Amanda Brown€¦ · Web viewP.SE.3.3 Use communication skills that build and sustain relationships...

Running head: CLASSROOM GUIDANCE PROPOSAL

6th Grade Counseling Orientation Classroom Guidance Proposal

Amanda Brown

University of North Carolina-Chapel Hill

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Literature Review

The social and emotional well being of students has been a growing a concern amongst

educators over the course of the last several years. In recent years violence in schools has

been on the rise. In 2012, high school and middle school students were the victims of

749,200 violent nonfatal victimizations and since 1990 there have been more than 45

school shootings in the United States (National Center For Education Statistics, 2012).

A common thread through many of these violent acts and victimizations is bullying. The

victims of bullying will often times seek revenge for the cruelty that they suffered. This

creates a horrible cycle resulting in increasingly unsafe learning environments across the

country. One of the best preventative measures for these types of tragedies is fostering

sympathetic, and emotionally intelligent students. A duty of school counselors is to

nurture students personally, socially, and emotionally.

In middle school students being able to develop and maintain positive friendships can

prove to be a challenging task. School counselors can contribute to the development of

emotionally sensitive and compassionate students by taking the time to teach appropriate

social interactions. Being able to connect with others socially has been shown to

contribute to overall well being. Research has shown that there is a very strong positive

association between happiness, social skills and quality of friendships (Demir, Jaafar,

Bilyk, Ariff, 2012). Social skills and friendship go hand in hand so focusing on how to

cultivate and maintain friendships would lead to many positive outcomes.

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The positive effects of developing strong positive friendships early on in life can be

important through out the life span. It has been shown that the benefits of middle school

friendships can be felt well into adulthood (Bukowski, et al. 2011).

Teaching students how to be good friends as well as all around respectful people will

help in creating a safer school environment but suited to supporting learning. By giving

students the tools to go out and make friendship counselors are allowing them to not only

rep the benefits immediately but also well into their adult life. Social skills improve the

student’s quality of life, others’ are around them, and also the school system as a whole.

Multicultural Considerations

This classroom guidance activity is designed to address the entire 6th grade at Carrington

Middle School in Durham, North Carolina. This school has very diverse demographics.

The student population is at about 1240 students with about 375 of these students

enrolled in the sixth grade. The demographic makeup of the student body at Carrington

is about 49% African American, 27% Caucasian, and 18% Hispanic and with 59% of

students receiving free or reduced lunch. Each class will have students from many

different walks of life and during the guidance lesson it will be important to be sensitive

to all students and their differences.

In speaking about the variety of concerns a student may address to the counselor during

their sessions it is important not to have a judgmental tone and convey acceptance and

understanding. This includes making sure the use of examples are during the lessons are

culturally sensitive to any situation the students may be enduring. For example, rather

than saying that, “the school counselor can help find resources and help for students who

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are living in poverty or are even homeless”, it would be more culturally sensitive to use

language that is more vague like saying, “the school counselor can help you find

resources and solutions to concerns regarding your home life”. The first phrasing could

potentially be very embarrassing for students that are receiving those types of services

and make them feel ashamed about their circumstances. The second phrasing uses vague

and nonjudgmental language that conveys the same message so no one could feel

targeted.

Carrington also has large Hispanic populations whom primarily speak Spanish and are

not able to understand much English. In order for these students to receive the

information being taught in the lesson they may need some accommodations. The

accommodations could come in the form of Spanish translated versions of the handouts,

translated hard copies of the power point presentation, or a bilingual student to aid in

translating key points of the lesson. It would benefit not only the Spanish-speaking

students but also the class as a whole to have regular checks for understanding and

opportunities for questions to ensure that everyone is grasping the lesson.

Goals

The overall goal of the sixth grade counseling orientation lesson is to introduce the new

middle school students to the counseling staff and their counselor. The lesson also aims

to start the formation of a trusting and caring relationship between the students and

counselor. The “Ripped to Shreds” activity gives a concrete representation of how unkind

words can make others feel and from there establishing why it is important to be kind to

one another in the process of making and keeping friends.

