Strategies to Promote a Safe, Nurturing and Inclusive School Environment in High School

High School can be a tough time for many of our students. Not only are they becoming self aware, they are beginning to understand the complexities that come with peer interactions. Some of those include popularity, labeling, social standards, bullying and much more. As students are navigating this sometimes tough road its extremely important to create an inclusive environment where everyone has the opportunity to thrive. 

School-wide program practices for students and faculty: P.R.I.D.E. 

Perseverance - stay positive to overcome obstacles and learn from mistakes

Respect - show appreciation, consideration, and acceptance of yourself and others

Integrity - adherence to code of behavior

Discipline - strive for consistency to achieve goals and exceed expectations

Excellence - do your personal best and inspire excellence in others

• The counselors provide a comprehensive school guidance program supporting students and families in a positive, proactive, and holistic approach in a variety of ways, including:

1. Monitoring academic achievement
2. Meeting the needs of student’s personal growth
3. Assisting with special needs
4. Facilitating communication with teachers
5. Development and implementation of interventions
6. Planning for post-secondary education
7. Providing referrals to community services

Ideas to Improve

• We should always strive to provide a supportive environment where all students feel and believe they are respected and empowered to reach their full expectations, which can be measured by holding students accountable.
• Teachers collaborate with Administration and Counselors to implement disciplinary actions with students in a progressive manner.  We also celebrate students’ successes often and with intention.
• Our continued communication and collaboration can be expanded to meetings at school with parents/guardians, thank you notes given directly to student, and communication home to give positive feedback.

Why is it Important?

• “Every student, every classroom, every day” is not just a mantra, but a way to build  relationships with students to inspire academic achievement and promote personal growth that will carry on to lifelong learning. 
• All Students need guidance in personal choices, as high school is the final transition into young adulthood and independence. 
• All Students need a school climate that helps them define who they are and where they fit in the world.

How to Promote Resiliency and Mitigate Risk

• Administration, counselors and teachers provide a leadership role and personal touch of hope and optimism. 
• We are proactive in enhancing students’ strengths and intervening with high risk behaviors to reduce the risk of harmful consequences.  
• Students can count on us to respond and intervene when they fall. 
• We can make students feel part of a family with humor, respect, and appreciation.
• We believe in second chances.

Promoting an Inclusive, Nurturing and Safe Learning Environment in High School

Time spent at school, teaches students more than just U.S. History and how to diagram a sentence. Of course kids learn academics but they are also learning a variety of social skills and getting a taste of independence. It is in the high school setting that we are able to give students more control over the classes they take, the extra curricular activities and athletics in which they participate, and sometimes the ability to drive themselves to and from school. This freedom and responsibility bestowed on our students is successful and possible due to a positive school climate. School climate is the fusion of all aspects of the school, including school values, norms, rules, communication, and the building itself that together makes the “quality and character of a school”.  It is the way the school functions on a daily basis and the quality of life and interaction between students, staff and parents.

What Can We Do To Improve School Climate? 

• Provide open and welcoming counseling center with a variety of support options for students
• Provide a variety of academic support opportunities
• Promote a positive, safe and friendly atmosphere
• Conduct a variety of school spirit days/weeks, friendly class competition 
• Promote school spirit at athletic events and extra curricular activities
• Encourage student and staff participation in all activities
• Display student artwork throughout the building
• Provide guidance lessons in the classroom
• Promote student recognition and reward
• Recognize academic clubs as often as athletic teams

Mitigating Risk and Promoting Resilience

Regardless of the situation that we are presented with, we want to maintain a positive, safe and nurturing environment for students, staff and parents to be a part of. In an effort to do so we can:

• Always provide a neutral space
• Conduct needs assessments
• Provide valuable resources to students, staff and parents
• Provide individual and group counseling, mediation and skills training
• Strive for parent partnership
• School wide communication and collaboration on all levels
• Give students, staff and parents recognition for their work
• Provide outside referrals when necessary
• Encourage student involvement and creativity

Image Resources:

http://pendermakin.com/2015/03/08/the-maine-event-a-national-conference-on-positive-school-climate-and-culture-register-early/ 

http://www.nysphsaa.org/EducationalPrograms/Sportsmanship.aspx 

http://www.dailymail.co.uk/news/article-2789298/bullied-student-fights-spreading-heartwarming-post-notes-school-gets-pulled-littering.html 

http://bvsd.org/counseling/Pages/default.aspx 

Guidance Lesson: Teaching Social Filters in Elementary School

Overview: 

The Social Filter guidance lesson is utilized to teach children when to share words and when to keep thoughts to ourselves.  A social filter is a barrier everyone uses to decide when to share verbal ideas, comments or questions or when to keep them inside. We have different levels to our social filter; we may say something to one person, when we don’t say it to someone else. This is a great tool to help children learn what things are appropriate to say, and what things could hurt other people’s feelings. It’s also a great way to address what things you could tell a school counselor that you might not want to tell anyone else.

