Social Skills

Teaching and Counseling for Today’s World Second Edition Page 170

The 26 Grow With Guidance System formulas provide a way professional educators can work smart with results. Each formula includes the Grow With Guidance System as a foundation consisting of System components: Behavior Management, Self-Talk/Self-Pictures, Staff Skills (Implementation), Student Skills (Curriculum), Family Involvement and Observation/Evaluation. The goal of each formula is to apply this innovative approach in education that develops students’ spirit, purpose, and potential.

In addition the System Foundation components of the school counseling program are included as appropriate. Expanded information regarding each formula is included in Teaching and Counseling for Today’s World 2nd Edition.

The Grow With Guidance Team is available to answer questions for each topic as well as designing a formula for challenges that you are facing not included in 26 formulas listed. Contact us if we can help.

Building Strong Self-Concept in Elementary School Students Using Bloom’s Taxonomy

Erica Academic Achievement and Academic Success, Emotional Intelligence, Self-Concept Development, Social Skills , , , , , ,

Building Strong Self-Concept in Elementary School Students Using Bloom’s Taxonomy

Building a strong self-concept from an early age is critical to academic and overall wellness. Bolstering self-concept translates to better outcomes in social, emotional, behavioral, academic, and career realms. Students’ self-concept development will be explored. The application of Bloom’s Taxonomy supports the development of student self-concept. Self-concept is learned through this process. CANA results from a one year implementation of the Grow With Guidance System with third grade classrooms are overviewed.

All Ohio Counselors Conference, October 29, 2024

Building Strong Self-Concept in Elementary School Students Using Bloom’s Taxonomy [PDF]

 

Building Strong Self-Concept
in Elementary School Students
Using Bloom’s Taxonomy

Benjamin Shultz, LSC, LPCC ([email protected])
Tommie Radd, PhD, LPC ([email protected])
Kristin Chamberlain, PhD, LSC, LPC ([email protected])

The Dr. Tommie Radd Professorship in School Counselor Education
Ohio University Counselor Education

Objectives

Objective 1

  • Participants will overview the importance of self-concept development and strategies to enhance self-concept.

Objective 2

  • Participants will explore how to bolster self-concept using Bloom’s Taxonomy and the Grow with Guidance Systems Model.

Objectives

Objective 3

  • Participants will learn the Self-Talk/Self-Picture System Component (Radd, 2021) from The Grow with Guidance Systems Model (2021) that aligns with the ASCA National Model (2019) as a comprehensive, developmental, and results-oriented framework for prevention and intervention in schools.

Objective 4

  • Participants will actively engage in discussion on how they might partner with Ohio University to implement the Grow with Guidance system and complete pre-and-post assessments.

Bloom’s Taxonomy Categories

Bloom’s Taxonomy

  • In 1956, Bloom and colleagues worked out a framework that has been applied by generations of K-12 teachers and college instructors in their teaching (Hasić & Saračević, 2023).
  • The domains:
    • Cognitive (knowledge, cognition)
    • Affective (attitudes, interests, motivation)
    • Psychomotor (physical activities and skills)
  • Cognitive domain includes learning objectives related to knowledge and thinking.
  • Affective domain includes learning goals related to attitudes, interests, and value judgments.
  • Psychomotor area includes learning objectives related to manual and motor skills (Armstrong, 2010).

Bloom’s Taxonomy Strategies

  • Think-pair-share to explain ideas and increase understanding of lesson delivered by school counselor.
  • Demonstrate how a student is special and important.
  • Provide examples of how a student is helping him/herself.
  • Evaluate how a choice can be helpful or hurtful.

Self

  • SELF-WORTH – a sense of one’s own innate value as a human being. Self-worth is the internal sense of being good enough and worthy of love and belonging from others.
  • SELF-WORTH THEORY – An individual’s main priority in life is to find self-acceptance (Covington & Beery, 1976).
  • SELF-CONCEPT – Self-concept is the image we have of ourselves, both positive and negative attributes.
  • UNCONDITIONAL SELF ACCEPTANCE (USA) proposed by Albert Ellis.
  • A POSTIVE SELF-CONCEPT IS REFLECTED IN A HIGH SENSE OF SELF-WORTH.
  • HEALTHY SELF-CONCEPT DEVELOPMENT is essential for student success (Radd, 2021).

Importance of Secure Sense of Self-Worth & Self-Concept during Elementary School

  • Students experience improved social cognition.
  • Students with a secure self-concept are better at recognizing emotions (positive and neutral facial expressions) in others (Cordeiro et al., 2021).
  • Students feel more confident about class participation (Lobos et al, 2019).
  • Students achieve higher attendance rates (Lobos et al., 2019).
  • Students experience a decrease in self-worth when transitioning to middle school (Onetti et al., 2019).

The Grow with Guidance (GWG) Systems Model (Radd, 2021)

  • The GWG system is a developmental, performance-based system for use in schools.
  • The GWG system includes six interactive components:
    • Self-Talk, Self Pictures
    • Behavior Management
    • Implementation
    • Curriculum
    • Family Involvement
    • Observation/Evaluation
  • The Self-Concept series and weave is present in each component to guide students to develop a strong secure self-concept.
  • All activities engage the students in the process.
  • Each activity builds on the previous activities, so it is a learning process that requires reviewing, connection, and practice.

The Core of the Grow with Guidance System

  • The Self-Concept series is one of the core concepts of the GWG System
  • Truth & Unconditional Acceptance: All people are special and valuable because they are unique and different from one another.
  • Behavior: This uniqueness comes with an inherent responsibility to help and not hurt self or others.
  • Accountability: People are responsible for self-monitoring which translates to them embracing their uniqueness and worth (Radd, 2021).

The Self-Concept Series in the GWG Model is Taught to All Students

  • All are important and valuable no matter what they think, say, feel, and do.
  • All show they are remembering their worth by making helpful choices toward themselves and others. They are responsible for helping, not hurting self and others.
  • All are responsible for their choices. This accountability empowers all to make improvements because of their worth.

NOTE: Listen to podcast at https://allsucceed.com/media/

Self-Concept Series: Self-Talk and Self-Pictures

Self-Concept Series Self Talk Self-Concetp Series Self-Pictures
Step 1 “I am important and special.” A self-picture that could accompany this Step 1 statement is of a time or place that reminds the person of one’s personal worth just for being a unique person. It could be a picture of the person sitting peacefully, etc. Each person can choose a picture, which can be changed as desired.
Step 2 “I help myself.” A self-picture that could accompany this Step 2 statement is of a time or situation that represents a person helping him or herself. It could be an image of the person smiling in the mirror, acting in a helpful way, etc. Each person can choose a picture, which can be changed as desired.
Step 3 “I am responsible for me.” A self-picture that could accompany the Step 3 statement is of a time or situation that represents a person being responsible and accountable for his or her actions. It could be the person following through on an assignment, apologizing for a mistake, etc. Each person can choose a picture, which can be changed as desired.

