Facilitator: Michele Fenster
Notes:
How do we support our students to be socially and emotionally able to access the curriculum?
Group 1
Individual Counseling and Group Counseling
Topic Specific Groups (Banana Splits, Bereavement, etc.)
Guidance Counselors
Mentor academically challenged students
Student workshops on needed topics, e.g. My Space, AIP, TSP, COVE, SOS, SIP
Transition support (school to school)
CST Review/Parent Contact/Support Programs:
Spanish Speaking Mental Health Professional
Group 2
Friendship Clubs – Banana Splits
1-1 Counseling
Academic Counseling
SIP and AIP Programs
Several issue oriented groups (Bereavement, Friendship, New Entrant)
Character Education programs (Emotional Literacy, “Kindness Train,” etc.)
Group 3
Child Study Team, AIP, SIP, Team Meetings
Individual and Group Counseling
Talking to Parents/Teachers/Children
“Be a Buddy not a Bully”
Character Education Program
SOS (Grade 1-7)
Emotionally literacy
Peer mediation
Peer tutoring
Monthly read aloud
Classroom meetings
AP – Discipline issues
Friendship groups
You Make a Difference
Student of the Month
SOS Celebration
Group 4
Counseling – Crisis/Mandated
School Community of support: psychologist, nurse, AP, TA’s lunch aides, teachers.
Bully Program – Character Education Program – SOS (Mentors)
Friendship groups – Bereavement/loss sessions
Student/Clubs Word of Month. Banana Splits, Relax Club
Good Student/Friendship Club
Summary:
Group meetings: CST, AIP, SIP, Friendship Groups
Workshops
Individual Counseling
Community Support as needed by staff
Efforts to transition from building to building (Articulation showing improvement)
Character Educational/Emotional Literacy
Bi-Lingual Social Worker
What are the areas of strength for our SOCSD students in the social/emotional domain? Why? What are we doing to continually support this strength?
Group 1
Involved Parents
Students are above average intellectually (Lake Wobegan)
Early access to diversity (Princeton Plan)
Mental health professionals housed in school-integrated with every day process
younger kids, especially, are willing to talk – to engage with staff
Group 2
Availability of Counseling Staff:
Administrative support team
Students: Good decision makers, role models, leaders, peer mentors
After school ESL programs – Charlie CAAPS program
Many groups offered – TSP Program, SOS Program
Peer Mentors and volunteers helping students
Group 3
Students want to learn to help, interested in community service when given structured opportunities
Students want to have friends, like socializing, want to identify with family
Staff use of time to develop relationships with children
Group 4
Eager to be involved in community projects
Parents are helpful
Enthusiastic and academically strong
Peer Mentors, Peer Tutors, Peer Mediators\
Activities for community needs
“Charlie Caps” school wide program
Student of the Month
Word of Month/Character Education Program
Summary
Parents
Student Abilities
Support Staff Support each other
Role Model leaders
Staff time management
Teaching staff aware of student social/emotional issue
What are the areas that are most challenging for our SOCSD students in the social/emotional domain? Why? What can we do to support this need?
Group 1
Too many non-clinical tasks, that take precedence over direct student contact, interfere with ability to do job trained for
Technological on-slaught
Tough to break in if not involved from beginning
Not having a district social worker – big loss
Helicopter parents = kids don’t develop problem solving skills
Need to improve character Education program
Sex roles continue to be rigid
Group 2
Conflict resolution, making good decisions, dealing with peer pressure, learning how to manage a stressful situation
Poor Parental Support
Availability of Counseling Staff (Time constraints)
How can we support this need? “Parent In-Service Training,” Consequences-> related to more of a learning experience as opposed to ISS, OSS, After School Detention, etc.
Group 3
Children have tremendous anxiety, depression, family problems, bullying and teasing, racial issues, bigotry, students not college bound – socially rejected
What we need:
Common K-12 vocabulary about social/emotional issues
District Social Worker
Two more Guidance Counselors at TZHS
Additional Guidance Counselor and Psychologist at SOMS
K-12 Comprehensive developmentally appropriate Guidance Program
Student Assistance Counselor at High School
Support for incoming ESL students
Free up psychologist to do more clinical work
Reduce clerical/administrative duties for psychologists and guidance counselors
Suggest a more sensible budget to voters that address these needs
(Austerity budget is not appropriate)
Additional Teacher Assistant support.
Group 4
Anxiety!!!
Peer Social Skills
School has become a counseling resource for families
Poor accountability – Parents and students
(Too many activities, increased family stressors)
Demanding curriculum hurts average student
Increased demands at school and home and less accountability
School – more aware of divorce, alcoholism, abuse at home, loss
Children do not have appropriate boundaries
Free up psychologists from clerical responsibilities
More support staff
Teachers – freed up to address social/emotional needs through learning activities
Parent Workshops – scheduled during the school day
Summary
Due to academic and teacher demands student access becomes more limited to address social/emotional issues
Scheduling challenges due to participation at Child Study Team meetings, team meetings, etc.
Testing demands, as well as, Annual Review demands continue to be time limiting to student access
Anxiety of students – parents not as available (MS-> depressed)
Bullying
Technology Role
Clerical/non-clinical tasks take over for direct student contact
Personal family issues are overflowing into the school environment