What Makes an Effective School Counselor?

I believe there are 5 qualities that make a school counselor an “effective helper”. After interviewing and meeting professionals from different school districts and socioeconomic backgrounds, I believe that what follows is an accurate description of what makes a school counselor an effective helper for students.

As school counselors, we not only have to be advocates and helpers, but we also need to be able to inspire students to strive for success. Not only do students look to us for advice and for help, but we should be inspiring them at the same time. Sometimes all that is ailing a student is a lack of enthusiasm or encouragement from parents or friends, we can be that person who is there to give those things to them. Inspiration leads to success and if we can inspire our students to strive for their goals, we are without question being effective helpers.

An effective school counselor is not on their own island. We have to be effective at working in teams and collaborating with other professionals in our schools in order to be the advocates that students need. A strong team has input from several areas, perspectives and can help a student in all areas of school life. Communication with teachers, principals and other school officials makes the school counselor’s job of helping students much more effective. We also have to be a team with our students and work through issues with them knowing that we have their best interest at heart. Teamwork takes time to build but it is absolutely necessary in order to be successful as a school counselor.

                                      

We have to make sure that our office is a safety zone where students can know they are safe to tell us anything. By creating a safe environment, we are allowing students to be real and feel safe to disclose information to us and not worry about the repercussions. Understandably, there comes a time we must intervene to make sure students are safe and not a harm to themselves or others and to make sure they are not in danger while at school or at home. Our office can be a place in school where students go and know they are protected and that we will do whatever it takes to help them. By creating this atmosphere, we are being effective helpers and allowing students to be free to speak their minds and know that their best interest is in mind always. 

As a school counselor, our attitude plays a huge role in how we are viewed by our students, our faculty and by parents. It is important to have a good attitude and be positive throughout the day in order for students to be able to listen to us and know that we care. We also need to try to inspire our students to always have a positive attitude and show them that they can do anything they set their minds to. Many times a student will not succeed because they do not have a good attitude. Our attitude is one thing we can always control and no matter what is happening in our personal lives, we have to keep a positive attitude at all times so we can help our students through their issues.

                                    

Trust is the single most important part of the student-counselor relationship. From our interviews and our meetings with school counselors, the one resonating fact has been that our students need to trust us to do what is best for them. Additionally, we also have to trust them as well to make good decisions. The four previous aspects that I have discussed are all building blocks to developing trust with our students, parents and other faculty we will be working with. Every person that we work with must trust us to do what is right and we always have to make sure that we never break the trust that students have in us.

If we are able to be successful in these 5 areas, I truly believe that we can call ourselves effective counselors and be the advocates for students that they need and deserve.

Photos Provided by:

http://image.shutterstock.com/display_pic_with_logo/109411/102141904/stock-photo-inspire-definition-magnifier-shows-motivation-encouragement-and-inspiration-102141904.jpg

http://randalldsmith.com/wp-content/uploads/2014/01/Team-Building-real-estate-agents-qualities.jpeg

http://grategy.com/wp-content/uploads/2013/02/attitude-is-everything-post-it-notes.jpg

http://ba5137420c54bf2d4356-5030201674c729b9ee184c866197d6e1.r57.cf1.rackcdn.com/blog/wp-content/uploads/2012/11/trust_action.jpg

http://praxiom-rm.com/wp-content/uploads/2012/04/safety.jpg 

Why Do We Do It?

Being a counselor can be hard, really hard, but the challenges are far exceeded by the rewards.  I was lucky enough to speak with Frank, a local high school counselor as well as Parley, a special education teacher.  Their experiences have really helped me to understand what it is to be a school counselor on a personal level.  It is not about the work, it is about the students and watching them grow and succeed. 