Alexander Elementary Results Data

Children’s Affect Needs Assessment (CANA) – Grade 3

Self-Concept Series

Student General Self-Report Evaluation Tally Form and Student Comments

Question # Yes No Blank Total % Yes
1. Have the activities helped you? 88 17 0 105 84%
2. Do you feel better about yourself? 90 15 0 105 86%
3. Do you feel better about learning? 92 12 1 104 88%
4. Do you get along better with others? 82 21 2 103 82%
5. Can you handle problems better? 82 22 1 104 79%
6. Do you get along better with your teacher? 91 13 1 104 88%

Children’s Affect Scale Report Form (CANA)

Year: 2023-2024

Teacher: P1

Building: Elementary

Grade: 3

*Denotes Statistical Significance

Strand Pre % Yes Post % Yes % Change
Self (S) 77 77 0
Other Awareness (OA) 84 81 -3
Self-Control (SC) 84 84 0
Decision Making/Problem Solving (DM/PS) 77 76 -1
Group Cooperation (GC) 85 81 -4

Children’s Affect Scale Report Form (CANA)

Year: 2023-2024

Teacher: P2

Building: Elementary Grade: 3

*Denotes Statistical Significance

Strand Pre % Yes Post % Yes % Change
Self (S) 80 83 +3
Other Awareness (OA) 84 82 -2
Self-Control (SC) 88 89 +1
Decision Making/Problem Solving (DM/PS) 78 82 +4
Group Cooperation (GC) 90 83 -7

Teacher: R1

Building: Elementary Grade: 3

*Denotes Statistical Significance

Strand Pre % Yes Post % Yes % Change
Self (S) 75 78 +3
Other Awareness (OA) 82 83 +1
Self-Control (SC) 85 85 0
Decision Making/Problem Solving (DM/PS) 81 85 +4
Group Cooperation (GC) 86 86 0

Teacher: A1

Building: Elementary Grade: 3

*Denotes Statistical Significance

Strand Pre % Yes Post % Yes % Change
Self (S) 81 85 +4
Other Awareness (OA) 87 86 -1
Self-Control (SC) 83 88 +5
Decision Making/Problem Solving (DM/PS) 70 79 +9
Group Cooperation (GC) 79 90 +11

Teacher: T1

Building: Elementary Grade: 3

*Denotes Statistical Significance

Strand Pre % Yes Post % Yes % Change
Self (S) 77 75 -2
Other Awareness (OA) 78 73 -5
Self-Control (SC) 82 70 *-12
Decision Making/Problem Solving (DM/PS) 73 73 0
Group Cooperation (GC) 80 76 -4

Student General Self-Report Evaluation Tally Form and Student Comments

  • Yes, it has helped me work harder in school. It pushes me to work harder.
  • Makes me feel more confident.
  • I can think about if my choices are helpful or hurtful! I can think better!
  • It just seems to give me focus when I know what to do!
  • Everyone is special in their own way.
  • I keep getting sad.
  • It kept me focused.
  • I don’t get as mad anymore.
  • I think it does. I really don’t know!

Small Groups Discussion: What category of Bloom’s Taxonomy do you use to increase self-worth in your students?

Please feel free to share any strategies!

Partnering with the Dr. Tommie Radd Professorship in School Counselor Education

School counselors interested in partnering with the Dr. Tommie Radd professorship in School Counselor Education should contact:

  • Dr. Kristin Chamberlain ([email protected])
  • GWG System Model materials provided at cost
  • Aligned with the ASCA National Model
  • Pre-post Assessment Instrument – the Children’s Affect and Needs Scale (CANA)
  • CANA is available in paper and pencil format or on Qualtrics
  • Free data analysis through the Dr. Tommie Radd Professorship in School Counselor Education

References

  • American School Counselor Association [ASCA]. (2019). The ASCA National Model: A Framework for School Counseling Programs, 4th ed. Alexandria VA: Author.
  • American School Counselor Association [ASCA]. (2008, 2014, 2018, 2021). The School Counselor and Multitiered System of Supports. Retrieved from here
  • Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved from here
  • Cordeiro, T., Botelho, J., & Mendonça, C. (2021). Relationship Between the Self-Concept of Children and Their Ability to Recognize Emotions in Others. Frontiers in Psychology, 12. Link
  • Hasić, A., & Saračević, M. (2023). Analysis of the Curriculum and Program in Mathematics According to Bloom’s Taxonomy for the II Class of High School. MAT-KOL (Banja Luka), Matematicki Kolokvijum, 29(1), 1–24. Link
  • Lobos, K., Bustos, C., & Díaz, A. (2019). Impact of teacher training on academic self-concept and educational outcomes. Electronic Journal of Research in Educational Psychology, 17(49), 519-540–540. Link
  • Onetti, W., Fernández-García, J. C., & Castillo-Rodríguez, A. (2019). Transition to middle school: Self-concept changes. PLoS ONE, 14(2), 1–12. Link
  • Opoku, M. P., Alsheikh, N., Moustafa, A., Anwahi, N., Aljaberi, M., Shah, H., Aldarmaki, A., & Elhoweris, H. (2024). An exploration of the self-concept of gifted students in the United Arab Emirates. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 43(14), 12696–12708. Link
  • Purkey, William W. & Novak, John M. (1996). Inviting School Success, Third Edition. Belmont CA: Wadsworth Publishing Company.
  • Radd, T. R. (2007). The grow with guidance system: Primary level. Gahanna OH: Grow with Guidance.
  • Radd, T. R. (2007). The grow with guidance system manual. Gahanna OH: Grow with Guidance.
  • Radd, T. R. (2021). Teaching and Counseling for Today’s World, Pre-K-12 and Beyond.

Building Strong Self-Worth in All Elementary School Students Using Multitiered Systems of Support

Tommie Radd Academic Achievement and Academic Success, Emotional Intelligence, Self-Concept Development, Social Skills , , , , , ,

Building Strong Self-Worth in All Elementary School Students Using Multitiered Systems of Support

Building a strong and core sense of self from a young age is critical to success in school and in life and is one of the basic building blocks of being successful in the social, emotional, academic and career realms. With interventions to build a strong sense of self, it is crucial that we target each level in a MTSS so that students graduate from elementary school knowing that they hold integral value and worth, regardless of whether they are excelling in school. In fact, developing a strong and intrinsic sense of self that is not tied to external markers of success and accomplishment is key to thriving.

Building Strong Self-Worth in All Elementary School Students Using Multitiered Systems of Support

AOCC Conference, October 18, 2023

Building Strong Self-Worth in All Elementary School Students Using Multi-Tiered System of Supports [PDF]

Christine Suniti Bhat, PhD, LSC, LPC ([email protected])
Tommie Radd, PhD, LPC ([email protected])
Kristin Chamberlain, PhD, LSC, LPC ([email protected])
The Tommie Radd Professorship in School Counselor Education Ohio University Counselor Education

Objectives

Objective 1

• Participants will receive an overview of research regarding the importance of building a secure sense of self-worth in elementary school students.

Objective 2

• Participants will learn the Self-Talk/Self-Picture System Component (Radd, 2021) from The Grow with Guidance Systems Model (2021) that aligns with the ASCA National Model (2019) as a comprehensive, developmental, and results-oriented framework for prevention and intervention in schools.

Objective 3

• Participants will obtain interventions to build a strong sense of self-worth suitable for implementation at each tier in a Multitiered System of Supports (MTSS; ASCA, adopted 2008, revised 2014, 2018, 2021).

Objective 4

• Participants will actively engage in discussion on how to adapt interventions to build a secure self of self in students at Tiers 1, 2, and 3 so that results will permeate through the whole school community. Participants will receive information on how to measure the effectiveness of strategies, including how they might partner with Ohio University to implement the Grow with Guidance system and complete pre-and-post assessments.

Self

• SELF-WORTH – a sense of one’s own innate value as a human being. Self-worth is the internal sense of being good enough and worthy of love and belonging from others.
• SELF-WORTH THEORY – An individual’s main priority in life is to find self- acceptance (Covington & Beery, 1976).
• SELF-CONCEPT – Self-concept is the image we have of ourselves, both positive and negative attributes.
• UNCONDITIONAL SELF ACCEPTANCE (USA) proposed by Albert Ellis.
• A POSTIVE SELF-CONCEPT IS REFLECTED IN A HIGH SENSE OF SELF- WORTH.
• HEALTHY SELF-CONCEPT DEVELOPMENT is essential for student success (Radd, 2021).

