KEYS TO PROVIDING COUNSELING AS A RELATED SERVICE. Amy M. Strauch ESC Region 20 ~ San Antonio
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1 KEYS TO PROVIDING COUNSELING AS A RELATED SERVICE Amy M. Strauch ESC Region 20 ~ San Antonio 18 th Annual SWEP Conference February 1-3, 2015
2 Keys to Providing Counseling as a Related Service
3 Background Documentation Delivery Techniques
4 Counseling Services Defined Counseling services means services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel. 34 CFR (c)(2)
5 Really What is it? Direct supports provided by trained staff members to help students with emotional or social issues that result in barriers to learning, safety, or well-being.
6 Related Service Counseling May be provided through the delivery of an Individual Education Plan for special education eligible students OR Through the delivery of an Individual Accommodation Plan for Section 504 eligible students.
7 Related Service Counseling Only provided when required to receive FAPE according to the IEP/504 team Must be based on the educational needs of the student Should be focused on emotional or behavioral issues that impact school related topics
8 Related Service Counseling Individual or Group Settings Planned at an Initial, Re-evaluation, or through a REED when requested my members of the IEP team Accessible to all special education students as a consideration if needed
9 Related Service Counseling Focus of counseling is on providing strategies and supports for immediate application Content aimed at building problem solving and skills to create solutions IS NOT THERAPY, much less intrusive and narrow in focus
10 Related Service Counseling Counseling should be directed at issues that provide educational benefit. Counselor DOES NOT have to document the specific approach, theory, or methodology being applied.
11 Candidate Considerations Level of Distress or Disturbance Willingness to participate Generalization of learning ability Support systems available Cognitive Level Communication and Language Level
12 Provider Considerations No specific Licensure required LSSPs, Psychologist Social Worker Guidance Counselor Other Qualified Personnel
13 Evaluation Schedule of Service Goals & Objectives Session Notes
14 Evaluation Sources of Data may include: Review of Records - discipline, academic, IEPs, prior evaluations Interviews student, teacher, parent, staff Rating Scales Conner s, BASC, BYI etc. Observations
15 Evaluation Components: Sources of data and dates Narrative summary of observations, interviews, other data Description of disability and behaviors Candidate characteristics for participation Recommendations for counseling participation, goals, service delivery Signed by qualified professional
16 Goals & Objectives Consider the area the Related Service should relate to: Functional Performance Behavioral Compliance Participation and Engagement Social Skills or interaction Development of Replacement behavior
17 Goals & Objectives Focus Trends in school related service counseling: Social Skills Peer/Adult Interaction Anger Management Problem Solving Alternative Solution Seeking
18 Four Elements
19 Schedule of Service Frequency, Duration, Location The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications. 34 CFR (a)(7)
20 Frequency How Often the student will receive the service (the # of times per day or week) ***If the service is less than daily the provision of the services must be clearly specified using a weekly reference*** Duration How Long each session will last, also START and END dates for the service Location Where the services will be provided (type of setting recommended general or special education)
21 Schedule of Service Counseling sessions should be clearly reflected in the IEP/ARD document State the designated period of time the service will be provided (Fall Semester, school year, 9 weeks etc.) Document the number of sessions that will be provided during this time Document the length of each session that will be provided Document the location of service (general education/special education)
22 Schools are required to provide related services consistent with the frequency, location, and duration of services specified in a student s IEP. Schools should consult with a parent when unable to provide a related service due to a student s absence from school. ARD committees should discuss related services when a student repeatedly fails to receive a related service due to frequent or chronic absences.
23 Session Notes Session Notes designated with student identifiable information are part of the educational record. Notes should be kept with general summary information in order for services to be maintained in the event another provider assumes delivery responsibility. Notes should be maintained in a confidential fashion.
24 Session Notes 1) If the student makes the request 2) If there is a situation involving danger to the self or others 3) If it is mandated by law the legal duty to protect others from foreseeable danger and the legal duty to protect all students attending their school from possible harm.
25 Delivery Techniques
26 Cognitive Behavior Therapy Counseling approach that is time limited, focused on the present, and characterized by the belief that by recognizing negative thoughts and maladaptive behaviors they can be changed and improved.
27 Cognitive Behavior Therapy FOCUS: Identify Cognitive Distortions Does the student have reoccurring automatic negative thoughts (faulty assumptions and misconceptions) About themselves? About others around them? About a possible situation, outcomes, or fear about the future?
