Personal Space Camp: A Classroom Guidance Plan for 2nd Grade Students

Breanna Herring

blherrin@live.unc.edu

RESULTS

INTRODUCTION

Research suggests that social competence is composed of specific, identifiable

skills and the development of such is one of the most significant outcomes of

the schooling process (Elliot & Gresham, 1993).

Preadolescent children who feel they lack competency of social skills during

the elementary school years, have reported higher ratings of depression and

social isolation, as well as anger and aggression in comparison of their peers

(Parkhurst & Asher, 1992).

Such negative feelings of competence are likely to develop into negative

feelings of schooling itself, offering a link between individual social skills and

academic achievement (Burelson, Appelgate, Burke, Clark, Delia & Kline,

1986).

School counselors have a responsibility to proactively ensure social

competence for optimal social growth (ASCA, 2012).

Personal Space Camp offers an opportunity to teach 2nd grade students the key

factors of personal space, a large component of social skills; thus, facilitating

positive peer relationships and further social development.

METHOD

100 % of students demonstrated personal space in multiple areas of the

classroom (i.e. in line, at their desks, on the carpet, etc.)

From the Pre-Post-Test, 100% of students (N=22) reported their

knowledge of personal space. Specifically, students reported they knew

what personal space was, they knew their personal space, they knew why

it was important, and they knew how to maintain personal space

throughout the school.

Consultation with the teacher, 2 weeks post-lesson, revealed that 100% of

students had positively improved with maintaining personal space.

Procedure (Approximately 5 minutes)

The school counselor will reintroduce themselves and explain their role at the

school.

Students will be reminded of classroom rules and overall school rules.

Students will be asked to complete the Personal Space Pre-Test. The counselor

will assist students with any questions.

Students will brainstorm the meaning of personal space. Counselor will lead a

group discussion on their ideas. The counselor will provide a definition of

personal space following the discussion.

Main Activity (Approximately 15 minutes)

The counselor will then read Personal Space Camp by Julia Cook.

Give each student a “Personal Space Ships”

A discussion of Personal Space camp will follow. Ask students:

What is personal space?

How big is personal space?

Where do we have personal space?

Why is personal space important?

Ask students to demonstrate their personal space with their Personal Space

ships throughout the classroom (i.e. in line, at their desks, on the carpet, etc.)

Take pictures of students in their Personal Space ship. Print for visual reminders

in the classroom.

Closing (Approximately 10 minutes)

Summarize the meaning and importance of personal space. Remind students

that their Personal Space Ships should travel with them throughout the school.

Ask students to complete the Personal Space Camp Post-Test

Thanks students for participating, remind students that you are always

available, and provide each student with a Personal Space Camp certificate.

This maintains an emotional and physically safe environment

for children.

Role play what to do if someone invades your

“Personal Space Ship”

Adaptable lesson for kid’s with learning difficulties.

REFERENCES

American School Counseling Association. (2012). The ASCA national model: A

framework for school counseling programs (3rd ed.).

Burleson, B., Applegate, J., Burke, J., Clark, R., Delia, J., & Kline, S. (1986).

Communication Education. Communicative correlates of peer acceptance in

childhood, 35, 348 – 361

Elliot, S., Gresham, F. (1993). Behavior Modification. Social skills interventions for

children. 17(3),287-313.

Parkhurst, J.T., and Asher, S.R., (1992). Developmental Psychology. Peer rejection in

middle school: Subgroup differences in behavior, loneliness, and interpersonal

concerns, 28, 231–41.