ECED 11 CHRISTMAS FOR SALE

The day that everyone has waiting for is the Christmas day. It is the time when we celebrate Jesus Christ birthday. Everyone is getting busy in preparing many things for the Christmas season. The people are use to put Christmas decoration in their houses such as lantern, Christmas tree, Christmas ball, Christmas light, Santa clause, belen and etc. the people go to the church to attend the evening mass. The children go to their neighbor houses to sing Christmas carol. Everybody greet each other “Merry Christmas”. The family used to eat their noche Buena I the table. The parents give their children gifts. Everyone is very happy in celebrating the Christmas.

Christmas season is good for the businessman and businesswomen. They use Christmas season for their business desired. They build a bazaar. Bazaar contains cheap items that good for Christmas season. Many people go to this kind of place to buy many cheap things such as Christmas decoration, dresses, bags, and etc. The businessman and businesswoman are very excited on this season because they know many people have their Christmas bonus. There are so many products that negotiator sells to the costumers. Many people cook “puto bungbong and bibingka” that they sell to people who are attending the Christmas evening mass. The other negotiator sells Christmas decoration such as lantern, Christmas tree, light, ball and etc. The other people make a small store for selling the Christmas gifts and gift wraps. Sometimes they are the one who wrap the gifts. The people do selling things to earn money. They think that the Christmas season is the best time for the business.

Christmas is for everyone. How about the other people who don’t have money? Money is the biggest problem of everyone. The other family is not able to decorate their house because they don’t have money. The other people cannot buy gifts for their love ones. Some other people cannot buy new dress, gadgets, and other things because they don’t have enough money to buy such things. Some other god parents cannot give their godchildren gifts. Some other family is not able to coo foods for heir noche Buena. People who do not have money for the special occasions are so sad. They treat the Christmas as an ordinary day.

Christmas cannot only be measured by the beauty of our Christmas decoration in our houses. It cannot only be measured by the gifts we received from our parents, godparents, friends, relatives and other people. It cannot also be measured by the kinds of foods we cooked for the noche buena and by the amount of Christmas bonus we received from our boss or from the government. The true essence of Christmas can be measured by the amount of love we gave to Jesus Christ ad to everyone. We put Jesus in our heart. Give thanks to Jesus. Christmas is the time for forgiveness. Everyone should love and help each other. Everyone should happy. Christmas is for everyone.