The high points of my conversations surrounded the rewarding aspects of counseling:

 

 The Realization

As counselors we cannot force students to need us, want us or even talk to us, we can only offer our support and hope they want it.  Those moments of realization for kids are so rewarding to us because it is then that we know they not only need our help but have realized that they want our help too.  Our help can come in the form of someone to talk to, a shoulder to cry on, or a voice of reason.  Whichever way it is, that moment that we are let in and allowed to help, is a precious moment.

 Witnessing the Transformation

The transformation is so rewarding because we get to witness the turn around, the growth and transformation away from what brought them into counseling in the first place.  Seeing a student change their consciousness to change their own action and reactions. Maybe doing homework becomes easier, friendship choices are better or fighting becomes a rarity.  To know that as a counselor you have helped them to work through problems in such a way that instills continued practice and growth is really amazing and very rewarding.

Seeing the “Break Out”

Not every child is “breaking out” of its small town, or high school; sometimes they are breaking out of depression or a bad relationship.  Regardless of their break out, it is fulfilling to know that you have supplied them with the tools to change their own lives and make a real difference.  Frank said his most rewarding and fulfilling moments are the phone calls and emails from previous students thanking him for his help and guidance throughout high school, that he really changed their lives.  It makes us happy to know we didn’t give on any child; we didn’t let them pass by without offering a helping hand.

 Photos courtesy of:

Photo 1: http://www.pcsb.org/domain/1203

Photo 2: http://www.pinterest.com/pin/507358714243686721/

Photo 3: http://www.pinterest.com/pin/215046950932188210/

Photo 4: http://www.pinterest.com/pin/141863456987752065/

Guidance Lesson: Multiple Intelligences (5th & 6th grade)

Experiencing the Multiple Intelligences

The theory of multiple intelligences is a theory that differentiates specific modalities, rather than operating from the mindset that intelligence is dominated by "general ability". There are 8 abilities that are seen as specific intelligences, which are as follows: musical, visual, verbal, logical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic. 

Students who do not thrive in the traditional classroom setting with the traditional teaching strategies may feel inadequate and find themselves discouraged. It is our role as school counselors to teach both students and staff that there are many ways to be intelligent, and therefore different ways we can present material to students to help make them most successful. This also allows ways for us to appreciate the individual differences between students and what they can teach others. 

During this lesson we set up stations that allowed the students to participate in activities associated with each intelligence. This included puzzles, math problems, crayon rub, and word searches. This allowed the students to experience aspects of the various intelligences and see in which areas they excelled. 

 

Lesson Plan and Documents

·         Multiple Intelligences Guidance Lesson

·         Career Word Search

·         Animal Crossword Puzzle

·         Crossing the River Brainteaser

 

Helpful Hints!

·         Make sure your content and activities for each station are fun.  If the students are more engaged they will take more away from the experience.

·         Use supplies that you already have in order to cut down on costs.

·         Plan for and leave enough time for students to move between stations.  We had one station unoccupied which made the process of switching groups a little easier.

·         We found that the transitions were easier when we let the students know that their time at a station was almost up. And although they may not have enough time to complete each activity in entirety, we let them choose to keep their drawings and worksheets so that they may continue to work on them on their own time.

·         Remind the students that a lot of the intelligences overlap; they might find themselves using more than one at each station.  It is important during the discussion to ask students what about the station or activity they enjoyed the most.

·         Some of the items at our naturalistic station were a little difficult to do crayon rubbings with; thicker and sturdier leaves or dried and pressed flowers are best.

·         Most importantly, have fun with it and make it your own!

 

References

Images/handouts retrieved from:

·         Image 1: http://www.4mylearn.org/Neurodiversity.html

·         Image 2:  http://nationalblueribbonschools.ed.gov/summarydocs/2013/md/chadwick-elementary-school-13md1.html

·         Image 3:  http://www.makingfriends.com/color/wordsearch_careers.htm

·         Image 4:  http://www.squiglysplayhouse.com/PencilPuzzles/More/AnimalCrossword.html

 

 

 

 

Guidance Lesson: Peer Mentorship (8th grade)

Guidance Lesson - Peer Mentoring

Ever wanted to make your job as a school counselor easier and did not know where to start? Why not get some 8th grade students to help their younger counterparts through the struggle of transitioning to a new school and all the small hurdles that arise from that process. In addition, this program allows 8th grade students to get valuable leadership and socialization experience in a safe and chaperoned manner. At my particular school, we had more 8th grade students sign up for the program than sixth graders; a problem none of us were anticipating.

