individual problem checklist

                     Name: _____________________________________ Date:_________________ 
Individual Problem Checklist 
Directions:
     Put a number next to any item which you experience.      1=mildly,  2=moderately,  3=severely
Emotional Concerns
____feeling anxious or uptight 
____excessive worrying 
____not being able to relax 
____feeling panicky 
____unable to calm yourself down 
____dwelling on certain thoughts or images 
____fearing something terrible about to happen 
____avoiding certain thoughts or feelings 
____having strong fears 
____worrying about a nervous breakdown 
____feeling out of control 
____avoiding being with people 
____fears of being alone or abandoned 
____feeling guilty 
____having nightmares 
____flashbacks 
____troubling or painful memories 
____missing periods of time - can't remember 
____trouble remembering things 
____feeling numb instead of upset 
____feeling detached from all or part of body 
____feeling unreal, strange or foggy 
____feeling depressed or sad 
____being tired or lacking energy 
____feeling unmotivated 
____loss of interest in many things 
____having trouble concentrating 
____having trouble making decisions 
____feeling the future looks hopeless 
____feeling worthless or a failure 
____being unhappy all the time 
____dissatisfied with physical appearance 
____feeling self critical or blaming yourself 
____having negative thoughts 
____crying often 
____feeling empty 
____withdrawing inside yourself 
____thinking too much about death 
____thoughts of hurting yourself 
____thoughts of killing yourself 
____frequent mood swings 
____feeling resentful or angry 
____feeling irritable or frustrated 
____feeling rage 
____feeling like hurting someone
 __________________________________________________
Behavioral and Physical Concerns
____not having an appetite 
____eating in binges 
____self induced vomiting for weight control 
____using laxatives for weight control 
____eating too much 
____eating too little 
____losing weight - how much?_____ 
____gaining weight - how much?____ 
____trouble sleeping 
____trouble falling asleep 
____early morning awakening 
____sleeping too much 
____sleeping too little 
____# of hours I usually sleep: _____ 
____lack of exercise 
____not having leisure activities 
____smoking cigarettes 
____often spending in binges 
____temper outbursts 
____aggressive toward others 
____impulsive reactions 
____trouble finishing things 
____working too hard  
____using alcohol too much 
____being alcoholic 
____using drugs 
____driving under the influence 
____blackouts - after drinking 
___Yes ___No  Have you ever felt you ought to cut                 
down on your drinking or drug use? 
___Yes ___No  Have people annoyed you by 
criticizing your drinking or drug use? 
___Yes ___No Have you ever felt bad or guilty 
about your drinking or drug use? 
___Yes ___No Have you ever had a drink or used                     
drugs first thing in the morning to                   
steady your nerves or to get rid of a hangover? 
_______________________________________________
Intimate Relationship Concerns
____feeling misunderstood in relationship 
____not feeling close to partner 
____trouble communicating with partner 
____not trusting partner 
____lack of respect by partner 
____partner being secretive 
____lack of fairness in relationship 
____problems with dividing household tasks 
____disagreeing about children 
____lack of affection 
____unsatisfactory sexual relationship 
____lack of time together 
____lack of shared interests 
____lack of positive interaction ____lack of time with other couples 
____jealousy in relationship 
____frequent arguments 
____trouble resolving conflict 
____partner being demanding and controlling 
____partner putting you down 
____violent arguments 
____emotional abuse in relationship 
____physical abuse in relationship 
____sexual abuse in relationship 
____partner having alcohol or drug problem 
____self or partner having an affair 
____feeling uncommitted to relationship 
____wanting to separate 
____discussing separating or divorce 
____problems with in-laws 
____problems with ex-partner 
____problems with step parents 
____children having special problems 
 _________________________________________________
Sexual Concerns
____worrying about getting pregnant 
____having miscarriage(s) 
____choice of birth control 
____having an abortion 
____not able to become pregnant 
____not enjoying sexual affection 
____too tired to have sex 
____too anxious to have sex 
____feeling a lack of sexual desire 
____wanting to have sex more often 
____feeling neglected sexually 
____feeling used sexually 
____feeling unable to have orgasm 
____being unable to sustain an erection 
____feeling negatively about sex 
 _________________________________________________
When Growing Up to Present Time:
____being physically abused - by whom? 
____being emotionally abused - by whom? 
____being sexually abused - by whom? 
____having an alcoholic parent - which? 
____having a drug abusing parent - which? 
____having a depressed parent - which? 
____having a parent with emotional problems 
____having parents separate or divorce 
____close family member dying - who? 
____felt neglected or unloved - by whom 
____having an unhappy childhood 
____having serious medical problems - what? 
____having drug or alcohol problem 
____frequent moves 
____having learning problems - what? 
____having emotional problems 
____having attempted suicide - when? 
 ___________________________________________________
Stresses During the Past Several Years:
____death of family member or friend - who? 
____birth or adoption of child 
____self or family member hospitalized - who? 
____moved 
____being harassed or assaulted 
____frequent family or couple arguments 
____separation/divorce 
____an important relationship ending - who? 
____losing or changing job 
____financial trouble 
____legal problems 
____natural disaster 
____serious or chronic illness -what:________ 
 ____________________________________________
____other 
Please State Your Goals for Therapy: 
1.______________________________________________________________________________________________ 
2.______________________________________________________________________________________________ 
3.______________________________________________________________________________________________ 
  
