Counseling Services at Findley Elementary
Vision:
As a result of the implementation of a comprehensive school counseling program, students of Findley Elementary will have the opportunity to develop into internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world (IB Learner Profile).
More specifically, students will:
· Engage in caring interactions with their peers, using problem solving skills to manage
conflict
· Engage in respectful interactions with adults and peers using appropriate communication skills
· Gain awareness of college and career opportunities and reflect on who they are, valuing their strengths and weaknesses
· Value diversity and open mindedness, making Findley a place where everyone belongs
· Feel connected to their school through positive teacher, staff, peer, and community interactions.
Counseling services are based on the American School Counselor Association guidelines and the Oregon's Comprehensive Guidance and Counseling Framework and are designed to be preventative in nature.
IB Learner Profile: http://www.ibo.org/benefits/learner-profile/
Classroom Guidance:
Guidance lessons are designed to teach problem solving, pro social skills, bullying prevention, self-esteem and self-concept, goal setting, and college/career awareness. I will visit classrooms throughout the year to implement guidance lessons. I am also available to come into classrooms as requested by the teacher to help run a class meeting, address a classroom issue, talk about an event of concern, or re-teach/provide extra instruction on specific issues.
Groups:
Small groups are targeted interventions based on a specific need of a group of students. Topics may include family changes, grief, friendship skills, etc. Groups may also include informal “lunch bunch” groups where students work on cooperation, relationship skills, and/or talk about the transition to middle school. Students may be referred by a parent/guardian or staff member if they feel like their student may need some extra support in a specific area. It is important to note that groups can only be formed if there are enough students and if there is enough need in that specific area.
Individual:
Individual counseling will be brief, one on one counseling that is solution focused and designed to fit the unique needs of the student. Teachers, staff, and parents can refer students for one on one support. Students can also self-refer by filling out a “I came to see you!” sheet located outside my office or speaking to me in person at recess or lunch. If there is a need for me to meet with a student individually and on a regular basis more than twice on a specific issue, a parent or guardian must sign a permission and counseling disclosure statement and return it to the counseling department.
Individual counseling may also include:
-Informal problem solving between students, problem solving with a student around issues with a teacher or staff member, or empowering students to talk to and problem solve with other students and staff members.
-Check in-Check out with a student who is working on individual behavior goals.
Content of counseling sessions are confidential between the student and the counselor unless there is a safety concern.
Responsive Services:
Responsive services include addressing and responding to the immediate needs of students through self, teacher, or parent/guardian referral. This may include group or individual counseling, crisis response counseling, consultation with teachers/staff and families, and other needs based counseling. My goal is to be available to assist and support in any way I can. Please contact me any time!
System Support:
The counseling program at Findley is designed to directly support the mission and vision of the school, providing support in order to continually work towards school improvement. System support also includes providing consultation and collaboration with teachers/staff/administrators, and coordinating the counseling program delivery and accountability. Communication of program goals, participating in community outreach, and sharing building wide responsibilities are all indicators of system support.
Elementary Counselor Time Distribution:
80%- Direct Services: Working with students through guidance lessons, individual counseling, small group counseling, crisis and responsive counseling, problem solving and behavior support.
20%- Indirect Services: Program planning, system support, family and staff support.
For more information on the role of a school counselor, please visit: https://www.schoolcounselor.org/asca/media/asca/Careers-Roles/RoleStatement.pdf
As a result of the implementation of a comprehensive school counseling program, students of Findley Elementary will have the opportunity to develop into internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world (IB Learner Profile).
More specifically, students will:
· Engage in caring interactions with their peers, using problem solving skills to manage
conflict
· Engage in respectful interactions with adults and peers using appropriate communication skills
· Gain awareness of college and career opportunities and reflect on who they are, valuing their strengths and weaknesses
· Value diversity and open mindedness, making Findley a place where everyone belongs
· Feel connected to their school through positive teacher, staff, peer, and community interactions.
Counseling services are based on the American School Counselor Association guidelines and the Oregon's Comprehensive Guidance and Counseling Framework and are designed to be preventative in nature.
IB Learner Profile: http://www.ibo.org/benefits/learner-profile/
Classroom Guidance:
Guidance lessons are designed to teach problem solving, pro social skills, bullying prevention, self-esteem and self-concept, goal setting, and college/career awareness. I will visit classrooms throughout the year to implement guidance lessons. I am also available to come into classrooms as requested by the teacher to help run a class meeting, address a classroom issue, talk about an event of concern, or re-teach/provide extra instruction on specific issues.
Groups:
Small groups are targeted interventions based on a specific need of a group of students. Topics may include family changes, grief, friendship skills, etc. Groups may also include informal “lunch bunch” groups where students work on cooperation, relationship skills, and/or talk about the transition to middle school. Students may be referred by a parent/guardian or staff member if they feel like their student may need some extra support in a specific area. It is important to note that groups can only be formed if there are enough students and if there is enough need in that specific area.
Individual:
Individual counseling will be brief, one on one counseling that is solution focused and designed to fit the unique needs of the student. Teachers, staff, and parents can refer students for one on one support. Students can also self-refer by filling out a “I came to see you!” sheet located outside my office or speaking to me in person at recess or lunch. If there is a need for me to meet with a student individually and on a regular basis more than twice on a specific issue, a parent or guardian must sign a permission and counseling disclosure statement and return it to the counseling department.
Individual counseling may also include:
-Informal problem solving between students, problem solving with a student around issues with a teacher or staff member, or empowering students to talk to and problem solve with other students and staff members.
-Check in-Check out with a student who is working on individual behavior goals.
Content of counseling sessions are confidential between the student and the counselor unless there is a safety concern.
Responsive Services:
Responsive services include addressing and responding to the immediate needs of students through self, teacher, or parent/guardian referral. This may include group or individual counseling, crisis response counseling, consultation with teachers/staff and families, and other needs based counseling. My goal is to be available to assist and support in any way I can. Please contact me any time!
System Support:
The counseling program at Findley is designed to directly support the mission and vision of the school, providing support in order to continually work towards school improvement. System support also includes providing consultation and collaboration with teachers/staff/administrators, and coordinating the counseling program delivery and accountability. Communication of program goals, participating in community outreach, and sharing building wide responsibilities are all indicators of system support.
Elementary Counselor Time Distribution:
80%- Direct Services: Working with students through guidance lessons, individual counseling, small group counseling, crisis and responsive counseling, problem solving and behavior support.
20%- Indirect Services: Program planning, system support, family and staff support.
For more information on the role of a school counselor, please visit: https://www.schoolcounselor.org/asca/media/asca/Careers-Roles/RoleStatement.pdf