By the 8th grade, students should be more than capable of behaving in the role-model capacity required of the peer mentoring program. The program also promotes a sense of commitment from students for their school community. The goal of this program is to create an environment where students can achieve all of these outcomes. The following lesson plan addresses the training process specifically. I performed this training during the lunch period in a spare classroom. I split the participating students into two groups to reduce class size.

Guidance Topic: Peer Mentoring Training

Age level: Grade 8

Grouping:  Seated at desks in classroom in standard format

Objective - Educate participating 8th grade students on the expectations and techniques of the peer mentoring program. At the end of the lesson the students will be equipped with the skills and confidence to successfully execute their job as peer mentors.

Rationale - Your school’s counseling staff desires to enhance the transitory experience of incoming 6th (or 7th) grade students by continuing (or creating) an encouraging program that supports students as they transition from elementary to middle school.

Counseling Standards Met -

A:A2.3 Use communications skills to know when and how to ask for help when needed

A:A3.4 Demonstrate dependability, productivity and initiative

A:A3.5 Share knowledge

A:B1.4 Seek information and support from faculty, staff, family and peers

A:C1.1 Demonstrate the ability to balance school, studies, extra-curricular, leisure time, and family life

C:A1.3 - Develop an awareness of personal abilities, skills, interests, and motivations

C:A1.4 - Learn how to interact and work cooperatively in teams

C:A1.7 Understand the importance of planning

C:C2.3 - Learn to work cooperatively with others as a team member

C:A2.9 Utilize time- and task-management skills

C:C2.2 Learn how to use conflict management skills with peers and adults

PS:A1.6 Distinguish between appropriate and inappropriate behavior

PS:A1.9 - Demonstrate cooperative behaviors in groups

PS:A2 Acquire Interpersonal Skills

PS:B1.3 - Identify alternative solutions to a problem

PS:B1.10 - Identify alternative ways of achieving goals

Materials Needed -

Training powerpoint

Mentoring folders to distribute to students

Example materials to use during presentation

PBIS motivation to give to students for attending*

Class whiteboard to use at will

Two or more extra chairs for use in example scenarios

*If your school is not a PBIS school, then using other some form of incentive highly recommended

For a printable version of my lesson plan, click this link:

lesson plan

The powerpoint designed to go with this lesson plan is here:

powerpoint

Lesson (30-45 minutes) -

Introduction (slides 1 and 2)

The first two slides of the presentation are used to break in the program and introduce students to the idea of peer mentoring. This is a great place to address the individual needs of your school and discover the experience level your students have regarding mentoring relationships. When I gave my students their training I made a point of inquiring about which students had gone through the program as a mentee in the 6th grade. My favorite part of this segment is explaining my own definition of a mentor.

                                                                            Total Time: 5-10 minutes

Primary Content (slides 3-8)

This section of the presentation covers everything important in the program. The first few slides address the idea of professionalism and the expectations you have of the students acting in the mentoring capacity. I received some very interesting questions from my students. One question I was not expecting was, “Are the 6th grade students getting training as well?” I never expected a student to ask that questions, but I am very happy that it was asked.

As the presentation progresses, it transitions from the general to the refined. I designed the presentation to cover rules and expectations for the students before giving students more specific points to ponder and explore. I recommend using visual cues and role play to assist students in their understanding of the program. I used a whiteboard to record student responses. I also used students to act out scenarios and situations and had students respond with positive critiques.

