How Counseling Works
When most people hear the word "counselor," I believe they tend to feel nervous and uncertain. On this page, I hope to ease any feelings that you might have about school counselors as I describe how I provide counseling to students in Fall Creek.
First, I want to make it clear that I am not a therapist. I do not provide professional counseling services. When appropriate, I help to make referrals to outside community agencies.
What is School Counseling?
School counseling is the process of helping students by assisting them in making decisions and changing behavior. School counseling is designed to be a preventative activity or intervention which meets the immediate needs and concerns of students. It addresses academic, personal/social, and/or career concerns and can take one of two forms:
I will provide information about how small group counseling works on this page.
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Individual Counseling
Individual counseling is provided for students expressing difficulties dealing with relationships, personal concerns, or normal developmental tasks. It assists students in identifying problems, causes, and possible consequences so that appropriate action is taken.
Areas that may be addressed in individual counseling include, but are not limited to:
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Conflict Resolution
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Anger Management
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Crisis Intervention
Typically, individual counseling sessions involve one student meeting one-on-one with me. The number of times that we meet varies on the nature of the issue. Sometimes, one meeting is all that is needed. Other times, 2-8 meetings are needed. I try to limit the number of times that I meet with students about a particular issue to 8 meetings, again because my role is not one of a therapist.
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Small Group Counseling
Group counseling assists students in addressing common needs and concerns. Students in group counseling identify problems, causes, alternatives, and possible outcomes so that appropriate action can be taken.
Areas of group concern are similar to individual counseling topics and may include, but are not limited to:
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Social Skills
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Relationship Issues
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Academic Achievement
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Attendance Concerns
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Behavior Management
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Transitions
Typically, small groups include 3-5 students who meet approximately one time per week with me for 20-30 minutes per meeting. Small groups tend to be "data-driven" based on the needs of particular students in the district as identified through data analysis.
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Referrals for Counseling
Students, teachers, and parents can make referrals to me to start the counseling process. Students can make self-referrals by completing an appointment postcard and placing it in the mailbox outside of my office. They can also make a self-referral by telling me or another teacher that they would like to see me.
Teachers can make a referral for their students to see me by completing an online referral form regarding a particular concern that they have about a student. This form can be found by clicking here. Upon receiving the form, I will work with the teacher to make sure that counseling is proper for the situation.
Parents can make a referral for their children to see me by contacting me via telephone, 715-877-1053. Parents can also complete an online referral by clicking here.
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Parent Contact
Generally, when students make a self-referral for individual counseling, I allow them a series of "free meetings." These meetings help me to understand the nature of their referral. If at any point during the meetings I believe that I am dealing with a concern that warrants parent contact, I will make a parent contact to inform you about the individual counseling meetings. If I believe that the meetings do not warrant a parent contact, I will not make a parent contact. There is quite a bit of discretion that goes along with this. However, I always try to look out for the best interests of both the student and his or her family while respecting the wishes of each.
Whenever a referral for either individual or small group counseling is made by a teacher, the teacher should make parent contact to discuss the referral ahead of time. The only exceptions to this would be a student crisis that is in-progress and a case of possible abuse or neglect.
In the case of suspected child abuse or neglect, I will never make a parent contact if I believe the parent is the alleged abuser.
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Confidentiality
As a counselor, I believe it is important to provide every student with a safe and confidential environment. I believe this helps to build trust between myself and the students. This means that I will not discuss anything said by any student during counseling meetings unless I find out that the student has been hurt by someone or if the student desires to hurt someone. I can speak in general terms about the general nature of the counseling meetings. However, I will not discuss any specific conversation or activity that took place.
I do encourage students to talk with their parents and teachers about our discussions in the counseling environment.
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When Should I Make a Referral?
Teachers can use the following information to guide them when making a referral for school counseling. To find out when a referral form is NOT needed, click here.
To complete an online referral, click here.
When a Completed Referral Form Is Needed
Students should be referred to Mr. Strand when they are displaying difficulties with their attendance, behaviors, or achievement. Ideally, there would also be some data to show such difficulties - however, this not always required.
Attendance - Examples:
1. Student John Smith has been five minutes late to school approximately 2-3 days each week over the course of the last month.2. Student Jenny Smith has been absent four Mondays in a row.3. Student Bobby Smith has missed more than five days of school during the first trimester.
Key Attendance Thresholds to Consider for a Referral |
Attendance: |
Student has missed 5 or more days in any half or whole grading period. |
Tardies: |
Student has been tardy 5 or more days in any half or whole grading period. |
Rationale for Attendance InterventionsResearch shows us that when students are in school they achieve more. |
Behavior - Examples:
1. Student John Smith has been in two fights each of the last two weeks on the playground.2. Student Jenny Smith's friends have complained three times about her in the last week that she runs away from them whenever they go by her.3. Student Bobby Smith refuses to work cooperatively with anyone in class. During two group projects this week, he just sat there and did nothing.
Key Behavior Thresholds to Consider for a Referral |
Behavior in Different Settings |
Student has had two or more incidents within a week or two in which the same undesirable behavior was displayed AND the behavior has continued even after the teacher has attempted to intervene. |
Unexpected or Unusual Behavior |
The student engaged in one or more behaviors that caught you off guard and seemed very unexpected or unusual. |
Rationale for Behavior InterventionsResearch shows us that when discipline issues decrease, achievement increases. |
Achievement - Examples:
1. Student John Smith does not complete his homework on time. In the last week he has had 5 missing assignments. The week before he had 4 missing assignments.2. Student Jenny Smith completes all of her homework on time, but she is inconsistent when taking tests. Last week on her spelling test she got 90% correct. The week before she got 50% correct. The week before that she had 100% correct after getting 30% correct the week before.
Key Achievement Thresholds to Consider for a Referral |
Homework |
Student has had two or more missing / late homework assignments within a week or two. |
Inconsistent Performance |
If you believe the student's academic performance in a given area is inconsistent, let Mr. Strand know. Helping students develop strategies for these inconsistencies can raise performance. |
Organization |
If the student losses 2 or more items in a given week or has trouble keeping their binder and desk clean, let Mr. Strand know. There may be an attitude, knowledge, or skill deficiency. |
Rationale for Achievement InterventionsResearch shows us that when students complete homework that is developmentally appropriate and relevant to what they are learning, achievement increases. |
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When a Completed Referral Form Is NOT Needed
Teachers do not have to complete referral forms for counseling in the following situations.
Student in Crisis - Examples:
1. Student John Smith is crying uncontrollably.2. Student Jenny Smith has made a suicidal comment or threat, or is in the process of actively trying to harm herself.3. Student Bobby Smith is engaging in a disruptive behavior and refuses to stop engaging in such behavior.
Possible Child Abuse or Neglect - Examples:
1. You see Student John Smith has a bruise around his eye and you are uncomfortable talking to him about it.2. Student Jenny Smith tells you that there is never any food in her house and she has come to school hungry several days in a row.
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