Congratulations to the 2008-2009 Ambassadors!
Sarah B. - Head Ambassador
Drew A.
Courtney C.
Courtney F.
Emilee H.
Heather L.
Jonathan M.
Kyle P.
Kayla P.
Kelsey S.
Dorothy S.
Emily W.
Congratulations on being accepted to represent your school as an MJHS Ambassador!! This experience will be a lot of fun for you, but it will also consist of some hard work and dedication. You must turn in $25 along with your shirt size by Tuesday, May 19. This will cover the cost of a shirt and other miscellaneous materials which will be required throughout the school year. Checks should be made to MJHS. If you do not pay by May 19, you will be removed from the Ambassadors.
Please remember that you are representing Moody Jr. High School. Dishonorable conduct on your part will result in your removal from the Ambassadors. This includes immediate removal for a Class III or Class IV offense, as well as removal with the accumulation of minor offenses. I do not expect, however, to have this problem with any of you, as you all come highly recommended.
2008-2009 Ambassadors
May 8, 2008, 12:14 pm2008 MMS Orientation
May 8, 2008, 12:13 pm
On Monday, May 12th, 6th grade students will be going to Moody Jr. High School for Orientation. Parents are welcome to attend and may meet their students at MJHS. The tentative itinerary is as follows:
9:00am MMS students arrive at MJHS
9:10am Welcome from Mr. McFarling and Ms. Glover
9:20am Mr. Birchfield – Track & Field
9:25am Nurse Owens - blue forms and other procedures
9:30 Tour MJHS
10:15am View video about MJHS
11:00am Sign up for band with Ms. Hass
11:30am Depart for MMS
The St. Clair County Board of Education’s policy regarding student enrollment recently changed. Students from MMS will no longer be automatically enrolled at MJHS. Instead, enrollment forms must be completed. Three required forms were sent home with current 6th graders: (1) registration form (front and back); (2) medical form (front and back); and (3) survey. These forms must be completed and returned on the day of Orientation. Students will not be issued a schedule without the required forms. PLEASE RETURN ONLY THE LAST THREE PAGES ATTACHED TO THIS PACKET.
If you have any questions or concerns, please feel free to contact Mr. McFarling or Ms. Callaway at 640-2040.
To add yourself to the mailing list for the MJHS Announcements, effective next school year, please email me at kristia.callaway@sccboe.org. Put “add to email list” in the subject line and please include the student’s name in the body of the letter
9:00am MMS students arrive at MJHS
9:10am Welcome from Mr. McFarling and Ms. Glover
9:20am Mr. Birchfield – Track & Field
9:25am Nurse Owens - blue forms and other procedures
9:30 Tour MJHS
10:15am View video about MJHS
11:00am Sign up for band with Ms. Hass
11:30am Depart for MMS
The St. Clair County Board of Education’s policy regarding student enrollment recently changed. Students from MMS will no longer be automatically enrolled at MJHS. Instead, enrollment forms must be completed. Three required forms were sent home with current 6th graders: (1) registration form (front and back); (2) medical form (front and back); and (3) survey. These forms must be completed and returned on the day of Orientation. Students will not be issued a schedule without the required forms. PLEASE RETURN ONLY THE LAST THREE PAGES ATTACHED TO THIS PACKET.
If you have any questions or concerns, please feel free to contact Mr. McFarling or Ms. Callaway at 640-2040.
To add yourself to the mailing list for the MJHS Announcements, effective next school year, please email me at kristia.callaway@sccboe.org. Put “add to email list” in the subject line and please include the student’s name in the body of the letter
MJHS Suicide Prevention Plan
May 8, 2008, 12:12 pm
Five hundred and sixty-seven people chose to end their lives in Alabama in 1998. Suicide is an expression of extreme distress. The suffering is enormous, for there are an estimated 16 attempted suicides for each completed suicide.
In the past, without effective medicine, laws and social control were the only public health tools to keep people from ending their lives. However, a culmination of research shows that almost all people who kill themselves have a diagnosable mental or substance abuse disorder, or both; and the majority have depressive illness. In fact, depression is so lethal that 15 percent of patients with untreated recurrent major depression will die of suicide.
