Delivery
The delivery aspect of ASCA's national model focuses on putting the school counseling program into practice and giving it to the students. In this section, we have included strategies and lessons in order to provide students with the tools to encourage and promote student development. We have developed three classroom lesson plans that cover all three of the ASCA domains: career/college, personal/social, and academic.
After conducting our needs assessment, we found that many of the Lincoln Park students are goal and academic oriented. Because, we were working with freshmen, we tried to keep the career and academic component more interest based. We felt that the freshman students did not need the added pressure of college and career decisions, but that it would be better to educate them on all of the options for careers. Below you will find The Personal Interests Inventory that we created as well as various materials to better educate freshman on potential careers.
According to the freshmen surveyed, 11% had concerns about drug and alcohol use. While that is not a huge number, drugs and alcohol are a serious personal and social concern for adolescents and we felt that this was something that could not go unaddressed. Therefore we developed a lesson plan to inform students of the psychological effects that alcohol can have on someone. There is information on Alcohol Use Disorder below as well as the emotional effects of substance abuse.
LPHS freshmen have expressed an overall struggle with test anxiety. Because Lincoln Park is such a high achieving high school, the students often put much pressure on themselves to do well. In fact, according to our needs assessment, 21% of the students felt anxious at school and 58% expressed a desire to improve their test taking skills. So we came up with a lesson plan centered around the academic domain of test and study skills. In this, we explain what a successful student looks like, as well as normal and abnormal anxieties when it comes to school work. We hope to help the students ultimately test better and have more confidence in their academic abilities.
We created the Calming the Mind small group, because as mentioned above more than a fifth of the freshmen class feel anxious at school. This will be a four week process where students will learn to identify and express their feelings as well as develop coping skills for difficult life events.
Lastly, the Closing the Gap intervention identifies and is looking to reach the freshmen African Americans, helping to increase their PSAE scores. According to the 2014 Illinois Report Card for Lincoln Park High School, there were over 13% of African American students testing below average in math, compared to only 1% of white students testing in this low category. This is very disproportionate. And in effort to see this percentage decrease, we have created an intervention to better inform students, teachers, and parents of this concern and work on cultural competency for all parties.
After conducting our needs assessment, we found that many of the Lincoln Park students are goal and academic oriented. Because, we were working with freshmen, we tried to keep the career and academic component more interest based. We felt that the freshman students did not need the added pressure of college and career decisions, but that it would be better to educate them on all of the options for careers. Below you will find The Personal Interests Inventory that we created as well as various materials to better educate freshman on potential careers.
According to the freshmen surveyed, 11% had concerns about drug and alcohol use. While that is not a huge number, drugs and alcohol are a serious personal and social concern for adolescents and we felt that this was something that could not go unaddressed. Therefore we developed a lesson plan to inform students of the psychological effects that alcohol can have on someone. There is information on Alcohol Use Disorder below as well as the emotional effects of substance abuse.
LPHS freshmen have expressed an overall struggle with test anxiety. Because Lincoln Park is such a high achieving high school, the students often put much pressure on themselves to do well. In fact, according to our needs assessment, 21% of the students felt anxious at school and 58% expressed a desire to improve their test taking skills. So we came up with a lesson plan centered around the academic domain of test and study skills. In this, we explain what a successful student looks like, as well as normal and abnormal anxieties when it comes to school work. We hope to help the students ultimately test better and have more confidence in their academic abilities.
We created the Calming the Mind small group, because as mentioned above more than a fifth of the freshmen class feel anxious at school. This will be a four week process where students will learn to identify and express their feelings as well as develop coping skills for difficult life events.
Lastly, the Closing the Gap intervention identifies and is looking to reach the freshmen African Americans, helping to increase their PSAE scores. According to the 2014 Illinois Report Card for Lincoln Park High School, there were over 13% of African American students testing below average in math, compared to only 1% of white students testing in this low category. This is very disproportionate. And in effort to see this percentage decrease, we have created an intervention to better inform students, teachers, and parents of this concern and work on cultural competency for all parties.
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