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Pamela Brook 

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Counselor's Corner

How much do you love your child? We can hear a deafening... "More than life itself" coming from the group of parents here at Thousand Oaks. It shows daily as we see the boys and girls walk through the doors each morning. We see how much love and care each family puts into the rearing of the precious "cargo" we care for each day here. We all share the desire to help the boys and girls become the best they can be, and that is a good thing, as we know it takes a village to raise a child.

Sometimes that desire for success puts us parents in an awkward position. What do we do when we see our child having difficulties? Well we all know that that is our cue to step in and help, right? Of course! But, how much do we help, when do we begin doing the work, and our child becomes a passive observer? We have all been tempted to just "do it for them." What could it hurt? We don't have time to wait for them to get it, we want those "A" report cards, what will the teacher think if half the work is incorrect? Where is the preverbal line between enough and too much help?

Consider this ... each time you cross the line and help too much, you are saying some possible things to your child. One could be, "you are not important enough for me to spend the time to teach you to hang in there for the hard stuff". Another could be "I don't believe you are capable of doing this, so I will do it so that it is correct." Yet another could be, "School is not as important as the other things in our lives". We all know there may be situations that this may be true, but if that message is sent often, what are we setting our children up for later?

If you are wondering, just how much you should help, call the teacher and ask, "what is my role in this?" We all love the support you give to your child, let's all of us be aware of the unspoken message we are sending to them. Make sure when you child does earn that "A" or "B" or even "C", that they can say "I did this and this is my best!"

From the Words of Martin Luther King, Jr. ... The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at time of challenge and controversy.

 

NORTHEAST COUNSELORS CARE ABOUT KIDS!

WHAT IS AN ELEMENTARY SCHOOL COUNSELOR?
  • A teacher of communication skills
  • The person that helps ALL children
  • A counselor
  • A resource person for teachers and parents
  • A coordinator
  • A liaison with community agencies
  • A friend

HOW DOES A COUNSELOR KEEP ABREAST OF CURRENT TRENDS IN GUIDANCE AND COUNSELING?

  • In-service training sessions
  • Workshops
  • Professional organization activities
  • Continuing education
  • Regular inter-school elementary counselor meetings
  • Implementation of district-wide counseling and board goals
  • Professional literature
  • Consultation with community agencies

THE ELEMENTARY SCHOOL COUNSELOR...

  • Consults and communicates with parents/ faculty/ staff/ community
  • Utilizes appropriate guidance materials
  • Coordinates activities with school curriculum and essential elements
  • Meets individually with students
  • Discusses common concerns within small groups
  • Leads classroom guidance activities
  • Prepares for group testing programs (ability, achievement, competency)
  • Offers parenting workshops

 HOW MAY A CHILD SEE A COUNSELOR

  • Self-referral
  • Teacher referral
  • Parent referral
  • Administrative referral
  • Special services referral
  • Referral by a friend

WHAT ARE THE QUALIFICATIONS OF THE ELEMENTARY SCHOOL COUNSELORS IN NORTH EAST?

  • Classroom teaching experience
  • Master's degree
  • State certification in Guidance ad Counseling
THE ELEMENTARY COUNSELOR ADDRESSES...

SELF-ESTEEM

  • Building behavioral strengths
  • Cultivating affective development

PERSONAL SAFETY

  • Educating children to identify potentially dangerous situations
  • Communicating safety rules

RESPONSIBLE BEHAVIOR

  • Encouraging good citizenship
  • Promoting self-discipline

COMMUNICATION SKILLS

  • Teaching active listening
  • Interpreting and expressing feelings appropriately and accurately
  • Relating successfully to self and others

DECISION MAKING

  • Teaching goal setting
  • Exploring problem solving techniques needed for academic planning

ADJUSTMENT AND ADAPTATION

  • Helping students and families effectively respond to changes in educational placement and developmental progressions (intellectual, physical, social, emotional)
  • Teaching coping skills to children when home restructuring (death, divorce, separation, etc.) may affect school performance

APPRECIATION AND ACCEPTANCE OF CULTURAL DIFFERENCES

  • Guiding the discussion of differing ethnic backgrounds
  • Giving an appreciation and respect for varying cultures

MOTIVATION

  • Maximizing the learning environment
  • Emphasizing skills for academic success

CHILDREN LEARN WHAT THEY LIVE

If a child lives with CRITICISM, He learns to CONDEMN.
If a child lives with HOSTILITY, He learns to FIGHT.
If a child lives with RIDICULE, He learns to be SHY.
If a child lives with SHAME, He learns to feel GUILTY.

If a child lives with ENCOURAGEMENT, He learns CONFIDENCE.
If a child lives with PRAISE, He learns to APPRECIATE.
If a child lives with FAIRNESS, He learns JUSTICE.
If a child lives with SECURITY, He learns to have FAITH.
If a child lives with APPROVAL, He learns to like HIMSELF.
If a child lives with ACCEPTANCE AND FRIENDSHIP, He learns to find LOVE IN THE WORLD.


 

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This page was updated:  10/18/07