In 1998 suicide was the ninth leading cause of death in Alabama, accounting for 567 deaths and a rate of 13.6. Overall, Alabama’s age-adjusted suicide death rate was slightly lower than the U.S. rate in 1979, exceeded the U.S. rate through much of the 1990s and appears to match the U.S. in 1997, the last year comparable data were available.
Of the suicide deaths in Alabama from 1991 to 1998, 68.9% where white males; 11.6% were black males; 17.3% were white females; and 2.2% were black females.
Adolescent Suicides
Suicides in the adolescents and young adults have increased sharply since the mid 1950s. This trend has been seen both in Alabama and in the U.S. Some of the reasons are increased access to particularly lethal means like firearms, a younger age for use of alcohol and drugs, earlier onsets of severe mental illnesses and increasing rates of depression. The most troubling increase over times has been for black males ages 15 to 24. There has been a 187.2% increase in all adolescent and young adult suicides from 1950 until present. Even though these numbers in themselves are alarming, the statistical picture reflects only a partial view of the problem. The actual extent of youth suicide and suicidal behaviors is underreported and, therefore, unknown.
Prevention Goals
1. To prevent both fatal and non-fatal suicidal behaviors among the youth at our school.
2. To reduce the impact of suicide and suicidal behaviors on individuals, families, and our community.
3. To improve access to and availability of appropriate prevention services for vulnerable youth groups and high-risk individuals.
How Can You Help Reach These Goals?
·Identify individual high-risk youth who currently show early signs of suicide-risk.
·Assess each youth’s level of suicide-risk and refer, as needed, to the school counselor.
·Increase your skills in assisting youth to seek help from their parents, other adults in their social neteworks and healthcare system personnel.
·Increase your own competencies in suicide intervention.
·Keep your eyes open and your mind aware—know your students!
Youth suicide is neither random nor inevitable. Despite the fact that it is a complex problem, involving multiple individual and social factors, youth suicide is preventable. Factors such as depression and substance abuse are key risk factors; whereas family support, social support resources at school, and a sense of personal efficacy protect youth against suicidal thought and behaviors. Thus, prevention means risk reduction and resiliency enhancement for all youth. It means specifically targeting high-risk groups and identified suicide-risk individuals.
One of the most important steps in suicide prevention is awareness. The public, and especially those who are working with our youth, need to be aware that suicide is a serious public health problem and is preventable in many cases. Asking a person if he or she is thinking of committing suicide DOES NOT give that person any ideas. Too often, if a person suspects that another might be thinking of committing suicide, he or she is afraid to ask that person. The simple act of asking the question WILL NOT make a person commit suicide. If you suspect that one of your students is depressed or may be considering suicide, don’t be afraid to ask! You just may be the one they were waiting to talk to!
In the past, without effective medicine, laws and social control were the only public health tools to keep people from ending their lives. However, a culmination of research shows that almost all people who kill themselves have a diagnosable mental or substance abuse disorder, or both; and the majority have depressive illness. In fact, depression is so lethal that 15 percent of patients with untreated recurrent major depression will die of suicide.
In 1998 suicide was the ninth leading cause of death in Alabama, accounting for 567 deaths and a rate of 13.6. Overall, Alabama’s age-adjusted suicide death rate was slightly lower than the U.S. rate in 1979, exceeded the U.S. rate through much of the 1990s and appears to match the U.S. in 1997, the last year comparable data were available.
Of the suicide deaths in Alabama from 1991 to 1998, 68.9% where white males; 11.6% were black males; 17.3% were white females; and 2.2% were black females.
Adolescent Suicides
Suicides in the adolescents and young adults have increased sharply since the mid 1950s. This trend has been seen both in Alabama and in the U.S. Some of the reasons are increased access to particularly lethal means like firearms, a younger age for use of alcohol and drugs, earlier onsets of severe mental illnesses and increasing rates of depression. The most troubling increase over times has been for black males ages 15 to 24. There has been a 187.2% increase in all adolescent and young adult suicides from 1950 until present. Even though these numbers in themselves are alarming, the statistical picture reflects only a partial view of the problem. The actual extent of youth suicide and suicidal behaviors is underreported and, therefore, unknown.
