At West Powellhurst Elementary, I met with individuals about the following topics:
Anger management- The student and I read the book, When I Feel Angry, and created a booklet listing triggers & coping skills. The student then took the booklet to their desk to read through when feeling triggered.
Tattling versus telling- A kindergarten student and I discussed the difference between big and small problems, then drew some examples (see the picture above for an example). With a third grader, we made a continuum and placed various scenarios along the line, in order to determine when the student should tell a teacher about her concerns.
Anxiety & worrying- First, we discussed prominent fears. Then we acted them out with toys. Finally, we made comic strip illustrations ending with stopping the negative thoughts (see second picture above).
Identifying Feelings- When a student was having difficulty expressing what was bothering him/her, we would create a Feelings Map like the one above (third picture). To read more about the feelings map, read "the lay of the land" on the Reflections from Internship page.
Adjusting to a new school- Several students struggled to find a place at the start of their school year. One student reflected on the most important people from her past school and home, then we added circles to include room for new important people to add (see the last photo above). Another student who was struggling to let go of a previous school, found that writing a letter to his previous teacher & peers, then getting a response back (where I collaborated with his former school counselor) provided the closure he needed.
Family concerns & changes- Some students responded to the simple instruction to draw what made them happiest or to repeat a specific shape. As they drew, they would begin to verbally process or find meaning in the symbols they released on the page. See "remember me flying" on the Reflections from Internship page.
Transitioning to middle school- When a student expressed concerns about their upcoming move to sixth grade, I would guide discussions using quizzes and Q&A's from The Smart Girl's Guide to Friendship Troubles. Often this got students talking about their own concerns or questions.
At Centennial High School, I coached students on:
Career Peer Counseling Skills- During the Action Research Project, I met with the Career Peer Counselors each week, where we discussed the development of their interpersonal skills when advising peers.
Education Planning & Credit Recovery- I often met with students who were in danger of not graduating due to failing and/ or poor attendance. We discussed personal concerns which might be impeding their studies, and possible credit recovery options to assist them in graduating sooner.