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School Counseling Presentation

Leadership and Administration Final
by

Katy Kesler

on 22 April 2014

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Transcript of School Counseling Presentation

Middle School Counseling Curriculum
Classroom Guidance for 8th Graders
Focus:
Personal/Social Domain

Participants:
Six 6th Grade Boys

Description of the Activity’s Format and Time Frame:
The group will begin meeting the second week after students return from Christmas break; it will meet for 45 minutes once a week for six weeks. The first week, the boys will miss first period, the second week, second period, and so on.

3 Lessons-
1. Where Do You Stand?
2. In the Hot Seat
3. The Unspoken Rule & 2 Sides of the Same Coin
Small Group Counseling Cont'd
(
Pre/Post Test
)
Pre/Post Test:
The Pre-/Post-Test will be distributed before the three lessons and after the three lessons.

Directions:
Circle the number that best represents how you feel. 0 meaning “I completely disagree” and 4 meaning “I totally agree!”

1) I know who I am or what I stand for.
0 1 2 3 4

2) I know what peer pressure looks like.
0 1 2 3 4

3) I know what to do when feeling pressure from my peers.

0 1 2 3 4

Small Group Counseling (Peer Pressure)
Small Group Counseling Cont'd
(
Lesson #1: WHERE DO YOU STAND?
)
ASCA Standards
Standard A:
Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
Competency A1:
Acquire Self-Knowledge
Indicators PS: A1.1
Develop positive attitudes toward self as a unique and worthy person.
PS: A1.2
Identify values, attitudes and beliefs.

Georgia QCC Standards
Strand:
A. Self-Knowledge
1 Topic:
Knowledge of the influence of a positive self-concept.
Standard:
Describe personal likes and dislikes. Describe individual skills required to fulfill different life roles. Describe how one’s behavior influences the feelings and actions of others. Identify environmental influences on attitudes, behaviors, and aptitudes.



Small Group Counseling Cont'd
(
Lesson #2: IN THE HOT SEAT
)
ASCA Standards
Standard B:
Students will make decisions, set goals and take necessary action to achieve goals.
Competency PS:B1
Self-knowledge Application.
Indicators: PS:B1.2
Understand consequences of decisions and choices;

PS:B1.8
Know when peer pressure is influencing a decision.

Georgia QCC Standards
Strand:
A. Self-Knowledge
1 Topic:
Knowledge of the influence of a positive self-concept.
Standard:
Describe personal likes and dislikes. Describe individual skills required to fulfill different life roles. Describe how one’s behavior influences the feelings and actions of others. Identify environmental influences on attitudes, behaviors, and aptitudes.
2 Topic:
Skills to interact with others.
Standard:
Demonstrate respect for the feelings and beliefs of others. Demonstrate an appreciation for the similarities and differences among people. Demonstrate tolerance and flexibility in interpersonal and group situations. Demonstrate skills in responding to criticism. Demonstrate effective group membership skills. Demonstrate effective social skills. Demonstrate effective understanding of different cultures, lifestyles, attitudes, & abilities.

Small Group Counseling Cont'd
(
Lesson #3: THE UNSPOKEN RULE & 2 SIDES OF THE SAME COIN
)
***(SAME STANDARDS AS LESSON #2)***

ASCA Standards
Standard B:

Students will make decisions, set goals, and take necessary actions to achieve goals.
Competency B1:
Self-Knowledge Application
Indicators PS:B1.3
Identify alternative solutions to a problem.
PS:B1.8
Know when peer pressure is influencing a decision.

Georgia QCC Standards

Strand:
A. Self-Knowledge
1 Topic:
Knowledge of the influence of a positive self-concept.
Standard:
Describe personal likes and dislikes. Describe individual skills required to fulfill different life roles. Describe how one’s behavior influences the feelings and actions of others. Identify environmental influences on attitudes, behaviors, and aptitudes.
2 Topic:
Skills to interact with others.
Standard:
Demonstrate respect for the feelings and beliefs of others. Demonstrate an appreciation for the similarities and differences among people. Demonstrate tolerance and flexibility in interpersonal and group situations. Demonstrate skills in responding to criticism. Demonstrate effective group membership skills. Demonstrate effective social skills. Demonstrate effective understanding of different cultures, lifestyles, attitudes, & abilities.

School Wide Event

Event type: Clubs and Activities Fair
Participants: All middle school students
Location: Lunch room


Get Involved at JMS!
Description of the Activity's Format & Time Frame:
ASCA Standards
Evaluation Method
GA QCC Standards
Academic Development Lessons:

1. What's the Problem

2. What Kind of Smart are You

3. Why Do I Need to Learn this and When Will I Ever Use it
What's the Problem? (30-45 min)
ASCA:
Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.

A:B1.2 Learn and apply critical-thinking skills

Georgia QCC:
Subject: Guidance
Strand A: Self Knowledge
Topic 2: Skills to interact with others.

Standard: Demonstrate respect for the feelings and beliefs of others. Demonstrate an appreciation for the similarities and differences among people. Demonstrate tolerance and flexibility in interpersonal and group situations. Demonstrate skills in responding to criticism. Demonstrate effective group membership skills. Demonstrate effective social skills. Demonstrate understanding of different cultures, lifestyles, attitudes, and abilities.
Strand C: Career Planning
Topic 9: Skills to make decisions.

