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During the IAT you just completed: Your responses suggested a moderate automatic association for Harmless Objects with Black Americans and Weapons with White Americans.
Your result is described as an "Automatic association for White Americans with Weapons" if you were faster responding when White Americans and Weapons are assigned to the same response key than when Black Americans and Weapons were classified with the same key. Your score is described as an "Automatic association for Black Americans with Weapons" if the opposite occurred.
Your automatic association may be described as "slight", "moderate", "strong", or "no association". This indicates the strength of your automatic association.
The IAT requires a certain number of correct responses in order to get results. If you made too many errors while completing the test you will get the feedback that there were too many errors to determine a result.
Note that your IAT result is based only on the categorization task and not on the questions that you answered.

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During the IAT you just completed: Your responses suggested a moderate automatic association for Male with Career and Female with Family.
Your result is described as an "Automatic association for Male with Career and Female with Family" if you were faster responding when Career and Male are assigned to the same response key than when Career and Female were classified with the same key. Your score is described as an "Automatic association for Female with Career and Male with Family if the opposite occurred.
Your automatic preference may be described as "slight", "moderate", "strong", or "no preference". This indicates the strength of your automatic preference.
The IAT requires a certain number of correct responses in order to get results. If you made too many errors while completing the test you will get the feedback that there were too many errors to determine a result.
Note that your IAT result is based only on the categorization task and not on the questions that you answered.

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Instructional Activity 1_PS1-GrK-Unit1 Page 1 of 2
Unit #1 Title: The Many Faces of Me     Grade Level: K

Number of Lessons in Unit: 2

Time Required for each lesson: 20-30 minutes

Best time of year to implement this Unit: Anytime (May be used to start off the year, or throughout the year as a refresher)

Lesson Titles: Lesson 1: Happy, Sad, Scared and Mad: All Belong To Me Materials/Special Preparations Required Drawings or pictures from magazines of basic feelings (happy, sad, mad, scared) Construction or card stock paper Markers Worksheet: Feelings worksheet (attached)

Lesson 2: How I Act Is Who I Am Materials/Special Preparations Required 2 puppets Posters of the words “Caring”  “Responsible”  “Respectful”  “Cooperative”

Missouri Comprehensive Guidance and Counseling Big Idea:   PS.1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities

Grade Level Expectations (GLEs):  PS.1.A.0K Identify basic feelings. (DOK Level - 1) PS.1.B.0K Identify personal roles in the family. (DOK Level - 1) PS.1.C.0K Identify character traits needed for different situations. (DOK Level - 1)

American School Counselor Association (ASCA) National Standard:  Personal/Social Development: A: Students will acquire the knowledge, attitude, and interpersonal skills to help them understand and respect self and others.

Show Me Standards: Performance Goals (check one or more that apply)  Goal 1: Gather, analyze and apply information and ideas X Goal 2: Communicate effectively within and beyond the classroom 2. Review and revise communications to improve accuracy and clarity 3. Exchange information, questions, and ideas while recognizing the perspectives of others  Goal 3: Recognize and solve problems X Goal 4: Make decisions and act as responsible members of society 3. Analyze the duties and responsibilities of individuals in societies

Missouri Comprehensive Guidance & Counseling Programs:  Linking School Success to Life Success To ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary and Secondary Education grants permission for the use of this material for non-commercial purposes only.
Instructional Activity 1_PS1-GrK-Unit1 Page 2 of 2
This lesson supports the development of skills in the following academic content areas. Academic Content Area(s)   Specific Skill(s) X Communication Arts 6. Participating in formal and informal presentations and discussions of issues and ideas  Mathematics  X Social Studies 6. Relationships of the individual and groups to institutions and cultural traditions  Science   Health/Physical Education   Fine Arts

Unit Essential Questions:  What are feelings? Why is it important to understand/recognize different feelings? How do I learn how to act in different situations?

Unit Measurable Learning Objectives: The student will identify and draw the four basic feelings. The student will identify four character traits needed for different situations.

Unit Instructional Strategies/Instructional Activities:    X   Direct (Didactic Questions; Demonstrations; Guided & Shared – reading, listening, viewing, thinking)   X   Indirect (Concept Formation)   X   Experiential (Role-Playing) ___ Independent Study    X   Interactive Instruction  (Discussion)

Unit Summative Assessment (acceptable evidence):  Summative assessment should relate to the performance outcome for goals, objectives and GLEs.  Assessment can be question answer, performance activity, etc.   Students will discuss/respond to how they feel when they exhibit various character traits in the roles that they have in their families.

Brief Summary of Unit: Lesson one provides students with an introduction to the four basic feelings of happy, sad, mad and scared. The lesson concludes with them completing a Feelings worksheet.

Lesson two, through a discussion with two puppets, allows students to identify the roles they play in the families and the accompanying character traits that assist in them playing these roles.

Student Prior Knowledge: What prior knowledge do students need (e.g. the steps to solving a problem) to be successful in this unit? Familiarity with basic feelings.

Missouri Comprehensive Guidance & Counseling Programs:  Linking School Success to Life Success To ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary and Secondary Education grants permission for the use of this material for non-commercial purposes only.

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Since I am currently a teacher, I have some issues with some students that I currently work with everyone in the building. I work with my students, their parents, their families, other teachers, and when I’m not there I have a book on how to work with my children who are difficult and need help with a routine. This I help them with what is happening today so, they can be successful in the future. Not only is it to help prepare them for school, but also for life in general. In preparation school, you want to give them some options you think they will succeed in the future when they do have to go to the next phase of school.

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Gender dysphoria is a conflict between a person’s assigned gender and the gender they feel.

People with

gender dysphoria

experience distress and

problems functioning

This can influence behavior,

dress, and self-image.

Children may want to dress opposite, change hair, or ask to be called something else.

Gender dysphoria is a conflict between a person’s assigned gender and the gender they feel.

People with

gender dysphoria

experience distress and

problems functioning

This can influence behavior,

dress, and self-image.

Children may want to dress opposite, change hair, or ask to be called something else.

Gender dysphoria can show at the

Gender dysphoria can show at the

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School counselors are the heart of the school since they have to be a school counselor, marriage counselor, trauma counselor, social worker, educator, and so much more. "To make sure students, their families, teachers and everyone can be one and successful as a whole."

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Moving Beyond Debate: Support for CACREP’s Standard Requiring 60 Credit Hours for School Counseling Programs

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Moving Beyond Debate: Support for CACREP’s Standard Requiring 60 Credit Hours for School Counseling Programs

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They are making sure school counselors are prepared to deal with any and all situations they may encounter within the school. I think this is perfect since working with a student means working more than just with them. As a school counselor you have to work as a whole with their teachers and family.