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Copy of 2012 Counseling and Guidance Programs

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Gean Talps

on 9 October 2018

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Transcript of Copy of 2012 Counseling and Guidance Programs

Information on Child Abuse
We are looking forward to another great year at High Hills and working closely with our wonderful teachers!
Thank You for all that you do!
Kids are going to “do as you do” so always be aware of what you say and how you say it

Start the day off with inviting conversation and have students share their thoughts in a “morning meeting” or a “buddy buzz”!

If you have their hearts, you’ll have their heads

Always remember what an important factor your are in the daily lives of all our students!
A few points to ponder….
North East Policy
Administration will be notified by the reporting employee
Documentation in HealthCheck with the following:
Type of abuse
Specific details should not be documented, but must be relayed to the CPS in-taker.
Nurses will assist with the report process when necessary.
Cry out person keeps a copy of their notes for own records that can be kept at home, in case called to testify.
North East Police will come out the campus and make out a confidential report.
Administration will be instrumental in verifying that all appropriate personnel have documented correct and accurate information for Child Protective Services.
School Duties
Worker responsible for notifying parent/ guardian.
Child may refuse to be physically examined, and referred to physician.
Information necessary for the child’s protection will be furnished by school.
Provide private place for interview.
Interview may take place without a third party.
Victim may be video or audio taped.
Worker can remove child from campus.
Person Receiving the Outcry
Seeks assistance from School Nurse for documenting physical findings.
Assist the cry out person in documenting information.
The first person the child speaks to.
The person that witnesses the abuse.
The person that questions the student about bruises/cuts/burns/welts.
Reports abuse to the school administrator
Statewide Intake

Reports of abuse or neglect may be made over the telephone by calling:


Reports may be made over the internet at the following secure website:

Reporting Requirements
Warning Signs
Adults Behavior
An adult who is abusing a child may.
-punish them in public
-refer to them as bad
-unconcerned with child
-conflicting stories on injury
-defensive when questioned
Child’s Behavior
Abuse can lead to dramatic behavior changes
-aggressive or withdrawn
-unusual fears
-craving attention
-lack of concentration
-unusual sex knowledge
-hunger, beg/steal food
Warning Signs of Child Abuse
Physical Signs
Bruises, welts or broken bones
Cuts or scrapes
Missing hair
Injuries or redness around the genitals
Injuries at different stages of healing
Injury or medical condition that hasn’t been properly treated
Responding to Abuse

Remain calm.
Don’t have pre-conceived assumptions.
Listen and document what you see and hear.
Do not promise to keep a secret.
Do not promise protection you cannot deliver.
Do not talk bad about the perpetrator.
If you have an outcry, listen and do not cut the child’s disclosure short.
Report your reasonable suspicion.
Sexual Abuse
For example, sexual contact with a child (incest, inappropriate touching, etc.); using a child for sexual films, pictures or prostitution; obscene language; or exposure not involving contact.
Physical Abuse
For example, purposely injuring a child by hitting, biting, shaking, kicking, burning or throwing objects.
What is Child Abuse?

It’s any mistreatment or neglect of a child that results in harm or injury. Child abuse can include:
Physical Abuse
Sexual Abuse
Emotional Abuse
Physical Neglect
Medical Neglect
Neglectful Supervision
Refusal to Accept Parental Responsibility
What you do today can change a child’s future!

Children suffer physical and emotional harm that can last a lifetime.
Child Abuse
Don’t panic when a student says he/she wants to kill him/herself.

It’s okay to say you’re afraid for someone. They’re scared too.

Show empathy when listening. You have the relationship with the student….use it.

Always send any threat to the Counselor
Parents are to be informed anytime a student threatens suicide.
Our role is not to judge whether or not the student is serious…any threat of suicide is serious.
We must use good judgment based on our assessment of the student.
Parents are ultimately responsible for the safety of their children.
We are ultimately responsible for reporting to the appropriate authorities if the risk is high and parents refuse to respond.
Parent Contact
Repeats statements of hopelessness
Cannot regain emotional control, e.g., can’t stop crying.
Is distant, evasive, aloof or paranoid
Perceives there is no other viable alternative
Refuses to accept responsibility for self or safety plan, and refuses to give up the means to suicide (gun, rope, cutting instrument)
Suicide Risk Increases When the Student:

Seek help/accept referral
Remove the means of suicide
Not harm or kill self
Seek help in case situation worsens (involve others)
Make verbal agreement to a safety plan (NEISD has a written “No Harm” agreement form as well as forms informing parents that their child is in a state of crisis and should be seen by a doctor)
Risk for Suicide Decreases When the Student Agrees to:
Leaving the student alone
Sending the student away
Talking too much
Minimizing the student’s concerns
Making light of the threat
Losing patience
Imposing your beliefs on the student
Debates on the right or wrong of suicide
Promising confidentiality – instead promise help and privacy
What to Avoid

Take every threat seriously.

