Using Multimedia to Advocate for the School Counseling Profession

Great way to use multimedia to advocate

for the school counseling profession!

 

5 Facts about 21st Century School Counselors

Using Jenga to Teach Impulse Control

As a counselor, we often see students who display hyperactive or impulsive behavior.  One of my roles with these students is to teach them the skills they may lack.  These skills might include delaying gratification, concentrating, and making choices.

Jenga is a great game to illustrate and practice all of these skills. 

Below are some great questions to ask while playing Jenga to help the student make real-life connections:

• How do you make a good choice about which block to pull?
• What would happen if you pull a block without thinking first?
• You have to think ahead about what will happen when playing Jenga. How do you think ahead when making a choice in class?
• What happens in class when you don't think first before making a choice?
• How do you make choices in class?

Jenga is also a great time to reinforce any positive skills you notice, such as...

• I noticed you really took your time deciding which block to pull.  Good job!
• You are really thinking about what will happen if you pull that block. 
• I like the way you think about each option before choosing which block to pull. 

Need Ready-Made Multimedia Lessons? Try Ted Ed!

Finding the Right TedEd Lesson

TedEd allows you to search for multimedia lessons by:

• Age of the student (elementary, middle, high)
• Duration of the lesson
• Content of the lesson.

What is a TedEd Lesson?

Each TedEd lesson generally follows this order...

1. Watch. (Students watch an engaging YouTube video.)
2. Think. (Students answer multiple choice or short answer questions.)
3. Dig Deeper. (Students read additional information and can access links to other pertinent articles or websites that may be of interest.)
4. Discuss. (Students read discussion questions and answer online. Students can also read other users' responses.)

You can even create your own lessons!

Why Does This Matter?

TedEd lessons are a great way to flip lessons or incorporate technology into classroom guidance! 

Check out links to 2 great TedEd lessons below!

3 Tips to Boost Your Self-Confidence TedEd Lesson
Overcoming Obstacles TedEd Lesson

3 Things School Counselors Can Learn from Apple Inc.

1. Know Your WHY. 

We all know WHAT we do.  We teach, counsel, register, consult, lead, and the list goes on. We know HOW we do it.  We offer unconditional positive regard, advocate for equity, and problem-solve. But WHY do we do it? 

In Simon Sinek's book, "Start with Why," it is not just WHAT we do or HOW we do it that matters.  It is WHY we do it that defines us and inspires others. Our WHY is our belief.  Sinek points out that Apple has clearly defined their WHY, "to challenge the status quo and to empower the individual" (Sinek, 2009,p. 43¹).  Their WHY defines them and inspires others to love their products and trust the company.

What is your WHY?  Does your WHY inspire others' trust?  Dig deep, go beyond, "I want to help kids."  What life experiences led you to this profession?  What key moments as a school counselor have had the greatest impact on you?  Re-discover your WHY.

2. Customer service.

Recently, I was having difficulty transferring data from my old iPad to my new iPad.  I prepared myself for the hassles that calling a customer service line usually entails.  I was even prepared to spend money for a "warranty plan" that would allow me to obtain assistance from a technical specialist.  What happened was completely different.  The Apple customer service representative was friendly, spent over an hour with me on the phone, and wanted to make sure that my customer service experience was positive. Apple has excellent customer service. People trust them.

Someone once told me, "We are all in the business of customer service." As school counselors, our customers are parents, teachers, students, our administration, the school custodians, the cafeteria staff, and anyone else who crosses our path.  How would people describe your customer service? 

3.  Diversify your delivery.

When I was in elementary school about 20 years ago, I remember using a chunky Mac computer with large floppy disks. Apple made computers.  Well, they did.  Now they make tablets, phones, watches, and more.  They have maintained their WHY, but diversified their delivery. ¹  Apple's website says, "The people here at Apple don't just create products - they create the kind of wonder that's revolutionized entire industries" (Apple Inc., 2015). 