Importance of Secure Sense of Self-Worth Self-Concept during Elementary School

• Improved social cognition
• Students with a secure self-concept are better at recognizing emotions (positive and neutral facial expressions) in others (Cordeiro et al., 2021).
• Students feel more confident about class participation (Lobos et al, 2019).
• Higher attendance rates (Lobos et al., 2019).
• Students experience a decrease in self-worth when transitioning to middle school (Onetti et al., 2019).

The Grow with Guidance (GWG) Systems Model (Radd, 2021)

• The GWG system is a developmental, performance-based system for use in schools
• The GWG system includes six interactive components:
         • Self-Talk, Self Pictures; Behavior Management; Implementation; Curriculum; Family Involvement; Observation/Evaluation
• The Self-Concept series and weave is present in each component to guide students to develop a strong secure self-concept.
• All activities engage the students in the process.
• Each activity builds on the previous activities, so it is a learning process that requires reviewing, connection, and practice.

The Core of the Grow with Guidance System

• The Self-Concept series is one of the core concepts of the GWG System
• Truth & Unconditional Acceptance: All people are special and valuable because they are unique and different from one another.
• Behavior: This uniqueness comes with an inherent responsibility to help and not hurt self or others.
• Accountability: People are responsible for self monitoring which translates to them embracing their uniqueness and worth (Radd, 2021).

The Self-Concept Series in the GWG Model is Taught to All Students

• All are important and valuable no matter what they think, say, feel, and do.
• All show they are remembering their worth by making helpful choices toward themselves and others. They are
responsible for helping, not hurting self and others.
• All are responsible for their choices. This accountability empowers all to make improvements because of their worth.

NOTE: Listen to podcast at https://allsucceed.com/media/

Classroom Group Guidance Checklist

Individual Student Triangle

Multitiered System of Supports (MTSS)

• School counselors align their work with MTSS by utilizing a school counseling program to promote positive changes in students’ academics, career exploration, and behavior.
• Tier 1: Classroom instruction and schoolwide programming.
• Tier 2: Small group and individual sessions, collaboration with school personnel, parents, and community members.
• Tier 3: Indirect student support services through consultation and collaboration (ASCA 2021).

MTSS Level 1 Interventions to Address Self Worth and Self Concept from the GWG System Model

• Self-Talk/Self-Picture System Component (Radd, 2021)
• Students replace negative self-talk with positive self-talk through activities with their peers.
• Students touch the tops of their heads when the hurtful thoughts are occurring, and then toss the thoughts out. They take their other hand and place thoughtful thoughts into their head.
• They also practice positive self-talk statements with partners.

Self-Concept Series: Self-Talk and Self-Pictures

MTSS Level 1 Interventions to Address Self Worth and Self Concept from the GWG System Model

• Students replace negative self-pictures with positive ones through activities.
• Students are asked to draw the negative pictures, then crumple them and throw them away. Then, they draw
positive pictures to replace those negative ones.
• Students keep these positive pictures at their desk to help them remember that they are unique and valued.

MTSS Level 1 and Level 2 Interventions to Address Self Worth and Self Concept from the GWG System Model

• My Personal Self Talk Self Picture Plan can be used with individuals or in small group counseling.
• The counselor leads individuals or small groups of students through exploring
• General Self-Talk
• Specific Self-Talk
• Self-Picture Description
• Remember to Use Self-Talk-Self-Pictures when
• Remember to Relax when
• Observe and Adjust
Available from https://allsucceed.com/wp-content/uploads/2017/10/Page- 72-of-INTERMEDIATE.pdf

MTSS Level 1 and Level 2 Interventions to Address Self Worth and Self Concept from the GWG System Model

• Inside-Outside Self (page 186-188, GWG System, Primary Level)
• Students lie on the floor and have a classmate trace their outline.
• On the Outside Self, they draw, paint, or color themselves.
• On the Inside Self on the reverse of the sheet they draw pictures to represent their feelings or thoughts.
• Inside-Outside Self drawings are then shared with classmates in small groups.

MTSS Level 3 Interventions to Address Self Worth and Self Concept from the GWG System Model

• Student will define and describe feelings related to a personal experience.
• The counselor engages the student to discuss feelings they experience at different times.
• Student will recognize feelings they have had on a difficult day.
• The counselor will help the student recognize feelings they have had on a difficult day and help the student normalize the experience of having a challenging day.
• Student will identify and express characteristics that are special and unique about themselves.
• The counselor leads the student through this activity to disrupt negative self talk/negative self image.

Small Groups Discussion: What interventions do you use to increase self worth in your students?

Partnering with the Dr. Tommie Radd Professorship in School Counselor Education

• School counselors interested in partnering with the Dr. Tommie Radd professorship in School Counselor Education should contact:
       • Dr. Christine Suniti Bhat ([email protected])
       • Dr. Kristin Chamberlain ([email protected])
• GWG System Model materials provided at cost
• Aligned with the ASCA National Model
• Pre-post Assessment Instrument – the Childrens Affect and Needs Scale (CANA)
• CANA is available in paper and pencil format or on Qualtrics
• Free data analysis through the Dr. Tommie Radd Professorship in School Counselor Education

 

References

American School Counselor Association [ASCA]. (2019). The ASCA National Model: A Framework for School Counseling Programs, 4th ed. Alexandria VA: Author.
American School Counselor Association [ASCA]. (2008, 2014, 2018, 2021). The School Counselor and Multitiered System of Supports. Retrieved from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Multitiered-System-of-Sup
Cordeiro, T., Botelho, J., & Mendonça, C. (2021). Relationship Between the Self-Concept of Children and Their Ability to Recognize Emotions in Others. Frontiers in Psychology, 12. https://doi-org.proxy.library.ohio.edu/10.3389/fpsyg.2021.672919
Goodman-Scott, E., Betters-Bubon, J., Olsen, J., & Donohue, P. (2020). Making MTSS Work. American School Counselor Association.
Radd, T. R. (2021). Teaching and Counseling for Today’s World: Pre-K-12 and Beyond, 2nd ed. Gahanna OH: Grow with
Guidance.
Radd, T. R. (2007). The grow with guidance system: Primary level. Gahanna OH: Grow with Guidance.
Radd, T. R. (2007). The grow with guidance system manual. Gahanna OH: Grow with Guidance.
Lobos, K., Bustos, C., & Díaz, A. (2019). Impact of teacher training on academic self-concept
and educational outcomes. Electronic Journal of Research in Educational Psychology, 17(49), 519-540–540.
https://doi-org.proxy.library.ohio.edu/10.25115/ejrep.v17i49.2219
Onetti, W., Fernández-García, J. C., & Castillo-Rodríguez, A. (2019). Transition to middle school: Self-concept
changes. PLoS ONE, 14(2), 1–12. https://doi-org.proxy.library.ohio.edu/10.1371/journal.pone.0212640
Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016). Integrating a multi-tiered system of
supports with comprehensive school counseling program. Retrieved from: h

http://tpcjournal.nbcc.org/integrating-a-multi-tiered-system-of-supports-with- comprehensive-
school-counseling-programs/

Effective Anxiety Interventions Using the Schoolhouse Systems Model

Tommie Radd Emotional Intelligence, Self-Concept Development, Self-Destructive Behavior - Anxiety, Social Skills , , , ,

Effective Anxiety Interventions Using the Schoolhouse Systems Model

Schools would benefit from a comprehensive plan to address student anxiety and anxiety-inducing situations. School counselors and the school counseling program are key in this process because of their focus on personal, social, emotional, behavioral, academic, and career skills needed for success. Using the anxiety formula and the framework of the Schoolhouse Model (Radd, 2014), this presentation provides strategies and skills in self-talk/self-pictures, relaxation, and mindfulness that participants will take with them to utilize with their students. They will have the opportunity to identify and prioritize 3 interventions and strategies for anxiety to implement at their schools and will have the information needed for strategic planning for comprehensive, developmental, and results-oriented practice.