ASCA Standards:

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-PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

-PS:A1.6 Distinguish between appropriate and inappropriate behavior

-PS:A2.8 Learn how to make and keep friends

NCEGS Standards:

-RED.SE.2.2 Identify ways of making and keeping friends

P.SE.3.3 Use communication skills that build and sustain relationships with a wide range

of people

ASCA Mindsets and Behaviors:

Category 2: Behavior Standards- Social Skills

2. Create positive and supportive relationships with other students

Logistics

This classroom guidance lesson is for all students in the sixth grade at CMS. The lesson

is designed to last one hour or an entire class period. The school has sixth grade teachers

separated into teams. There are 4 teams with about 4 teachers each, one for every core

subject. The social studies teachers are targeted when trying to arrange a class to take

over for the lesson because all students take this course on team and this subject is not

test during End of Grade Testing. If not the social studies classes then the counselor

should next approach the science teacher because it is the only other subject all students

take on team. Dates and times should be arranged for the lesson that will allow for all 4

periods to receive the lesson, preferably in one day but it is important to stay flexible.

Once a date, time, and location for the lesson is set the teacher should be consulted on

their classroom management styles and classroom expectations so the counselor can

continue the same system through the lesson. The day of the lesson it is important to

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speak with the teacher again to make sure there are no special situations of which they

need to be aware.

Techniques

This classroom guidance lesson is a psychoeducational group that teaches the students the

protocol and procedures of their new counselor and guidance department. The “Ripped to

Shreds” activity is included to teach the students appropriate social skills and to help

them understand how impactful words can be. The use of arts and crafts allows the

students to become personally invested in the activity by representing themselves on

paper. It also provides a concrete representation of the affects of hurtful words on others.

Evaluation

The students will complete a pre and post-test to gauge what they learned about the

guidance department at Carrington Middle School, their counselor, and also interpersonal

skills. Prior to the counseling orientation the students are expected to have little to no

knowledge about the rules of the counseling department at CMS or who their counselor

is. The students may have some knowledge about interpersonal skills such as the affects

of their words others or how to have friendly interactions with their peers. After the

classroom guidance lesson the students should be very familiar with the guidance

department and specifically with their counselor. The student should also be able to build

and maintain positive relationships with other students.

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Lesson Plan Template

School Counselor: Amanda Brown & Linda Reyner Date: 2014-2015

Activity: Guidance Department Orientation & Ripped to Shreds

Grade(s):6th

ASCA Mindsets and Behaviors for Student Success and NCGES Student

Standards (Domain/Standard/Competencies):

ASCA Standards:

-PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

-PS:A1.6 Distinguish between appropriate and inappropriate behavior

-PS:A2.8 Learn how to make and keep friends

NCEGS Standards:

-RED.SE.2.2 Identify ways of making and keeping friends

P.SE.3.3 Use communication skills that build and sustain relationships with a wide

range of people

Learning Objective(s):

1. Students will become familiar with the counseling staff at Carrington

Middle School and their roles within the school.

2. Students will learn how and when to talk to a counselor and what to talk

with them about.

3. Students will learn how to keep and make friends.

4. Students will begin to learn how our words can affect other people.

Materials:

-Mini-person outline

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-Crayons, Markers, Pencils

-Computer

-Projector

-Projection Screen

-PowerPoint show

-Needs Assessments

-Card stock

-Personally decorated mini-person outline

-Tape

-Pre/Post Test

Procedure:

1. Have the PowerPoint presentation up and ready to run.

2. As the class comes together give an introduction of the activities for the

day being sure to say that this is a school guidance department

orientation and that you will be leading the class today. Also mention that

just because it is not their normal teacher leading the class today that the

behavior expectations are still the same.

3. Once all the students are seated pass out card stock and needs

assessment/pre-test. Bring the students’ attention to the card stock and

have each student make table tents with their names to place on their

desks in order to help you learn their names if you do not already know

them.

4. Once all the nametags are made, bring the students’ attention to the pre-

test/ needs assessment. Take about 7 minutes to have students complete

the pre-test on their own. And once they are finished instruct them to

continue on to the needs assessment on the same paper. Also mention

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that if they have any questions to just hold on because when everyone is

finished with the pretest the needs assessment will be walked through and

explained to the entire class.