Prevention Goals
1. To prevent both fatal and non-fatal suicidal behaviors among the youth at our school.
2. To reduce the impact of suicide and suicidal behaviors on individuals, families, and our community.
3. To improve access to and availability of appropriate prevention services for vulnerable youth groups and high-risk individuals.
How Can You Help Reach These Goals?
·Identify individual high-risk youth who currently show early signs of suicide-risk.
·Assess each youth’s level of suicide-risk and refer, as needed, to the school counselor.
·Increase your skills in assisting youth to seek help from their parents, other adults in their social neteworks and healthcare system personnel.
·Increase your own competencies in suicide intervention.
·Keep your eyes open and your mind aware—know your students!
Youth suicide is neither random nor inevitable. Despite the fact that it is a complex problem, involving multiple individual and social factors, youth suicide is preventable. Factors such as depression and substance abuse are key risk factors; whereas family support, social support resources at school, and a sense of personal efficacy protect youth against suicidal thought and behaviors. Thus, prevention means risk reduction and resiliency enhancement for all youth. It means specifically targeting high-risk groups and identified suicide-risk individuals.
One of the most important steps in suicide prevention is awareness. The public, and especially those who are working with our youth, need to be aware that suicide is a serious public health problem and is preventable in many cases. Asking a person if he or she is thinking of committing suicide DOES NOT give that person any ideas. Too often, if a person suspects that another might be thinking of committing suicide, he or she is afraid to ask that person. The simple act of asking the question WILL NOT make a person commit suicide. If you suspect that one of your students is depressed or may be considering suicide, don’t be afraid to ask! You just may be the one they were waiting to talk to!
Building-Based Student Support Team (BBSST)
May 8, 2008, 12:11 pm
The purpose for BBSST is to provide immediate, short-term aid through a BBSST plan for students in general education that are at risk of school failure academically and/or behaviorally. The BBSST plan provides intervention strategies that are implemented in the general education classroom. Plans run 40-50 school days. After implementation, plans are evaluated for effectiveness and suggestions are made for future recommendations.
Prereferrals
Prereferral interventions are individualized plans designed to assist in meeting regular education student’s academic and behavior needs. The term BBSST stands for Building Based Student Support Team. A student support team is a school based, problem-solving group. Team members discuss concerns related to specific needs of teachers and students and offer teachers assistance in resolving problems. The team is composed of regular education teachers, at least one administrator, the counselor and other individuals as needed, including special education teachers.
BBSST Plans:
·Provide the ability to successfully teach all students in the regular education setting.
·Identify both strengths and needs of students.
·Address discipline, academic and behavioral needs for students.
·Provide immediate support for teacher, parent and/or student concerns that need to be addressed in a timely manner.
·Are written to specific individual needs of students and teachers.
·Are interventions and strategies that can be evaluated by the level of success.
·Should take into consideration learning styles and reasonable accommodations.
·Are written for 8-week periods (40-50 days), but should be altered if unsuccessful.
·Enable teachers to work hand-in-hand with the BBSST committee to ensure BBSST plans are implemented appropriately.
·Require follow-up meetings to assist in monitoring the success of the plan.
·Ensure that appropriate referrals are made for special education services.
Prereferrals
Prereferral interventions are individualized plans designed to assist in meeting regular education student’s academic and behavior needs. The term BBSST stands for Building Based Student Support Team. A student support team is a school based, problem-solving group. Team members discuss concerns related to specific needs of teachers and students and offer teachers assistance in resolving problems. The team is composed of regular education teachers, at least one administrator, the counselor and other individuals as needed, including special education teachers.
BBSST Plans:
·Provide the ability to successfully teach all students in the regular education setting.
·Identify both strengths and needs of students.
·Address discipline, academic and behavioral needs for students.
·Provide immediate support for teacher, parent and/or student concerns that need to be addressed in a timely manner.
·Are written to specific individual needs of students and teachers.
·Are interventions and strategies that can be evaluated by the level of success.
·Should take into consideration learning styles and reasonable accommodations.
·Are written for 8-week periods (40-50 days), but should be altered if unsuccessful.
·Enable teachers to work hand-in-hand with the BBSST committee to ensure BBSST plans are implemented appropriately.
