Delivery+System

=DELIVERY SYSTEM=

The delivery system that seems to best fit our group philosophy is the Domains/Activities/Partners Model, although the Essential Services Model is the current model under which we operate. We also liked the Results Based Program Delivery Model, but we are still quite a few years away from all being on board for such a results-focus and from the reality of being able to logistically implement such a model. The reason we like the D/A/P Model is because it appears more realistic for us to implement at this point and a less dramatic change from our current model. Additionally, we greatly value the inclusion of parents, faculty and community members in this model.

School Guidance Curriculum
School guidance curriculum is designed to reach the entire student population as a means of educating students and preventing problems common to the population. School guidance curriculum is typically administered in classrooms or large group scenarios by professional school counselors.

**Sample lesson plan:**
- Paper, Pens and pencils, mirror(s)
 * Title of Lesson**: Mirror, Mirror On the Wall
 * Outcome or Standard**: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
 * Competency:** a) Develop positive attitudes toward self as a unique and worthy person, b) Identify attitudes, beliefs and values, c) Identify personal strengths and assets.
 * Learning Objective**: To distinguish between all-or-nothing thinking regarding self ratings and personal traits. Following the activity student swill be able to identify both positive and negative trains and write a story accepting themselves including all of these traits.
 * Materials**:
 * Developmental Learning Activities:**
 * Introduction** – Begin with a discussion about whether or not the students see themselves as a positive or negative person and then ask whether their response has to be an either or response.
 * Activity** – Follow the steps and procedures in the “Mirror, Mirror On the Wall” activity sheet
 * Conclusion**- Lead students to a discussion about the traits of which they are proud and those they would like to change and whether it is actually possible to change those things for which they see as negative. Have them consider the person they really are with regard to both their positive and their negative traits.
 * Assessment/Evaluation:** At the conclusion of the session have the students write one sentence that explains who they are as a person, including no more than two of the negative traits and at least four of the positive traits. Encourage them to include several of the positive traits which can not be seen by looking in the mirror but rather they are personality traits or abilities. Have them turn this sentence in and take their papers with them for the follow-up activity.
 * Follow-Up**: Ask the students to write the “I Accept Myself as a Person Who . . .” story for the next session and come prepared to share their story in small groups the next time the group meets or at the next individual counseling session.

//SELF-DEVELOPMENT ACTIVITY 1 GRADE 10// //**Mirror, Mirror On the Wall**// //**Developmental Perspective**// //Although by this stage of development adolescents are generally gaining self confidence and beginning to establish themselves as individuals within a group, they do express their individuality—through clothing or hairstyles, for example. As they look in the mirror they no longer see children, but question who they will// //be as adults. And although they can think more abstractly, they still tend to see themselves as either all positive or all negative, not as persons with positive and negative traits.// //**Objective**// // To distinguish between all-or-nothing self-rating and rating one’s individual traits// //**Materials**// // A mirror (several may be needed if the group is large)// // Paper and pencil for each student// //**Procedure**// //1. Introduce the lesson by passing the mirror around and asking students to look briefly at themselves. (If it seems too threatening for students to do this in a large group, hold up the mirror and ask them to imagine they are looking at themselves.)// //2. Ask each student to take out paper and pencil and quickly write four positive things he or she saw when looking in the mirror.// //3. Ask students to think about all aspects of themselves, not just appearance. Once, ask each one to identify four positive assets (good skater, good listener, good leader, and the like).// //4. Pass the mirror again (or have students imagine this), but this time have them identify up to four things they didn’t like when they looked in the mirror. Then have each one list deficits unrelated to appearance (not good in sports, does poorly in math, and the like).// //5. When students have finished writing, ask each one to turn the paper over, draw a big circle, and mark several pluses (_) and minuses (_) inside the circle.// //6. Ask students to write some of the traits they previously identified next to the pluses and minuses in their circles.// //7. Discuss the fact that people tend to rate themselves in an all-or-nothing way, in reality everyone is a human being with lots of pluses and minuses. People can work to improve some of their minuses, but even if they never did so, they would still be good people. Emphasize the importance of not rating oneself as good or bad based on a single trait.// //8. Discuss the Content and Personalization Questions.// //**Discussion**// //**CONTENT QUESTIONS**// //1. Which were harder to identify, the positive or the negative traits?// //2. What does it say about you if you have negative traits?// //3. Do you think it is possible for anyone to have all positive traits? All negative traits?// //**PERSONALIZATION QUESTIONS**// //1. Which positive trait are you the most proud of?// //2. Which negative trait would you most like to change? Do you think it is possible to do this, and if so, how?// //3. Can you think of a time when you rated yourself as a good or a bad person on the basis of one aspect of yourself? For example, have you ever thought of yourself as a bad person if you performed horribly in a basketball game or on an exam? Are you, in fact, a bad person? (Invite sharing.)// //4. What were the negative implications for you when you rated yourself negatively on the basis of one or a few negative qualities?// //5. What message do you need to give yourself about who you are—a person with positive and negative traits?// //**Follow-up Activity**// //Have students write “I Accept Myself as a Person Who. . .” stories, incorporating the traits they identified in the activity as well as other aspects of themselves.//

