Our staff at school had fun making this end of the year video to the popular song "Happy"! We changed the words to fit the end of the year theme!
Enjoy!
Friday, June 20, 2014
Sunday, June 1, 2014
5 Things for the School Counselor to Do This Summer
1. Reflect
If you are anything like me, you are always thinking ahead...what will my next lesson be? What will my next project be? What new counseling technique will I begin using?
Before you look ahead this summer, look back:
1. What does my data say about this year?
2. What would my colleagues say?
3. What would the parents at my school say?
4. What would my kids say?
5. And then take 5 giant steps back and ask, What would I
say?
The level of honesty in your reflection will be equivalent to the level of growth you can experience from your reflection.
The greatest tool of a counseling program, even that of an educator, is yourself. YOU have to be healthy, compassionate, and available to be effective.
2. Find a good read.
It doesn't matter where you read - in bed at night, by the pool, with your feet in the sand, at the kitchen table eating breakfast, but make time for one professional read this summer. Here are a few of my favorites:
1. How to Win with People by John Maxwell
2. Personality Plus by Florence Littauer
3. A Framework for Understanding Poverty
by Ruby Payne
4. How to Win Friends and Influence People
by Dale Carnegie
5. Man's Search for Meaning by Viktor
Frankl
3. Read up on legal and ethical issues.
During the school year, everyday concerns take over - lessons, making copies, parent phone calls, putting out fires. There is little time to build on our "foundational skills and knowledge."
Follow this link to find 2-3 ethical/legal issues that relate to your school, and get up to speed!
http://www.schoolcounselor.org/magazine/category/legal-%7C-ethical
4. Organize your guidance lessons by ASCA's categories - career, social-personal, and academic.
It's this simple - make sure your guidance lessons are in a binder and then sort them into 3 categories using dividers - career, social-personal, and academic. If you find that one category has only 1 or 2 lessons, look around for a few new ideas for that category.
If you want to go one step further, I sort my guidance lessons into binders by grade level. This makes it super easy to find a lesson for a class when I need one!
5. Find your inspiration for next year.
1. What will be your top 3 goals for next year?
2. What is your personal mission statement in your job?
3. What specific students and/or teachers do you want to connect better with next year?
4. Which of your talents and strengths do you want to use more next year? And how will you do
that?
My personal mission statement is simple - "I want someone to look at me and say, "Because of you, I didn't give up.'"
If you are anything like me, you are always thinking ahead...what will my next lesson be? What will my next project be? What new counseling technique will I begin using?
Before you look ahead this summer, look back:
1. What does my data say about this year?
2. What would my colleagues say?
3. What would the parents at my school say?
4. What would my kids say?
5. And then take 5 giant steps back and ask, What would I
say?
The level of honesty in your reflection will be equivalent to the level of growth you can experience from your reflection.
The greatest tool of a counseling program, even that of an educator, is yourself. YOU have to be healthy, compassionate, and available to be effective.
2. Find a good read.
It doesn't matter where you read - in bed at night, by the pool, with your feet in the sand, at the kitchen table eating breakfast, but make time for one professional read this summer. Here are a few of my favorites:
1. How to Win with People by John Maxwell
2. Personality Plus by Florence Littauer
3. A Framework for Understanding Poverty
by Ruby Payne
4. How to Win Friends and Influence People
by Dale Carnegie
5. Man's Search for Meaning by Viktor
Frankl
3. Read up on legal and ethical issues.
During the school year, everyday concerns take over - lessons, making copies, parent phone calls, putting out fires. There is little time to build on our "foundational skills and knowledge."
Follow this link to find 2-3 ethical/legal issues that relate to your school, and get up to speed!
http://www.schoolcounselor.org/magazine/category/legal-%7C-ethical
4. Organize your guidance lessons by ASCA's categories - career, social-personal, and academic.
It's this simple - make sure your guidance lessons are in a binder and then sort them into 3 categories using dividers - career, social-personal, and academic. If you find that one category has only 1 or 2 lessons, look around for a few new ideas for that category.