EFFECTIVE ANXIETY INTERVENTIONS USING THE SCHOOLHOUSE SYSTEMS MODEL

“AOCC Week” Virtual Conference, October 26-30, 2020

Contact information for additional questions:
Dr. Radd, 614-607-1373; email: [email protected];
web site: www.allsucceed.com
Dr. Bhat: [email protected]
Jennifer Ojiambo Isiko: [email protected]

Effective Anxiety Interventions Using the Schoolhouse Systems Model [PDF] 571 KB

Conference Video

“The internal environment people create has a dramatic impact on their ability to become and stay encouraged, optimistic and focused on growth and learning beyond any immediate success or challenge.
– Tommie R. Radd, PhD

 

Objectives

Participants will:

  1. Obtain an overview of The Schoolhouse Systems Model and how it aligns with the ASCA National Model (2019) as a comprehensive, developmental, and results-oriented framework for prevention and intervention in schools. See Appendix.
  2. Learn the Self-Talk/Self-Picture System Component and understand how it may be used to address student anxiety at all levels of PreK-12 schools.
  3. Learn specific strategies to prevent anxiety and intervene with students experiencing anxiety.
  4. Prioritize at least one to 3 ways to implement these strategies during the school year and discuss ways to measure effectiveness of strategies.
  5. Learn about the new Ohio University Dr. Tommie Radd Professorship in School Counselor Education and how they can engage with the Ohio University School Counseling Program and Dr. Bhat, the first Radd Professor. See press release here.

 
The Schoolhouse Systems Model

A Comprehensive School Counseling Program Model

  • The Grow With Guidance System(GWG) includes the Schoolhouse Model. The alignment chart between the GWG System and the ASCA Model Mindset and Behavior Standards explains that both are congruent but the System is more expansive and systemic.
  • For the alignment chart, click here.
  • The school counseling program is built upon the educational system foundation. Other program components are enrichment programs, small group counseling, individual counseling, staff and family involvement, resource development and professional teams and committees.
  • All program components are interconnected with the educational system foundation and apply the skills and experiences from this classroom group guidance system foundation.

 
Components of the GWG System

  • Behavior Management – Extrinsic – what we say and do
  • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
  • Curriculum – Student Skills
  • Implementation – Staff Skills
  • Family Involvement – Family Skills
  • Observation/Evaluation

 
System Components Implemented

  • Congruent
  • Systemic – identify all components of the System or whole and understand the relationship between components
  • Slowly and simultaneously
  • 3-5 year process
  • The Whole is larger than the sum of the parts

Anxiety in Children

  • Anxiety is one of three mental health disorders prevalent in children, along with depression, and ADHD (Centers for Disease Control [CDC], 2020.
  • Approximately 4.4 million children age 3-17 years (7.1%) have a diagnosis of anxiety (Ghandour, 2018).
  • Further, a large number of students have symptoms of anxiety without a diagnosis.
  • Schools would benefit from a comprehensive plan to address student anxiety and anxiety-inducing situations.
  • School counselors and the school counseling program are key in this process because of their focus on personal, social, emotional, behavioral, academic, and career skills needed for success.

 
Anxiety Related to COVID-19 or to Racial Injustice

  • The world has changed radically for all of us this year
  • Students may be anxious about their own health or the
    health of family members
  • Students (especially African American students) may be anxious about incidents of racial injustice and police
    brutality
  • Parents who are highly anxious may pass on fears and anxieties to their children
  • Anxious students may be fearful or worried. They could also be irritable and angry
  • Physical symptoms may include fatigue, headaches,
    stomachaches, or trouble sleeping
  • Types of anxiety-related behaviors that students may exhibit include:
    • Fear about being away from parent/s (separation anxiety)
    • Fears about getting ill (related to the pandemic)
    • Fears about the police or shootings (related to racial
      injustice)
    • Fears of interacting with teachers and peers at school
      (social anxiety)
    • Fears about the future and about bad things happening
      (general anxiety)
    • Repeated episodes of sudden, unexpected, intense fear
      that come with symptoms like heart pounding, having
      trouble breathing, or feeling dizzy, shaky, or sweaty (panic
      disorder)

Life Lab

  • A way of defining the classroom as a simulation in which students, PreK-12 and beyond, learn, experience, and
    apply the essential skills needed for life
  • The comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.

Overview of the System Anxiety Formula

  • Comprehensive School Counseling Program System – Program Components Are Interrelated and Interactive
  • Guidance System is the Foundation of the School Counseling Program
  • Teach the skills needed to handle anxiety
  • View personal, social, emotional, and behavioral skills as a priority
  • Include the personal, social, emotional, and behavioral skills as part of the core curriculum
  • Teach the relationship between academic learning and anxiety
  • Provide families with the support and help they need
  • View classrooms as life labs for student support and belonging
  • Provide students with ongoing assistance for anxiety management as opportunities occur

Practices and Strategies

  • Self-Talk – Positive Internal Messages
  • Self-Pictures – Positive Internal Pictures
  • Relaxation – The State of Being Free From Tension and Anxiety
  • Mindfulness – Calm Body – Focused Mind
  • Remember:
    • Feel ALL as if the Truth!
    • Think It! See It! Feel It! Be It!
    • Become your Potential!!

 

General – Universal Specific – Personal – Relevant To An Individual

 
Anxiety Management Strategy 1: Self-Talk/Self-Picture Plan Activity

 

Anxiety Management Strategy 2: Pretend you are a Cat…

 
Anxiety Management Strategy 3: 5 4 3 2 1 Grounding Technique

 

Your Action Plan

  • List 3 ways you can implement the strategies for yourself! Starting with YOU helps you to feel more comfortable with helping others!
  • Determine ways you can incorporate a plan for your students and school based on the System and Schoolhouse Information.
  • Explain how the practices and strategies address anxiety for you and your students that can be implemented remotely and in different in-person school options.

 

Appendix

The following documents are provided in the appendix:

  1. The Grow With Guidance System Crosswalk with The 2019 ASCA National Model Including Mindset and Behavior Standards
    1. Grow With Guidance System Benchmark and ASCA Comparison
  2. Grow With Guidance System Charts Including Checklist
  3. Grow With Guidance System Schoolhouse Model, % of Time, RTI Alignment
  4. GWG Schoolhouse Model Checklist and Sample Program Report

Choose to Live Life in Joy
Life goes by in the blink of an eye. It’s too short to live upset, angry, resentful, or ungrateful. If you look for the good, you’ll find it. Choose to be happy, to be at peace. Decide that each day is going to be a great day and grab each moment and make the best of it. Refuse to let negative thoughts take root in your mind and refuse to let negative people and situations drag you down. Trust your journey and know that if you make a mistake, it’s okay. See it as a lesson learned and keep moving forward. Spend less time worrying and more time being grateful for those who love you and all of life’s goodness. Choose to live in Joy! – Charity M. Richey-Bentley

What is the School Counselors Role in PBIS/RTI in the School Counseling Program?

Tommie Radd Academic Achievement and Academic Success, Emotional Intelligence, Invitational Education, Sensitivity to and Understanding of Persons with Disabilities, Social Skills

What Is the School Counselor’s Role in PBIS/RTI in the School Counseling Program?

School Counselors need a comprehensive plan and a systematic process for understanding their role and responsibilities within our school community. School counselors and the school counseling program are key in this process because of their focus on personal, social, emotional, behavioral, academic, and career skills needed for success. School Counselors need to understand how to prioritize their time so they can reach the student-centered standards that only they can offer all students while being a member of the PBIS/RTI support team.

