until they fade away. This is one of our new favorite social skills books for kids with a message that it's OK to just sit with difficult emotions.

Buy it: The Shadow Elephant on Amazon

Books About Honesty

42. Lying Up a Storm by Julia Cook

A storm is brewing ... whenever Levi doesn't like the truth, he kinda sorta makes up other stuff to say.

Buy it: Lying Up a Storm on Amazon

43. Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin

Ruthie loves little things-the smaller, the better. So when she finds a teeny tiny camera on the school playground one afternoon, she can hardly believe her luck. She wants to keep the camera in the worst way, but there's one little problem: It isn't hers.

Buy it: Ruthie and the (Not So) Teeny Tiny Lie on Amazon

44. I Want My Hat Back by Jon Klassen

The bear's hat is gone, and he wants it back. Patiently and politely, he asks the animals he comes across, one by one, whether they have seen it. Each animal says no.

Buy it: I Want My Hat Back on Amazon

Books About Self-Control

45. Stop and Smell the Cookies by Gibson Frazier

If you're looking for a new social skills book for kids that tackles managing impulsivity in a positive and empathetic way, you need this one! Dash Gordon has big ideas, good intentions ... and a hard time reining himself in. When he's feeling down about having a tough day, his mom helps him learn a mindful breathing routine that really helps.

Buy it: Stop and Smell the Cookies on Amazon

46. Lilly's Purple Plastic Purse by Kevin Henkes

Lilly loves everything about school, especially her cool teacher, Mr. Slinger. But when Lilly brings her purple plastic purse and its treasures to school and can't wait until sharing time, Mr. Slinger confiscates her prized possessions.

Buy it: Lilly's Purple Plastic Purse on Amazon

47. My Mouth Is a Volcano! by Julia Cook

All of Louis's thoughts are very important to him. In fact, his thoughts are so important to him that when he has something to say, his words begin to wiggle, and then they do the jiggle, then his tongue pushes all of his important words up against his teeth, and he erupts, or interrupts others.

Buy it: My Mouth Is a Volcano! by Julia Cook

47. You Will Be My Friend! by Peter Brown

Today is the day the exuberant Lucy is going to make a new friend! But she finds it's harder than she had thought-she accidentally ruins the giraffe's breakfast and is much too big for the frogs' pond.

Buy it: You Will Be My Friend! on Amazon

48. Clark the Shark by Bruce Hale

Clark is a shark with zing, bang, and BOOM. He zooms into school, crashes through the classroom, and is rowdy at recess.

Buy it: Clark the Shark on Amazon

Books About Resiliency

49. Giraffes Can't Dance by Giles Andreae

Gerald the tall giraffe would love to join in with the other animals at the Jungle Dance, but everyone knows that giraffes can't dance ... or can they?

Buy it: Giraffes Can't Dance on Amazon

50. Milo Imagines the World by Matt de la Peña

Milo feels like a "shook-up soda" as he takes the subway to visit his mom, who is incarcerated. He copes with his feelings by imagining the lives of his fellow passengers-and imagines the time when his family will be together again.

Buy it: Milo Imagines the World on Amazon

Use this four-step process when reading these social skills books for kids to reinforce the skills featured:

1. Describe: Talk with your students, and have them talk with one another, about what they think the main point of the story was. What social skills did the story define? How do you know? Why are these skills important? Can you make a connection to the story from your own life? Make a poster together, or have students write or draw in their journals about these social skills.

2. Demonstrate: Have a few students act out what the social skills look and feel like. Role playing different ways students can demonstrate these skills will help reinforce the behavior.

3. Practice: Plan activities where each child has to take a turn to practice the featured social skills.

4. Promote: Promote, support, and encourage children as they initiate and engage in behavior that demonstrates these social skills. Catch them being kind, flexible, honest, confident, and more!

Looking for more social skills books for kids? Don't miss:

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50 Children's Books for Teaching Social Skills

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This diverse collection of social skills books for kids helps launch classroom conversations about identity, perseverance, grief, and more.

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This document breaks down the various parts of the delivery component in a school counseling program.
Citation:
Delivery.(2019). ASCA National Model [PDF file]. Retrieved from https://www.mcpsmt.org/cms/lib/MT01001940/Centricity/domain/825/career%20and%20technical/Counseling/DELIVERY.pdf

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According to school_counselor.org, group counseling in the school setting is an opportunity for students with similar problems or issues to work together with their school counselor to resolve those issues. It is a time efficient exercise that allows students to recognize similarities with others in their peer group and encourages meaningful communication. In the elementary school setting, group counseling can be helpful to those students with struggle with peer to peer interactions and allow them to grow developmentally.

Reference:
Group Counseling.(n.d.). Retrieved December 23, 2018 from: http://www.school-counselor.org/topics/group-counseling.html

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This video demonstrates an effective use of consultation between an elementary school teacher and a school counselor. The school counselor in this video is helping a teacher find solutions to a problem she is having with a new autistic student, Justin. They work together to find solutions and alleviate some of the concerns the teacher has about her new student and his varying needs. This video highlights the importance of school counselors consulting with teachers and helping them to assist their students in their classroom. In this video, the school counselor gives the teachers some suggestions on how to best help Justin, while also relieving some of the anxiety the teacher feels about his arrival in her class.

Reference:
Robinson, Betty (July 21, 2016). School Consultation Skills. Retrieved from https://www.youtube.com/watch?v=OS5MIoRhKKo

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School Consultation Skills (Lydia - Counselor Betty - Counselee

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The purpose of our school counseling program is to provide a safe learning environment for all of our students utilizing data driven practices in order for them to achieve success not only academically, but socially and emotionally. We hope to help them become life long learners by working collaboratively with parents, teachers, and community members to ensure that our students grow in a manner that will allow them to successfully meet the demands of the growing 21st century.

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Teaching Students to be leaders in the classroom

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Teaching Students to be leaders in the classroom

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In her blog, Melissa Rex discusses how she implemented a program from Teaching Tolerance into her school. She and her school team had younger and older students eat lunch together. The older students were able to demonstrate their leadership skills, while also acting as positive role models for the younger students. By giving the students an opportunity to interact with each other, they are establishing a positive community within the school and providing the students a safe place to learn and exchange ideas. A student that feels supported has a better tendency to learn and excel.

Citation:
Rex, M. (n.d.). Mix it Up at Lunch Day! [Web log post]. Retrieved December 5, 2018, from http://www.elementaryschoolcounseling.org/mix-it-up-at-lunch-day.html

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School-Wide Program: Mix it Up at Lunch Day

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The School Counselor and Group Counseling

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The School Counselor and Group Counseling

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The ASCA states that group counseling is an essential part of the school counselor's role in their school. Elementary school counselors especially play an important role while utilizing group counseling because we are able to help our students grow emotionally, socially, and academically. As elementary school counselors we will have a vital role in helping our students develop into well rounded individuals at an early age. Using group counseling at the elementary school level is important for student success.
Reference:
American School Counselor Association (2014). The School Counselor and Group Counseling.

Retrieved from: https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Group-Counseling.pdf

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Individual student planning requires the school counselor to assist the student in putting their vision of their life into words, creating a plan that is aligned with that vision, implementing the steps needed to be taken to follow the plan, and making assessments to the process.  From elementary to high school years, the plans of students will constantly change creating a cycle of vision, plan, implementation, and assessment.  This diagram demonstrates that cycle including factors that may play a role in the cycle such as academic support and use of time.

Citation

Retrieved from https://edu.glogster.com/glog/best-practices-for-creating-a-positive-learning-environment/1v56opr48sh

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Creating a Safe and Supportive Environment in America's School

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Creating a Safe and Supportive Environment in America's School

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This video talks about the need for policy change in the public school system to ensure that minority students feel safe and be able to succeed academically.

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Counselors, Not Cops: Creating Safe and Supportive Environments in America’s Schools

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This picture represents student and teachers in consulting and working together to create a safe school environment.

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The Essential Role of Elementary School Counselors

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The Essential Role of Elementary School Counselors

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This document from the ASCA details the multiple roles that an elementary school counselor encompasses. They serve as leader, collaborator, and advocate while focusing on student achievement and helping to prepare them for the changing world demands. An elementary school counselor has the unique ability to help mold their young students into diverse learners. Students who are successful in elementary school can continue to be successful in middle and high school.
Citation:
American School Counselor Association. (2017). The Essential Role of the Elementary School Counselor [PDF file]. Retrieved from https://padlet.com/clagailwright/1lkmm5vr3ad4

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School counselors assist with academic, career, and personal and social development. According to the American School Counselor Association’s National Model, school counselors provide services in the following areas:

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What is Individual Student Planning?

“Individual Student Planning is ongoing systemic activities designed to assist the individual student in establishing personal goals and developing future plans, such as individual learning plans and graduation plans (ASCA, 2012).

Reference

ASCA National Model: A Framework for School Counseling Programs. 3rd ed., American School Counselor Association, 2012.

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This picture shows a strong use of group rules when conducting group counseling sessions. For elementary school students keeping your list of rules to three is a great idea.

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Individual student planning is an ongoing set of activities that are designed with the purpose of helping students to establish personal goals and develop future plans.  School counselors use these activities to assist all students in planning, monitoring and managing their learning as to accomplish academic, career, and personal. Social competencies that are in alignment with the school counseling curriculum.  School counselors have the responsibility of promoting individual student planning by helping students to develop individual learning plans to make the transition from one grade level to the next (example: third grade to fourth grade) or from one school level to the next (example: elementary to middle school).

Citation

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Creating a Safe and Supportive School Environment

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Creating a Safe and Supportive School Environment

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CASEL (Creating a Safe, Supportive Environment for Learning) states that a safe learning environment translates into a comfortable learning environment which is conducive to academic success. One of the pillars of CASEL is to approach social and emotional learning implementation is a strong commitment to promoting a positive school climate. This article also has extra resources that can assist school counselors in collaborating with others.
Retrieved from the World Wide Web https://casel.org/creating-a-safe-environment-for-learning/

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"We believe in the power of education to teach nonviolence, promote understanding, endow children with purpose and meaning, and provide the skills and behaviors that can create a more inclusive, healthy, and positive future. This work is vital, perhaps now more than ever."-Karen Niemi, CASEL President & CEO

Creating a safe, supportive environment for social and emotional learning (SEL) has been, and remains, a high priority for CASEL. It is inherent in our focus on integrating SEL into all aspects of school and district practice through a systemic approach.