Additional Comments:  
                                                                                                                                  

Christmas for sale

              It's December again and it's Christmas time! They say Christmas is a season to love, to give, to forgive and to thank God for all the blessings we received. But it can be Christmas  everyday. Everyday we can love, we can give, we can forgive and we can thank God. Christmas is for children. Especially for the street children. As of now, there are lots of street children. They ask for a coin to buy some food to eat. At their young age they experience lots of problems in their lives. Lots of problems that they will encounter as they grow up.
              
             Every December, I and my family are busy preparing for Christmas. We start to put Christmas tree and Christmas lights. We start to put decorations on our house, We also start to buy gifts for our loved ones and 'inaanaks". We prepare delicious and special foods to eat. And we do not forget to go to church. Every Christmas all the family members are there, we laugh together, we eat together and we make sure that the quality time will not be wasted. That's how we celebrate Christmas. And I hope that the street children and other people will also have food to eat during Christmas Eve, shelter to live on and new clothes to wear.How I wish I can help them....How can I help them?? How we can help them??


            I can see myself helping this Christmas by simply praying for those persons who are in need. Always include them in our prayers.If we have excess budget we can help them by giving them some foods to eat. If we have some old clothes we can give it. We can donate toys on selected fast foods.We can also donate on some charitable institutions to help. There are lot of ways to help this Christmas. All we have to do is to open our heart to give. Be a cheerful giver. According to a saying " it is better to give than to receive". So it's the time to help and even if it is not Christmas continue to help and continue to be a blessing to others.

MOLE (Management of Learning Experience)

From the two learning circles we did, I've realized that everything that happens in our life whether it is good or bad,God allows it to happen because there is a purpose. I also realized that I'm so blessed with what I have with my life now. I'm thankful to God because He allows me to experience happy thoughts in my life and He also allows me to experience problems because in those problems that I encountered (we encountered) mold me (mold us) to be a better person.


VERSE TO FONDER:
      " For I know the plans I have for you declares the Lord, plans to prosper you and not to harm you, plans to give you hope and a future."
                                                                                                        
                                                                                 - Jeremiah 29:11-

Common Problems of Children

It's common for preschool children to exhibit behavioral problems, as the result of increased interaction with others and not knowing how to communicate their needs effectively. The majority of common behavioral problems are exhibited in children 18 months and older.

1. Hitting is often a direct communication of frustration when a child is not getting his way. Young children often hit because they cannot speak the words to communicate their irritation.

2. Biting Typically, this is a developmental teething issue and not behavioral. However, like hitting, it is an easy way for children who do not have verbal skills to express anger or frustration.

3. Taking Toys Children under the age of three are still learning the basic concept of sharing. Children do not share their toys at home in an only-child situation, thereby making sharing in preschool a foreign concept to them.

4. Temper Tantrums are attention-gaining tools for children to get their way. Children realize quickly that teachers are more likely to give in the louder the tantrum is and the longer it lasts.