ECED 13 READY MADE PROBLEM CHECKLIST

Name: _____________________________________ Date:_________________ Individual Problem Checklist Directions: Put a number next to any item which you experience. 1=mildly, 2=moderately, 3=severely Emotional Concerns ____feeling anxious or uptight ____excessive worrying ____not being able to relax ____feeling panicky ____unable to calm yourself down ____dwelling on certain thoughts or images ____fearing something terrible about to happen ____avoiding certain thoughts or feelings ____having strong fears ____worrying about a nervous breakdown ____feeling out of control ____avoiding being with people ____fears of being alone or abandoned ____feeling guilty ____having nightmares ____flashbacks ____troubling or painful memories ____missing periods of time - can't remember ____trouble remembering things ____feeling numb instead of upset ____feeling detached from all or part of body ____feeling unreal, strange or foggy ____feeling depressed or sad ____being tired or lacking energy ____feeling unmotivated ____loss of interest in many things ____having trouble concentrating ____having trouble making decisions ____feeling the future looks hopeless ____feeling worthless or a failure ____being unhappy all the time ____dissatisfied with physical appearance ____feeling self critical or blaming yourself ____having negative thoughts ____crying often ____feeling empty ____withdrawing inside yourself ____thinking too much about death ____thoughts of hurting yourself ____thoughts of killing yourself ____frequent mood swings ____feeling resentful or angry ____feeling irritable or frustrated ____feeling rage ____feeling like hurting someone __________________________________________________ Behavioral and Physical Concerns ____not having an appetite ____eating in binges ____self induced vomiting for weight control ____using laxatives for weight control ____eating too much ____eating too little ____losing weight - how much?_____ ____gaining weight - how much?____ ____trouble sleeping ____trouble falling asleep ____early morning awakening ____sleeping too much ____sleeping too little ____# of hours I usually sleep: _____ ____lack of exercise ____not having leisure activities ____smoking cigarettes ____often spending in binges ____temper outbursts ____aggressive toward others ____impulsive reactions ____trouble finishing things ____working too hard ____using alcohol too much ____being alcoholic ____using drugs ____driving under the influence ____blackouts - after drinking ___Yes ___No Have you ever felt you ought to cut down on your drinking or drug use? ___Yes ___No Have people annoyed you by criticizing your drinking or drug use? ___Yes ___No Have you ever felt bad or guilty about your drinking or drug use? ___Yes ___No Have you ever had a drink or used drugs first thing in the morning to steady your nerves or to get rid of a hangover? _______________________________________________ Intimate Relationship Concerns ____feeling misunderstood in relationship ____not feeling close to partner ____trouble communicating with partner ____not trusting partner ____lack of respect by partner ____partner being secretive ____lack of fairness in relationship ____problems with dividing household tasks ____disagreeing about children ____lack of affection ____unsatisfactory sexual relationship ____lack of time together ____lack of shared interests ____lack of positive interaction ____lack of time with other couples ____jealousy in relationship ____frequent arguments ____trouble resolving conflict ____partner being demanding and controlling ____partner putting you down ____violent arguments ____emotional abuse in relationship ____physical abuse in relationship ____sexual abuse in relationship ____partner having alcohol or drug problem ____self or partner having an affair ____feeling uncommitted to relationship ____wanting to separate ____discussing separating or divorce ____problems with in-laws ____problems with ex-partner ____problems with step parents ____children having special problems _________________________________________________ Sexual Concerns ____worrying about getting pregnant ____having miscarriage(s) ____choice of birth control ____having an abortion ____not able to become pregnant ____not enjoying sexual affection ____too tired to have sex ____too anxious to have sex ____feeling a lack of sexual desire ____wanting to have sex more often ____feeling neglected sexually ____feeling used sexually ____feeling unable to have orgasm ____being unable to sustain an erection ____feeling negatively about sex _________________________________________________ When Growing Up to Present Time: ____being physically abused - by whom? ____being emotionally abused - by whom? ____being sexually abused - by whom? ____having an alcoholic parent - which? ____having a drug abusing parent - which? ____having a depressed parent - which? ____having a parent with emotional problems ____having parents separate or divorce ____close family member dying - who? ____felt neglected or unloved - by whom ____having an unhappy childhood ____having serious medical problems - what? ____having drug or alcohol problem ____frequent moves ____having learning problems - what? ____having emotional problems ____having attempted suicide - when? ___________________________________________________ Stresses During the Past Several Years: ____death of family member or friend - who? ____birth or adoption of child ____self or family member hospitalized - who? ____moved ____being harassed or assaulted ____frequent family or couple arguments ____separation/divorce ____an important relationship ending - who? ____losing or changing job ____financial trouble ____legal problems ____natural disaster ____serious or chronic illness -what:________ ____________________________________________ ____other Please State Your Goals for Therapy: 1.______________________________________________________________________________________________ 2.______________________________________________________________________________________________ 3.______________________________________________________________________________________________ Additional Comments:

ECED 13 HAPPY THOUGHTS

HAPPY THOUGHTS

GOD
The important thing happened to my life is when God created me. God created me with a purpose. He gives me a life with special set of skills and talents. He gives me an opportunity to live in this world. A world has full of life and hope. He is always there to answer my prayers. God gives me my family, friends, and other people around me. God created me because my love ones need me.

FAMILY
My family is the most important persons of my life. They are my inspiration. They are my strength. They always support me. They are the reason why I’m still living in this world. I love my family so much. Without family I think my life is worthless.
BIRTHDAY
This is the happiest event in my life. I go to church with my family and I thank the Lord that He gave me new life. I pray that many more birthdays come in my life.
I’m so excited when I think of my birthday. To relish the feeling that I greet my loved ones. Like my parents, siblings, friends and relatives other.

CHRISTMAS
This is my happy moments. I and my family celebrates Christmas altogether. Even though we don’t have enough money to buy clothes and special foods, to go in a beautiful place, still we celebrate Christmas with all our hearts.