·Require follow-up meetings to assist in monitoring the success of the plan.
·Ensure that appropriate referrals are made for special education services.
MJHS At-Risk Plan
May 8, 2008, 12:10 pm
Moody Jr. High School defines “at-risk” students as “those students who are not making academic progress comparable to their ability and age group and who are not developing the skills to become self-sufficient.”
Philosophy
1. At-risk programs should be comprehensive and targeted to the specfici needs of students.
2. At-risk programs must be effective, cost efficient, and politically acceptable in order to be sustainable over time.
3. What is best for at-risk students is generally what is best for all students.
4. At-risk programs should focus on and support conflict resolution programs; social skills development; counseling support; developmental guidance; before, during and after school activities to engage the student; peer mediation; mentoring; student assistance groups; and staff development.
5. Programming should provide multiple options which remove the individual student as little as practical from the mainstream and provide only those services the student actually needs to be successful.
6. We must meet students where they are academically, behaviorally and socially and work with them to grow in each area.
7. The behaviors which get at-risk students in trouble in school are frequently the behaviors that have allowed them to survive at home and/or in the community. We must help them add new behaviors acceptable for school and work.
Child-Study Identification Process
1. Confidential Referral to School Counselor – Referral from Student, Parent/Guardian, Staff Member or Support Agencies. Confidential referrals are made in support of individual needs and will remain confidential within the Child Study Sub-Committee.
2. Complete Child Study Referral Form – Identifying concerns, gather data and list accommodations tried and results. Information received during student referrals to receive at-risk services should not be used as a basis of action for school discipline. Anything discussed at the at-risk referral process will remain confidential unless legal reporting requirements prevail or the student presents a clear and imminent danger to self or others.
3. Child Study Team Review – Identify possible pathways for accommodating student needs and develop individual plan of service. Individual plans are designed to meet the specific needs of the student based on the data gathered.
4. At-Risk Focus Team – Supporting unique at-risk student needs. The At-Risk Focus Team (The Child Study Sub-Committee) is made up of individuals who can serve in a support role for each student as determined by the Child Study Team.
5. On-Going Review and Update – Periodic Reports and Annual Reviews as identified in the individual plan. The At-Risk Individual Plan will include a timetable for periodic updates by the Child Study Sub-Committee.
Support Services to be Utilized in Development of the Individual Plan
Outside Support
·Department of Human Resources
·Eastside Mental Health
·Juvenile Probation
Inside Support
·Academic support
·BBSST
·Counseling
·Mentors
·School Nurse
·St. Clair County Day Program
Informal Support
·Parents
·Volunteers
Philosophy
1. At-risk programs should be comprehensive and targeted to the specfici needs of students.
2. At-risk programs must be effective, cost efficient, and politically acceptable in order to be sustainable over time.
3. What is best for at-risk students is generally what is best for all students.
4. At-risk programs should focus on and support conflict resolution programs; social skills development; counseling support; developmental guidance; before, during and after school activities to engage the student; peer mediation; mentoring; student assistance groups; and staff development.
5. Programming should provide multiple options which remove the individual student as little as practical from the mainstream and provide only those services the student actually needs to be successful.
6. We must meet students where they are academically, behaviorally and socially and work with them to grow in each area.
7. The behaviors which get at-risk students in trouble in school are frequently the behaviors that have allowed them to survive at home and/or in the community. We must help them add new behaviors acceptable for school and work.
Child-Study Identification Process
1. Confidential Referral to School Counselor – Referral from Student, Parent/Guardian, Staff Member or Support Agencies. Confidential referrals are made in support of individual needs and will remain confidential within the Child Study Sub-Committee.
2. Complete Child Study Referral Form – Identifying concerns, gather data and list accommodations tried and results. Information received during student referrals to receive at-risk services should not be used as a basis of action for school discipline. Anything discussed at the at-risk referral process will remain confidential unless legal reporting requirements prevail or the student presents a clear and imminent danger to self or others.
3. Child Study Team Review – Identify possible pathways for accommodating student needs and develop individual plan of service. Individual plans are designed to meet the specific needs of the student based on the data gathered.