Comprehensive School Counseling Programs from other schools that we plan to review:
State of Florida Department of Ed Lessons for Workforce Education

Appropriate small groups for Central York High School might include:
- Career Opportunities Program (COPs) This program targets grade 11 and 12 students at CYHS who are lacking a clear career direction and may have experienced struggles academically. Students are exposed to various career fields and academic opportuniities through visits to local area businesses and post-secondary institutions) to learn about opportunities within those industries and at those schools. For example, one trip this year took students to a bank, where they were shown the various career fields encompassed in this industry: management, computer technology, customer service, marketing, investments, etc. Other visits included a hospital, a manufacturing facility, a technical post-secondary institution and a four-year public college.

- Self Concept While we have not recently implemented a small group regarding self concept, we have acknowledged that there is need for such, especially for many of our 9th grade female students. We could use curriculum from Club Ophelia; one of our counselors also has a curriculum from Dr. Becky LaFountain that appears to be well-formulated and would be worth considering seriously.

- Anger Management Groups on anger management are currently run in our school by the school social worker, but we are unclear about which students are included, what curriculum is used, or what the results may be. Consultation with the school social worker would clearly be the most important first step of implementing such a group.

Useful parent workshops for CYHS Counseling Department might include:
- Financial Aid Workshop - Getting Ready for College Night - 8th Grade Parent Scheduling Night (which could be expanded to include education about school success) - Understanding Test Scores (PLAN, PSAT, SAT, ACT, etc.)

Comments about running parent workshops at the high school level:
- We understand that parent turnout is a significant problem at all schools, so our expectations are not especially high for this. - Current workshops offered are Financial Aid, Getting Ready for College & 8th Grade Parent Scheduling. These are offered on evenings and are apart from other programming. Typically 100-200 parents show up for each of these events. - A workshop on Understanding PLAN Test Scores was offered last year on the same night in February as our Spring Open House. Participation was much smaller, but parents seemed very appreciative of the opportunity. - We may consider offering more workshops on the evenings of Fall and Spring Open Houses and Parent Conference Night in November. - We generally steer clear of workshops that address "parenting" skills, but acknowledge that a Coping with Adolescence workshop may be a good addition to our offerings.

Role of consultation in our setting
- We are actively utilized as consultants by parents, teachers, administrators and community agency personnel - While much of this time is spent listening as others vent and process their frustrations with students, most parties are generally open to the gentle recommendations we make for actions they can take to be more effective in their interactions with the student(s) in question

Appropriateness of providing individual and small group counseling at our high school
- Individual counseling feels very, very appropriate for us to provide, but it's undeniable that this is not the most efficient delivery of services to all students. There must always remain time for counseling students in crisis, of course, but it seems that we may need to redefine what constitutes a "crisis"... - Times when individual counseling would be inappropriate may include when a student has a serious psychiatric diagnosis (i.e. personality disorder), when a student receives psychological counseling with a qualified professional outside of the school setting and when a student is clearly coming to our offices to avoid class!! - It is tremendously easy for us to avoid running small groups at the high school, as there is very little request for this service. We believe that there are many groups that we SHOULD run, but we must actively seek the time and battle the logistical hurdles to make this happen... - There is no resistance among our department to make referrals to outside agencies, but there is concern that many families do not follow through on these referrals. We are blessed to have a consulting psychologist for our district and a local psychiatrist who provides psychiatric evaluations for students at our request, but neither of these services are ongoing.

Barriers that may prevent us from achieving our desired degree of interventions include:
- Too many clerical duties -- SOLUTIONS: advocate for ourselves to eliminate some of these duties; use better technological tools (and personnel resources) to reduce time spent on clerical duties (i.e., EZAnalyze) - Too much time spent on reactive, responsive services -- SOLUTION: develop proactive, preventive program to get out ahead of these issues! - Counselor burnout -- SOLUTIONS: working as a team, developing better relationship with administration, getting rid of so many clerical duties!