All resources in Counselors
When we put ourselves in another person’s shoes, we are often more sensitive to what that person is experiencing and are less likely to tease or bully them. By explicitly teaching students to be more conscious of other people’s feelings, we can create a more accepting and respectful school community.
Material Type: Lesson Plan
It's Your Paycheck! is designed for use in high school personal finance classes. The curriculum contains three sections: "Know Your Dough," "KaChing!" and "All About Credit." The lessons in each of these sections employ various teaching strategies to engage students so that they have opportunities to apply the concepts being taught. Each lesson includes black-line masters of the handouts and visuals needed to teach the lesson.
Material Type: Lesson, Lesson Plan
This Module offers an overview for school counselors and includes definitions of counselors' various roles and responsibilities when working with students with disabilities. Those viewing the module can learn about how counselors may participate in IEP team meetings, how to determine the need for group or individual counseling, how to assist with transition planning, and how to pursue referrals to other professionals when appropriate (est. completion time: 1 hour).
Material Type: Module
School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings(View Complete Item Description)
This Module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).
Material Type: Module
Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.
Material Type: Lesson Plan
Working as career counselors for a literary character, students find a job for the character, prepare a resume, and design questions and answers to prepare them for a job interview.
Material Type: Activity/Lab, Lesson Plan
As a school counselor on a K-8 campus, I prepare classroom guidance lessons for all students on topics of tolerance. At the beginning of a new school year, I like to introduce students to the adults on campus. I have created a lesson plan to go along with this that gets at stereotyping as well.
Material Type: Activity/Lab
Helping Bereaved Children: 20 Activities for Processing Grief Copyrighted Article Re-Posted with Permission from authors Brad A. Imhoff, Kaela Vance and Amberle Quackenbush of Ohio University Presented to the 2012 All Ohio Counselors Conference in Columbus, Ohio http://www.allohiocc.org/Resources/Documents/AOCC%202012%20Session%2062.pdf
Material Type: Activity/Lab, Lesson, Lesson Plan
In this interdisciplinary case, students meet Josie, the main character, who suffers from a variety of symptoms. Students must grapple with the conflicting data presented, which ultimately leads them to a diagnosis of either porphyria or schizophrenia. This case can be used in many ways depending on the focus of the course and the instructor. In its simplest form, it can be used to develop content-specific knowledge on the genetic illness porphyria and/or the psychological illness schizophrenia. In an interdisciplinary context, it can be used as a way to discuss complex modes of inheritance and types of confounding issues a genetic counselor, social worker, psychiatrist, or psychologist might face when trying to sort through a complex family history to develop a pedigree or genogram. The case has been used successfully with majors and non-majors in psychology, biology, and genetics. Optional extensions to the case provide for reflection on the theme of "science in society" and how the perception of disease has changed over time.
Material Type: Case Study
Syllabus of open, free, and low-cost readings. Course description: Professional rehabilitation counselors who work with clients who are Deaf or have disabilities at various points in their lifespan will often also work with family members. Therefore, the purpose of this course is to provide graduate students with information that will provide an understanding of the nature and needs of individuals at all developmental levels, from birth to old age. Family systems and how families who have members who are Deaf or who have disabilities will be explored. Topics for this course will include the following: (a) a general overview of the expanded family life cycle; (b) an explanation of six developmental stages; (c) an introduction of family counseling theories and clinical application; (d) a demonstration of how to use genograms to track family history through the family life cycle; and (e) an understanding of how diverse characteristics including gender, spirituality, age, ethnic or cultural background, sexual orientation, and socioeconomic status impact the family throughout the lifespan.