Materials: 

• Coffee Filters (enough for every student)
• Glitter or Confetti
• Water in a large jug
• Plastic or Paper cups
• Coffee Filters with different scenarios drawn on them or glued on 

Lesson:

1. Begin by asking the children if they know what a social filter is, introduce the topic, and then state that that’s what you’re going to talk about that day.
2. Pass out plastic/paper cups to each student.
1. place a coffee filter inside each cup
3. Pour the water (mixed with glitter) through each coffee filter, into the cups.
4. Explain how the water passed through the filter (words you should share) while the glitter stayed inside the coffee filter (thoughts you should keep to yourself)
5. Show the students how the coffee filter is like a social filter, a barrier to what words should be said and what thoughts should be kept to ourselves
6. Draw circles on the whiteboard placing the individual in the middle circle, safe adults (doctors, school counselors, etc.) in the second circle, friends and family in the third circle and everyone in the last circle.
7. Present the students with different everyday scenarios written or pictured on coffee filters.

1. “John comes to school wearing dirty clothes”
2. “Yay! It is snowing outside”
3. “Sally has weird glasses”
8. Ask the students when they would share these scenarios with other people.  Do they stay to ourselves?  Do we share them with our friends and family?  Our school counselor or other safe adult? Have each student/group place their scenario on the board within the appropriate social realm (self, safe adults, family/friends, or everyone).
9. Explain to the students that some thoughts should be kept to ourselves.  These thoughts should not be shared because we don’t want to hurt another individual’s feelings.  Other thoughts can be shared with close friends or family and some thoughts can be shared with everyone.  
10. Give each student a coffee filter with with the words “social filter” written on them to take home.  This gives the student a visual representation of the guidance lesson to take home and share with their family.
11. Ask the class, for data, how many of the students could explain what a social filter was to their friends and family. Have a few students volunteer to explain what it is to the classmates who didn’t raise their hands.

Tips: 

• Challenge the students to come up with experiences where their social filters weren’t implemented
• Challenge students to come up with scenarios in the future that they could use their social filters
• Make sure to fill up the jug of water and mix in the glitter prior to the start of the lesson
• Do a cup with a coffee filter yourself to demonstrate how it works and to add your own insight and “be one” with the students
• If a student happens to spill their glitter/water, make it into part of the lesson, and say that we sometimes make mistakes, but that it’s okay if we “clean up our messes”, and that school counselors are here to help them do that.

Guidance Lesson: Choosing Friends Wisely in Elementary School

Topic: Choosing Friends Wisely

Grade Level: 1st and 2nd

Resources: 

• 2 shoe boxes (same size)
• Nice wrapping paper and a bow
• Newspaper and twine
• Small rocks/newspaper
• M&M’s

Rationale and purpose for the lesson: People have so much more depth to them than their physical appearance. Take time to get to know someone. Choose your friends based on their character and how they treat people, not based on their looks, such as how they dress, or what their hair looks like. Looks can be misleading, take time to get to know people by asking questions and spending time with them.

• Presents:
• Have students choose present based on appearance
• Have students ask questions to guess what is inside
• M&M’s:
• Have students pass around the shoe boxes and let them discover that even though something may look a certain way, doesn’t mean there isn’t something special on the inside. 

Introduction

Objective: Show how looks can be deceiving. It is what is on the inside that matters.

Previous Knowledge: Have them think of a time when they thought someone was scary, mean or unfriendly based on how they looked, but once they got to know them they became friends.

Create Anticipation: We brought a couple presents for all of you!! Raise your hand if you want this beautifully wrapped present with the pretty bow on top? Now raise your hand if you want this one wrapped in torn up newspaper and twine? What do you think is inside of each box? 

**Pick a few students to share why they picked the box they did. 

Activity

1. Pick two students to come up and stand next to each of the boxes.
2. Count of 3 have each student open the box up as fast as they can 
3. Ask how many students change their mind from the fancy box, to the torn up box
4. Have two new volunteers come up 
5. Have each student close their eyes and pick out an M&M and try to guess which color they picked
6. Pass around M&M’s for class to eat while you wrap up the discussion

Meeting objectives: Class will see that choosing the prettiest present (or friend) does not necessarily mean it is the best or the sweetest. The student guessing the color will show how once you taste the candy (get to know a person) the outside color (physical appearance) doesn’t matter. Each student eating the mixture of candy will realize that looks can be deceiving, because some have peanut butter filling while others have chocolate.

Engagement: Food, games, volunteering, and asking questions should keep students engaged throughout the lesson.

Bloom’s Taxonomy: We will be using question and answer, the shoe box activity, and volunteer opportunities to engage the students in higher level of thinking. After, we will discuss ways the students can use techniques of making new, valuable friends in their everyday lives, in or out of school. 

**Detailed examples are explained throughout the lesson**

Assessment/Evaluation 

Summary: Although the box was wrapped nicely it wasn’t nice on the inside, but the newspaper wrapped box was sweet on the inside even though the outside wasn’t pretty. Discuss how this relates to choosing friends. We have to get to know people by asking questions. The color on the outside of the M&M or the wrapping or someone’s physical appearance doesn’t matter. It’s what is on the inside of the candy, package and person that matters.

Assessment: Have them shout questions they can ask to get to know someone beyond what they look like. Write on the board.

Closing and Follow up 

Independent practice:  Have them pick one or a few of the questions from the board and find someone new on the playground or at lunch. 