28 Cognitive Distortions Arbitrary Inferences conclusion with no evidence Selected Abstraction conclusion b/c of 1 event Overgeneralization all based on 1 isolated event Magnification making too much of an issue Minimization not taking an issue seriously Personalization linking external events to self Mislabeling letting past mistakes define identity
29 Cognitive Distortions Emotional Reasoning Feelings become facts Expectation of Negativity the worst will happen Polarized Thinking It s all good or all bad Predicted Thoughts Knows what others thinking Mental Filter ignoring positive aspects of events
30 Cognitive Distortions Tell me about what happened? What were you doing? What were others doing? Who was there? How did they react? What did you see around you? What did you say? What did others say to you? Where did this happen? When did it happen?
31 Cognitive Distortions Tell me about your thoughts leading up to the event. What made you feel the way you did/do? Did you think about any alternatives? Out of all the thoughts you had, which one bothered you the most? What did you think might happen? If what you say is true, what does that mean for you? What are other ways that you could think about this?
32 Cognitive Distortions How did you feel before this event? When it happened, how did you feel? Did your feelings change as a result? Describe your mood after the event happened. How do you think others felt as a response? How do you think most people would feel if this happened to them?
33 Thought Thought Thought Vertical Arrow Technique If that were true, how would I feel? What might happen? If that were true, how would I feel? What might happen? If that were true, how would I feel? What might happen?
34 Bridging Between Sessions What were the highlights of what we discussed at our last session? Tell me about what you learned from our last meeting? Tell me about times during the week when you thought about some of the information from our session? How do you feel today? Looking back at last week, do you feel better or worse today? What issues would you like to work on today? Did you complete the assignment/thought journal?
35 SODAS Framework S Situation O Options D - Disadvantages A - Advantages S Solution Follow-Up
36 Situation Investigate the problem by examining the facts when, where, why, how, what Investigate the emotions resulting from the problematic situation for both self & others (perspective taking)
37 Options Brainstorm to generate possible solutions to the problem situation Take all options offered What could you do to solve this issue? What would you like to do in this situation? Are there other things you have considered? What else have you thought about doing?
38 Disadvantages Look at each solution offered to determine the potential disadvantages of acting on that outcome. What would happen if you used this option? What are some of the drawbacks? Do you think there may be any negatives? What potential harm, danger, or hurt may come of it? In the future, what impact could this have?
39 Advantages Look at each solution offered to determine the potential advantages of acting on that outcome. What would happen if you used this option? What are some of the benefits? Do you think there may be any positives? How would this make others feel? You? In the future, what impact could this have? Would the benefit be short term or long lasting?
40 Solution By examining the potential outcomes, the student then selects the solution that provides the best potential resolution to the problem situation. How will you go out and apply this solution? What do you plan to do next? Can you do this and is it realistic? Should you think about changing the solution slightly or combining options?
41 Solution Focused Techniques Approach that is based on practical and cooperative problem solving to shift the focus of the student from What s Wrong to What Works.
42 Solution Focused Techniques Crystal Ball If you imagined your future in a crystal ball where everything works out, how do you think you got there? How did your problems get solved?
43 Solution Focused Techniques Skeleton Keys Attempts to shift the focus from the lock (problem) to the key (solution). Rather than analyze the lock, start trying out different keys.
44 Solution Focused Techniques Miracle Question If your problem was miraculously resolved how would you know? What would be different? Define goals Describe Behaviors Focus on the Future
45 Solution Focused Techniques The Only Exception Are there exceptions to the problem? Times when the problem is not present or less severe? Expand on Exceptions to increase frequency Work toward what you want instead of away from what you don t want.
46
47
48 Recording Automatic Thoughts Date Situation What did I automatically think? How did I feel? How can I take a new approach? How can I change this thought?
49 Thought Feeling Action Consequence
50 Directions for using Thought-Feeling-Action-Consequence: 1. Discuss how every situation starts with a thought which causes you to feel a certain way which causes you to act a certain way which determines the consequence to that action. 2. Example: Thought- The teacher didn t let me go on the computer in math class and she let others do it. Feeling- Frustrated because I haven t had a chance in a while. Action- Ask the teacher over and over to go on computer while trying to explain why I feel it s fair. Consequence- Lose points on chart, teacher not happy with me, still can t go on the computer. This example can be altered to show a more appropriate action for that thought and feeling. Action-write on my pad how I feel about it quietly. This then determines the consequence-points to earn lunch with my friends, teacher may let me go on computer later. 3. Fill in the first column on chart to reflect the inappropriate action which leads to a negative consequence. Then take that scenario and change the action to an appropriate choice which will lead to a positive consequence.
51
52 Situation: Options: Disadvantages: Advantages: Soultion:
53 Thoughts Emotion Behavior
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