NEW YEARS DAY
It’s the loudest and happiest day ever. Everyone is out to make a noise in new years eve.

HOLY WEEK
Although this is not a time to make ourselves happy, still it is the happy moments because my family and my other relatives meet each other. We used to go on beaches and do picnic.

HINDRANCES
Financial problem
If you don’t have money your happiness is not complete. There was a time that I celebrated my birthday without money. I don’t have birthday celebration. I was so sad. It seemed like an ordinary day. But I still happy because my parents, relatives, neighbors, friends and my siblings greeted me.

TIME
How can we get fun or how can we make ourselves happy if we are so busy. Doing this, that, and everything. Time affect your happiness. There was a time that my family celebrated without my father because he worked to the far place. During that time I felt sad because we were not complete. Only my mother, siblings and I celebrated the Christmas.

SICKNESS
It is considered one of the hindrances why affect our happiness. It is better to celebrate the special day without any sickness.

SOLUTIONS
PRAYER
Prayer is very important. This is the best solution in all my hindrances. God answers all my prayers. I have faith of Him. I pray for myself, family, friends, relatives and other people. A also pray for their health.
STUDY HARD
This is the only solution that I can get my family out of our poverty.
THINK POSITIVE
Always think positive. Think that everything will be all right. Everything has solutions.

ECED 13 SUMMARY: COMMON PROBLEMS OF ECED CHILDREN

SUMMARY: COMMON PROBLEM OF ECED CHILDREN
PHYSICAL PROBLEM
1. Sleep Problem- The most frequent sleep difficulty is wakefulness at night, which is most frequent between the ages of 1 and 4 years.
2.Pica- Pica is the eating of items generally regarded as inedible, for example soil, paint, and paper.
3. Hitting- is often a direct communication of frustration when a child is not getting his way. Young children often hit because they cannot speak the words to communicate their irritation.
4. Biting - Typically, this is a developmental teething issue and not behavioral. However, like hitting, it is an easy way for children who do not have verbal skills to express anger or frustrThis printable outlines common physical problems children may face with handwriting.
5. Personal Aggression Children who suck their thumb, grind their teeth, pull their teeth or rock or bang their heads include some of the negative habits that puts parents and other adults on edge. What may look like self-aggression is typically a bad habit a child formed and will most likely grow out of it. The article "Bad Habits, Annoying Behavior," published by the University of Michigan Health System, states that calling attention to the offending behavior, shouting or disciplining a child usually does not stop the habit. Instead, they suggest offering praise and encouragement when the child ceases the behavior.
Every person with an intellectual disability can learn and develop physically, mentally, socially and emotionally throughout life. However, learning may need more guidance, take more time and require more structure.

SOCIAL PROBLEM
1.Bullying
Bullying can take many forms; racial discrimination and sexual harassment are examples of abuse students can face. Child rearing influences, the characteristics of the child, and factors of the environment are cited as possible reasons why children bully. Most bullying occurs in the school environment so how schools respond to such interactions impacts the school climate.
2. Fear of Strangers
A baby’s temperament is reflected right from the way he or she reacts as an infant. Around 4 months of age, babies start trying to read people’s faces and behavior closely and try to differentiate between people who can be trusted and who cannot be trusted. Some babies are more extroverted and friendly than others and readily go to strangers

EMOTIONAL PROBLEM
1.Toddler Tantrums
Tantrums are a normal stage of toddler development. In some children, they just cross the limits and become intolerable. During this phase, the child cries uncontrollable, screams and yells, may throw things or even vomit. He or she may also try to hit the parents or caregivers if they do not get what they want or their whim is not catered to.
2.4. Childhood schizophrenia- This emotional disorder often affects a child's ability to develop normal social, educational and emotional skills and habits.
5. Tourette syndrome- This emotional problem is also considered a neurological disorder.

COGNITIVE PROBLEM

Causes of Cognitive problems in children

Fetal alcohol syndrome: Introduction
Alcohol can cause a range of birth defects, the most serious being fetal alcohol syndrome (FAS). Children born with alcohol-related ... more about Fetal alcohol syndrome.

Fetal alcohol syndrome: A pattern of mental and physical birth defects caused by excessive alcohol use during pregnancy. The range and severity of the symptoms may vary greatly.