The environment for learning has become particularly important to educators at a time when young people are experiencing unusual degrees of stress throughout our society. Whether it be the horror of school shootings, the anxiety many children feel about the threat to their families' through the proposed changes in the Deferred Action for Childhood Arrivals program (DACA), or violence, children are deeply affected by these societal pressures.

Research tells us that children and adolescents take their cues from adults. As adults, we set the tone for what is acceptable in our society, and this contributes in powerful ways to the social norms of our schools' culture. One of the pillars of CASEL's approach to SEL implementation is a strong commitment to promoting a positive school climate. For many years we have worked closely with colleagues and organizations with a similar mission-for example, the National Center on Safe Supportive Learning Environments and the National School Climate Center.

We hope all our partners, colleagues, and collaborators, including the families and communities whose support is essential to successful schools, will be part of a renewed effort to bridge the gaps in respect and human relationships in today's world, including peaceful ways to resolve conflicts. We hope you will continually emphasize the importance of accepting and understanding others, recognizing and celebrating individual and cultural differences, and engaging in civil, tolerant dialog even when there's disagreement about specific policies.

For excellent resources on how to teach social and emotional learning and embed it in the culture of your school, we recommend the numerous highly rated SEL programs reviewed and described in our CASEL Guides for both the preschool/elementary level and the secondary level.

We also highly recommend the work of our colleagues in the SEL field, which we share below.

Resources from Our Colleagues and Collaborators
Resources to help children in the wake of a school shooting Other resources
Anti-Defamation League: After Charlottesville-Teaching about Racism, Anti-Semitism and White Supremacy.
ASCD: Resources for Addressing Racism and Hatred in the Classroom. Austin Independent School District, one of our Partner Districts: Video of a town meeting to ease post-election tensions. ChildTrends: Moving Beyond Trauma: Child Migrants and Refugees in the United States.
Committee for Children: Helping Kids Feel Safe and Supported Post-Election. Also: Response to Charlottesville-A Call for Empathy and Inclusion.

CASEL Statement on the Final Report of the Federal Commission on School Safety (Dec. 2018)

We welcome the completion of the School Safety Commission's final report, published on December 18, 2018, with the aim of improving school safety and learning environments for students and staff. As we emphasize in all our work with schools, districts, and states, school safety and a positive, supportive school climate are foundational to social and emotional learning (SEL). Also, when students learn and apply social and emotional skills in their daily interactions, school climate improves and schools become safer. Therefore, we applaud the report's authors for including an emphasis on a "climate of connectedness" in schools, implementing evidence-based social and emotional learning and character education, and increased mental health services. At the same time, we share the concern of many of our colleagues that the report proposes rolling back research-based strategies to address school discipline. As noted in the report, that guidance suggests that even ostensibly "neutral school discipline policies may violate federal law if they have a 'disparate impact' upon members of certain racial groups in rates of suspension, expulsion, or referral to law enforcement." Fortunately, the School Safety Commission leaves the specifics of implementing school safety and school climate policies to the states. As we advance our Collaborating States Initiative work with a majority of states throughout the country to develop and implement SEL policies and practices, we will continue to make equity and social justice a guiding principle to create safe and welcoming environments for all students.

Confident Parents Confident Kids: Expanding the Circle: Teaching Children the Values and Actions of Inclusion. Denver Public Schools. Creating a safe and supportive school district for children and families.
Facing History and Ourselves: How to Move Forward Together After a Divisive Election.
Greater Good: How to Help Diverse Students Find Common Ground. Huffington Post: Supporting Refugee and Immigrant Children.
Learning First Alliance: What Does the 2016 Election Mean for Public Schools? Also: Resources on School Culture.

Morningside Center for Teaching Social Responsibility: Teachable Moments-Debating the Fate of DACA and Discussing Daca. Also: Post-E lection Resources for Teachers.
National PTA: Diversity and Inclusion Toolkit. New York Times: Resources for Teaching and Learning About the Las Vegas Shooting. NPR Education: How teachers and schools can help when bad stuff happens. Open Circle: Helping Children Deal with Traumatic Events.
Psychology Today: The Psychological Toll Facing Immigrants in Today's America.
Sacramento City Unified School District: Safe Haven School District-Protecting Our Students and Families. Sesame Street in Communities: Truamatic Experiences.
Teaching Tolerance (A Project of the Southern Poverty Law Center): Begin Within. Also: The Day After.

Always Relevant-the Basics of SEL

If you aren't already well-acquainted with the basic principles and practices of SEL, we encourage you to learn about it in the following specific sections of our website:

Understanding social and emotional learning-"What Is SEL?"
Approaches for school-based implementation of SEL.
How it's done in practice-the work of our Partner Districts.

If you know of other guidance and resources that may be helpful, please share them with us. You can send new resources to info@casel.org.

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Creating a Safe, Supportive Environment for Learning

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"We believe in the power of education to teach nonviolence, promote understanding, endow children with purpose and meaning, and provide the skills and behaviors that can create a more inclusive, healthy, and positive future.

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This article presents research findings and information about school violence with a focus on strategies for increasing school safety.
Ensuring Safe School Environments: Exploring Issues -- Seeking Solutions (Book). (2004). Adolescence, 39(154), 399. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=14899050&site=ehost-live&scope=site

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5 Best Practices in School Counseling Lesson Planning

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5 Best Practices in School Counseling Lesson Planning

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This blog is full new innovative ways for elementary school counselors to create engaging and effective lesson plans.  Sara’s lesson plans are well aligned with what research says is best practice.   The 5 tips consist of the following; Ask yourself; What’s the objective of this lesson? Skip the worksheet; Chunk the lesson; Get them working together and Incorporate movement.

References
S. (n.d.). 5 Best Practices in School Counseling Lesson Planning [Web blog post]. Retrieved December 29, 2018, from http://theresponsivecounselor.com/2018/01/5-best-practices-in-school-counseling.html

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I've said it before and I'll say it again - I'm particular about my lesson plans. Downright picky. In part, this is because I think the lesson you believe in is the one you'll deliver the best. It's also because I want lessons to be catered to my students. Because I'm picky about my lesson plans, I write almost all of them entirely myself. It's been a bit of trial and error but I'm finally in the sweet spot of feeling like I know what I'm doing when I sit down to plan out a lesson. I've discovered some best practices that make this planning faster but also, more importantly, that lead to engaging and effective lessons. I want my lessons to flow well and be fun, but that's not enough. They need to actually WORK!

I've also realized that my lesson planning is well aligned with what the research says is best practice. As someone that's easily excited by research and data and evidence-based practices, this was mega awesome! Research and peer-reviewed publications aren't everyone's jam though, so I'll put those bits and pieces at the end of the post.

Without further ado, my top 5 best practices in school counseling lesson planning. I've tried to link within to specific examples.

1. Ask yourself: What's the objective of this lesson?

I'm not a 7 habits person, but Covey nailed it when he said "Begin with the end in mind." It's too easy to ask ourselves "What topic am I covering?" or "This looks like a cute book, how can I use it?" Ask yourself instead, "How do I want the students to be different as a result of my lesson?" Are there concepts you want them to be able to identify or compare? An attitude or belief you want them to develop? A specific skill you want them to learn and practice? Once you've nailed this down, the rest of the lesson will come more easily...and it will be more effective. I admit that I use to plan my lesson in scribbles on whatever paper is around and then actually write the plan later, after the fact. The quality of my lessons improved when I took the time to think through the lesson objectives from the start.

2. Skip the worksheet.

I rarely use worksheets in my classroom lessons. The next post in this series will be all about this idea so I'll save some details for later; I just encourage you to consider ditching the worksheets and coloring sheets, or at least use them more selectively. There's much cooler and engaging things you can do that will result in deeper learning and growth. Save some trees. Ask yourself this: When's the last time someone's attitude, beliefs, or behavior changed because they completed a worksheet?

3. Chunk the lesson.

Each lesson I do, whether it's 30 minutes in kindergarten or 45 minutes with my 4th graders, is chunked into three or four parts. One reason is due to my students' short attention spans - I'll lose them if I try and do the same thing with them for too long. Another reason is that different components connect with different students and with different parts of their heart and mind. My lessons all include three or more of the following: hook , teach, apply/practice, and reflect/assess.

The hook is where I get the students interested and prime them for what we're doing to be talking about. Sometimes it's a story (a book, a personal story of mine, etc.), picture, or video clip. Other times it's a stand up/sit down to help them realize that the issue we're talking about effects them.

The same things used for the hook might also teach; this is especially true for Julia Cook and Trudy Ludwig books and Sesame Street videos. Other times, there needs to be a separate and explicit teaching component. It can be as intensive as a PowerPoint or as simple as me modeling a skill.

The apply/practice component is the most important; this is the meat of the lesson! Students get a chance to put their learning into action. There's tons of activities you can do with task cards or sorting cards for this. Role plays are another great option. I'll talk more in a different post about some of my favorite "go to" activities for any topic.

And last but not least, I like to plan for a short reflection or assessment activity at the end of a lesson. Most often this looks like a short exit ticket with a question for them to reflect on the lesson in some way and that also lets me get a sense of what they gained from the lesson. Occasionally I'll do a couple questions with right/wrong answers. Sometimes we just gather together and process through some of the specific examples or scenarios from our activity. If we run out of time and don't get to this part of the lesson, no biggie. I always plan for it though.

4. Get them working together.

Even when the lesson isn't explicitly about a specific social skill, it just about always involves students working and learning together. It's good instructional practice, it helps develop communication skills (extra important because of our large ELL population), and they always get the opportunity to practice some healthy conflict resolution. I also love peer collaboration because it allows me to incorporate more "challenging" (emotionally or academically) tasks and activities than if students were working independently. My reputations lesson is an example of a lesson that wasn't explicitly about a social skill but involved two different activities that required lots of student interaction.