5. Not Following Directions Following directions is very difficult for children under two years of age as their main focus is to explore and sense the world around them. However, children over two years, while still curious, should understand boundaries and rules when told to do something.

6. Personal Aggression Children who suck their thumb, grind their teeth, pull their teeth or rock or bang their heads include some of the negative habits that puts parents and other adults on edge. What may look like self-aggression is typically a bad habit a child formed and will most likely grow out of it. The article "Bad Habits, Annoying Behavior," published by the University of Michigan Health System, states that calling attention to the offending behavior, shouting or disciplining a child usually does not stop the habit. Instead, they suggest offering praise and encouragement when the child ceases the behavior.

Intellectual:                                                                   

Mental retardation/intellectual disability is significantly sub average intellectual functioning present from birth or early infancy, causing limitations in the ability to conduct normal activities of daily living.

• Mental retardation/intellectual disability (MR/ID) can be genetic or the result of a disorder that interferes with brain development.
• Most children with MR/ID do not develop noticeable symptoms until they are in preschool.
• The diagnosis is based on the results of formal testing.
• A child's life expectancy is based on the extent of mental and physical problems.
• Proper prenatal care lowers the risk of having a child with MR/ID.
• Support from many specialists, therapy, and special education help children achieve the highest level of functioning possible.

Emotional Problem

Children are precious; As parents we worry about their health. When our children have issues and crises, these issues and crises affect us just as much, if not more, than it affects them. We fear that which might bring them fear; we hurt when we see them hurt; and sometimes, we cry just seeing them cry. Writer Elizabeth Stone once said "Making the decision to have a child is momentous. It is to decide forever to have your heart go walking around outside your body." So, when it seems like something is not quite right with your children - perhaps they seem more afraid than other kids, or they seem to get a lot angrier than their playmates do over certain things - this odd or "off" behavior can be experienced as terrifying. In fact, a child's difficulty can be just the starting point for your parental worry and concern. You might not know what to do to help your child, or where to go for help. Possibly, you may worry because you don't even know if your child's problem is something you should be concerned about in the first place.

We've created this survey of childhood mental and emotional disorders to help worried parents better understand the various ways that mental illness can effect children; what it looks like and how it can be helped. Children's mental and emotional disorders are problems that affect not only their behavior, emotions, moods, or thoughts, but can also affect the entire family as well. These problems are often similar to other types of health problems that your child might have, and can generally be treated with medications or psychotherapy (or a combination of both).

Happy thoughts

Happy thoughts

PART ONE:
  Life is full of emotions like anger, fear sadness and happiness. Sometimes we experience anger because someone hurt us, we experience fear of losing someone, we experience sadness because of the problems we encountered but most of the time we experience happiness in our lives. Now allow me to share my happy thoughts with you.

 The happiest thought of my life is when I was a child. It was a Christmas day all the family members are complete. My grandparents are there, my cousins and my uncles and aunties are also there. There are lot of foods on the table and gifts under the christmas tree.I remember that my grandparents throws coins and candies then I and my cousins pick up those candies and coins on the floor. And after that we have our exchange gift.

The second happy thoughts of my life is when I have a niece. Last 2009 Baby Sophia came into our life.All the family members were happy because Sophia is such a blessing for us.

The last one is when I'm with my church mates. I'm so happy when I'm with them. I feel so love and special.Every time I'm done they lifted me up and they are always there for me. That's why I'm so happy because God gave me a true friend like them.
I'm so happy and thankful because God let me experience those anger, fear, sadness and most especially the happiness in my life.

PART TWO:
The hindrances........

• problems
• people
• fear
• time

PART THREE:
The solutions....
As an individual we experience different obstacles, challenges and hindrances in our lives. For me the only solution is to kneel down and pray. Stay positive! Don't Quit! Keep our faith in God alive! No matter what happens whether it is good or bad always remember that God gave those problems because there is a purpose.

list of common behaviors experience by child

List of common problems experience by a child

Preschool and school

Every person with an intellectual disability can learn and develop physically, mentally, socially and emotionally throughout life. However, learning may need more guidance, take more time and require more structure.