Sickle Cell Anemia: Sickle cell anemia is an inherited blood disorder characterized by red blood cells which are crescent-shaped rather than the normal doughnut shape. These abnormally shaped red blood cells are unable to function normally and tend to undergo premature destruction which leads to anemia. If the genetic defect which causes the condition is inherited from both parents the condition can be quite severe whereas if it is inherited from only one parent, often there are no symptoms. The abnormally shaped red blood cells can cause problems when they clump together and block blood vessels.

Anemia (medical symptom): If your blood is low in red blood cells, you have anemia. Red blood cells carry oxygen (O2) to tissues and organs throughout your body and enable them to use the energy from food. Without oxygen, these tissues and organs--particularly the heart and brain--may not do their jobs as well as they should. For this reason, if you have anemia, you may tire easily and look pale.
The condition of having too few red blood cells. Healthy red blood cells carry oxygen throughout the body. If the blood is low on red blood cells, the body does not get enough oxygen. People with anemia may be tired and pale and may feel their heartbeat change.

Anemia is a process, not a disease, and is the most common disorder of the blood. Anemia occurs when the amount of red blood cells or hemoglobin (oxygen-carrying protein in the blood) in the blood becomes low, causing the tissues of the body to be deprived of oxygen-rich blood. It is characterized by a reduction in size, number, or color of red blood cells (RBC) which results in reduced oxygen-carrying capacity of the blood. The blood of an anemic person has trouble carrying oxygen to tissues and organs, in a sense, become "starved" of oxygen and without oxygen, the tissues cannot produce energy to function. In order for the body to stay healthy, organs and tissues need a steady supply of oxygen.

Depressive symptoms (medical symptom): Although depressive symptoms can obviously be caused by depressive disorders such asdepression, there are many other possible reasons that may lead to feelings of being down, sad or "depressed". Just because you feel "depressed", doesn't mean you have the medical condition of depression. Normal emotional reactions to grief, relationship problems, stress, and other non-disease issues may be the cause of negative feelings. Sometimes you can be down because of the effects of other symptoms like fatigue,tiredness, sleepiness, rather than actually any depressive symptoms, and you need to research these other symptoms as the real issue. Various physical (non-mental) conditions can cause depressive-like symptoms, or alternatively cause some of the other related symptoms (e.g. fatigue, tiredness). And the difficulty of coping with any type of chronic illness can bring you down. On the other hand, true depression and otherdepressive disorders are serious mental illnesses, and need to be considered seriously.

ECED 11 STORY

1.Place of Poor People
2. Once there was a teenage girl named Sandara Villamor who lived in Shandelions Village. This place was so beautiful. Popular and rich people lived there. Sandara was a very rich girl. Her parents owned business. She was a spoiled brat because she was the only child of Mr. and Mrs. Villamor. Because of the money, Sandara could buy anything she want.

One time, the company of her parents encountered problems. Her parents did everything to save their company but unfortunately, they didn’t succeed. Everything that the family Villamor owned had gone. They tried to go to their relatives but they did accept Sandara’s family. Until one day,her father found a renting house. The house was located at Makipot st. the place was squatter area where in poor people lived.Makipot st. was so dirty, bad smells and prone in any kind of sickness. Sandara and her parents decided to live there.

Sandara shocked as she saw Makipot st. and their new house. She cried and also her parents. They did not expect that they lived in that kind of place. They had to live there in order to survive. At first, Sandara didn’t move on in her new life. She always cried and tried to find a comfortable life. She was started to wake up in the morning without maids. She was started to go to a public school even without personal driver and she didn’t had allowances. She started to eat ordinary foods and wear an ordinary dress. In that place she found true friends. Friend who was always there at good times even bad times. Their neighbors were good to them. Later on, Sandara and her family began to feel comfortable enough in their new life. Sandara lived in Makipot st. happy.
3.Weak points
The business of Sandara’s family had gone.
They started to live and adapt the way of living in Makipot St.
Strong points
Sandara found good friends and neighbors
Sandarac used to do all the things in Makpipot st.
Sandarac and her parents felt that they were comfortable on their new life.
4.My life is related to the story because I also lived in squatter area. I used to go to a public school without my personal driver. I used to eat an ordinary food and wear an ordinary dress. Like Sandara, I don’t think that my life is worthless just because I’m living in that kind of place. In fact, this serves as my motivation to continue my life because I know someday and somehow I will become success.
5.Moral lesson
There is a time that your life will change. It is either go up or go down. But whatever life gives to you still it is a gift of God. If your life goes down, all you need to do is to be strong, don’t give up and try to come up.