Just like Apple, diversify your delivery.  How can you cover the guidance essential standards for 21st century learners?  Plan a guest speaker panel to engage students about college and career options. Involve students in a Kindness Scavenger Hunt where they actively create a positive school culture. Use Twitter, blogging, or other technology to get students talking about challenging topics in a familiar (and cool!) medium.  Your WHY stays the same, but diversify your delivery.

 

References

¹ Sinek, Simon (2009). Start with why: How great leaders inspire everyone to take action.             Penguin Group: New York.

New Bulletin Boards for the New Year

Loving this bulletin board that promotes positive relaxation strategies for kids!

 

We ALL need a growth mindset! 

 

 

I love my inspirational quotes!

Alert: New Tech Tool!

Are you looking for a creative, visual way to share information with staff, parents, or students? 

 

Try Haiku Deck. 

 

1. Go to www.haikudeck.com.
2. Sign up for free.  
3. Create your own presentation in 10 minutes! 

TIP: You can search for graphics on Haiku Deck.  You don't have to upload your own.

Below is a Haiku Deck you can share with staff

at your school to kick off the year!

Back to School - Created with Haiku Deck, presentation software that inspires

Teaching Children Deep Breathing and Mindfulness

Below are 3 great videos to help your kids learn the art of deep breathing and mindfulness.

This 2-minute video explains the 3 steps to meditation, including sitting posture, feeling your breath, and dealing with distractions.  Great video for students or staff!




The video below (a little over 1 minute) explains the brain regions impacted by mindfulness/deep breathing. It introduces three words - prefrontal cortex, hippocampus, and amygdala. Great for elementary school-aged students!




The 3.5 minute video below helps students better understand the mind-body connection. It uses relatable students to teach the concept of deep breathing.

 

Inspirational Videos for Educators

Need a little inspiration? 

Here are some videos that may give you the momentum you need to

be an INSPIRING educator for others!

Get your groove on with this parody of "Ridin Solo".



We must continually change to reach our students.



The value of relationships in learning.

Pinterest and Parents

Looking for an innovative way to engage parents and students in your counseling program?  Do you want to incorporate technology into your school counseling program?

Check out my School Counseling Pinterest page at www.pinterest.com/CounselorJenn1.

Pinterest.com is an easy way to...

1. Provide parents with supplemental information about parenting, your counseling program, and mental health
2. Guide student exploration of careers, college, stress management techniques, and just about anything else
3. Create a positive public relations campaign for your counseling program

TIPS:

• Do NOT connect your school counseling program Pinterest page with your personal Pinterest page and/or Facebook page.  For example, don't use your personal email address when you set up your school counseling program page. 
• Use a quick Google drive survey or old-fashioned paper survey to find out what your parents and/or students would like to see on your Pinterest page.
• Don't clutter your professional Pinterest page. Make each Pin intentional and meaningful so that it is easy for parents, students, and staff to navigate.

Visit Pinterest's profile on Pinterest.

Use PowToon.com to Reach Stakeholders Using Technology

PowToon's motto is, "Brings Awesomeness to Your Presentations!"  PowToons is a FREE way to engage others in a visual way using technology.

As a school counselor, you can use PowToon to:

• Share data with stakeholders
• Announce upcoming events with parents, staff, and the community
• Motivate staff
• Teach a simple concept to students

The link below shows the short 3 minute PowToon video I created and shared with stakeholders, including our superintendent, assistant superintendent, and student services director.

 

End of Year "Send Off" Gift for Staff

Need a creative way to send teachers off for the summer? 

Or a fun reminder during the year to "pencil" in time to relax, read, and recharge?

What is Your Super Power?

What is Your Super Power?

Juan (name has been changed) comes to my office.  The teacher sent Juan to me because I am supposed to "fix" Juan.  She has already redirected, reprimanded, punished, and rewarded Juan.  None of those worked.  She believes I might have the super power to "fix" Juan.