AOCC PBIS/RTI Presentation [PDF] 1MB

What Is the School Counselor’s Role in PBIS/RTI in the School Counseling Program?

AOCC 2018 Conference Hyatt Regency Columbus (Downtown) November 8, 2018 Session 11:15 – 12:15

Contact information for additional questions:

Tommie Radd, PhD, LPC, NSCC, NBCC,CRC: Consultant

Phone: 614-607-1373; email: [email protected]; web site: www.allsucceed.com

We can create true democratic classrooms that insist ALL students be accountable and responsible. School environments need to be examples of democracy in action. – Tommie R. Radd, PhD

What Is the School Counselor’s Role in PBIS/RTI in the School Counseling Program?

Agenda

  1. Introduction
  2. Definition – Positive Behavior Interventions and Support and Response to Intervention
  3. An Overview of Guidance System Components
  4. System Components
  5. Life Labs – The Heart of the Real Classroom
  6. The School Counseling Program School House
  7. Integration with PBIS/RTI Pyramid
  8. Student Impact with Developmental Approach
  9. Challenges and ideas for integration
  10. Questions & Closing

PBIS Definition:
PBIS is a prevention general education framework that works for all students. Positive Behavioral Interventions and Supports (PBIS) is a general term that refers to positive behavioral interventions and systems used to achieve important behavior changes. PBIS was developed as an alternative to aversive interventions used with students with significant disabilities who engaged in extreme forms of self injury and aggression.
PBIS is not a new theory of behavior, but a behaviorally based systems approach to enhancing the school’s ability to design effective environments that are conducive to quality teaching and learning. The National Education Association (NEA) views PBIS as a general education initiative, though its impetus is derived from the special education law, the Individuals with Disabilities Education Act (IDEA).

RTI Definition
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavioral needs. Response To Intervention is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals, and applying child response data to important educational decisions.

The whole is equal to more than the sum of its parts. ~ Tommie R. Radd, PhD

PBIS/RTI

PBIS/RTI

Overview of a Guidance System

  • Behavior Management – Extrinsic – what we say and do
  • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
  • Curriculum – Student Skills
  • Implementation – Staff Skills
  • Family Involvement – Family Skills
  • Observation/Evaluation

System Components Implemented

  • Congruent
  • Systemic – identify all components of the System or whole and understand the relationship between components
  • Slowly and simultaneously
  • 3-5 year process
  • The Whole is larger than the sum of the parts

Classroom Group Guidance System Checklist

    • Positive Behavior Plan
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Behavior
      3. Five Star Class Meetings
      4. Class Responsibilities and Guidelines
      5. Problem Solving – “Help” vs “Hurt”
      6. Effective Behavior Interactions
      7. Problem Ownership
      8. Cooperative Strategies
      9. Contracts
      10. Peer Group Work
      11. The Five C’s for Maintaining Conflict
      12. Performance Observation/Evaluation
      13. Increase Component Implementation Annually
    • Self-Talk/Self-Pictures Plan
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
      3. Activity Process General Self-Talk
      4. Activity Process Specific Self-Talk
      5. Activity Process General Self-Pictures
      6. Activity Process Specific Self-Pictures
      7. Incorporate Relaxation
      8. Performance Observation/Evaluation
      9. Increase Component Implementation Annually
    • Curriculum Plan
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Student Skills
      3. Begin Core Activities
      4. CANA (Children’s Affect Needs Assessment) Administered
      5. ITS (Invitational Teaching Survey) Administered
      6. Florida Key Administered
      7. CANA Pre Report
      8. ITS Pre Report
      9. Florida Key Pre Report
      10. Selective Activities
      11. Format Implemented for all Activities
      12. Performance Observation/Evaluation
      13. Post CANA, Post ITS, and Post Florida Key Tests Administered
      14. CANA, ITS, and Florida Key Post Reports
      15. Report summary written including all year-end performance Observation/Evaluation information
      16. Increase Component Implementation Annually
    • Staff Improvement Skills
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Staff
      3. Overview of the System
      4. Overview of Behavior Management Component
      5. Overview of Self-Talk/Self-Pictures Component
      6. Overview of Staff Implementation Skills
      7. Overview of Curriculum Component
      8. Conduct Staff Needs Assessment
      9. Prioritize Staff Skills
      10. Encouragement Strategies
      11. Prioritize Group Techniques
      12. Prioritize Other Needs Based on the ITS and Needs Assessment
      13. Performance Observation/Evaluation
      14. Increase Component Implementation Annually
    • Family Involvement
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Family
      3. Overview of the System
      4. Overview of Behavior Management Component
      5. Overview of Self-Talk/Self-Pictures Component
      6. Overview of Staff Implementation Skills
      7. Overview of Student Curriculum Component
      8. Conduct Family Needs Assessment
      9. Prioritize Skills from Behavior Management Component
      10. Prioritize Skills from Self-Talk/Self-Pictures Management Component
      11. Prioritize Skills from Staff Implementation Skills
      12. Prioritize Skills from Curricular Core and Other Skills
      13. Performance Observation/Evaluation
      14. Increase Component Implementation Annually

It is recommended that all system information be included for families when possible.

  • Developed a 3-to-5 year plan in the components for simultaneous, slow implementation
  1. Behavior Management
  2. Self-Talk/Self-Pictures
  3. Curriculum
  4. Implementation Skills
  5. Family Involvement

PBIS/RTI

Traditional Classroom

Preventing Heroin Addiction

Real Classroom

Preventing Heroin Addiction

Preventing Heroin Addiction

Life Lab

A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.
Heroin Prevention Page 6

Suggested Elementary Counselor Time Allocations

  1. Foundation: 40%
  2. Counseling Groups: 30%
  3. Individual Counseling: 10%
  4. All Others: 20%

Suggested Middle/JR. High School Counselor Time Allocations

  1. Foundation: 35-30%
  2. Counseling Groups: 30-35%
  3. Individual Counseling: 10%
  4. All Others: 25%

Suggested High School Counselor Time Allocations

  1. Foundation: 30-25%
  2. Counseling Groups: 30-35%
  3. Individual Counseling: 10%
  4. All Others: 25-35%

PBIS/RTI

PBIS/RTI

PBIS/RTI

Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. — Tommie R. Radd, PhD

Remember:
The impact of Social Emotional Learning Programs is documented by recent research to increase academic
achievement test scores by up to 11 percentile points. The Systems approach demonstrates ways to create an inviting school climate while effectively meeting the learning needs for all students with an RTI process that addresses the needs of the whole child.

  • What Is The Impact on Students of Implementing A Developmental School
    Counseling System and Program?
  • What Are Three Things You Can Do Now To Integrate Ideas Discussed Today?

    • Joel A. Barker, Futurist

    Keynote address – Battelle for Kids Value-Added Conference, October 2006

    • School is a place that is a “life preparation center.”
    • Real live collaboration is 50% of all work in the real world.

    Invitational Education Formula

    Students can develop their spirit, purpose and potential when . . .

  • there is a plan for change that is an integral part of the day-to-day operation of a school
  • there is a conscious plan to support the self-concept development of all within a school
  • the perception of students, staff, and families regarding school relationships, procedures, and policies is communicated and modified when it is destructive
  • personal, social, emotional, and behavioral skills are taught
  • students provide ongoing feedback to educators as to their day-to-day experiences in school
  • there is an intentional process for consciously creating an inviting environment for all students

    • GWG Assessments Self-Concept Series Resources

  • ITS
  • CANA
  • Florida Key
  • Self-Concept Series
  • ISS (see IAIE Web Site)
  • Other System Assessment

    • Invitational Teaching Survey (ITS)
    A 43-question diagnostic class climate assessment, taken by students, which gives student input about their classroom experiences and whether they have a feeling of being “invited”; a diagnostic tool to involve students and get their input on ways to improve climate and school relationships; one indicator of ways to support staff growth experiences and plans; one way to observe and evaluate change at the end of a school year through pre-post assessment; the school climate assessment included in The Grow With Guidance® System.

