What does a visit to the counselor look like?
Working with children in a school counseling setting is much different from going to a "therapist." School counselors do not provide therapy. Generally, we use a solution-focused approach to problem solving utilizing various counseling techniques. I also try to provide children with concrete representations to help them understand complex feelings, thoughts, and concepts. Here are just a few of the activities I use, so you can visualize what a visit to the counselor at Jackson might look like.
Play-Doh
This activity works well when dealing with issues that the student can't control. I give the student a container of play-doh and ask them to create anything they want for one minute. After the minute is up, I ask the student to change what they just made into something else. Then I hand that student a rock and ask them to create something with the rock. After they realize they can't, I tell them that some times in life we can control situations, sometimes in life we can change situations, and some times in life we can't control situations. But, we do have the power to change and control our emotions. This works really well when working with students about controlling anger, bullying, or problems they are dealing with at home.
This activity works well when dealing with issues that the student can't control. I give the student a container of play-doh and ask them to create anything they want for one minute. After the minute is up, I ask the student to change what they just made into something else. Then I hand that student a rock and ask them to create something with the rock. After they realize they can't, I tell them that some times in life we can control situations, sometimes in life we can change situations, and some times in life we can't control situations. But, we do have the power to change and control our emotions. This works really well when working with students about controlling anger, bullying, or problems they are dealing with at home.
Balloons
Balloons can be used in many ways. They can be used to make stress balls to help students calm down. They can also be a concrete way to show children how anger builds until we “pop.” Balloons can be used to work though the death of a loved one by having a balloon release.
Balloons can be used in many ways. They can be used to make stress balls to help students calm down. They can also be a concrete way to show children how anger builds until we “pop.” Balloons can be used to work though the death of a loved one by having a balloon release.
Broken Heart
Some of the topics I use this with are divorce, death and broken relationships. I tell the student that he/she has a broken heart because of the situation they are dealing with. Although we can't change what happened our goal is for you to not have a broken heart. I ask the student to rip the heart into six pieces and then write reasons why they are upset on each piece. I then ask the student to tape the pieces back together and we talk about the heart. This activity works great because it allows us to pick a broken piece on which to focus.
Some of the topics I use this with are divorce, death and broken relationships. I tell the student that he/she has a broken heart because of the situation they are dealing with. Although we can't change what happened our goal is for you to not have a broken heart. I ask the student to rip the heart into six pieces and then write reasons why they are upset on each piece. I then ask the student to tape the pieces back together and we talk about the heart. This activity works great because it allows us to pick a broken piece on which to focus.
Worry Jar
Sometimes students with anxiety, fears, and worries have difficulty focusing on school work. When this happens, I like to have the students write down their worries on strips of paper. Then, we put them in a "worry jar" and leave them in my office for the rest of the day. We talk about not worrying all the time; but reserving a short period of time each day to reflect upon their worries.
Sometimes students with anxiety, fears, and worries have difficulty focusing on school work. When this happens, I like to have the students write down their worries on strips of paper. Then, we put them in a "worry jar" and leave them in my office for the rest of the day. We talk about not worrying all the time; but reserving a short period of time each day to reflect upon their worries.
Jenga
Jenga is my favorite game to use in working with children. The game can be used in many different sessions. You can have each student ask a question as they pull out a block. Or you can write a question on each block. For example, if you have a self-esteem group, you can write:
Jenga is my favorite game to use in working with children. The game can be used in many different sessions. You can have each student ask a question as they pull out a block. Or you can write a question on each block. For example, if you have a self-esteem group, you can write:
- Tell the person to your left what your favorite thing about them is.
- What is your favorite thing about yourself?
- What are you best at?
- What is the person to your right best at?
- What are you most proud of?
- What do you value in a friendship?
Goal Setting Chart
I often work with students that have difficulty completing homework, getting off task, being disrespectful, etc. I work with the student helping them learn new strategies and skills, but also work with the teacher to set up positive reinforcement for the student. The student and I create a list of rewards they would like to work toward. Some students picked extra time with a certain teacher, being a helper, reading to a classroom, and/or computer time. Initially, an obtainable goal is set so the student can be successful. Then, as the student keeps reaching their goal, we gradually increase the target.
I often work with students that have difficulty completing homework, getting off task, being disrespectful, etc. I work with the student helping them learn new strategies and skills, but also work with the teacher to set up positive reinforcement for the student. The student and I create a list of rewards they would like to work toward. Some students picked extra time with a certain teacher, being a helper, reading to a classroom, and/or computer time. Initially, an obtainable goal is set so the student can be successful. Then, as the student keeps reaching their goal, we gradually increase the target.
Magic Wand
An important aspect of solution-focused approach is explicitly stating what life will like when the problem no longer exists. A magic wand is used when asking the "miracle question." The question is posed, "What if a magic wand was waved over you tonight as you sleep and this problem is gone, what would be different about you in the morning?" By asking a student this question they are able to reflect on what their goal really is and then we are able to work towards that goal.
An important aspect of solution-focused approach is explicitly stating what life will like when the problem no longer exists. A magic wand is used when asking the "miracle question." The question is posed, "What if a magic wand was waved over you tonight as you sleep and this problem is gone, what would be different about you in the morning?" By asking a student this question they are able to reflect on what their goal really is and then we are able to work towards that goal.
Letter and Journal Writing
Letter writing is a great exercise to help children express their thoughts, write about their future (when the situation causing the problem is resolved, or to apologize to a friend or classmate. Younger children can draw a picture and then dictate what they would like to say while I record it.
Letter writing is a great exercise to help children express their thoughts, write about their future (when the situation causing the problem is resolved, or to apologize to a friend or classmate. Younger children can draw a picture and then dictate what they would like to say while I record it.
Self-Esteem
When working with a student who has low self-esteem I ask them to tell me five things that they like about himself/herself. I have the student write those five things inside the body. Then I ask the student to write five things they would like to improve, and write them outside of the body. That way we have a visual that we can work on weekly. This also makes it easier to pinpoint one area to focus on each week.
When working with a student who has low self-esteem I ask them to tell me five things that they like about himself/herself. I have the student write those five things inside the body. Then I ask the student to write five things they would like to improve, and write them outside of the body. That way we have a visual that we can work on weekly. This also makes it easier to pinpoint one area to focus on each week.