Guidance Lesson: Recognizing and Maintaining Healthy Friendships in Middle School

Topic: Recognizing and Maintaining Healthy Friendships

Grade Level: 7th & 8th grade

Rationale and clear purpose for the unit or lesson:

The characteristics of one’s friends influence so many aspects of who one becomes. A student’s friends often predict what that student gets involved with, how he or she thinks of himself or herself, and who else a student spends time and energy with. Middle school is a pivotal time for students in both their development of friendships and their susceptibility to the pitfalls of peer pressure and other negative consequences related to the pursuit of identity. For these reasons, the guidance lesson will cause students to consider aspects of a healthy friendship and then learn to identify those characteristics or their lack in real life scenarios they may face.

Applicable standard(s), objective(s), competency(ies):  

Students will develop a knowledge of the factors and characteristics involved in friendship that is strengthening and beneficial. They will be able to identify those characteristics in situations they may come across in both middle school and high school. This will develop leadership and beliefs in the students which align with the ASCA National Model.

Materials:

• popsicle stick
• colored glue
• glue
• cupcakes
• white board
• dry erase pens 

Introduction:

Overview: Students will identify characteristics of a healthy friendship and learn to recognize both healthy and unhealthy friendship in action.


Activate previous knowledge: Begin by asking the students for words which come to mind when think what it means to be a good friend and writing those words on the board. Ask the following questions: Why is it important to have healthy friendships? What are the benefits to good friends? What are the consequences of bad friends? What’s the difference between a friend and an acquaintance?

Developmental Learning Activities designed to meet the objective(s):

We are bringing cupcakes in to class and will pass them out at this time, saying “You probably haven’t had cupcakes in class like this since elementary school. Let’s go back to kindergarten for a moment: how did you make friends then?” We will then talk about how the students go about forming friendships at their current middle school level.

After we have talked about what it means to be a good friend, each student will receive three popsicle stick paddles with green, yellow, or red circles on them. Read friendship scenarios concerning a variety of topics. Students will have some time to think and then be asked to hold up the traffic light they think represents friendship status in that situation. There will be four of each “light” scenario. A green light means the friendship is healthy, a yellow light means one should be wary, and a red light means the friendship is unhealthy. Process each and talk about how each responses may be accurate. These activities represent the objective of the lesson because they are taking the real life characteristics we just talked about and applying them to actual situations they may come across.

The activity will keep the students engaged because the different components affect them in different ways. The stop lights give them something physical to hold in their hands, but they will also be considering questions that will require thought and consideration of their own friendships. 

Assessment/Evaluation:

End the lesson by restating what we occurred. Recap the discussion about friendship in early elementary school and then friendship at their current level. Ask “What will you look for in friendships at the high school level? What about beyond even high school?” By considering the future, assess whether the students have learned the objectives and will make positive choices regarding friends looking forward. And, of course, we will have cupcakes.

Closing & Follow-Up:

As a closing activity, invite students to scroll through their picture albums on their phones (at a later time). Ask them to look at the pictures with each of their friends and to think in the red, yellow, or green light mentality. How does each of those friends make the student feel? How is each of those friends affecting the student’s time, motivation, values, and identity?

_________________________________________________________________________________

Appendix A: Example Scenerios

Green

You have a huge Spanish exam coming up this week and are stressing out about doing well on it. You have been confused with the material and are worried about passing the class. During lunch, your friends realize that something is on your mind and ask you what’s bothering you. When you tell them you are worried about doing well on the Spanish test later this week and they all listen attentively. After you are done sharing, they offer to form a study group to help quiz each other on the Spanish vocabulary and grammar that will be on the exam. 

During the summer before 8th grade you went to a theatre camp and ended up loving it! This fall, you want to try out for the school play. You are worried that your friends will stop hanging out with you because you are choosing new activities. When you tell them that you want to try out for the play, they are excited and supportive of your new interests. 

Yellow

Your best friend has started eating lunch with someone different. Whenever you ask to join, they say yes but are cold and do not include you in their conversations. When you and your best friend hand out after school, she is friendly and acts normal. 

You confide in your friend Sarah that you have a crush on the new boy in class but want to keep it a secret. Sarah ends up telling your mutual friend Brittany about your new crush who eventually tells him that you like him. During lunch, he comes up to you and asks you if the rumor is true. You are immediately embarrassed so you say no and run up to Sarah. She says she didn’t mean to tell your other friends and apologizes for spreading your secret.  

Red

In your friend group, you constantly are the subject of jokes and put downs. It makes you feel unhappy and small when they all are talking about you in a demeaning way. When you confront them, they brush it off and tell you not to take it so seriously. However, they do not change their actions and always talk negatively about you when you are all hanging out. 

When you hang out with your friend James he is always talking about himself and what he wants to do. He rarely asks about your day or how your family is getting along. You two always play his favorite video game and watch the TV shows he needs to catch up on. When you suggest something you want to do, he always shoots it down and offers a better suggestion. When you tell him how you feel, he disregards your statement and quickly moves on. 

Strategies to Create a Safe Nurturing School Climate

Students will spend a majority of their life in school, they will learn how to be social with peers, expand their minds, challenge themselves like never before and be independent for the first time from their parents. As school turns into a second home it is extremely important to cherish those minds so they may flourish. Creating a safe school climate allows students to reach higher and ultimately push the boundaries. Not only should this climate be productive for students, teachers, administration and parents need security and nourishment to flourish. A successful school climate looks like an environment where students, administration, teachers and parents can cohesively work and support one another in a safe, nurturing and respectful environment. School climate can be represented by the attitude of staff, physical aesthetics of the building and culture of a building. It is the character of a school including norms, values, morals, relationships, interpersonal relationships, teachings and practices.

