SCHOOL COUNSELLOR AND CHILD YOUTH CARE WORKERS. Report Submitted to Qualicum School Board February By Gillian Wilson Director of Instruction

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1 SCHOOL COUNSELLOR AND CHILD YOUTH CARE WORKERS Report Submitted to Qualicum School Board February 2013 By Gillian Wilson Director of Instruction

2 The Ministry of Education Defines the Role and Functions of Counsellors in British Columbia Schools: Counselling in Schools The aim of a school-counselling program is to support the intellectual development, human and social development, and career development of each student so that he or she can become a responsible, productive citizen. In schools, counselling services are provided primarily by school counsellors and by other mental health professionals (e.g., youth and family counsellors, behavioural therapists). School counselling services should be coordinated with services provided in the community by other ministries (such as mental health services) and community agencies. Purpose of School Counselling Services School counselling services are school or district based, non-categorical resource services designed to support students, their families, and educators. These services are intended to facilitate the educational, personal, social, emotional and career development of students in schools and in the community. The focus of school counselling is upon enhancing the students development, assisting with the development of an enabling school culture, and empowering students toward positive change. Description of Services School counsellors provide a continuum of preventative, developmental, remedial, and intervention services and programs, and facilitate referral to community resources. The school counsellor's role includes counselling, school-based consultation, co-ordination and education. The school counsellor does not discipline but rather helps in the development of effective behavioural change. The relative emphasis given to the services described below varies between elementary and secondary schools and reflects the needs of each school, the school district and community. Counselling School counselling functions include individual, 2

3 group and class work to provide both an intervention and a prevention service. The counsellor: promotes personal and social development appropriate to developmental stages; counsels students, their families and the community to foster growth in the students' self esteem, individual responsibility, and in skills such as decision- making and social skills; ameliorates factors which may precipitate problems for students; enhances students' educational achievement through goal setting, assisting with the development of Portfolios, IEPs and activities such as promotion of effective work and study habits; provides appropriate interventions to assist students with schoolrelated problems and issues; and facilitates the goals of career education by assisting students and their families to explore and clarify the student's career options, through developmental activities that stress decision-making, personal planning and career awareness. School and District-Based Consultation and Planning School counsellors consult and plan collaboratively with students, other educators, the school based team, parents, community agency personnel and other professionals in planning goals and effective strategies to promote the development of students. Consultation may focus on students' individual needs or on school, district or community programs. School counsellors are active participants in the planning process, assisting with the development of Individual Education Plans. Coordination of Services As a member of the school-based team, school counsellors assist in the access to and coordination of school, district and other community services for students. Coordination may include information gathering, case management, referral, and liaison among home, school and community. School counsellors frequently assist students with transitions between schools throughout the K-12 system and with post-secondary plans. 3

4 Educational Role School counsellors may provide direct instruction to students in areas such as peer helping, conflict resolution, social skills, and life skills. As well, school counsellors provide support to other educators in implementing health and career education and promoting healthy school environments. Their educational role may include staff and curriculum development. Access to School Counselling Services School districts and schools should establish referral procedures for educators, students and their families and community personnel to access the services of school counsellors. The school-based team is usually involved in accessing school counselling services, particularly at the elementary school level. Personnel School counsellors should meet the following qualifications: 1. professional teaching certificate; 2. Master's degree recognized by the College of Teachers in counselling psychology or a related discipline with a focus in counselling. Counselling Services Provided by Community Agencies A number of agencies offer counselling and health related services. In some cases, these services are offered outside the school. In other cases, personnel provide mental health/counselling services in schools. In either case, school districts should establish agreements with the respective agencies or authorities regarding service delivery (see Appendix H.11 Integrated Services & Case Management). When services are provided in the community, school districts and the service agency should establish agreements to clarify: referral procedures; procedures for coordinated case management; protocols for sharing information that is consistent with the Freedom of Information and Protection of Privacy Act; and, procedures for prioritizing areas of services and dealing with emergencies. 4

5 When services are to be provided in schools, school districts and the respective agency should establish a local agreement prior to starting the service. The agreement should specify: the role description for the service; the target for the service; the process for referring students; the administrative officer responsible for supervising or managing the service in the school; procedures for sharing information, and parameters for access to confidential information; the desired qualifications of personnel and ethical standards of practice; access to facilities and resources needed for service; the process for evaluating service; and the duration of the agreement. Extracted from the Handbook for Special Education 5