5. Incorporate movement.

This probably isn't mind blowing to anyone; we all know kids need movement, more movement than is typically part of our crazy academic school day schedules. While including movement in my lessons often adds an extra layer of work for me (planning use of space in different classrooms, modeling appropriate movement, etc.), the lesson usually has a better flow if I let them move and it connects with their kinesthetic learning side (which everyone has). You can see in the graphic above some of the ways I put movement into a lesson. Sometimes it's as simple as doing different chunks of the lesson in different parts/arrangements of the room and moving in between them (and sometimes moving in fun ways: "waddle like a penguin back to your desks"). Other times, movement is a core part of the activities like in scoot or quiz-quiz-trade.

The Research Says...

Truth be told, while the research on effective comprehensive school counseling programs is growing, there's not much on effective school counseling lessons. Much of the research I found came from looking on the CASEL (Collaborative for Academic, Social, and Emotional Learning) website and finding useful articles about social emotional learning in general or on commonalities between evidence-based canned programs.

When I presented on this last fall, some of my slides covered the research backing these strategies. I'm going to go ahead and just put those slides in here instead of re-typing them because...I've got a lesson I need to go finish planning!

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5 Best Practices in School Counseling Lesson Planning

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I've said it before and I'll say it again - I'm particular about my lesson plans. Downright picky. In part, this is because I think the lesson you believe in is the one you'll deliver the best. It's also because I want lessons to be catered to my students.

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Dr. Michele Bora advocates for safer schools by educating teachers, principals and counselor on 12 crucial keys for a safe school. She’s an expert on bullying and youth violence.  Dr. Bora has written over 22 books on parenting and education.  The 12 Crucial Keys for School Safety are:

1.     Physically safe learning environment and adult monitored

2.     Train staff in violence prevention so all on same-page/common language

3.     Use multimethod of safety assessments

4.     Identify hot spots- boost adult visibility

5.     Create caring student connections that reduce cliques and bullying and increase compassion

6.     Implement effective, evidence based, sustained bullying prevention

7.     Identify Vulnerable Students- do not use profiles

8.     Use multiple options to report possible threats and concerns

9.     Utilize teen social media trends

10.  Use restorative justice to curb violence

11.  Empower students-teachers students bystander skills and mobilize their support

12.  Teach character-based violence prevention skills

Citation

Bora, M. (2013). [online] Character.org. Available at: http://www.character.org/wp-content/uploads/Borba-12-Crucial-Keys-for-School-Safety.pdf [Accessed 12 Dec. 2018].

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Integrating Academic Interventions into Small Group Counseling in Elementary School

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Integrating Academic Interventions into Small Group Counseling in Elementary School

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This article highlights the use of data to drive a school counselor's use of group counseling in their counseling program. The article highlights a school counselor's use of small group counseling to help students learn developmentally appropriate behaviors while also improving academic achievement. In addition, the school counselor consulted with teachers, parents, and administrators to develop a small group counseling plan that was centered around the areas of need for the students of their school. As mentioned before, the agreed upon student needs were academic achievement as well as addressing their personal/social needs. By using data, the school counselor was able to identify areas of need and address them accordingly and specifically for their students.

Reference:
Steen, S., & Kaffenberger, C. J. (2007). Integrating academic interventions into small group counseling in elementary school. Professional School Counseling, (5), 516. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.165780649&site=eds-live&scope=site

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Small Group Counseling Ideas and Resources

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Small Group Counseling Ideas and Resources

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The website below has a plethora of resources and ideas for a school counselor working in elementary schools. It also includes professional presentations on the topic of small group counseling. An elementary school counselor looking to be a leader in their school community may utilize the professional presentations in order to advocate for their position within the school team.

Reference:
Small Group Counseling. (n.d.). Retrieved December 23, 2018, from http://www.elementaryschoolcounseling.org/small-group-counseling.html

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Consulting with others for a Safe School Environment

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Consulting with others for a Safe School Environment

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This picture shows the consultation between the different relationships to create a safe and healthy school environment.

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"School counselors work with all stakeholders, both inside and outside the school system, to develop and implement responsive educational programs that support the achievement of the identified goals for every student."
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Group Counseling Children of Divorce in Elementary Schools:Understanding Process and Technique.

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Group Counseling Children of Divorce in Elementary Schools:Understanding Process and Technique.

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This article acts as a guide for elementary school counselors when developing a school counseling plan for students that have experienced divorce in their families. Although this article is a bit outdated, it highlights the importance of gaining parental permission and gleaning as much information from the parents as you can. This article also emphasizes the importance of addressing these family issues at an early age. An elementary school student needs to begin to work through the problems associated with divorce in order to maintain a healthy academic, social, and emotional balance. Using group counseling with elementary school students can help to establish a strong peer relationship and allow the students to realize that they are not alone.

Reference:
Sonnenshein-Schneider, M., & Baird, K. L. (1980). Group Counseling Children of Divorce in the Elementary Schools: Understanding Process and Technique. Personnel & Guidance Journal, 59(2), 88. https://doi-org.ezp.waldenulibrary.org/10.1002/j.2164-4918.1980.tb00504.x

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Example of Core Curriculum Lessons for Elementary School Counselors

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Example of Core Curriculum Lessons for Elementary School Counselors

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This is video is a great example of an individual or group lesson about students keeping their hands to themselves and respecting other people space. K-3rd graders would really enjoy watching this video.

References
Kids, W. (2014, July 22). Retrieved December 30, 2018, from https://www.youtube.com/watch?v=8iTPPh1d2j8&list=PLSLXyzdU13tBpfJs7d4EnrWmoj35tvE5l

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This image shows the importance of setting confidentiality rules while conducting both group and individual counseling with elementary school students. By having a clear and colorful sign in your office, you can ensure your students understand they your office is a safe place, but also know your boundaries as a school counselor.

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This article highlights the four styles that a school counselor can take. School counselors are able to become program leaders in their school by helping provide quality academic resources to all the stakeholders in the school. Using collaboration, creativity, and most of all perseverance, a school counselor can transform a school to help it's students gain academic successes.

Citation:
Dollarhide, C. T. (2003). School Counselors as Program Leaders: Applying Leadership Contexts to School Counseling. Professional School Counseling, 6(5), 304–308.

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This article discusses the ever changing role of a school counselor and how contemporary school counselors are working to innovate their roles as leaders in their school systems. Specifically, the article gives suggestions on how school counselors can overcome some of the barriers that they may face when taking on leadership responsibilities. Oftentimes, in the school environment, school counselors are seen as overstepping their boundaries when taking on leadership responsibilities. This article helps to explain how a school counselor can work with the other stakeholders in the school system to improve student achievement. The more that stakeholders in the school work together toward student achievement, the better prepared our students can be for the world outside of the school walls.

Citation: Wingfield, R. J., Reese, R. F., & West-Olatunji, C. A. (2010). Counselors as Leaders in Schools. Florida Journal of Educational Administration & Policy, 4(1), fall, 114-130. Retrieved December 5, 2018, from https://files.eric.ed.gov/fulltext/EJ911435.pdf.

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11 Ways Your School Counselors serve as Leaders

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11 Ways Your School Counselors serve as Leaders

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This article highlights 11 ways that a school counselor can exemplify the role of leader in the school setting. Specifically, in the elementary school setting a school counselor is able to establish a diverse and accepting environment that allows all students to grow academically and socially. In addition, an elementary school counselor can set up community partnerships that allow students to have a wide variety of experience in their community, giving them a wider world view. Finally, by leading the school to establish home and school connections, the school counselor is able to help solidify the importance of school in some of the impoverished homes in their district.
Citation:
Lindberg, Sara. (2017, May 26). 11 Ways Your School Counselors serve as Leaders. Retrieved from https://schoolleadersnow.weareteachers.com/school-counselors-as-leaders/

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School counselors are uniquely equipped to bridge the gaps between administration, teachers, parents, and students. As the demands placed on everyone in a school community increase, it's vital that we view and include school counselors as part of our leadership teams. Let's make sure we recognize all they do and put their strengths to work for our students! Here are 11 ways school counselors serve as leaders in your building.

1. School counselors recognize and showcase diversity.

In many buildings, school counselors are considered the "heart" of the school. They help create an inclusive environment that is respectful, welcoming, kind, and open to all.

2. School counselors develop community partnerships.

Counseling staff work collaboratively with universities, community colleges, technical schools, local unions, military reps, and apprentice programs to provide a variety of opportunities for students. They are especially vital in ensuring underserved and first-generation students have access to and the tools to reach all possible post-high school options.

3. School counselors help during difficult situations.

Strengths such as listening, reflecting, and high emotional intelligence make school counselors valuable allies when trying to get buy-in from staff or the greater community on difficult issues. Counselors foster a culture of change via strong lines of communication and valuing input from all parties involved.

4. School counselors maintain strong home-school connections.

Counselors tend to be the liaison for parents when it comes to communicating with the school. This leadership role is especially important when assisting families who are not familiar with the school setting or have issues trusting staff.

5. School counselors maximize educational success.

School counselors can help to maximize the educational attainment of all students by providing students with mental health services (school or community-based) and developmental guidance that takes a proactive approach in helping students set and reach academic goals.

6. School counselors lead staff trainings.

Administrators who use their counseling staff (rather than outside contractors) to lead building-wide trainings can save a lot of money and gain quicker buy-in from staff. School counselors are experts on topics such as student engagement, positive discipline, suicide/self-harm, students-as-leaders, peer mentoring programs, and academic/social interventions for low-performing students.

7. School counselors protect and advocate for disadvantaged students.

Counselors identify and amend policies and practices that negatively impact disadvantaged students and advocate for equitable services for all students.

8. School counselors use expertise to bring data to life.

Like administrators, counselors are trained in data collection and analysis. They are skilled at using this information to drive decisions about placement, intervention, and overall student health and wellbeing.

9. School counselors mediate difficult situations between parents/students and staff.

Counselors are consistently looking for ways to support the relationship between school staff and parents. Acting as a mediator when one or both parties are upset about a situation is a critical way in which school counselors serve as leaders.

10. School counselors organize and lead crisis response.

Counselors are on the front lines after a tragedy has happened in a school or community. Staff, students, parents, and community members look to the counselors for guidance and support immediately following an event. Because of their training in emotional/mental, the counseling staff is critical in advocating for and teaching self-care to staff, parents, and students during a crisis.

11. School counselors empower and inspire.

School counselors inherently believe in people and work tirelessly to communicate that. By being visible and accessible at all times, their calming, caring, and encouraging presence helps support and empower staff in the building.

