|Each division, Lower, Middle, and Upper School, has its own
professional guidance counselor. The three guidance counselors are
responsible for meeting the developmental counseling needs of SCDS
students, advocating for and assisting them in their academic, social,
personal, moral/ethical, and emotional development; in each area, both
prevention and intervention are integral components of the program. |
The counselors provide direct service to students and consult and
collaborate with faculty, administrators, and families. They serve as
resources, as well as direct service providers, in the event of crises.
The three counselors play a vital role in admissions and assist new
students and their families in making a successful transition to SCDS.
In addition, the counselors act as liaisons with therapists in the
community when a referral for evaluation or ongoing services is
warranted. At each level, the program includes educational programs for
students and families.
|Lower School Guidance|
The Lower School has a developmental guidance program for grades PreK-5. The counselor works with each student in the lower school in whole group settings with their class on a regular schedule. The whole group sessions include topics as:learning about yourself, getting along with others, making decisions, and communicating.
The counselor works with small groups of students who share concerns about: making friends, getting along with others, study habits, home situations, sharing feelings, managing time, and controlling anger.
Individual children and parents are welcome to talk to the counselor individually when a special concern or need arises. The lower school counselor is also a liason between parents, teachers, and students to ensure their continued progress both academically and socially. The lower school testing program is coordinated by the counselor. Test results and their implications are interpreted for both teachers, parents and sometimes students.
The Lower School counselor is a non authoritarian adult in each child's life, a human relations specialist, competent with both children and adults, possesses qualities of warmth, concern and a capacity for trust as well as having an educational background in guidance, counseling, psychology, sociology and educational philosophy.
|Middle School Guidance|
The period of adolescence is a time of rapid change and growth for students as they approach physical, mental, and emotional maturity. During this stage they desire more independence. experience new responsibilities, and search for social identity. With these new self discoveries, they readjust their role in their family, in their class, and in the world around them.
The Middle School Guidance Program nurtures and supports students during this transitional stage through a multifaceted program in which Advisor Program serves as the nucleus. The Guidance Counselor oversees the Advisor Program assisting teacher advisors with the facilitative process and group dynamics, and leads many of the program activities. The Advisor Program fosters a positive school climate where our students see their teachers as caring advocates who are interested in their lives and development as well as their academic growth.
Additionally, the counselor serves as a consultant and a resource for the teacher advisors, expanding this service to also include the parents as they readjust parenting methods to fit the changes occurring in their adolescent at home. The counselor works with students who have difficulties with social, emotional and academic issues and maintains close communication with parents throughout the middle school years.
|Upper School Guidance|
The Upper School Guidance Counselor is responsible for the developmental counseling needs of students advocating for and assistingthem in their academic, social, personal, and emotional development.The counselor provides direct service to students and works collaboratively with families, faculty, administrators, and community therapists to help students succeed. The counseling program includes educational programs for students and families.
Academic Resources For Upper School Students
- Academic development:
- Learning disabilities and ADHD: maintains files and develops accommodation plans
- Learning styles
- Referral to outside services
- Motivational issues
- Teacher-student concerns
- Family and personal issues that interfere with student success
- Social/ personal/emotional development:
- Friendship/fitting in
- Substance abuse prevention programs/education
- Dating and relationships
- Depression and related issues such as self-injury and eating disorders
- Family issues
- Crisis intervention
- Consultation regarding academic, social, personal, and emotional concerns:
- Community experts
- Liaison with therapists in the community when areferral for evaluation or ongoing services is warranted.
Student Led Resources
- Senior mentors are 12th grade students who assist with 8thgraders’ transition to upper school, chaperon freshman weekend, andmentor ninth graders
- SALSA, Students Advocating Living without Substance Abuse, is agroup of students who, by visiting local 4th and 5th grade classroomsand sharing their own reasons for not using alcohol, tobacco, or otherdrugs, break the myth that all high school students are substance users
- Ninth Grade Health Course
- Educational programs for students and parents
- Oversee Freedom from Chemical Dependency prevention plan
- Advisor to Student Council
Confidentiality: The Upper School Counselor follows the American SchoolCounselor Association ethical guidelines regarding confidentiality.
Confidentiality may be broken in under certain situation:
• The student presents a threat of danger to self or others.
• The student requests the sharing of information with specified others.
• Court order.
• Professional consultation.
• Reports of neglect or abuse.
• In a group situation, confidentiality is stressed, but difficult to guarantee