Social Emotional Learning in HS - Appa - Supporting Activities

High School Common Measures

Self-Advocacy

Identify Need: Remembering

“What are my personal preferences?”

What are my academic preferences?

For example, “I like to be taught in a small group,” or “I learn best with visuals.”

• ______
• ______
• ______
• ______

What are my interpersonal preferences?

For example, “I like to spend time with friends in a small group,” or “I value honesty in my relationships.”

• ______
• ______
• ______
• ______

What are my preferences for free time, hobbies and/or interests?

For example, “I prefer to be physically active,” or “I care about spending time on my art work.”

• ______
• ______
• ______
• ______

High School Common Measures

Self-Advocacy

Identify Need: Understanding

“What are my influences?” (page 1 of 2)

Use the worksheet “What are my personal preferences?” to complete this activity. For each identified preference, decide whether this has been influenced by your personal history (e.g., “Having free time to practice my piano playing is important to me because I am proud of the years I have spent building my skills”), your family/culture (e.g. “I like math class most because my mother is a math teacher who has always encouraged me”) or your personal beliefs (“I prefer my friends to be completely honest with me, because I believe true friends have no secrets”).

Example:

High School Common Measures

Self-Advocacy

Identify Need: Understanding

“What are my influences?” (page 2 of 2)

My Influences:

Using your completed diagram of influences, complete the following statement about one of your personal needs:

When it comes to ______(relationships, school, my personal time, etc.), I need ______because ______.

High School Common Measures

Self-Advocacy

Identify Need: Applying

“What influences this situation?”

What is a problem or area of difficulty I am facing in my life? (examples: “I am having trouble in math class,” “I am deciding what colleges to apply to,” “I am arguing with my romantic partner”).

______

What is one strength I have in this situation?

______

What is a weakness I have in this situation?

______

How is this situation influenced by my personal history?______

How is this situation influenced by my personal beliefs?

______

How is this situation influenced by my family/culture?

______

High School Common Measures

Self-Advocacy

Identify Need: Creating/Evaluating/Analyzing

“Personal Needs Assessment”

What is a problem or area of difficulty I am facing in my life? (examples: “I am having trouble in math class,” “I am deciding what colleges to apply to,” “I am arguing with my romantic partner”).

______

Complete the following statement, or write your own statement that includes the same six components:

When it comes to ______, I need ______because I value ______. In this situation, my strengths are:______

______.

In this situation, I need to work on: ______

______. Other people involved can help me with this by ______

______.

High School Common Measures

Self-Advocacy

Identify Resources: Remembering

“Supports Checklist”

During a small group or individual counseling session, the counselor initiates discussion with the following prompt:

“Tell me about people in your life who can support you. What kind of support does each person offer?”

The counselor should also offer prompts such as “tell me about some other people who can support you?” or “tell me more about what kind of support that person offers?” as needed to encourage student(s) to continue discussion.

1) The counselor checks off one box below for every individual reasonably identified as a possible source of support by the student:

To be considered “reasonable,” the person must be accessible to the student.

Acceptable: mother, father, sister, minister, friend, counselor, teacher, school resource officer, etc.

2) The counselor checks off one box each time the student is able to identify what potential support/area of expertise each identified individual offers:

The counselor should check off a box only if the student is able to be specific about why an individual can offer a certain area of support. For example, check a box if the student can say, “my sister and I are close, so she offers me emotional support and comfort when I am upset” or “my guidance counselor knows about applying to colleges, so he’s a good person to ask about my college applications.” The student would not receive credit for “my mom helps me because she loves me.”

High School Common Measures

Self-Advocacy

Identify Resources: Understanding

“Rights Checklist”

During a small group or individual counseling session, the counselor initiates discussion with the following prompt:

“Explain rights you have as an individual and how these can help you access needed resources.”

The counselor should also offer prompts such as “tell me about some other rights you have?” or “tell me more about how that can help you access resources?” as needed to encourage student(s) to continue discussion.

1) The counselor checks off one box below for every right the student can accurately identify:

To be acceptable,the student’s explanation of their rights should be generally accurate and not reflect a lack of consideration for the rights of others.

Acceptable: the right to free speech, as long as it is non-disruptive and non-harmful; the right to be free from discrimination based on race, gender, religion or sexualorientation; the right to be free from sexual harassment; student on IEP has the right to be part of educational TEAM; right to a free and appropriate education, etc.