ECED 13 COMMON PROBLEMS ENCOUNTERED IN ECED CHILDREN

Common Problems Encountered by ECED Children

1. social problem

4 year old having social problems in preschool
My daugter is 4 years old, this is her first year of preschool and she goes in the monrings all 5 days. Her teacher has sent home the following points that she is conscerend with, any help would be greatly appreciated.

M has displayed these behaviors on a consistent level since the beginning ofschool. I am concerned about these behaviors because I have never seen them before in any of my students.

* She doesn't really know how to interact with the other children, doesn't seem to know how to share, grabs things from other children and runs away with them, knocks down what other children are building, she laughs a lot while she is doing these things -- I don't think she understands that the other children are upset.
* Transition time is very difficult for her -- she is reluctant to come and will not come when her name is called -- teachers must go over and bring her by herhand.
* Does not like to be touched by the teachers -- doesn't like to make eye contact.
* When someone does something she doesn't like -- she screams -- the other children don't want to sit by her.
* Sometimes when she is asked a question she will repeat it back to us.
* Likes to play by herself most of the time.
* Does a lot of hopping instead of walking.
* Gross motor skills are probably not up to her age level.
* M does do well on most of her projects and so far knows her colors, shapes; she can count also, but she does not follow directions to well when we are doing our projects.
I know these behaviors are typical for most preschoolers at some point, but I'm not used to seeing them so consistent.

2. Intellectual problem

Intellectual problems shown by 11-year-old children whose mothers had postnatal depression.

Abstract
The aim of the study was to examine long-term sequelae in the children of mothers who were depressed at 3 months postpartum. In a community sample from two general practices in South London. 149 women were given psychiatric interviews at 3 months postpartum and 132 of their children (89 %) were tested at 11 years of age. The children of women who were depressed at 3 months postpartum had significantly lower IQ scores. They also had attentional problems and difficulties in mathematical reasoning. and were more likely than other children to have special educational needs. Boys were more severely affected than girls, with the sex difference most pronounced on Performance IQ. The links between postnatal depression and the children's intellectual problems were not mediated by parental IQ and were not accounted for by measures of social disadvantage nor by the mother's later mental health problems. Breastfeeding did not remove the effect of the mother's illness on Full Scale IQ, but exerted its own influence on Verbal IQ and appeared to mediate the link with mathematical ability. The findings show that adverse experiences in infancy predict cognitive ability and academic performance a decade later.

Causes of Cognitive problems in children

Fetal alcohol syndrome: Introduction
Alcohol can cause a range of birth defects, the most serious being fetal alcohol syndrome (FAS). Children born with alcohol-related ... more about Fetal alcohol syndrome.

Fetal alcohol syndrome: A pattern of mental and physical birth defects caused by excessive alcohol use during pregnancy. The range and severity of the symptoms may vary greatly.

Sickle Cell Anemia: Sickle cell anemia is an inherited blood disorder characterized by red blood cells which are crescent-shaped rather than the normal doughnut shape. These abnormally shaped red blood cells are unable to function normally and tend to undergo premature destruction which leads to anemia. If the genetic defect which causes the condition is inherited from both parents the condition can be quite severe whereas if it is inherited from only one parent, often there are no symptoms. The abnormally shaped red blood cells can cause problems when they clump together and block blood vessels.

Anemia (medical symptom): If your blood is low in red blood cells, you have anemia. Red blood cells carry oxygen (O2) to tissues and organs throughout your body and enable them to use the energy from food. Without oxygen, these tissues and organs--particularly the heart and brain--may not do their jobs as well as they should. For this reason, if you have anemia, you may tire easily and look pale.
The condition of having too few red blood cells. Healthy red blood cells carry oxygen throughout the body. If the blood is low on red blood cells, the body does not get enough oxygen. People with anemia may be tired and pale and may feel their heartbeat change.