If you want to go one step further, I sort my guidance lessons into binders by grade level. This makes it super easy to find a lesson for a class when I need one!
5. Find your inspiration for next year.
1. What will be your top 3 goals for next year?
2. What is your personal mission statement in your job?
3. What specific students and/or teachers do you want to connect better with next year?
4. Which of your talents and strengths do you want to use more next year? And how will you do
that?
My personal mission statement is simple - "I want someone to look at me and say, "Because of you, I didn't give up.'"
Friday, April 18, 2014
Two Leadership Tips
Over spring break, I have been listening to several of John Maxwell's leadership books, including "Leadership 101" and "How to Win with People."
Two quotes from the books have stuck with me.
"Do win-win, or don't do it at all." ~ John Maxwell
In my role as school counselor, I work with so many different people - teachers, administrators, students, parents, cafeteria workers, janitorial staff, and office staff. When things get hectic, I sometimes become focused on myself and what I need. I forget all about what the other person needs or how she feels.
While getting what I need may seem advantageous in the moment, it can be devastating to my relationships with others. I must remember - my relationships with others are my #1 asset.
For example, when I am doing behavioral plans for students, it is important that I give the teacher as much support as possible. If I just do my part and then say, "Good luck," I have failed. I am creating a win-lose situation. In order to "do win-win," I need to create the plan with the teacher and student, provide ongoing support, and offer as much help as I can.
"Do the things that provide the greatest return." ~ John Maxwell
Almost any counselor will tell you that one of their greatest challenges is a four letter word - TIME. Between staff meetings, guidance, crisis needs, small groups, parent requests, 504 meetings, paperwork, and student needs, I often find myself wondering where my time went.
In order to be most EFFECTIVE, I need to ask myself, "What thing(s) do I do that have the greatest impact? What has the greatest return?" I need to focus my efforts on these things.
Every school has different needs, and therefore different tasks will have a different return. After reflecting, I decided that the following tasks have the greatest return at my school:
~ Guidance Instruction
~ Individual Counseling (teacher referred and self referred)
~ Teacher Consultation and Support
Two quotes from the books have stuck with me.
"Do win-win, or don't do it at all." ~ John Maxwell
In my role as school counselor, I work with so many different people - teachers, administrators, students, parents, cafeteria workers, janitorial staff, and office staff. When things get hectic, I sometimes become focused on myself and what I need. I forget all about what the other person needs or how she feels.
While getting what I need may seem advantageous in the moment, it can be devastating to my relationships with others. I must remember - my relationships with others are my #1 asset.For example, when I am doing behavioral plans for students, it is important that I give the teacher as much support as possible. If I just do my part and then say, "Good luck," I have failed. I am creating a win-lose situation. In order to "do win-win," I need to create the plan with the teacher and student, provide ongoing support, and offer as much help as I can.
"Do the things that provide the greatest return." ~ John Maxwell
Almost any counselor will tell you that one of their greatest challenges is a four letter word - TIME. Between staff meetings, guidance, crisis needs, small groups, parent requests, 504 meetings, paperwork, and student needs, I often find myself wondering where my time went. In order to be most EFFECTIVE, I need to ask myself, "What thing(s) do I do that have the greatest impact? What has the greatest return?" I need to focus my efforts on these things.
Every school has different needs, and therefore different tasks will have a different return. After reflecting, I decided that the following tasks have the greatest return at my school:
~ Guidance Instruction
~ Individual Counseling (teacher referred and self referred)
~ Teacher Consultation and Support
Sunday, March 30, 2014
Tracking Students
If you are a school counselor - I am sure you have had this experience...
You are in the hallway walking from Point A to Point B and a teacher stops you to alert you about a student concern. You listen, acknowledge the problem, and commit to work with the teacher and student to help resolve the problem.
You continue to walk and another teacher stops you to discuss a student problem. You respond similarly, and continue walking.
By the time you arrive back at your office, 3 teachers have shared 3 concerns with you, but you only remember 2 of the 3 concerns. You quickly write in your planner or on sticky notes a brief description of the issue, and then rush off to teach a guidance lesson.