A child's rate of learning will depend upon the degree of intellectual disability present. Formal assessment can give parents and teachers some idea about a child's degree of intellectual disability from mild, moderate to severe.

Children with intellectual disability may find it hard to use their knowledge or skills in new situations. Skills and behaviors may have to be taught or re-taught in each place. For example, a child may learn to wash his hands at home. However, he may need help to learn to do the same task at preschool or school.

Children receive additional support at preschool or school depending upon their levels of need. Levels of need may vary depending upon abilities, environment, age and temperament. For instance, if your child relies heavily on routine and structure, she may be more settled in the classroom than in the school's playground.

Expectations can also make a difference to the amount of help your child may seem to need. You may find that your child is able to pack away her things at school but does not do so at home, because this has always been done by a parent or sibling.

Teachers and parents can help children with developmental delay and intellectual disability by:

·         using language that matches the child's understanding

·         giving extra time for new skills to be learned

·         allowing the child time and opportunities to practice new skills

·         presenting tasks in a step-by-step fashion

·         using predictable routines

·         making tasks as simple as possible

·         using teaching styles that allow the child to learn by touching and looking as well as by listening

·         being clear and consistent with expectations

·         identifying other supports and structures that help the child to participate in the home, school and community.

Physical

Physical abuse  is abuse involving contact intended to cause feelings of intimidation, pain, injury, or other physical suffering or bodily harm.

Physical abuse includes hitting, slapping, punching, choking, pushing, and other types of contact that result in physical injury to the victim. Physical abuse can also include behaviors such as denying the victim of medical care when needed, depriving the victim of sleep or other functions necessary to live, or forcing the victim to engage in drug/alcohol use against his/her will. It can also include inflicting physical injury onto other targets, such as children or pets, in order to cause psychological harm to the victim.

Sexual

Sexual abuse is any situation in which force is used to obtain participation in unwanted sexual activity. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence.

Categories of sexual abuse include:

1.     Use of physical force to compel a person to engage in a sexual act against his or her will, whether or not the act is completed;

2.     Attempted or completed sex act involving a person who is unable to understand the nature or condition of the act, unable to decline participation, or unable to communicate unwillingness to engage in the sexual act, e.g., because of underage immaturity, illness, disability, or the influence of alcohol or other drugs, or because of intimidation or pressure; and

Emotional

Emotional abuse (also called psychological abuse or mental abuse) can include humiliating the victim privately or publicly, controlling what the victim can and cannot do, withholding information from the victim, deliberately doing something to make the victim feel diminished or embarrassed, isolating the victim from friends and family, implicitly blackmailing the victim by harming others when the victim expresses independence or happiness, or denying the victim access to money or other basic resources and necessities.

Emotional/verbal abuse is defined as any behavior that threatens, intimidates, undermines the victim’s self-worth or self-esteem, or controls the victim’s freedom. This can include threatening the victim with injury or harm, telling the victim that they will be killed if they ever leave the relationship, and public humiliation. Constant criticism, name-calling, and making statements that damage the victim’s self-esteem are also common forms of emotional abuse. Often perpetrators will use children to engage in emotional abuse by teaching them to harshly criticize the victim as well. Emotional abuse includes conflicting actions or statements which are designed to confuse and create insecurity in the victim. These behaviors also lead the victim to question themselves, causing them to believe that they are making up the abuse or that the abuse is their fault.

Emotional abuse includes forceful efforts to isolate the victim, keeping them from contacting friends or family. This is intended to eliminate those who might try to help the victim leave the relationship and to create a lack of resources for them to rely on if they were to leave. Isolation results in damaging the victim’s sense of internal strength, leaving them feeling helpless and unable to escape from the situation.

People who are being emotionally abused often feel as if they do not own themselves; rather, they may feel that their significant other has nearly total control over them. Women or men undergoing emotional abuse often suffer from depression, which puts them at increased risk for suicide, eating disorders, and drug and alcohol abuse.

Verbal

Verbal abuse is a form of abusive behavior involving the use of language. It is a form of profanity that can occur with or without the use of expletives.