Anemia is a process, not a disease, and is the most common disorder of the blood. Anemia occurs when the amount of red blood cells or hemoglobin (oxygen-carrying protein in the blood) in the blood becomes low, causing the tissues of the body to be deprived of oxygen-rich blood. It is characterized by a reduction in size, number, or color of red blood cells (RBC) which results in reduced oxygen-carrying capacity of the blood. The blood of an anemic person has trouble carrying oxygen to tissues and organs, in a sense, become "starved" of oxygen and without oxygen, the tissues cannot produce energy to function. In order for the body to stay healthy, organs and tissues need a steady supply of oxygen.

Depressive symptoms (medical symptom): Although depressive symptoms can obviously be caused by depressive disorders such asdepression, there are many other possible reasons that may lead to feelings of being down, sad or "depressed". Just because you feel "depressed", doesn't mean you have the medical condition of depression. Normal emotional reactions to grief, relationship problems, stress, and other non-disease issues may be the cause of negative feelings. Sometimes you can be down because of the effects of other symptoms like fatigue,tiredness, sleepiness, rather than actually any depressive symptoms, and you need to research these other symptoms as the real issue. Various physical (non-mental) conditions can cause depressive-like symptoms, or alternatively cause some of the other related symptoms (e.g. fatigue, tiredness). And the difficulty of coping with any type of chronic illness can bring you down. On the other hand, true depression and otherdepressive disorders are serious mental illnesses, and need to be considered seriously.

3. Physical Problem

Common Preschool Problems
Here is a guide to common problems in preschool children. See the Infection's Guide for information on common childhood infections.


appendicitis


asthma


bedtime problems


bedwetting


bowed legs


constipation


crossed eyes


flat feet


intoeing/outtoeing


knock knees


labial adhesions


nosebleeds


rashes


sibling rivalry


sleep problems


stuffy nose/sneezing


stuttering


toilet training resistance


upper respiratory infections


4. Emotional Problem

Emotional Problems in Children

Emotional problems in children have become more widely recognized. A child's emotional problem can become a chronic problem if it's not attended to properly and in a timely manner. Many adult emotional problems can also affect children, but these problems may not be as easily recognized in children. Some emotional problems in children can be treated quite easily, but some require long-term care that can be complicated.

Childhood Bipolar Disorder
1. Childhood bipolar disorder is an emotional problem that can affect children. This childhood emotional problem can be hard to diagnose, because its symptoms are also symptoms of many other childhood emotional problems. Common symptoms include mood swings, irritability, episodes of extreme happiness and episodes of severe depression. Childhood bipolar disorder is a serious condition and should be treated as such. Treatment most often includes a combination of medication (sometimes more than one) and behavior therapy (teaching the child how to handle certain situations better).

Childhood Depression
2. Childhood depression is an emotional problem that can affect children. This childhood emotional problem is considered serious, but it can be difficult to diagnose because its symptoms are not unique. Common symptoms include irritability, fatigue, hopelessness, social withdrawal and poor performance in school. Childhood depression is most often treated with medication and behavior therapy.

Autism
3. Autism is an emotional problem that can affect children. This childhood emotional problem is often serious and consists of three distinctive behaviors. These autism behaviors include trouble interacting socially, obsessive and competitive behavior and difficulty with nonverbal and verbal communication. Medications (often more than one) and behavioral and educational therapies and interventions are used to treat autism. Family counseling is also used to help families learn about autistic children and to help them cope.

Childhood Schizophrenia
4. Childhood schizophrenia is an emotional problem that can affect children. This emotional disorder often affects a child's ability to develop normal social, educational and emotional skills and habits. Children with emotional disorder often have difficulty performing daily tasks, think and act irrationally and have delusions and hallucinations. Childhood schizophrenia is most often treated with a variety of treatments including medications (most often antipsychotics) and psychotherapy (teaches the child to cope with the illness and its challenges).

Tourette Syndrome
5. Tourette syndrome is an emotional problem that can affect children. This emotional problem is also considered a neurological disorder. Tourette syndrome is characterized by stereotyped and repetitive vocalizations and involuntary movements referred to as tics. Tourette syndrome is most often treated with a combination of medication and psychotherapy.