How Do We Track Student Needs?
I currently work at a school with a high number of individual student needs. I have the scenario above happen to me on a weekly basis. I truly believe in being preventative in my approach through guidance lessons, but often times I am working with students who are in crisis or acting out in the moment.
A little over a week ago, I decided that I need a way to prioritize and better track students. Although my brain is pretty amazing at multi-tasking, it sometimes fails when managing a caseload of 550 students and over 25 teachers.
Tracking Tool on Google Drive
So I created a simple tracking system on Google drive to help me track my students. This is different from my individual counseling log, and instead helps me to group students by need. I think this tracking system will help me as a I create small groups, target specific needs in our school, and ensure that I am working with priority need students individually.
To create this in Google, simply click Drive --> Create --> Spreadsheet. Or if you're less comfortable with Google, you can create an old-fashioned spreadsheet.
Categories
I chose 5 categories for students:
How to Use this Tool
This spreadsheet is meant to be fluid - as student needs change, so does the spreadsheet. It is meant to be a planning tool. At the beginning of the week, I can sit down with my planner and my Google drive spreadsheet and decide:
You are in the hallway walking from Point A to Point B and a teacher stops you to alert you about a student concern. You listen, acknowledge the problem, and commit to work with the teacher and student to help resolve the problem. You continue to walk and another teacher stops you to discuss a student problem. You respond similarly, and continue walking.
By the time you arrive back at your office, 3 teachers have shared 3 concerns with you, but you only remember 2 of the 3 concerns. You quickly write in your planner or on sticky notes a brief description of the issue, and then rush off to teach a guidance lesson.
How Do We Track Student Needs?
I currently work at a school with a high number of individual student needs. I have the scenario above happen to me on a weekly basis. I truly believe in being preventative in my approach through guidance lessons, but often times I am working with students who are in crisis or acting out in the moment.
A little over a week ago, I decided that I need a way to prioritize and better track students. Although my brain is pretty amazing at multi-tasking, it sometimes fails when managing a caseload of 550 students and over 25 teachers.
Tracking Tool on Google Drive
So I created a simple tracking system on Google drive to help me track my students. This is different from my individual counseling log, and instead helps me to group students by need. I think this tracking system will help me as a I create small groups, target specific needs in our school, and ensure that I am working with priority need students individually.
To create this in Google, simply click Drive --> Create --> Spreadsheet. Or if you're less comfortable with Google, you can create an old-fashioned spreadsheet.
Categories
I chose 5 categories for students:
- Priority Students (Students who recently experienced a crisis - recent death, suicidal ideation, family change, recent disclosure of abuse)
- Social Skills and Friendships (Students with "girl drama" issues, students with Asperger's/Autism, students who have difficulty maintaining positive relationships with others)
- Anger Management (Defiance issues, threatening others, fighting, disrespecting the teacher)
- Motivation (Students not turning in homework, lacking study skills, not making a connection between schoolwork and their future, apathetic attitude)
- Check-In Students (Students who need to be regularly encouraged or need a positive adult relationship in the school to keep on track.)
How to Use this Tool
This spreadsheet is meant to be fluid - as student needs change, so does the spreadsheet. It is meant to be a planning tool. At the beginning of the week, I can sit down with my planner and my Google drive spreadsheet and decide:
- Who do I need to see this week?
- Do I need to create any small groups?
- Are there any students I need to add or remove from my tracking lists?
Sunday, March 23, 2014
Using Guided Imagery and Meditation with Children
What is Trauma?
When we think of the word trauma, we typically think of war, accidents, or 9/11. However, trauma can be caused by a variety of things - domestic violence, medical procedures, falls, divorce, death of a family member, bullying, and natural disasters.
As Levin and Kline (2007) note, "Trauma is in the nervous system - not in the event." This basically means that how the child processes the event determines whether it becomes traumatic to the child.
Levin and Kline (2007) identify 3 parts of the brain.
1. The first is the neocortex, which is the thinking part of the brain. The complexity of this part of the brain makes human unique.
