ECED11-"Common behavior Problems in Children"

COMMON BEHAVIOR PROBLEMS There are five very common behavior problems that almost every parent will experience when dealing with their children. Of course, every child is different, and some children will struggle more with some problems than other children. If you are a parent, however, chances are you will have to deal with at least one or two of these problems as your child grows and matures. One of the most common problems that parents have to deal with is their child’s whining. How does a child begin whining? More than likely, your child began whining when she discovered that you paid more attention to her when she was in distress. While that distress may have begun with a legitimate situation, it probably developed into your child’s way of getting your attention, even if that attention was negative. How can you deal with the whining? You need to take the attention away from your child. You simply should not respond to your child’s whining. When she begins to whine, you can very calmly tell her that you will not answer her or address her problem until she speaks to you in an ordinary voice, then walk away from her and continue to ignore her whining behavior. When she realizes that the whining isn’t getting the result she desires, she should stop. Another common problem that parents encounter is bedtime battles. Does your child go calmly to bed, only to repeatedly get up for that last sip of water or visit to the bathroom? Does it take you one to two hours to get your child to finally settle in for the night? There are several ways you can handle this depending upon the age of your child. If your son or daughter is a toddler or pre-schooler, you may want to keep a chart. Each time your child goes to bed and stays in bed, reward her with a sticker. After a designated time period in which she stayed in the bed for several consecutive nights, let her choose a particular treat, such as a small toy or a visit to a new playground. Be sure you praise her for being a good girl. If your child is older, you may need to dock any extra time that he takes staying in the bed. Explain to your child that the longer he stalls going to bed, the less time he will be allowed to watch television or play on the computer. If your child has the irritable habit of throwing a tantrum every time you go to the supermarket, you are not alone. Often, these habits intensify simply because it is easier to give in to your child than to address the problem. How can you handle these tantrums? Probably the most important thing you should remember is that you should never give in to them. This may mean that you have to leave the store. Once you leave the store, however, don’t let your child’s behavior go without consequences. Once you get home, you will need to instill some sort of time-out or loss of privilege, depending on the age of your child. Indulging your child too much and too often may turn your child into a selfish, spoiled brat. While you may have thought that you were lavishing your child with love by giving into her every whim and desire, you may soon learn that your child’s desires are unending. If you have somehow helped to create a demanding child, you can reverse this behavior pattern, even though it may take a while. Don’t give in to your child’s every wish. Instead, help your child discover ways to earn certain privileges or objects. Show your child that there are many people who are in need. Be sure you volunteer at activities that your child can help with. Teach your child to give to others, instead of only wanting to obtain things for herself. Finally, many parents wake up one morning to suddenly find that their son or daughter thinks he or she can talk back in a disrespectful manner. Of course, when a child talks back to a parent, that parent may lose his or her temper rather quickly, but you should keep in mind that this is often what a child wants. If your child senses that he has the power to make you lose control, he may exert that power more and more often. Your child needs to show you respect, and in order to teach him this, you will need to talk to him respectfully, but firmly. If he speaks to you disrespectfully, you should tell him that you will not discuss anything with him until he can talk respectfully to you. Let him know that he will not get any kind of response out of you until he changes his tone. Behavior problems can be overwhelming, but with firmness and consistency, parents can do a lot to manage their child’s behavior.

ECED13- "Guidance Progam"

THE HOPATCONG BOROUGH SCHOOL'S

ELEMENTARY SCHOOL GUIDANCE PROGRAM

PREFACE

Elementary school guidance programs recognize the unique nature of children with their

own diverse and varying needs, the importance of meeting these individual needs, and the

necessity for providing a supportive learning environment. While counselors are

committed to supporting the academic goals of the district, they also acknowledge the

multi-dimensional aspects of fostering successful students which must include emotional,

psychological and social health.

