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Balance is the key to holistic health, and by adopting strategies to support each of the following five dimensions, students will be better prepared to tackle the difficulties, challenges, successes and joys that life presents.
5 DIMENSIONS OF HEALTH AND TIPS FOR OPTIMAL HEALTH
Balance is the key to holistic health, and by adopting strategies to support each of the following five dimensions, students will be better prepared to tackle the difficulties, challenges, successes and joys that life presents.
5 DIMENSIONS OF HEALTH AND TIPS FOR OPTIMAL HEALTH
According to Dr. Davis in her article in Psychology today, well–being is the event in a person’s life where he/she experiences happiness and prosperity, which includes having good mental, emotional, social, physical, spiritual and environmental health. This definition simply means having a high level of satisfaction in life, enjoying a sense of meaning and purpose or just feeling well. In the Oxford dictionary, well–being is defined as the condition of being comfortable, happy, or healthy.
A deeper kind of well–being is about living in a way that is good for ourselves and those around us. It is a positive experience of demonstrating happiness, contentment, enjoyment, curiosity, and/or engagement in the community. Functioning well psychologically, maintaining positive relationships, having high self–esteem, high self–confidence, and having control of our lives are equally important to well–being. In addition, having an adequate amount of money, a safe home/ school environment, close friends, sense of belonging and a balanced diet are other areas that influence our sense of well–being.
Having high levels of well–being allows us to be optimistic and sustain a positive outlook on life, as well as developing resilience to any adversities we may face.
In order to achieve an optimal state of well-being, we should strive to:
According to Dr. Davis in her article in Psychology today, well–being is the event in a person’s life where he/she experiences happiness and prosperity, which includes having good mental, emotional, social, physical, spiritual and environmental health. This definition simply means having a high level of satisfaction in life, enjoying a sense of meaning and purpose or just feeling well. In the Oxford dictionary, well–being is defined as the condition of being comfortable, happy, or healthy.
A deeper kind of well–being is about living in a way that is good for ourselves and those around us. It is a positive experience of demonstrating happiness, contentment, enjoyment, curiosity, and/or engagement in the community. Functioning well psychologically, maintaining positive relationships, having high self–esteem, high self–confidence, and having control of our lives are equally important to well–being. In addition, having an adequate amount of money, a safe home/ school environment, close friends, sense of belonging and a balanced diet are other areas that influence our sense of well–being.
Having high levels of well–being allows us to be optimistic and sustain a positive outlook on life, as well as developing resilience to any adversities we may face.
In order to achieve an optimal state of well-being, we should strive to:
To be healthy and live a long life, proper nutrition is crucial. The food we consume contains essential nutrients such as protein, carbohydrates, fats, vitamins, minerals, and electrolytes, which provide us with the energy and nourishment we need to be healthy, active, and able to learn, think, work, and move. When we do not get enough of these nutrients, it can lead to illnesses and infections.
Eating a variety of colourful and natural foods, such as fruits and vegetables, helps to promote healthy growth and prevent health problems. At Footprints, we encourage our students to bring their own nutritious lunches and snacks to school, or alternatively, to sign up for our healthy lunch menu.
Parents are urged to help their children choose well-balanced, wholesome, and appropriately sized snacks to bring to school. Sweet and sugary foods can leave students feeling tired, shaky or unfocused, while food which is nutritious gives students extra energy to concentrate and focus in class.
To be healthy and live a long life, proper nutrition is crucial. The food we consume contains essential nutrients such as protein, carbohydrates, fats, vitamins, minerals, and electrolytes, which provide us with the energy and nourishment we need to be healthy, active, and able to learn, think, work, and move. When we do not get enough of these nutrients, it can lead to illnesses and infections.
Eating a variety of colourful and natural foods, such as fruits and vegetables, helps to promote healthy growth and prevent health problems. At Footprints, we encourage our students to bring their own nutritious lunches and snacks to school, or alternatively, to sign up for our healthy lunch menu.
Parents are urged to help their children choose well-balanced, wholesome, and appropriately sized snacks to bring to school. Sweet and sugary foods can leave students feeling tired, shaky or unfocused, while food which is nutritious gives students extra energy to concentrate and focus in class.
The American School Counselor Association defines a comprehensive school counselling programme as an “integral component of the school’s academic mission. Comprehensive school counselling programmes driven by student data and based on standards in academic, career, and social/emotional development, promote and enhance the learning process for all students.”