Do not leave the student alone for any reason.

Listen and Express concern

Refer to Counselor
(Administrator or Nurse, if Counselor
is not available)
School Personnel
Increased risk taking
Use of drugs or alcohol
Decreased academic performance
Getting things in order
Giving away prized possessions
Talking or writing about death and dying
Previous suicide attempts
Saying goodbye
More Warning Signs
Change in sleeping pattern or appetite
Physical symptoms: Stomach ache or headache
Change of friends or social withdrawal
Emotional behavior
Recent loss
Warning Signs
Socially Isolated

Many gifted students believe they are loved for their grades, honors, and special abilities.
As a result, they do not allow themselves to fail or make a mistake, and the shame or guilt of failure can lead to suicide.
Suicide and GT Students
Females report attempting suicide more often than males
Males are more likely to complete suicide
The rate of suicide has increased dramatically for both sexes in their teens and twenties
10% of those who attempted suicide later went on to complete suicide
Crosses all cultural, racial and economic boundaries
Suicide Attempts
Suicide is the major cause of death among teenagers and young adults
More than 24% of students have thought seriously about attempting suicide
Approximately 18% of students have made a specific plan to attempt suicide
Nearly 9% of students have attempted suicide
Almost 3% of students have made a suicide attempt which resulted in an injury, poisoning, or overdose that required medical attention
Suicide Facts and Statistics
Suicide: Guidelines for Responding to Students in Crisis
Read aloud books that deal with bullying:
--My Secret Bully by Trudy Ludwig
--The Ant Bully by John Nickle
--The Secret of the Peaceful Warrior by Dan Millman
--Nobody Knew What to Do by Albert Whitman
--The Recess Queen by Alexis O’Neill
--Ally Oops by Janice Levy
--Hey, Little Ant by Phillip and Hannah Hoose
Bullying Resources
Communicate with parents regarding “bully-like” behaviors
Consult with Counselors if bullying persists
Revisit Core Virtues frequently (virtue newsletters, virtue bulletin board, verbal praise, using virtue vocabulary
More Ideas for the Classroom….
Talk about bullying early on in the school year (what it looks like, personal anecdotes, how it made you feel)
Have students make pledge/promise not to bully others and to stand up for each other.
Be aware of everything that is going on in your classroom.
Teach students to affirm each other—always find the positive!
Involve your class in service projects—this creates classroom unity
Have students create posters, poems, songs, skits, as a means of promoting anti-bullying sentiments
What can you do in the classroom?
More prevalent today and occurs in more serious forms
Occurs in every school
Creates a fearful environment
Poor school attendance and dropouts
Negative impact on learning
Self-harm (mutilation)-need to make the physical pain greater than the emotional pain.
Suicide – 30% of suicides are caused by bullying
When you stop bullying you can literally save lives
Can lead students to want to join gangs. Victims can then become the bully.
Run away from home
Depression and anxiety disorders
Why Bullying must be prevented and stopped
Increased absenteeism
Decrease in school performance
Physical injuries
Headaches, stress, nightmares
Lack of friends
Loss of self-esteem/confidence
Notice students finding friends in “wrong” places. They have a need to belong even if it is with the wrong group of people.
What are the warning signs?
They feel ashamed, defective
They are afraid you will make it worse
They think it will eventually stop
These students cannot stand up for themselves and need our help
Why don’t students report bullying?
Bullying behavior can start by age 3
Increases in 4th and 5th grades
Middle school has highest number of bullying issues
Occurs in high risk areas: cafeteria, restroom, recess, hallways, classroom (during unstructured times)
When/Where does bullying happen?
Boys are more overt and physically aggressive.
Girls use indirect and social/relational bullying, but are becoming more aggressive particularly towards smaller boys.
How are boys and girls different in their bullying behavior?
Destroying and manipulating relationships
Destroying reputations
Negative body language (facial expressions, turning your back to someone)
Threatening gestures
Ranking (social order)
Excluding someone from a group (social rejection/isolation)
Mean notes passed around or sent to someone
Hate petitions (promising to hate someone)
Social and Relational Bullying
Insulting remarks and put-downs (some students receive 30 a day)
Repeated teasing
Racist remarks/harassment
Threats and intimidation
Gossiping/whispering about someone behind their back
Verbal Bullying
Taking things/stealing, damaging or defacing belongings/property
Physical Bullying
Types of Bullying
Direct (physical and verbal)
Indirect (social/relational)
Other (cyberbullying, social websites, texting, etc.)
Bullying is the most common form of school violence
Bullying is a form of overt and aggressive behavior that is intentional, hurtful (physical and/or psychological) and persistent (repeated). Bullied children are teased, harassed, and assaulted (verbally and/or physically) by one or more individuals and often socially rejected by their peers. There is an imbalance of strength (power).
You can get this form in the “FORMS” folder on the shared drive.

