EDIT MAIN
Plus_blue

8th Grade


8th gr. Counseling Outline for 2014-2015

Aug. - Lesson: Yellow Ribbon (Yellow Ribbon Suicide Prevention Program)

Character Ed. Traits: Responsibility and Caring & Courage

Objective: The students will be able to:

  • Review signs of depression.
  • Explain why and when to go to a trusted adult for help.
  • Explain how to use your Yellow Card.

Social and Emotional Development

Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.

Benchmark 1: The student will acquire and use self-knowledge.

The student …

1. demonstrates positive attitudes toward self and others including personal strengths and assets;

2. recognizes feelings and how to constructively handle emotions;

3. recognizes how attitudes and choices affect behavior;

6. identifies and uses resources in the school and community that provide assistance.

Standard 2: The student will make decisions, set goals, and take necessary action to achieve goals.

Benchmark 1: The student will acquire self-knowledge and skills to make decisions and set goals.

The student …

3. identifies the influence of peer pressure on decision making;

4. seeks help to solve problems and make decisions

Standard 3: The student will understand personal safety skills.

Benchmark 1: The student will acquire personal safety skills and demonstrates digital

citizenship.

4. describes the consequences of behavior on personal safety, school safety, and protection of

Individual rights.

5. describes abusive situations and plans for seeking help;

6. determines actions and resources for ensuring the safety of self and others;

7. recognizes how individual choices and decision-making apply to personal safety.

Sept.-Lesson: Safety Online

DVD: I Was Cyberbullied by Human Relations Media

Character Ed. Traits: Respect, Responsibility & Self Discipline

Objective: The students will be able to:

  • Understand the terms “cyberbullying and “bullycide”
  • Recognize that there is more than one type of cyberbully
  • Stop and think before they send an e-mail or post something online that might be perceived as harassment.
  • Explore ways they can prevent cyberbullying in their school
  • Recognize that internet communication can sometimes lead to misunderstandings that could have been avoided by a direct conversation
  • Explain the three steps (Stop, Block and Tell an Adult) that students can use to defuse a cyberbullying incident.
  • Understand that anything they do, say or post online is accessible forever and can be traced by authorities via “cyber footprints”

Social and Emotional Development

Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.

Benchmark 1: The student will acquire and use self-knowledge

The student …

2. recognizes and expresses feelings in an appropriate manner;

3. recognizes the effects of responsible behavior;

4. identifies resources in the school and community that provide assistance

Social and Emotional Development

Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills

to help them understand and respect self and others.

Benchmark 2: The student will acquire and use interpersonal skills.

The student…

1. develops effective coping skills;

2. learns and uses conflict resolution skills;

6. demonstrates self-control and the ability to hear another’s perspective

Social and Emotional Development

Standard 2: The student will make decisions, set goals, and take necessary action to achieve goals.

Benchmark 1: The student will acquire self-knowledge and skills to make decisions and set goals.

The student…

2. recognizes the consequences of decisions and choices;

3. identifies the influence of peer pressure on decision making;

4. seeks help to solve problems and make decisions.

Social and Emotional Development

Standard 3: The student will understand personal safety skills.

Benchmark 1: The student will acquire personal safety skills.

The student…

1. understands the difference between bullying and conflict;

2. recognizes and applies refusal skills;

3. implements safeguards to protect personal information;

4. describes the consequences of behavior on personal safety, school safety, and the protection of individuals’ rights;

5. describes abusive situations and plans for seeking help;

6. determines actions and resources for ensuring the safety of self and others;

7. recognizes how individual choices and decision-making apply to personal safety.

Academic Development GRADES 6 – 8

Standard 1: The student will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the lifespan.

Benchmark 1: The student will demonstrate a positive academic self-concept.

The student...

1. demonstrates critical thinking skills that include logic and reasoning;

6. identifies attitudes, behaviors, and feelings that lead to academic success;

Oct. –Lesson: Kuder Career Interest Inventory

Character Ed. Traits: Responsibility and Citizenship

Objective: The students will be able to:

  • Explore careers that fit with strengths
  • Connect interests to careers choices

Academic Development

Standard 2: The student will complete school with the academic preparation to choose from postsecondary options.

Benchmark 1: The student will plan to achieve goals for life-long learning.

The student...

1. identifies and practice challenging academic goals;

2. uses assessment results to develop and implement an individual plan of study;

3. explores academic options.

Academic Development

Standard 3: The student will understand the relationship of academics to life skills and college and career readiness.

Benchmark 1: The student will relate school to life experience.

The student...

3. seeks extra-curricular and community activities to enhance the school experience;

4. recognizes that school success enhances opportunities;

5. prepares for the transition to high school;

6. recognizes ongoing academic expectations.