ECED 13 SAMPLE GUIDANCE PROGRAM

ECED 13 SAMPLE GUIDANCE PROGRAM

RESPONSIVE SERVICES

Individual Support
Guidance Counselors provide support for students through individual interactions in which they work together on a problem or a topic of interest. Individual counseling meetings offer students a safe environment in which to freely explore ideas, feelings, and behaviors. Counselors build trusting relationships with students and always consider their actions in terms of the rights, integrity, and welfare of students and families.

Individual counseling generally addresses the specific concerns of targeted students with identified needs. Students can be referred to the Guidance Department by parents/guardian, teacher, administrator or staff member. Counselors use individual counseling sessions to evaluate student needs and create plans for support. When appropriate, the Guidance Counselors may recommend that students receive additional support from school staff and/or outside resources.

Small Group Counseling

In small groups counseling, the Guidance Counselor works with two or more students together. Group size generally ranges from five to eight members. Group counseling meetings may be based on structured learning activities or may be flexible depending on the needs of the group. Group members have the opportunity to learn from each other. They can share ideas, give and receive feedback, increase their awareness, gain new knowledge, practice skills and think about their goals and actions.

Group counseling may be problem-centered, where attention is given to particular concerns or problems. Counseling may also be growth-centered, where general topics are addressed related to personal and academic development. Areas addressed in group counseling may include social skills development, family issues, anger management, or academic and behavioral concerns.

Consultation

The primary focus of consultation is to help parents, teachers, and administration to be more effective in working with each other on the behalf of students. This team approach is a key factor in supporting and advocating for our students. During consultation, the Guidance Counselors work with teachers or parents to identify problems and concerns, develop strategies to address student needs, and create systems to provide academic, emotional and/or behavioral supports for students. Consultation may take place in individual or group conferences, through staff development activities, or parent education classes.

INDIVIDUAL PLANNING

Guidance Counselors serve as members of the Teachers Assistance Team (TAT), which meets to develop individualized intervention plans for students in need of academic, emotional or behavioral support. Guidance Counselor also work as members of the Special Education Team to provide consultation services regarding students who are being referred for evaluation or who have been identified as educationally disabled.

Students who have a handicapping condition or medical disability which substantially limits their access to education may be eligible for a Section 504 Plan under the Americans with Disability Act. The Guidance Counselor serves as the Section 504 Plan Coordinator and chairs the Section 504 Team, which is responsible to identify students in need of a 504 Plan and design appropriate environmental and academic adjustments.

The Guidance Counselor also works with members of the Placement Team to determine appropriate grade level and classroom placements for all students.

SYSTEM SUPPORT

School-Wide Programming
The Guidance Department conducts numerous school-wide programs designed to meet the needs of all student.

Service Education
School-wide service programs are designed to cultivate personal, civic, and intellectual growth for students through meaningful and effective service experiences. Under the leadership of the Guidance Department, students collaborate with community partners and participate in activities which provide for people in need throughout the Hudson School District.

Parenting Education
The Guidance Counselor provides structured parenting education through workshops and seminars. The goal of parenting education is to assist parents in refining skills and learning strategies which enable them to best promote their children’s healthy development.

Community Partnerships
The Guidance Counselor serves as the coordinator of community partnerships which bring community resources into the school for the benefit of students. These partnerships include:
• Big Brothers/Big Sisters which matches community members with students in need of adult mentors.
• New Hampshire Higher Education Assistance Foundation, which provides career and college exploration activities for fifth grade students.
Support for Academic Development
• The Guidance Counselor works with teachers and staff to develop programs which directly support academic development.

Coordination of Standardized Testing
The Guidance Counselor coordinates school-wide standardized testing, including the NECAP (New England Common Assessment Program) for third, fourth and fifth grade and the NAEP (National Assessment of Education Progress) for fourth grade. Test coordination includes ordering and inventorying test materials, determining necessary accommodations and staffing, maintaining test security, and assisting with test administration.