Material Type: Syllabus
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
Material Type: Activity/Lab, Case Study, Textbook
The Computer Science (CS) for Oregon Plan aims to create rich computer science learning opportunities bydeveloping a shared vision, based on national frameworks and standards to prepare all students, K-12,with computer science knowledge and computational thinking skills necessary to be innovators, creators,and active citizens in our ever-evolving, technology-driven world. The goals of the CS for Oregon Plan are to create K-12 pathways and roadmaps that provide cohesive,scaffolded learning opportunities to students, focus on inclusion, equity, and access for all, and supportrigorous learning opportunities aligned to workforce needs. Our collaborative, multi-district approachfocuses on creating a clear, concise definition of computer science, understanding the current CSlandscape including barriers and opportunities, evaluating the K12CS framework and its associatedstandards, developing key learning indicators per grade-band mapped to the national framework,connecting educators to aligned resources and associated professional development opportunities,documenting and sharing sample strategies for creating opportunity for all students, and developing andimplementing action plans. As such, the CS for Oregon Plan’s intended audiences are principals,superintendents, STEM/CTE leaders, educators, school counselors, grant managers and foundations, theOregon Department of Education, the Chief Education Office, and legislators. Our advisory group,providing direction and feedback, is comprised of education, non-profit, industry, and state leaders.This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Material Type: Reading
How to Create a Vision Board A Copyrighted Activity Created by and Re-posted with Permission from Louise Gale http://www.louisegale.com Objectives: The participants will: 1. Reflect on goals for themselves for a set point in the future 2. Use the art form of collage to manipulate materials and create artwork that symbolizes those goals and visions Audiences: This activity can be used by any age group. Counselors/therapists may adapt this activity for those who are battling depression, addiction, PTSD or other issues. What is a Vision Board and Why is it Important? A vision board is simply a board of any size which has pictures, words and other items collaged onto it. The purpose is to create a picture or vision of what you want to attract into your life—this could be where you’d like to visit or live, changes you’d like to make to your existing environment or life, or how you’d like to feel. Displaying your vision board where you will see it every day will help you “tune your brain”, similar to a radio signal, to remind yourself of the goals you have set as you go about your busy life! Visuals are powerful as they tap into your subconscious more than words. I really like to use a combination of visuals and words as the words will also help increase the emotional response. I usually keep my vision board in my bedroom so I wake up to it every day. Remember you don’t have to do this alone. You can invite your family and close friends to take part.
Material Type: Activity/Lab, Lesson, Lesson Plan
A Study of correlation of Social Media Addiction and Self Esteem among Secondary School Students Introduction Origin of the research problem: The use of social media users are growing exponentially. According to social statistics one third of the world’s population is already engaged with social media and on an average 10% of the population, to use social media sites, is increasing every year. There is no clear definition of social media addiction but it is obvious that it indicates over usage of internet facility to be a part of virtual groups or person. It is addictive and has resulted in lot of psychological problems like anxiety, depression etc. Immediate response syndrome is clearly visible among users which are the state of checking our social media sites again and again which may lead to psychological imbalance. Adolescents are the most affected group of this usage. This is the time where they should be career oriented, exploring newer avenues in their life, but very surprisingly most of the constructive time is simply wasted in uploading and maintaining relationship which may not have any significant impact in their development. So the researcher was keen to understand the psyche behind these activities, does it have any relationship with their respective self esteem? According to Oxford’s university, Self-esteem reflects an individual's overall subjective emotional evaluation of his or her own worth. It is the decision made by an individual as an attitude towards the self. Self-esteem encompasses beliefs about oneself, (for example, "I am competent", "I am worthy"), as well as emotional states, such as triumph, despair, pride, and shame. Students self esteem may play a dual role in addiction towards social media. High Self esteem may result to more interaction and showcasing oneself in social platforms. On the other hand sometimes low self esteem may also lead to better participation in virtual world because they hesitate to be a part of the real world. The researcher is keen to know whether there is positive/ negative or no relationship between social addiction and self esteem of students. Need of the Study: Internet de-addiction has become the need of the hour because the negative impact of internet addiction is superseding the positive impact. Following are the few cons which the researcher was able to identify: Phubbing: Phubbing is the practice of ignoring one's companion or companions in order to pay attention to one's phone or other mobile device. This is a new word added to the dictionary because of the traits seen in people who overuses mobile devices. So the use of technology instead of making our life easier has in fact created a barrier between humans only. Breakdown of real communication: If the addiction of internet is very large then the person tries to spend most of their time in virtual communication. This breaks the interest of having real