(A) Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school;
The following course syllabi reflect how this competency was met through my graduate studies:
| COUN 504: School Counseling Internship |
Classroom Guidance Home Links
Strong communication with families help build trust and connection with the school. It also gives families the opportunity to reinforce what students are learning. Both the Bullying Prevention and Child Protection Units of Second Step provide Home Links and Family Letters in English and Spanish explaining the concepts of the lessons and activities to practice as a family. By sending home information after each lesson, families are aware of what their child is learning and they are invited to contact the school if they have questions or concerns.
Strong communication with families help build trust and connection with the school. It also gives families the opportunity to reinforce what students are learning. Both the Bullying Prevention and Child Protection Units of Second Step provide Home Links and Family Letters in English and Spanish explaining the concepts of the lessons and activities to practice as a family. By sending home information after each lesson, families are aware of what their child is learning and they are invited to contact the school if they have questions or concerns.
Group Permission Slips
At my elementary school, I had the opportunity to lead several small counseling groups. Before starting each group, I called the parents/guardians of each student to explain the group and answer any questions they may have. I then sent a letter home with each student to explain more about the group and get written permission from the parents/guardians.
At my elementary school, I had the opportunity to lead several small counseling groups. Before starting each group, I called the parents/guardians of each student to explain the group and answer any questions they may have. I then sent a letter home with each student to explain more about the group and get written permission from the parents/guardians.
Title 10
I got a referral from a teacher who was concerned that one of her students was soon to be homeless. I called the student into my office to find out more about the situation and she told me that her father had lost his job and so her family was being kicked out of their apartment and moving into an RV outside of the district boundaries. I then contacted the School District Homeless Liaison to find out what resources were available to the family and what the family would need to do to access those resources before calling the student’s mom. The student’s mom was very grateful that I had called and appreciated the resources I offered her. She was embarrassed to call the homeless liaison herself and was grateful that I had reached out to her. The parents decided to transfer the student to another school for the remainder of the school year but were hopeful that the father would get his job back so they could re-enroll the student in our school.
I got a referral from a teacher who was concerned that one of her students was soon to be homeless. I called the student into my office to find out more about the situation and she told me that her father had lost his job and so her family was being kicked out of their apartment and moving into an RV outside of the district boundaries. I then contacted the School District Homeless Liaison to find out what resources were available to the family and what the family would need to do to access those resources before calling the student’s mom. The student’s mom was very grateful that I had called and appreciated the resources I offered her. She was embarrassed to call the homeless liaison herself and was grateful that I had reached out to her. The parents decided to transfer the student to another school for the remainder of the school year but were hopeful that the father would get his job back so they could re-enroll the student in our school.