School counselors serve as leaders in many ways and we need to value their perspectives and strengths. They are vital to building positive learning environments in which students thrive.
Join our Facebook group Principal Life for more conversation about and insights into the challenges of school leadership.

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11 Ways Your School Counselors Serve as Leaders - WeAreTeachers

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School counselors are uniquely equipped to bridge the gaps between administration, teachers, parents, and students. As the demands placed on everyone in a school community increase, it's vital that we view and include school counselors as part of our leadership teams. Let's make sure we recognize all they do and put their strengths to work for our students!

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How School Administrators can support School Counselors in their leadership role.

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How School Administrators can support School Counselors in their leadership role.

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One of the parts of being a leader in our school system is ensuring that our role as a school counselor is not overshadowed or diminished. Some school counselors need to work to overcome the challenges of our role in our school building being misinterpreted. This article serves as a guide to school administrators as to what appropriate and inappropriate roles for the school counselors are. It also offers suggestions as to how to properly utilize the school counselor as not only a resource in the school, but to help them become a leader within the school. Ultimately, when our school counselors are being utilized to their best ability, our students are able to reach more academic milestones.
Retrieved from: https://www.edutopia.org/blog/admin-guide-to-school-counselors-kimberlee-ratliff

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After the Sandy Hook tragedy, President Obama called for increased mental health support in school settings. Counselors are qualified to work with students in individual counseling, small group counseling and large group support. Besides being leaders, advocates, collaborators and systemic change agents, counselors have training in crisis intervention and are often called upon to assist in small- and large-scale crisis situations. However, if school counselors are engaged in too many non-counseling duties, then their effectiveness is reduced.

In some schools, for example, the school counselor serves as the test coordinator and may spend hours preparing the testing materials. Additionally, counseling services cease during the dates when tests are administered. This sometimes results in the counselor not performing his or her functions for a month or longer.

The American School Counselor Association (ASCA) recognizes appropriate and inappropriate duties, which can be a challenge for those in school systems that use their school counselors as data entry clerks, testing coordinators, substitutes for classroom teachers, record keepers, or in disciplinary roles.

The following table shows a checklist of appropriate and inappropriate counselor duties.
Appropriate Duties

Individual student academic program planning

Interpreting cognitive, aptitude and achievement tests

Providing counseling to students who are tardy or absent

Providing counseling to students who have disciplinary problems

Providing counseling to students as to appropriate school dress

Collaborating with teachers to present school counseling core curriculum lessons

Analyzing grade-point averages in relationship to achievement

Interpreting student records

Providing teachers with suggestions for effective classroom management

Ensuring student records are maintained as per state and federal regulations

Helping the school principal identify and resolve student issues, needs and problems

Providing individual and small-group counseling services to students

Advocating for students at individual education plan meetings, student study teams and school attendance review boards

Analyzing disaggregated data

Inappropriate Duties

Coordinating paperwork and data entry of all new students

Coordinating cognitive, aptitude and achievement testing programs

Signing excuses for students who are tardy or absent

Performing disciplinary actions or assigning discipline consequences

Sending home students who are not appropriately dressed

Teaching classes when teachers are absent

Computing grade-point averages

Maintaining student records

Assisting with duties in the principal's office

Providing therapy or long-term counseling in schools to address psychological disorders

Coordinating school-wide individual education plans, student study teams and school attendance review boards

Serving as a data entry clerk

Reprinted from The ASCA National Model: A Framework for School Counseling Programs, 3rd Edition (2012)

7 Ways to Support School Counselors

So how can administrators support their school counselors to be most effective as outlined in the ASCA National Model?

1. At the beginning of the school year, meet with your counselor and complete the annual agreement that outlines goals, use of time and other responsibilities. Identifying the counselors' responsibilities maximizes their effectiveness.

2. Review the list of inappropriate and appropriate duties in the ASCA National Model to rediscover any duties that are not in line with best practices, and then decide which duties can be reassigned to other personnel.

3. Allow time for direct services to students. Direct services include presenting the school counseling curriculum in classrooms and conducting small-group and individual counseling. If there is concern that students participating in counseling will miss academic time, there may be ways to build in small group counseling during student lunchtimes. This means allowing the counselor to provide services during lunch rather than monitoring the cafeteria for lunch duty.

4. Counseling is not what it was when you were in school. School counselors are Master's level professionals with specific training in counseling skills. They can be a valuable asset for helping students cope with everyday stressors that interfere with learning. They can also help students with academic and career concerns, as well as personal and social concerns.

5. School counselors are trained to evaluate if student learning is positively impacted by the school counseling program. Meet with these professionals to see what programs or activities have been evaluated, and what the outcomes are. For example, if a counselor is working with students on anger management, have behavior referrals decreased? Have student grades improved?

6. Support counselors' recommendations for changes and programs that will benefit students and the school as a whole.

7. Review the ASCA National Model's recommended roles of the school counselor. You may discover that the counselor at your school has skills that are underutilized. Counselors support the school's overall mission and can make an incredible difference if used appropriately.

In the comment thread, tell us about what counselors have done for your school or child.

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School Administrator's Guide to Supporting the Role of School Counselors

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After the Sandy Hook tragedy, President Obama called for increased mental health support in school settings. Counselors are qualified to work with students in individual counseling, small group counseling and large group support. Besides being leaders, advocates, collaborators and systemic change agents, counselors have training in crisis intervention and are often called upon to assist in small- and large-scale crisis situations.

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The ASCA defines leadership as an essential skill for school counselors to develop in order to develop and maintain a comprehensive school counseling program. It goes on to explain that school counseling leadership encompasses such responsibilities as supporting student achievement/development, advances effective delivery of a school's counseling program, promotes school counselor professional identity, and helps school counselors to overcome the challenges of role in consistency.

Citation:
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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This blog from Wake Forest University details leadership traits that are important for a School Counselor to have. These traits are especially important for an elementary school counselor because they are helping their school community to build 21 century learners. In addition, elementary school counselors are helping their school community lessen the achievement gaps that start to develop during the elementary level. Finally, the school counselors that exhibit the highlighted leadership traits of empathy, flexibility, and performance assessment analysis will help the students in marginalized population reach their highest potential.
Citation:
Wake Forest University. Leadership Traits Every School Counselor Should Have [Blog post].
Retrieved from https://counseling.online.wfu.edu/blog/leadership-traits-every-counselor-should-have/

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Far from simply setting up student schedules and administering placement and academic evaluation tests, school counselors are leaders who can have a huge impact on the acceleration and the enhancement of learning. They must possess the ability to negotiate, persuade others their ideas are worthwhile, and collaborate with principals and other school officials.

School counselors have many responsibilities, including counseling students, working with teachers and parents, referring students to outside agencies, participating in student welfare and learning support communities, and evaluating and improving their own school counseling program.

Listening

First and foremost, a school counselor needs to be a good listener. Often, they have several students they work with and may get very few chances to converse with them in a one on one setting. "The most basic of all human needs is the need to understand and be understood," said Ralph G. Nichols. "The best way to understand people is to listen to them."

To listen effectively, counselors must be fully in the moment, not thinking of their "to do" list but rather giving their full attention to the issue at hand. Reflecting back to the person, your perception of what they said helps show understanding, and lets them make corrections. The counselor must also keep an open mind, being careful not to make any judgments until they have heard the entire story. ¹

Being Empathetic

Often a part of listening, putting themselves in the shoes of the person speaking, whether that is a student or another school official, helps counselors truly understand the underlying issues.

"Without the ability to understand what the student is experiencing, a counselor cannot truly do an effective job," says Helen A. Hatridge, past president of the Missouri School Counselor Association. "Empathy leads to good listening and a better ability to help the client come up with solutions. It also helps the student feel more comfortable and willing to open up to a counselor." ²

To be more empathetic, it is essential for a counselor to put aside their viewpoint. At the same time, they need to validate the student's viewpoint, which does not always mean agreement. Instead it means acknowledging their right to have an opinion, and that they have valid reasons for it. Asking how that person thinks a situation should be handled or what they would do opens up an even deeper understanding. ³

Building Relationship

It takes time for a counselor to build a relationship with any student or even their peers. However, through listening and being empathetic, that process can be accelerated.

To feel free to talk to a counselor, a student must often "break the ice," and needs to feel trust, comfort, and acceptance. Students need to accept that the counselor is a professional caregiver, and someone they can turn to without fear of judgement.

A counselor who develops this trusting relationship with students can get a lot more done, An understanding of the kid culture and what they care about can go a long way toward providing that environment of trust and understanding.

Performing Assessments

Assessment skills are essential for any school counselor in a number of areas. From academic and skills assessment to personality testing and career advisement, the ability to discern the intersection of talent and desire is essential to offering good counsel.

Assessment also includes determining if a student has special needs and interpreting test and non-test data to decide where the student should be placed, and what programs will most benefit them.

Regardless of the reason for assessment, the steps often include, but are not limited to the following:

Choosing what tests should be administered and when.

Scheduling, preparing, and administering tests.

Scoring tests or sending them out to be scored.

Advising students, teachers, parents, and other staff on test score interpretation.

Evaluating the testing process, results, and subsequent recommendations.⁴

Assessments involve some testing but must also be combined with listening, empathy, and the relationship that has been built to determine how testing outcomes relate to personality, desires, and the goals of the student.

Coordinating Efforts and Activities

Efforts and activities can fall into a couple of different categories. A counselor will have to coordinate Individualized Education Plans (IEPs) for students, and other student specific plans as well. Along with coordinating individual student plans and interacting with teachers and other school officials, the school counselor often coordinates other activities and projects as well.

In many cases, the school counselor is in charge of parent newsletters, school announcements, managing social media accounts, and other community outreach and event planning efforts.

The ability to coordinate and manage these efforts and activities requires strong leadership and organizational skills. Teaching these skills to students by allowing them to take responsibility for their own educational goals and other efforts enables a counselor to show leadership by example.

Exercising Authority

In order to be able to implement programs, direct student activities and coordinate tasks, a counselor must exercise a certain amount of authority.

This means first of all that the counselor must be granted the authority to handle certain tasks by other school officials such as principals and administrators. The more their authority is validated by their actions, the more the counselor will be perceived as a leader by parents and students alike.