Juan is impulsive and makes poor choices.  His teacher needs help!  I spend 30 minutes with Juan doing activities and talking.  He returns to class.  Within one minute of returning to class, he has pushed another student.

I shake my head.  I can only imagine what the teacher is now thinking about my super power.

A Counselor's Doubts: Am I effective?

Counseling uses different methods to achieve a result.  Sometimes the method involves insight or challenging cognitions, and "results" may be more immediate.  However, sometimes we are teaching skills.  And just like any teacher, it takes repetition and practice.

Brain Development

The younger we are, the more our brains change.  In the case of a preschooler being exposed to ongoing violence, this can have detrimental consequences.  The preschooler's brain may become hyper alert - always scanning the environment for possible danger.

However, when counselors are able to work with children at a young age introducing positive skills, brain development is to our advantage.

The "ruts" in children's brains are less developed and deep than those of adults.  Children are more likely to create new neural pathways and  experience brain growth in areas that control learning, decision-making, and planning.  How do we promote positive brain growth in children?


4 Ways to Promote Positive Brain Development

1. Teach students the skills they need. Imagine that the student is from another planet.  How can we teach them this "human" rule?  Clearly define the steps for a particular skill on a pocket-sized card.  The student can keep the skill card in their pocket, tape it to their desk, or attach it to their book bag.

2. Model the skill for the student.  Imagine never having used a computer before.  You read books about typing, making spreadsheets, browsing the Internet, saving, and finding files.  Finally, one day, a computer is in front of you.  Let's see how fast you can create a PowerPoint presentation.  :)  First, you would need to learn how to power on a computer and open Microsoft PowerPoint. Once you learn how to open PowerPoint, you would learn much faster and more effectively if someone first showed you how to create a PowerPoint.  It is not enough to simply read about it.  We learn visually.  We need to see it.

3. Learning can begin in your office.  However, in order to promote optimal brain growth, the student must practice the skills in their daily life.  Use punch cards to reward students for each time they practice a skill.

4. We cannot expect a student doing addition to learn algebra in the same year.  In the same way, students need scaffolded support.  Ana (name has been changed) has a bad temper.  When she gets angry, she throws objects, hits, breaks objects, and runs from the teacher.  Which behavior do we target?  Start with the most simple behavior that is lacking.  See below for a sample plan to scaffold Ana's behavior when she is angry.

• Week 1: Help Ana recognize her body's warning signs for when she is angry (e.g. sweaty, clinched fists).
• Week 2: Help Ana recognize warning signs and say to herself, "I need to calm down."
• Week 3: Help Ana recognize warning signs, tell herself, "I need to calm down," and take 3 deep breaths.

Ana is still learning "addition" and must master this before she can become an expert in "algebra."

Help! Dealing with Trauma Exposure

Is this Burnout?

You know that feeling when your mind won't stop because there is too much to do?  You are at home but your mind is on work.  You keep trying to think out of the box and find a way to fix things.

You experience a success. But every time you think you are closer, you realize there is more to be done. Domestic violence.  Poverty.  Abuse.  Immigration.  Education.  And the list goes on. 

The little successes become overshadowed by a heavy cloud of all that's wrong in this world. You can't stop believing that you can change things - because if you stop believing, what point is there in doing?

Coping with Trauma Exposure

Over time, some people dull their heart to others' problems.  They can't cope with the pain of seeing others suffer.  So they pull away and approach it from an intellectual standpoint.  But our emotions make us uniquely able to listen empathetically, hold someone compassionately, and fight for our cause unequivocally. 

Some people decide there is no use in trying.  There is too much work to be done.  And they pursue a career with more immediate results. 

However, there is me and you.  Like Benjamin Franklin, we believe that, "Justice will not be served until those who are unaffected are as outraged as those who are."  We believe that we should "do what is right, not what is easy."  So, if you're like me, listen...

