Although many do see the connection between academic/career and personal/social change, school counselors are left to promote the basis of academic achievement due to the improvement of personal and social growth (Van Velsor, 2009). School counselors have many demands on their time that are not relevant to counseling: testing coordinator, special education team leader, and administrator of retests (Bostick & Anderson, 2009)
Piaget and Cognitive Learning Each of the above sessions based its format on the premise that children 3rd to 5th grade have the ability to reason logically. Children have schemas which they organize their environment (Crandell, Crandell, & Zanden, 2009)
Ms. Hendricks said that she preferred working with the younger age set on social issues as it acted mainly as a preventive technique instead of rehabilitative as with the older age groups (Hendricks, 2010)
Things are kept quiet except of someone is going to hurt himself or another person, or if the child is in danger at home. Any other disclosure comes with the full consent of the child (Huss, Bryant, & Mulet, 2008)
The counselor leads a discussion on what bullying means. Bullying is any hurtful or aggressive act toward an individual or group that is purposeful and repeated (Quiroz, et al
Counselors can use each session as an example on how to create positive relationship with the more diverse populations. Each year the schools become a microcosm of the world's ethnic and cultural diversity (Roaten & Schmidt, 2009)
¶ … Age Group School bullying -- session one IV Cyber-bullying -- session two Random Acts of Kindness -- session three Volunteering -- session four VII Piaget and Cognitive Theory Counseling as a Preventive Measure School counseling in the past has been considered an ancillary part of education; nice to have, but not really necessary (Scarborough & Luke, 2008)
Because of many of these demands, counselors use group counseling as a means to reach more students in the time allowed. Group counseling can provide the framework needed to address issues such as prevention, problem-focused support groups, and psychoeducational groups (Steen & Bauman, 2007)
Because of many of these demands, counselors use group counseling as a means to reach more students in the time allowed. Group counseling can provide the framework needed to address issues such as prevention, problem-focused support groups, and psychoeducational groups (Steen & Bauman, 2007)
Bullies act for reasons of control, revenge, envy, and emotional distress Turkel, 2006). What happens to bullies as they grow up? They are more likely to be involved with violent acts, illegal activity, harassment of others, and carrying of guns (Turkel, 2006)
This week the session will be about helping those who are different by race, ability, gender, religion, etc. To feel accepted by doing something kind for them (Singh, et al
It has been one of the first things cut in a school budget if trimming was needed. Today, school counselors are expected to promote the academic, career, and personal/social development of the children (Van Velsor, 2009)
III. School bullying, session one As academic success is the bottom line for teachers and administrators, school counselors look at issues that may inhibit academic success (Young, et al
Ultimately, the researcher argues, the answer to the question leading the literature review merits the answer: "Depends…." LITERATURE REVIEW "Efforts to curb bullying should include the peer group in the form of a whole-school approach" (Beran, Tutty, & Steinrath, 2004, ¶ 3)
To complete their study, Edmondson and Hoover (2008) employ the process evaluation instrument a rural Midwestern county health department developed and utilized to evaluate a bullying prevention program. "The tool elicited teacher response regarding three topics: perception of student behavior, reported implementation of curricular lessons, and resulting changes to the school atmosphere following program implementation" (Edmondson & Hoover, ¶ 1)
Ferguson, et al. (2007) explain that the Olweus program "is designed to help identify bullies, in elementary, middle, and high schools, and to help them as well as their victims cope with the effects of this type of school violence" (Ferguson, etp
"The grandson asked, "Which wolf will win the fight in your heart?" The grandfather answered, "The one that I feed." -Author Unknown (Gubler & Croxall, 2005, ¶ 1)
This finding, Hallford, Borntrager and Davis stress, confirm that it is imperative to invest continual attention to the growing bullying problem in school. They conclude that "despite limitations of the current study, one positive finding was that anti-bullying attitudes and attitudes regarding students' perceived power to effect change in bullying behaviors increased significantly (Hallford, Borntrager & Davis, Conclusion section, ¶ 1)
Myths like the one, introducing this literature review, which students and adults parroted, persist regarding the killers' motivations because the media reportedly reported the facts all wrong. Later, the media reported that bullying did not figure into the incident, that "Eric Harris was a psychopath - controlling, manipulative and sadistic; Dylan Klebold was a lonely depressive, full of suppressed emotional rage" (James, Columbine, 10 Years Later, ¶ 7)
Dan Olweus (2001) explains in the article, "Bullying at school: Tackling the problem," bullying research originally merited attention in Scandinavia. "By the 1980s [, however,] bullying among schoolchildren had attracted wider attention in countries such as Australia, Canada, Japan, the Netherlands, the United Kingdom and the United States" (Olweus, ¶ 2)