Northview Elementary School Counseling

ProgramAdrienne Hudak

Renee BellPriscilla Tamankag

Callie Holtegel

The mission of Northview School, a child-centered partnership, is to ensure all students develop a strong foundation of knowledge, skills and virtues, perform to their potential, and recognize their unique abilities and self-worth, through guidance and support from dedicated staff, committed families and an involved community.

Mission Statement

Approximately 500 students Kindergarten through Fifth Grade Suburban Area One school Counselor State Report Card for 2009-2010: Effective

All about Northview Elementary School

Our Guidance Program at Northview School seeks to develop and instill interpersonal and intrapersonal skills in our students to create an environment of respect for self and others.

The program utilizes an ecological approach through resourcing parents, staff, and community to provide needs for all students and collaborate for their success.

Counselors will use classroom time for all students, as well as individual and group time with counselor for students with specific needs.

Northview Elementary School Counseling Program Goals

Intrapersonal Objectives: To help students understand their strengths

and abilities and use that knowledge as a base for a positive sense of self-esteem.

To distinguish between appropriate and inappropriate behaviors and understand the need for self-control and practice it.

Program Objectives

Program Objectives cont.

Interpersonal Objectives: To encourage and develop the ability to

identify and share feelings with effective communication and understanding for each student and for their classmates. 

To increase students capabilities to deal with and resolve conflict in positive ways.

Personal/ Social development has been selected as the most important domain of the ASCA national standards for acedemic success in Elementary Students (Barna and Brott, 2011)

Bitner et al., (2009) report a survay in Utha’s elementary school identified self-esteem as one of the top three needs, along with bullying and conflict resolution.

Rationale

Self Esteem, especially when developed at a young age has many potential benefits: Reduce violence among children Is necessary for students to make academic strides Can prevent students gaining self-esteem from

negative factors (bullying). (Johnson, 1991;Portner, 1999)

Self-Esteem at a young age is important to develop with personalized activities because it is unique to each child (Portner, 1999).

Rationale cont.

The interpersonal skill of identifying one’s own feelings and those of others is essential to learn at a young age

Social skills training and group exercises can be incorporated into the classrooms to teach socially accepted behaviors relating to feelings

Teacher/counselors incorporate classroom meetings into their daily schedules to provide opportunities for children to develop several skills. Youth practice communication, interpersonal, and intellectual skills that lead to behavior change and emotional growth (Fazio-Griffith, 2003)

Students are able to focus on their positive accomplishments, thereby raising their concepts of themselves and their capabilities (Fazio-Griffith, 2003)

Rationale cont.

Children who can resolve conflicts harmoniously are more likely to be accepted by peers than children who than children who make poor choices in conflict (Kupersmidt & Dodge, 2004)

Students that experience conflict resolution training are more likely than untrained children to be willing and able to use adequate conflict resolution procedures in real situations and have a conceptual understanding of friendship (Stevahn et al., 2000)

When children learn socially appropriate behaviors and conflict resolution skills at a young age, they are more likely to continue these behaviors throughout life and model them to peers (Hodgson, 1995)

Rationale

Grade Activity Assessment

Kindergarten

Draw unique things about self; share one-on-one with counselor

95% able to identify 2 unique qualities

First Grade Read Ruby the Copycat by Peggy Rathman and discuss. Circle sharing of talents

Two situation say no; one reason why

Second Grade

Write about one instance of something difficult they have learned to do well.

Completion in 95% of students

Third Grade

Create a collage in art class of strengths, interests, abilities, and dream job.

Completing project with 3 areas

Fourth Grade

Lesson given by school counselor about the topic and ways to improve self esteem.

15 or higher on RSES, 3 ways to improve S.E.

Fifth Grade History Class: students give a report about how culture has helped them develop skills

Passing grade as determined by teacher

Intrapersonal Interventions:Self Esteem

For students who display low self-esteem at these interventions, or otherwise will be considered for self-esteem groups.

Offered to K-2 and 3-5. Topics include: Books, complining times of things to be proud

of, brainstorming activities they enjoy, learning how to learn from tough situations, etc).

Intrapersonal Interventions:Self Esteem Groups

Grade Activity Assessment

Kindergarten

Freeze Tag in gym class Sutents who follow the rules continue to play

First Grade Table Manners Lesson. Students demonstrate skills for teacher

Second Grade

Manner Month: Chart for the classroom will keep track of good manners

3 good skills per week, per student

Third Grade

Counselor lesson: take time to think before you speak.