Abusers may ignore, ridicule, disrespect, and criticize others consistently; manipulate words; purposefully humiliate; falsely accuse; manipulate people to submit to undesirable behavior; make others feel unwanted and unloved; threaten economically; place the blame and cause of the abuse on others; isolate victims from support systems; harass; demonstrate Jekyll and Hyde behaviors, either in terms of sudden rages or behavioral changes, or where there is a very different "face" shown to the outside world vs. with victim.

While oral communication is the most common form of verbal abuse, it includes abusive words in written form.

Social

Social Anxiety Disorder. The features of social anxiety disorder include an excessive and unreasonable fear of social situations. If forced into a feared situation, the child may become upset and exhibit a temper tantrum. Children with this disorder may be extremely shy around strangers or groups of people and may express their anxiety by crying or be overly clingy with caregivers. The child may not want to go to school and may avoid interactions with peers.

Separation Anxiety Disorder. Separation anxiety is thought to be a normal part of infant development. It begins when the child is about 8 old and declines after about 15 months of age. During this period the child understands the separation between self and primary caretaker. The child understands that he or she can be separated from the caretaker, but does not comprehend that the caretaker will return, which leads to anxiety. Separation anxiety disorder, on the other hand, is not a normal developmental phase. It is characterized by age-inappropriate fear of being away from home, parents or other family members. A child with separation anxiety disorder may be excessively clingy to family members, may fear going to school, or being alone. He or she may experience frequent physical complaints (i.e., headaches, stomach upset).

eced 13

THE HOPATCONG BOROUGH SCHOOL'S

ELEMENTARY SCHOOL GUIDANCE PROGRAM

PREFACE

Elementary school guidance programs recognize the unique nature of children with their

own diverse and varying needs, the importance of meeting these individual needs, and the

necessity for providing a supportive learning environment. While counselors are

committed to supporting the academic goals of the district, they also acknowledge the

multi-dimensional aspects of fostering successful students which must include emotional,

psychological and social health.

Elementary school is the foundation of a student's academic career. Research supports

that a child's experience in elementary school has a significant impact on their coping

skills for later in life. A longitudinal study on intelligence conducted by Benjamin

Bloom, "Evaluation to Improve Learning (1981)," revealed that the environment, in

addition to heredity, is a significant factor in determining the educational achievement of

children. Bloom states that approximately 80% of a child's intellectual growth takes

place during the first eight years of life. Since the period of most rapid growth takes

place during a child's early years of development, environmental experiences

during those years are most critical. Consequently, elementary school years

provide an excellent opportunity for teachers and counselors to have a

positive impact on the overall and long range development of children.

MISSION STATEMENT:

The Hopatcong Borough School's elementary school guidance

program functions as an integral part of the entire educational process. The

elementary school guidance program provides comprehensive, developmental and

personal services to students in grades kindergarten through five. These services are

consistent with the philosophy and objectives of the schools and district,

and share the commitment toward students, parents, and community with the

administration and teaching staff. In addition, these services strive to meet the

National Standards for School Counseling programs. Counselors strive

to identify and respond to specific academic, emotional and social needs of

students and families through various modes of outreach. The mission of the guidance

program is to foster a learning community where students, staff and families

value themselves and others, become lifelong learners, and make positive

contributions in our world.

PROGRAM DEFINITION:

The Hopatcong Borough's Elementary School Guidance Program

is available to help students, parents and teachers to develop positive learning

experiences. The program utilizes a variety of services and activities in order to

meet individualized needs of children and their families. The provision

of services will be based upon referrals from faculty and staff,

parents/guardians, and/or student request. Teachers and staff will receive referral forms

upon the commencement of the academic year. All elementary school

counselors will utilize a uniform referral form. Parents/ guardians will be notified of the

school's guidance and counseling services through open night and/or

school newsletters. In addition, school counselors will introduce themselves, and the

purpose of the program to each classroom at the commencement of the

academic year.

