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Affective Education in the MS: A System That Works

Affective Education in the MS: A System That Works. Hello and Welcome. Ms. Roxana Remy Psychologist & MS counselor, FDR Mr. Ryan Ashley HS / MS counselor, FDR And a word about the pictures…. The FDR Strategic Plan- A Structured Purpose. Transformation Vision Core Values

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Affective Education in the MS: A System That Works

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  1. Affective Education in the MS: A System That Works

  2. Hello and Welcome • Ms. Roxana Remy Psychologist & MS counselor, FDR • Mr. Ryan Ashley HS / MS counselor, FDR • And a word about the pictures….

  3. The FDR Strategic Plan-A Structured Purpose • Transformation • Vision • Core Values • Backward Planning • These activities led to….

  4. The FDR Mission Statement • Our mission is to 1. Empower students to pursue their passion for learning, 2. lead lives of integrity, and 3. create socially responsible solutions. • Which led to…

  5. The FDR Core Values We believe that: • Embracing diversity sustains and enriches life. • Service develops the individual and builds community. • Experience is the most profound source of learning. • Each person has the potential to contribute. • Individual integrity is fundamental to a healthy community. • Choice empowers. • Survival of humanity depends on the health of the environment. • Which led to…

  6. The FDR Strategic Objectives I All Students will choose to explore the questions and experiences that are important to them. II All students will consistently conduct themselves with honesty, respect their commitments, and accept responsibility for their choices. III All students will choose to serve.

  7. Enter the Traditional MS… General givens, assumptions, and myths about the MS: • MS= time and place of transition. • It has always been described as the time of “Storm and Stress”. • MS teachers are crazy… but not as crazy as the kids. • Traditional MS counseling program response…

  8. Enter a Traditional MS Counseling Program… • Student to counselor ratio is generally 150/300 to one depending on the size of the school. • Traditionally, if we are lucky, there is one counselor for the MS in international schools. • The job is: - Students transition in as children, - Students transition out as young adults, and - We keep the social/emotional lid on things so that something academic can happen during the interim.

  9. Transitions - from 5th to 6th Grades • Traditional “coming into MS” transition activities: -Registration -Orientation -Tour

  10. Traditional Services – Counseling from 6th through 8th Grades • Dealing with the “storms & stress” transitions of the MS student: -individuals with concerns -small groups special circumstances -crisis management situations • Traditional counselor activities: -new student intakes -special Education concerns -registrations -testing • But all activities are pull-outs and/or require a temporary change in the normal daily schedule.

  11. Transitions – from 8th to 9th Grades • Traditional “leaving the MS” transition activities: -Registration -Orientation -Tour

  12. But MS students need more…. • The traditional MS counseling program does not give students enough service. • It doesn’t provide service for everyone. • The time for service must be taken away from other activities • And if students don’t receive this service in the MS…when?

  13. The traditional MS student …help!?

  14. Emotional Development in the Middle School years • Struggling with a sense of identity • Spirited and enthusiastic attitudes • Easily frustrated and impulsive • Looking for the vocabulary of feelings • Self-conscious and modest, shy and quick to blush

  15. Emotional Development in the Middle School years • Appearances are everything: -body size -body shape -hair -complexion • Group rules and behaviors have changed but there is no one to tell them when or how • Developing a greater sense of intuition and insight into self and others. • Socially expansive and aware – work independently on interpersonal skills

  16. Girls in the MS years • Girls move: - From self confidence, to self doubt - From exuberance, to inhibition - From having caring natures, to bullying, intimidating, and fighting - From sweetness, to anger - From being a nice group of girls, to girls seeking sexual attention from popular boys - From sense of mastery in all areas, to self doubt and inhibition

  17. Boys in the MS years • Boys move: - From crying, to releasing their feelings through action (ie slam the door, break something, hit something, etc.) - From talking about issues, to playing sports and exhausting themselves - From asking for help, to waiting and suffering - From wanting adult attention, to feeling invaded & shutting down -From talking about feelings, to experimenting and experiencing with aggression and risk-taking.

  18. Needs of the MS student – Space and Time • Brainstorming their own solutions in real and supportive settings- EMPOWERMENT • Learning new and relevant vocabulary for emotional interaction and growth • Reaching everyone, everyone together • Differentiating expectations- REFLECTION

  19. Bending Space and Time… • The MS school schedule has been modified a number of times over the past years to open blocks of time for additional academic and non-academic activities. • BLOCK • CAS • ATL

  20. And KEY to the Program change was the schedule that made it happen…

  21. Peruvian Program Service CAS- Community & Service…

  22. …& Counseling

  23. Specific Age related Global Issues • Bonding / trust • Intolerance • Bullying • Theft • Discrimination • Fighting

  24. 6th Grade Counseling Emphasis • Large Group introduction • Language of emotion • Bullying • Don’t Laugh at Me curriculum • Learning styles • Self-discipline and organization • Character building exercises • Growing up transitions • REFLECTION

  25. 7th Grade Counseling emphasis • Problem Solving • Conflict resolution with I-statements, • Active listening, • Bonding activities • Differences and tolerance • Bullying • Transitions to puberty • REFLECTION

  26. 8th Grade Counseling Emphasis • Trust Activities(My Life)& Group Ground Rules(PGC) • Our Groups/Our lives (Where’s My Group and Spiderman) • Leadership/Our Roles in the Group(Bridges) • Problem Solving/Decision Making(Stepping Stones) • Specific Issues and Concerns e.g. Bullying, etc.(Active Listening, I Statements) • REFLECTION, REFLECTION, REFLECTION….