Key Elements in Creating a Nourishing School Climate

Students:

• Bullying Prevention
• Clear communication between staff in regards to students
• Calming corners
• Mindfulness
• Support all students’ growth
• Support individuality
• Positive Behavior Intervention Strategies
• Supportive community
• Encouragement 

Parents: 

• Volunteer Opportunities
• School Plays/Music/Performances open to parents
• Parent teacher conferences
• Phone calls home for positive behavior
• Postcard home for positive behavior
• Parent University (classes for parents)
• Clear open communication between parents and faculty

Administration/Teachers/Counselors: 

• Individual Counseling
• Group Counseling (blurting, being kind)
• Guidance Lessons (yoga, mindfulness, brain, Kelso’s choice, empathy) 
• Referrals to community resources
• Supporting life achievements
• Faculty parties
• Professional Development classes
• Intentional seating placements for students
• Collaboration Between BI & Special Education
• Healthy Habits (Mind, Body, Food)
• T24 (Every Student is Capable of Post-Secondary Education)
• Problem Solving Strategies
• After school activities with mentors Campus Kids - ZagDance
• School Closet & Supplies & Food
• Open communication between staff
• Refrain from subgrouping
• Offer support to other faculty
• Be accountable

Faculty Intervention Strategies: 
As leaders in the school building teachers, administration and counselors need to understand students are always watching us. How we handle a crisis will mirror how they handle it. If students are struggling faculty have options and choices in how to proceed. Discipline may not always be the answer, and taking a more positive approach may help the student deescalate quicker and be back in the classroom learning ready. Students and faculty alike feed off of one another’s energy and by implementing some of the suggested strategies above, students faculty and parents can work towards harmony and cohesion.

Picture References: 
http://barrigasdeamor.pt/wp-content/uploads/2015/04/mindfulness-kids.png 
https://ed21c.files.wordpress.com/2012/09/ml_info_brainresults1.gif 
http://wyckofflibrary.org/wp-content/uploads/kids-yoga2.jpg 
http://www.cesa9.org/cms_files/text54531_9.jpg 
http://www.starlingagency.com/wp-content/uploads/2014/01/aguilar-phone-call-home.jpg 

Strategies to Promote Nurturing, Safe and Inclusive Schools

According to ASCA, school climate is the “quality and character of a school”. In a warm school climate, the school's “norms, values and expectations support all students feeling socially, emotionally and physically safe” (ASCA, 2015). Climate improvement must be inclusive of the entire school community, from staff members to parents to students. In regards to staff, this can be as simple as developing a social committee that celebrates special events in staff member’s lives (baby showers, birthdays, etc). For parents, educational workshops such as Love and Logic or phone calls home to celebrate success can help parents to feel supported. For students, the celebration of achievements and school spirit can vastly improve how students view their school. Efforts to improve school climate must look beyond students to include those that support them within the larger school community.

Key Elements of Warm School Climate

• Targeted behavior and academic interventions
• Bullying prevention
• Support for all student's potential 
• Multiple opportunities for student engagement
• Recognition of student achievements 
• Staff support for student's physical & emotional health (nurses, counselors, para-educators, etc.)
• Opportunities for family involvement and education
• Clear lines of communication between staff members and parents. 

Suggestions for Mitigating Risk and Promoting Resilience

Schools can develop systems that are preventative and teach students to persevere in spite of obstacles. Listed below are suggestions to mitigate risk and promote resilience in students:

• School-Wide Bullying Intervention. This may involve guidance lessons, strict consequences for bullying that are clearly communicated and bully prevention training for staff and parents.
• Depression Screening & Referral. Screening is a great way to target students for counseling that may otherwise fall through the cracks. Students needing extra support can be referred to outside counseling services as necessary. Parents must be involved in this.
• Use of an RTI model. RTI models (at right) provide a stair step model for staff use when selecting interventions. Interventions become more targeted as students move up the ladder.
• Restorative Justice and Skill Building. Rather than disciplining students through traditional methods (detention, reprimands), students can attend an after school program in which they are given the tools to change their behaviors.

The School Counselor’s Role in Developing a Warm School Climate

Traditionally, school counselors do the following to promote a warm school climate:

• Individual Counseling
• Group Counseling
• Guidance lessons (ex. healthy habits, mindfulness, goal setting)
• Intentional class placements where students are at the right level and have the support to succeed
• Referrals to community resources (to meet basic needs, counseling)
• Career or college exploration

Innovative Ideas to Improve Climate

School counselors can be innovators. They can suggest and implement strategies that have never been used in their schools. The following strategies can be used to promote resilience within school communities and to turn up the school temperature: 

Guidance Lessons about Grit: Teach students about how one's mindset can determine future success. Use activities to teach students to have a growth mindset. A great lesson can be found here.

Workshops for Parents: Offer optional classes to parents that provide parenting strategies on topics from stress management to motivation to helping children to make smart choices. A great example of classes for parents can be found here.

Yoga class: Yoga classes can teach students about emotional regulation and mindfulness techniques. 

Climate Committee: Student, parent and staff representatives can meet together to participate in projects to improve the school climate. Projects this group may focus on may include anonymous acts of kindness around campus, beautification projects and welcoming new students.