During the course of the school year, teachers and parents/guardians may refer students to

the guidance department for counseling in these general areas:

1. Difficulty in interpersonal relationships

2. Academic difficulty

3. Scholastic difficulty

4. Negative changes in behavior

5. Self-esteem issues

6. Family separation or divorce

7. Family remarriage

8. Family relocation

9. Physical or sexual abuse issues

10. Neglect issues

11. Substance abuse issues

12. Health related issues

13. Fears and/or anxieties

14. Death and the grieving process

15. Natural disasters (floods, tornadoes, fires)

16. School incidents (accidents, gun/bomb threats)

The aforementioned issues, as well as other educational

information and topics, will be addressed through the utilization of one or more of the

following services: Individual Counseling: School counselors will provide individual

sessions for students to assist with a variety of educational and personal

issues. The primary focus of these sessions is to help students to explore

their concerns, make appropriate plans of action, and to be successful in

following through with their plans.

Individual counseling will also aim to assist students to develop effective coping,

problem-solving, and decision-making skills, as well as provide necessary linkages for

support. Group Counseling: School counselors will provide support counseling to small

groups o students with common needs or problems. Topics may center around changing

families, social skills, and academic improvement. Groups will meet on a weekly to a biweekly

basis depending on specific needs of the students. Group counseling provides an

opportunity for students to provide and receive peer support and feedback which may

help them to feel less isolated and less understood. Classroom Guidance Curriculum:

Throughout the school year, counselors will meet with students and teachers in a

classroom setting at each grade level. The topics that will be addressed in these sessions

will be in response to specific classroom needs as identified by the teacher or principal,

observance of special events or commemorations, and/or curriculum by the National

Standards. Conferences: School counselors are available to meet with the parents of any

student to discuss academic, emotional, social or family

concerns. Parents may contact the guidance office during the school day to

schedule an appointment. However, counselors will make all attempts to

accommodate parents who come directly to the guidance office without a prior

appointment.

Collaborative Interdisciplinary Conferences: The school counselor will meet with the

school's Information and Referral Services (I&RS) team to communicate specific needs

or issues of students that have been previously referred for guidance services. Counselors

may also receive new referrals through I&RS team meetings. I&RS team members may

include individuals from the Child Study Team (CST), school principal, appropriate

teachers, guidance counselor and parents. The purpose of the I&RS teams is to determine

whether there is a need for CST evaluation in order to provide special education services.

Counselors may also assist the teacher with suggestions of specific strategies to assist the

particular student prior to a CST intervention. Referral: School counselors will serve as

referral agents to help students and their families to receive needed and/or requested

assistance from other programs and services within the school system, as well as

community agencies. Counselors will work closely with teachers and administrators in

these referral processes.

Transitional Services for Students Graduating to New Schools:

In order to ensure a smooth transition to each new school, elementary school counselors

will meet with one another at the conclusion of the school year to

provide relevant information regarding students that have received guidance

services. The information that will be exchanged will ensure that the new

counselor will continue to meet existing needs of specific students, thus

ensuring a smooth transition for students who have previously received services.

Coordination of Special Events:

Counselors will assist with the coordination of various school-wide events to

acknowledge special topics, commemorations, and/or holidays. These special events will

aim to reach the full student population to foster a sense of community, social awareness,

and respect for diverse celebrations and issues. A holiday gift collection in

December for families in need of financial assistance is an example of a special annual

event within the elementary schools. A list of various student observances/events, which

may be acknowledged throughout the school year, is attached below.

THEMATIC GUIDANCE PROGRAMS/ACTIVITIES:

In order to provide a consistent learning and social environment

throughout the elementary schools, the guidance program will provide

thematic programs and/or activities throughout the school year. All elementary school

counselors will facilitate an annual campaign entitled, "Kids Care." Activities

and educational programs, supporting compassion and kindness,

will be developed by school counselors. This may be accomplished through a variety

of venues including: poster contests, random acts of kindness, bulletin boards,

community activities, and classroom discussions. Elementary school

counselors will also celebrate National Counselor's Week through the distribution of

lessons and/or school-wide activities.

