1. Mueller Charter School School Counseling Program Intentional Guidance Nathan Locke Marcela Munoz

2. Target Group Fifteen 5 th grade students identified as having poor conflict resolution skills

3. Target Group selected on basis of following data: Students having two or more referrals involving conflict or bullyingStudents having two or more referrals involving conflict or bullying Teacher recommendationsTeacher recommendations

4. National Standard Personal/Social Standard A Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others

5. Student Competency PS:A1.5 Identify and express feelingsPS:A1.5 Identify and express feelings PS:A1.6 Distinguish between appropriate and inappropriate behaviorPS:A1.6 Distinguish between appropriate and inappropriate behavior PS:A1.8 Understand the need for self-control and how to practice it.PS:A1.8 Understand the need for self-control and how to practice it. PS:B1.2 Understand consequences of decisions and choicesPS:B1.2 Understand consequences of decisions and choices PS:B1.6 Know how to apply conflict management skillsPS:B1.6 Know how to apply conflict management skills

6. Conflict Management & Bullying Groups Group 1 –8 students –Met Mondays at 8:15 am –8 sessions –Male Group 2 –7 students –Met Mondays at 1:30 pm –8 sessions –Co-ed 15 students total

7. Conflict Management & Bullying Group Topics –Identify and manage feelings –Friendship Skills –Conflict Management Strategies –Distinguish between conflict and bullying –Positive ways to deal with bullying –The three R’s of bullying ( Recognizing, Refuse & Report)

8. What do they know? Pre 67% knew all aspects of bullying (name calling, gossip, hitting) 25% of students identified a bully only as someone who hits people Post 73% know all aspects of bullying (name calling, gossip, hitting) 20% of students can identify a bully only as someone who hits people

9. What do they believe? Pre 75% believe it is important to calm themselves down before reacting to conflict Post 90% believe it is important to calm themselves down before reacting to conflict This is an increase of 20% !

10. “When angry, I believe it is a good idea to calm myself down before doing something I would regret”

11. What skills do they have? Pre 25% of students could identify multiple techniques to make a friend Post 40% of students could identify multiple techniques to make friends. This is an increase of 60% !

12. Results – Discipline Referral Improvement Decrease of 47%! Decrease of 42%!

13. Implications/ Future Considerations Use a sample group to test the Pre-Post. Provide more time for each session. Assess students individually before forming the groups Schedule the sessions so that there is no holidays or missing days. Provide rewards for outstanding participation or effort.

14. Implications for school /teachers More consistent reporting system for bullying in the school. Implement school wide bullying/ conflict resolution program. Maintain biweekly contact with teachers to monitor student progress. Improve school – home communication

15. Thank you! Teachers who participated and supported To the dedicated and caring school counselors that helped us in implementing the intentional guidance

16. The school counseling program is committed to contributing in a meaningful way to the academic achievement of all students The End