Elementary school is the foundation of a student's academic career. Research supports

that a child's experience in elementary school has a significant impact on their coping

skills for later in life. A longitudinal study on intelligence conducted by Benjamin

Bloom, "Evaluation to Improve Learning (1981)," revealed that the environment, in

addition to heredity, is a significant factor in determining the educational achievement of

children. Bloom states that approximately 80% of a child's intellectual growth takes

place during the first eight years of life. Since the period of most rapid growth takes

place during a child's early years of development, environmental experiences

during those years are most critical. Consequently, elementary school years

provide an excellent opportunity for teachers and counselors to have a

positive impact on the overall and long range development of children.

MISSION STATEMENT:

The Hopatcong Borough School's elementary school guidance

program functions as an integral part of the entire educational process. The

elementary school guidance program provides comprehensive, developmental and

personal services to students in grades kindergarten through five. These services are

consistent with the philosophy and objectives of the schools and district,

and share the commitment toward students, parents, and community with the

administration and teaching staff. In addition, these services strive to meet the

National Standards for School Counseling programs. Counselors strive

to identify and respond to specific academic, emotional and social needs of

students and families through various modes of outreach. The mission of the guidance

program is to foster a learning community where students, staff and families

value themselves and others, become lifelong learners, and make positive

contributions in our world.

PROGRAM DEFINITION:

The Hopatcong Borough's Elementary School Guidance Program

is available to help students, parents and teachers to develop positive learning

experiences. The program utilizes a variety of services and activities in order to

meet individualized needs of children and their families. The provision

of services will be based upon referrals from faculty and staff,

parents/guardians, and/or student request. Teachers and staff will receive referral forms

upon the commencement of the academic year. All elementary school

counselors will utilize a uniform referral form. Parents/ guardians will be notified of the

school's guidance and counseling services through open night and/or

school newsletters. In addition, school counselors will introduce themselves, and the

purpose of the program to each classroom at the commencement of the

academic year.

During the course of the school year, teachers and parents/guardians may refer students to

the guidance department for counseling in these general areas:

1. Difficulty in interpersonal relationships

2. Academic difficulty

3. Scholastic difficulty

4. Negative changes in behavior

5. Self-esteem issues

6. Family separation or divorce

7. Family remarriage

8. Family relocation

9. Physical or sexual abuse issues

10. Neglect issues

11. Substance abuse issues

12. Health related issues

13. Fears and/or anxieties

14. Death and the grieving process

15. Natural disasters (floods, tornadoes, fires)

16. School incidents (accidents, gun/bomb threats)

The aforementioned issues, as well as other educational

information and topics, will be addressed through the utilization of one or more of the

following services: Individual Counseling: School counselors will provide individual

sessions for students to assist with a variety of educational and personal

issues. The primary focus of these sessions is to help students to explore

their concerns, make appropriate plans of action, and to be successful in

following through with their plans.

Individual counseling will also aim to assist students to develop effective coping,

problem-solving, and decision-making skills, as well as provide necessary linkages for

support. Group Counseling: School counselors will provide support counseling to small

groups o students with common needs or problems. Topics may center around changing

families, social skills, and academic improvement. Groups will meet on a weekly to a biweekly

basis depending on specific needs of the students. Group counseling provides an

opportunity for students to provide and receive peer support and feedback which may

help them to feel less isolated and less understood. Classroom Guidance Curriculum:

Throughout the school year, counselors will meet with students and teachers in a

classroom setting at each grade level. The topics that will be addressed in these sessions

will be in response to specific classroom needs as identified by the teacher or principal,

observance of special events or commemorations, and/or curriculum by the National

Standards. Conferences: School counselors are available to meet with the parents of any

student to discuss academic, emotional, social or family

concerns. Parents may contact the guidance office during the school day to

schedule an appointment. However, counselors will make all attempts to

accommodate parents who come directly to the guidance office without a prior

appointment.

