GROVER CLEVELAND MIDDLE SCHOOL GUIDANCE DEPARTMENTMission StatementThe mission of the Grover Cleveland Middle School Guidance Department is to provide a comprehensive, developmental counseling program addressing the academic, career and personal/social development of all students in grades 6-8. In partnership with other educators, child study team members, the school nurse, bridge counselors, parents/guardians, and the community, school counselors will facilitate a proactive support system necessary to ensure that all students at Grover Cleveland Middle School have access to, and are prepared with, the knowledge and skills essential to contribute as lifelong, self-directed learners and responsible, productive members of society.Our Philosophy
The school counseling department at Grover Cleveland Middle School believes that:
o All students are individuals with unique needs.
o All students have dignity and worth.
o All students can achieve.
o All students' needs should be addressed with individuality and sensitivity.
o All students have the right to participate in a school counseling program that promotes professionalism and conforms to the immediate needs of the community.
o All students' ethnic, cultural, racial, and sexual differences shall be considered when implementing a school counseling program.
o All students shall have access to a state certified, master's-degree-level school counselor to deliver the school counseling program.
AND that the School Counseling Program should:
o Be based upon specific goals and objectives outlined by state and national counseling standards.
o Advocate for every student.
o Work as a team in order to ensure success for all students involved.
o Effectively prepare all students for transitions in grades 6-8.
o Involve a counseling team that partners with other school personnel, families, and the community to meet all students' individual needs.
o Have organized and planned goals for each grade level that is sequential and flexible.
o Aid each student as s/he faces the challenges of middle school and help him/her learn more effective and efficient ways to manage those challenges as s/he progresses through the middle school.
o Utilize the available resources of the community.
AND that all School Counselors at Grover Cleveland Middle School:
o Abide by the professional school counseling ethics as outlined by the American School Counselor Association.o Continually participate in professional development activities essential to the maintenance of a quality school counseling program.GroverCleveland Middle SchoolProgram Goals:
o Meet individually with each student at least one time per school year.
o Complete transition activities for each student by both individual counseling sessions and group meetings.o Keep parents posted on various activities and schedules through the use of the guidance website.Delivery System of Aforementioned Goals:As per the NJ Counseling Initiative, the delivery system to each individual student is comprised of four components:
o Counseling curriculum
o Consultation and student planningo Enhancement and system supportService Application at Grover Cleveland Middle School:COUNSELING:Services: Interventions:
Individual counseling Developmental
Peer mediation counseling Crisis
Group counseling Multicultural/Multiethnic
when needed Family
Coordinating Multiple Multimodal
Counseling Interventions CommunityMulti-level
Consultation System: Student Decision-MakingSystem:
Teachers Interpersonal Problem-
Community Peer Group Relations
I & RS Team Organization Processes
Child Study Team Interest Inventories
School Nurse Study Skills Inventories
Student Assistant Program Transition PlanStudent Assistant Program
ENHANCEMENT/SYSTEM SUPPORT:Management: Collaboration:
Counseling Team I & RS Team
Master Calendar of Events Student Assistant Program
Team Planning Bridge Counselor
Legal/Ethical Guidelines Administration
Professional Development Parents
Research/Evaluation of Program Outside ResourcesStudent Assistant ProgramCOUNSELING CURRICULUM:6-8 Model: Activities:
Scope and Sequence Individual Counseling
Best Practice Small Group Counseling
Individual Inventories/ Classroom Transition
Assessments Parent Education/Meetings
Transition Activities Special Topics
Yearly Evaluation of Instruction
Flexible Special Population
Domains/Standards/ Student Assistance Program
Competencies/IndicatorsStudent Assistance ProgramDefinitions of Counseling:According to the New Jersey Counseling Initiative (NJCI), “Counseling is the prime focus of the School Counselor's time and skill. Some student needs are best addressed in individual counseling, or with a combination of individual and group counseling. A strong school counseling component provides both.”
Group Counseling: emphasizes the importance of peer relationships in student development. Students learn that they are not alone and others share similar concerns. In the counseling group, students learn to give and receive feedback, develop a deeper understanding of themselves and others, trust others, and practice new behaviors in a safe, non-threatening environment.
- Developmental Counseling: assists students to develop self-understanding, practice coping strategies, clarify issues, or explore alternatives common to their ‘developmental stage' and age. The developmental focus addresses the needs of 100% of the students.
- Problem-Centered Counseling: helps students experiencing difficulties that impede their progress in school. The problem-centered focus addresses the needs of 40% of the students; however, unique needs of the district or community may expand the at-risk population served to 100%. **
- Crisis Counseling: responds to students who need immediate, short-term help to deal with the events which block the educational process such as relationship problems, harassment, substance abuse, or the death of a family member. Crisis counseling reaches approximately 10-25% percent of the students; however, an unforeseen event like the death of a student or a teacher or a natural disaster many affect ALL of the students of a school.**
- Career Counseling: addresses students' needs affecting their multiple life roles (student, family member, worker, friend, future parent and citizen) and their career identity which are constantly in flux in today's society. Student life may be viewed as an ecosystem in which school, home, family, workplace, and community interact and affect their multiple roles. Life career planning is a continuous process across the lifespan.
- Referrals: are coordinated in the school with the Child Study Team, the Student Assistance Program, and the Intervention and Referral Services (I &RS) program. In the community, cultural and neighborhood groups, the Division of Youth and Family Services (DYFS), Family Crisis Intervention Units (FCIU), juvenile committees, mental health agencies, treatment and rehabilitation programs, hotlines, community and parent support groups are all integral parts of the referral network.
**Please keep in mind that all districts possess unique populations with varied needs. These percentages are not absolute in every school district.