(A) Conducts programs designed to enhance student academic development;
The following course syllabi reflect how this competency was met through my graduate studies:
| COUN 504: School Counseling Internship |
Action Research
At my elementary school I noticed that a small group of first graders were having difficulties regulating their emotions and were causing disruptions to the classroom instruction time as a result. Not only were the classroom disruptions negatively affecting their their academics, it was also negatively impacting the academic development of their classmates. Every time the teacher had to stop the lesson because one of the students was dysregulated, the class lost academic instruction time. For this reason, I decided to develop my action research project around building emotional regulation skills for the small group of first graders with the most classroom disruptions to see if I could enhance the academic instruction time for all of the students. To increase emotional regulation and decrease classroom disruptions, I created a small group which infused mindfulness-based practices with emotional regulation skills training. The first grade students participate in a twice weekly, four week long, 30 minute small group which taught mindfulness-based yoga practices and emotional regulation skills. The teachers were given pretests and posttests to evaluate the student's’ emotional regulation skills and frequency of classroom disruptions. Results from the study showed that after the intervention, classroom disruptions decreased and emotional regulation skills increased for the students who participated in the group.
At my elementary school I noticed that a small group of first graders were having difficulties regulating their emotions and were causing disruptions to the classroom instruction time as a result. Not only were the classroom disruptions negatively affecting their their academics, it was also negatively impacting the academic development of their classmates. Every time the teacher had to stop the lesson because one of the students was dysregulated, the class lost academic instruction time. For this reason, I decided to develop my action research project around building emotional regulation skills for the small group of first graders with the most classroom disruptions to see if I could enhance the academic instruction time for all of the students. To increase emotional regulation and decrease classroom disruptions, I created a small group which infused mindfulness-based practices with emotional regulation skills training. The first grade students participate in a twice weekly, four week long, 30 minute small group which taught mindfulness-based yoga practices and emotional regulation skills. The teachers were given pretests and posttests to evaluate the student's’ emotional regulation skills and frequency of classroom disruptions. Results from the study showed that after the intervention, classroom disruptions decreased and emotional regulation skills increased for the students who participated in the group.
| Action Research Paper |
Academic and Career Planning
At my middle school, I worked individually with students who were failing one or more of their classes and helped them create academic goals for themselves based on their future career aspirations. We explored future careers that they were interested in, looked up colleges that offered programs in those fields, and noted the requirements to get into the program. For example, one student loved designing buildings, so we looked up information about architecture programs and prerequisites for applying to the program. The student learned that she needed to work harder in math in order to become an architect and joined a homework club to get extra help. By seeing the connection between current school work and future opportunities, the students I worked with became more engaged and motivated to do well.
At my middle school, I worked individually with students who were failing one or more of their classes and helped them create academic goals for themselves based on their future career aspirations. We explored future careers that they were interested in, looked up colleges that offered programs in those fields, and noted the requirements to get into the program. For example, one student loved designing buildings, so we looked up information about architecture programs and prerequisites for applying to the program. The student learned that she needed to work harder in math in order to become an architect and joined a homework club to get extra help. By seeing the connection between current school work and future opportunities, the students I worked with became more engaged and motivated to do well.
| Goal Worksheet |
Classroom Guidance Curriculum
In order to support students' academic development, I spent much of this year teaching social/emotional classroom guidance lessons.
At my elementary school I taught over 180 hours of classroom guidance using the following curriculums:
At my middle school, I had the opportunity to create a lesson on Conflict Resolution, and teach a lesson on Suicide Prevention.
In order to support students' academic development, I spent much of this year teaching social/emotional classroom guidance lessons.
At my elementary school I taught over 180 hours of classroom guidance using the following curriculums:
- Kelso's Choice Conflict Management Skills Program - uses puppets, music, and stories to teach students nine conflict resolution strategies they can use to solve minor problems on their own. It also teaches students how to identify more serious situations that require help from an adult.
- Second Step Bullying Prevention Unit - this program uses videos and stories to teach students how to recognize, refuse, and report bullying to a safe adult. It also teaches students the important role that bystanders play in preventing bullying, and involves families through take home letters and activities.
- Second Step Child Protection Unit - similar to the bullying prevention unit, this curriculum uses videos and stories to teach students how to recognize, refuse, and report unsafe touch to a safe adult. This curriculum emphasizes that your body belongs to you and includes resources to help families talk about safe vs unsafe touch.
- Zones of Regulation - teaches students to identify and communicate their feelings, and learn what coping skills they can use to self-regulate.
- Yoga Calm - combines mindfulness, yoga poses, and regulation techniques with social and emotional skill development.
At my middle school, I had the opportunity to create a lesson on Conflict Resolution, and teach a lesson on Suicide Prevention.
