+
The School Counsellor and
Assessment: Listening, Hearing,
Recording, Reporting and Referring
Dr. Jan Stewart
+
OF AS IN FOR
Assessment
of counselling (programs,
services and counsellor’s skills)
Assessment
as counselling (data,
paraphrasing, probing, listening,
hearing)
Assessment
in counselling (recording,
referring, data, action research, )
Assessment
for counselling
(evaluating, promoting, justifying)
+
School Counsellor Evaluation
 Little
attention has been placed on the
evaluation of specialists and counsellors.
 There
are some school systems that have
developed criteria for evaluating the practice
of school counselling.
(program planning and organization, group and
individual counselling skills and processes,
consulting skills and processes, guidance
presentation, coordination of services, ethical
practice and professional development)
+
Assessment: What does this mean
for the school counsellor?
 What
do you want to know?
 Who
should be involved in designing the
evaluation?
 Who
are the outside experts to conduct the
evaluation?
 What
instruments and processes will be
developed as part of this evaluation?
 Who
will receive the results of the study and how
will they be used?
(Schmidt, 2008, p. 268)
+
What will Be Evaluated?
What are you supposed to be
accomplishing?
What are your major roles and functions? Discuss
1.
Counselling individuals and groups
2.
Consulting with students, parents, and teachers,
individually and in groups
3.
Appraising students’ interests, abilities, behaviours,
and overall educational progress
4.
Coordinating student services in the school.
+
Three Overarching Approaches
1.
Assess the outcomes of particular practices and activities
selected by the counsellor to address specific concerns
2.
Assess counsellor success, as with program evaluation.
3.
Measure counsellor performance by combining first two
outcomes
(The next step is to gather data using specific methods)
+
Gathering Data

Observations

Audio and Videotaping

Interviews

Self-Assessments

Portfolios

Products

Customer Feedback

Schedules and Records

Personnel Memos
+
Portfolio Products
 Program
Planning
 Counselling
 Consulting
 Coordinating
 Student
Appraisal
 Professional
 (split
Performance and Development
into 6 groups and list all of the evidence you
could put in each of these categories
+
Portfolio
+
Student Survey
1.
The counsellor was available to see me when I needed
assistance this year.
2.
The counsellor listened to my concerns and seemed to
understand me.
3.
The counselling sessions helped me focus on my concerns
and make a decision.
4.
The counsellor kept information I shared in counselling
confidential.
5.
I would recommend the counsellor to other students who need
services.
6.
MTS 3Rs/Assessment stuff/Student survey.docx
+
Self-Assessment

MTS 3Rs/Assessment stuff/School Counsellor Self.docx
Structured Interview of Counselling
+ Relationship (Interview with a counsellor)
Ideally, used in a series of interviews about
same case.
1. Understanding the client’s concerns and appropriate use of diagnostic
methods and procedures.
Q: Tell me about the concerns of the student you are seeing, How does this
student perceive the main issues, problems, and areas of concern?
Q: Describe the assessment procedures you have used and how the results
of these methods led you to choose the intervention(s) you selected for
this student?
2. Understanding of the helping process and the stages of a counselling
relationship.
Q: Where are you and the student in your relationship at this point? Relate
the progress you have made to the phases of a helping relationship.
Q: Given the nature of the student’s concerns, are you satisfied with where
the helping relationship is at this point?
+
Structured Interview Continued
3. Knowledge of the counselling approaches and techniques
Q: tell me about specific techniques , strategies , and interventions
that you have used in this counselling relationship.
Q: what was the rationale for choosing these approaches?
4. Use of evaluation methods to assess progress.
Q: how much longer do you expect to be seeing this student?
Q: What are your goals for the remainder of the counselling
relationship?
Q: What methods do you plan to use to evaluate the overall success
of this intervention?
+
Structured Interview Continued
3. Knowledge of the counselling approaches and techniques
Q: tell me about specific techniques , strategies , and interventions
that you have used in this counselling relationship.
Q: what was the rationale for choosing these approaches?
4. Use of evaluation methods to assess progress.
Q: how much longer do you expect to be seeing this student?
Q: What are your goals for the remainder of the counselling
relationship?
Q: What methods do you plan to use to evaluate the overall success
of this intervention?
+