5. When you get to a good point go through the needs assessment with the

entire class being sure to explain any confusing questions or set the

expectation for certain questions. Taking note of certain questions: -The

question that asks about the student’s favorite subject explain that it can

be an elective or core class but that lunch does not count as a subject, The

question that asks about any major changes over the last 12 months be

sure to include examples that span a wide range of categories so students

understand what types of things constitute a major change (a new baby

born, a family member passed away, people moving in/out of your home,

you moved, parent getting married). Remember to mention not putting

coming to middle school because that is the case for all of the 6th grade

students. Explain that on the section that asks them to mark any of

concerns that they have they do not have to mark anything, in the same

regards they mark only one, a few or all of the options. Select the ones

that apply.

6. As students finish up ask them to pass them to a central location (the

front of the row, the center of the table) to be collected. If available have a

helper/teacher/intern collect the paper.

7. Bring the class’ attention to the power point presentation.

8. Graduate Durham Slide: explain this newly adopted district slogan. “You

all are the class of 2021 and that means that’s the year you will graduate

high school if you continue along in school as projected. Even though that

seems like a long time from now it will come up very quickly because you

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are already half way done! Since you are almost there it is important to

keep your eyes on the prize and make sure you do what you need to do in

order to graduate. And not only graduate but plan for your future after

graduation and take the steps to get where you want to be. This is where

the school counselors come in, we are here to help you be successful in

school and life.”

9. Introduction slides. Have a slide for the head counselor of the grade level

and any support staff (interns, etc.). If possible have each person

introduce themselves and a little bit about themselves. If support staff is

not there have their slides include a picture of themselves and mention

them briefly.

10.Counseling Team. Talk about the key people in the counseling department

and their role in the school, when they are in the building, and where they

can be found. Include counseling secretary, social worker, school nurse

and any other counseling support staff. Periodically open questions up to

the students to keep them involved. “Does anyone know where the

nurse’s office is?, “Where can you find the counselors in mornings?”

11.What does a counselor do? Explain the role of the school counselor and be

sure to emphasize that counselors serve as student advocates. Counselors

are there to help the students “feel happy, safe, and connected at school

so they can be successful”.

12.What can you talk to me about? Explain to the students that they can talk

to the counselor about personal, emotional, academic, and career

concerns. Have the students come up with topics/concerns that would fit

under each category.

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13.What services do we offer? Talk about all the things a counselor can do

including individual counseling (short term), running small groups,

classroom guidance lessons, and crisis response and also helping in

conflict resolution/mediations. Emphasize the role of conflict mediation

and paint a clear picture of what it is, what it looks like in practice and

most importantly that the counselor’s office is a safe place to come and

solve problems. In the counselor’s office you are never in trouble.

14.Most Common Reasons Students Come to See the Counselor. Read over

the list of reasons students see the counselor including relationship issues,

teacher issues, academic issues, grief issues, anger/stress, family issues,

and personal success. Emphasize that the counselor is also there to

celebrate victories too! We love to hear the progress and good stuff!

15.Benefits of seeing a school counselor. Counselors are specially trained

people who know how to listen to what you have to say and help you find

solutions to your problems.

16.When, Where, and How Do I see my counselor? Go over the appropriate

ways to come visit the counselor throughout the school day and ask the

students about when good/bad times to come would be.

17.Confidentiality& Breaking Confidentiality. Ask the students if they know

what it means. Explain that it means that whatever they share with the

counselor will be kept private, secret or confidential! No one will know

what we talked about or even that you came to see the counselor. Explain

the 4 reasons when a counselor is legally required to break confidentiality

and tell someone else and include that it is just to keep the student safe

because we care about them. Check for understanding.

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18.What will others think? To wrap up the power point presentation be sure to

say that you are not crazy for coming to see the school counselor because

we are there to help and support your learning. Also include that you are

never in trouble when you come to the counselor because they do not

give out detentions, suspensions, or anything like that.

19.Pass out the miniature outlines of people and art supplies (crayons,

markers, colored pencils).

20.Have your example ready to show to the class. Decorated and ready to

explain why you included what you did.

21.Have the students decorate them to represent themselves. And explain

that this is not a coloring project to create a work of art but to help the

counselor to get to know you better at a glance.

22.Give the students about 10 minutes to work and walk around the room to

see what they are creating.

23.Bring the class back together and lead them in the “Ripped the Shreds”

activity.

24.Describe a typical day in the life of a middle school student including the

little jabs and hurtful comments that just knock you down a notch. “As you

are participating in class you get an answer to a question wrong and

someone makes a comment about how stupid you are for getting such an

easy question wrong”, “Walking through the hall someone makes a

sarcastic comment about liking your hair style”, “In gym class you trip and

fall and everyone laughs at you”.