Secondly, the school counselor must be willing to wield the authority they have been granted, taking charge of tasks and situations, setting expectations, and holding those responsible to deadlines.

The counselor must also know in any given situation when to cross the line from friend to professional. If a student is being abusive or abused, a more professional response is ethically and legally mandated. It is the counselor's obligation to take charge and follow through, ensuring that student safety comes first.

Being Flexible

If one thing is certain in the field of education, it is that things will change. Interruptions, schedule changes, new programs, and new responsibilities all interrupt a counselor's daily routine.

Student needs and the needs of the school overall often take priority over scheduled meetings. Parent phone calls, staff concerns, talks in classrooms, and unexpected counseling needs can all be disruptive.

A successful counselor should:

Leave gaps in their day for unscheduled needs.

Use good time management techniques.

Set reasonable boundaries. Know what is worthy of an interruption, and what can wait.

Communicate clearly. Inform students, parents, and faculty of schedules and boundaries.

By remaining flexible, a counselor can better manage the stress inherent in the job and be more responsive when needs arise unexpectedly.

Having a Sense of Humor

Being able to see things from the side of humor has a number of advantages. It lets students see that the counselor is human and can not only laugh at situations but laugh at themselves as well.

This is frequently one of the biggest assets in building student trust and developing a relationship with them. It is often how those students relate to adults, whether through jokes or humorous anecdotes that illustrate a point the counselor is trying to get across.

Humor is also a stress reliever. Being able to see the humorous side of interruptions and other daily situations allows a counselor to relax and keep anxiety from taking over many scenarios.

It takes a combination of many leadership traits to make a school counselor effective. They must use listening skills and offer empathy in order to build relationships. A counselor must also perform assessments and coordinate activities and educational efforts. These duties mean they must remain flexible and exercise authority when appropriate.

Not one of these traits alone is enough, and no one is equally adept in all of them. They are taught and can be learned in a Master of Arts in Counseling with an emphasis in school counseling like the one offered by Wake Forest University. This graduate degree will prepare you for a career as a school counselor in almost any setting.
Sources: 1 2 3 ⁴ American Counseling Association, Assessment Skills for School Counselors Mind Tools, Empathy at Work Education World, School Counselors Reflective On What Makes Them Effective Fast Company, 5 Ways To Improve Your Listening Skills

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Leadership Traits Every Counselor Should Have

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Far from simply setting up student schedules and administering placement and academic evaluation tests, school counselors are leaders who can have a huge impact on the acceleration and the enhancement of learning. They must possess the ability to negotiate, persuade others their ideas are worthwhile, and collaborate with principals and other school officials.

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Changes and Challenges in our Education System

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Changes and Challenges in our Education System

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Nelson Mandela wrote that education is the most powerful weapon that we can use to change the world. Herbert Spencer believed that the great aim of education is not knowledge, but action.
Canavan, E. (2017). Changes and challenges: Is our education system equipped to prepare students for a brave new world? Literacy Learning: The Middle Years, 25(2), 17–23. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122938157&site=ehost-live&scope=site

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This picture is a representation of an outdated education system.  As technology expands, so should our education system.  We can't expect 21st century students to learn and excel in a 18th century educational system.
Retrieved from the World Wide Web
https://goo.gl/images/B6vTrK

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Preparing for change in the U.S. Educational System

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Preparing for change in the U.S. Educational System

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This article discusses federal and state programs and how they are getting ready to be revamped for the benefit of the kids to offer a better learning environment for all kids.
Retrieved from the World Wide Web
http://www.technical-vocational-schools.com/united_states_education_system.aspx/

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Changes in the United States Education System

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Education in the US has been undergoing a major rethink for many years.

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Achievement Gaps: Roles and Tasks of Elementary School Counselors 

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Achievement Gaps: Roles and Tasks of Elementary School Counselors 

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Achievement gaps among racial-ethnic and social economic status groups are enduring, pervasive, and multifaceted phenomenon.  Addressing these achievement gaps must be developmentally and environmentally broad involving numerous school counselor roles and tasks, including leadership, advocacy, collaboration, and strategic interventions.  This article present research that identifies critical variables influencing achievement gaps and important school counselor roles and tasks aimed at closing these gaps (Trusty, 2008).

References

Trusty, J., Mellin, E. A., & Herbert, J. T. (2008). Closing achievement gaps: roles and tasks of elementary school counselors. The Elementary School Journal, (5), 407. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.179277798&site=eds-live&scope=site

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Closing Achievement Gaps: Roles and Tasks of Elementary School Counselors on JSTOR

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Abstract Achievement gaps among racial‐ethnic and socioeconomic status groups are an enduring, pervasive, and multifaceted phenomenon. Therefore, efforts aimed ...

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System change is sometimes necessary in order for children to find the academic as well as the social/emotional balance that they need in order to deal with the diversity and multiculturalism in each school.
Retrieved from the World Wide Web
https://www.ed.gov/k-12reforms

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A teacher's perspective on effective change in our school system. It advocates for each child getting a quality education and being successful.

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A classroom led solution for changing our school system | Josh Stumpenhorst | TEDxNaperville

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"This occurs when policies and procedures are examined and changed in light of new data.  Such change happens with the sustained involvement of all critical players in the school setting, and often led by the school counselor."
American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Changes that need to take place in the school system

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Changes that need to take place in the school system

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This video discusses how the school system needs to change to adjust to the different learning styles of each student.

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School counseling programs provide services in three critical areas: academic, personal/ social, and career.  These services that are provided by school counselors assist students in resolving emotional, social or behavioral problems, and help them to develop a clearer focus on a sense of direction.  The effectiveness of school counseling programs are crucial factors involved in improving student achievement.  It is the responsibility of the school counseling program to provide evidence of the effective practice of the school counseling program established.  The following article, represents a summary of research on school counseling effectiveness.
Reference:
American Counseling Association (ACA). (2007). Effectiveness of school counseling [White paper]. Retrieved from https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

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This article discusses the various models that schools and school counselors utilize to demonstrate the accountability roles. When school counselors are able to demonstrate their usefulness to the stakeholders in the school district their jobs are safely secured and the students can prosper in the process.
Citation:
Loesch, L. C. (2007). Accountability for school counseling (ACAPCD-01). Alexandria, VA: American Counseling Association.

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Using Data to drive a school counseling program

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Using Data to drive a school counseling program

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This article highlights a data driven program that is being utilized in Fairfax County Virginia to help school counselors and administrators to find the best solutions to their student's problems. It gives suggestions to other school districts that are facing similar issues. This program is laid out month by month and gives a great overview for elementary school counselors to follow in their lead. The most important message of this article is that systematic change takes place slowly and that with hard work and dedication among all stakeholders, change can happen.
Citation:
Kaffenberger,Carol. (2014).Designated Data Mondays. ASCA School Counselor, January-February, 17-20. Retrieved from: https://www.schoolcounselor.org/asca/media/asca/Data%20Specialist/DesignatedDataMondays.pdf

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Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors 

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Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors 

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This article describes possible negative effects of girl-to girl bullying on female’s development and well-being and describe wellness as it relates to personal and social, academic and career development of adolescent girls. The author suggests relevant wellness-based interventions for school counselors to implement in individual counseling planning, small group counseling and large group classroom guidance curricula.

References

Rayle, A. D., Moorhead, H. J. H., Green, J., Griffin, C. A., & Ozimek, B. (2007). Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors. Journal of School Counseling, 5(6). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ901167&site=eds-live&scope=site

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Advocacy is speaking for or with others on their behalf. In order to understand and practice advocacy it is important to note the follow:

1.     Advocacy involves action on the part of the advocate.

2.     Advocacy is not effective unless you feel commitment to the cause you are advocating.

3.     Advocacy involves conversation and interaction with others.

4.     A cause is involved – a higher purpose or goal. This means that advocacy is about justice, fairness, equality -all higher causes.

5.     Speaking on another’s behalf implies that someone is silenced or unable to plead on his or her on behalf. This means that the advocate- the school counselor -speaks for or with those whose voices are not heard.

Citation

Dollarhide , Colette T, and Kelli A. Saginak. “The Themes of Your Comprehensive School Counseling Program .” Comprehensive School Counseing Programs K-12 Delivery Systems in Action , 3rd ed., Pearson , 2017, pp. 96–97.

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The Counselors Role in Ensuring School Safety

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The Counselors Role in Ensuring School Safety

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The article is centered around Samantha Haviland who was a junior at Columbine High School in April 1999 when two of her fellow students brought weapons to school killing 12 students and one teacher before dying by suicide.  Haviland is a past president of the Colorado School Counselor Association and director of counseling support services for the Denver Public Schools. The article lists the following five task to prevent school violence;

1.     A visible presence

2.     Reaching students who are ‘at risk’

3.     Fostering a safe environment

4.     Crisis intervention and threat assessment

5.     Resiliency and response

Citation

Bray, B. (2016, August 24). The counselor's role in ensuring school safety. Retrieved December 10, 2018, from https://ct.counseling.org/2016/08/counselors-role-ensuring-school-safety/

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Samantha Haviland was a junior and a peer counselor at Columbine High School in April 1999 when two of her fellow students brought weapons to school, killing 12 students and one teacher before dying by suicide.

The massacre at the Littleton, Colorado, high school is often cited as the event that launched an era in which U.S. schools practice lockdown drills as often as fire drills. In less than two decades since, phrases such as active shooter, rampage violence and post-Columbine have become part of the American vernacular.

Haviland, a past president of the Colorado School Counselor Association and director of counseling support services for the Denver Public Schools, doesn't usually disclose her connection to Columbine to the students with whom she works. But it is undeniably an experience that she still carries with her.

"What it does do is remind me, every day, of the vulnerabilities of our school communities and our students and the need for mental health," Haviland says. "It is very sad to see that 17 years later, we struggle with the exact same thing - and worse. ... What I do see is a lot of heightened awareness from school staff and a lot of fear, both from students and staff. It can be scary to go to work every day with the knowledge that this is now an [issue]."

Today's reality is that school counselors and school administrators need to have well-crafted crisis plans ready to go. But equally as important, Haviland says, is the attention that school personnel should pay to the smaller, day-to-day issues that affect a school's safety, from racial microaggressions and bullying to dating and relationship violence.