Standard: Describe personal beliefs and attitudes. Describe how career development is a continuous process with series of choices. Identify possible outcomes of decisions. Describe school courses related to personal, educational, and occupational interests. Describe how the expectations of others affect career planning. Identify advantages and disadvantages of various secondary and postsecondary programs for the attainment of career goals. Identify requirements for secondary and post secondary programs.
How much do you agree with the following statements? 0 being “Not at all” and 4 being “Completely agree”; circle the number you feel applies.

1) Problem-solving is something I do almost every day.
0 1 2 3 4
2) I do not know how I am going to a handle the problems that will come up in the 8th grade.
0 1 2 3 4
3) I know a good way to solve most of my problems.
0 1 2 3 4

Pre-Test/Post Test
have students define "problems"
each student gives example of a problem they face in 8th grade
draw examples from hat
use worksheet to learn problem solving model
Discussion:
1. What makes problem-solving a good skill to have?

2. Where else could you use this skill of problem-solving?

3. Why is it good to think of the consequences for the solutions that you brainstorm?

4. Why evaluate the solution?

5. What could happen if you didn’t evaluate the solution?

What Kind of Smart are You? (45 mins)
ASCA:
Standard A: acquire attitudes, knowledge and skills that contribute to effective learning in school and across the life-span
A: A1 improving students’ academic self-concept.
Georgia QCC:
Subject: Guidance
Strand A: Self Knowledge
Topic 1: Knowledge of the influence of positive self-concept

Standard: Describe personal likes and dislikes. Describe individual skills required to fulfill different life roles. Describe how one’s behavior influences the feelings and actions of others. Identify environmental influences on attitudes, behaviors, and aptitudes.
Strand B: Educational and Occupational Exploration
Topic 4: Knowledge of the benefits of educational achievement to career opportunities.

Standard: Describe the importance of academic and occupational skills in the work world. Identify how the skills taught in school subjects are used in various occupations. Describe individual strengths and weaknesses in school subjects. Describe a plan of action for increasing basic educational skills. Describe skills needed to adjust to changing occupational requirements. Describe how continued learning enhances the ability to achieve goals. Describe how skills relate to the selection of high school courses of study. Describe how aptitudes and abilities relate to broad occupational groups.
Describe the Multiple Intelligences:
1.logical mathematical
2.linguistic
3.spacial
4.musical
5.bodily kenesthetic
6.interpersonal
7.intrapersonal
in small groups, write occupations that fit each intelligence, place on appropriate poster in front of room
using handout ask students to identify which statements are true of themselves/ which intelligence corresponds with those statements
ask students to write one way they can use their unique intelligence to be successful in school
ex) making up a song to memorize a math formula
PreTest/PostTest
1. Which of the following best describes you as a learner?
a. Confident
b. Bored
c. Eager
d. Anxious

2. Briefly describe a time when you have been proud of something you did at school.
3. In your own words, describe what it means to be intelligent.
Why Do I Need to Learn this and When Will I ever Use it? (45 mins)
Standard C- Students will understand the relationship of academics to the world of work, and to life at home and in the community.
Competency C1- Relate School to Life Experience

ASCA:
A:C1.1 demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life
A:C1.2 seek co-curricular and community experiences to enhance the school experience
A:C1.4 demonstrate an understanding of the value of lifelong learning as essential to
seeking, obtaining, and maintaining life goals
A:C1.5 understand that school success is the preparation to make the transition from
student to community member

Georgia QCC:
Strand: B. Educational and Career Exploration
Topic 4: Knowledge of the benefits of educational achievement to career opportunities.

Standard: Describe the importance of academic and occupational skills in the work world. Identify how the skills taught in school subjects are used in various occupations. Describe individual strengths and weaknesses in school subjects. Describe a plan of action for increasing basic educational skills. Describe skills needed to adjust to changing occupational requirements. Describe how continued learning enhances the ability to achieve goals. Describe how skills relate to the selection of high school courses of study. Describe how aptitudes and abilities relate to broad occupational groups.
Topic 5: Understanding the relationship between work and learning
Georgia QCC Cont. :
Standard: Demonstrate effective learning habits and skills. Demonstrate an understanding of the importance of personal skills and attitudes to job success. Describe the relationship of personal attitudes, beliefs, abilities, and skills to occupations
Play "Some Study That I Used to Know” (Gotye’s Somebody That I Used to Know Parody)

Ask students to share their future career goals and how courses they've had so far (history, math, reading/writing, science, extracurricular) will influence those goals
Use coping skills handout, to help students evaluate how they deal with all they have going on. explain importance of using these skills to reach their future goals
1. Which course do you think you’ll never use in real life?
a. Math
b. Science
c. Basket Weaving
d. Music
e. I’ll use all of them

2. Which career requires a degree?
a. Detective or Criminal Investigator
b. Elevator Installer and Repairer
c. Historian
d. Commercial Pilot
e. They all need a degree

3. Tell me something interesting that you’ve learned in your studies thus far & relate it to your future aspirations or real world situations.
(Question on Post-Test: What have you learned from the guidance lesson that you never knew before?)
4. What did you like most about the guidance lesson? Least? And what could have been done differently?
(This question will only be on the Post-Test)
Pre-test/Post-test
Any Questions?
Full transcript