Conclusion

In order for a school to be functional, students, staff and parents must feel safe and welcome. When students in particular do not feel safe, their ability to learn is jeopardized. Strategies that focus on giving students, staff and parents skills to cope and make good choices are key in creating change. All members of school communities must be targeted in order for school climate interventions to be truly effective.

References

ASCA (2015). School climate: Fostering student development [Web site]. Retrieved from

http://www.schoolcounselor.org/school-counselors-members/professional- development/2015-webinar-series/webinar-learn-more-pages/school-climate

C Miller. (2015, September 10). Getting gritty with 8th grade [Web log post]. Retrieved from http://www.themiddleschoolcounselor.com/2015/10/getting-gritty-with-8th-grade.html 

Love and Logic Institute. (2015). Love and Logic [Web site]. Retrieved from https://loveandlogic.com

Image Resources

https://www.teacherspayteachers.com/Product/You-Rock-Student-Awards-768684

http://childhood101.com/2015/04/yoga-for-kids/

http://saturdaymorningcoffeeandcommoncore.blogspot.com/2014/02/going-for-gold-homage-to-effort.html

http://www.lpsb.org/parents/curriculum/r_t_i-_response_to_intervention

Guidance Lesson: Verbal Bullying in Middle School or upper Elementary School

Rationale:
This lesson plan focuses on the awareness and impact words have on people.  All students have trigger words or experiences that can be hurtful to them, and this lesson aims to show students that everyone has been bullied or hurt by something someone else has said to them.  Hurtful words can be intentionally or unintentionally said, and a goal of this lesson is to show kids it is important to think before you speak.  This lesson is meant to teach students to be in tune with their own emotions of when they have been bullied or hurt by someone else.  In being aware of their own emotions, they can use that feeling to be empathetic towards others.  In doing so, they will know not to bully, stand up against bullies, stand up for others they see getting bullied, and promote and spread kindness.  This lesson will highlight that individually we all have differences - good and bad - that make us unique.  Even though we are all different, we are all part of this community (school, class, grade, etc.)

Grade Level: 6th Grade

Materials:

• A whiteboard to write on
• Something to play a video on
• the song “Shake it off”
• Scratch paper
• 2 containers to collect pieces of paper in
• 1 container to hold the bracelets
• A poster board and tape
• Kindness bracelets

Applicable Standard(s) Objective(s) Competency(ies)

• The effects bullying has on each other.
• Standing up for others against bullies.
• Standing up for yourself against bullies.
• Benefits of spreading kindness.

Introduction

• Prepare the lesson space by writing “shake it off” at the top of the white board. Tell the students, “Today, we will be discussing the impact words have on each other.”
• Begin lesson by asking the students to write down on 2 separate pieces of paper “what is the meanest thing anyone has ever said to you/called you?” and “what is something you love about yourself?” 
• tell the kids this is completely anonymous so they do not have to worry about their names being linked to what they say.
• Collect the papers in separate baskets/tubs 
• Play “Stand Up, Stand Strong: The Consequence of Words” YouTube video
• https://www.youtube.com/watch?v=GYYSFpFGRBE 
• While playing the video, take out the positive comments and attach them on a poster.  The poster should be titled something about kindness, ex. “Step Up, Be Kind.” 

Learning Activities

• After the video, ask the students to think about how they feel from watching the video. take out the negative comments and write them on the board under the words, “shake it off.”
• After writing the words on the board, ask the students open-ended questions about the video to promote class discussion “how did that video make you feel?” “what are your thoughts on the video?” etc. 
• Talk to kids about the words/phrases on the board.  Ask them what they think of the words up there.  Ask the kids to raise their hand if they see anything on there that they might have said to someone where they were not trying to insult them (raise your own hand too to show that we have even said things we did not mean to hurt someone by).
• Discuss how words can have a positive or a negative connotation.
• Begin transition into discussing positivity and how good words can be influential with your peers.  How we have all had something said to us that hurt our feelings, but we can also say things that make each other feel better too. 
• Have the class form a circle.
• Explain that during this activity, students will go around the circle one at a time and say a compliment to the person to their right.  When a student says a compliment to their classmate, they will receive a kindness bracelet. 
• Ask for a volunteer to start the kind words contagion, and hand them the basket of bracelets.
• Process of the kindness cognition: a student compliments their classmate to the right → they take a kindness bracelet → you (the counselor) erases a mean phrase from the board → the student passes the basket of bracelets on, and the next student compliments the classmate to their right, until everyone in the circle has had a compliment, has a bracelet, and all the mean words are erased from the board.
• Once the kindness has come full circle, explain that the kindness contagion shouldn’t just be contained to the classroom, but spread outside to friends, family, acquaintances, etc. Ask the students how it feels to give a compliment.  How it feels to receive a compliment. Ask the kids if they have noticed how everyone is smiling, happy, laughing - read your audience - since they have given and received compliments.
• Explain the bracelets: 
• You are now the owner of a step up, be kind bracelet.  The purpose of this bracelet is to wear it and when you witness someone doing something kind, you acknowledge their kindness by giving them the bracelet and telling them what they did was very kind.  Tell them to keep the bracelet until they see someone doing something kind, and pass it onto them.  This way we can keep promoting kindness in our community and even to strangers who we see displaying random acts of kindness. 