    Children’s Affect Needs Assessment (CANA)
    A 42-question diagnostic curriculum assessment taken by students that provides student input into their classroom guidance curriculum activity selection; a diagnostic tool to involve students and create a sense of student ownership for guidance skill implementation and change (Note: ownership occurs when students “own” a problem and admit, recognize, and acknowledge personal needs and challenges that support assuming responsibility and commitment for change); assessment questions asked in the five essential learning strands of the curriculum of The Grow With Guidance® System; one way to observe and evaluate change at the end of the school year through pre-post assessment; the student curriculum assessment included in The Grow With Guidance® System.

    The Florida Key
    Many in education, psychology, sociology, and related fields have recognized the significant relationship between self-concept and school achievement. On the basis of available research, it now appears that students who doubt their ability to learn in school carry with them a tremendous educational handicap. The purpose of The Florida Key is to provide teachers, counselors, and related professionals with a relatively simple instrument designed to measure both inferred and professed student self-concept-as-learner. It provides teachers and related professionals insight into students’ perceptions of themselves as learners. The Florida Key identifies and measures selected student behaviors that are believed by classroom teachers to correlate with positive realistic student self-concepts in the area of school success.

    The Self-Concept Series is taught to all students.

  • All are important and valuable no matter what they think, say, feel, and do.
  • All show they are remembering their worth by making helpful choices toward themselves and others. They are responsible for helping not hurting self and others.
  • All are responsible for their choices. This accountability empowers all to make improvements because of their worth.

    • NOTE: See Pod Cast at www. allsucceed.com

    References

    Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-58-2

    Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-61-2

    Radd, T. R. (2007). The Grow With Guidance System Manual Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-53-7 (1-878317-53-9).

    Radd, T. R. (2014). The Grow With Guidance System Manual Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-59-9

    Radd, T. R. (2007). The Grow With Guidance Primary Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-54-4 (1-878317-54-7).

    Radd, T. R. (2014). The Grow With Guidance Primary Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-60-5

    Radd, T. R. (2007). The Grow With Guidance Intermediate Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-55-1 (1-878317-55-5).

    Radd, T. R. (2014). The Grow With Guidance System Intermediate Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317- 62-8

    Radd, T. R. (2007). The Grow With Guidance Middle School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-56-8 (1-878317-56-3).

    Radd, T. R. (2014). The Grow With Guidance Middle School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-63-6

    Radd, T. R. (2007). The Grow With Guidance High School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-57-5 (1-878317-57-1)

    Radd, T. R. (2014). The Grow With Guidance High School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-64-4 References

    Radd, T. R. (2006). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. I. Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-45-8

    Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol I. Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-2

    Radd, T. R. (2006). Classroom Activiites for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. II Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-46-6

    Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol II Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-

    Radd, T. R. (2014). The Grow With Guidance System Music: G. G. Raddbearie Sings, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-68-7

    Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

    Radd, T. R. (2014). The Grow With Guidance System Fun Game Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-67-9

    Radd, T. R. (2007). The Grow With Guidance® System F.U.N. Game, Second Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-49-0 (1-878317-49-0)

    Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317- 52-0 (1-878317-52-0).

    A complete Research Report is available here.

    Anxiety: Practices and Strategies for a Systemic Solution

    Tommie Radd Anger Management, Self-Concept Development, Social Skills, Your Personalized System Topic Here , , , , , ,

    Anxiety: Practices and Strategies for a Systemic Solution
    Schools need a comprehensive plan to hit addictions head on through prevention and awareness.  This presentation provides a formula to combat addictions and has links to use with important brain information that documents the impact of heroin addition.  Use the presentation for strategic planning needed for prevention experiences.

    AOCC Anxiety Presentation Color Poem 1MB

    Anxiety: Practices and Strategies for a Systemic Solution

    AOCC 2017 Conference Hilton Columbus at Easton Town Center November 10, 2017 Lunch and Learn Session 12:15 – 1:15

    Contact information for additional questions:

    Tommie Radd, PhD, LPC, NSCC, NBCC,CRC: Consultant

    Phone: 614-607-1373; email: [email protected]; web site: www.allsucceed.com

    Doris Coy, PhD, LPCS, NCC, NCCC:: Consultant

    email: [email protected]

    The internal environment people create has a dramatic impact on their ability to become and stay encouraged, optimistic and focused on growth and learning beyond any immediate success or challenge.
    – Tommie R. Radd, PhD

    Anxiety: Practices and Strategies for a Systemic Solution

    Agenda

    1. Introduction – Self-Talk/Self-Pictures/Relaxation/Mindfulness Defined/Explained
    2. An Overview of System Anxiety Formula
    3. An Overview of School Counseling Program Components and Life Lab Information
    4. An Overview of Guidance System Components and Checklist:
      1. Behavior Management (extrinsic)
      2. Self-Talk/Self Pictures (intrinsic)
      3. Curriculum (student skills)
      4. Implementation (staff skills)
      5. Family Involvement
      6. Observation/Evaluation
    5. Activity and Ideas for Implementation
    6. Questions & Closing

      7. Anxiety

      Merriam-Webster:
      Medical :an abnormal and overwhelming sense of apprehension and fear often marked by physical signs (such as tension, sweating, and increased pulse rate), by doubt concerning the reality and nature of the threat, and by self doubt about one’s capacity to cope with it.

      Overview of the System Anxiety Formula

      • Comprehensive School Counseling Program System – Program Components Are Interrelated and Interactive
      • Guidance System is the Foundation of the School Counseling Program
      • the skills needed to handle anxiety are taught
      • personal, social, emotional, and behavioral skills are viewed as a priority
      • the educational community sees the importance of including personal, social, emotional, and behavioral skills as part of the core curriculum
      • the relationship between academic learning and anxiety is taught and explained
      • families receive the support and help they need
      • classrooms are viewed as life labs for student support and belonging
      • students receive ongoing assistance for anxiety management as opportunities occur

      Heroin Prevention Page 6

      Suggested Elementary Counselor Time Allocations

      1. Foundation: 40%
      2. Counseling Groups: 30%
      3. Individual Counseling: 10%
      4. All Others: 20%

      Suggested Middle/JR. High School Counselor Time Allocations

      1. Foundation: 35-30%
      2. Counseling Groups: 30-35%
      3. Individual Counseling: 10%
      4. All Others: 25%

      Suggested High School Counselor Time Allocations

      1. Foundation: 30-25%
      2. Counseling Groups: 30-35%
      3. Individual Counseling: 10%
      4. All Others: 25-35%

      Anxiety

      Overview of a Guidance System

      • Behavior Management – Extrinsic – what we say and do
      • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
      • Curriculum – Student Skills
      • Implementation – Staff Skills
      • Family Involvement – Family Skills
      • Observation/Evaluation
      • Congruent
      • Systemic – identify all components of the System or whole and understand the relationship between components
      • Slowly and simultaneously
      • 3-5 year process
      • The Whole is larger than the sum of the parts

      Anxiety
      Anxiety

      Life Lab

      A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.

      Theoretical Framework

      A few of the theories that Include Self-Talk/SelfPictures in addressing in the treatment process:

      1. Rational Emotive Therapy
      2. Adlerian Therapy
      3. Reality Therapy
      4. Cognitive Behavioral Therapy

      Practices and Strategies

      1. Self-Talk – Positive Internal Messages
      2. Self-Pictures – Positive Internal Pictures
      3. Relaxation – The State of Being Free From Tension and Anxiety (Oxford Dictionary)
      4. Mindfulness – Calm Body – Focus Mind

      Remember:

      • Feel ALL as if the Truth!
      • Think It! See It! Feel It! Be It!
      • Become your Potential!!

