The program was designed to help students define and understand different emotions and learn effective coping skills. To do so, the mindsets and behaviors statement M-1: Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being. This was the appropriate approach taken to help the students understand what they are feeling and how to express those feelings. B-SMS 7: effective coping skills and B-SMS 1: responsibility for self and actions were also used to design plan. M 2: Self-confidence in ability to succeed could have also been included in this plan.

The use of different media forms to teach emotions, their effects, and how to cope was the appropriate approach when dealing with this age group. Having the students learn 4 different ways to cope gives the students a chance to work through their emotions if creative ways. Letting the students know that what they are feeling is normal, but also to understand that their reactions do have consequences and they are in control of whether those are positive or negative.

Timing is crucial to the success of a program implementation as well. Students' days, even at the elementary level, are filled with goals that must be achieved. Having to add another lesson plan can add additional stress to educators and students. Addressing these concerns at the beginning of the year can have a more positive impact on the student's ability to understand what the school counselor is trying to teach them.

At this age, the school counselor must make sure that they are in continual contact with the teachers to better understand each student and their developmental stages. There are many factors that the counselor must take into consideration when coming up with a program that is to be implemented class-wide as opposed to one-on-one.

I would like to have a better understanding of the school district's policies that I will be working with.

Test two was the Age bias test. The results didn't surprise me that I have a more favorable view of younger people over older. I believe this is due to my working primarily with individuals much younger than me and many of the people that I have friendships or interactions with are younger than I am.

Whiston, S. C., Tai, W. L., & Rahardja, D. (2011). School Counseling Outcome: A Meta-Analytic Examination of Interventions. Journal of Counseling & Development, 89(1), 37–55. https://doi.org/https://aca.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,5,14;journal,1,45;linkingpublicationresults,1:112973,1