2. The second is the limbic part of the brain, which deals with emotions and memory.
3. The last part of the brain is the brain stem and cerebellum, which deals with survival instincts.
Using Guided Imagery and Meditation
When trauma occurs and is not processed, physiological sensations may remain in the brain stem and cerebellum - such as fear, hyperarousal, or constriction. Our typical counseling techniques do not work when dealing with unresolved trauma. This part of the brain is not accessed by asking a child how they feel (e.g. happy, sad, angry) or by asking them to think about the situation.
This brings us to guided meditation. Guided meditation engages the child's entire being in using their five senses (touch, taste, smell, hearing, seeing). It helps the child become in touch with 1) a relaxed state of being, the opposite of hyperarousal. It also 2) gives the child the opportunity to access physiological sensations that may still exist from the trauma. Often these sensations are semi-conscious or unconscious to the child, but may still impact the child.
Trauma Through a Child's Eyes, Levine & Kline (2007).
Examples
Below is an example of one guided meditation that can be used with children.
The video below is a good introduction to guided meditation for children. However, I would recommend that children close their eyes throughout the entire meditation. I find the video to be distracting.
When we think of the word trauma, we typically think of war, accidents, or 9/11. However, trauma can be caused by a variety of things - domestic violence, medical procedures, falls, divorce, death of a family member, bullying, and natural disasters.
As Levin and Kline (2007) note, "Trauma is in the nervous system - not in the event." This basically means that how the child processes the event determines whether it becomes traumatic to the child.Levin and Kline (2007) identify 3 parts of the brain.
1. The first is the neocortex, which is the thinking part of the brain. The complexity of this part of the brain makes human unique.
2. The second is the limbic part of the brain, which deals with emotions and memory.
3. The last part of the brain is the brain stem and cerebellum, which deals with survival instincts.
Using Guided Imagery and Meditation
When trauma occurs and is not processed, physiological sensations may remain in the brain stem and cerebellum - such as fear, hyperarousal, or constriction. Our typical counseling techniques do not work when dealing with unresolved trauma. This part of the brain is not accessed by asking a child how they feel (e.g. happy, sad, angry) or by asking them to think about the situation.
This brings us to guided meditation. Guided meditation engages the child's entire being in using their five senses (touch, taste, smell, hearing, seeing). It helps the child become in touch with 1) a relaxed state of being, the opposite of hyperarousal. It also 2) gives the child the opportunity to access physiological sensations that may still exist from the trauma. Often these sensations are semi-conscious or unconscious to the child, but may still impact the child.
Trauma Through a Child's Eyes, Levine & Kline (2007).
Examples
Below is an example of one guided meditation that can be used with children.
The video below is a good introduction to guided meditation for children. However, I would recommend that children close their eyes throughout the entire meditation. I find the video to be distracting.
Monday, February 24, 2014
Applications for the School Counselor from "Man's Search for Meaning" - Part 2
Frankl addresses what he calls "the last of the human freedoms - to choose one's attitude in any given set of circumstances, to choose one's own way" (Frankl, p. 66).
Attitude is Everything
Psychology discusses the locus of control within an individual. Students with an external locus of control believe that external events determine their happiness. When things go wrong, they are likely to blame others, blame their teacher, and blame their circumstances. Pointing the finger or phrases such as "But he did this to me" are common from these students. They feel that their world is controlled by the events around them.
On the other hand, students with an internal locus of control believe that they maintain a sense of control despite external events. For example, a student with an internal locus of control will say, "I am responsible for my actions" despite their classmates goofing off or being disruptive.
One of my fourth grade students demonstrates an internal locus of control. Despite living in poverty herself, she chooses to focus on what she can do. She babysits younger children in her neighborhood and helps to teach them letters and numbers.
As school counselors, we must help students change the lens through which they view the world.
Questions that promote an internal locus of control include:
Frankl said "the prisoner who had lost faith in the future - his future - was doomed" (Frankl, p. 74). Based on Maslow's hierarchy of needs, we know that students living in poverty worry about their physiological and safety needs. Sometimes my students are sleeping on couches, worrying about what they will eat for dinner, afraid of being evicted from their home, or fearful of neighborhood violence. These students are living at the bottom of the pyramid.