2) The counselor checks off one box each time the student is able to identify how an identified right helps them access resources or guarantees support:

For example: “I have the right to an education appropriate for my reading disability, so I have an IEP that ensures the school provides me with access to resources such as special instruction”; “I have the right to be free from harassment, so the school administration has to listen to and investigate any harassment complaint I make.”

High School Common Measures

Self-Advocacy

Identify Resources: Applying

“Accessing Resources”

What is the problem that I need to access resources to address?

______

What potentially useful and appropriate resource(s) are available to me to address this problem/area of need?

______

______

What is my plan to access the resources I need? What steps will I need to take, and what factors do I need to consider?

______

______

When will I carry out my plan?______

How will I know if I was successful?______

High School Common Measures

Self-Advocacy

Identify Resources: Creating/Evaluating/Analyzing

“Evaluating Access of Resources”

• Prior to this activity, the student has been able to complete the graphic organizer “Accessing Resources” and has been given time outside of counseling sessions to attempt the plan created.
• During a small group or individual counseling session, the counselor will ask the student to reflect on effectively they were able to use their plan to access needed resources and address the previously identified area of need. The counselor will ask a series of four questions:
• #1:“When we met before, you came up with a plan to access resources you needed to help you with ______(reference the problem area identified on the “Accessing Resources” graphic organizer). Were you able to try that plan?”
• If the student reports that they attempted the plan, mark question #1 complete and ask the following questions. If the student reports that they did not attempt the plan, do not continue asking the following questions.
• #2 “Great! Tell me what you tried, and what the results were.”
• Mark question #2 complete if the student can describe both what they tried, and what occurred as a result, and continue to question #3. Do not continue to question #3 if the student cannot answer question #2.
• #3 “Do you feel like your plan was successful? Did it help you get the support you needed to address your problem? Why or why not?”
• Mark question #3 complete if the student is able to explain how their plan either did or did not help them access the support they needed and/or address their problem, and then continue to question #4. If the student cannot answer question #3, do not continue to question #4.
• #4 If the student reported that they felt that the plan was successful, ask “How do you think you can apply this to other problems or areas of need?” If they reported that they did not feel the plan was successful, ask “What do you think you could try differently next time to make your plan more successful?” Mark question #4 complete if the student is able to successfully self-reflect about at least one way they can either improve their plan next time, or apply their plan to another problem/area of need in their life.
• The counselor should offer restatement or clarification of any of the above questions if the student does not understand what is being asked. However, the student should be able to answer the above questions without excessive counselor guidance.

High School Common Measures

Self-Advocacy

Communicate Need: Remembering

“’I Statement’ Checklist”

During a small group or individual counseling session, the counselor initiates discussion with the following prompt:

“Think about some situations in your life or problems in which you need to communicate your needs to another person. This includes both seeking help from another person, such as asking a teacher for help with a tough assignment, or advocating for yourself in a situation when you feel it is important for your opinion or needs to be heard by someone else. Try to come up with some “I statements” to express your needs in these situations. For example, “I need help from my teacher studying for a test.” Finish the statement, “I need…” for some of your own needs.

The counselor should also offer prompts such as “give me another ‘I statement’” or repeating the prompt “I need…” as needed to encourage student(s) to continue discussion.

1) The counselor checks off one box below for every reasonably specific and accurate “I statement” made by the student.

To be considered reasonably specific and accurate,the statement must be truthful for the student (as far as can be known) and not too general.

Not acceptable: “I need a billion dollars.” “I need help.”

High School Common Measures

Self-Advocacy

Communicate Need: Understanding

“Five Components of Self-Advocacy”

Body Language

Being prepared and knowledgeable

Knowing your audience

Prepare your “I statement”

Identify an appropriate time and/or location

High School Common Measures

Self-Advocacy

Communicate Need: Applying

“Communicating My Need” (page 1 of 2)

What need to I need to communicate? ______

Who do I need to communicate this to? ______

Body Language: What do I want to communicate with my body language in this situation? How can I show that?

______

Being prepared and knowledgeable: What do I need to know in advance, and what should I have prepared?

______

Knowing your audience: What do I know about the person I am talking to that might influence how I communicate with them?

______

High School Common Measures

Self-Advocacy

Communicate Need: Applying

“Communicating My Need” (page 2 of 2)

Prepare your “I statement”: What is the most important thing for me to communicate to this person? How will I say that?

______

Identify an appropriate time and/or location: When and where would be best for me to approach this person?