MTS 3Rs/Assessment stuff/CHECKLIST 1.pdf

MTS 3Rs/Assessment stuff/Checklist 2.pdf

MTS 3Rs/Assessment stuff/Checklist 3.webarchive
+
Listening, Hearing, Recording, Reporting, and
Referring: Assessing Basic Counselling Skills
+
Relationships, Records, Referrals

Listening

Communicating

Hearing

Responding

Recording

Role-playing

Referring

Reporting

Ethical Dilemmas

Promoting your Program
+
Listening
 Hearing: physiological
 Attending: process
messages
dimension of listening
of filtering and focusing
 Understanding: making
sense of the message
 Responding: giving
observable feedback to
 Remembering: the
ability to recall information
speaker
(Adler and Towne, 1996)
+
+
ACTIVITY 1

Work together in a group of 4. Pick a subject of importance
to all of you. Spend five minutes discussing the topic, but
instead of trying to understand one another’s positions, each
member should try to dominate the conversation and
convince the others to accept his or her position.

Debrief (How did you feel during the discussion?) Discuss
how frequent this sort of poor listening occurs in your
everyday life.

Pick another topic of interest. This time, use a small object
(keys, ball) as the prop that allows the person to talk. The
person with the object is the only one who can speak. When
he/she is finished, pass the object to another person.

Discuss how the two conversations differed. Consider the
“one speaker at a time” rule and how it can change the
quality of your everyday conversations.
+
Why Don’t We Listen???
Message Overload
Preoccupation
Rapid Thought
Effort
External Noise
Hearing Problems
Faulty Assumptions
Lack of Apparent Advantages
Lack of Training
+
Types of Nonlistening

Pseudolistening: imitating the real thing. Give the
appearance of attention. Counterfeit communication.

Stage-Hogging: Conversational Narcissists. Turning topic on
themselves. Interrupters.

Selective Listening: Respond only to the parts that interest
them.
+
Types of Nonlistening

Insulated Listening: Avoiding a
topic

Defensive Listening: Innocent
remarks are treated a personal
attacks

Ambushing: Listen carefully and
then use it to attack

Insensitive Listening: Can not look
beyond words to understand
hidden meaning conveyed in
nonverbal clues.
+
Analyze this…
+
Active Listening

Conversations as part of a counselling process should be
comprised of therapeutic or helping dialogue.

Interpersonal communication encompasses four main
components (Egan, 2009)
1.
Turn Taking
2.
Connecting
3.
Mutual Influencing
4.
Co-creating Outcomes
+
Focusing on Counselling

1. Before the session, make sure your physical needs are
taken care of (thirst, hunger, bathroom, stretching)

2. Look at the speaker. Taking a few notes can keep you
on task; mentally put masking tape across your mouth.

3. Watch your body language!

4. Encourage the speaker to continue with short, gentle
comments like “uh-huh”, “really!?”, “tell me more”, etc.

If the person is not normally talkative, you may have to
refer to your brief one or two word notes and ask an
open question.
+
ACTIVITY 2

Turn taking and connecting

Work with a partner. Practice the art of turn taking and
connecting.

(Three turn takers and three connections) Get three objects
from each of the two piles and put them in the centre
(between the talker and the listener)

Use the discussion starters on the next slide.
+

What do you do on Sundays?

What kind of food do you like?

Who has had the most influence in your life?

What do you think you will be doing five years from now?

When do you feel best? In the morning, afternoon, or evening?

If you could live anywhere in the world for a year, where would it
be?

If you knew could you try anything and not fail, what dream
would you attempt?

What super-power would you most like to have, and why?

Are you a beach, country or city person?