School counselors need both preventive and reactive tools in their toolboxes, and "there's no magic wand for any of it," Haviland asserts.
A visible presence
Violence can be defined as anything that is done with the intent to harm someone else, says Zachary Pietrantoni, a licensed school counselor who just finished his doctorate in counselor education and supervision at Southern Illinois University. In school settings, conversations about safety should take into consideration that violence can be physical, such as fighting, or nonphysical, including aggressive behavior that is verbal, psychological or carried out over social media, Pietrantoni says.

The antidote to school violence - in all its forms - is an inclusive and resilient school environment in which counselors play pivotal roles, say many of the professionals interviewed for this article. One key way school counselors can foster a culture of safety is by making themselves a familiar face and ready resource for students, parents and school staff.

"Make yourself the person they turn to," says Kevin Curtin, an associate professor of counseling at Alfred University in New York state. "Be present, be visible. You want everyone to know that you're the go-to person." That might mean helping a parent or colleague to better understand a student's mental health diagnosis, or talking through a challenging situation regarding a particular student with a teacher, he says.

Although school counselors are part of the leadership in their school buildings, Curtin thinks the word facilitator is a better fit than leader. "Establish a relationship with everyone," he advises. "You have to work with all the teachers, specialists, parents, the principal and the assistant principal. You need to collaborate effectively with everyone. Make sure you're a contact point. It's a unique role. ... While you're not the ultimate boss [in a school], you need to be a leader for everybody."

School counselors can foster this mindset among students by being highly visible throughout the school, says Curtin, who spent 17 years as a counselor and clinical director at an alternative school in Rockville, Maryland, for students who were identified as being at risk. "You want to go from classroom to classroom during the first week of school every year and introduce yourself," says Curtin, an American Counseling Association member who is a certified school counselor and licensed mental health counselor. "I used to joke that I should have rollerblades because I was constantly roaming. I was visible. I made sure I knew every student and their families. I wanted to be trusted. ... I wanted them to know they could come to me, and I wanted my colleagues to feel the same."

Haviland says the role of the school counselor is to be a unifying staff member who builds relationships throughout the school building so that everyone feels safe and included. The goal should be to create an environment in which each student has "at least one positive relationship with a staff member. It doesn't have to be the school counselor. It could be the janitor," says Haviland, a member of the American School Counselor Association and the Association for Counselor Education and Supervision, both divisions of ACA.

Carleton Brown, a certified school counselor and counselor educator who researched school rampage violence for his doctoral dissertation, notes that perpetrators of school violence often lash out because they feel it is their only avenue to "be heard," either by their peers or by society at large. That is one of the reasons, he says, that school counselors should strive to create opportunities for all students to feel heard, including helping them to establish relationships with trusted adults in the building.

"Create a sense of belonging [for students], a sense of 'I belong here at this school' - a personal stake in the school and the school environment," says Brown, an assistant professor at the University of Texas at El Paso and past president of the Arkansas Counseling Association, a state branch of ACA.

The importance of staff-student relationships also comes into play in a phenomenon that law enforcement officials term leakage, Brown says. This is when a student clues a friend or classmate in to his or her plans for violence, such as telling the peer to stay home or avoid a specific area of the school on a certain day. If that peer is comfortable with a school staff member, he or she is more likely to come forward and report any potential threat, says Brown, a member of ACA.

The simple truth is that students always know of goings-on in the school that staff members don't, notes Mark Lepore, a professor at Clarion University in Pennsylvania who was a school counselor for a decade. "When you ask teachers if bullying is [happening] in their classrooms, you'll most likely get a 'no.' But if you ask students, they can tell you where it occurs, who is involved, how often it happens," says Lepore, an ACA member. "It's just this world that students are privy to, but we, as adults, miss it."

To that end, school counselors can play a key role in making connections and building rapport with - and between - students, Lepore says. For example, counselors can help teachers facilitate weekly check-ins, in which a small amount of class time (for example, 15 minutes every Friday) is spent on a safety topic. This might include a lesson about social-emotional skills or an open-ended discussion about how safe students are feeling, he says.

"When [teachers and classrooms] check in every week, it seems so simple, but it makes a difference," says Lepore, a licensed professional counselor and licensed clinical social worker. "Having this meeting every week sends a message to students that [staff] do care and issues can be talked about. There's a lot of opportunity for counselors to be a part of that process."

Pietrantoni, a national certified counselor and ACA member, worked as an elementary school counselor at a Title I school in Topeka, Kansas, where a program called Cool Tools was used. Students were introduced to a different "tool" each week involving a positive social behavior or characteristic, such as how to make friends, how to ask another child to play or how to be respectful or friendly. For example, one week the tool was trustworthiness, so the entire school focused on behaviors that demonstrated and fostered that characteristic. Each classroom would discuss that week's tool and engage in role-playing. School counselors put up posters about the tools throughout the school and visited classrooms to review the week's lesson with students.
Reaching those who are 'at risk'
School counselors can also play an important role in ensuring school safety by working with teachers and other school staff to identify and reach out to students who are struggling. This includes students who are often truant or absent, have behavioral issues or are socially isolated.

For example, Lepore says, a school counselor or other staff member can be "assigned" a struggling student to interact with on a daily basis. The counselor or staff member would check in with the student at some point each school day, such as during lunch or as students enter the school in the morning.

During his time as a school counselor, Curtin regularly performed these check-ins with certain students. In some cases, the meetings were scheduled, such as when he ate lunch with a student or asked a student to stop by his office each day before lunch. Other times, he simply made a point of being in the hallway at a certain time of day when he knew the student needed to pass through. Regardless, he made sure to interact with the student daily.

"I used to have a big jar of candy [in my office]," Curtin remembers. "It's just something little, but one piece of candy, right after lunch, if a student was meeting a goal. Something as little as that [can provide] positive reinforcement."

As an elementary and middle school counselor in suburban Pittsburgh, Lepore facilitated peer mediation programs and an initiative called Circle of Friends, which grouped students who possessed healthy social skills with students who needed to work on those skills. First, parental permission was obtained. Then these "circles of friends" were grouped together for lunch or school events such as field trips. The interactions helped curb negative behaviors and made struggling students feel included, Lepore says.

"Teachers are already so overworked," he adds. "They often tune stuff out when asked to do more, but if they can see results, [programming] will be embraced. It's finding the right program and the right fit, and [also] involving parents the whole way."

Service learning and volunteer projects are also effective tools for helping students experience a sense of belonging and community, Lepore says, and this can curtail potential problems down the road. For example, students in Lepore's school wrote cards and letters to the New York City Police Department after the 9/11 terrorist attacks. The police department responded and sent officers to visit Lepore's school. What started out as a gesture of thanks became an unforgettable experience for many students, he says.

"Service learning is a really great vehicle for changing behavior and promoting [student] engagement. ... Sense of belonging is a key factor in how students will achieve. Does a student feel they belong? If not, what can we do to fix that?" Lepore says.
Fostering a safe environment
The approaches school counselors take to cultivate a safe environment must be tailored to their schools' unique needs, Haviland says, and the first step in that direction is assessment. She suggests that counselors create and administer student surveys with questions related to bullying and other safety indicators, such as whether students feel they have a teacher or other school staff member they can talk to when needed.

After reviewing the responses, counselors can help their schools create programs to meet the needs that students identified in the survey. This might range from concerns about dating violence among the student body to a need for additional extracurricular activities for students to get involved in, Haviland says.

Haviland recommends that school counselors administer safety surveys at their respective schools a minimum of once each year because the makeup of the student body and the perceived needs are constantly changing. "Have a pulse on the needs of your students at all times," she emphasizes.

Pietrantoni says that forging partnerships with community groups such as nonprofit or advocacy organizations, churches and counseling agencies can be conducive to addressing specific needs in a school. For example, if bullying of students who identify as lesbian, gay, bisexual or transgender (LGBT) is an issue within the school, the counselor might facilitate a partnership with a community LGBT advocacy group to organize a schoolwide assembly focused on equality or to establish a gay-straight alliance, Pietrantoni suggests.

Another avenue for counselors to monitor the pulse of their schools is to create advisory councils that include students, parents and school staff, Pietrantoni says. This approach allows school counselors to gain multiple perspectives on issues going on in the school and the community at large.

"Not relying on one perspective will help broaden [a school counselor's] program and perspective. This will give you eyes and ears in different areas," says Pietrantoni, who begins a position as an assistant professor of counselor education at New Jersey City University this fall.
Crisis intervention and threat assessment
Creating and maintaining a safe, inclusive school culture requires that school counselors take a multilevel approach. At the staff and administrative level, this might include organizing teacher trainings, collaborating with a school resource officer and spearheading parent outreach. In working directly with students, it could range from organizing schoolwide programs on social-emotional behavior to providing group counseling with students who are at risk. As a whole, "school counselors are the leaders in creating a healthy environment," Haviland says.

One key piece of the puzzle for Curtin was ensuring that his therapeutic team and school staff were trained in crisis intervention. The training helped staff de-escalate potentially volatile situations, such as when students became frustrated over something and were "about to lose it," he says. Curtin worked at an alternative school where many of the students had emotional or behavioral disorders, so those situations were relatively common, he says.

The crisis training not only helped school staff learn how and when to intervene but also taught them empathic listening skills, says Curtin, who facilitated the trainings.

Another important skill to foster among school staff is the ability to identify warning signs that might indicate a student needs extra attention, Curtin says. These signs may include behavioral problems such as physical fighting or destruction of property, bullying or being bullied, suicidal tendencies, drug use, social withdrawal or isolation, impulsiveness, expressions of violence in writings or drawings, and outbursts of uncontrolled anger.

"Counselors are the front line in being able to identify potential risks and train others," says Brian Van Brunt, executive director of the National Behavioral Intervention Team Association. He says all school staff, including teaching and nonteaching positions such as sports coaches, cafeteria workers, bus drivers and janitorial staff, should be given training in crisis intervention and mental health first aid.

"Nonclinicians are key. The same people you'd want to know CPR are the people you'd want to be trained [in mental health first aid]," Van Brunt says. Why? Because it's equally likely that a student will become violent or suicidal on a school bus or on the playground as in a classroom, he says. When trained properly, these "first responders" can intervene effectively to stop potentially violent situations from escalating. They can also refer students who need counseling.

