Counselors in the Classroom: Tips and Tricks to Engage High School Students

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  • Guidance Counselors in the Classroom

    Presented by:Brad Wolfenden& Stacey Milgram

    RMACAC Annual Conference April 2016

  • Take five

    Who among your colleagues is your

    favorite to work with? Write up a series

    of statements that talks about what

    makes them so great to work with.

    Write the statements in the form of

    compliments: Youre really good at


  • Academic versus Life Skills

    You all use some elements of math,

    reading, and writing to do your jobs

    Academic skills made it possible for you to

    pursue your career

    Academic skills make it possible for you to do

    your job


  • Academic versus Life Skills

    Which element of the Common Core

    assesses the value of optimism?

    Your social and emotional skills make you a

    great person to work with

    Your values help you decide what you should

    do next


  • Our Goals

    Define the Counselors Role

    Describing the current state of Counselor-

    Student interactions at your campus

    Setting Goals (for today and beyond)

    Explain the value of Social-Emotional


    Identify problem perceptions/beliefs in


    Build Classroom Activities for Counselors


  • Your Goals

    What do you want to get out of this session?

    What do you want to learn?

    What do you want to talk about?

    What do you want to do?


  • Defining the role of the



  • Defining the Role

    What is the role of the guidance


    What aspects of students lives can a

    counselor impact?

    What skills is the counselor trained to affect?

    How does the counselor add value to the

    academic training students receive?

    How can we measure a counselors impact?


  • Why Social-Emotional

    Learning Matters

    Van Velsor, P. (2009). School Counselors as Social-Emotional Learning Consultants: Where Do We Begin?. Professional School Counseling, 13(1), 50-58.

    Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students social and emotional learning: A metaanalysis of schoolbased universal interventions. Child development, 82(1), 405-432.

  • Social-Emotional Learning

    Defining Social-Emotional Learning

    the process through which children enhance

    their ability to integrate thinking, feeling, and

    behaving to achieve important life tasks.


    Social-Emotional Learning

    Emotional IntelligenceSocial Intelligence


  • Social-Emotional Learning

    Social Intelligencethe ability to understand and deal with people and to act judiciously in human relationships

    Emotional Intelligenceawareness of and appropriate expression of ones own emotions

    the ability to understand others feelings to establish satisfying relationships

    successful adaptation to change and its accompanying emotions for effective problem solving

    the ability to generate positive emotions and self-motivate


  • Social-Emotional Learning

    Research repeatedly demonstrates that

    emotional intelligence and academic

    success are linked

    In elementary, middle, and high school,

    emotional intelligence predicts academic

    success at the next stage

    Among university students, high performance

    predicts high emotional intelligence


  • Social-Emotional Learning

    Academic and Career Success requires

    students stay motivated and stay in


    At-risk students who remain resilient and

    graduate receive SEL from guardians,

    teachers, and counselors


  • Social-Emotional Learning

    Self-awareness, self examination, and

    decision-making are core SEL


    Career choice and career planning require all

    of these

    Success in the workplace requires

    overcoming emotional deficiencies and self-



  • Social-Emotional Learning


    Building a positive


    Speaking positively

    about others

    Understanding other


    Creating classroom


    Building a set of

    positive values


    Seeing a place for

    oneself beyond school

    Connecting effort with


    Resolving physical


    Managing time and


    Solving complex

    practical problems


  • Social-Emotional Learning

    SEL is not just a quality modifier

    Experimental data shows that a student

    put through a successful SEL program

    would demonstrate an 11-point percentile

    gain in academic performance.


  • Social-Emotional Learning

    We know SEL programming is important

    for all students. What are some issues,

    though, with implementation?


  • Re-Assessment

    What is the role of the guidance


    What aspects of students lives can a

    counselor impact?

    How can we measure a counselors impact?

    How can counselors help in the classroom?


  • Career Perceptions,

    Beliefs, and Goals

    Part 1: Student Visions

    Turner, S. L., & Conkel Ziebell, J. L. (2011). The career beliefs of inner-city adolescents. Professional School Counseling, 15(1), 1-14.

  • Looking into the Future

    When your students look into the

    future, do they see themselves?

    Students can only strive towards careers that

    they know about

    Students must understand the path to a

    certain career in order to work towards it.

    Students are far less likely to strive towards

    careers when they have not seen people that

    look like themselves in those careers


  • Looking into the Future

    Adolescents across diverse racial and socio-economic backgrounds have a lot of common values

    Most say that a person can control how satisfied they are with a job

    Most say that no one can stand between them and their goals

    Most say that uncertainty about the future is ok

    A person should choose a job based on their interests and skills


  • Looking into the Future

    However, At-risk, Inner-City

    Adolescents are also likely to say that

    Hard work and success are not linked

    There is only one path toward a given goal

    and that direct competition with their peers is

    necessary to meet personal goals


  • Looking into the Future

    If you only see one path into your

    chosen future, you are not likely to

    adapt to problems that arise

    Students need Counselors to teach them

    decision-making and planning that rewards

    adaptive views of the world


  • Looking into the Future

    If you dont think hard work will pay off,

    then persistence is likely to become a


    Students need Counselors to show them real-

    world examples that demonstrate the value

    and necessity of effort


  • Re-Assessment

    What is the role of the guidance


    What aspects of students lives can a

    counselor impact?

    How can we measure a counselors impact?

    How can counselors help in the classroom?


  • Career Perceptions,

    Beliefs, and Goals

    Part 2: Building Realistic Goals


  • Building Realistic Goals


  • Building Realistic Goals


    What does a good goal look like for a


    Not every student will have the same goal.

    Whats good for one student might not be good

    for another.

    What do you do when a student has no

    goals or has unrealistic goals?


  • Building Realistic Goals


  • Building Realistic Goals

    Students need to develop clear, realistic goals

    Students must also have an understanding of the paths to those goals.

    Breaking down the path to an outcome can make success more approachable

    Smaller, more immediate targets gives students more opportunities for success

    Figuring out the smaller steps to a goal can help students reassess the reality of their goal


  • Building Realistic Goals

    How do we teach students to do


    What issues might students run

    into with this?

    How can we address those issues?


  • Building Realistic Goals

    What are some goals your students

    have? (Think about both academic

    and career goals.)

    How can the goal-setting pyramid

    be applied to those goa