CHAPTER 9 DELIVERY SYSTEM: EDUCATING ACTIVITIES IN THE DAP MODEL

1. Publisher to insert cover image here CHAPTER 9DELIVERY SYSTEM: EDUCATING ACTIVITIES IN THE DAP MODEL Developed by: Kelli Saginak, Amy Taake, & Anna GirdauskasUniversity of Wisconsin, Oshkosh

2. School Counselor as Educator • Educate Students: • Dealing with relationships with self, others, and the world • Direct instruction or by allowing clients to discover and evaluate their life lessons • Educate Other Adults: • Student development • Equity in education • Educational strategies for students, healthy families and parenting strategies • Paying for college

3. School Counselor as Educator • Educate: “to advance the mental, aesthetic, physical or moral development of; to qualify by instruction for the business and duties of life”

4. Educating Students for Healthy Development • Emphasis on educating students about healthy development has increased with discussions about: • character education, humanistic education, and values clarification, violence preventions, metacognitive skills and academic success, and helping youth function more effectively • Must be proactive instead of reactive • Clearly articulated in the ASCA Mindsets ad Behaviors for Student Success • Referred to as the developmental curriculum

5. ASCA Mindsets and Behaviors for Student Success and the School Counseling Core Curriculum • Curriculum: • CSCP’s are designed to meet the standards for school counseling programs in terms of the Mindsets and Behaviors for Student Success promoted by ASCA • Aligned with the school counseling program’s vision, mission, and goals

6. ASCA Mindsets and Behaviors for Student Success and the School Counseling Core Curriculum • Need to know national, state, district, and local standards to understand which competencies to address in what order • In these standards, students need specific attitudes (mindsets) and skills (behaviors) to be successful in their academic, career, and personal/social development

7. Assessing for Barriers to Learning • Students do not learn well when they are unable to focus • Maslow’s Hierarchy of Needs • Barriers to learning can be sociological, familial, psychological/biological educational, or interactional • Efforts to teach coping strategies, appreciation for diversity, conflict resolution, healthy choices, and similar topics can increase learning

8. Educating Using Multicultural Insights • Must attend to conditions in the school that enhance learning • School conditions that facilitate academic, emotional, social, behavioral, and physical safety

9. Educating Using Multicultural Insights • Counselors should engage in empowering school experiences, in which counselors: • Identify the impact of systemic oppression and traumatic stress in the school • Deconstruct the oppression by examining other settings in which the student is valued and supported to find more affirming self-definitions • Reintegrate the new meanings of self as empowered and valuable with the educational environment • Transform the experience into one that affirms resilience and coping

10. Designing Learning Experiences • Intent: developmental curriculum is carefully planned and thoughtfully executed to establish and enhance the learning community of the classroom • first step: look for ways to engage students in experiences that facilitate discovery and in conversations that allow them to process their existing and emerging truths

11. Designing Learning Experiences • Instructional Purpose: Articulate your overall purpose within the framework of the Mindsets and Behaviors for academic, career, or personal/social development • What do you want them to know, to do, and/or to feel by the end of the instructional time? • Is your goal prevention or intervention?

12. Learning Objectives and Instructional Methods • Next step is to create learning objectives for the student: • Related to outcomes for the student • Specific and measurable

13. Learning Objectives and Instructional Methods • Instructional Methods and Multiple Intelligences: After purpose and objectives have been identified, you are free to design the instructional methods • Use instructional strategies that tap each intelligence area • verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist intelligences

14. Materials Needed and Procedures • Materials: Based on your instructional methods, identify the materials you will need for each lesson • Be creative and look for contemporary resources • Procedure: Identify the specific activities for each lesson • Each topic needs to be presented or experienced, processed in terms of how each student will apply the learning or insights gained

15. Evaluation and Follow-Up • Evaluation: National Model mandates counselors collect: • Process data • Number and nature of students who participated • Perception data • Pre/post data • Outcomes data • How learning is translated into behaviors

16. Evaluation and Follow-Up • Follow-up: what can you do differently that will help students who did not “get” what you were teaching

17. Integrating the Curriculum Using Multiple Intelligences • Curricular Integration is key to accessing the classroom • Integration is accomplished thru 2 options: • Use ASCA crosswalks between the Mindsets and Behaviors document • Work to dovetail their lessons with academic subjects