Van Brunt, who holds a doctorate in counseling education and supervision, started his career as a private practitioner. He eventually became the director of a college counseling center before moving into the specialty of threat assessment. As he explains, threat assessment is different from the typical mental health evaluations that counselors do, which usually result in a diagnosis and treatment plan. With threat assessment, a practitioner determines how likely a person is to repeat a violent incident or follow through on a threat that he or she has made. In school settings, this often comes into play when administrators are deciding whether to allow a student to return to school after being suspended for a violent or behavioral incident.

"You need to get to the underlying question of whether that person is a danger to someone else. ... You need to determine whether or not the person is a risk," says Van Brunt, the author of Harm to Others: The Assessment and Treatment of Dangerousness, which is published by ACA. "[Threat assessment] is asking very different questions than a mental health assessment."

Van Brunt presented a threat assessment case study at ACA's 2016 Conference & Expo in Montréal. The case involved a female student whose bra strap was snapped by a male classmate in the hallway. In response, the female stabbed the perpetrator in the arm with a pencil.

Both individual and systemic issues need to be considered when conducting a threat assessment, Van Brunt emphasizes. In this case, the female student was surrounded by a group of male students in a dark hallway when the incident occurred.

"Often we need to look at both the individual and the community and ask questions about how we reduce this behavior going forward," says Van Brunt, a past president of the American College Counseling Association, a division of ACA. "Consider the circumstance. Was this a reasonable reaction or not? ... Why was the hallway dark? Why were these students left unsupervised?"

In this situation, a counselor should also consider - and possibly introduce school programming focused on - the bigger, systemic issue of how the student body understands (or doesn't understand) personal and sexual boundaries, Van Brunt adds.

"This is where I think counselors have such a wonderful, diverse [skill set], building rapport and understanding the issue of cognitive distortion, how we understand things, how we put things together," he says. "A lot of these [threat assessment] cases center on how people are thinking about things, which is really what counselors do best - helping people think differently when they choose a path [and] getting them to the solutions they want to go to."

Brown agrees, noting the difference between making a threat and posing a threat. He suggests a team approach can be helpful when conducting threat assessments in schools. In addition to school administrators and school counselors, it can be beneficial to include school resource officers, law enforcement professionals and mental health counselors from the community on these teams. Having multiple viewpoints is vital, he says.

Determining whether a student poses a threat "is difficult for one person to answer," asserts Brown. "My suggestion, when it comes to threat assessment, is to look at it from a holistic, integrative and multiteam way."

Although it is important for school staff to look for warning signs of potential violence, Brown emphasizes that there is no "all-in-one checklist" of behavioral cues to monitor. He points to a 1999 FBI report by Mary Ellen O'Toole that analyzed 18 different U.S. school shootings.

"One response to the pressure for action [after a violent incident] may be an effort to identify the next shooter by developing a 'profile' of the typical school shooter," wrote O'Toole, a former senior profiler for the FBI. "This may sound like a reasonable preventive measure, but in practice, trying to draw up a catalogue or 'checklist' of warning signs to detect a potential school shooter can be shortsighted, even dangerous. Such lists, publicized by the media, can end up unfairly labeling many nonviolent students as potentially dangerous or even lethal. In fact, a great many adolescents who will never commit violent acts will show some of the behaviors or personality traits included on the list."

Instead, Brown suggests that school counselors take a holistic approach and consider the wider circumstance of a student's full personality, home life, family dynamics, social situation and past interactions with peers and staff when assessing the potential for future violence.

"What research says is [that warning signs] are all a factor, but they are not the sole factor," Brown says. "Some of the students who committed these acts [school shootings] were bullied or they were the bully. ... That doesn't mean that every student who is bullied will commit these acts."

Curtin agrees. "It is important to understand that warning signs should be viewed in context. They do not necessarily mean that the young person is predisposed to commit violence," he says. "Instead, I try to convey the notion [to graduate school counseling students] that warning signs are an opportunity for school counselors to check out and address any concerns or issues the child might have in order to determine an appropriate intervention."

This is especially important to keep in mind in situations in which students have trauma in their backgrounds, Lepore says. "It's changing the focus from looking at a student [and asking], 'What's wrong with you?' to 'What have you been through?'" he says.

School counselors "have a unique opportunity to know the students, their families and their unique situations," Lepore continues. "We have more information [about a student's background] than the teachers or administration have, and that can be of use for the betterment of the students and the school."
Resiliency and response
Counselors are also key players in a school's response to trauma or violence. This could involve any number of scenarios that affect the school community, from the death of one of its students to an act of violence (such as a shooting) in the local community or an act of mass violence that happened elsewhere but is widely reported in the news. Depending on the situation, it can be beneficial for school counselors to go classroom to classroom to discuss the incident and answer students' questions about grief, self-care and other mental health issues, Brown says.

School counselors can also orchestrate "stations" throughout the school - safe places, such as the library, where students can take a break and talk to a staff person - following a traumatic or violent incident that affects the student body, Brown says. In such circumstances, counselors may need to meet with teachers and administrators to discuss the importance of temporarily relaxing school rules, postponing tests and altering academic schedules to enable students to freely seek the help they need, he adds.

If a traumatic event affects a large swath of the study body, the school's counselor may want to arrange for additional counselors from the community or other schools to come on-site to provide services to the students. Likewise, if a particular class or student group is affected, it can be helpful to have a counselor or other mental health professional sit in with that group all day to offer support, Brown says.

As with threat assessment, school crisis response is most effective when it involves a team, Brown says. He suggests these teams include the school's counselors, principals and administrators, teachers, other staff relevant to the situation and, in some cases, parents.

"The team will assess 'how do we handle this situation?' You want to prepare and respond in a way that makes the students feel safe, feel heard [and feel] that we're not just going on with everyday life. You need to give students an opportunity to talk about it and mourn," Brown says.

"The team [dynamic] is very powerful [in crisis response]," he adds. "It's not fair for a school counselor to feel that all of this is on his or her shoulders. ... The school counselor shouldn't be the sole person responsible for the emotional welfare of a school."
Parents as part of the safety equation
A significant amount of research shows a connection between student achievement and parents who are involved and engaged. According to the counselors interviewed for this article, a similar connection exists between parental engagement and safe school environments.

"Parents are key players in your schoolwide approach [for safety]," Curtin says. "Bring them in for meetings. Include them in planning. Empower them to help."

Curtin suggests that school counselors include parents on any team that creates or revises a violence prevention or school improvement plan. Counselors should also keep in touch and work with their schools' parent-teacher organizations and other parent groups, he says.

The driving philosophy is that a safe school is born out of community, Curtin says. His advice to school counselors: "Build relationships, be present, have good prevention programs and know the warning signs [for violence]. Help the at-risk and be there for them."

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School safety and violence statistics

In 2014, there were more than 850,000 nonfatal victimizations (including assaults, thefts and other incidents) among students ages 12 to 18 at schools across the United States.

About 7 percent of U.S. high school students reported being threatened or injured with a weapon such as a gun or knife on school property in 2013.

In 2013, approximately 22 percent of U.S. students ages 12 to 18 reported being bullied at school during the school year. Females reported higher percentages of being made fun of, being called names or insulted, being the subject of rumors or being excluded from activities on purpose. A higher percentage of males reported being pushed, shoved or tripped at school.

In 2013, about 8 percent of U.S. high school students reported being involved in a physical fight on school property during the past year.

In 2013, approximately 7 percent of U.S. students ages 12 to 18 reported being cyberbullied during the school year. A higher overall percentage of female students reported being victims of cyberbullying.

In the 2013-2014 school year, about 88 percent of U.S public schools had a written plan for response procedures in the event of a shooting; 70 percent of those schools with a plan had drilled students on the use of the plan.

- Source: The National Center for Education Statistics, nces.ed.gov/programs/crimeindicators/

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To contact the counselors interviewed for this article, email:

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Bethany Bray is a staff writer and social media coordinator for Counseling Today. Contact her at bbray@counseling.org.

Letters to the editor: ct@counseling.org

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Opinions expressed and statements made in articles appearing on CT Online should not be assumed to represent the opinions of the editors or policies of the American Counseling Association.

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The counselor's role in ensuring school safety - Counseling Today

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Samantha Haviland was a junior and a peer counselor at Columbine High School in April 1999 when two of her fellow students brought weapons to school, killing 12 students and one teacher before dying by suicide. The massacre at the Littleton, Colorado, high school is often cited as the event that launched an era in which U.S.

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How to Use Data to Drive Your School Counseling Program

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How to Use Data to Drive Your School Counseling Program

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Data to Drive Your School Counseling Program   Summarizing and Planning for Next Year

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School counselors create a yearly plan for their school counseling program that embodies all they do for their students, teachers, administrators, parents and other staff members. The school counselor would create this yearly plan and present it to administration at the beginning or end of the school year. This is an example of an elementary school in Fairfield, Pennsylvania.
Citation:
Fairfield Area School District(2002-2019). Elementary School Counseling Calendar. Retrieved from: https://www.fairfieldpaschools.org/Page/1968

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Counseling / Elementary Counseling Calendar

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Accountability = Successful School Counseling

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Accountability = Successful School Counseling

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This article talks about how school counselors conduct needs assessment to see where improvements can take place. When they show accountabiltiy, it shows through the school counseling program.

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Due to the continuous changes in education, school counselors are required to be more accountable. This increase in accountability requires school counselors to evaluate programs and interventions implemented by the counseling department. School counselors use needs assessments, action plans and results reports as tools to ensure accountability when working with students. When school counselors are accountable for their programs, this supports the effectiveness and necessity of school counselors in all schools.

School counselors conduct needs assessments to identify areas to address in their programs. Needs assessments are usually in the form of a survey to collect perception data from stakeholders - students, parents, teachers, administrators and community leaders. The most efficient method for collecting data from stakeholders is via technology. Once the survey has been developed, the school counselor can post the link in a paper newsletter, electronic newsletter, the school counseling program website and/or the school's website that is accessible to all stakeholders. Although this method is more efficient than collecting paper surveys, the return rate decreases tremendously. To ensure a decent return rate, the school counselor should have face-to-face meetings with stakeholders to discuss the surveys and the collection process. They can also send routine reminders to improve the return rate.