      General – Universal Specific – Personal – Relevant To An Individual

      Self-Concept Series Talk Self-Concept Series Self-Pictures
      Step 1 "I am important and special." A self-picture that could accompany this Step 1 statement is a time or place that reminds the person of one’s personal worth just for being a unique person. It could be a picture of the person sitting peacefully, etc. Each person can choose a picture, which can be changed as desired.
      Step 2 "I help myself." A self-picture that could accompany this Step 3 statement is of a time or situation that represents a person helping him or herself. It could be an image of the person smiling in the mirror, acting in a helpful way, etc. Each person can choose a picture, which can be changed as desired.
      Step 3 "I am responsible for me." A self-picture that could accompany this Step 3 statement is of a time or situation that represents a person being responsible and accountable for his or her own actions. It could be the person following through on an assignment, apologizing for a mistake, etc. Each person can choose a picture, which can be changed as desired.

      My Personal Self-Talk/Self-Picture Plan Self-Talk/Self-Picture Plan Activity

      Completing the Self-Talk/Self-Picture Plan incorporates the process for addressing anxiety:
      My Personal Self-Talk/Self-Picture Plan
      The Plan includes all components and is to be adjusted based on feedback and progress.

      Your Action Plan

      • List 3 ways you can implement the strategies for yourself! Starting with YOU helps you to
        feel more comfortable with helping others!
      • Brainstorm 3 ways you can incorporate a plan for your school based on the System and
        Schoolhouse Information
      • Explain how the practices and strategies address anxiety for you, your school community

      References

      Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-58-2

      Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-61-2

      Radd, T. R. (2007). The Grow With Guidance System Manual Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-53-7 (1-878317-53-9).

      Radd, T. R. (2014). The Grow With Guidance System Manual Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-59-9

      Radd, T. R. (2007). The Grow With Guidance Primary Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-54-4 (1-878317-54-7).

      Radd, T. R. (2014). The Grow With Guidance Primary Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-60-5

      Radd, T. R. (2007). The Grow With Guidance Intermediate Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-55-1 (1-878317-55-5).

      Radd, T. R. (2014). The Grow With Guidance System Intermediate Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317- 62-8

      Radd, T. R. (2007). The Grow With Guidance Middle School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-56-8 (1-878317-56-3).

      Radd, T. R. (2014). The Grow With Guidance Middle School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-63-6

      Radd, T. R. (2007). The Grow With Guidance High School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-57-5 (1-878317-57-1)

      Radd, T. R. (2014). The Grow With Guidance High School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-64-4 References

      Radd, T. R. (2006). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. I. Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-45-8

      Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol I. Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-2

      Radd, T. R. (2006). Classroom Activiites for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. II Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-46-6

      Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol II Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-

      Radd, T. R. (2014). The Grow With Guidance System Music: G. G. Raddbearie Sings, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-68-7

      Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

      Radd, T. R. (2014). The Grow With Guidance System Fun Game Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-67-9

      Radd, T. R. (2007). The Grow With Guidance® System F.U.N. Game, Second Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-49-0 (1-878317-49-0)

      Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317- 52-0 (1-878317-52-0).

      A complete Research Report is available here.

    Teaching and Counseling in Today’s World Second Edition

    Tommie Radd A Positive Response to Global Challenges, Academic Achievement and Academic Success, Anger Management, Character Education, Conflict Resolution and Peer Mediation, Destructive Behaviors Toward Others – Abusive Behavior, Destructive Behaviors Toward Others – Bullying Behavior, Destructive Behaviors Toward Others – School Safety, Emotional Intelligence, Gender Equality, Invitational Education, Loss Management: Handling Grief, Multicultural Sensitivity and Understanding, Peace Education, School Improvement and Redesign, School to Career, Self-Concept Development, Self-Destructive Behavior – Chemical Dependency, Self-Destructive Behavior – Eating Disorders, Self-Destructive Behavior – Student Sexuality, Self-Destructive Behavior – Suicide, Sensitivity to and Understanding of Persons with Disabilities, Sexual Harassment, Social Skills, Technology Development and Application, Your Personalized System Topic Here

    Now Available in both eBook and Paperback! Order Yours Today!

    Creating the Climate and Culture Needed for Successful Response to Intervention – A Systems Approach

    Tommie Radd Academic Achievement and Academic Success, Emotional Intelligence, Invitational Education, Social Skills , , , , , , , , , ,

    Creating the Climate and Culture Needed for Successful Response to Intervention – A Systems Approach.

    This presentation demonstrates ways that a Guidance Systems approach creates an inviting school climate while effectively meeting the learning needs for all students with an RTI process that works. Participants will learn about the System and RTI while exploring ways the System supports the whole child’s development in an inviting climate and culture. The impact of Social Emotional Learning Programs is documented by recent research to increase academic achievement test scores by up to 11 percentile points. Contact us with questions and comments.

    Grow With Guidance RTI Presentation [.pdf] 17.3MB

    Creating the Climate and Culture Needed for Successful Response to Intervention – A Systems Approach

    Agenda

    1. Introduction
    2. An Overview of Guidance System Components – Key to an Inviting Classroom
    3. System Components
      1. Behavior Management (extrinsic)
      2. Self-Talk/Self Pictures (intrinsic)
      3. Curriculum (student skills)
      4. Implementation (staff skills)
      5. Family Involvement
      6. Observation/Evaluation
    4. Life Labs – The Heart of the Real Classroom
    5. The Invitational Education Formula
    6. RTI Definition and Pyramid
    7. Questions & Closing

    We can create true democratic classrooms that insist ALL students be accountable and responsible. School environments need to be examples of democracy in action. – Tommie R. Radd, PhD

    Remember: The impact of Social Emotional Learning Programs is documented by recent research to increase academic achievement test scores by up to 11 percentile points. The Systems approach demonstrates ways to create an inviting school climate while effectively meeting the learning needs for all students with an RTI process that addresses the needs of the whole child.

    Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. —Tommie R. Radd, PhD

    core skills for all components and essential learning domain standards

    The whole is equal to more than the sum of its parts. ~ Tommie R. Radd, PhD

    observation evaluation family involvement

    A comprehensive, developmental guidance system for classrooms and schools with the necessary components for success. Each component is implemented slowly and simultaneously with a 3- to 5-year plan until all system components are in place.

    observation evaluation family-involvement

    The interactive, interrelated, and interdependent movement between system components.