How do you spend your free time?

Tell me about a favorite event of your adulthood or childhood
Non-Verbal
Communication
+
Bodily
Behaviour
General
Appearance
Eye Behaviour
Facial
Expression
Space
Physical
Characteristics
Voice Related
Behaviour
Observable
Autonomic
Responses
+
+
TUNING IN….SOLER

S: Face the client squarely

O: Adopt and Open posture

L: Lean toward the client

E: Maintain eye contact

R: Be Relaxed
(EGAN, 2009)
+
+
Soler and Not so Soler Activity 3

Work with two other people (group of 3)

1/3 out in hall (These are the counsellors)

Choose a topic (serious) to discuss with a counsellor (people
in room)

One person is the counsellor, one is the client(student) and
one is the observer

Discuss the topic/event and have the counsellor do as is
discussed.
+
Questions about Tuning In

What are my attitudes towards this client?

How would I rate the quality of my presence to this client?

To what degree does my nonverbal behaviour indicate a
willingness to work with the client?

What attitudes am I expressing in my nonverbal behaviour?

What attitudes am I expressing in my verbal behaviour?

To what degree does the client experience me as effectively
present and working with him/her?

To what degree does my nonverbal behaviour reinforce my
internal attitudes?

In what ways am I distracted from giving my full attention to this
client? What am I doing to handle these distractions? How might
I be more effectively present to this person?
+
What About Bob…
+
Questions about Tuning In-Post Bob...

What are the counsellor’s attitudes toward this client?

How would you rate the quality of the counsellor’s presence to this
client?

To what degree does his nonverbal behaviour indicate a willingness to
work with the client?

What attitudes are expressed in the counsellor’s/client’s nonverbal
behaviour?

What attitudes are expressed in the counsellor’s/client’s verbal
behaviour?

To what degree do you think the client experiences the counsellor as
effectively present and working with him/her?

To what degree do you think the counsellor’s nonverbal behaviours
reinforce his internal attitudes?

How might the counsellor be more effectively present to this person?
+
Nonverbal Activity 4: Wordless
Acting

Determine one student in each group as student A, and
one as student B.

Give each student a copy of the script below.

Student A will read his lines out loud, but student B will
communicate his emotion (reading lines) in a nonverbal
way.

Provide B with a secret emotional distraction that is
written on a piece of paper. For example, student B may
be in a rush, may be really bored, or may be feeling
guilty.

After the dialogue, ask each student A to guess what
emotion was affecting the student's partner student B.
+
Nonverbal Activity 5: Move Now
1.
Cut several strips of paper. 2. On each strip of paper,
write down a mood or a disposition like guilty, happy,
suspicious, paranoid, insulted, or insecure. 3. Fold the
strips of paper and put them into a bowl. They will be
prompts. 4. Have each student take a prompt from the
bowl and read the same sentence to the class,
expressing the mood they’ve picked. 5. Students will
read the sentence: "We all need to gather our
possessions and move to another building as soon as
possible!" 6. Students should write down assumptions
they make about each student as they read their
prompts.
+
+
Assessing the Client
+

Is what you heard,
what the student
has said?
Hearing
+
Processing What you Hear
 Identify
 What
Key messages and feelings
are the main points here?
 What experiences and actions are most
important?
 What themes are coming through?
 What is the client’s point of view?
 What is most important to him/her?
 What does he/she want me to understand?
 What decisions are implied in what she/he is
saying?
 What is he/she proposing to do? (Egan, p. 113)
+
Understanding Clients through
Context

People are more than the sum of their verbal and non-verbal
messages.

It is important to understand the clients’ stories, points of
view, and messages and the emotions that permeate them
through the wider context of their lives.