There will always be a basket in the foyer area of the Counselor’s Office where students may complete their own forms.
Student Self-Referral Form
You can get forms in the “FORMS” folder on the shared drive.

Remember to think about the list of “Reasons to Refer a Student,” or consult with your Counselor if you have questions about the referral process.
Teacher Initiated Referral Form

Teacher Initiated Referral
Student Self-Referral
Parent Referral
Counseling Forms
Cultural-we need to model and show respect to all our culturally diverse students, parents, and teachers

Academic-a student’s grades, test results, completion of homework, etc. should never be discussed in front of other students

Homelessness-we are not always aware of students’ home/financial situations so if you need help assisting students with supplies, please let the counselors know.

Please refer to your Bulverde Creek staff calendars for testing dates of items such as STAAR, Benchmarks, and district assessments.

Courtney will be the Campus Test Coordinator and Melanie will be the Benchmark Test Coordinator this year.
Testing Information
504 students- review the plan in the RED folder and make sure you are allowing for any documented accommodations.
You will receive a notice in your box indicating if you have a student in 504 and a copy of the accommodation plan.
Remember, the accommodations a 504 student receives are not only for STAAR, but for daily work and weekly/benchmark tests.
District 504 contact is Janet Tracy
Career Day
We felt that our “Career Day” last year was successful and would like to continue it this year.

It will tentatively be scheduled for sometime in December.

We will be sending out information to request parent/community volunteers. Please contact us if you know someone who would be willing to share their interesting career!
The Peacemakers (Cont.)
We will be needing teacher recommendations for 4th and 5th grade students that demonstrate the characteristics of a student that can resolve conflicts between peers and serve as a positive role model.

We have a trainer from the Bexar County Dispute Resolution Center coming on Tuesday, September 25, from 8:00-2:30 to train our students.

We will give you more details on our timeline for receiving nominations and permission slips soon.
Panther PALS
We will coordinate with our Panther PAL Sponsor to see how many PALs we will be receiving this year.

The Admin Team will discuss appropriate matches with our PALS. If you have a student that you feel needs to be considered for a PAL, please email us.
Character Words will be announced each Monday during morning announcements.
Please nominate students who exhibit those words to be Panther Plaudits or Flag flies
Please when you want to recognize a student for demonstrating one of the core virtues in a special way.

An email will go out each week for teachers and staff to nominate students for Flag Flies and Panther Plaudit.

Students will be acknowledged on PNN and will receive an entry to Panther Plaudit.

We prefer for Teachers to nominate students. Please do not allow students to nominate each other.
Character Words of the Month
Remember to complete the “Time Slots” form for monthly guidance.
A monthly Guidance Calendar will be created.

Guidance will begin in September.
Classroom Guidance (Cont.)
Counselors will present guidance lessons on a rotating schedule to all homerooms.

Lessons will be approximately 30 minutes and will cover topics such as:
Friendship and Peer Relations
Following Directions
How to Demonstrate Core Virtues
Test Anxiety
Drug and Alcohol Awareness
Classroom Guidance
Counselor Responsibilities
Meet Your Counselor
High Hills Elementary

Hotline vs. Web Reporting
Call abuse hotline when:
situation requires action in less than 24 hours
you prefer to remain anonymous
you have insufficient data to complete required information on report
you do not want an email confirmation
Child’s Appearance
Children may talk of being abused. Take what they say – and any suspicions you have seriously.
A neglected or abused child may be very dirty and poorly groomed. Clothing may be in poor condition, or not suited to the weather.
For example, willfully failing to provide for a child’s emotional (love, attention, etc.) or physical (food, clothing, shelter, etc.) needs; failing to offer guidance and supervision.
Emotional Abuse
For example, crushing a child’s spirit with verbal attacks, threats or humiliation.
Red Ribbon Week
Our PTA ADEPT Chairperson is Liana Bienavidas

Red Ribbon Week is set for the week of October 22nd.