Footprints International School counselling programme, otherwise known as our social-emotional learning support and career advising programme, provides support to help students meet their fullest potential academically, socially/emotionally, and in career decision- making. The Footprints International School Counseling Handbook serves as a guiding tool to help all stakeholders, teachers, community, parents and students.
The aim of the school social-emotional learning specialist and / or career advisor is to provide a service of support to help students overcome emotional, psychological and behavioural challenges, as they progress through their learning journey. The service of support is rendered through: individual counselling, group counselling, career planning, core-curriculum (in-class support) and working collaboratively with families, community agencies and other stakeholders.
Footprints International School social-emotional learning support and career advising programme Philosophy:
The School social-emotional learning support and career advising programme of Footprints International School adheres to the philosophy that it will support students in the area of personal, social, emotional, psychological, and behavioural aspects of their developmental growth to help them become well rounded, and purposeful individuals in the community.
Footprints International School social-emotional learning support and career advising programme Beliefs:
The School Counseling Programme is based on the American School Counselor Association (ASCA) and International Model for School Counseling. Academic, Career, Personal/Social and Global Perspective content standards reflect the needs of third culture kids. (ISCA)
Beliefs
● We believe that our social-emotional learning support and career advising programme provides students’ insights on how they can better understand themselves.
● We believe that our social-emotional learning support and career advising programme can help students build an inner positive self-image.
● We believe that our programme helps students develop skills and abilities that are useful in life.
● We believe that the tools we use for our social-emotional learning support and career advising programme are accessible to students, parents, teachers, and school management and staff.
Footprints International School social-emotional learning support and career advising programme Mission Statement:
The programme is designed to empower our learners to discover their potential while being in a nurturing environment. This is done through:
multi-tiered support, self-discovery of innate potentials using assessment tools, and by exposing students to practical learning experiences that will promote global competitive skill sets for future success.
Objectives of the social-emotional learning support and career advising programme:
1. Provide students the opportunity to grow and develop socially, emotionally, physically, and spiritually and to become useful, well rounded, purposeful individuals through:
● individual and group social-emotional learning support and career advising.
● classroom guidance /health education focusing on psychological, emotional, physical well–being and empowering students to make positive choices in life
● referrals (when necessary).
2. Build a foundation for students to understand their interests, abilities and challenges by developing a career pathway, learning plan, and productive work habits in the classroom that students can apply later when they join the labour force.
3. Enhance students’ learning by enabling them to practise skills and test classroom knowledge through related service experiences in the local community.
Benefits of the counselling programme (ASCA)
● Prepare students in their academic, career, social/ emotional development
● Enhances personal development
● Assists in developing effective interpersonal relationship skills
● Encourages facilitative, co-operative peer interactions
● Increases opportunities for parent/school interaction
● Provides consultation to assist teachers in their guidance role
● Provides direct services to students
● Fosters a positive team approach, which enhances cooperative working relationships
● Promotes a safe and positive school environment that is conducive to learning
● Connects the community to the needs of the school and the school to the needs of the community
What Is Counselling (social-emotional learning support?)
It is the process that occurs when a client and a counsellor set aside time in order to explore difficulties which may include the stressful or emotional feelings of the client. Counselling is an act of helping the client to see things more clearly, possibly from a different view-point. This can enable the client to focus on feelings, experiences or behaviour, with a goal of facilitating positive changes.
What is the social-emotional learning support specialist’s role?
To enhance student academic, career and social/emotional development through the implementation of a school counselling programme based on the ASCA National Model (2019).
Through these programmes, school counsellors align with the school’s MTSS by:
● providing all students with standards-based school counselling instruction to address universal academic, career and social/emotional development and analysing academic, career and social/emotional development data to identify students who need support
● identifying and collaborating on research-based intervention strategies implemented by
school staff
● evaluating academic and behavioural progress after interventions
● revising interventions as appropriate
● referring to school and community services as appropriate
● collaborating with administrators, teachers, other school professionals, community agencies and families in MTSS design and implementation
● advocating for equitable education for all students and working to remove systemic barriers
When do you see a counsellor?….when you…..
● Have some good news to share
● Have conflicts with friends, teachers, or family members
● Have difficulty with school work
● Are being bullied
● Have trouble dealing with others
● Are feeling down
● Need to talk to someone
The American School Counselor Association defines a comprehensive school counselling programme as an “integral component of the school’s academic mission. Comprehensive school counselling programmes driven by student data and based on standards in academic, career, and social/emotional development, promote and enhance the learning process for all students.”
