Northview Elementary School Counseling Program

1. Northview Elementary School Counseling Program Adrienne Hudak Renee Bell Priscilla Tamankag Callie Holtegel

2. Mission Statement The mission of Northview School, a child-centered partnership, is to ensure all students develop a strong foundation of knowledge, skills and virtues, perform to their potential, and recognize their unique abilities and self-worth, through guidance and support from dedicated staff, committed families and an involved community.

3. All about Northview Elementary School Approximately 500 students Kindergarten through Fifth Grade Suburban Area One school Counselor State Report Card for 2009-2010: Effective

4. Northview Elementary School Counseling Program Goals Our Guidance Program at Northview School seeks to develop and instill interpersonal and intrapersonal skills in our students to create an environment of respect for self and others. The program utilizes an ecological approach through resourcing parents, staff, and community to provide needs for all students and collaborate for their success. Counselors will use classroom time for all students, as well as individual and group time with counselor for students with specific needs.

5. Program Objectives • Intrapersonal Objectives: • To help students understand their strengths and abilities and use that knowledge as a base for a positive sense of self-esteem. • To distinguish between appropriate and inappropriate behaviors and understand the need for self-control and practice it.

6. Program Objectives cont. • Interpersonal Objectives: • To encourage and develop the ability to identify and share feelings with effective communication and understanding for each student and for their classmates.  • To increase students capabilities to deal with and resolve conflict in positive ways.

7. Rationale Personal/ Social development has been selected as the most important domain of the ASCA national standards for acedemic success in Elementary Students (Barna and Brott, 2011) Bitner et al., (2009) report a survay in Utha’s elementary school identified self-esteem as one of the top three needs, along with bullying and conflict resolution.

8. Rationale cont. • Self Esteem, especially when developed at a young age has many potential benefits: • Reduce violence among children • Is necessary for students to make academic strides • Can prevent students gaining self-esteem from negative factors (bullying). • (Johnson, 1991;Portner, 1999) • Self-Esteem at a young age is important to develop with personalized activities because it is unique to each child (Portner, 1999).

9. Rationale cont. The interpersonal skill of identifying one’s own feelings and those of others is essential to learn at a young age Social skills training and group exercises can be incorporated into the classrooms to teach socially accepted behaviors relating to feelings Teacher/counselors incorporate classroom meetings into their daily schedules to provide opportunities for children to develop several skills. Youth practice communication, interpersonal, and intellectual skills that lead to behavior change and emotional growth (Fazio-Griffith, 2003) Students are able to focus on their positive accomplishments, thereby raising their concepts of themselves and their capabilities (Fazio-Griffith, 2003)

10. Rationale Children who can resolve conflicts harmoniously are more likely to be accepted by peers than children who than children who make poor choices in conflict (Kupersmidt & Dodge, 2004) Students that experience conflict resolution training are more likely than untrained children to be willing and able to use adequate conflict resolution procedures in real situations and have a conceptual understanding of friendship (Stevahn et al., 2000) When children learn socially appropriate behaviors and conflict resolution skills at a young age, they are more likely to continue these behaviors throughout life and model them to peers (Hodgson, 1995)

11. Intrapersonal Interventions:Self Esteem

12. Intrapersonal Interventions:Self Esteem Groups For students who display low self-esteem at these interventions, or otherwise will be considered for self-esteem groups. Offered to K-2 and 3-5. Topics include: Books, complining times of things to be proud of, brainstorming activities they enjoy, learning how to learn from tough situations, etc).

13. Intrapersonal Interventions:Self control and Behvaior

14. Interpersonal Interventions:Shared Feelings

15. Interpersonal Interventions:Resolving Conflicts

16. Let’s Try It! • As a class, we will complete the role-play activity. • In groups of four: • First two members role play situation • Class feed back on what we liked, what we would do differently, and questions. • Second two members role play taking in mind class suggestions

17. References Anti-Defamation League, Initials. (2007). All kinds of feelings: a lesson for prek–2nd grade. Retrieved from http://www.adl.org/education/911/911_prek.asp Barna, J. S., & Brott, P. E. (2011). How important is personal/ social development to academic achievement? The elementary school counselor's perspective. Professional School Counseling, 14(3), 242-249. Retrieved from EBSCOhost. Bitner, K. S., Kay-Stevenson, D., Burnham, B., Whitely, A., Whitaker, A. B., & Sachse, T. (2009). Utah's school counseling data projects: A statewide initiative. Professional School Counseling, 12(6), 488-494. Retrieved from EBSCOhost. Fazio-Griffith, L. J. (2003). Social skills for elementary school children. Journal of School Counseling, 1(2). Retrieved from http://www.jsc.montana.edu/articles/v1n2.pdf Hodges, J. (1995). Conflict resolution for the young child. Retrieved from Education Resources Information Center. Kupersmidt, J. B., & Dodge, K. A. (2004). Children’s peer relations: From development to intervention. Washington, DC: American Psychological Association.

18. References cont. Johnson, K. K. (1991). Loving and teaching. Educational Leadership, 49(2), 84. Retrieved from EBSCOhost. Portner, J. (1999). Happy hour. Teacher Magazine, 10(5), 16. Retrieved from EBSCOhost. Valore, T.G. (2002). Sharing adventure : the group is important!. Reclaiming Children and Youth, 11(2), Retrieved from http://search.proquest.com.proxy.libraries.uc.edu/docview/214195681/13081A6B9581A0706A8/1?accountid=2909 The Sandbox Learning Company, Initials. (2007). Fun feelings activities. Retrieved from http://www.sandbox-learning.com/Default.asp?Page=145 Stevahn, L., Johnson, D.W., Johnson, R.T., Oberle, K., & Wahl, L. (2000). Effects of Conflict Resolution Training Integrated into a Kindergarten Curriculum. Child Development, 71(3), 772-784.

19. Additional Sources T.J. Zirpoli. Pearson Allyn Bacon Prentice Hall. Campbell and Werry (1986) Lewis, Colvin, & Sugai, 2000; Sprague & Thomas, 1997; Yu, Darch, (Kauffman, 2001). Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders of children and youth (6th ed.). Upper Saddle River, NJ: Merrill. Lewis, Colvin, & Sugai, 2000; McIntosh, Herman, Stanford, McGraw, & Florence, 2004) Teaching Infants and Preschoolers with Handicaps by Donald B. Bailey, Mark Wolery (1984)