Dr. Pablo Perez Elementary

Interpersonal Effectiveness

Data used to design the lesson was taken from teacher assessments, administrator feedback, and Counselors Advisory Council.

The Interpersonal content area has been a highlight in many activities coordinated for our students to take part in. As the data from the needs assessment was used, goals were created to address areas of concern. In an effort to improve in these areas, activities, and lessons to promote a school culture of kindness and improve self-regulation skills were presented. The activities and lessons were created for students to have an opportunity to interact with others in the many activities scheduled throughout the year. The participation increased compared to the beginning of the year. With the various activities, students have been able to apply their social skills and build positive relationships with others. As we aimed to address Interpersonal Effectiveness, self-regulation was addressed through guidance lessons and individual and small group sessions. 85% of students were able to identify 2-3 coping skills taught. In turn, conflict resolution also showed to have improved. Self-regulation strategies were implemented and teachers reported fewer outbursts and more involvement among students that needed the extra guidance. The implementation of the "Beary" Kind Bears also showed results that kindness was now more evident in our school. In the beginning, voting results showed large differences amongst classrooms; however, at the end of the school year, classes were now tied or one point away from winning the "Beary" Kind Bear. Providing these opportunities for our students has made a positive impact on their overall Interpersonal skills and in our counseling program.

After the guidance lesson on self-regulation, students completed the activity to demonstrate their understanding of the lesson.

Collaboration with Stakeholders

The counselor, administrator, and counseling advisory council work towards supporting students academically, socially, and emotionally. The collaboration between them provides the necessary guidance in the areas of intrapersonal, interpersonal, and personal health and safety. These areas are addressed through different means throughout the year. Our staff, parents, and community support are necessary for a successful counseling program. Together this group of stakeholders evaluates growth and needs in each content area of the counseling program and provides input to improve in our system. Student input and participation are also valuable to our school counseling program. Communication with parents and the community is also done through electronic means and in person. Building strong connections and working closely with our stakeholders is essential in order to meet the needs of all our students and provide the best education!

Reference:

The Texas Model for Comprehensive School Counseling Program. Texas Counseling Association, 2018.