Footprints International School counselling programme, otherwise known as our social-emotional learning support and career advising programme, provides support to help students meet their fullest potential academically, socially/emotionally, and in career decision- making. The Footprints International School Counseling Handbook serves as a guiding tool to help all stakeholders, teachers, community, parents and students.
The aim of the school social-emotional learning specialist and / or career advisor is to provide a service of support to help students overcome emotional, psychological and behavioural challenges, as they progress through their learning journey. The service of support is rendered through: individual counselling, group counselling, career planning, core-curriculum (in-class support) and working collaboratively with families, community agencies and other stakeholders.
Footprints International School social-emotional learning support and career advising programme Philosophy:
The School social-emotional learning support and career advising programme of Footprints International School adheres to the philosophy that it will support students in the area of personal, social, emotional, psychological, and behavioural aspects of their developmental growth to help them become well rounded, and purposeful individuals in the community.
Footprints International School social-emotional learning support and career advising programme Beliefs:
The School Counseling Programme is based on the American School Counselor Association (ASCA) and International Model for School Counseling. Academic, Career, Personal/Social and Global Perspective content standards reflect the needs of third culture kids. (ISCA)
Beliefs
● We believe that our social-emotional learning support and career advising programme provides students’ insights on how they can better understand themselves.
● We believe that our social-emotional learning support and career advising programme can help students build an inner positive self-image.
● We believe that our programme helps students develop skills and abilities that are useful in life.
● We believe that the tools we use for our social-emotional learning support and career advising programme are accessible to students, parents, teachers, and school management and staff.
Footprints International School social-emotional learning support and career advising programme Mission Statement:
The programme is designed to empower our learners to discover their potential while being in a nurturing environment. This is done through:
multi-tiered support, self-discovery of innate potentials using assessment tools, and by exposing students to practical learning experiences that will promote global competitive skill sets for future success.
Objectives of the social-emotional learning support and career advising programme:
1. Provide students the opportunity to grow and develop socially, emotionally, physically, and spiritually and to become useful, well rounded, purposeful individuals through:
● individual and group social-emotional learning support and career advising.
● classroom guidance /health education focusing on psychological, emotional, physical well–being and empowering students to make positive choices in life
● referrals (when necessary).
2. Build a foundation for students to understand their interests, abilities and challenges by developing a career pathway, learning plan, and productive work habits in the classroom that students can apply later when they join the labour force.
3. Enhance students’ learning by enabling them to practise skills and test classroom knowledge through related service experiences in the local community.
Benefits of the counselling programme (ASCA)
● Prepare students in their academic, career, social/ emotional development
● Enhances personal development
● Assists in developing effective interpersonal relationship skills
● Encourages facilitative, co-operative peer interactions
● Increases opportunities for parent/school interaction
● Provides consultation to assist teachers in their guidance role
● Provides direct services to students
● Fosters a positive team approach, which enhances cooperative working relationships
● Promotes a safe and positive school environment that is conducive to learning
● Connects the community to the needs of the school and the school to the needs of the community
What Is Counselling (social-emotional learning support?)
It is the process that occurs when a client and a counsellor set aside time in order to explore difficulties which may include the stressful or emotional feelings of the client. Counselling is an act of helping the client to see things more clearly, possibly from a different view-point. This can enable the client to focus on feelings, experiences or behaviour, with a goal of facilitating positive changes.
What is the social-emotional learning support specialist’s role?
To enhance student academic, career and social/emotional development through the implementation of a school counselling programme based on the ASCA National Model (2019).
Through these programmes, school counsellors align with the school’s MTSS by:
● providing all students with standards-based school counselling instruction to address universal academic, career and social/emotional development and analysing academic, career and social/emotional development data to identify students who need support
● identifying and collaborating on research-based intervention strategies implemented by
school staff
● evaluating academic and behavioural progress after interventions
● revising interventions as appropriate
● referring to school and community services as appropriate
● collaborating with administrators, teachers, other school professionals, community agencies and families in MTSS design and implementation
● advocating for equitable education for all students and working to remove systemic barriers
When do you see a counsellor?….when you…..
● Have some good news to share
● Have conflicts with friends, teachers, or family members
● Have difficulty with school work
● Are being bullied
● Have trouble dealing with others
● Are feeling down
● Need to talk to someone
Balance is the key to holistic health, and by adopting strategies to support each of the following five dimensions, students will be better prepared to tackle the difficulties, challenges, successes and joys that life presents.