Success at Count to 10 activity

Fourth Grade

Write short story in writing class Stories read out loud, class discussion

Fifth Grade Teach Saying No: broken record Role Playing

Intrapersonal Interventions:Self control and Behvaior

Grade Activity Assessment

Kindergarten

Hot frogs-pass around colored frogs labeled with feeling to share story

Stories shared by 90% of class

First Grade Review story of Cinderella and complete handout connecting story lines and feelings

90% students connet story and feelings

Second Grade

Share story of behavior of self or other and feelings that came with it

90% make connections and complete writing

Third Grade

Feelings book with drawn picture and “I feel” statement

95% make correct statements

Fourth Grade

Review events of 9/11; write a report on actions and emotions important to them

connection relevance 4-5 on scale 1-5

Fifth Grade Role play of different behaviors and emotions

Input, role-play, 4-5 out of 1-5 scale

Interpersonal Interventions:Shared Feelings

Grade Activity Assessment

Kindergarten

Create a Bug Board. Have students draw a picture of something that “bugs” them.

One picture from each student

First Grade With Shared Feeling Intervention

Second Grade

Puppet Lesson on conflict resolution and “I feel” statements

Identify steps in Conflict Resolution

Third Grade

Partner art with limited supplies, reflection on compromise

Identify anger and compromise

Fourth Grade

Brainstorm and list positives and negatives of using violence to resolve conflicts. Compare the two lists; societal views of fighting.

Identify positive conflict resolution skills

Fifth Grade With Shared Feelings Intervention

Interpersonal Interventions:Resolving Conflicts

As a class, we will complete the role-play activity.

In groups of four: First two members role play situation Class feed back on what we liked, what we

would do differently, and questions. Second two members role play taking in mind

class suggestions

Let’s Try It!

Anti-Defamation League, Initials. (2007). All kinds of feelings: a lesson for prek–2nd grade. Retrieved from http://www.adl.org/education/911/911_prek.asp

Barna, J. S., & Brott, P. E. (2011). How important is personal/ social development to academic achievement? The elementary school counselor's perspective. Professional School Counseling, 14(3), 242-249. Retrieved from EBSCOhost.

Bitner, K. S., Kay-Stevenson, D., Burnham, B., Whitely, A., Whitaker, A. B., & Sachse, T. (2009). Utah's school counseling data projects: A statewide initiative. Professional School Counseling, 12(6), 488-494. Retrieved from EBSCOhost.

Fazio-Griffith, L. J. (2003). Social skills for elementary school children. Journal of School Counseling, 1(2). Retrieved from http://www.jsc.montana.edu/articles/v1n2.pdf

Hodges, J. (1995). Conflict resolution for the young child. Retrieved from Education Resources Information Center.

Kupersmidt, J. B., & Dodge, K. A. (2004). Children’s peer relations: From development to intervention. Washington, DC: American Psychological Association.

References

Johnson, K. K. (1991). Loving and teaching. Educational Leadership, 49(2), 84. Retrieved from EBSCOhost.

Portner, J. (1999). Happy hour. Teacher Magazine, 10(5), 16. Retrieved from EBSCOhost.

Valore, T.G. (2002). Sharing adventure : the group is important!. Reclaiming Children and Youth, 11(2), Retrieved from http://search.proquest.com.proxy.libraries.uc.edu/docview/214195681/13081A6B9581A0706A8/1?accountid=2909

The Sandbox Learning Company, Initials. (2007). Fun feelings activities. Retrieved from http://www.sandbox-learning.com/Default.asp?Page=145

Stevahn, L., Johnson, D.W., Johnson, R.T., Oberle, K., & Wahl, L. (2000). Effects of Conflict Resolution Training Integrated into a Kindergarten Curriculum. Child Development, 71(3), 772-784.

References cont.

T.J. Zirpoli. Pearson Allyn Bacon Prentice Hall. Campbell and Werry (1986)

Lewis, Colvin, & Sugai, 2000; Sprague & Thomas, 1997; Yu, Darch, (Kauffman, 2001).

Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders of children

and youth (6th ed.). Upper Saddle River, NJ: Merrill. Lewis, Colvin, & Sugai, 2000; McIntosh, Herman, Stanford,

McGraw, & Florence, 2004) Teaching Infants and Preschoolers with Handicaps by

Donald B. Bailey, Mark Wolery (1984)

Additional Sources