I would like to take this opportunity to introduce myself, my name is Stephanie Depinet and I am joining Mrs. Mack as a School Counselor Internship Student for the spring semester of the 2013- 2014 school year. I am currently attending Heidelberg University to receive a Masters Degree in School Counseling.
As a School Counseling Internship Student, my primary responsibility is to promote the academic, personal, and social development of all students. I look forward to offering support to the students, staff, families and community. I will be meeting with students individually and in small groups dur- ing lunch, conducting classroom lessons, meeting with parents, collaborating with teachers and staff, and consulting with community organizations to benefit and meet the needs of all Donnell students and families.
Any student can request to meet with me or they can be referred by a teacher, administrator, or parent. I encourage you to reach out if you have concerns regarding your child. If you would like for me to meet with your child please do not hesi- tate to contact me.
I am here to help students achieve their personal/social and academic goals, as well as provide support for the parents and teachers. I can be reached by email at sdepinet@heidelberg.edu or phone at 419-425-8370.
Warm Regards, Stephanie Depinet Mrs. Mack Mrs. Bishop According to the American School Counselor Association, middle school stu- dents are characterized by rapid physical growth, curiosity about their world and an emerging self-identity. Through a comprehensive developmental school coun- seling program, counselors work as a team member with school staff, parents and the community to create a caring, supportive climate and atmosphere whereby young adolescents can achieve academic success. Middle school coun- selors enhance the learning process and promote academic achievement. School counseling programs are essential for students to achieve optimal personal growth, acquire positive social skills and values, set appropriate career goals and realize full academic potential to become productive, contributing members of the world community. The professional middle school counselor holds a mas- ters degree and required state certification in school counseling. Maintaining certification includes on-going professional development to stay current with education reform and challenges facing todays students. Professional associa- tion membership is encouraged as it enhances the school counselors knowledge and effectiveness. COUNSELING CORNER Meeting the Challenge Middle School Counselors Implement the Counseling Program by Providing:
Middle school counselors do not work in isolation; rather they are integral to the total educational program. They provide proactive leadership that engages all stakeholders in the delivery of programs and services to help stu- dents achieve success in school. Professional school counselors align with the schools mission to support the academic achievement of all students as they prepare for the ever-changing world of the 21st century. This mis- sion is accomplished through the design, development, implementation and evaluation of a comprehensive, de- velopmental and systematic school counseling program. The ASCA National Standards in the academic, Na- tional Model: A Framework For School Counseling Programs, with its data driven and results-based focus serves as a guide for todays school counselor who is uniquely trained to implement this program. School Guidance Curriculum
Academic skills support Organizational, study and test-taking skills Education in understanding self and others Coping strategies Peer relationships and effective social skills Communication, problem-solving, decision-making and conflict resolution Career awareness, exploration and planning Substance abuse education Multicultural/diversity awareness
Individual Student Planning
Goal-setting/decision- making Academic planning Career planning Education in understanding of self, including strengths and weaknesses Transition planning
Responsive Services
Individual and small group counseling Individual/family/school crisis intervention Peer facilitation Consultation/collaboration Referrals
System Support
Professional development Consultation, collaboration and teaming Program management and operation Parent Resources: http://www.ascaschoolcounselor.org/ article_section.asp?edition=91§ion=145 Topics: Current Publications http://www.sd43.bc.ca/elementary/ millerpark/Publications/Peer%20conflict% 20vs%20Mean%20Behaviour%20vs% 20Bullying.pdf Topics: PEER CONFLICT, MEAN BEHAV- IOUR AND BULLYINGWhats the differ- ence?
http://teenbrain.drugfree.org/science/ growth.html Topic: Why do teens act this way?