1. Celebrate the little successes.  In "Trauma Stewardship," Lipsky says that those who witness trauma in their work may feel like they can never do enough (Lipsky, 2009). Think of the individuals you help, not just the larger systematic and societal hurdles.  Remember the story of the person in whose life you made a difference.

"I can't promise to fix all your problems, but I can promise you won't have to face them all alone."

2.  Take personal time to reconnect spiritually.  Lipsky (2009) discusses the hyper vigilance that can  accompany trauma exposure.  You begin to notice greater injustices and have a stronger sense of fear.  Although this may activate your "fight" response to work harder, take time to reconnect.  I reconnect spiritually through being in nature, listening to music, and prayer.  You may dance, create art, or do yoga.  Turn off your cell phone.  No work emails allowed.  Reconnect.

3. And lastly, keep believing that you can change the world.  Join with others who share your passion. Use social media to raise awareness of your cause.  Great people make a name for themselves through perseverance.

"Of course, it's hard.  It's supposed to be hard. If it were easy, everybody would do it.  Hard is what makes it great."  ~ A League of Their Own

Helping Kids Set Boundaries

This week, I talked with a student whose parent often becomes angry. She feels responsible for the parent's emotions and poor behavior. She finds ways to calm the parent and keep the parent happy. Instead of being able to focus on herself, she has taken on responsibility for another human being. Boundaries have been blurred.

What are Boundaries? 
A boundary defines "what is me and what is not me" (Cloud & Townsend, 1992, p. 31).  Boundaries are developed in the context of a safe relationship, usually with the mother.  They allow the child to feel safe and attached enough to venture out and be independent.  In other words, the world feels safe enough for the child to practice making decisions on their own.

When Kids Say "No"
When a child exercises their "no," they are practicing boundaries.  As educators and parents, we often believe the idea that we are the adult, they are the child, and there is no room for discussion.  However, saying "no" is one of the first boundaries a child practices.  If we respond with a "my-way-or-the-highway" approach, we are sending two messages:

1. I don't respect your 'no."

2. Do what I say now, whether you agree with it or not.

If we, as safe adults, don't allow children to practice their "no," they may not be ready to say "no" later in life, perhaps five years later when their friends pressure them to use marijuana.  We don't want our children to act under coercion, even if it is our coercion.  This will lead to a teenager who either people pleases or does "the right thing" only when you are around.

Instead, we respect their "no" (within limits) and allow natural consequences to occur. 

If we choose to emotionally withdraw when they don't do as we expect, we send the message, "When I'm good, I am loved.  When I'm bad, I am cut off" (p. 77).  Imagine how you would feel if you internalized this message (which you may have) and lived your life according to this.  What a rollercoaster of emotions!


Boundaries and Trauma
Many of my students are exposed to trauma.  Dr. Cloud and Dr. Townsend (1992) describe trauma as similar to "lightning hitting a tree."  It shakes a child to their core as they question two beliefs:

"1. The world is reasonably safe.

2. They have control over their lives."

 

(Cloud & Townsend, 1992, p 83)

These two beliefs are at the heart of developing healthy boundaries.  Children who have experienced trauma often do not have the safe attachment that allows them to feel confident in setting boundaries.  They may have difficulty with physical boundaries (personal space and respecting their body), emotional boundaries (trying to make others happy or trying to make others like them), and verbal boundaries (giving into peer pressure).




What Can We Do?
As school counselors, we can help children heal and practice their boundaries.  Below are three concepts we can integrate into our counseling and instruction:

You are responsible for your happiness.  You are not responsible for someone else's happiness.

You are responsible for your own choices, and the natural consequences that follow.

You can say "no" and be respected.  You also have to respect other people's "no's." 

The next time a child says, "No," you just might think of it in a different way.

Reference
Based on Dr. Cloud & Dr. Townsend (1992). Boundaries.