The operational core belief that I hold about students, are that all students are are first and foremost people. They are all deserving of respect understanding and encouragement with no exceptions. Each student is as unique and varied as a  snowflake and each represents an irreplaceable thread in the fabric of life.

 My job is not to impose on them my views dreams and desire, but instead,  to assist them in dreaming, clarifying, and achieving their own unique dreams. I believe strongly that cultivating a positive human connection and supporting them to build their own heartfelt dream for their future is one of the best ways to empower students. Having a dream and a plan is a powerful tool for navigating the trials of adolescence and young adulthood. Removing barriers through building skills and scaffolding supports, referrals to outside agencies and development of positive systemic changes are all part and parcel to achieving the goal of supporting healthy happy successful students. 

It is my personal belief that the School Counselor needs to be focused on an every and any student approach. Each student will arrive with different experiences, different barriers, outlooks and goals. It is imperative to find what is right, unique and lovely about each  student.  When we focus on strengths, we can get the message of caring,  acceptance and understanding through to the student. It is in this way that we are set up to be of maximum assistance to students in meeting their goals and making their dreams come true.  

When addressing ethical standards I believe that one of the most powerful uses of ethical standards is the protection of the counselors right to stand by and stand up for every student.  Many school climates and community climates are archaic and unsupportive of inclusivity.  Our ethical mandate makes inclusion our job.  (American counseling association, 2014 )

It also outlines the limitations of our work. We cannot impose our own ideals, we must meet our clients where they are and level the playing field. We must drive to do good and at least do no harm. We must be accountable and professional, trust worthy and reliable. In order to meet those goals we must take good care of ourselves. 

My personal philosophy of school counseling is reflected in my personal mantra; 

My goal is to meet each student where they stand and work both with them and for them, to remove barriers and build scaffolding to help them to define and achieve their highest dream. 

Not surprisingly having worked in mental health those past 30 years I am quite competent in regard to direct and indirect mental health and social student services. Providing short term counseling and groups are mothers milk to me.  I also have had several years in social services in the school district and that time has afforded me considerable knowledge about how a school system functions and the counselors place in that system. I also have considerable background in how Alaskan communities' function. Native villages, Russian villages and rural fishing villages which are my milieu and my own background as well.

Where I need to focus new information

Where I need considerable education and training is in the school counseling specific categories; higher education tracts and career training tracts, the mining of educational data for use in curriculum development and application of ASCA mindset and behavioral guidelines. Becoming competent in the nitty gritty of data driven curriculum development is clearly my future.

In front of me is the transition from a passion for mental health and an opportunity to find a bridge that I can build in my mind to help me become as passionate about school counseling and I am personal healing work. Learning to apply date driven models to create change in cultures at schools though multilayered culturally competent curriculum will ignite that fire. I will learn those skills here at Walden, through seeking mentoring and training outside of school and through self study which is the Alaskan way.

 

This was a fascinating article exploring the efficacy of school counselors working within the Comprehensive School Counseling Program model, (CSCP).  These School Counselor’s work providing individual and group counseling, have a curriculum of classroom instruction and work collaborative with school, family and stakeholders for the benefit of their students. The attend collage fairs meet with family’s and in this representative sample had a limit of the 250 student's caseload as outlined by ASCA (2020).  The focus was first generation students to higher education. The study found some core implications. The fact that the research focused on school meeting ASCA criteria is why I chose this article.

 

The first finding noted is the development of a direct relationship with the counselor, in a positive trusting mentor relationship increased the students access to information and sense of belonging and connection. It addressed social emotional needs as well as expanded the information pool of possibilities and what why and hows of higher education in families that are often not informed themselves about such topics. 

 

The broad-brush stroke of in classroom education regarding social emotional and academic skills as well revealing the inners working of the often-mysterious higher education tracts for all students leveled the playing field within the whole school population.

 

Building on that macro educational approach with regular one on one and group offerings as well as the creation of focused micro programs for specific topics or populations created another layer of success in groups with unique barriers like first generation students. Highlighting the potential for a school counselor working with a comprehensive program can make a real and significant difference in the lives of their students. 

 

My personal experience is that relationship is primary for all positive change. I love the layers of intervention of classroom, group, individual and community that are highlighted. It is imperative to give a counselor opportunity to provide this kind of program rather than bury them in testing paperwork and crisis management which so often happens. The call for advocacy is noted in the article and highlighted by the division between the possibility presented and the reality so often happening on the ground in schools around the United States. 

 

UNIT - Lesson 4 of 8

GRADE LEVEL 9-12

GUIDANCE STANDARD(S):

ASCA Standards Addressed:

 

 Category 1.1 - Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

Category 2.2 - (Self-Management Skills) 
Demonstrate self-discipline and self-control

Category 2.7 - (Self-management Skills) Demonstrate effective coping skills when faced with a problem

Category 2.10 - ( Self-Management Skills) Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

 

 

STANDARDS ADDRESSED:

*If this lesson is crosswalked with other academic areas, please list here.

9-12.1.2 Describes strategies to regulate emotions

9-12.3.1 Applies emotional regulation skills

DIFFERENTIATED INSTRUCTION STRATEGIES:

Differentiated delivery of instructional material: written by counselor or other participants, verbal. Written activities may be converted to verbal format or extended time given to complete.

Different sources of information and conversations: paper/pencil, white board, discussion, drawing, art.

LEARNING OBJECTIVES: 

Students will be able to identify positive coping skills used since the death of their loved one.

Students will learn other positive coping skills that can be used.

TIME REQUIRED

45 minutes

MATERIALS NEEDED

 Writing utensils

White board markers

Strategies for Coping Handout pgs 83,84

 

ACTIVITY SUMMARY

1. Check in

2. Discussion about how the holidays went

3. Discussion and Handout on Coping Skills

4. Closing

 

PROCEDURE

1. Check in

a. Who died

b. Best and worst thing about Winter break

2. Discussion on how students handled the holiday season without their loved ones.

a. What was the most difficult part about Winter break?

i. How did you overcome your grief moments?

ii. What coping skills did you utilize?

iii. What would you change about your Holiday Break?

b. How did you remember the individual who died?

i. Did this help or hurt?

ii. Would you change how you remembered the one who died?

3. Discussion on coping skills that were used over the break

a. Let the students know that the holidays are never easy and that the reason we have been talking about grief moments and remembering is so that we can identify coping skills that work for us and begin to identify new ways to handle our grief.

i. Pose the question for the students to identify 3 copings skills they utilized over break

1. Provide students with the strategies for coping handout

ii. Do you see any of your coping skills on this list?

iii. What coping skills stick out to you?

iv. What coping skill do you think would be useful in your personal journey.

4. Closing

a. What is the next major holiday or event that might be difficult for you to handle?

b. What coping skill will you use or try to use to prepare and overcome that situation?

 

EVALUATION:

 

What data will you collect and How will you collect data to show:

1. impact on K-12 students

2. feedback on lesson

 

Fill out Process and Progress for each individual in the group to track how they are participating and working in the group setting.

 

FOLLOW-UP PLAN:

At the next group meeting as the students if they tried the new coping skill and if so did it work? Why? Why not?

 

CITATION(S)

References/Resources Used:

Cite copyrighted materials, but do not reproduce copyrighted materials in your lesson plan.  Non-copyrighted materials must be reproduced and included in your lesson plan.

Johnson, Scott. "Teen Grief Curriculum." An 8 Week Teen Grief Curriculum (2010): n. pag. Print.