Cooperstown Elementary School

• Sees children individually

• Works with children in small groups

• Conducts classroom guidance lessons

• Works with parents

• Works with teachers

• Acts as a liaison with outside agencies

• Uses the community as a resource

• In the counselor’s room

• In the classroom

• In the hall

• On the playground

• In the lunchroom​​​​​​​

• THE COUNSELOR HELPS CHILDREN …

  • Recognize their strengths and weaknesses to achieve better in school

  • Build self-confidence and self-esteem

  • Learn decision-making and problem- solving skills

  • Establish and maintain healthy relationships with others

  • Learn self-respect and dignity

  • Deal with concerns, feelings, and goals

  • Learn communication and leadership skills

  • Better understand themselves and others

  • Gain valuable social skills

  • Gain valuable citizenship skills

  THE COUNSELOR HELPS PARENTS …

  • Learn about their child’s growth and development

  • Appreciate their child’s abilities, limitations, and progress in school

  • Encourage a home atmosphere for emotional security and personal growth

  • Help their child learn to cope with crises arising within the family (e.g.,divorce, death, and serious illness)

• To foster a sense of self-worth and belonging that are necessary before a child can grow academically

• To promote a positive school environment

• To help children deal with the increasing number of choices they face

• To combat the high incidence of drug abuse in our society

• To implement a program of prevention

• Personal Safety

• Problem Solving

• Study Skills

• Feelings

• Life Changes

• Self-Esteem

• Cooperation & Friendship

• Drug Awareness

• Social Skills

• Conflict Management

• Group Skills

Guidance is for all children. Each student is a worthy individual possessing unique qualities, abilities, and needs. Thus, the elementary guidance and counseling program focuses on the identifying and providing for the individual needs of all students. Each person has the right to dignity as a human being without regard to sex, race, religion, color, social or economic status, or handicapping condition. As with other programs within the school that are designated for all children, special written permission to meet with students is not required.

Guidance is Developmental. The elementary guidance program is based on the premise that there are needs and concerns which are common to everyone. These common needs can best be met through carefully planned, sequenced programs which are provided to all students. The developmental program recognizes the value of this counselor as child advocate and change agent.

Guidance is Preventive. Life skills are developmental and a counselor’s primary focus is assisting in the development of these skills.

Guidance is concerned with remediation and crisis counseling. Counselors are aware that some children will need on-going individual and group counseling in order to cope with difficult life experiences. Identifying and attending to these special needs is critical to promoting optimal development.

Guidance is concerned with society as a whole. Emphasis of the elementary guidance program includes:

• Understanding the dynamics of human behavior

• The development of interpersonal relationship skills

• The development of satisfying and socially acceptable methods of coping

• The development of responsible decision-making skills

Guidance is an integral part of the total educational program. In order to attain optimal growth and learning, a child’s school environment must be perceived as safe and accepting. To accomplish this, a total school effort must be made. The elementary school counselor provides the leadership for a cooperatively planned program involving all members of the educational team. This team approach to guidance and counseling is crucial to the success of the program.

GOAL 1: For students of both sexes, all races, all cultural backgrounds and disabilities to develop positive and realistic self-concepts.

GOAL 2: For students to develop effective communication skills and develop an understanding that improved human relations depend upon increased intergroups and interpersonal communication and cooperation.

GOAL 3: For students to begin to have an awareness of the attitudes, beliefs and rights of self and others while stimulating their respect for the uniqueness of the individual and cultural group.

GOAL 4: For students to begin to communicate their feelings and appropriately respond to the feelings of others.

GOAL 5: For students to develop a sense of responsibility for their own behavior.

GOAL 6: For students to begin to develop skills for effective problem solving, conflict resolution, decision making, and goal setting.

GOAL 7: For students to begin to develop coping skills to deal with life changes and/or crises.

GOAL 8: For students to develop personal safety skills.

GOAL 9: For students to become aware of and practice the group process.

GOAL 10: For students to be exposed to situations that aid in developing knowledge needed for educational planning.

GOAL 11: For students to adjust and function effectively in the school environment.

GOAL 12: For students to begin to practice skills that facilitate learning.

GOAL 13: For students to become aware of the diversity of careers and the world of work available to both sexes, all races, cultural backgrounds, and the disabled.