Collaborative Interdisciplinary Conferences: The school counselor will meet with the

school's Information and Referral Services (I&RS) team to communicate specific needs

or issues of students that have been previously referred for guidance services. Counselors

may also receive new referrals through I&RS team meetings. I&RS team members may

include individuals from the Child Study Team (CST), school principal, appropriate

teachers, guidance counselor and parents. The purpose of the I&RS teams is to determine

whether there is a need for CST evaluation in order to provide special education services.

Counselors may also assist the teacher with suggestions of specific strategies to assist the

particular student prior to a CST intervention. Referral: School counselors will serve as

referral agents to help students and their families to receive needed and/or requested

assistance from other programs and services within the school system, as well as

community agencies. Counselors will work closely with teachers and administrators in

these referral processes.

Transitional Services for Students Graduating to New Schools:

In order to ensure a smooth transition to each new school, elementary school counselors

will meet with one another at the conclusion of the school year to

provide relevant information regarding students that have received guidance

services. The information that will be exchanged will ensure that the new

counselor will continue to meet existing needs of specific students, thus

ensuring a smooth transition for students who have previously received services.

Coordination of Special Events:

Counselors will assist with the coordination of various school-wide events to

acknowledge special topics, commemorations, and/or holidays. These special events will

aim to reach the full student population to foster a sense of community, social awareness,

and respect for diverse celebrations and issues. A holiday gift collection in

December for families in need of financial assistance is an example of a special annual

event within the elementary schools. A list of various student observances/events, which

may be acknowledged throughout the school year, is attached below.

THEMATIC GUIDANCE PROGRAMS/ACTIVITIES:

In order to provide a consistent learning and social environment

throughout the elementary schools, the guidance program will provide

thematic programs and/or activities throughout the school year. All elementary school

counselors will facilitate an annual campaign entitled, "Kids Care." Activities

and educational programs, supporting compassion and kindness,

will be developed by school counselors. This may be accomplished through a variety

of venues including: poster contests, random acts of kindness, bulletin boards,

community activities, and classroom discussions. Elementary school

counselors will also celebrate National Counselor's Week through the distribution of

lessons and/or school-wide activities.

October: Red Ribbon Week: Substance Abuse Awareness

December: Social Decision Making and Problem Solving

February: Celebrating diversity/respecting each other

April: Violence prevention

June: Safety Education

STUDENT WELLNESS OBSERVANCES & SPECIAL EVENTS:

September

09/08/03: International Literacy Day

09/11/03: World Trade Center and Pentagon attack remembrance/observance

>09/16/03: International Day of Peace

October

whole month: National Disabilities Awareness Month

10/6-10/10: Fire Prevention Week

10/20-10/24: America's Safe Schools Week

10/20-10/24: National School Bus Safety Week

10/18-10/24: Red Ribbon Week

November

11/20/03 National Parental Involvement Day

February

whole month: National African-American History Month

2/2-2/6/04: National School Counseling Week

March

whole month: National Women's History Month

3/04: Read Across America Day/Dr. Seuss' Birthday

3/21-3/25/04: National Poison Prevention Week

3/29-34/04: National Youth Violence Prevention Week

April

whole month: National Child Abuse Prevention Month

4/22/04 Earth Day

May

whole month: National Mental Health Month

5/4-5/10/04: Teacher Appreciation Week

June

whole month: National Safety Month

NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS:

The National Standards for School Counseling Programs provide

the guidance, direction and the framework for states, school systems and

individual schools to develop effective school counseling programs. The National

Standards facilitate student development in three broad areas: academic development,

career development, and personal/social development. Each area is

delineated by three separate standards. These nine standards are followed by a list

of student competencies or desired student learning outcomes, which

define the specific knowledge, attitudes, and skills which students should obtain or

demonstrate as a result of participating in a school counseling program.

These competencies form a foundation which can be used as a basis to develop

measurable indicators of student performance. Hopatcong's elementary school

guidance program strives to meet the National Standards through the utilization of

the aforementioned counseling, educational and social services and activities.