October: Red Ribbon Week: Substance Abuse Awareness

December: Social Decision Making and Problem Solving

February: Celebrating diversity/respecting each other

April: Violence prevention

June: Safety Education

STUDENT WELLNESS OBSERVANCES & SPECIAL EVENTS:

September

09/08/03: International Literacy Day

09/11/03: World Trade Center and Pentagon attack remembrance/observance

>09/16/03: International Day of Peace

October

whole month: National Disabilities Awareness Month

10/6-10/10: Fire Prevention Week

10/20-10/24: America's Safe Schools Week

10/20-10/24: National School Bus Safety Week

10/18-10/24: Red Ribbon Week

November

11/20/03 National Parental Involvement Day

February

whole month: National African-American History Month

2/2-2/6/04: National School Counseling Week

March

whole month: National Women's History Month

3/04: Read Across America Day/Dr. Seuss' Birthday

3/21-3/25/04: National Poison Prevention Week

3/29-34/04: National Youth Violence Prevention Week

April

whole month: National Child Abuse Prevention Month

4/22/04 Earth Day

May

whole month: National Mental Health Month

5/4-5/10/04: Teacher Appreciation Week

June

whole month: National Safety Month

NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS:

The National Standards for School Counseling Programs provide

the guidance, direction and the framework for states, school systems and

individual schools to develop effective school counseling programs. The National

Standards facilitate student development in three broad areas: academic development,

career development, and personal/social development. Each area is

delineated by three separate standards. These nine standards are followed by a list

of student competencies or desired student learning outcomes, which

define the specific knowledge, attitudes, and skills which students should obtain or

demonstrate as a result of participating in a school counseling program.

These competencies form a foundation which can be used as a basis to develop

measurable indicators of student performance. Hopatcong's elementary school

guidance program strives to meet the National Standards through the utilization of

the aforementioned counseling, educational and social services and activities.

Academic Development:

The academic standards serve as a guide for the school counseling program to implement

strategies and activities that support and maximize student learning. Academic

development includes the following: acquiring skills, attitudes, and knowledge to learn

effectively; employing strategies to achieve success in school; and understanding the

relationship of academics to the world of work, and to life at home and in the community.

Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to

effective learning in school and across the life span.

Student Competencies:

1. Improve academic self-concept

2. Acquire skills for improving learning

3. Achieve school success

Standard B: Students will complete school with the academic

preparation essential to choose from a wide range of substantial postsecondary options,

including college.

Student Competencies:

1. Improve learning

2. Plan to achieve goals

Standard C: Students will understand the relationship of

academics to the world of work, and to life at home and in the community.

Student Competencies:

1. Relate school to life experiences.

Career Development Program standards for career development service as a guide for

the school counseling program to provide the foundation for acquiring the

skills, attitudes, and knowledge that enable students to make a

successful transition from school to the world of work. Career development includes the

following: strategies to achieve future career success and job satisfaction;

fostering an understanding of the relationship between personal qualities,

education and training, and the world of work; and the development of career goals by all

students as a result of career awareness and experiential activities.

>Standard A: Students will acquire the skills to investigate the

world of work in relation to knowledge of self and to make informed career decisions.

Student Competencies:

1. Develop career awareness

2. Develop employment readiness

Standard B: Students will employ strategies to achieve future career goals with success

and satisfaction.

Student Competencies:

1. Acquire career information

2. Identify career goals

Standard C: Students will understand the relationship between

personal qualities, education, training, and the world of work.

Students Competencies:

1. Acquire knowledge to achieve career goals

2. Apply skills to achieve career goals

Personal/Social Development Program standards for personal/social development serve

as a guide for the school counseling program to provide the foundation for

personal and social growth which contributes to academic and career success.

Personal/social development includes the following: the acquisition of skills,

attitudes, and knowledge which helps students to respect self and others; the

use of effective interpersonal skills; the employment of safety and survival skills;

understanding the obligation to be a member of our society; and the ability to

negotiate successfully and safety in the increasingly complex and diverse

world of the 21st century.

Standard A: Students will acquire the attitudes, knowledge, and

interpersonal skills to help them understand and respect self and others.

Student Competencies:

1. Acquire self-knowledge

2. Acquire interpersonal skills

Standard B: Students will make decisions, set goals, and take

Necessary action to achieve goals.

Student Competencies:

1. Self-knowledge applications

Standard C: Students will understand safety and survival skills.