Counseling Corner

Meet Mrs. Depinet, School Counseling Intern

Dear Parents and Guardians,

I would like to take this opportunity to introduce myself, my name is Stephanie Depinet and I
am joining Mrs. Mack as a School Counselor Internship Student for the spring semester of the 2013-
2014 school year. I am currently attending Heidelberg University to receive a Masters Degree in
School Counseling.

As a School Counseling Internship Student, my primary responsibility is to promote the academic,
personal, and social development of all students. I look forward to offering support to the students,
staff, families and community. I will be meeting with students individually and in small groups dur-
ing lunch, conducting classroom lessons, meeting with parents, collaborating with teachers and staff, and consulting with
community organizations to benefit and meet the needs of all Donnell students and families.

Any student can request to meet with me or they can be referred by a teacher, administrator, or parent. I encourage you to
reach out if you have concerns regarding your child. If you would like for me to meet with your child please do not hesi-
tate to contact me.

I am here to help students achieve their personal/social and academic goals, as well as provide support for the parents and
teachers. I can be reached by email at sdepinet@heidelberg.edu or phone at 419-425-8370.

Warm Regards,
Stephanie Depinet
Mrs. Mack Mrs. Bishop
According to the American School Counselor Association, middle school stu-
dents are characterized by rapid physical growth, curiosity about their world and
an emerging self-identity. Through a comprehensive developmental school coun-
seling program, counselors work as a team member with school staff, parents
and the community to create a caring, supportive climate and atmosphere
whereby young adolescents can achieve academic success. Middle school coun-
selors enhance the learning process and promote academic achievement. School
counseling programs are essential for students to achieve optimal personal
growth, acquire positive social skills and values, set appropriate career goals and
realize full academic potential to become productive, contributing members of
the world community. The professional middle school counselor holds a mas-
ters degree and required state certification in school counseling. Maintaining
certification includes on-going professional development to stay current with
education reform and challenges facing todays students. Professional associa-
tion membership is encouraged as it enhances the school counselors knowledge
and effectiveness.
COUNSELING CORNER
Meeting the Challenge
Middle School Counselors Implement the Counseling Program by Providing:

Middle school counselors do not work in isolation; rather they are integral to the total educational program. They
provide proactive leadership that engages all stakeholders in the delivery of programs and services to help stu-
dents achieve success in school. Professional school counselors align with the schools mission to support the
academic achievement of all students as they prepare for the ever-changing world of the 21st century. This mis-
sion is accomplished through the design, development, implementation and evaluation of a comprehensive, de-
velopmental and systematic school counseling program. The ASCA National Standards in the academic, Na-
tional Model: A Framework For School Counseling Programs, with its data driven and results-based focus
serves as a guide for todays school counselor who is uniquely trained to implement this program.
School Guidance Curriculum

Academic skills support
Organizational, study and test-taking skills
Education in understanding self and others
Coping strategies
Peer relationships and effective social skills
Communication, problem-solving, decision-making and conflict resolution
Career awareness, exploration and planning
Substance abuse education
Multicultural/diversity awareness

Individual Student Planning

Goal-setting/decision- making
Academic planning
Career planning
Education in understanding of self, including strengths and weaknesses
Transition planning

Responsive Services

Individual and small group counseling
Individual/family/school crisis intervention
Peer facilitation
Consultation/collaboration
Referrals

System Support

Professional development
Consultation, collaboration and teaming
Program management and operation
Parent Resources:
http://www.ascaschoolcounselor.org/
article_section.asp?edition=91&section=145
Topics: Current Publications
http://www.sd43.bc.ca/elementary/
millerpark/Publications/Peer%20conflict%
20vs%20Mean%20Behaviour%20vs%
20Bullying.pdf
Topics: PEER CONFLICT, MEAN BEHAV-
IOUR AND BULLYINGWhats the differ-
ence?

http://teenbrain.drugfree.org/science/
growth.html
Topic: Why do teens act this way?