Reviewing attendance, academic and discipline data from the school's data system and reviewing the school's improvement plan can help school counselors identify students' needs. Using multiple methods will help school counselors effectively address the needs of the entire population.

After analyzing the data from the needs assessment, the school counselor would develop action plans to address the needs of the students, according to the results of the needs assessment. Action plans should be specific about the services being offered, who receives the services, and the expected outcome of the services. School counselors develop curriculum, group and closing-the-gap action plans to ensure that all students receive services.

Collecting data before and after the implementation of the action plans to serve as a benchmark is an important step. Before implementing action plans, school counselors can collect academic, behavioral and attendance data from the school's data system, pre-test or needs assessment. After action plans have been implemented, the school counselor can evaluate the effectiveness of the services or intervention by looking at the same data that was identified before implementation and reporting any changes in the data. For example, if a school counselor implemented an intervention that addressed the attendance rate of students with poor attendance, the school counselor might compare students' attendance rate from the end of the previous academic year to the students' attendance rate at the end of the current academic year. When school counselors evaluate interventions and programs, it shows the effectiveness and need for the school counselor in the schools.

After implementing and evaluating the programs and interventions, school counselors need to report the results to stakeholders. The results can be reported in many different ways. The results should first be reported to the school's administrators, then to all stakeholders in the form of a presentation, a written report or a report on the website. Sharing the results of the programs and interventions will help stakeholders understand the role of the school counselor and how instrumental school counselors are in facilitating students' success. The future of school counseling depends on the effectiveness of the school counselor.

Dr. Edwards is ALSCA president-elect and a member of the ASCA board of directors. She was a school counselor for six years and became a counselor educator in 2008. She is certified as a school counselor in Alabama and Georgia and is a Nationally Certified Counselor. For the past three years she has served as the associate dean of the College of Education at Alabama State University.

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Accountability = Successful School Counseling | American School Counselor Association (ASCA)

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Due to the continuous changes in education, school counselors are required to be more accountable. This increase in accountability requires school counselors to evaluate programs and interventions implemented by the counseling department. School counselors use needs assessments, action plans and results reports as tools to ensure accountability when working with students.

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This video discusses the role of the elementary school counselor by looking at the 3 C's of Counseling: Counseling, Collaboration, and Community.

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0:00 / 5:04•Watch full video

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The ASCA provides a template for school counselors to use when developing their annual agreements for their school. This is an excellent resource for new school counselors who are developing their program for the first time.
Citation:
American School Counseling Association.(2019).Annual Agreement Template [PDF file]. Retrieved from https://www.schoolcounselor.org/asca/media/asca/ASCA%20National%20Model%20Templates/AnnualAgreementTemplate.pdf

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This blog gives advice and guidance to elementary school counselors that are developing their school counseling program to include an advisory council. It includes a video tutorial and gives a useful step by step procedure to follow. Finally and most importantly, it gives a great overview of the purpose of an advisory council.
Citation:
Atkins, Rebecca (2016). ASCA National Model-Advisory Council [Blog post]. Retrieved from https://www.counselorup.com/blog/asca-national-model-advisory-council

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Today we will be exploring the Advisory Council. Many people ask "What is the point of the advisory council?" or they worry that the advisory council will take over their program and tell the counselors what to do. In fact, the school counseling advisory council is a great asset to the comprehensive school counseling program. The council is a team invited by the school counselors to meet a minimum of two times per year. The school counseling team, or school counselor if you are solo, sets the agenda for the meetings and guides the discussion. The purpose of the council is to provide feedback on program goals (developed and explained by the school counselor), review program results (based on data presentations by the school counselors), make recommendations about the school counseling program, and serves as advocates for the program.

​The first step to a successful advisory council is to invite representatives who will give constructive, helpful feedback and will be assets to your team. The advisory council should have representatives from all stakeholders groups: parents, teachers, administrators, community members, and even students. Make a list of one or two people in each category that might be willing to serve on your team. Review the list to ensure a representation of diversity that matches the school.
Once you have your desired members of your advisory council, invite your members to join. You might send an email explaining the purpose of the council, make phone calls (especially to parents and community members), or send actual invitations. To help, I've created an editable one page document explaining the advisory council that you can share with your prospective members. It's helpful to be upfront about the time commitment that members are making. I have found that twice per year is not overwhelming for most people and I usually sweeten the deal by providing snacks! Each meeting should have an agenda distributed beforehand (maybe along with a meeting reminder) and minutes. Let's explore some example minutes for fall and spring meetings. In our first example, Happy High, the advisory council has not met consistently for the last few years. Because of this, there are many new members to the team and the school counselors felt that a brief orientation was necessary. After welcome and introductions, the school counselors spent time explaining what a comprehensive school counseling program is and how the advisory council supports a comprehensive program.

After the purpose of the meeting was established, the counselors presented the current year Program Goals. This presentation included their curriculum plan, group plan, and their closing the gap plans in easy to understand language so that all present (even those who are not educators) can give feedback and discuss. Because the advisory council was new, the counselors wanted to list discussion and feedback as its own agenda item to encourage participation. Finally, the counseling team asked for general school counseling program feedback and the overall needs of Happy High. It's often helpful to come prepared with a few questions to stimulate conversation. For instance, the Happy High counselors had instituted individual meetings for all freshmen in the first quarter. The counselors wanted to hear feedback from the stakeholders about the efficacy of this practice and how to improve in the future. The counselors closed the first meeting by listing the next steps for all those involved and setting a general date for the Spring meeting.

In our second example, Magic Middle, the school has had an effective advisory council for a few years and there has been very little turnover on the team. Because of this, their fall meeting can jump right into its work with less time spent on informational pieces. In this meeting, the school counselors began with welcome and introductions and then moved straight into a reflection on the previous year. They shared the data and gave a recap of the goal achievement. They were then able to spend a larger chunk of time sharing the current year's program goals and facilitating a discussion for feedback. Once an advisory council is established, there is typically time to include some components that may not relate directly to your program goals. At Magic Middle, the counselors wanted to let the council know about some changes in registration procedures from the district and to gather feedback on a new Mix It Up Day project being planned by their school counseling intern. As always, the team ended with a closing and next steps.

Now let's look at spring meetings. At Excellent Elementary, the school counselor knew that scheduling the meeting too close to the end of the year would be inconvenient for the advisory council members. Because of this, he scheduled their meeting in May about a month before the end of the school year. After welcome and introductions, the school counselor gave updates on program goals. Final data was not yet available, so he shared the data that he had. In this example, the counselor had perception data following an academic achievement group but did not yet have end of the year testing results.

As we all know, the best laid plans often go awry once the year is underway. The school counselor at Excellent Elementary took this time to discuss challenges of the year. This might be challenges in achieving program goals or other unique challenges. In this school year, Excellent Elementary had several crises that effected the staff and students. The school counselor wanted to discuss the crisis response with the advisory council to gain feedback for improvement. To close the meeting, the school counselor discussed some plans and ideas he had for the next year and asked others to brainstorm as well. As a closing, he presented each member with a certificate and a sincere thank you for their support.

One important aspect of advisory councils that may be overlooked is the varying levels of experience with data and education by the members of your team. Because the council incorporates members from the community, parents, and possibly students, an extra effort needs to be made to make the presentation of data, the discussion, and the feedback needed accessible to all. This is an actual example of program goals and results shared in a way that is accessible to all stake holders. In this format, the counselor shared their goal, explained what they did, and shared the results. In the first example, we see that the goal was: 60% of students who scored a 2 on the EOG last year will score a level 3 or higher this year. We can tell what the counselor did in order to reach this goal: Counselor and intern met with students in 4th-5th grade who scored a high 2 on last year's EOG but did not pass. Counselors reviewed study skills, test taking strategies, and stress management. 3rd graders also received this intervention based on teacher referral. We can see the results of the intervention: 69% of students in the group passed the EOG in the area they did not pass in previous year. The counselor also shares their perception data: Students rated the group in a range of 5.6-6.0 on a scale of 6 in helping them with goal setting, learning study tips and whether they would recommend this group to other students. This goal is easy to understand, and the data is pretty straight forward. I think that all members of the advisory council could participate in discussion of this goal. In the second example, we see that the goal was: 80% of students who had 15+ absences last year will have 9 or fewer absences this year. We can see that the counselor and intern met with students in 4-5 grade who had more than 15 absences last year. They learned about resiliency: goal setting, healthy habits, and positive outlook. The results were also positive: 64% of students who participated in the group had 9 or fewer absences. 93% of students had a decrease in absences. Those who participated in the group had 252 absences last year and only 152 this year. However, in this goal, the results are a bit harder to read overall because it lists several data points. The information might be better shared through a graph. This doesn't have to be hard. I created this graph through a free website linked in the show notes. For the next piece of data, a bar graph also works well and you can add the most important piece of information "100 more instructional days in attendance" to the slide as you share.

During each advisory council meeting, make sure to take minutes that include the actual feedback from council members. Other stakeholders who read the minutes should be able to see a snapshot of the discussion that took place. Consider putting minutes on your school counseling program website or sharing with your school leadership team. Lastly, it's important to keep copies of all documents, PowerPoints, agendas, and minutes for all meetings. Member attendance should be documented in your minutes or on a sign-in sheet. The advisory council is a great opportunity for school counselors to share what they do, obtain feedback from stakeholders, and to support advocacy of their program. Whether removing extra duties, asking for financial support from the PTA or community or providing volunteer support for your programming, the advisory council is your number one tool for gaining support of your program.

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ASCA National Model: Tips for Your Advisory Council

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Today we will be exploring the Advisory Council. Many people ask "What is the point of the advisory council?" or they worry that the advisory council will take over their program and tell the counselors what to do. In fact, the school counseling advisory council is a great asset to the comprehensive school counseling program.

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In this article, Dr. Dafoe explains the importance of using data driven practices in a school counseling program. He also differentiates the difference between process data, perception data, and outcome data. Each type of data is an integral part of the elementary school counselors role as a leader and advocate in their school.
Citation:
Dafoe, Eric.C.(2018). Types of Data to Measure School Counseling Program Success. ASCA Newsletter, (October 2018),Retrieved from https://www.schoolcounselor.org/newsletters/october-2018/types-of-data-to-measure-school-counseling-program

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Types of Data to Measure School Counseling Program Success | American School Counselor Association (ASCA)