5 DIMENSIONS OF HEALTH AND TIPS FOR OPTIMAL HEALTH
Balance is the key to holistic health, and by adopting strategies to support each of the following five dimensions, students will be better prepared to tackle the difficulties, challenges, successes and joys that life presents.
5 DIMENSIONS OF HEALTH AND TIPS FOR OPTIMAL HEALTH
According to Dr. Davis in her article in Psychology today, well–being is the event in a person’s life where he/she experiences happiness and prosperity, which includes having good mental, emotional, social, physical, spiritual and environmental health. This definition simply means having a high level of satisfaction in life, enjoying a sense of meaning and purpose or just feeling well. In the Oxford dictionary, well–being is defined as the condition of being comfortable, happy, or healthy.
A deeper kind of well–being is about living in a way that is good for ourselves and those around us. It is a positive experience of demonstrating happiness, contentment, enjoyment, curiosity, and/or engagement in the community. Functioning well psychologically, maintaining positive relationships, having high self–esteem, high self–confidence, and having control of our lives are equally important to well–being. In addition, having an adequate amount of money, a safe home/ school environment, close friends, sense of belonging and a balanced diet are other areas that influence our sense of well–being.
Having high levels of well–being allows us to be optimistic and sustain a positive outlook on life, as well as developing resilience to any adversities we may face.
In order to achieve an optimal state of well-being, we should strive to:
According to Dr. Davis in her article in Psychology today, well–being is the event in a person’s life where he/she experiences happiness and prosperity, which includes having good mental, emotional, social, physical, spiritual and environmental health. This definition simply means having a high level of satisfaction in life, enjoying a sense of meaning and purpose or just feeling well. In the Oxford dictionary, well–being is defined as the condition of being comfortable, happy, or healthy.
A deeper kind of well–being is about living in a way that is good for ourselves and those around us. It is a positive experience of demonstrating happiness, contentment, enjoyment, curiosity, and/or engagement in the community. Functioning well psychologically, maintaining positive relationships, having high self–esteem, high self–confidence, and having control of our lives are equally important to well–being. In addition, having an adequate amount of money, a safe home/ school environment, close friends, sense of belonging and a balanced diet are other areas that influence our sense of well–being.
Having high levels of well–being allows us to be optimistic and sustain a positive outlook on life, as well as developing resilience to any adversities we may face.
In order to achieve an optimal state of well-being, we should strive to:
To be healthy and live a long life, proper nutrition is crucial. The food we consume contains essential nutrients such as protein, carbohydrates, fats, vitamins, minerals, and electrolytes, which provide us with the energy and nourishment we need to be healthy, active, and able to learn, think, work, and move. When we do not get enough of these nutrients, it can lead to illnesses and infections.
Eating a variety of colourful and natural foods, such as fruits and vegetables, helps to promote healthy growth and prevent health problems. At Footprints, we encourage our students to bring their own nutritious lunches and snacks to school, or alternatively, to sign up for our healthy lunch menu.
Parents are urged to help their children choose well-balanced, wholesome, and appropriately sized snacks to bring to school. Sweet and sugary foods can leave students feeling tired, shaky or unfocused, while food which is nutritious gives students extra energy to concentrate and focus in class.
To be healthy and live a long life, proper nutrition is crucial. The food we consume contains essential nutrients such as protein, carbohydrates, fats, vitamins, minerals, and electrolytes, which provide us with the energy and nourishment we need to be healthy, active, and able to learn, think, work, and move. When we do not get enough of these nutrients, it can lead to illnesses and infections.
Eating a variety of colourful and natural foods, such as fruits and vegetables, helps to promote healthy growth and prevent health problems. At Footprints, we encourage our students to bring their own nutritious lunches and snacks to school, or alternatively, to sign up for our healthy lunch menu.
Parents are urged to help their children choose well-balanced, wholesome, and appropriately sized snacks to bring to school. Sweet and sugary foods can leave students feeling tired, shaky or unfocused, while food which is nutritious gives students extra energy to concentrate and focus in class.
The American School Counselor Association defines a comprehensive school counselling programme as an “integral component of the school’s academic mission. Comprehensive school counselling programmes driven by student data and based on standards in academic, career, and social/emotional development, promote and enhance the learning process for all students.”
