|ABOUT||SOCIAL-EMOTIONAL LEARNING (S.E.L.) & ZONES OF REGULATION||S.E.L. LIBRARY & VIDEO RESOURCES||SAFE CIRCLES & SAY SOMETHING||GRIEF & SUICIDE||PREPARING FOR HIGH SCHOOL||RESOURCES|
In coordination with teachers, administrators, and parents, Sterling Montessori Counseling Services will help provide an atmosphere that is peaceful and safe where all students are able to acquire the social emotional skills, academic, and career skills needed to nurture a lifelong love of learning.
The school counseling program is a service provided to all students at Sterling that works to support their academic, career and personal and social development. Counseling activities in a school setting are typically short-term in nature and focus on solutions to help your child succeed in all areas of their development. Counseling activities include individual counseling, small group sessions, and whole classroom lessons. Depending on the need, these activities will either be held in the classroom or they will be pulled-out at a scheduled time that does not conflict with teacher instruction time.
In an effort to address the needs of the whole child, concerns will be heard and every effort will be made to support your child. In the event that the need is not able to be addressed at the school level or would require longer term support, we will work with parents to find outside resources.
|Children's House||Lower Elementary||Upper Elementary||Middle School|
|Socail and emotional learning is emphasized and developed early during the preschool and kindergarten ages. Children are engaged in ativities that allow them to understand and manage their emotions, feelings, show empathy for others, establish healthy relationships, and make responsible decisions. Counseling strategies are in collaboration with the Director and teachers on developmentally appropriate social emotional learning strategies that support and nutures the whole child.||At the Lower Elementary level, the social emotional learning focus is on feeling identification, self-regulation, building positive social skills, diversity, growth mindset and conflict resolution. Academic supports are focused on providing strategies to be effective in the classroom with focus and organizational skills.||At the Upper Elementary level, we build upon the social emotional skills developed at the Lower Elementary level and focus on self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Academic supports are typically focused on providing strategies to be effective in the classroom regarding focus and concentration, executive functioning skills and anxiety.||At the Middle School level, we build upon the social emotional skills developed at the Lower and Upper Elementary levels and focus on developing positive mental health practices and healthy relationships. Academic supports are typically focused on providing strategies to be effective in the classroom regarding focus and concentration, executive functioning skills, anxiety and preparing for the high school level and beyond.|
When it comes to children meeting with a school counselor, some parents are reluctant to support such a decision. A student’s right to privacy and confidentiality is the basis for an effective counseling relationship. Confidentiality ensures that school counselors won’t share students’ disclosures with others except when there is a clear and present danger to the student and/or to other persons. Students can be referred by a teacher, staff member, parent, or self-referred.
The school counselor will follow these guidelines for student referrals.
Parents will always be informed when students are referred for counseling services. This includes individual and small group recommendations. Permission forms will be sent home for parental approval.
Students may be referred by the classroom teacher when there is a need for additional resources in problem solving. The teacher will email the parent letting them know they initiated additional support for the classroom environment.
Students who are in immediate danger or have conveyed to another student or adult the possibility of harm to self or others; parents will be notified immediately and asked to come to the school to develop a plan of action that will outline the steps of a safety plan for that student.
Students who want to have a casual conversation about a specific topic will be able to self- refer. In most cases parents will be notified either by the classroom teacher or section director noting that a student is requesting a meeting with the counselor. Notification is usually conveyed verbally during a phone conversation or communicated in an email.
***These topics are very general in nature and are an extension of strategies that are already used within the classroom.