Counseling

The Role of an Elementary School Counselor (ASCA)

The American School Counselor Association (ASCA) and the Pennsylvania School Counseling Association (PSCA) affirm that school counseling is an integral part of the educational experience for students. The Wallingford Swarthmore School District offers a comprehensive school counseling program in its 3 elementary schools. Each elementary school has one full-time school counselor and one behavioral health counselor who both support children’s mental health, academic achievement, social-emotional development, and career awareness.

The elementary years are a time when students begin to develop their academic self-concept and their feelings of competence and confidence as learners. They are beginning to develop decision-making, communication and life skills, as well as character values. It is also a time when students develop and acquire attitudes toward school self, peers, social groups and family. Comprehensive developmental school counseling programs provide education, prevention and intervention services, which are integrated into all aspects of children’s lives. Early identification and intervention of children’s academic and personal/social needs is essential in removing barriers to learning and in promoting academic achievement. The knowledge, attitudes and skills that students acquire in the areas of academic, career and personal/social development during these elementary years serve as the foundation for future success. 

Social Skills:

• Building friendships

• Sportsmanship

• Problem Solving
• Cooperation
• I-Messages
• Empathy
• Bucket Filling/Kindness

Feelings

• Coping Strategies
• Managing Stress/Anger
• Identification of feelings
• Interpreting feelings through verbal and non-verbal cues

Study/Test Taking Skills

• Learning styles/Multiple Intelligence
• Organization skills
• Time management
• Test anxiety

Family Changes

• Divorce/separation
• Grief/Loss
• Deployment
• Moving
• Illness
• New siblings

Elementary school counselors and behavioral health counselors provide individual school counseling for students who may need additional support with skills that are developmental and impact school behavior. The counseling strategies vary with each student’s needs and are provided on a short-term basis (usually six to eight weekly sessions) as determined by the counselor.  Students can refer themselves to the counselor or can be referred by parents/guardians, teachers, or other school staff.  Group counseling may be offered, depending on the needs of children at a particular grade level.

Elementary school counselors  and behavioral health counselor provide small group counseling for students who may need additional support with skills that involve interpersonal communication, social skills, and help students connect with others on shared experiences. Small groups are run on a variety of topics including emotional regulation, emotion management, divorce/separation, and grit/resilience. Small groups are provided on a short term basis typically 6-8 weekly sessions as determined by the counselor. Students can be referred through the biannual SEL survey, teacher or parent nomination, or through Tier II referrals.

Positive Behavioral Intervention and Supports (PBIS) is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.

PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support. PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy. PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS supports the success of ALL students.

Click here to view the SRS  PBIS Tier 1  Brochure

Click here to view the SRS  PBIS Tier 2  Brochure

Social Emotional Learning (SEL) is the process of developing the skills needed to recognize and manage emotions, build positive relationships, make responsible decisions, and navigate challenges. It focuses on five key areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. SEL helps individuals, particularly students, improve their emotional intelligence, leading to better mental health, academic success, and positive social interactions. By promoting these skills, SEL creates a supportive environment where students can thrive both personally and academically.

Summary of Panorama Social-Emotional Check-In

As part of our ongoing focus on social-emotional learning (SEL), students in grades 3-12 will complete a social-emotional check-in through an online survey twice per year. The survey, which should take about 15 minutes, will help us understand students’ social awareness, self-management, emotion regulation, and overall sense of belonging and well-being. The results will provide valuable insights to improve our programs and support.

The survey, sent by Panorama Education, will be confidential, with responses only visible to the Tier II intervention teams. Students can skip questions they don't feel able to answer. For younger students in grades K-2, paper surveys will be used during Guidance Instruction.

If you have any questions or would like to exclude your child from the survey, please contact your school counselor.