Footprints International School counselling programme, otherwise known as our social-emotional learning support and career advising programme, provides support to help students meet their fullest potential academically, socially/emotionally, and in career decision- making. The Footprints International School Counseling Handbook serves as a guiding tool to help all stakeholders, teachers, community, parents and students.
The aim of the school social-emotional learning specialist and / or career advisor is to provide a service of support to help students overcome emotional, psychological and behavioural challenges, as they progress through their learning journey. The service of support is rendered through: individual counselling, group counselling, career planning, core-curriculum (in-class support) and working collaboratively with families, community agencies and other stakeholders.
Footprints International School social-emotional learning support and career advising programme Philosophy:
The School social-emotional learning support and career advising programme of Footprints International School adheres to the philosophy that it will support students in the area of personal, social, emotional, psychological, and behavioural aspects of their developmental growth to help them become well rounded, and purposeful individuals in the community.
Footprints International School social-emotional learning support and career advising programme Beliefs:
The School Counseling Programme is based on the American School Counselor Association (ASCA) and International Model for School Counseling. Academic, Career, Personal/Social and Global Perspective content standards reflect the needs of third culture kids. (ISCA)
Beliefs
● We believe that our social-emotional learning support and career advising programme provides students’ insights on how they can better understand themselves.
● We believe that our social-emotional learning support and career advising programme can help students build an inner positive self-image.
● We believe that our programme helps students develop skills and abilities that are useful in life.
● We believe that the tools we use for our social-emotional learning support and career advising programme are accessible to students, parents, teachers, and school management and staff.
Footprints International School social-emotional learning support and career advising programme Mission Statement:
The programme is designed to empower our learners to discover their potential while being in a nurturing environment. This is done through:
multi-tiered support, self-discovery of innate potentials using assessment tools, and by exposing students to practical learning experiences that will promote global competitive skill sets for future success.
Objectives of the social-emotional learning support and career advising programme:
1. Provide students the opportunity to grow and develop socially, emotionally, physically, and spiritually and to become useful, well rounded, purposeful individuals through:
● individual and group social-emotional learning support and career advising.
● classroom guidance /health education focusing on psychological, emotional, physical well–being and empowering students to make positive choices in life
● referrals (when necessary).
2. Build a foundation for students to understand their interests, abilities and challenges by developing a career pathway, learning plan, and productive work habits in the classroom that students can apply later when they join the labour force.
3. Enhance students’ learning by enabling them to practise skills and test classroom knowledge through related service experiences in the local community.
Benefits of the counselling programme (ASCA)
● Prepare students in their academic, career, social/ emotional development
● Enhances personal development
● Assists in developing effective interpersonal relationship skills
● Encourages facilitative, co-operative peer interactions
● Increases opportunities for parent/school interaction
● Provides consultation to assist teachers in their guidance role
● Provides direct services to students
● Fosters a positive team approach, which enhances cooperative working relationships
● Promotes a safe and positive school environment that is conducive to learning
● Connects the community to the needs of the school and the school to the needs of the community
What Is Counselling (social-emotional learning support?)
It is the process that occurs when a client and a counsellor set aside time in order to explore difficulties which may include the stressful or emotional feelings of the client. Counselling is an act of helping the client to see things more clearly, possibly from a different view-point. This can enable the client to focus on feelings, experiences or behaviour, with a goal of facilitating positive changes.
What is the social-emotional learning support specialist’s role?
To enhance student academic, career and social/emotional development through the implementation of a school counselling programme based on the ASCA National Model (2019).
Through these programmes, school counsellors align with the school’s MTSS by:
● providing all students with standards-based school counselling instruction to address universal academic, career and social/emotional development and analysing academic, career and social/emotional development data to identify students who need support
● identifying and collaborating on research-based intervention strategies implemented by
school staff
● evaluating academic and behavioural progress after interventions
● revising interventions as appropriate
● referring to school and community services as appropriate
● collaborating with administrators, teachers, other school professionals, community agencies and families in MTSS design and implementation
● advocating for equitable education for all students and working to remove systemic barriers
When do you see a counsellor?….when you…..
● Have some good news to share
● Have conflicts with friends, teachers, or family members
● Have difficulty with school work
● Are being bullied
● Have trouble dealing with others
● Are feeling down
● Need to talk to someone
The American School Counselor Association defines a comprehensive school counselling programme as an “integral component of the school’s academic mission. Comprehensive school counselling programmes driven by student data and based on standards in academic, career, and social/emotional development, promote and enhance the learning process for all students.”