18. Integrating the Curriculum Using Multiple Intelligences • 2 Levels of Effort: • Practical: developing and maintaining an advisory cadre of teachers who will assist in the articulation, refinement, and implementation of your CSCP • Conceptual: facilitated by integrating multiple intelligences

19. Delivering the Curriculum • Effective classrooms are founded on respect, both personal and intellectual • Personal respect: respect for each person and his or her perspective • Intellectual respect: inform students what the class entails and invite their consent • When students are engaged in learning because you have structured the learning experience in a developmentally appropriate way, you will have a minimum of interruptions • Prevention of behavioral distractions is more effective than remediation

20. How to Structure a Lesson (Hunter & Russell, 1981) • 1. Review previous learning and focus students’ attention on what is to be learned • 2. Inform students about what they should be able to do at the end of the lesson and why it is important that they learn the material • 3. Provide the lesson, using multiple intelligences and strategies for creative thinking • 4. Model what you want the students to know • 5. Throughout the lesson, check that students understand what you’re presenting

21. How to Structure a Lesson (Hunter and Russell, 1981) • 6. Provide time for guided practice • 7. Review the major concepts of the lesson; then provide independent practice in the form of homework or a paper • “Withitness”- involves social insight, or knowing what is going on with students in the classroom • Become familiar with the student culture • Affirm the reality of students’ concerns • Relate content to students’ outside interests • Know your students • Share your humanity with students as appropriate

22. Learning Communities and Classroom Management • Love and Logic • Build a relationship with the students by noticing the student’s likes and dislikes and quietly commenting on them to the students • Set enforceable limits through enforceable statements of what you are willing to do • Share control with students in terms of “small” decisions

23. Learning Communities and Classroom Management • For discipline problems, implement disciplinary interventions that stop the undesirable behaviors, utilize empathy and sorrow to connect with the student and allow them to focus on the consequences • Delay consequences to allow the student to think about her or his choices and decide what he or she can do about the situation • Give the same assignment the student initially had, underscoring your belief that he or she will learn from the consequence

24. Positive Behavior Support (PBS) • Strategy from special education for schoolwide behavior management • Strong support for using these approaches in all schools • Emphasizes “schoolwide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments” • Systemwide approach teaches and reinforces positive behavior while concurrently addressing negative behaviors

25. PBS (Cont.) • Teachers: • Classroom positive expectations are taught to students and encouraged • Classroom routines and cues are taught and encouraged • Teachers are to engage in six to eight positive interactions with students to everyone negative interaction

26. PBS (Cont.) • Teachers use active supervision and redirection for minor infrequent behavior errors • Teachers use frequent precorrections for chronic errors • Students with behavior challenges will have targeted social skill training and self-management instruction

27. PBS (Cont.) • As needed, individualized instructional and curricular accommodations will be made to help each student learn in the least restrictive environment • In nonclassroom settings, active supervision means scan for behavior, move close to precorrect for problems, and interact in positive ways • Schoolwide Positive Behavior Support means that there is a common approach to discipline that all personnel endorse, with a clear set of positive expectations for behavior

28. Educating Adult Stakeholders • Educating parents is an essential part of every school counselor’s training program • Provide programs to inform parents about the school and to promote parent involvement • Educating parents about the issues or potential issues of their students can provide more systemic interventions • Important that parents understand the counselor’s role in the school so that parental insights can be tapped and parents will support the value of CSCP

29. Educating Adult Stakeholders • Educating our colleagues increases knowledge about current issues • Teachers, Principals School boards, Community mental health providers, Colleges and universities

30. Educating Adult Partners: Considerations • Know your audience • Remember your training in multiple intelligences and present information in multiple formats • Be informed, but do not try to “fake it” • Be enthusiastic and passionate • Begin with high levels of structure and expertise, then move to an awareness and appreciation of all perspectives on this topic, and then ask them to think of situations in which they found this to be true for themselves

31. Educating Adult Partners: Considerations • Do not lecture at your audience • Remember that the audience’s perceptions of your expertise, similarity to them, and trustworthiness are important • Do not be surprised or frustrated with resistance to your topic