Culture, personality, personal style, ethnicity, key life
experiences, education, travel, economic status and other
forms of diversity all provide the context and part of the
client’s story.
+
Good Will Hunting Scene 1
+
Context, Stage, Approach, Style

Context: The background, circumstances of the client’s life.
How do these circumstances affect the way the client deals
with his/her problems and opportunities

Stage: Developmental stage or the age-related psychosocial
tasks and challenges the client is currently facing

Approach: The client’s approach to coming to know and
make sense of the world. How does the client construct
meaning. What is right and important?

Style: Personality. How does the client’s personality style and
temperament affect understanding of self and his/her
approach to world.
+
Blind spots and blank spots

What slant is the client putting on stories? What issues need
to be challenged. Skilled helpers listen to the client’s stories,
points of view, decisions, intentions and proposals, but also to
any slant or spin that the clients might give their stories.

Clients often leave out key elements when talking about
problems and opportunities. Having frameworks for listening
can help you spot the important things that are missing.
+
Good Will Hunting Scene 2
+
Informational Listening and
Responding to Student

Talk Less (two ears-one mouth)

Get rid of distractions (phones, television, or internal
preoccupation with your own problems)

Don’t judge prematurely (Listen, Understand, Evaluate)

Look for Key Ideas (most people have a central idea)

Ask Questions (make sure you receive the speaker’s thoughts
and feelings accurately)

Paraphrase (reword the interpretation of a message their
thoughts or feelings behind their words)
+
Paraphrasing

IS your understanding of the client’s inner world correct.
Reflecting is a way to help others by understanding them
better
1.
Is the problem complex enough?
2.
Do you have the necessary time and concern?
3.
Are you genuinely interested in help the other person?
4.
Can you withhold judgment?
5.
Is paraphrasing in proportion to other responses?
+
+
Activity 6-Paraphrasing Practice

Are you saying…?

Do you mean?

It sounds like…?

If I understand you correctly, you are saying …

So you are saying… Right?

Did I get that right?
Work with a partner and choose an event or experience that made your
frustrated, angry or sad. Talk to your “counsellor” about the issue. The
counsellor should use examples of paraphrasing throughout.
Remember that as the counsellor…you should play it back using a
tentative tone.
+
Activity 6-Paraphrasing Practice
Follow Up
Speaker :
Did you feel you were being sympathetically heard?
What percentage correct was the speaker? Ten percent? 90%?
How come?
Listener :
How was it to listen with the understanding you would be
paraphrasing back to the speaker?
Did you feel you were “on the same page”? If not, why not?
Don’t worry if you are not completely accurate. That is why
the listener “plays it back” to the speaker using a tentative
tone.
Remember! The person may forget what you said, but will
never forget how you made them feel!
+
Empathy

Empathy is a value, a way of being that should permeate all
communication skills

Tune in carefully (physically and psychologically) to hear the
client’s point of view

Set judgments and biases aside

Listen for core messages

Pay attention to verbal and non-verbal

Respond with highlights frequently but briefly to understand
client’s core message

Be flexible and tentative

Keep client focused
+
Empathy

Move gradually toward the exploration of sensitive topics
and feelings

After sharing a highlight, attend to cues that confirm or deny
accuracy of your response

Determine whether your highlights are helping client focus
and stimulate clarification of key issues

Note signs of client stress or resistance

Keep in mind that the communication skill of empathy is just
one tool to help clients see themselves and their problem
situations more clearly

Take special care when the client’s personal culture differs
considerably from your own
+
Empathy- Pillow Talk A problem
has 4 sides and a middle
P1: I’m right
you’re wrong
P3: Both right,
both wrong
P5: There’s truth
in perspectives
P2: You’re right,
I’m wrong
P4: The issue isn’t
important
+
Good Will Hunting Scene 3
+
Recording
+
Recording

is the practice of writing down pieces of information, often in a
shorthand and messy manner.

The listener needs to be discreet and not disturb the flow of thought,
speech or body language of the

It can keep you on track, but it can also be distracting for the client.

At the same time, if you don’t take notes, how will you be able to
remember what happened last session?

If you are away, how will the alternate counselor know what is going on?