Footprints International School counselling programme, otherwise known as our social-emotional learning support and career advising programme, provides support to help students meet their fullest potential academically, socially/emotionally, and in career decision- making. The Footprints International School Counseling Handbook serves as a guiding tool to help all stakeholders, teachers, community, parents and students.
The aim of the school social-emotional learning specialist and / or career advisor is to provide a service of support to help students overcome emotional, psychological and behavioural challenges, as they progress through their learning journey. The service of support is rendered through: individual counselling, group counselling, career planning, core-curriculum (in-class support) and working collaboratively with families, community agencies and other stakeholders.
Footprints International School social-emotional learning support and career advising programme Philosophy:
The School social-emotional learning support and career advising programme of Footprints International School adheres to the philosophy that it will support students in the area of personal, social, emotional, psychological, and behavioural aspects of their developmental growth to help them become well rounded, and purposeful individuals in the community.
Footprints International School social-emotional learning support and career advising programme Beliefs:
The School Counseling Programme is based on the American School Counselor Association (ASCA) and International Model for School Counseling. Academic, Career, Personal/Social and Global Perspective content standards reflect the needs of third culture kids. (ISCA)
Beliefs
● We believe that our social-emotional learning support and career advising programme provides students’ insights on how they can better understand themselves.
● We believe that our social-emotional learning support and career advising programme can help students build an inner positive self-image.
● We believe that our programme helps students develop skills and abilities that are useful in life.
● We believe that the tools we use for our social-emotional learning support and career advising programme are accessible to students, parents, teachers, and school management and staff.
Footprints International School social-emotional learning support and career advising programme Mission Statement:
The programme is designed to empower our learners to discover their potential while being in a nurturing environment. This is done through:
multi-tiered support, self-discovery of innate potentials using assessment tools, and by exposing students to practical learning experiences that will promote global competitive skill sets for future success.
Objectives of the social-emotional learning support and career advising programme:
1. Provide students the opportunity to grow and develop socially, emotionally, physically, and spiritually and to become useful, well rounded, purposeful individuals through:
● individual and group social-emotional learning support and career advising.
● classroom guidance /health education focusing on psychological, emotional, physical well–being and empowering students to make positive choices in life
● referrals (when necessary).
2. Build a foundation for students to understand their interests, abilities and challenges by developing a career pathway, learning plan, and productive work habits in the classroom that students can apply later when they join the labour force.
3. Enhance students’ learning by enabling them to practise skills and test classroom knowledge through related service experiences in the local community.
Benefits of the counselling programme (ASCA)
● Prepare students in their academic, career, social/ emotional development
● Enhances personal development
● Assists in developing effective interpersonal relationship skills
● Encourages facilitative, co-operative peer interactions
● Increases opportunities for parent/school interaction
● Provides consultation to assist teachers in their guidance role
● Provides direct services to students
● Fosters a positive team approach, which enhances cooperative working relationships
● Promotes a safe and positive school environment that is conducive to learning
● Connects the community to the needs of the school and the school to the needs of the community
What Is Counselling (social-emotional learning support?)
It is the process that occurs when a client and a counsellor set aside time in order to explore difficulties which may include the stressful or emotional feelings of the client. Counselling is an act of helping the client to see things more clearly, possibly from a different view-point. This can enable the client to focus on feelings, experiences or behaviour, with a goal of facilitating positive changes.
What is the social-emotional learning support specialist’s role?
To enhance student academic, career and social/emotional development through the implementation of a school counselling programme based on the ASCA National Model (2019).
Through these programmes, school counsellors align with the school’s MTSS by:
● providing all students with standards-based school counselling instruction to address universal academic, career and social/emotional development and analysing academic, career and social/emotional development data to identify students who need support
● identifying and collaborating on research-based intervention strategies implemented by
school staff
● evaluating academic and behavioural progress after interventions
● revising interventions as appropriate
● referring to school and community services as appropriate
● collaborating with administrators, teachers, other school professionals, community agencies and families in MTSS design and implementation
● advocating for equitable education for all students and working to remove systemic barriers
When do you see a counsellor?….when you…..
● Have some good news to share
● Have conflicts with friends, teachers, or family members
● Have difficulty with school work
● Are being bullied
● Have trouble dealing with others
● Are feeling down
● Need to talk to someone