Events for the week will include: special assemblies, designated dress-up days to match RRW theme, a visit from middle and/or high school student leaders, daily prize drawings, and items passed out to all students(pledge cards, wrist bands, stickers, pencils, etc. will be passed out on a specific day during RRW)
The Peacemakers
This year we will be sponsoring a club for our Peer Mediators, named the Peacemakers

We will accept four 4th graders and eight 5th graders for a total of 12 students

Peacemakers will serve as leaders for our campus and may have the following roles:
Conduct Peer Mediation Sessions during scheduled times on Mondays and Wednesdays
Present peer mediation information in a kid-friendly way on announcements
Make bullying prevention and character ed posters
Buddy assistance for K/1/2 students
We will continue to bring you information on the morning announcements.

We want to highlight some of our guidance curriculum by using Character Words of the Week, Project Wisdom anecdotes, Core Virtues, and support our attendance initiative.
Morning Announcements
CPS Agency Duties
Worker will notify school prior to making visit to school.
Worker will report to principal’s office immediately and present official identification.
Case must be investigated
No one can interfere with the investigation
Identity of person reporting is confidential
No prior notification to parent/guardian is advisable.
About Making the Report
BEFORE THE NEED ARISES – Decide what you will say to a family if they confront you about making a report.

When in doubt – report.

Be specific and factual.

Focus on how child is being endangered or impaired.

If a CPS referral from previous case state this in the report.

On open cases don’t substitute call to caseworker for SWI report.
Listening is the greatest gift one human being can give to another.
Listening to someone suicidal can save a life.
Listening means taming your own fear so you don’t rush to judgments.
Listening means sharing the burden of another’s pain.
Listening means paying perfect attention while the other person finds his or her own solution to life’s problems.
Listen, Listen, Listen
Reasons to refer a child to the Counselor

Because they are upset/crying
Because they are scared
Problems with peer relations
Anger management
Poor social skills
Death of a friend, family member, or pet
Academic difficulties
Behavioral problems
Test anxiety
Serious illness
Suspected drug/alcohol use
Inappropriate actions
In need of extra attention
Changes in family situation
Sudden change in mood/attitude
Peer pressure
Is being bullied or bullying others
Suicidal indicators
Overview of Programs
Counseling Referrals
Bullying Prevention
Information on Suicide
Final Thoughts...
We will be giving a presentation on the district's RTI procedures at a faculty meeting in September

The process of RTI will not be changing, just the way we document those interventions and progress data

Look for purple RTI folders in students' CUM Folders and review the past recommendations of interventions

See Counselors with any questions or concerns about students that have been in the RTI process or students you will be monitoring closely
Don’t try to investigate.

Let the child tell his story without probing.

Ask minimal questions necessary to clarify or obtain minimal information needed to report.

Don’t ask suggestive questions (Did your Dad/Mom …? Did someone do this to you?)

Ask open, non-leading questions. (Are you OK? What happened? Who was there? When did that happen? Does that person live with you?)

Reassure the child you are glad they shared the information with you and that you will be sharing the information with others who can help them.
Talking With The Child
Texas Family Code requires “anyone who suspects” abuse or neglect to report it.

Professionals must report within 48 hours of first suspecting abuse.

Failure to report is a Class A misdemeanor punishable by imprisonment for up to 180 days and/or a fine of up to $2000.

Reporting suspicions to a supervisor or other does NOT satisfy your obligation under the law. (TFC 261.101)
The person who heard the outcry or has the most knowledge of what is happening with the child should make the report. Additional individuals may be listed as collateral sources in the report.

Alternative numbers are very helpful in planning investigation.
Reporting in School Settings
Identity of all reporters is confidential.
Reporters who act in “Good Faith” and “Without Malice” have immunity against civil and criminal liability.
Anonymous reports are accepted via the hotline but can limit the scope of an investigation.
Confidential vs. Anonymous
Golden Talps
Panther Plaudit
Full transcript