The top portion of Maslow's pyramid focuses on concepts such as "respect of others", "morality," "achievement", and "inner potential." When working with students in poverty, it is important to support their ascent to the top of the pyramid. Frankl quotes a saying - "He who has a why to live can bear with almost any how (Frankl, p. 76)." This shows us even more so how important it is to help students in poverty find purpose, meaning, and potential.
Practical Ways to Promote Meaning and Purpose
Frankl identifies three main ways: "(1) by creating a work or doing a deed; (2) by experiencing something or encountering someone; and (3) by the attitude we take toward unavoidable suffering" (p. 111)
Work
Frankl conducted a survey which found that 25% of American students showed signs of what he calls that "existential vacuum." Comparable to the Sunday afternoon "blah," the existential vacuum occurs when a person has a lack of meaning for their life.
*Depressed and suicidal students are likely to shows signs of the existential vacuum.
School counselors can help provide meaning for students through:
One last point I would like to address is anticipatory anxiety.
The first school I worked at as a school counselor was an affluent, suburban school. Many of our students, especially high achieving students, experienced anticipatory anxiety. They would become excessively worried before a test, in anticipation of a family change, or before applying for a club or leadership position.
Frankl discusses paradoxical intention. From a layman's perspective, this is basically giving the student permission to do whatever he or she fears will happen. For example, "I want you to miss as many problems as possible on your test." This will likely make the student laugh, but paradoxically giving the student permission to do this will actually ease their anticipatory anxiety.
Attitude is Everything
Psychology discusses the locus of control within an individual. Students with an external locus of control believe that external events determine their happiness. When things go wrong, they are likely to blame others, blame their teacher, and blame their circumstances. Pointing the finger or phrases such as "But he did this to me" are common from these students. They feel that their world is controlled by the events around them. On the other hand, students with an internal locus of control believe that they maintain a sense of control despite external events. For example, a student with an internal locus of control will say, "I am responsible for my actions" despite their classmates goofing off or being disruptive.
One of my fourth grade students demonstrates an internal locus of control. Despite living in poverty herself, she chooses to focus on what she can do. She babysits younger children in her neighborhood and helps to teach them letters and numbers.
As school counselors, we must help students change the lens through which they view the world.
Questions that promote an internal locus of control include:
- Can you control him/her?
- Who are you responsible for?
- What was your part in the problem?
- What can you do to help change the situation?
Frankl said "the prisoner who had lost faith in the future - his future - was doomed" (Frankl, p. 74). Based on Maslow's hierarchy of needs, we know that students living in poverty worry about their physiological and safety needs. Sometimes my students are sleeping on couches, worrying about what they will eat for dinner, afraid of being evicted from their home, or fearful of neighborhood violence. These students are living at the bottom of the pyramid.
 |
| (Image taken from costaricantimes.com) |
Practical Ways to Promote Meaning and Purpose
Frankl identifies three main ways: "(1) by creating a work or doing a deed; (2) by experiencing something or encountering someone; and (3) by the attitude we take toward unavoidable suffering" (p. 111)
Work
- Students living in poverty have less exposure to college and professional career options. College and career exploration is a great way to help students "ascend" the pyramid.
- Career Cafes
- Career professionals are invited to speak to students during their lunchtime. Students learn about the profession and are given the opportunity to ask questions.
- Build connections with the Career and Technical Education programs at your local high school
- For example, the students in the Nursing program at our local high school will be coming to lead hands-on activities with fifth grade students interested in nursing.
- A Good Deed
- Work is not the only way to find meaning. Frankl also discusses doing "a good deed." Service projects and fundraisers are a great way to help promote an internal locus of control in students. Instead of students asking, "What can I get?", they are challenged to ask, "What can I give?"
- Relationships
- Promoting positive relationships is a large part of our role as school counselor.
- Staff Mentor Program
- Pair volunteer staff with students exhibiting behavior problems - focus on building a positive relationship between the student and staff member!