Middle School Counselors Implement
the Counseling Program by Collaborating with:
Parents:
Parent information night
Communication/networking
Academic planning programs
Parent and family education
One-on-one parent conferencing
Assessment results interpretation
Resource referrals
College/career exploration

Teachers:
Early Warning System
Assistance with students academic plans
Classroom guidance activities on stress management, Second Step, career development, etc.
Academic support and education to help students succeed academically
At-risk student identification and implementation of interventions to enhance success
Parent communication/education

Administrators:
Recess Interventions/Team Building
School climate
Behavioral management plans
School-wide needs assessment
Student data and results
Student assistance team building
Leadership

Students:
Career Exploration
Peer education
Peer support
Academic support
School climate
Leadership development

Community:

Collaboration
Crisis interventions
Referrals
Career education

Donnell Middle School
301 Baldwin Avenue
Findlay, Ohio 45840
Phone: 419-425-8370 x 3708
Fax: 419- 429-3764

E-mails:
Mrs. Mack: dmack@findlaycityschools.org Students Last Name: A-M
Mrs. Bishop: kbishop@findlaycityschools.org Students Last Name N-Z
Mrs. Depinet: sdepinet@heidelberg.edu School Counseling Intern
PBIS (Positive Behavioral Interventions & Support)
www.pbis.org
DMS has implemented the PBIS program. administration, teachers, counselors focus on behavioral
expectations that are positively stated and easy to remember. In other words, rather than telling students
what not to do, the school will focus on the preferred behaviors. Here are the behavioral expectations for
Donnell Middle School:
Respect Ourselves
Respect Others
Respect Property
More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework
that guides selection, integration, and implementation of the best evidence-based academic and behavioral
practices for improving important academic and behavior outcomes for all students.
Programs Implemented at Donnell Middle School
Second Step Program
www.secondstep.org

In collaboration with the administration, BOE, teachers, school counselors and community agencies DMS has imple-
mented the Second Step Program for three years. Between the ages of twelve and fifteen, youth experience the rapid
biological and social changes of puberty. They wish for more autonomy at the same time as they are encountering
more opportunities to engage in risky behaviors. In addition, they typically make a significant environmental transi-
tion from elementary to middle school. The turmoil of this time increases opportunities for both positive and nega-
tive outcomes, making this an especially opportune time to provide the skills and support to succeed.

Themes in the Second Step Middle School Program include:
Theme 1: Empathy and Communication
Empathy is related to social competence and academic success. Being able to identify, understand, and respond to how someone
is feeling provides the foundation for helpful and socially responsible behavior, friendships, cooperation, coping, and conflict
resolution. Research shows that young children with higher levels of empathy tend to be less aggressive, better liked, and more
socially skilled, and to make greater academic gains than children with lower levels .

Theme 2: Bullying Prevention
Students social skills and relations with peers are linked to both the likelihood and severity of bullying. Bullying is a pattern of
aggressive behavior characterized by an imbalance of power and the intent to cause harm. It can be expressed directly or indi-
rectly. Research shows that bullying is a frequent and pervasive problem for many students, particularly in middle school.

Theme 3: Emotion Management
Youth who have difficulties managing their emotions are more likely to be involved in aggression and substance abuse and ex-
perience difficulty behaving in socially skilled ways. Students with poor emotion management skills are also prone to act impul-
sively on their emotions rather than using problem-solving skills, such as analyzing situations, anticipating consequences, and
planning.

Theme 4: Action Steps for Problem Solving, Decision Making, and Goal Setting
Action steps are social-cognitive skills taught across all 3 grades of the Second Step program. Teaching students interpersonal
problem-solving skills can reduce and prevent problem behaviors. Because peer pressure peaks in early adolescence, this is a
good tome to teach decision-making skills as well. It is also an opportune time for students to practice setting goals, an ability
linked to student success and achievement.

Theme 5: Substance Abuse Prevention
The middle school years are a peak time for substance abuse initiation. Thus, reducing early initiation, a major risk factor for
later problems, is a primary program goal. The risk and protective factors for abuse of alcohol and other substances are ad-
dressed across lessons throughout the Second Step program, as well as by specific lessons targeting drug and alcohol use. In line
with research about the best school-based approaches to prevent and reduce youth problems in this arena, Second Step substance
abuse lessons focus on providing accurate information and building on the social and personal skills addressed in previous les-
sons, including the skills to recognize and resist problematic choices.