Counseling
Counseling
Embedded Files
Counseling...
Gives structure for student voice
Helps build communication and strategies skills
Adds layer of support for student growth
Implementation
Implementation
Overview
Three forms of counseling can occur.
An outside agency (through insurance) can support students who are referred by the school based team outside of school and collaborated with.
School based counseling (third party) can occur if available. Similar procedure to out of school counseling.
School Counselors can provide small group or individual counseling if home and school team agree this is a need.
Consult with parents to recommend counseling resources and options
Communication is key. Information needs to be relayed that would support the team and not break confidentiality.
Core Components
Parent/guardian communication
Counseling provided by licensed individual
Communication between counselor and remainder of team
Proactive Implementation
Educating students on available resources and how to access those supports can be greatly benefical if/when the need arises. Creating a common understanding of the benefits of supports can normalize them.
Responsive Implementation
If a student, group, or class is struggling then a more significant support such as outside services should not be your first option. These supports are intended to work with a student or group within a tier 3 model of MTSS.
Bucket fits
Bucket fits
Connection
If the need is connection then group options of support may be used.
Skills Training
If the need is skill building then specific skills may be practiced in outside services and then communicated/implemented in the school environment.
Awareness
If the need is awareness then communication through a log or tracking system may be used to build awareness of daily events with both the school and the outside service provider.
Emotional Regulation
If the need is regulation the service may support the student in identifying regulation techniques and provide just in time support with the classroom.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
Outside Services.pdfPage updated
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