25.Each time you describe one of these unfortunate events rip a chunk out of

your person as a model and ask the students to do the same. After

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describing about 5 or 6 events your little person should be all “ripped to

shreds”.

26.Quietly ask a student to quickly tape their person back together.

27.Have a group discussion about what the activity represents and why it is

always better to build people up rather than tear them down and how this

relates to making and keeping friends.

28.Hold up the taped up person the one student has worked on. Ask the class

to make observations about it. Eventually someone should mention that

you could still see the cracks. Point out the symbolism in this. Even though

time passes and old wounds heal but they leave behind scars.

29.Everyone has scars/experiences that make them who they are and before

opening your mouth to say something mean the students should take the

time to get to know other people because you never know what someone

has gone through and if you got to know them you may like the person

that they are.

30.Have the students clean up the torn paper and pass out the posttest and

give them the rest of the period to complete it. Collect post test as the

students walk out the class.

Plan for Evaluation: How will each of the following be collected?

Process Data:

- The numbers of students present the days of the classroom guidance lessons

will be recorded and kept in an attendance log.

Perception Data:

-Students will report on how they think their words can make others feel.

-Students will report on ways to have friendly interactions with their peers.

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- Students will report on good times during the school day to come and talk to a

counselor.

-Students will report topics that they can speak with a school counselor about.

-Completion of Pre/Post Test Results

Follow Up:

-Follow up with the students who expressed issues of concern on the needs

assessment.

-Over the course of the year build rapport with students and follow up with them

as needed.

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Needs Assessment

Name: __________________________________ Team: ____________________________

Period: _____________________

Previous School:

__________________________________________________________________________________

________

Plans After High School:

__________________________________________________________________________________

Something Fun I did This Summer:

______________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________Something Unique

About

Me:_____________________________________________________________________________

__________________________________________________________________________________

_____________________________

Major Changes Within the last 12 months:

______________________________________________________________

__________________________________________________________________________________

_____________________________

__________________________________________________________________________________

_____________________________Concerns you would like to speak to the Counselor

About:

________Academic Success _________Organization ________Personal

Success

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________Anger Management _________Grief/Loss _________Career

________ Friendship Issues _________Divorce _______Worry

________Family Conflict _________Stress ________Anxiety

Anything else we should know about

you:_______________________________________________________________

__________________________________________________________________________________

_____________________________

Pre Test

1. I know who my school counselor is. YES NO

2. I know where to locate my counselor. YES NO

3. I know how to appropriately come and see my counselor. YES NO

4. I know what types of things to talk with my counselor about. YES NO

5. I know how to have friendly interactions with my peers. YES NO

6. I know how my words can affect others. YES NO

Post Test

1. I know who my school counselor is. YES NO

2. I know where to locate my counselor. YES NO

3. I know how to appropriately come and see my counselor. YES NO

4. I know what types of things to talk with my counselor about. YES NO

5. I know how to have friendly interactions with my peers. YES NO

6. I know how my words can affect others. YES NO

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Power Point Presentation

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Power Point Presentation by Linda Reyner

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http://vector-magz.com/wp-content/uploads/2013/06/person-outline.jpgReferences


References

Bukowski, W. M., Burhmester, D., & Underwood, M. K. (2011). Peer relations as a

developmental context. In M.K. Underwood & L. H. Rosen (Eds.), Social development:

Relationships in infancy, childhood, and adolescence (pp. 153-179). New York: Guilford

Press.

Demir, M., Jaafar, J.,Bilyk, N., & Ariff, M(2012). Social skills, friendship and happiness: A cross-

cultural investigation. The Journal of Social Psychology, 152(3), 379- 389.

Marion, D., Laursen, B., Zettergren, P., & Bergman, L.R. (2013). Predicting life satisfaction

during middle adulthood from peer relationships during mid-adolescence. Journal of

Youth And Adolescence, 42(8), 1299-1307.

U.S. Department of Education, National Center for Education Statistics. (2012). Indicators of

School Crime and Safety: 2012 (NCES 2012-042).

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http://vector-magz.com/wp-content/uploads/2013/06/person-outline.jpgReferences

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