When the person is actually conveying her/his situation and concerns,
you may want to take minimal notes – writing down a few words for each
major area – as a memory jog. The real note taking comes later.
+
+
IDAPE

Issue

Data

Assessment

Plan

Evaluation/recommendation
+
Activity 7-IDAPE

Use the sheet (WSD) to record communication in counselling
session. Watch the movie clip and determine what
information to include.
+
+
+
+
Activity 8 IDAPE Continued

In treatment (22)
+
IDAPE Post “In Treatment”

I: suppressed feelings, guilt, rejected by father, he perceives
that he is rejected by his own family, difficult with relationships,
not wanting to be looked after, self-deprecating, unresolved loss
issues (after brother died), he did not have a childhood,
experience in Vietnam, 68 and looking back and feels like he
has wasted his life, he has no one to look after anymore, built
value system on doing instead of being, value system on
material things- emotional piece did not matter, product of that
time period (boys don’t cry).

D: lost job, lost brother, contamination of medication, maybe
forced early retirement, guilt about brother’s death, took over
business, war vet.

A: unfinished business, loss, guilt, relationship building,
transference, develop a new way of being.

P: two choices, wrap back up with meds or continue finding self.

E: refer for more intense counselling, family therapy, self-help
work, wellness, don’t devalue work he has done for others, need
a balance.
+
Referring

School counsellors recognize their
boundaries of competence and provide only
those services and use only those techniques
for which they are qualified by training or
experience (MECY, 2007, p. B13).

School counsellors shall make appropriate
referrals when their professional assistance
cannot meet students’ needs (MECY, 2007, p.
B13)
+
Referral Sources

School counsellors shall be knowledgeable about referral
resources (MECY, 2007, p. B13).

Whenever possible and appropriate, school counsellors shall
make referrals with the knowledge and consent of students.
At all times, counsellors shall act in the best interests of the
students (MECY, 2007, p. B13).
+
Referral CCPA

B18. Referral When counsellors determine their inability
to be of professional assistance to clients, they avoid
initiating a counselling relationship, or immediately
terminate it. In either event, members suggest
appropriate alternatives, including making a referral to
resources about which they are knowledgeable. Should
clients decline the suggested referral, counsellors are
not obligated to continue the relationship. (CCPA, Code
of Ethics)
+
Two kinds of Referrals

Referrals to counsellor

Counsellor-initiated referrals
+
A foundation…

Ivey and Ivey’s five-stage helping model is suggested as a
foundation for approaching counselor-initiated referrals
systematically. The stages are: initiating, gathering data,
mutually setting goals, working on a constructive action plan,
and terminating.
+

Initiating and Gathering Data

The basic counseling competencies are paramount because most if not all
eventual referrals begin with counseling or consulting relationships.

Mutually Setting Goals

Basic challenging or influencing skills are also a part of the referral function.


Working on a Constructive Action Plan and Terminating
Basic questions are where to refer clients and how to refer them. When
responding to these questions, counselors are challenged to acquire
information about referral sources and develop systems for keeping that
information and offering reciprocal referral assistance. How counselors
introduce referral suggestions may be the most important facet in the referral
process. Partial referrals are an option that may be the best choice in some
instances, and counselors may be able to help the process succeed by
participating actively (e.g., arranging appointments)
+
Referrals to the School Counsellor

These referrals may be a source of satisfaction and
frustration. Frustration occurs when the referral function
is misunderstood, expectations are unrealistic, and
referrals are made inappropriately. These frustrations
dictate a need to organize the system by which referrals
are made to counselors. Three basic questions are
suggested as a foundation for organizing a system.

Who is my client?

What is the proper referral procedure?