- "Steps to Respect" Program
- The program is scripted and a "ready to go" program that helps students learn and practice relationship-building skills with their peers.
- Meaning
- Part of my job is helping students find healing, whether it be going through their parents divorce or witnessing domestic violence.
- Frankl encourages us to go a step beyond this - not only can students find healing, but also meaning in their suffering.
Frankl conducted a survey which found that 25% of American students showed signs of what he calls that "existential vacuum." Comparable to the Sunday afternoon "blah," the existential vacuum occurs when a person has a lack of meaning for their life.
*Depressed and suicidal students are likely to shows signs of the existential vacuum.
School counselors can help provide meaning for students through:
- Classroom jobs
- Pairing them with mentors
- Peer helper programs
- Service projects
- Classroom buddies for new students
- Connecting them with volunteer opportunities
One last point I would like to address is anticipatory anxiety.
The first school I worked at as a school counselor was an affluent, suburban school. Many of our students, especially high achieving students, experienced anticipatory anxiety. They would become excessively worried before a test, in anticipation of a family change, or before applying for a club or leadership position.
Frankl discusses paradoxical intention. From a layman's perspective, this is basically giving the student permission to do whatever he or she fears will happen. For example, "I want you to miss as many problems as possible on your test." This will likely make the student laugh, but paradoxically giving the student permission to do this will actually ease their anticipatory anxiety.
Saturday, February 22, 2014
Overcoming Obstacles Lesson
Small Group
I am currently running two small groups for upper grades students with low academic motivation. Some of these kids openly admit that they do not like school - and the underlying reason is often that school is difficult for them. More difficult than it was for me and you.
Unconditional Positive Regard
Throughout this group, I have found it important to create a group environment that allows for honesty and discussion. This group is not about students giving me the "right answers." When I facilitate this small group, I remember one of the tenets of Carl Rogers' person-centered theory - unconditional positive regard. This means that I accept the students as they are and without judgment. The goal is not to tell them that they should like school. The goal is to help uncover what is holding them back and inspire them to change.
I hope for light bulb moments - moments when they realize how their thought patterns hold them back or moments when they catch a piece of inspiration that can push them to do better. I remember a session when one of the students shared damaging words from a relative about their potential for success. Challenging these false beliefs and making connections for success is what this group is all about!
Videos
One thing I love to use with this group is videos. Videos are visual, attention-grabbing, sometimes funny, and sometimes emotional. When showing some of the videos, several of the boys have jokingly (or maybe it was truth in jest) said, "I'm going to cry!"
When something triggers the emotional part of our brain, we tend to remember it better.
Below are several of the motivational videos I use as part of my work with these students.
Video #1
Discussion Questions:
Video #2
Discussion Questions:
I am currently running two small groups for upper grades students with low academic motivation. Some of these kids openly admit that they do not like school - and the underlying reason is often that school is difficult for them. More difficult than it was for me and you.
Unconditional Positive Regard
Throughout this group, I have found it important to create a group environment that allows for honesty and discussion. This group is not about students giving me the "right answers." When I facilitate this small group, I remember one of the tenets of Carl Rogers' person-centered theory - unconditional positive regard. This means that I accept the students as they are and without judgment. The goal is not to tell them that they should like school. The goal is to help uncover what is holding them back and inspire them to change.
I hope for light bulb moments - moments when they realize how their thought patterns hold them back or moments when they catch a piece of inspiration that can push them to do better. I remember a session when one of the students shared damaging words from a relative about their potential for success. Challenging these false beliefs and making connections for success is what this group is all about!Videos
One thing I love to use with this group is videos. Videos are visual, attention-grabbing, sometimes funny, and sometimes emotional. When showing some of the videos, several of the boys have jokingly (or maybe it was truth in jest) said, "I'm going to cry!"
When something triggers the emotional part of our brain, we tend to remember it better.
Below are several of the motivational videos I use as part of my work with these students.
Video #1
Discussion Questions:
- What was his dream?
- What stood in the way?
- What kept him going?
Video #2
Discussion Questions:
- What was his obstacle?
- How did he overcome it?
- How can our attitude influence our situation?
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