Career Development

Standard 2: The student will employ strategies to achieve future career goals with success and satisfaction.

Benchmark 1: The student will acquire career information.

The student …

1. identifies and uses resources for career planning

2. identifies aptitudes, interests, and strengths

3. identifies secondary and post-secondary opportunities

6. explores career choices and career clusters

Nov. –Lesson: Teenagers Talk/Rumors

(Too Good for Violence Series/Too Good for Drugs Series)

Character Ed. Traits: Honesty & Responsibility

Objective: The students will be able to:

  • Discuss Five areas of adolescent development
  • Discuss behaviors that can interfere with positive development.
  • Discuss the ups and down of being an adolescent.
  • Discuss the relationship between rumors and conflict.
  • Discuss ways that facts become distorted as rumors spread.
  • Demonstrate how distortions occur when people are not trying to distort the facts.
  • Discuss what to do when you hear a rumor.

Personal and Social Development

Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others

Benchmark 1: The student will acquire and use self-knowledge

The student will….

1. demonstrates positive attitudes toward self and others

3. recognizes feelings and how to constructively handle

emotions

4. recognizes how attitudes and choices affect behavior

5. exhibits positive self-control

Personal and Social Development

Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect

self and others.

Benchmark 2: The student will acquire and use interpersonal skills.

The student …

1. demonstrates appropriate interpersonal skills

2. exhibits respect for differing points of view

3. demonstrates appropriate ways of communicating feelings

4. applies appropriate interpersonal skills

Personal and Social Development GRADES

Standard 2: The student will make decisions, set goals, and take necessary action to achieve goals.

Benchmark 1: The student will acquire self-knowledge and skills to make decisions and set goals.

The student …

2. recognizes the consequences of decisions and choices

3. develops effective coping skills

4. learns and uses conflict resolution skills

5. identifies the influence of peer pressure on decision-making

6. seeks help for solving problems and making decisions

Personal and Social Development Standard 2: The student will make decisions, set goals, and take necessary action to achieve goals.

Benchmark 1: The student will acquire self-knowledge and skills to make decisions and set goals.

Dec. - Lesson: Assert Yourself (Too Good for Drugs)

Character Ed. Traits: Respect, Courage and Self Discipline

Objective: The students will be able to:

  • Differentiate between assertive, passive and aggressive communication styles.
  • List the verbal and non-verbal characteristics of assertive, passive and aggressive communication styles.
  • Discuss why assertive communication is usually the most effective style.
  • Describe his/ her own preferred style.
  • Perform role plays to practice assertive communication.

Personal and Social Development

Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.

Benchmark 1: The student will acquire and use self-knowledge.

The student …

1. demonstrates positive attitudes toward self and others

2. uses personal strengths and assets

3. recognizes feelings and how to constructively handle emotions

4. recognizes how attitudes and choices affect behavior

5. exhibits positive self-control

8. identifies school and community resources that provide assistance with personal concerns

Personal and Social Development

Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.

Benchmark 2: The student will acquire and use interpersonal skills.

The student…

4. learns and uses conflict resolution skills

5. identifies the influence of peer pressure on decisionmaking

6. seeks help for solving problems and making decisions

Academic Development

Standard 1: The student will acquire the attitudes, knowledge, and skills that contribute to effective learning.

Benchmark 2: The student will achieve school success.

5. uses appropriate communication skills to ask for help when needed

Jan. – Lesson: Giving Criticism/The Art of Taking Criticism (Too Good for Violence Series)

Character Ed. Traits: Honesty, Respect and Self Discipline

Objective: The students will be able to:

  • Demonstrate effective skills for expressing constructive criticism.
  • Identify words and phrases that tend to provoke defensive reactions.
  • Recite a model for taking criticism
  • Demonstrate effective responses to criticism.

Feb. - Lesson: Conflict Styles (Too Good for Violence Series)

Character Ed. Traits: Cooperation, Respect, Fairness, Responsibility

Objective: The students will be able to:

  • Identify five conflict styles-competing, giving in, avoiding, compromising and going for the win/win.
  • Discuss conflict style as a personal choice.
  • Discuss the importance of considering the issue and the relationship when choosing a conflict style.
  • Discuss the appropriateness of different conflict styles for different situations.

Feb- High School Enrollment

March- Testing

April- Go for your Goals (Too Good for Drugs Series)

Character Ed. Traits: Self Discipline and Responsibility

Objective: The students will be able to:

  • Develop personal goals.
  • List steps for reaching a goal.
  • Demonstrate how to picture yourself overcoming obstacles to reach your goal.
  • Discuss how famous people overcame obstacles and persevered to reach their goals.

May- G.E.H.S. DVD-What you need to know about H.S.