What is a legitimate referral?
+
Referring and Coordinating

Receive referrals from other professionals

Have the right skills to make referrals

Know what to do with referrals he/she receives

Manage referrals

Coordinate the process once referrals have been made or
accepted

Collaborate with important service providers beyond school
setting
+
Reporting

Child Abuse Protocol

Suicide Threats

Potential for Harm (self or others)

Follow division policy on protocol to
follow
+
+
+
+
Activity 9- Ethical Issues

Rotational Discussion Posts.
+
Scenario 1
1. The principal calls you in on a Monday morning
and tells you that a group of three girls had been
“touched” while swimming at a public pool on the
weekend. The police were called and the
perpetrator was arrested. The parents had called
to inform your principal of the situation and had
asked for you to speak with the girls. You call
them together and you discuss the situation with
them.
+
Scenario 2

A grade eleven student comes in to change her timetable.
While you are speaking with her, she tells you that she is
pregnant and that she is unsure what to do. She doesn’t have
support at home and does not want her parents to know
about it at all.
+
Scenario 3

The mother of an enrolling elementary school student tells
you that if the child's father requests information regarding
their daughter, you must not give him any information
because she has custody of the child. She provides
documentation which states that she is the custodial parent.
+
Scenario 4

A 14 year old male student tells you that he got into an
altercation with his father the previous evening while trying
to protect his mother and his father broke his arm. You have
a very strong relationship with the student and you have
been talking to him about the abuse that his mother suffers at
the hands of his father. The boy tells you that he does not
want anyone to know or he will have to leave the house and
his mother would be in danger.
+
Scenario 5
You
have been working with a fifteen
year old student for the past year. She
has discussed some delicate family
issues with you and you have been
helping her to maintain a strong
relationship with her family. Her
parents come to see you and want to
know what she has been discussing
with you.
+
Scenario 6
 Gloria
has recently taken a positionas a school
counsellor in a large middle school. She has been
asked by the administration to plan to see a
student who has frequently been referred to the
office for inappropriate school behaviour to
explore underlying circumstances and possible
triggers. Gloria explains to the administrator that
even though she would not be judgmental, she
would be violating her boudaries as a school
counsellor by becoming involved with discipline
issues. She feels her relationship with students in
general would be damaged and that they would
not come to her with legitimate counselling issues.
+
Scenario 7
 You
are an elementary school counsellor. You have
recently made a report to CFS regarding your
suspicions about neglect and possible abuse. CFS
looked into it but have not opened the case. She
lives with her father who has custody. The father is
very angry with the school about the report. Her
teacher notices cuts on the girl’s arms. When you
discuss this with the student, she denies it but you
suspect self-harm. How do you proceed?
+
How to enhance the referral
process

providing information about your services

providing examples of how the services are manifested

delineating a referral system

explaining the system proactively
+
Activity 10-Making Movies

Work with a partner (counsellor and counselee)

Write a counselling script where you exhibit the skills you
have learned about (Active Listening, SOLER, Paraphrasing,
Empathic Listening, Responding, Recording)

Use Ivey’s Five Stage Model

Write the script on paper, decide what you will each say and
then do a digital recording of the interaction.

Show to class

Checklist of Positive Behaviours
+
Group Checklist of Counselling
Skills Pre-Activity 10

Decide as a class what key skills we will be looking for in the
counselling role-plays

Use three samples and create our own
Use Checklist 1, 2 and 3 as samples.
Can we create our own acronym that will work for us?
ACTIVITY 11- Informed Consent
What are the key components of this kind of
letter?
+
Promoting Your Program
+
ACTIVITY 12- Promoting Your
Program

Design a pamphlet for advertising your counselling program

Include information on what services you offer

Who you work with

How to make an appointment

A note on ethics and confidentiality

Others…
+
Special Thanks to our actors and
actresses and assistants…

Jonathan Duhaime

Ashley Roach

Laura Davey

From The University of Winnipeg Theatre Department

And to our IT assistant

Jerald Wake from the Faculty of Education, University of
Winnipeg
+
Guidance Forms
Record Keeping and Program Evaluation
+
Needs Assessments