6 Counsellors in School District 69 SCHOOL Enrollment 2012/13 Counselling FTE LIF/ Counselling FTE FN- Liaison Hours CYCW hours AES BES EES FBS 25 FCCS NBES PES QBES WES OMS QBMS SMS BSS KSS PASS/WW CEAP LIF CYCW hours District Totals *All support staff at PASS/WW are CYCW blocks blocks.14 1 block The counselling staffing for a school is based on many variables: Class and school reviews Social Index for the school o Ranges from 2.9% to 15.3% with the average across our schools at 7.3% Awareness of school needs with respect to poverty Number of students who may have behavioural and emotional concerns Cohort information 6

7 The size of a school is not always a reflection on the needs for counseling support at that school. The amount of counseling time at each of our schools is discussed and reviewed each year. In comparison one of our neighboring districts has 8 elementary school counselors for 31 elementary schools. They do not have CYCW but First Nations Support Workers who support schools. 7

8 Role of Counsellors in School District 69 Elementary Counsellors Middle School Counsellors Secondary School Counsellors Promoting and facilitating a variety of programs: Each Secondary school has 2 counsellors supporting students. Each counsellor oversees Mind-Up two grades per year; (ex. Grades 9 & 11 or Grades Kids In The Know 10 or 12). Incredible 5 Point Scale Zones Of Regulation It s A Girls World Lessons Problem Solving Anxiety Groups IEP development Contacting outside agencies for student Monthly Counselor Meetings Attend monthly staff meetings Meeting with parents, telephoning parents, ing parents Direct service includes, 1-1, behaviour support, consultation with classroom teachers, work with parents. Working with students who are experiencing academic difficulties due to behavior/ emotional/ social concerns. Working with teachers of these students, which includes writing s, meetings, conversations Establishing schedules which accommodate the learning needs of students facing academic challenges Meeting with Admin/ teachers to develop individual plans for student success Working with EA s who work with these children Working with District Support Staff to ensure student success Helping out in the Homework room SBT- attending these on a weekly basis Monthly Counselor Meetings Attend monthly staff meetings Meeting with parents, telephoning parents, ing parents IEP development Contacting outside agencies for student/ family support Course Selections-visiting classrooms (Feb/Mar) Grade assemblies and small group (class) sessions Grade 8 parent evening Middle school visitations Timetable changes Balancing student timetables (May/June very busy) Program initiatives eg. Beyond the Hurt /Anti Bullying, Why Try Peer Counselling Training New registrations Group Facilitation to support a variety of needs Ongoing graduation checks Preparing for grad (May/June) Scholarship preparation Post-secondary advising Personal advising and counselling Student Services Chairperson (responsible for chairing meetings and putting agendas together) Parent meetings regarding student progress/personal issues Mediation facilitator for conflict issues Ongoing liaison with community support agencies Middle School Transition Visits for Students struggling 8

9 Promoting and facilitating a variety of programs Group for students supporting a variety of needs Teaching- Whole School 5 Point Scale- Provided Lessons to Enhance and Work with this concept Transitions, being a part of the planning and development to ensure a smooth transition for students with anxiety regarding transitioning to grade 9 (May/June) Following up/registering students involved in other programs CEAP, Head Start 9

10 Support to Students: Caseload is a difficult term to define; all students may have a need to speak to a counsellor at some point in the school day. Whether it is to provide some career support or to seek guidance with a difficult situation they are facing. The information collected from schools indicates all schools do not have a waitlist for students who need immediate support. It may not be the counselor who provides the support but, instead, another member of the school team. The secondary schools reported that a student may be waiting for a course or timetable change during key times of the year; however, if there is a situation which needs to have counselor support the student is prioritized and seen by a counsellor. One school administrator reported: Children's needs are scanned and assessed daily by all staff. School Counsellors report the number of students they are supporting varies from time to time. Elementary School Counsellors: Individual student support from eight (8) to thirty (30) students some students have a weekly check in while others are working through a variety of needs and support o Support is given either individually, in group settings or in a classroom setting Number of students who have been identified to have a need for intensive or moderate behaviour intervention range from two (2) student at the school to eight (8). Small group work conflict resolution, problem solving, social skill development (1-3 groups weekly) Classroom support program facilitation and problem solving with classroom teachers 10

11 Middle School Counsellors: Individual student support from eight (8) to thirty (30) students some students have a weekly check in while others are working through a variety of needs and support o Support is given either individually, in group settings or in a classroom setting Number of students who have been identified to have a need for intensive or moderate behaviour intervention range from two (2) student at the school to eight (8) students at a school Small group work conflict resolution, problem solving, social skill development (1-3 groups weekly) Classroom support program facilitation and problem solving with classroom teachers Secondary School Counsellors: Individual student support for a varying number of students some students have a weekly check in while others are working through a variety of needs and support o Individual student support can vary in time and complexity some support may require a 10 minute check in while other support could be relatively complex and require several hours of support and connecting with outside agencies (eg. Suicide assessment) o Support is given either individually or in a group setting Small group facilitation conflict resolution, problem solving, social skill development. These are scheduled based on student needs and are facilitated in conjunction with outside agency support (1-3 groups weekly boys group, girls group) 11

