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Power in Partnership

Power in Partnership. Comprehensive Guidance and Counseling and Positive Behavior Interventions & Support. Endorsement. The theoretical framework presented in this program is supported by: The Oregon School Counselor Association The Oregon Positive Behavior Interventions & Support Network.

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Power in Partnership

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  1. Power in Partnership Comprehensive Guidance and Counseling and Positive Behavior Interventions & Support

  2. Endorsement The theoretical framework presented in this program is supported by: • The Oregon School Counselor Association • The Oregon Positive Behavior Interventions & Support Network

  3. PBIS Tertiary Prevention: Specialized, Individualized Systems for Students With High-Risk Behavior ~ 5% Secondary Prevention: Specialized Group Systems for Students With At-Risk Behavior ~ 15% Primary Prevention: School-/Classroom Wide Systems for All students, staff, & settings ~ 80% of students

  4. Positive Behavior Interventions & Support • PBIS is an applied science that uses educational methods • To help individuals develop more socially appropriate behavior • While also facilitating change in the broader social systems that influence the individual’s behavior and general quality of life. • PBIS is a prevention-oriented approach to student discipline that is characterized by its • Focus on defining and teaching behavioral expectations, • Rewarding appropriate behaviors, • Continual evaluation of its effectiveness, and • Integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships.

  5. The ASCA National Model: A Framework for School Counseling Programs

  6. School Counseling Program • A School Counseling Program has a strong theoretical basis in the psychology of human development. • A School Counseling Program assists each and every student • To acquire the knowledge, skills, and attitudes needed to become well-rounded individuals, and • To become: • responsible and contributing citizens, • productive workers, and • lifelong learners.

  7. Power in Partnership Counseling PBIS Tertiary Prevention Secondary Prevention Primary Prevention

  8. What a School Counseling Program Brings to PBIS Guidance Curriculum, Education Plan and Profile, School-wide Collaboration for Positive School Climate. Primary Prevention

  9. Secondary Prevention Primary Prevention What a School Counseling Program Brings to PBIS Counseling Groups, Responsive Services, Collaboration for Student Success. Guidance Curriculum, Education Plan and Profile, School-wide Collaboration for Positive School Climate.

  10. Tertiary Prevention Secondary Prevention Primary Prevention What a School Counseling Program Brings to PBIS Crisis Response, Intensive Individual Counseling, Referral to Community Resources, Parent Collaboration. Counseling Groups, Responsive Services, Collaboration for Student Success. Guidance Curriculum, Education Plan and Profile, School-wide Collaboration for Positive School Climate.

  11. PBIS Tertiary Prevention Secondary Prevention Primary Prevention Power in Partnership Counseling Tertiary Prevention Primary Prevention

  12. Tertiary Prevention Secondary Prevention Primary Prevention What PBIS Brings to a School Counseling Program Red zone interventions provide valuable information for intensive teaming, collaboration resource and referral of individual students Yellow zone interventions manage student behavior, allowing counselors more opportunity to address underlying causes of behavior and build skills for life Green zone school-wide expectation and acknowledgement systems create an atmosphere in which students can Learn to Learn, Learn to Live, Learn to Work, and Learn to Contribute

  13. Level 0 - 6: Guidance Curriculum & School Wide Activities Levels 2 - 6: Groups, SAT, Collaboration, Consultation, Individual Counseling & Referral Levels 5 & 6: Individual Counseling, FBA, Referral, Crisis Support Counseling Interface with PBIS

  14. How Counselors Support PBIS • Counselors • Serve as leaders of systemic change initiatives. • Foster student resiliency by balancing opportunities for meaningful participation, care and support, and high expectations. • Specialize in responding to individual student needs. • Use data to inform development of student-driven programs and build in accountability. • Tie academic achievement to student goals and future life success. • Ensure equitable access for each and every student. • Are trained in behavior theory and possess the skills that make them a strong resource for implementation of PBIS.

  15. Counseling Programs Augment PBIS • Effective Counseling Programs • Deliver school-wide guidance curriculum to students. • Involve collaboration among administrators, teachers, parents, students, community members at all levels. • Foster optimal student success. • Broaden the perspective of the learning environment. • Are facilitated by professionally trained counselors.

  16. PBIS Augments Counseling Programs • Effective PBIS Programs • Provide a rich source of data • Foster positive consistent school climate • Recognize that a team approach is required to achieve systemic change • Offer targeted interventions to promote student success • Encourage staff to acknowledge students strengths • Provide staff with professional development that aligns with counseling program goals, such as bully-proofing and problem-solving

  17. Benefits of Partnering PBIS With a Comprehensive School Counseling Program • Students are able to go beyond learning situation-specific behaviors to learning transferrable skills that apply to a variety of situations. • PBIS provides data that can more sharply focus a comprehensive school counseling program. • Counselors can target areas on which to focus student interventions. • PBIS manages symptoms allowing counselors to focus on underlying issues. • A positive school climate fosters learning and personal development. • Team approach improves communication and collaboration. • Provides a multi-dimensional response to students. • Students with personal needs in PBIS green zone are also served. • Modeling and mentoring are more prevalent. • Schools become more strength-based. • Creates an approach for schools to be proactive and preventative.

  18. Resources Linda C. Eby, MEd, LPC linda_eby@gbsd.gresham.k12.or.us Marty L. Larsen, MEd marty_larsen@reynolds.k12.or.us American School Counselor Association http://www.schoolcounselor.org Oregon School Counselor Association http://www.oscainc.org PBIS website http://www.pbis.org Washington School Counselor Association http://www.wa-schoolcounselor.org

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