Middle School Counselors Implement the Counseling Program by Collaborating with: Parents: Parent information night Communication/networking Academic planning programs Parent and family education One-on-one parent conferencing Assessment results interpretation Resource referrals College/career exploration
Teachers: Early Warning System Assistance with students academic plans Classroom guidance activities on stress management, Second Step, career development, etc. Academic support and education to help students succeed academically At-risk student identification and implementation of interventions to enhance success Parent communication/education
Administrators: Recess Interventions/Team Building School climate Behavioral management plans School-wide needs assessment Student data and results Student assistance team building Leadership
Students: Career Exploration Peer education Peer support Academic support School climate Leadership development
Community:
Collaboration Crisis interventions Referrals Career education
Donnell Middle School 301 Baldwin Avenue Findlay, Ohio 45840 Phone: 419-425-8370 x 3708 Fax: 419- 429-3764
E-mails: Mrs. Mack: dmack@findlaycityschools.org Students Last Name: A-M Mrs. Bishop: kbishop@findlaycityschools.org Students Last Name N-Z Mrs. Depinet: sdepinet@heidelberg.edu School Counseling Intern PBIS (Positive Behavioral Interventions & Support) www.pbis.org DMS has implemented the PBIS program. administration, teachers, counselors focus on behavioral expectations that are positively stated and easy to remember. In other words, rather than telling students what not to do, the school will focus on the preferred behaviors. Here are the behavioral expectations for Donnell Middle School: Respect Ourselves Respect Others Respect Property More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. Programs Implemented at Donnell Middle School Second Step Program www.secondstep.org
In collaboration with the administration, BOE, teachers, school counselors and community agencies DMS has imple- mented the Second Step Program for three years. Between the ages of twelve and fifteen, youth experience the rapid biological and social changes of puberty. They wish for more autonomy at the same time as they are encountering more opportunities to engage in risky behaviors. In addition, they typically make a significant environmental transi- tion from elementary to middle school. The turmoil of this time increases opportunities for both positive and nega- tive outcomes, making this an especially opportune time to provide the skills and support to succeed.
Themes in the Second Step Middle School Program include: Theme 1: Empathy and Communication Empathy is related to social competence and academic success. Being able to identify, understand, and respond to how someone is feeling provides the foundation for helpful and socially responsible behavior, friendships, cooperation, coping, and conflict resolution. Research shows that young children with higher levels of empathy tend to be less aggressive, better liked, and more socially skilled, and to make greater academic gains than children with lower levels .
Theme 2: Bullying Prevention Students social skills and relations with peers are linked to both the likelihood and severity of bullying. Bullying is a pattern of aggressive behavior characterized by an imbalance of power and the intent to cause harm. It can be expressed directly or indi- rectly. Research shows that bullying is a frequent and pervasive problem for many students, particularly in middle school.
Theme 3: Emotion Management Youth who have difficulties managing their emotions are more likely to be involved in aggression and substance abuse and ex- perience difficulty behaving in socially skilled ways. Students with poor emotion management skills are also prone to act impul- sively on their emotions rather than using problem-solving skills, such as analyzing situations, anticipating consequences, and planning.
Theme 4: Action Steps for Problem Solving, Decision Making, and Goal Setting Action steps are social-cognitive skills taught across all 3 grades of the Second Step program. Teaching students interpersonal problem-solving skills can reduce and prevent problem behaviors. Because peer pressure peaks in early adolescence, this is a good tome to teach decision-making skills as well. It is also an opportune time for students to practice setting goals, an ability linked to student success and achievement.
Theme 5: Substance Abuse Prevention The middle school years are a peak time for substance abuse initiation. Thus, reducing early initiation, a major risk factor for later problems, is a primary program goal. The risk and protective factors for abuse of alcohol and other substances are ad- dressed across lessons throughout the Second Step program, as well as by specific lessons targeting drug and alcohol use. In line with research about the best school-based approaches to prevent and reduce youth problems in this arena, Second Step substance abuse lessons focus on providing accurate information and building on the social and personal skills addressed in previous les- sons, including the skills to recognize and resist problematic choices.