Assessment: 

• Show the kindness poster and discuss how everyone has something they love about themselves.  Everyone is a unique individual with great qualities and together they all form a community (class, school, grade, whatever community you wish to address).  As a community they can work together to keep kindness spreading and advocate against saying mean things.
• Tell the students to stand up, and play the song “Shake it Off” by Taylor Swift to end the guidance lesson with a 30 second dance party.
• Leave the students with a reminder to “shake off” mean comments, stand up for yourself and others, and spread kindness.

Closing & Follow-Up: 

• Challenge the students to say something kind to someone they see in each new environment they enter, ex. on the bus, at the grocery store, etc.  Have them pay attention to the smile they put on that individuals face and the good feeling they felt after saying something kind.
• Challenge students to acknowledge when they witness strangers promoting kindness by passing their bracelets on, and encouraging that stranger to do the same.

Role of a School Counselor: The Support We Provide

Support Systems

An important factor in being an effective school counselor is having a strong mutual support system between the community, the school district, colleagues, parents and most importantly a support for all students.  A school counselor must be able to understand and be aware of the of a student’s need both inside and outside of school in order to facilitate a supportive environment.  Two key support systems that positively impact a school counselor’s role while also addressing student needs is to providing support colleagues in the building and a student’s parents/guardians.


Support to Colleagues
School counselors not only have an obligation to the students they serve in their school, but also to the colleagues in their building and district.  School counselors have a large and impactful role in a school that can at times be overwhelming. School counselors are faced with many ethical dilemmas that may not have a clear-cut answer. During these times, it’s important for school counselors to rely on their team and reach out for help. Each colleague has a wealth of information and can offer insight and new perspectives on situations. All school counselors come into the profession with their own level of knowledge and expertise. Individually school counselors may feel like they have to be the expert on all situations and may feel inadequate if they are not able to provide a solution. Collectively however, school counselors can combine their knowledge and resources to support their students. Creating a collaborative environment that is centered on teamwork will build a caring and welcoming atmosphere modeling the behavior they expect from their students.


Support to Guardians/Parents

Parents and guardians are the guiding voice in their child’s lives and it’s important for school counselors to understand the importance of parent involvement. When a school counselor provides support to parents it has a positive effect on the relationship between the child and parent. Support to parents/guardians can range from one-on-one sessions, parenting workshops and school assemblies. When parents are provided the resources they need to become more involved parents, school counselors may see the improvement of a student’s well-being. Parents, just as much as students, need support from staff at the school. Depending on the needs of the community, workshops for parents could range from awareness of social media trends to understanding how parents can become more involved in school activities. School counselors can bring in outside resources and experts to speak with the parents during workshops. The most important aspect of parenting workshops is to help the parents/guardians become enthusiastic about their child’s education. When parents feel more confident and involved with their child’s education the child will likely emulate the same emotions.

Guidance Lesson: Introduction to the Brain & Identifying Emotions - Elementary School

Rationale: 
This guidance lesson will help students form connections and a better understanding of how their brain is functioning and regulating their emotions. Students will have an opportunity to visually see emotions and connect those feelings to what parts of the brain are triggered. These exercises will provide students with physical movement; a visual display and sensory triggers that will help remind them when they are in a “feelings” state and how they can deescalate themselves while having an understanding of what is happening in their brain.

Objective: 

Counselor will give students a written form or assessment that tests their knowledge from the guidance lesson. On the assessment students will try to connect facial recognition with upstairs brain or downstairs brain. In addition students will have a physical exercise that may help remind them what “learning ready” or “flip your lid” looks like.

Grade: 2nd Grade

Materials:

• Brain Poster
• Pictures of People (Magazines work) in happy, mad and sad faces 
• Poster or White board
• Tape for pictures
• Drawing of Brain - Upstairs and Downstairs split in the middle
• Assessment sheet 

Lesson: 

1. Introduction:
1. Ask students what they know about the brain 
2. Present brain poster – go over the important parts (hippocampus, prefrontal cortex, amygdala)
1. Have students repeat the parts of the brain
2. Go over what each part does and give a scenario of that part in action 
3. Introduce terms upstairs brain and downstairs brain
1. Ask students if they have heard what upstairs brain means? 
2. Ask students if they know what downstairs brain means? 

Activity:

1. Physical exercise Hand = Brain 
1. Demonstrate to students how their fist can represent their brain 
2. The fingers represent the “thinking part” of their brain the upstairs part of their brain (Learning Ready)  
3. The thumb represents the amygdala 
4. The index finger represents the prefrontal cortex
5. When the brain is learning ready the brain looks like a tight fist with the thumb securely inside protected. (Happy, Learning Ready,Listening, Following Directions)  
6. When students are in an emotional state and in their downstairs brain or not learning ready they have flipped their lid. The index fingers pop up leaving the thumb unprotected and wiggling. (Angry, Sad, Mad) 
2. Visual Exercise 
1. Counselor will introduce students to pictures of emotions and will ask if students can identify if the faces are in their downstairs brain or upstairs brain. (Happy, Sad, Mad)
3. Visual Assessment 1:

1. Students will be paired up and given pictures to decide whether or not the person in the photo is in their upstairs or downstairs brain 
2. This exercise gives students an opportunity to see what different emotional states look like on different people of different genders and races. This is also helpful because not everyone’s “angry” face or “sad” face looks the same so students can have a wide array of visuals to use as examples.
4. Assessment:
1. Students are given a sheet where they identify with facial recognition whether the person in the picture is in their upstairs or downstairs brain. 