                                 Total Time: 25-40 minutes

Wrap-up (slides 9 and 10)

Slides 9 and 10

The final two slides consist of eight potential scenarios that students might encounter. The intention for these slides is to give students an opportunity to act and have fun. This segment’s speed can be adjusted to fit the remaining time allotted for the presentation. This could be another good place to use the whiteboard.

At the end of the presentation, summarize primary points and emphasize that follow-up is available through counseling appointments. “It is an honor and a privilege to be a peer mentor, we trust you all to do it well.” Additionally, be sure to thank the students for coming and distribute any materials they need for mentoring.
Don't forget to explain how to use the mentoring folders and leave students feeling confident in their abilities.

                                                                              Total Time: 30-45 minutes

Some hints -

If you present this lesson during the lunch period, remember to account for the lost time when students are getting their lunches and transitioning to your classroom.

Coming up with a fun acronym to name your mentoring program will help make it inviting to students. I used the acronym PAWS which stands for “Peer Assisted Wolverine Success” because our school mascot is the Wolverines!

The training process can be intimidating for students. Be sure to emphasize that there is no perfect way to be a mentor and that the emphasis is on relationship. How the mentoring process looks will change over the course of the school year as the needs of students evolve.

Developing a system to pair 6th and 8th grade students for the mentoring relationship is crucial and difficult process.

As mentioned above, the use of incentives is highly encouraged. Be conscientious of your school’s policy regarding food and allergies before using candy or food as an incentive.

Follow-up and tracking data can be a real challenge. Creating a calendar and charting when students plan to meet with their mentee is the strategy my school used. Leave a comment and let me know what your school does! I want feedback on this part of my lesson.

As a part of our peer mentoring program, my school provides students with a booklet for an activity to do when they cannot figure anything else out. The link to the booklet is here:

http://www.woodburnpress.com/products/workbook-middle-school.html

Last, but not least, be sure to have loads of fun and enjoy working with your students. You may be pleasantly surprised by what they are capable of!

picture sources -

www.akinseagles.org

johart1.edublogs.org

uwwcareerbuzz.wordpress.com

phsclubs.com

thesnapper.com

Searching for Superman

We may not be superheroes, but I am ok with being the next best thing. Counselors are advocates for those voices sometimes not loud enough to be heard. It is so important to have a mentor someone who is looking out for you, as a counselor we provide support and empathy for all students that walk through our doors. The following are four key attributes to being a productive and positive school counselor.

Advice from the Field

I had the pleasure of interviewing two great counselors: one from an elementary school and a college counselor.  Each with different experiences but shared great insight and commonalities of what makes a successful counselor. A few great key points were:

1) Expose yourself to different levels of education, especially special education.

2) Be prepared to put your emotions aside, you will not be able to save everyone.

3) When working with kids walk with them, don’t just guide them. Reach them at their level.

4) Unfortunately, we cannot take any children home.


Expose Yourself

As school counselors, our duty does not stop at just watching over the general education students but extends to those students with special needs as well. We are advocates for every student under our care. It is important to be involved with as much as we can for those who need it most. Advice I recently received from counselors in the field, include was making a buddy system between grade levels and special education students. It is important these students feel just as secure as any other student in our care.


Emotions Aside

We may seem like Superman or women to some students, but unfortunately we cannot save them all. What is most important is that we leave at the end of the day knowing we gave it our all. We met with all the students in crisis or who just needed a listening ear, built communication with new students, and created a trusting and safe environment for all students. It is important to be able to put our emotions aside when on the job and be professional. We are not there to judge or critique, we are there to provide a safe environment for the kids.




Reaching Their Level

It may be dressing up like Elsa on Halloween or just knowing the newest slang and cool movies to reach your students, but the effort is what makes the difference between a good and great counselor. Being able to connect with students and reach them at their level can open doors to better communication. This shows students we care about them and how they feel. Creating a safe neutral talking zone can help connect with students. It is one thing to just show our students the way; but to get your hands dirty, that is a relationship.

