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

2.  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. Mission Statement

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

4.  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. Northview Elementary School Counseling Program Goals

5.  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. Program Objectives

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.  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. Rationale

8.  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). Rationale cont.

9.  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) Rationale cont.

10.  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) Rationale

11. GradeActivityAssessment KindergartenDraw unique things about self; share one- on-one with counselor 95% able to identify 2 unique qualities First GradeRead Ruby the Copycat by Peggy Rathman and discuss. Circle sharing of talents Two situation say no; one reason why Second Grade Write about one instance of something difficult they have learned to do well. Completion in 95% of students Third GradeCreate a collage in art class of strengths, interests, abilities, and dream job. Completing project with 3 areas Fourth GradeLesson given by school counselor about the topic and ways to improve self esteem. 15 or higher on RSES, 3 ways to improve S.E. Fifth GradeHistory Class: students give a report about how culture has helped them develop skills Passing grade as determined by teacher Intrapersonal Interventions: Self Esteem

12.  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). Intrapersonal Interventions: Self Esteem Groups

13. GradeActivityAssessment KindergartenFreeze Tag in gym classSutents who follow the rules continue to play First GradeTable Manners Lesson.Students demonstrate skills for teacher Second Grade Manner Month: Chart for the classroom will keep track of good manners 3 good skills per week, per student Third GradeCounselor lesson: take time to think before you speak. Success at Count to 10 activity Fourth GradeWrite short story in writing classStories read out loud, class discussion Fifth GradeTeach Saying No: broken recordRole Playing Intrapersonal Interventions: Self control and Behvaior

14. GradeActivityAssessment KindergartenHot frogs-pass around colored frogs labeled with feeling to share story Stories shared by 90% of class First GradeReview story of Cinderella and complete handout connecting story lines and feelings 90% students connet story and feelings Second Grade Share story of behavior of self or other and feelings that came with it 90% make connections and complete writing Third GradeFeelings book with drawn picture and “I feel” statement 95% make correct statements Fourth GradeReview events of 9/11; write a report on actions and emotions important to them connection relevance 4-5 on scale 1-5 Fifth GradeRole play of different behaviors and emotions Input, role-play, 4-5 out of 1-5 scale Interpersonal Interventions: Shared Feelings

15. GradeActivityAssessment KindergartenCreate a Bug Board. Have students draw a picture of something that “bugs” them. One picture from each student First GradeWith Shared Feeling Intervention Second Grade Puppet Lesson on conflict resolution and “I feel” statements Identify steps in Conflict Resolution Third GradePartner art with limited supplies, reflection on compromise Identify anger and compromise Fourth GradeBrainstorm and list positives and negatives of using violence to resolve conflicts. Compare the two lists; societal views of fighting. Identify positive conflict resolution skills Fifth GradeWith Shared Feelings Intervention Interpersonal Interventions: Resolving Conflicts

16.  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 Let’s Try It!

17.  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. References

18.  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/214195681/13081A6B9581A070 6A8/1?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. References cont.

19.  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) Additional Sources