Academic Development:

The academic standards serve as a guide for the school counseling program to implement

strategies and activities that support and maximize student learning. Academic

development includes the following: acquiring skills, attitudes, and knowledge to learn

effectively; employing strategies to achieve success in school; and understanding the

relationship of academics to the world of work, and to life at home and in the community.

Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to

effective learning in school and across the life span.

Student Competencies:

1. Improve academic self-concept

2. Acquire skills for improving learning

3. Achieve school success

Standard B: Students will complete school with the academic

preparation essential to choose from a wide range of substantial postsecondary options,

including college.

Student Competencies:

1. Improve learning

2. Plan to achieve goals

Standard C: Students will understand the relationship of

academics to the world of work, and to life at home and in the community.

Student Competencies:

1. Relate school to life experiences.

Career Development Program standards for career development service as a guide for

the school counseling program to provide the foundation for acquiring the

skills, attitudes, and knowledge that enable students to make a

successful transition from school to the world of work. Career development includes the

following: strategies to achieve future career success and job satisfaction;

fostering an understanding of the relationship between personal qualities,

education and training, and the world of work; and the development of career goals by all

students as a result of career awareness and experiential activities.

>Standard A: Students will acquire the skills to investigate the

world of work in relation to knowledge of self and to make informed career decisions.

Student Competencies:

1. Develop career awareness

2. Develop employment readiness

Standard B: Students will employ strategies to achieve future career goals with success

and satisfaction.

Student Competencies:

1. Acquire career information

2. Identify career goals

Standard C: Students will understand the relationship between

personal qualities, education, training, and the world of work.

Students Competencies:

1.Acquire knowledge to achieve career goals

2. Apply skills to achieve career goals

Personal/Social Development Program standards for personal/social development serve

as a guide for the school counseling program to provide the foundation for

personal and social growth which contributes to academic and career success.

Personal/social development includes the following: the acquisition of skills,

attitudes, and knowledge which helps students to respect self and others; the

use of effective interpersonal skills; the employment of safety and survival skills;

understanding the obligation to be a member of our society; and the ability to

negotiate successfully and safety in the increasingly complex and diverse

world of the 21st century.

Standard A: Students will acquire the attitudes, knowledge, and

interpersonal skills to help them understand and respect self and others.

Student Competencies:

1. Acquire self-knowledge

2. Acquire interpersonal skills

Standard B: Students will make decisions, set goals, and take

necessary action to achieve goals.

Student Competencies:

1. Self-knowledge applications

Standard C: Students will understand safety and survival skills.

Student Competencies:

1. Acquire personal safety skills.

ECED11- "I Will Be Still"

I Will Be Still  
author: Rosa Faye Velicaria.

            There is a traveler named Roby. Roby always gathered such documentary activities that are why as a part of his job he enters a cave. Like any other typical cave, it is dark. He expects that there are unusual things to encounter; there are bats, group of harmful insects, fossils and theirs muddy surfaces. Roby thought that he is through to observe the cave. He decided to go out of the cave. Unfortunately he cannot recall all of the areas of the cave for this place is dark he finds it difficult to see the light, he almost die because of the strange. Roby still feels the hope in his heart, that he will see the right way. He said to his self “I will be still… I know it is according to his purpose”. Then the man is praying and praying. Days past “He answered my prayer” he cries as he sees the light towards his way. He’s kneeling and said “My God thank you, you would never leave me and I knew it.”

The weak points

            Technically the short story is written and flows through the optimistic views of the character. But it’s not the real things that happen for a man that he will not even questioned the Lord why God let this sufferings happened to me. As readers noticed he is just pursuing to come out of the cave.

The strong points

            The title flowered with the phrase “I will be still” and the character shown strong belief that he will be still without a doubt.

The message

            God always exist. He will make away, even we cannot see.

Relate to myself

            I can relate myself in the story because I am a Christian and I’m holding on with my faith. Sometimes as a human being I can’t get anxious easily to the challenges in my life but still I know he will answer my prayer.

Moral Lesson

            Bee consistent for what you believe. Your success is based on your faith.

BEED 3B