When I was in grad school, my place was always super clean. This is NOT because I am a neat freak, but because I found that cleaning and organizing a closet was so much more interesting than writing, say, a 10 page paper on the benefits of a given medication or treatment. 

Now I am finding a similar pattern in that I will do pretty much anything to avoid packing for my upcoming two year stint in a country halfway around the world. One weekend, I spent hours downloading old photos to convert into electronic copies. Now I am updating my blog…

In the last few weeks, I have been working on getting prepared to leave my current school and getting excited about going to a new one. For some reason, my mind is just not grasping how quickly this transition is taking place. Three things have helped, though:

1. I started a countdown to the end of the current school year. I do not normally do this, as I don't want the days to rush by and forget to savor those little moments with students. Most students I work closely with are not looking forward to summertime away from school. However, I needed to be shocked into the realization that I don't have much time to say my goodbyes, help students transition, tear down my office, sort through all of counseling stuff (what stays, what goes in storage, and what must come with me overseas), and still do all the necessary daily aspects of my counseling jobs (...not to mention all the paperwork and packing in my personal life)!

2. I made a Prezi to announce my departure to my current students (all 580+ in grades K-5). It is a simplified version of one I made to announce to my adult friends and family. As I have presented it to classes, I have repeatedly watched the videos and caught the excitement of the students ("There's a mall!" "There's a POOL!" "I want to move there!" "We can Skype with or email you?"). This has helped me to accept that this transition is, in fact, happening.

3. I received a care package from my future school (see the photo above). It contained:

• a fancy pen with the school's name,
• a t-shirt with the school's logo and mascot, the Dragons (why an XL, though? Geez!),
• a lanyard again with the school's name, and
• chocolate covered dates.

Even the package with Qatari stamps and Arabic writing were exciting! 

As my friend Sarah is fond of saying lately, "This is getting REAL!"

So I should probably start packing now, huh?

Some students need a little help with setting boundaries (if you're unfamiliar with the term, I highly recommend the Cloud & Townsend classic, Boundaries). It can be helpful to create a visual representation of appropriate and safe boundaries, so that students can better process when and where to share about themselves.

STEP ONE
The first step as a group is to draw circles. Use string and paper clips to try to help draw circles, or use other methods (see a video here). Then chose a color for each circle and shade in each corresponding section. This makes it easy to identify each field clearly.

STEP TWO
<-- Using this example, students  can write the names of people they know that fit each circle. The categories (from the center outward):
1. family and/or people you trust with secrets
2. friends
3. classmates, neighbors, teammates, etc
4. acquaintances, relatives, people you don't know well or do not trust
5. strangers, workers in stores, etc
Depending on student issues and developmental levels, you may need to adjust the language and details accordingly. I suggest that you have students write in pencil at this point.

STEP THREE
Once students have filled in their circles with names, pose a series of scenarios. They must determine with whom it would be most appropriate to share. 

A few examples (that can be adjusted for your group's needs):
Scenario 1
You have just received your test back from your teacher and you did not do as well as you had hoped. With whom would your share your disappointment?
Scenario 2
You just bought a new shirt (toy, video game, etc) and you really like it! Who can know this information?
Scenario 3
You have been having a medical issue (like lice, an allergic rash, etc) and someone asks you how you are. Who should you talk to about the details?
Scenario 4
You are excited about going to a game, show, event, etc. Who would like to hear all about the details of your part in it?

Allow students to talk about people they know and how the scenario could fit in their own lives. Also, suggest they move names to other circles if they find it necessary (i.e., a student may find that a person they had in a middle circle may need to move to a circle with more or less private information shared, based on how safe they feel with that particularly person). When they feel good about their circles, they can go over the names in marker.

COMING FULL CIRCLE...
I believe this activity to be useful. The act of visually placing names and discussing what is safe and appropriate to share can help students to reflect on their current behaviors without any uncomfortable confrontation. After the group, discussions with individuals about behaviors or boundary issues can refer to the circles as a visual reference, too. 

The gist:
While discussing individual counseling sessions on a Twitter #escchat (where counselors form all over the country gather to share ideas via tweets for one hour), the question came up regarding how students request to see the counselor. Last year I knew that I wanted to use a self-referral form similar to that of my internship supervisor's form. Yet I had no structured way to collect these forms other than teachers handing them to me when they could. Thus, I decided to try a more efficient system this year. 

The box:
This year, I purchased a drop box that was attached to the wall near the library, a central location that nearly every student passes by daily. This box is the perfect size, affordable (very important to counselors on a budget!) and has a convenient slot in the back to hold blank forms and pens. Students tell me they like using it because it feels like they are passing me a secret note… which makes the process fun, too! I like it because it teaches students to be aware that it may take a day or two before I can meet with them, and it is locked to ensure confidentiality.

The form:
The form incorporate Kelso's choices and big versus small problems, which (hopefully) encourages students to try to solve a problem on their own first. When I meet with students from these self-referrals, I always go over the attempts they made to solve the problem and use it as a teachable moment (either how they could try next time and/or affirming their choice to seek a trusted adult). The student's description and the indicated level of urgency help me to prioritize sessions, as well. Here is the form I use currently:

What is your process for gathering student referrals?

We had an open house called Supply Night at our elementary school last night. It was so wonderful to see all of our students and families again after several months apart! In preparation for this, I created a display to fit this year's theme: "You can be a hero, too!"

One section displays a school counselor's "super powers," including consultation with staff and parents, group counseling, connecting families to community resources, and on and on. I added a touch of humor by adding a "G" symbol in the Batman-styled search lights, as I go by Ms. G. around the school. The third section features a comic strip story of three students who have a problem, but make heroic choices to turn the situation around! I plan to use this board as I teach my introductory lessons in classes in the coming weeks. At the table on Supply Night, I also provided pamphlets for local community resources, our elementary counseling program pamphlets, a sign up sheet for any parents or guardians who wanted to discuss their student or family needs in greater depth, and a sign to encourage everyone to vote for our school at the Give with Target Facebook page. Overall, I am pleased with the result!

So, what do YOU think? Do you have any resources, websites, or lesson plans about ordinary heroes to share? And what do you do at Open house events?

What an experience this past year has been! We have three more weeks and it feels as though we might have hit warp speed. I made a bulletin board that is just as relevant to me as it is for staff & students (see the "chill out" bulletin board picture inspired by Danielle)! When it is all over, I hope to spend the summer reflecting on how the first year went. 

Presently, I stand in awe of fellow school counselors who are dedicated enough to post on their blogs and social media feeds regularly. I see some wonderful, creative posts! It inspires me to spend some time this summer revamping my procedures and practice at school, as well as this blog. So stay tuned for some big changes… After all, I am the adventurous school counselor and I can always take on a new challenge! :)

I love Pinterest. It has been a never-ending supply of ideas and lessons when planning for classroom visits and small groups! Recently, I was looking for an activity for introducing basic conversation skills to second graders. I found a pin for a game called the Bean Bag Conversation Game, found on the Social Communication Services with Mrs. Cardenas. 

I modified the game slightly due to resources on hand and group members' needs. I used 12 pieces of brightly colored construction paper, but taped cards from the (highly recommended) Bright Spots' Thoughts and Feelings Cards and used a weighted stuffed dragon. We followed Mrs. Cardenas's instructions regarding the flow of conversation, emphasizing the use of eye contact and turning statements into questions. I found this to be highly engaging and helpful to students in our group. Thanks, Mrs. Cardenas!