Seattle Pacific University School Counselor

Professional Certification

Culminating Presentation2014-2015

Bob Houbregs28 years at Aberdeen High School•22 Years as a Social Studies teacher • 6th Year as a Guidance Counselor

•2015 Senior Counselor•2016 Freshman Counselor

Grays Harbor County

Grays Harbor County (US Census)

Category GHC StatePopulation % change 2010 – 14 - 2.7 +5.0Persons age 65 and over % 18.2 13.6White alone % 2013 88.0 81.2High school graduate % at age 25+ 85.4 90.0Per capita income 2013 $21,828 $30,742Median household income 2009-13 $42,405 $59,478Persons below poverty level 2009-13 % 19.0 13.4Unemployment Rate % (April 2015) 8.8 5.0

Aberdeen, Washington

• 17,000 residents•Beautiful area!• Economic Struggles• Logging and Fishing to …?•Population Shift –

Losing working families• Increasing Hispanic population

Out with the old… (2002)

…and in with the new! (2007)

January 2, 2002

Aberdeen High School•Approximately 850 students •Community Support and Involvement•Building/Facilities•Staff•Skills Center•Opportunities: Radio (KAHS), Bank…•Technology

Aberdeen High SchoolChallenges:• Fluid student population• Hispanic/Latino students: 23.4%• Free and Reduced Lunch: 55.1% (45.9%)• Adjusted 4-year graduation rate 2013 – 69.9% (76%)• Full time Mental Health Counselor (BHR)• Full time Drug and Alcohol Counselor (True North)

Action Research ProjectSmall Group Counseling:

Anger Management and Self-Regulation

Goal: Help students learn to control their emotional responses to life’s stressors to improve their academic focus and their contributions to a positive classroom environment

Plan: • Small Group Counseling• 6 – 8 Students • Referrals from teachers• 8-Week curriculum with Weekly meetings• Improve individual anger management and emotional control

State Standards and Benchmarks

• Standard 2B – Student Learning and Assessment: Certified school counselors use their knowledge of pedagogy, child development, individual differences, learning barriers, and Washington State learning requirements to support student learning. They work effectively with other educators to monitor and improve student success.

 • Benchmark C. Recognize and respond accurately to multiple factors that may affect student

success. • Standard 3C – Counseling Theories and Techniques: Certified school counselors use a variety

of research-based counseling approaches to provide prevention, intervention, and responsive services to meet the academic, personal/social, and career needs of all students.

• Benchmark B. Effectively applies best-practices to respond to a range of student needs and disruptions to the learning environment.

 • Benchmark D. Leads in the planning and implementation of research-based guidance

programs designed to meet the identified needs of students.

Why Anger Management in a Small Group Setting?

• Understanding that a lack of emotional control has a negative impact on student progress and the learning environment• Long-time interest in Small Group Counseling• Enjoyment in working with students in a classroom type environment• Suggestion from principal• Desire to increase my counseling skills

Supporting Data2013 – 2014 AHS Discipline Report

Offense Number of Incidents Number of Students

Disrespect of Staff 57 39

Insubordinate 35 27

Non-compliance 69 54

Disruption to Learning 41 35

► 27% (202/737) referrals indicated inappropriate response

► 57% (155/270) total students referred were in these categories

Parent SurveyOctober 2015 Parent Conferences

Category Percentage

Not Interested 44.6

Not Sure 25

Yes – Anger Management 13

Yes – Loss/Grief 2.5

Yes - Healthy Relationships 21.4

Yes – Refusal Skills 9.5

Category Percentage

Not Interested 13

Not Sure 52

Yes – Anger Management 17

Yes – Loss/Grief 0

Yes – Healthy Relationships 17

Yes – Refusal Skills 0

IN ENGLISH (196) IN SPANISH (24)

PreparationResearch:• Group Counseling for School Counselors: A Practical Approach.

Greg Brigman and Barbara Earley Goodman (2001) • Self-Regulation: Teaching Impulse Control and Skills for

Success Seminar with Brad Chapin, LCP, LMLP (November 2014)• School Counselor Insights. WSCA, Winter 2015. Small group

counseling issue• “Anger Management Small Group Counseling Unit Grades 9 –

12.” Missouri Comprehensive Guidance Program Writing Team.

CollaborationPartners in a Successful Small Group Intervention:• Administration

• Conversations

• Teachers• Discussion• Emails/Referrals• Data Collection

• Students• Commitment • Participation

Action Research ProjectSmall Group Counseling:

Anger Management and Self-Regulation

Goal: Help students learn to control their emotional responses to life’s stressors to improve their

academic focus and their contributions to a positive classroom environment

Plan: • Small Group Counseling• 6 – 8 Students • Referrals from teachers• 8-Week curriculum with Weekly meetings• Improve individual anger management and emotional control

DataTeacher Survey

• Before and After Group• 14 Categories

• Rate students from 1 – 5• 1 = Little/No teacher

concern• 5 = Great teacher concern

• Comments

Analyzing Data• Chose 5 categories:• Compliance with teacher requests• Follows rules• Shows respect for others• Accepts responsibility for actions• Manages emotions

• Averaged Before and After totals for each category• Calculated change over time• Inferred impact of counseling from change

ResultsCategory Before Avg. After Avg. Change

Compliance with Teacher Requests

3.5 2.64 -0.86

Follows Rules 3.64 2.93 -0.71

Shows Respect for Others

3.14 2.57 -0.57

Accepts Responsibility for Behavior

2.79 2.64 -0.15

Handles Emotional Issues

3.42 2.64 -0.78

Communication• Group Members • Individual Averages and Group Averages

• Parents• Results/Letter

• Teachers• Email/Discussion

• Administrators• Discussion

Reflection on Group• Students did benefit from group participation• Students felt they benefitted from the process• Students wanted to continue with group• Would start earlier in the year• Include parents from the outset• Would track long-term academic improvement and referral incidence• Appreciate the support/cooperation of all

Personal/Professional Reflection and Growth

• Truly enjoy the process• Appreciate the value/effectiveness of small group counseling• Realize the need for intimate/safe conversation among students• Developed an important and valuable bond with students• Feel I am a better counselor now than when I started this program• Excited to continue and expand my group counseling next year

Special Thanks to

Joan Halverstadtfor her guidance, support, and overall

kindness and understanding.She was the key to making this

a positive, productive, and rewarding experience!