  27. Reflection • Written reflections - Technology sample • Group discussion reflections - What happened? So what? Now what? - How did you feel? How did it look? - Ask “non-leading”questions. - Trust your students to “get there”. - If they don’t, they aren’t ready, and that’s ok….

  28. ATL • Additional time was created in the schedule for more student activities which were proving to support and accommodate the goals of the academic program. • This time is differentiated from CAS and is called ATL.

  29. ATL • Support for students: - Homework - special projects - teacher consultations • Awareness programs - Speakers - FLEP - MYP • Individual and Group Counseling

  30. Affective Education as a Dynamic and Evolving Program • All affective education programs will evolve… • Who and/or what will control the evolution? • Structure and focus – the counselors' responsibility. • Prioritization criteria: - Client concerns - Students - Client concerns – Parents - Client concerns – Staff - Specific issues - Administrative requirements

  31. Client concerns - Students • Student concerns and needs: - To learn and strengthen social skills and self esteem Active Listening Assertiveness Giving and receiving feedback Group effectiveness skills Promote respect, acceptance, Reduce prejudice Restore confidence

  32. …Students continued - To become more self awareness and understanding commonalities - To learn and understand different leadership styles - To learn effective goal setting, problem solving, and decision making skills - To preparation for CoFo and 9th grade

  33. Client concerns - Parents • Parent concerns and needs: - Productive partnership with the school - Progression from parent socials to parent workshops - Consistency in social development expectations - Creation of an inter-cultural dialogue

  34. Client concerns - Staff • Staff concerns and needs: - Proactive rather than reactive Cheating Lying Academic behaviors Conflict resolution - Counselor access and connection - Supporting, not competing, with academic programs - Teachers become partners

  35. Administrative Requirements • Actualizing Colegio Roosevelt’s Strategic Plan • A Cost Effective program (meeting the needs of the many with the resources of a few) • Appropriate and significant social development of the student population

  36. In conclusion… This picture represents the fruits of an effective affective MS Counseling Program.

  37. Summary: Key Elements • Scheduled into the school day, no pullouts • Small groups, intimate setting, safe and supportive • Entire grade is involved, everyone has a group • Relevant issues in a relevant setting to the students • Articulated and client-centered curriculum • Empowering the students through reflection • No one left behind

  38. Bibliographyof Resources- FDR MSAffective Curriculum • Silver Bullets: A Guide to Initiative Problems, Adventure Games, Stunts, and Trust Activities by Karl Rohnke • Quick Silver: Adventure Games, Initiative Problems, TrustActivities, and a Guide to Effective Leadership by Karl Rohnke and Steve Butler • Don’t Laugh At Me: Creating a Ridicule-Free Classroom Grades 6-8 by P. Yarrow, F. Lazar, L. Parker Roerden, and L. Lantieri

  39. Bibliographyof Resources- FDR MSAffective Curriculum • Activities That Teach: 60 Hands-on Activities Covering Drugs and Alcohol, Communication, Goal Setting, Problem Solving, Decision Making, Self-Esteem, Values, and Working Together by Tom Jackson • More Activities That Teach: 80 Hands-on Activities Covering Drugs and Alcohol, Communication, Goal Setting, Problem Solving, Decision Making, Self-Esteem, Values, and Working Together by Tom Jackson

  40. Bibliographyof Resources- FDR MSAffective Curriculum • Still More Activities That Teach: 55 Hands-on • Activities that are Educational, Practical, User-Friendly, • and Fun by Tom Jackson • 104 Activities That Build: Self-Esteem, Teamwork, Communication, Anger Management, Self-Discovery, and Coping Skills by Alanna Jones • R.A.P. (Resources for an Advisory Program): Guiding MS Students Through the Transition years by Mary Young Williams • HELP! (American Girl Library): An Absolutely Indispensable Guide to Life for Girls by Nancy Holyoke

  41. Bibliographyof Resources- FDR MSAffective Curriculum • More HELP! (American Girl Library): An Absolutely Indispensable Guide to Life for Girls by Nancy Holyoke • HELP! (American Girl Library): A Girl’s Guide to • Divorce and Step Families by Nancy Holyoke • Playing with Fire : Creative Conflict Resolution for Young Adults by Fiona Macbeth and Nic Fine • PGC Program (Peer Group Connection) : Princeton Center for Leadership Training

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