GUIDANCE CURRICULUM

Classroom Guidance Curriculum
Large group settings (classroom guidance) offer the best opportunity to provide guidance to the largest number of students at one time. The guidance curriculum consists of organized objectives and activities and is delivered by the Guidance Counselor in the classroom. The Guidance Counselor develops and presents special guidance units, which give attention to particular developmental issues or areas of concern at each grade level.

Character Education
The Guidance Counselors implement character education initiatives designed to address the development of each child’s character as well as their minds. Each month during the school year, a character education “Word of the Month” is targeted. The Word of the Month will be displayed on a bulletin board in the front hall and discussed in weekly announcements. The Guidance Counselors develop classroom activities which are provided to teachers to reinforce character education themes.
Career Exploration Activities
Students are introduced to career exploration through the use of Career Journals. Career Journals are provided by the Guidance Department and go home with students so that family members can write about their educational and career experiences. Students then share this information with classmates.
Fifth graders have the opportunity to participate in Career Day activities. This annual event brings all fifth graders in the Hudson School District together to learn about careers from community members who present information about a variety of career fields.

Conflict Mediation Program
At Nottingham West School, students are encouraged to solve conflicts through mediation. Most typical conflicts between students in elementary school are name-calling, friendship problems, rumors and teasing. The goals of mediation are
• To resolve peer disputes that interfere with the process of education
• To build a stronger sense of cooperation and school community
• To improve the school climate by decreasing violence and hostile behaviors
Any student may request assistance from the Guidance Counselors to mediate a conflict, or may be referred to mediation by faculty, administration or parents. Students must agree to participate and agree to privacy. The conflict mediation program promotes peaceful resolution of conflicts, teaches students mutual respect through clear and direct communication and develops life skills which can be applied to the family, neighborhood and community.

Guidance Enrichment Programs
Hudson Elementary Counselors coordinate and plan special guidance enrichment programs throughout the year, and frequently partner with the elementary school PTO to provide these programs. Enrichment programs are designed to provide group experiences for all students or for students at selected grade levels. Issues which may be addressed during enrichment programs include bullying and teasing, diversity and differences, drug and alcohol awareness or other important topics. Enrichment programs enable the Guidance Counselors to provide educational experiences to the entire student population in an engaging format.

Guidance Goals
Our comprehensive guidance program works to help students learn important life skills such as:
• An awareness of self and others
• Responsibility at school and home
• Recognizing and managing feelings appropriately
• Tools for healthy friendships
• Cooperation at work and play
• Welcoming uniqueness and diversity
• Dealing with conflict, peer pressure and bullying
• Early understanding of careers
• How to make healthy decisions

Guidance Services
Nottingham West Guidance Counselors provide many services as part of a comprehensive Guidance program.
Classroom Guidance
Small Group Counseling
Friendship/Social Skills
Impulse/Anger Management
Self-Esteem
Divorce/Changing Families
Academic Support
Individual Counseling
Conflict Resolution/Mediation
Crisis Intervention and Support
Parenting Skills Training
Consultation with Parents and Teachers.
Classroom Guidance Program
Our classroom guidance curriculum provides all students with important learning experiences which are presented through classroom lessons.
The program addresses student needs in areas such as personal and social development, understanding character and values, making good choices and working with others.
Classroom guidance lessons are designed to be appropriate to each grade level. Counselors use parent and teacher feedback to plan and update the classroom guidance curriculum.
The current topics being addressed during classroom guidance lessons include:
• Grade 1: Feelings, Friendships and First Grade Behaviors
• Grade 2: Families, Diversity and Responsibility
• Grade 3: Self-Control Strategies for Success at School
• Grade 4: Learning Styles and Study Skills
• Grade 5: Growing Up and Decision Making

WHY ELEMENTARY SCHOOL COUNSELORS?
“Elementary school years set the tone for developing the skills, knowledge and attitudes necessary for our children to become healthy, productive adults. With a comprehensive developmental counseling program, counselors work as a team with school, parents and community to create a caring atmosphere whereby children’s needs are met through prevention, early identification and intervention.”

American School Counselors Association

In other words …
There is clear connection between comprehensive guidance programs and school success. With a comprehensive guidance program, all students have the opportunity to learn how important they are and to learn the skills that will help them make the most of their education.