4. At-Risk Focus Team – Supporting unique at-risk student needs. The At-Risk Focus Team (The Child Study Sub-Committee) is made up of individuals who can serve in a support role for each student as determined by the Child Study Team.
5. On-Going Review and Update – Periodic Reports and Annual Reviews as identified in the individual plan. The At-Risk Individual Plan will include a timetable for periodic updates by the Child Study Sub-Committee.
Support Services to be Utilized in Development of the Individual Plan
Outside Support
·Department of Human Resources
·Eastside Mental Health
·Juvenile Probation
Inside Support
·Academic support
·BBSST
·Counseling
·Mentors
·School Nurse
·St. Clair County Day Program
Informal Support
·Parents
·Volunteers
Ethical Standards for School Counselors
May 8, 2008, 12:09 pm
The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the personal/social and career development needs of all students. Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility:
·Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.
·Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation with one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with nondominant language backgrounds.
·Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities.
·Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting.
Responsibilities to Students
·Has a primary obligation to the student, who is to be treated with respect as a unique individual.
·Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student.
·Respects the student’s values and beliefs and does not impose the counselor’s personal values.
·Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights.
Student Confidentiality
·Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notices includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students.
·Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception.
·In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions:
1.Student identifies partner or the partner is highly identifiable.
2.Counselor recommends the student notify partner and refrain from further high-risk behavior.
3.Student refuses.
4.Counselor informs the student of the intent to notify the partner.
5.Counselor seeks legal consultation as to the legalities of informing the partner.
·Requests of the court that disclosure not be required when the release of confidential information may potentially harm a student or the counseling relationship.
·Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records.
·Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor’s ethical obligation.
·Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives.
Counseling Plans
·Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals.
·Advocates for counseling plans supporting students’ right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions.
Dual Relationships
·Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e.g., counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision, and documentation.
·Avoids dual relationships with school personnel that might infringe on the integrity of the counselor/student relationship.
Responsibilities to Parents/Guardians
·Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative relationship with parents/guardians to facilitate the student’s maximum development.
·Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student’s effectiveness and welfare.
·Respects the confidentiality of parents/guardians.
·Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and noncustodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law.
Parent Confidentiality
·Informs parents/guardians of the counselor’s role with emphasis on the confidential nature of the counseling relationship between the counselor and student.
·Recognizes that working with minors in a school setting may require counselors to collaborate with students’ parents/guardians.
·Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student.
·Makes reasonable efforts to hone the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order.
Sharing Information with Other Professionals
·Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation.
·Provides professional personnel with accurate, objective, concise and meaningful data necessary to adequately evaluate, counsel and assist the student.
·If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student.
·Is knowledgeable about release of information and parental rights in sharing information.
Appropriate Referrals
Makes referrals when necessary or appropriate to outside resources. Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transition with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time.
Group Work
·Screens prospective group members and maintains an awareness of participants’ needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group.
·Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice.
·Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting.
·Follows up with group members and documents proceedings as appropriate.
Danger to Self or Others
·Informs parents/guardians or appropriate authorities when the student’s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals.
·Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made.
Evaluation, Assessment and Interpretation
·Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors.
·Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments.
·Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs.
·Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) can understand.
·Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information.
·Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized.
·Assesses the effectiveness of his/her program in having an impact on student’s academic, career, and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps.
·Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.
·Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation with one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with nondominant language backgrounds.
·Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities.
·Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting.
Responsibilities to Students
·Has a primary obligation to the student, who is to be treated with respect as a unique individual.
·Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student.
·Respects the student’s values and beliefs and does not impose the counselor’s personal values.
·Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights.
Student Confidentiality
·Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notices includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students.
·Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception.
·In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions:
1.Student identifies partner or the partner is highly identifiable.
2.Counselor recommends the student notify partner and refrain from further high-risk behavior.
3.Student refuses.
4.Counselor informs the student of the intent to notify the partner.
5.Counselor seeks legal consultation as to the legalities of informing the partner.
·Requests of the court that disclosure not be required when the release of confidential information may potentially harm a student or the counseling relationship.
·Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records.
·Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor’s ethical obligation.
·Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives.
Counseling Plans
·Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals.
·Advocates for counseling plans supporting students’ right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions.
Dual Relationships
·Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e.g., counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision, and documentation.