A systematic process of data collection and analysis

Identify what goods/services are needed

Purpose is to help define and solve problems

To find out what can make a program more effective
+
+
+
Data Collection Results
Elementary
Elementary-Total Number of
Contacts
November
January
February
March
Elementary-New Referrals
Elementary-Number of On-Going
Cases
November
January
February
March
Men
tal H
ealth
New
Reg
is tra
tions
Lega
l
Frien
ds hi
ps
Hom
e Is s
ues
Fina
nc ia
l
Figh
ting
A ca
dem
ic
A ng
er M
anag
eme
nt
A tte
ndan
ce
Beh
av io
ur
Bully
ing/T
eas i
Care
ng
er/P
os t S
ec on
dary
Con
f lic t
Res
oluti
on
Dea
th/Lo
ss
Div o
rc e/
Sep
arat
ion
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Preg
nanc
y
al/Em
otion
al A
bus e
Phy s
ic al
Hea
lth
/A s s
ault
Soc
ial
Skills
Sex
ualit
y
Hara
ss
A bu
se
teem
Time
table
Suic
ide
Stre
ss
Stud
y Sk
ills /T
es t P
rep
Sub
s tan
ce A
bus e
Sex
ual
Sex
ual
Self
-Es
Rela
tions
hips
/Dat
ing
Sc h
olars
hips
Phy s
ic
50
45
40
35
30
25
20
15
10
5
0
+
Data Collection Results
Junior High
+
Junior High-Total Number of Contacts
November
January
February
March
Junior High-New Referrals
Junior High-Number of On-Going
Cases
November January
February March
Men
tal H
ealth
New
Reg
is tra
tions
Lega
l
Frien
ds hi
ps
Hom
e Is s
ues
Fina
nc ia
l
Figh
ting
A ca
dem
ic
A ng
er M
anag
eme
nt
A tte
ndan
ce
Beh
av io
ur
Bully
ing/T
eas i
Care
ng
er/P
os t S
ec on
dary
Con
f lic t
Res
oluti
on
Dea
th/Lo
ss
Div o
rc e/
Sep
arat
ion
200
180
160
140
120
100
80
60
40
20
0
Skills
Time
table
Suic
ide
Stre
ss
Stud
y Sk
ills /T
es t P
rep
Sub
s tan
ce U
s e/A
bus e
Soc
ial
Sex
ualit
y
al/Em
otion
al A
bus e
Phy s
ic al
Hea
lth
Preg
nanc
y
Rela
tions
hips
/Dat
ing
Sc h
olars
hips
Self
-Es t
eem
Sex
ual A
bus e
Sex
ual H
aras
s /A s
s aul
t
Phy s
ic
100
90
80
70
60
50
40
30
20
10
0
+
Data Collection Results
High School
High School-Total Number of Contacts
November
January
February
March
High School-New Referrals
High School-Number of On-Going Cases
ues
Ment
al He
alth
Lega
l
Home
Is s
Frien
ds hip
s
Finan
c ial
Fight
ing
orde
rs
e/Se
para
tion
Eatin
g Dis
Div or
c
Deat
h/Los
s
Care
er/Po
s t Se
c ond
ary
Conf
lic t R
es olu
tion
Bully
ing/T
eas in
g
Beha
v iour
A tten
danc
e
A nge
r Man
agem
ent
A c ad
emic
275
250
225
200
175
150
125
100
75
50
25
0
/Datin
g
Time
table
Suic i
de
Stres
s
Stud
y Ski
lls /Te
s t Pr
ep
Subs
tanc e
A bus
e
Soc ia
l Skill
s
Sex u
ality
Sc ho
lars h
ips
Self Es tee
m
Sex u
al A b
us e
Sex u
al Ha
ras s
/A s s
ault
Relat
ions h
ips
Preg
nanc
y
New
Regis
tratio
ns
Phy s
ic al/E
motio
nal A
bus e
Phy s
ic al H
ealth
275
1216
250
225
200
175
150
125
100
75
50
25
0
+
Promoting Your Program