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Kelchner, V. P., Campbell, L. O., Howard, C. C., Bensinger, J., & Lambie, G. W. (2020). The influence of school-based family counseling on elementary students and their families. The Family Journal, 28(3), 273–282. https://doi.org/10.1177/1066480720933537

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My Counseling Philosophy

I am conscious of the ever-changing challenges students experience that can produce stressors in their lives. I believe counseling to be an essential, critical piece of the educational process to dismiss stressors and barriers. Professional School Counselors provide a broad guidance agenda that addresses all students' academic, career, and personal/social development and work alongside teachers, administrators, and parents to ensure this.

I believe:

All students should have access to the school's Comprehensive Guidance Counseling Program to meet their academic, career, and personal-social needs.

All students have pride and worth and should be treated with respect and equality.

Diversity and individuality should be celebrated and drawn upon when engaging with students.

Goal:

My greatest goal will be to support the vision and mission of the school by employing the school's comprehensive guidance program. The significance and competency of my program will be continually evaluated.

I will:

Promote growth, self-awareness, appreciation of diversity, and a love of learning among students

Assist in developing a safe and responsive school environment

Assure every student will obtain the full benefit of the program

Work collaboratively with students, teachers, parents, and the community

Follow the school counseling code of ethics established by the American School Counselor Association

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Part 1: School Counseling Lesson: Do the Turtle

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Part 1: School Counseling Lesson: Do the Turtle

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Lesson Objective: When we have strong feelings, we can use the turtle to help us to calm down.

Step 1: Counselor will ask students have they ever felt mad, angry, or sad before.

Step 2: Counselor will pick 2 students to share their experience.

Step 3: Counselor will state that, " While all feelings are okay to have, we can clarify the feelings of mad, sad, and angry as STRONG Feelings".

Step 4: Counselor will read the story, "Twiggle Learns to do the Turtle".
Background:This story recalls a young turtle named Twiggle who displays a lot of strong feelings. Twiggle has stomped around and yelled when angry. Twiggle has snatched toys away from classmates because he didn't want to share, etc. Twiggle goes for a walk and meets Old Wise Turtle. Old Wise Turtle tells Twiggle that instead of him displaying his strong feelings, Twiggle should stop to go inside of his shell, take a deep breath to calm down, and then use his words to state the problem and how it made him feel.

Step 5: Demonstrate the Turtle and use the poster. Mimic the moves( put your head down on your desk and cover with your arms, take a deep breath (or two), then raise your head and say your problem and how it made you feel.

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4 tips to help kids self regulate their anger/tantrums

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I am advocating for helping teach children to control their strong feelings that may cause negative behaviors and outburst. With teaching this strategies with firmness, I believe this will minimize referrals written and visits/check-ins with deans of discipline.

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The things you need to do to to assist your students in managing their feelings!

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Differentiation Lesson for grades 3rd and 4th.

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Part 1 Cont.:School Counseling Lesson Level ll for Upper Elem.

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Part 1 Cont.:School Counseling Lesson Level ll for Upper Elem.

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Using the control signals can help us recognize our feelings and to make a plan of how we can be and feel better.

Counselor will:

Step 1: Counselor will ask students have they ever felt mad, angry, or sad before.

Step 2: Counselor will pick 2 students to share their experience.

Step 3: Introduce the poster to students.

Step 4: Students will use role play of common grade level situations in order to determine when and how to use the control signals.