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SCHOOL COUNSELING PROGRAM: CLASSROOM GUIDANCE RESULTS

SCHOOL COUNSELING PROGRAM: CLASSROOM GUIDANCE RESULTS. JOSHUA ESTES. ASCA National Standards. Personal Social Standard A Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Personal Social Standard B

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SCHOOL COUNSELING PROGRAM: CLASSROOM GUIDANCE RESULTS

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  1. SCHOOL COUNSELING PROGRAM:CLASSROOM GUIDANCE RESULTS JOSHUA ESTES

  2. ASCA National Standards • Personal Social Standard A Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. • Personal Social Standard B Students will make decisions, set goals, and take necessary action to achieve goals. • Personal Social Standard C Students will understand safety and survival skills.

  3. ASCA Student Competency • PS:A1.6 Distinguish between appropriate and inappropriate behavior. • PS: A1.8 Understand the need for self control and how to practice it. • PS: B1.5 Demonstrate when, where, and how to seek help for solving problems and making decisions. • PS: C1.2 Learn about the relationship between rules, laws, safety, and the protection of rights of the individual.

  4. Classroom Guidance Curriculum • 6th grade students • Presentation to 100 students • October 2008 • Lesson content: • Staying safe from online predators • Proper online behavior • Cyberbullying

  5. Why is this lesson needed? • Relationship between harassment occurring electronically (internet, text messaging, etc.) and on school grounds. i • “Bash book” circulated among students online during the 2007-2008 school year led to in-school peer conflict. i • According to the Teen Internet Safety Study, 71% of students reported receiving messages online from someone they do not know. ii i. Communication with Monroe Clark Middle School School Resource Officer, December 2008. ii. http://www.netsmartz.org/safety/statistics.htm, retrieved November 15, 2008.

  6. What do students believe? “I believe it is a good idea to share personal information online with someone I have never met.” Pre 54% Strongly Disagreed 30% Disagreed Post 67% Strongly Disagreed 21% Disagreed

  7. What do students believe? “It is okay to give my friends’ e-mail addresses out without their permission.” Pre 29% Strongly Disagreed 59% Disagreed Post 51% Strongly Disagreed 38% Disagreed That’s a 76% increase!

  8. What do students know? Students were asked to identify what an online predator is. Pre 59% Answered correctly Post 74% Answered correctly

  9. What do students know? Students were asked to identify proper strategies to protect themselves against cyberbullying. Pre 36% Identified proper strategies Post 50% Identified proper strategies

  10. What Can Students Do? Students were asked to demonstrate the proper methods for handling hostile online situations. Pre 32% Identified the proper methods Post 49% Identified the proper methods

  11. What the research shows Bullying affects students academically, socially, and psychologically. Bullying has dramatically altered school climates nationwide. McAdams, C. R., Schmidt, C. D. (2007) How to Help a Bully: Recommendations for Counseling the Proactive Aggressor. Professional School Counseling, 11(2), 120-128.

  12. Achievement Related Data • During the 2007-2008 school year, there were 13 referrals for bullying. • In the time following the classroom guidance lessons (October 18, 2008 – December 17, 2008), there have been two.

  13. Limitations/Lessons Learned • Pre/post questions may be difficult for English language learners to understand. • A high number of students already knew what a cyberbully is; therefore, more time could be given to learning new concepts. • Overall, many students were still unsure if they would tell an adult if something happened to them online.

  14. Recommendations • Administer needs assessment prior to creating lesson. • Use separate Scantron sheet for pre and post test. • Consider having a Cybersafety Awareness Week at school. • Add cyberbullying component to existing bullying prevention programs. • Continue to build trusting relationships between school staff and students.

  15. Next Steps • Collect bullying/harassment referral data for the entire 2008-2009 school year. • Follow up with School Resource Officer about instances of online bullying/harassment.

  16. Thank you for your support! The school counseling program is contributing in a meaningful way to the personal/social development and academic achievement of all students.

  17. References • http://www.netsmartz.org/safety/statistics.htm, retrieved November 15, 2008. • McAdams, C. R., Schmidt, C. D. (2007) How to Help a Bully: Recommendations for Counseling the Proactive Aggressor. Professional School Counseling, 11(2), 120-128.

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