·Avoids dual relationships with school personnel that might infringe on the integrity of the counselor/student relationship.
Responsibilities to Parents/Guardians
·Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative relationship with parents/guardians to facilitate the student’s maximum development.
·Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student’s effectiveness and welfare.
·Respects the confidentiality of parents/guardians.
·Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and noncustodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law.
Parent Confidentiality
·Informs parents/guardians of the counselor’s role with emphasis on the confidential nature of the counseling relationship between the counselor and student.
·Recognizes that working with minors in a school setting may require counselors to collaborate with students’ parents/guardians.
·Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student.
·Makes reasonable efforts to hone the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order.
Sharing Information with Other Professionals
·Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation.
·Provides professional personnel with accurate, objective, concise and meaningful data necessary to adequately evaluate, counsel and assist the student.
·If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student.
·Is knowledgeable about release of information and parental rights in sharing information.
Appropriate Referrals
Makes referrals when necessary or appropriate to outside resources. Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transition with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time.
Group Work
·Screens prospective group members and maintains an awareness of participants’ needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group.
·Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice.
·Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting.
·Follows up with group members and documents proceedings as appropriate.
Danger to Self or Others
·Informs parents/guardians or appropriate authorities when the student’s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals.
·Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made.
Evaluation, Assessment and Interpretation
·Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors.
·Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments.
·Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs.
·Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) can understand.
·Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information.
·Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized.
·Assesses the effectiveness of his/her program in having an impact on student’s academic, career, and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps.
MJHS Counseling Program Standards
May 8, 2008, 12:06 pm
The purpose of the counseling department at Moody Jr. High School (MJHS) is to promote and enhance the learning experience. The goal of the department is to enable all students to attain success in school and to develop into contributing members of our society. MJHS had endorsed the National Standards for School Counseling Programs in order to provide all of the essential elements necessary for helping students achieve success in school. These standards provide a programmatic approach and help counselors to:
·Continuously assess their students’ needs;
·Identify the barriers and obstacles that may be hindering student success; and
·Advocate for programmatic efforts to eliminate these barriers.
School counselors face the challenge of preparing students to meet the expectations of higher academic standards to become productive and contributing members of society. The American School Counselor Association (ASCA) has developed the national standards to better define the role of school counseling programs in the American educational system. The National Standards for School Counseling Programs include the essential elements of a quality and effective school counseling program.
The standards address program content and identify the knowledge, attitudes, and skills competencies that all students will develop as a result of participating in a school counseling program. The benefits of using the National Standards for School Counseling Programs as the content framework for school counseling programs are many. They establish similar goals, expectations, support systems, and experiences for all students. They define clearly the role of school counseling, and as a result of being adopted by the State Department of Public Instruction, bring consistency from school to school. In doing so, the standards provide equitable access to a school counseling program for all students.
The National Standards for School Counseling Programs facilitate student development in three broad areas:
·Academic Development
·Career Development, and
·Personal/Social Development
There are three standards each for academic development, career development, and personal/social development. These nine standards are followed by a list of student learning outcomes which define the specific knowledge, attitudes, and skills which students should obtain or demonstrate at a result of participating in a school counseling program. These competencies form a foundation which can be used as a basis to develop measurable outcomes of student performance.
Academic Development
The academic standards serve as a guide for the MJHS counseling program to implement strategies and activities that support and maximize student learning. Academic development includes:
·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.
Career Development
Program standards for career development serve as a guide for the MJHS 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:
·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.
Personal/Social Development
Program standards for personal/social development serve as a guide for the MJHS counseling program to provide the foundation for personal and social growth which contributes to academic and career success. Personal/social development includes:
·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 contributing member of our society; and
The ability to negotiate successfully and safely in the increasingly complex and diverse world of the 21st century
·Continuously assess their students’ needs;
·Identify the barriers and obstacles that may be hindering student success; and
·Advocate for programmatic efforts to eliminate these barriers.
School counselors face the challenge of preparing students to meet the expectations of higher academic standards to become productive and contributing members of society. The American School Counselor Association (ASCA) has developed the national standards to better define the role of school counseling programs in the American educational system. The National Standards for School Counseling Programs include the essential elements of a quality and effective school counseling program.