communication. Immediate response syndrome/ instant need of immediate gratification: Once a message is sent or picture is posted, have you realized how many times you look back into your mobile to check the trailing messages or how many likes you have got or even how many social friends have even gone through it? Inability to focus on the present: Adolescents are so busy sharing whatever they do that they have lost to live in the moment for the sake of sharing the moment. Sleep deprivation: Internet has opened up such vast avenues for the young generation that they are totally absorbed in variety of internet related activities. It is to such an extent that they cannot balance their life compromising upon their sleep habits. Sleep deprivation is further leading to restlessness, anxiety and other health related issues. Lack of hobby: Gone are the days when young generation would collect rare historical objects as their hobby, go out for nature trails, distress them by engaging in games and sports Attention span / Memory loss: We have become slaves in the hand of technology. It has overpowered our capabilities to such an extent that we have lost believing in our memory. We have become so dependent on technology that for every small thing instead of using our brains we click to find out information. Lack of language comprehension: Too many short forms used in messages have resulted in lack of incorrect usage of language. Health related issues: It has resulted in the rise of 'neurasthenia' ('tired nerves') because of overuse of mobile devices. Review of related literature: Kanoh, Hiroko (2016) analyzed trends of social media and self-esteem by the Rosenberg Scale. The spread of SNS has changed communications between people to a great extent. For them it is a place their hearts can rely on and where they can hang out, a place for self-approval, for self-expression and a place where the other person listens to their dissatisfaction and discontent. At the beginning people are interested in knowing what everyone is doing, so they check SNS every day. However, they feel gradually tired. Immediate response syndrome refers to the feeling of having to check SNS sites and being is a state of psychological imbalance. Some have a loss of self-esteem in the SNS communication. So the researcher analyzed the relationship of social media use and the self-esteem. As results, the high self-efficacy group prefers both Facebook and LINE while the low self-efficacy group tends to use Twitter. Kircaburun, Kagan (2016) studied Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents. In this study, direct and indirect effects of self-esteem, daily internet use and social media addiction to depression levels of adolescents have been investigated by testing a model. This descriptive study was conducted with 1130 students aged between 12 and 18 who are enrolled at different schools in southern region of Aegean. In order to collect data, "Children's Depression Inventory", "Rosenberg Self-esteem Scale" and "Social Media Addiction Scale" have been used. In order to test the hypotheses Pearson's correlation and structural equation modeling were performed. The findings revealed that self-esteem and social media addiction predict 20% of the daily internet use. Furthermore, while depression was associated with self-esteem and daily internet use directly, social media addiction was affecting depression indirectly. Tested model was able to predict 28% of the depression among adolescents. Tas, Ibrahim (2017) examined the relationship of Internet addiction and gaming addiction with school engagement and effects of Internet addiction and gaming addiction on school engagement. The research was conducted with 365 students (140, 38.4%, males; 225, 61.6%, females) studying at an Anatolian high school in Gaziantep province. Personal Information Form, Scale of Internet Usage Addiction, Gaming Addiction Scale for Adolescents and School Engagement Scale for Children and Adolescents (High School Form) were utilized as data collection tools. The data obtained were analyzed with correlation and multiple regression analysis. A weak negative relationship was found between Internet addiction and school engagement. No relationship was found between gaming addiction and school engagement. It was also concluded that Internet addiction is a significant predictor of school engagement and gaming addiction does not predict school engagement significantly. Title of the study: A Study of correlation of Social Media Addiction and Self Esteem among Secondary School Students Objectives: To find out correlation between social media addiction and self esteem among secondary school students Hypothesis: There is no relationship between social media addiction and self esteem among secondary school students Methodology & Plan of Work: The present study is descriptive survey method which deals with description, analysis and interpretation of existing phenomenon. The sample for the study is 100 secondary school students of greater Mumbai. Tools: Rosenberg Social Media Addiction Scale Self esteem Scale Findings: TABLE 1 Relevant Statistics of the Relationship of Social Media Addiction and Self esteem Variables Pearson Correlation Significant Social media addiction -0.1 Not significant Self Esteem Interpretation and Discussion: The correlation value is -0.1 which is not significant. This indicates that self esteem does not play a significant role in social media addiction. Students with high self esteem wants to be connected with the world because they want to share their confidence, happiness with the outer world. High self esteem students loves experimenting which may increase the use of social media because they want to explore new things every day. So this enhanced initiative may be a cause of getting addicted to social media more and more. On the other hand even if the students have low self esteem, they hesitate to communicate in real world. They may lack self confidence, be in their own shell, and do not confront with real people and real incidences. These are the set of students who then want to go to their comfort zone and engage themselves in virtual