Safe Space

We cannot change where our students come from or where they go home to. All we can do is make their days at school amazing. We cannot take any home as much as we may want to, but we can provide a safe place for them while we do have them in our building. As school counselors, we can give students the tools from 8am to 3pm to take on the world, be self-sufficient individuals, and advocate for themselves.






Photos 1 & 2 courtesy of Pinterest:
http://www.pinterest.com/pin/223913412697425337/
http://www.pinterest.com/pin/21532904441649651/

What Do School Counselors Do?

School counselors play a vital role in the functioning of schools, and yet they are often asked, “What do you do?” The answer is that counselors are doers. Their role goes beyond scheduling and providing academic support to students. School counselors are leaders, collaborators, student advocates and implementers of systemic change. They are asked to think on their feet on a daily basis, while maintaining poise and grace. They are warm, empathic and patient individuals, who work to make students feel safe and to do no harm. Here’s a closer look at the role of school counselors. 

1) School Counselors are leaders.

At the very core of the school counselor’s role is leadership. Counselors lead by:

• Teaching class lessons on social skills to students. For example, Melissa, an elementary school counselor, felt she could improve the climate of her school by teaching lessons about kindness to classes. After the lessons, the students created art projects, which were displayed throughout the school.
• Implementing large-scale programs to enact positive change in schools. For example, in order to improve student behavior, some counselors are using PBIS, a program that reinforces positive behavior.
•  Finding needs and filling them. The counselors at a local middle school saw a need for a mentoring program at their school to help students transition from elementary school to middle school and developed a mentoring program to meet this need.

2) Counselors are collaborators.

This business of training little humans for life is a mind-boggling process, but teachers, administrative staff and parents can find an ally in the school counselor:

• Counselors collaborate with teachers. Deanna, an instructional assistant in a kindergarten class, noticed her students were struggling with transitioning to all-day classes. Melissa worked with Deanna and other staff to find ways to support these students.
• Counselors collaborate with parents. Counselors are in constant communication with parents who voice concerns and work with them to promote the academic and emotional well being of students.
•  Counselors collaborate with outside groups to get services.  For example, one elementary school collaborates with non-profit organizations, such as a local homeless shelter and Ronald McDonald House to ensure that students are getting food and shelter needs met.

 3) Counselors are advocates.

Counselors work to advocate for students, to empower them and ensure their needs are met. Counselors advocate for:

• Students with special needs in need of additional services. For example, a student with autism may need a one-on-one para-educator.  Counselors can be instrumental in advocating for the student.
• Student academic and career needs. A counselor may encourage a student to take an AP class or help find ways to pay for college for a student without financial resources.
• Making school a safe place. According to Melissa, a school counselor, many of today’s students are facing trauma and the range of trauma. With the large role media plays in our lives, students may repeat the trauma every time they see it played on TV. School counselors provide emotional support to these students.

4) Counselors implement systemic change.

School counselors can be the key to change at a larger level. They work to:

• Identify barriers to achievement. For example, some students may not have a quiet place to study at home and thus, might not complete homework. At a local middle school, for example, the counselors worked to start an after school tutoring club and to arrange transportation for these students.
•  Increase access to educational opportunities. According to Melissa, a school counselor, even at the elementary level, counselors are working to implement programs to empower students to pursue higher education.

School counselors work to establish school as a positive, safe environment in which students can succeed. They are, in many ways, the glue that connects students, parents, teachers and administrators. They are truly invaluable to the schools they serve. 

Images courtesy of http://verilymag.com/daily-dose-443/, https://www.etsy.com/listing/73950915/mind-boggling-process-5x7-doodle-print, http://www.flickr.com/photos/jayroeder/6887338111/, and http://front.moveon.org/nelson-mandela-on-the-most-powerful-way-to-change-the-world/?rc=fb.fan#.VDM0QildVwQ