References:

http://2.bp.blogspot.com/hmxaVSfAk5M/VBUa8zz1vBI/AAAAAAAAAY4/3mPWH5LJHtE/s1600/IMG_0097.png  

http://alphamom.com/wp-content/uploads/2013/07/The-Whole-Brain-Child-Book-Review-198x300.gif 

http://image.slidesharecdn.com/74bf4598-7a31-4e8d-bb24-92a89afaa5bd-150711005213-lva1-app6891/95/goingdeeperbrainparticipantlf20150313-28-638.jpg?cb=1436576084 

http://cdn.collider.com/wp-content/uploads/2015/04/inside-out-console-progression-3.jpg 

Assessment: https://www.dropbox.com/s/3grdrky4gk6xc5p/Brain%20Guidance%20Lesson%20Assessment.docx?dl=0

oks like.

Elementary School Counseling: Overview

Overview:

The role of the school counselor is often a mystery to those outside the profession. Considering the profession has been around 100 plus years, the role of school counselors should be common knowledge. So why the confusion? The reason seems to stem from the dynamic and evolving nature of school counseling. School counseling started as a vocational focused service and has now expanded to include academic, social, and personal goals. This process is data driven, focusing on what each school needs in order to get students ready to learn. When you ask elementary school counselors what this role includes, you may be surprised by the variety of activities within their job description, since it only became distinct in the 1960’s. School counselors in elementary school run classroom guidance lessons, small groups, and individual counseling sessions. They collaborate with students, staff, administration, and parents to provide an optimal learning environment for each child. They write 504 plans and follow through with their implementation. In addition, they link student needs within the school to applicable services in the local community. What makes the role of a school counselor more confusing to outside individuals, is that the role of the school counselor looks different depending on the needs of the school population and community. It’s no wonder people outside the profession have a hard time pinpointing the exact nature of the work.

Purpose: 

One of the biggest issues school counselors face is that not a lot of people understand that school counselors matter-a lot! Once a counselor gets into a school, they have the ability to make some of the widest impacts on student development, whether that be in the social, emotional, or academic realm. A school counselor is a leader for not only the students, but for the teachers and faculty at the school. They become the troubleshooters, the “go-to” people, and the advisors. They become the center in a web of intricate community connections and support services. All of this is done for one purpose: to benefit the student. At the end of the day, school counselors are there to make sure that the learning environment isn’t impacted by outside stressors so that the students’ highest academic potential is achievable.

Safe Space:

One of the school counselor’s most basic tasks is to create a safe environment for students to come and disclose their thoughts, feelings, problems and emotions. The majority of the student’s time and thoughts are used worrying and overthinking about these issues instead of focusing on their own academic potential. However, if the student utilizes the counselor in the school, they can discuss and analyze the issue at hand allowing the student and counselor to discuss and resolve the issue so that the student is able to go back to class, feeling relieved and able to focus on their classroom material.

Group Work:

Most students in elementary school go through the same types of issues. These issues tend to affect a larger proportion of the student population, so when a school counselor has a student come to them with a common concern, they may want to discuss it with a whole class through a guidance lesson. Providing these guidance lessons to a class is a great way for school counselors to reach many students going through similar issues. At the end of the day, whether a lesson is taught through individual counseling sessions, group sessions, or through a classroom guidance lesson, the idea is that they will be affecting and influencing the child through not only elementary school, but for the rest of their lives. School counselors are here to stay, so are their impacts.

Guidance Lesson: Meditation in High School

Lesson Objectives:

To introduce students in Special Education classes to relaxation strategies for stress and to improve coping skills in and outside of the classroom by guiding them through a meditation session.

Discussion:

Meditation is the process of relaxing your mind by intentionally setting aside time to create a state of awareness and focus.  Meditation can relax the body and mind of the busy, stressful, and overwhelming life of a teenager battling day-to-day anxiety.  Professionals who teach meditation believe it can help in many areas including building self-confidence, helping resolve fears, improving focus and concentration, stabilizing an emotional state, and lessening aggressiveness.  Mindfulness is a general awareness of living each day consciously and it encourages us to be fully present, in the here and now.  Tapping into your own strength to manage stress and increase focus can help high school students respond to everyday stressful situations.  This lesson will introduce the idea of being mindful and practicing mediation to reinforce their ability to relax and focus both mentally and physically.
    
Materials needed:  

A short quiz about mindfulness and a guided meditation plan specific to quiet, breathing techniques.

Assignment and Activities:  

• Identify and define keywords that could be challenging for students such as mindfulness, meditation, breathe in and out (in through the nose and out through the mouth), terms to describe how body feels (tense, sore, tight).
• Ask students to take the mindfulness quiz (attachment 1).  Go over results and discuss examples where mindfulness would be helpful.
• Transition from the idea of mindfulness to the benefits of meditation.
• Lead meditation from guided plan (attachment 2).

