Wilson Middle School School Counseling and Guidance Program Classroom Guidance Respectful Interactions (Results sample) Ryan Berry and Ibonne Pineda Hatching Results® (2010)

National Standard Personal Social Standards A,B & C A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. B: Students will make decisions, set goals and take necessary action to achieve goals. C: Students will understand safety and survival skills. Hatching Results® (2010)

Student Competency PS:A1.5 Identify and express feelings PS: A1.6 Distinguish between appropriate and inappropriate behavior. PS: A1.11 Identify and discuss changing personal and social roles. PS: B1.6 Know how to apply conflict resolution skills PS: C1.7 Apply problem solving and decision making skills to make safe and healthy choices PS: C1.10 Learn techniques for managing stress and conflict Hatching Results® (2010)

What Did Students Receive? Guidance Curriculum with pre/post assessment Grade 7 November Language Arts class Lessons contained the following topics: Identifying positive and negative interactions and the “Conflict Escalator” Listening to the other person’s story SEAL – A way to solve problems What YOU can do to stop disrespect at your school Hatching Results® (2010)

Respect is an Issue at Wilson Middle School Hatching Results® (2010) Approximately one fifth of the students are getting suspended every year!

Why respectful interactions? Research says: There is a strong relationship between social behavior and academic success. Social skills (getting along with peers, teamwork) positively predict academic achievement (Malecki & Elliott, 2002). Hatching Results® (2010)

What do Students Believe? “I believe it is important for students and teachers to practice respectful interactions.” Hatching Results® (2010)

The SEAL Strategy 1)Stop and Strategize: Breathe, listen, and think when and where, now or later? 2)Explain: What happened that you don’t’ like and what do you want? 3)Affirm: Recognize anything you did that contributed to the conflict, but affirm your right to treated with respect by the other person and vice versa. 4)Lock: Lock in the friendship, take a vacation, or lock the friendship out. Wiseman, R. (2002). Queen bees and wannabees. : New York: Crown.

Students know the steps of conflict resolution Hatching Results® (2010)

Students know the steps of conflict resolution Hatching Results® (2010)

Why are we teaching this? We are teaching this because we are trying to improve our behavioral referral rates, specifically those relating to defiance attempt/threat physical injury disrespect bullying uncooperative Students who behave better achieve better (e.g. Van Horn, 2003).

Limitations and Lessons Learned Need to revise pre/post test (wording confusing for some students). Need to do pre-test before the lesson so we have more time. Need to emphasize the correct answers throughout the lesson. Employ effective classroom management strategies. Start off lesson with behavioral expectations so students know what is expected of them. Hatching Results® (2010)

Next Steps Deliver Respectful Interactions Guidance Lessons to Mr. Baker’s class. We will meet one-on-one with students who need more support, and have a lot of behavioral problems. Follow up on staff presentation on bullying. Collaborate with the Parent Liaison in delivering Respectful Interaction to parents in English and Spanish. Collect achievement-related data. Hatching Results® (2010)

After applying lessons learned… …we had more success overall. Hatching Results® (2010) Our second round at Guidance Lessons…

The SEAL Strategy 1)Stop and Think: Breathe, listen, and think when and where, now or later? 2)Explain: What happened that you don’t like and what do you want? 3)Acknowledge: Recognize anything you did that contributed to the conflict, but acknowledge your right to treated with respect by the other person and vice versa. 4)Lock: Lock in the friendship, take a vacation, or lock the friendship out. Wiseman, R. (2002). Queen bees and wannabees. : New York: Crown.

Hatching Results® (2010) 83% Increase

Hatching Results® (2010) 154% Increase

Hatching Results® (2010)

Conflict Escalates Bringing up old drama Statements that begin with “you always” or “you never” Blaming and finger pointing Name-calling Someone said/did something that made you a little mad

Hatching Results® (2010)

Results – Suspensions Hatching Results® (2010)

Results – Achievement

The school counseling program is contributing in a meaningful way to the academic achievement of all students. Thank you for your support of the school counseling program. Hatching Results® (2010)

The End Hatching Results® (2010) People don’t get along because they fear each other. People fear each other because they don’t know each other. They don’t know each other because they have not properly communicated with each other. -Martin Luther King, Jr., minister and social reformer ( )