12 CYCW in School District 69 District CYCWs Middle School CYCW Secondary School CYCW Support for a variety of programs, some unique to individual schools (NEST, Theatre, lunch and breakfast programs) Support individual students referred by teachers, counselors, administrators, other students or self referrals Self esteem, bullying, substance abuse, peer mediation, parent/ teen conflict, student/ teacher relationships, friendship issues, loneliness, depression, anxiety, post traumatic and stress issues, sexual health, sexual identity issues, poverty, grief & loss, eating disorders, Make referrals to outside agencies Support for articulation to and from the middle school Attend School Based Team (SBT) and other meetings as necessary Go on home visits when necessary Transport students to appointments as necessary Ongoing communication with school based staff as part of a team. DDARC (District Drug and Alcohol Committee) Meet with students who are referred to the DDARC hearing. Follow-up with students after the hearing to see if recommendations are carried out and how student is doing. Drug and Alcohol Support Approach teachers re: curriculum support eg. I-Minds curriculum. Collaborate with Planning 10 teachers Presentations about youth substance use with VIHA at a Pro-D day and staff meeting. Refer students to VIHA youth substance use counselors. DDC (District Discipline Cmmittee) Interview students/parents as requested by Assistant Superintendent Follow-up as necessary. Attend DDC hearings occasionally. Support individual students referred by teachers, counselors, administrators, other students or self referrals Make referrals to outside agencies Follow up with those agencies Provide transportation if needed, attend first meeting if needed. Provide academic support to some students. Communicate with families as needed, s, meetings Attend Interagency Case Study Meeting when requested Communicate with teachers and administrators, counselors to help solve issues that students are having around school, or advise that there are issues outside school that we need to make allowances for. Co -facilitate a groups with school based staff or professional staff from other agencies Fundraise and do some activities with the group Anti Bullying/Social Responsibility/Suicide Prevention presentations, as requested 12

13 Transition Team Meets once per month generally to discuss students for whom we need to look at alternative options. Youth Engagement/CEAP Family Place Club meets on Wednesdays from 3:30-5 pm at Family Place. Open to students in SD69. Make and maintain contact with students who may have left school without completing their graduation and who may be open to considering returning to school or completing graduate in some way. Support for some of our most vulnerable students who are not engaged, looking for options that might work for them. Use Facebook, phone, and coffee to keep in touch. 13

14 CYCW Support in Our Schools: Not all school districts have Child and Youth Care Workers in their schools. Some school districts are providing this support by other social service sector agencies. This support by other agencies has been greatly reduced over the last few years. The number of hours allocated at each of our schools is determined by a variety of demonstrated needs. The key factor is the cohort of students who are at the school. The cohort needs are sometimes more academic while at other times the needs are more social and emotional. This is reviewed each year to determine what supports are needed. Variables determining the support hours at the school: Cohort information Social index Behavioural needs Priority for academic or social/emotional needs Our Child and Youth Care Workers are available for all students in the school. The number of students who are supported by our CYCW varies from time to time. Individual student support for a varying number of students some students have a weekly check in while others are working through a variety of needs and support. On average our CYCW reported to provide individual support for up to 15 students CYCW support by touching basis for a variety of needs o children who need breakfast or lunch o o a quiet place to work ( eg. NEST) support for outside agency referrals this number fluctuates prior to Christmas is often a key time 14

15 Some Concerns: The use of social media during non-school time and its impact on schools. Schools are often asked or need to support conflicts or situations which have occurred on the weekend or in the evenings. This falls on all staff at our schools. Families are struggling with how to deal with the situations and refer to our schools for support. There seems to be an increase in the number of students who are anxious, talking about self-harm and who are being supported by outside agencies. Schools are starting to hear about waitlists from some community resources that support our students and their families. Apparent increase or perceived increases in the number of families who are experiencing some form of difficulty. (Divorce, family conflict, poverty, illness) Number of children in our community who are being raised by grandparents or other family members. Recommendations: School District 69 should be proud of the support we are able to provide our students. The school district has excellent communication and collaboration with the community resources. Students and families in need of support have a variety of options within our community. Our school based Counselors and Child and Youth Care Workers are an amazing resource to our schools and are an integral part of our school communities. Our school district is fortunate to have such caring, dedicated and qualified staff to support our students and their families. It is recommended we continue to use the process outlined earlier in the report to staff our schools; that we do not resort to looking at numbers, but continue, to the best of our ability, to determine the needs of the individual schools. It is also recommended we continue to work with our community partners to address any areas where there may be support gaps and seek the means to address these gaps. 15

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