Evaluation:

• Ask students what was it like?  How did you feel?  Did you like trying to meditate?  Why?  Why not?  Did you notice any changes in your body?  Describe.  How do those areas fell now?  How do you feel now?  Describe what your day would be like if you practiced meditation everyday.
• Ask how they felt about the quiet and stillness?
• Ask if students would use meditation by themselves?  

Closing:

There are many ways to reduce stress and relax.  By becoming aware of our own self we can sharpen our focus.  We can also intentionally make time to settle down and create our own sense of awareness and quiet.  Best of all, meditation can be done on your own.  You can check out just for a little while to feel better about yourself.

Attachment 1:

Can Mindfulness Benefit Me?

If you can answer "yes" to one or more of the following statements, and it's something you would like to change, then practicing mindfulness can benefit you.

1. I eat meals while watching TV or doing something else, and sometimes find my plate emptied even though I don't remember eating.
2. I find myself listening to someone with one ear, doing something else at the same time.
3. I drive or go places without remembering how I got there.
4. I misplace important items like my phone, keys, or homework.
5. I re-live past events wishing I had done something different.
6. I have left hazardous things unattended, such as a candle or stove.
7. I have gone to the kitchen or bedroom for a specific item and returned without it because I forgot.
8. I forget a person's name almost as soon as I hear it.
9. During class or a discussion, I mentally wander off and end up missing something important?
10. I have read things (a book or article) without remembering what I just read. 

Attachment 2:

Guided Meditation 

• Close your eyes.  Notice your breathing.  To yourself answer is it fast?  Is it slow?
• Put your hand on your stomach.  Notice how your stomach goes in when you breathe in and out when you breathe out.
• Take a long deep breath through your nose and breathe out through your mouth, fully and completely.  Breathe like this a few more times.
• Now imagine your whole body.  Notice parts that are hurt or tight or tense.  Notice parts that feel comfortable and loose.
• Use your breath.  When you find a part of your body that is hurt or tense, send your breath there.  Breathe in and out.  Your breath can make that part of your body relaxed.
• Feel your head…your face…your shoulders…your back…your arms…your hands…your stomach…your legs…your feet.
• Notice the room, the people, the building.  Not thinking, just noticing and listening.  Breathe slowly and easily, in and out.
• Feel the chair under you where your body touches it.  Feel your muscles relax as you breathe in and out, easy and peaceful.
• When you are ready take a long, slow, deep breath in.  Then completely and gently open your eyes.

References

Gimbel, L. (n.d.).  Managing Stress to Improve Learning: Guided Meditation Lesson Plan.  

Retrieved September 18, 2015, from www.nelrc.org/managingstress

Meditation Lesson 1:  An Introduction to Meditation.  (2011, May 6).  Retrieved from http://

www.dreamviews.com/meditation-shockwave/115875-meditation-lesson-1-introduction-

meditation.html.

Pictures:

http://www.lifehack.org/articles/lifestyle/5-simple-tips-meditate-like-monk.html

https://www.uhs.umich.edu/files/uhs/field/image/Mindfulness.jpg

https://susanwilkinsonbetterlives.files.wordpress.com/2015/07/mindfulness.jpg 

Guidance Lesson: Glitter & Gossip in High School

“Great people talk about ideas; ordinary people talk about things; small-minded people talk about other people”. -Unknown

Purpose: 

The purpose of this lesson is to teach students about gossip, rumors and perspective. Not all students have a clear understanding of rumors and their impact on others. This lesson provides a hands-on example of how messy gossip can be. This lesson can be easily adapted for any age group.

Materials Needed for Lesson: 

Bottle of fine, loose glitter; Prize for Students; Paper/Board for writing classroom ideas

Time Required: 

30 Minutes

Lesson:

1. Write “GOSSIP” on the board. Have the class define gossip and talk about what it means to them. Record answers on the board.
2. Ask the students if they have ever had a rumor spread about them and if they have ever heard a rumor about someone else.
3. Choose 5 students to stand at the front of the room to perform a task. Offer the students a prize for completing the task within 5 minutes.
1. Pour a handful of glitter into the first student’s hand. Ask the student to pass the glitter down the line of students without getting any glitter on the floor or desk and without leaving any glitter on any of their hands. In order to get the prize the students must complete the task by putting the glitter back into the jar it started in.
4. Discussion 
1. How is gossip like glitter?
5. Truth v. Lie Activity
1. Have students pair up and come up with two true statements and one lie about them as a pair and share them with the class. Ask the class to determine which statements are true and which is false.
6. Standing in another’s shoes (perspective)

1. Discuss with students what it might feel like to be the subject of a rumor and why someone might spread rumors in the first place.
2. Have students come up with ideas on how to prevent or stop gossip in their school.
7. Final Discussion
1. Revisit GOSSIP on the board and add anything new the students come up with.
2. What does the following quote mean to you? “Who gossips to you will gossip of you.”
3. How do you pledge to stop gossip, rumors, and name-calling in school?

Resources:

Lesson adapted from: http://musingsofamiddleschoolcounselor.blogspot.com/2013/10/glitter-gossip.html

Pictures:

http://kiddouche.blogspot.com/2012/04/cousin-pernices-ghost-voicemail.html

http://pixgood.com/spreading-rumors.html

http://www.aliexpress.com/item/Free-agency-a-generation-of-fat-explosion-models-2014-teen-shoes-men-shoes-Korean-version-of/1726106904.html

http://www.quotehd.com/quotes/words/gossip