______

High School Common Measures

Self-Advocacy

Communicate Need: Creating/Evaluating/Analyzing

“Evaluating Ability to Communicate Need”

• Prior to this activity, the student has been able to complete the graphic organizer “Communicating Need” and has been given time outside of counseling sessions to attempt the plan created.
• During a small group or individual counseling session, the counselor will ask the student to reflect on effectively they were able to use their plan to communicate their previously identified need. The counselor will ask a series of four questions:
• #1:“When we met before, you came up with a plan to communicate this need: ______to ______(reference the problem area identified on the “Communicating Need” graphic organizer). Were you able to try that plan?”
• If the student reports that they attempted the plan, mark question #1 complete and ask the following questions. If the student reports that they did not attempt the plan, do not continue asking the following questions.
• #2 “Great! Tell me what you tried, and what the results were.”
• Mark question #2 complete if the student can describe both what they tried, and what occurred as a result, and continue to question #3. Do not continue to question #3 if the student cannot answer question #2.
• #3 “Do you feel like your plan was successful? Did you feel you effectively communicated with the other person? Why or why not?”
• Mark question #3 complete if the student is able to explain how their plan either did or did not help them communicate their need to another person, and then continue to question #4. If the student cannot answer question #3, do not continue to question #4.
• #4 If the student reported that they felt that the plan was successful, ask “How do you think you can apply this to other people you need to communicate a need to?” If they reported that they did not feel the plan was successful, ask “What do you think you could try differently next time to make your plan more successful?” Mark question #4 complete if the student is able to successfully self-reflect about at least one way they can either improve their plan next time, or apply what they learned to another problem/area of need in their life.
• The counselor should offer restatement or clarification of any of the above questions if the student does not understand what is being asked. However, the student should be able to answer the above questions without excessive counselor guidance.

High School Common Measures

Social Communication

Perspective Taking: Remembering

“Conflict Resolution Checklist”

Counselor will initiate the prompt “Tell me the 5 steps of conflict resolution”

and record student responses.

• Introduction
• Story Telling
• Identifying the issue
• Finding a solution
• Final agreement

High School Common Measures

Social Communication

Perspective Taking: Understanding

“Conflict Resolution Checklist”

This worksheet contains 6 conflicts with different points of view, students will use this worksheet to be able to see the different points of view and work towards a solution.

1. A group of students eats lunch together everyday. One day, a student new to the school, who dresses very differently from the group, attempts to join them for lunch. The students in the group intentionally turn their backs on the new student. What would be some of the different points of view of this situation from: the new student; a student in the group; the principal who sees what happens; another student sitting nearby.

2. Three students are assigned a group project: John, Pete and Mark. The students split up the work evenly and plan to bring their assigned pieces together in a week. When they meet again, John hasn’t done the work but still wants to get credit for the project. Pete agrees, but Mark doesn’t. Talk about the points of view of: John; Pete; Mark; the teacher.

3. Sally and Meg have been best friends for many years. When the new school year starts, Meg begins spending a lot of time with a popular new student, Jennifer. Soon after, Sally learns that Meg is telling hurtful stories about her that are not true. Talk about the different points of view of: Sally; Meg; Jennifer.

4. You become friends with a new student Pat. After a few weeks, Pat cheats on a test by copying your paper. The teacher finds out and gives both of you a failing grade. Imagine the viewpoints of: Pat; yourself; the teacher; Pat’s younger sister; your parents.

5. Everyday at lunchtime, you see a large, tough student picking on a younger, smaller student. Others see this as well, but no one intervenes. What are some of the different perspectives on this situation from: the bully; the student being picked on; yourself; a teacher on lunch duty; another student sitting near the smaller student; a friend of the bully.

6. At the science fair, Hannah and Kevin, who are good friends, share a tablefor their projects. A mutual friend, Morgan, has a table space across from Hannah and Kevin. The science teacher walks up and down the aisles inspecting the projects. Hannah notices Kevin drinking a bottle of water, and she decides to leave her project for a few minutes to get one for herself. When she returns, she finds some water spilled on her side of the table. Talk about the different points of view of this situation from: Hannah; Kevin; Morgan; the science teacher.

High School Common Measures

Social Communication

Perspective Taking: Applying

“Conflict Resolution Chart”

Explain how such conflict hurts the other party involved:

High School Common Measures

Social Communication

Perspective Taking: Creating/Evaluating/Analyzing

“Peer Mediation Contract Form”

Date: ______Disputant: ______Disputant: ______Mediator: ______

Type of Conflict:

• Fighting

• Rumor
• Threat
• Name-calling
• Property
• Teasing
• Friendship
• Pushing
• Other:______

We have participated in mediation and have agreed to the following: I,______,