    Overview of a Guidance System

    • Behavior Management – Extrinsic – what we say and do
    • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
    • Curriculum – Student Skills
    • Implementation – Staff Skills
    • Family Involvement – Family Skills
    • Observation/Evaluation

    System Components Implemented

    • Congruent
    • Systemic – identify all components of the system or whole and understand the relationship between components
    • Slowly and simultaneously
    • 3-5 year process
    • The Whole is larger than the sum of the parts

    Classroom Group Guidance System Checklist

      • Positive Behavior Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Behavior
        3. Five Star Class Meetings
        4. Class Responsibilities and Guidelines
        5. Problem Solving – “Help” vs “Hurt”
        6. Effective Behavior Interactions
        7. Problem Ownership
        8. Cooperative Strategies
        9. Contracts
        10. Peer Group Work
        11. The Five C’s for Maintaining Conflict
        12. Performance Observation/Evaluation
        13. Increase Component Implementation Annually
      • Self-Talk/Self-Pictures Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
        3. Activity Process General Self-Talk
        4. Activity Process Specific Self-Talk
        5. Activity Process General Self-Pictures
        6. Activity Process Specific Self-Pictures
        7. Incorporate Relaxation
        8. Performance Observation/Evaluation
        9. Increase Component Implementation Annually
      • Curriculum Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Student Skills
        3. Begin Core Activities
        4. CANA (Children’s Affect Needs Assessment) Administered
        5. ITS (Invitational Teaching Survey) Administered
        6. Florida Key Administered
        7. CANA Pre Report
        8. ITS Pre Report
        9. Florida Key Pre Report
        10. Selective Activities
        11. Format Implemented for all Activities
        12. Performance Observation/Evaluation
        13. Post CANA, Post ITS, and Post Florida Key Tests Administered
        14. CANA, ITS, and Florida Key Post Reports
        15. Report summary written including all year-end performance Observation/Evaluation information
        16. Increase Component Implementation Annually
      • Staff Improvement Skills
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Staff
        3. Overview of the System
        4. Overview of Behavior Management Component
        5. Overview of Self-Talk/Self-Pictures Component
        6. Overview of Staff Implementation Skills
        7. Overview of Curriculum Component
        8. Conduct Staff Needs Assessment
        9. Prioritize Staff Skills
        10. Encouragement Strategies
        11. Prioritize Group Techniques
        12. Prioritize Other Needs Based on the ITS and Needs Assessment
        13. Performance Observation/Evaluation
        14. Increase Component Implementation Annually
      • Family Involvement
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Family
        3. Overview of the System
        4. Overview of Behavior Management Component
        5. Overview of Self-Talk/Self-Pictures Component
        6. Overview of Staff Implementation Skills
        7. Overview of Student Curriculum Component
        8. Conduct Family Needs Assessment
        9. Prioritize Skills from Behavior Management Component
        10. Prioritize Skills from Self-Talk/Self-Pictures Management Component
        11. Prioritize Skills from Staff Implementation Skills
        12. Prioritize Skills from Curricular Core and Other Skills
        13. Performance Observation/Evaluation
        14. Increase Component Implementation Annually

    It is recommended that all system information be included for families when possible.

    • Developed a 3-to-5 year plan in the components for simultaneous, slow implementation
    1. Behavior Management
    2. Self-Talk/Self-Pictures
    3. Curriculum
    4. Implementation Skills
    5. Family Involvement

    Suggested Counselor Time Allocations

    Suggested Counselor Time Allocations

    Elementary

    1. Foundation: 40%
    2. Counseling Groups: 30%
    3. Individual Counseling: 10%
    4. All Others: 20%

    Middle/JR. High

    1. I. Foundation: 35-30%
    2. Counseling Groups: 30-35%
    3. Individual Counseling: 10%
    4. All Others: 25%

    High School

    1. I. Foundation: 30-25%
    2. Counseling Groups: 30-35%
    3. Individual Counseling: 10%
    4. All Others: 25-35%

    Traditional Classroom

    Traditional Classroom

    The Real Classroom

    The Real Classroom

    Life Lab

    A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional from of reference that can be applied throughout life.

    Joel A. Barker, Futurist

    • School is a place that is a “life preparation center.”
    • Real live collaboration is 50% of all work in the real world.

    Keynote address – Battelle for Kids Value-Added Conference, October 2006

    Invitational Education Formula

    The Guidance System, Staff Involvement & Professional Teams or Committees

    A Conscious and Intentional Plan with the skills and processes needed for a winning invitational education program. A Life Lab of experiences needed for post-school success.

    Invitational Education

    Invitational Education

    Invitational Education Formula

    Students can develop their spirit, purpose and potential when . . .

    • there is a plan for change that is an integral part of the day-to-day operation of a school.
    • there is a conscious plan to support the self-concept development of all within a school.
    • the perception of students, staff, and families regarding school relationships, procedures, and policies is communicated and modified when it is destructive.
    • personal, social, emotional, and behavioral skills are taught.
    • students provide ongoing feedback to educators as to their day-to-day experiences in school.
    • there is an intentional process for consciously creating an inviting environment for all students.

    Response To Intervention (RTI) Definition

    Response To Intervention (RTI) is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals, and applying child response data to important educational decisions.

    Individual Student Triangle

    80-90% ALL STUDENTS

    Grow With Guidance System

    +

    School House

    Individual Students

    5-10% SOME STUDENTS

    Small Groups & Individual Counseling

    • Targeted academic, personal, emotional, social, behavioral programming
    • Targeted resources • Targeted family involvement
    • Targeted staff involvement
    • Assessments to target student growth

    Individual Student

    1-5% INDIVIDUAL STUDENTS

    Increased Individual, Family, Staff Interventions

    • Increased academic, personal, emotional, behavorial, social programming.
    • Increased targeted individual resources and counseling.
    • Assessments to target individual growth and determine options based on results and data.

    Assessments

    A 43-question diagnostic class climate assessment, taken by students, which gives student input about their classroom experience and whether they have a feeling of being “invited”; a diagnostic tool to involve students and get their input on ways to improve climate and school relationships; one indicator of ways to support staff growth experiences and plans; one way to observe and evaluate change at the end of a school year through pre-post assessment; the school climate assessment included in The Grow With Guidance® System.

    A 42-question diagnostic curriculum assessment taken by students that provides student input into their classroom guidance curriculum activity selection; a diagnostic tool to involve students and create a sense of student ownership for guidance skill implementation and change (Note: ownership occurs when students “own” a problem and admit, recognize, and acknowledge personal needs and challenges that support assuming responsibility and commitment for change); assessment questions asked in the five essential learning strands of the curriculum of The Grow With Guidance® System; one way to observe and evaluate change at the end of the school year through pre-post assessment; the student curriculum assessment included in The Grow With Guidance® System.

    Many in education, psychology, sociology, and related fields have recognized the significant relationship between selfconcept and school achievement. On the basis of available research, it now appears that students who doubt their ability to learn in school carry with them a tremendous educational handicap. The purpose of The Florida Key is to provide teachers, counselors, and related professionals with a relatively simple instrument designed to measure both inferred and professed student self-concept-as-learner. It provides teachers and related professionals insight into students’ perceptions of themselves as learners. The Florida Key identifies and measures selected student behaviors that are believed by classroom teachers to correlate with positive realistic student self-concepts in the area of school success.

    1. All are important and valuable no matter what they think, say, feel, and do.

    2. All show they are remembering their worth by making helpful choices toward themselves and others. They are responsible for helping not hurting self and others.

    3.All are responsible for their choices. This accountability empowers all to make improvements because of their worth.

    NOTE: See Podcast here.

    References

    Radd, T. R. (2007). The Grow With Guidance® System Manual. Third Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-53-7 (1-878317-53-9).

    Radd, T. R. (2007). The Grow With Guidance® System Primary Level. Third Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-54-4 (1-878317-54-7).

    Radd, T. R. (2007). The Grow With Guidance® System Intermediate Level. Third Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-55-1 (1-878317-55-5).

    Radd, T. R. (2007). The Grow With Guidance® System Middle School Level. Third Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-56-8 (1-878317-56-3).

    Radd, T. R. (2007). The Grow With Guidance® System High School Level. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-57-5 (1-878317-57-1).

    Radd, T. R. (2007). The Grow With Guidance® System Fun Game. Second Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-49-0 (1-878317-49-0).

    Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

    Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-52-0 (1-878317-52-0).

    Radd, T. R. (2003). Teaching and Counseling for Today’s World Pre-K–12 & Beyond. Omaha, Nebraska: Grow With Guidance. isbn: 1-878317-48-2.

    Radd, T. R. (2003). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vols. I & II. Omaha, Nebraska: Grow With Guidance. isbn: 1-878317-45-8, 1-878317-46-6

    A complete Research Report is available here.