Creekside Elementary

The elementary school years set the foundation for developing the knowledge, attitudes and skills necessary for children to become healthy, competent and confident learners. Elementary school counselors have an impact on these years by implementing a comprehensive school counseling program and collaborating with school staff, parents and the community to create a safe and respectful learning environment. By providing education, prevention, early identification and intervention, elementary school counselors help their students achieve academic success, develop an understanding of career opportunities and develop social/emotional skills in response to issues they face. 

--American School Counselor Association (ASCA)

Here are some ways I can offer support:

• Classroom Lessons:  Also known as "classroom guidance" or "SEL lessons."  This is considered Tier 1 or the Universal layer of support in that all K-5 students receive the lessons. Counseling lessons support the other Social and Emotional Learning (SEL) programs already in place, such as those devoted to mindfulness and LEAP (Leadership, Empathy, Accountability, Pride).

• • • The Second Step Bullying Prevention curriculum (grades K-5) is a priority during the first semester.  

    • Teachers and I will deliver the recently-adopted Health curriculum (Quaver Ed) as well.

    • For the second semester I will be using portions of the Sources of Strength curriculum and the mandatory Health Curriculum.  Both of these curricula are being implemented across BVSD in an effort to align standards and above all, ensure students thrive at the social and emotional level.  Towards the end of the school year I devote instructional time to career awareness and development skills, which is related to Individual Career Academic Plans (ICAP).

• Small Group Counseling:  Groups develop as the school year progresses and needs arise. I lead groups on such topics as How to Make Friends  and Self-Regulation. Groups are comprised of 4-5 students and usually last 4 weeks. 

  • • My first groups of the school year tend to be "lunch bunches" for our new students.

    • Groups are considered Tier 2 or the Targeted level of support in that they are for some students. Referrals come from teachers and parents.

• Individual Counseling: By teacher, parent or student self-referral, I work with students on a short-term basis. Counseling is brief and is solution-focused. This service is considered Tier 3 or the Intensive layer of support in that 1:1 counseling is for a small number of students during the school day.  I am not a psychologist, and I do not identify as a 'therapist' given the limited scope of my role as a half-time School Counselor.  That said, I have been a National Board Certified Counselor since 2001.  

• • • If a student is demonstrating a need for more extensive mental health services, Creekside has a school-based therapist from Mental Health Partners (MHP), now termed "Clinica Family Health and Wellness part-time.  I am also happy to partner with families to provide additional resources and referral options. 

    • We also have access to a Mental Health Advocate (MHA) who works with select students on a limited basis for more acute mental and behavioral health needs.  

    • Many families contact me to seek their own private therapists, which I always welcome.  I often direct families to the Find a Therapist search engine on Psychology Today's website.

    • Did you know that free counseling is available, courtesy of the State of Colorado?  Learn more about the I Matter program here.  

Parents:   I encourage you to contact me via email (eric.swan@bvsd.org), phone (720-561-3870), or in person when you have concerns about your child, or simply wish to partner with me.  

What is self-regulation?

"Self-regulation can go by many names, such as "self-control," "self-management," "anger control," and "impulse control."  These terms all describe people's ability to adjust their level of alertness, and how they display their emotions through their behavior to attain goals in socially adaptive ways" (Bronson, 2001) as cited by Leah Kuypers (2011) in The Zones of Regulation (p.3).

"In other words, self-regulation is the ability to do what needs to be done to be in the optimal state for the given situation. 

This includes regulating one's sensory needs, emotions, and impulses to meet the demands of the environment, reach one's goals, and behave in a socially acceptable way" (p.3)