media. Significance of the study: The study will be significant for the following members of the society: Students: It will be an eye opener to those students who just waste their time, energy and resources to such a virtual world which does not have any significant impact in their future. Getting addicted to social media have negative impact on health and wellbeing. Teacher: Teacher will realize that their roles are now not limited to only teaching learning process; they are guide and counselors to students. They need to engage in more and more constructive activities which will make the students realize the importance of living life with a purpose instead of just getting carried away with addiction. Parents: Social media addiction leads to many psychological problems too like anxiety, depression, loneliness, Attention Deficit Hyperactivity Disorder and addiction. It has also led to phubbing i.e. snub contact with social life. So as parents it’s important to first identify whether the child is addicted, and if so how to help the child to come out of this. Curriculum Framers: Textbooks should include theme based lessons on negative impact of addiction of social media sites, how to balance our self esteem with our day to day dealings etc Conclusion: The social media sites is highlighting only the best day, the best vacation the best party, the best dress and so on and so forth. The real life has lot more than this but feeds from peers and other social friends reflects only the good part of it. If the child/ student are not matured it may cause distress because they will be unable to relate it with their practical life. So we conclude that students, whether they have high self esteem or low self esteem, are simply getting dragged to a darker world. The idea is not abstinence but have better control. In the connected world we live in, it is simply not feasible to prohibit someone from accessing all smart devices. But it has become a necessity to have proper check points to monitor their internet usage. Baby steps to a digital detox: We have to accept the fact that internet addiction has become a menace in today’s generation millennial. The reason we keep checking our social media is to keep up with everyone and pace with the ongoing trends. We tend to compare our real lives with others social media life. We need to realize that the entire feed portrayed by a person is a mere highlight of their lives and not their lives as a whole. It is filtered. It is unfair for our own selves to have this habit, we realize that the feeling of missing out (FOMO) while we see others pictures is just an illusion it will help us to get over constantly checking our social media pages. So to combat all these problems, following are few baby steps to a digital detox : 1) Turn off notifications: The continuous pings in the mobile distract us to do any productive work. It is really hard to resist the siren as we always think it is always important. Therefore turn off notifications of some apps which are not very useful. 2) Assign time limits for social media sites: It is tough to completely delete social media at once, it is better to have specific time allotted. This means you can keep track of the hours you spent on social media, this also means you wouldn’t constantly be checking your phones. 3) Choose your friends and followers: Although socializing is good, sometimes it gets out of hand with more friends and followers and it can be pretty time consuming. 4) Replace social media time with outdoor activities: You can take your mind off social media by substituting that time by pursuing your hobbies or developing new ones. 5) Do not take your electronics to bed: Your bedroom should be a place of peace and tranquility. Reflect the activities which you have witnessed throughout the day and plan for tomorrow instead of hanging on social media sites or other electronics. The continuous signals sent by Wi-Fi disturb our mental being too. 6) Uninstall Social Media: This will eliminate the chance of getting distracted completely. 7) Look at the positive benefits of social media detox: Our brain is inclined to do activities which have reasoned to it. If you look at the benefits of the detox , we can have more focused life, better mental health, strong relationships and so on and so forth. References Kircaburun, Kagan(2016) Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents. Retrieved on 14/07/2018 from https://www.eric.ed.gov/?q=social+media+self+esteem&id=EJ1112856 Kanoh, Hiroko (2016). Analysis of Usage Trends of Social Media and Self-Esteem by the Rosenberg Scale. Retrieved on 14/07/2018 from https://www.eric.ed.gov/?q=social+media+self+esteem&id=ED571615 Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press. Tas, Ibrahim (2017) Relationship between Internet Addiction, Gaming Addiction and School Engagement among Adolescents. Retrieved from https://eric.ed.gov/?q=internet+addiction&id=EJ1170124 on 30/08/2018 http://netaddiction.com/ebay-addiction/ https://www.lifewire.com/what-is-social-networking-addiction-2655246 https://www.washingtonpost.com/news/theworldpost/wp/2018/04/25/social-media-addiction/?noredirect=on&utm_term=.362576c693e9 https://www.more-selfesteem.com/whatisselfesteem.htm
Material Type: Case Study
As a prerequisite to study this module you need to have some background knowledge to human growth and development and the different stages that a child goes through whilst growing up. These stages are infancy, early childhood, adolescence and early adulthood. The knowledge about these areas make it possible for you to understand the relevance and application of Guidance and Counseling to help learners overcome life challenges and associated problems that face them both inside and outside the school environment. You also need some background knowledge about the social, moral, and personality development and the general socialization processes that influence young people as they interact with their environment. This interaction between the individual and the environment can impact positively or negatively.
Material Type: Module
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
Material Type: Reading