The standards address program content and identify the knowledge, attitudes, and skills competencies that all students will develop as a result of participating in a school counseling program. The benefits of using the National Standards for School Counseling Programs as the content framework for school counseling programs are many. They establish similar goals, expectations, support systems, and experiences for all students. They define clearly the role of school counseling, and as a result of being adopted by the State Department of Public Instruction, bring consistency from school to school. In doing so, the standards provide equitable access to a school counseling program for all students.
The National Standards for School Counseling Programs facilitate student development in three broad areas:
·Academic Development
·Career Development, and
·Personal/Social Development
There are three standards each for academic development, career development, and personal/social development. These nine standards are followed by a list of student learning outcomes which define the specific knowledge, attitudes, and skills which students should obtain or demonstrate at a result of participating in a school counseling program. These competencies form a foundation which can be used as a basis to develop measurable outcomes of student performance.
Academic Development
The academic standards serve as a guide for the MJHS counseling program to implement strategies and activities that support and maximize student learning. Academic development includes:
·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.
Career Development
Program standards for career development serve as a guide for the MJHS 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:
·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.
Personal/Social Development
Program standards for personal/social development serve as a guide for the MJHS counseling program to provide the foundation for personal and social growth which contributes to academic and career success. Personal/social development includes:
·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 contributing member of our society; and
The ability to negotiate successfully and safely in the increasingly complex and diverse world of the 21st century
MJHS Counseling & Guidance Department Information
May 8, 2008, 12:04 pm
The Counseling & Guidance Department in our school is available to help students, parents, and teachers develop positive learning experiences. The program consists of a variety of services and activities, including individual and group counseling, parent and teacher consultation, group guidance, information services, referral assistance to other programs and services in the community, and student assessment.
The school counselor is responsible for developing, scheduling, and evaluating services of the program. Primary services of the school counselor are to provide direct assistance to the students in the school. For this reason, a major portion of the counselor’s day consists of services for students. Parent and teacher consultations are usually scheduled in the early morning before classes or during after-school hours.
The counselor is a master’s level professional with preparation in human development, learning theory, counseling and consulting, tests and measurement, career development, research, and other areas appropriate to the practice of counseling in a school. The counselor’s office is located in the school across from the main office, and appointments can be scheduled by calling (205) 640-2040 or emailing kristia.callaway@sccboe.org.
Mission Statement
·Every student has the right to experience respect and dignity as a human being and to benefit from the counseling and guidance services.
·Every student has the right to participate in activities that promote self-direction and self-development.
·Every student has the right to make choices and accept responsibility for choices made.
·Every student has the right to participate in a comprehensive school counseling and guidance program designed to assist all students in attaining their maximum potential in academic, career, and personal and social development.
Email Newsletter
A newsletter is emailed frequently to keep you posted on what is going on in the school. If you are interested in receiving this newsletter, please send an email to kristia.callaway@sccboe.org. If you subscribed to the newsletter previously, you do not have to do so again.
The school counselor is responsible for developing, scheduling, and evaluating services of the program. Primary services of the school counselor are to provide direct assistance to the students in the school. For this reason, a major portion of the counselor’s day consists of services for students. Parent and teacher consultations are usually scheduled in the early morning before classes or during after-school hours.
The counselor is a master’s level professional with preparation in human development, learning theory, counseling and consulting, tests and measurement, career development, research, and other areas appropriate to the practice of counseling in a school. The counselor’s office is located in the school across from the main office, and appointments can be scheduled by calling (205) 640-2040 or emailing kristia.callaway@sccboe.org.
Mission Statement
·Every student has the right to experience respect and dignity as a human being and to benefit from the counseling and guidance services.
·Every student has the right to participate in activities that promote self-direction and self-development.
·Every student has the right to make choices and accept responsibility for choices made.
·Every student has the right to participate in a comprehensive school counseling and guidance program designed to assist all students in attaining their maximum potential in academic, career, and personal and social development.
Email Newsletter
A newsletter is emailed frequently to keep you posted on what is going on in the school. If you are interested in receiving this newsletter, please send an email to kristia.callaway@sccboe.org. If you subscribed to the newsletter previously, you do not have to do so again.
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