TPC-Journal-V3-Issue2

77 The Professional Counselor \Volume 3, Issue 2 work-related skills. Students learn responsibility through their daily commitment to the garden, which has tangible consequences if not attended to on a regular basis (e.g., plants dying, garden becoming overgrown with weeds, produce rotting). The commitment required for the garden is directly related to employee responsibilities (e.g., arriving at work on time, completing tasks consistently to the best of one’s ability). Additionally, students develop social skills through collaboration to maintain the garden, working as team members as if for an employer. Students also obtain life skills (e.g., problem solving) by addressing various issues within the garden (e.g., insects eating the plants, weather conditions) and managing finances through the generation of funds (by selling produce) to sustain the garden. Furthermore, students learn customer service skills through interactions with customers when selling produce. Finally, students develop self-determination skills by identifying strengths in managing the garden and evaluating their progress. Thus, the garden initiative provides opportunities for students to develop skills in each of the areas outlined for the program: job skills and vocational education, social skills, life skills and self-determination. The garden also provides a metaphor for students’ personal growth and development, as well as opportunities to promote students’ successes. For example, school counselors can discuss the importance of having nutrient- rich soil to build a foundation for growing healthy, hearty plants, and then connect this metaphor to specific areas within the students’ lives where they are developing a solid foundation for their lives. School personnel also encourage students and promote positive self-esteem by identifying students’ garden accomplishments. The garden produces tangible results through vegetable growth, and students are able to recognize concrete outcomes throughout their ongoing garden experience. Thus, the initiative provides opportunities for students to develop self-awareness and foster a healthy self-concept. Raised worm bed. The worm bed was developed to provide direct benefits to the vegetable garden and the sustainability of the program. Additionally, students expressed interest in this project. The worm bed promotes sustainability of the garden by providing needed compost (casings). Additionally, students can sell the earthworms, providing financial assistance for the program. The costs of developing the worm garden are minimized by having students develop the beds, which support the development of job skills and vocational training through planning, designing and construction. Likewise, the construction of the worm beds fosters the development of social skills and life skills through teamwork, problem solving and financial management (e.g., maximizing the resources available). Sewing for success. The program experienced an increase in the number of female students, and efforts to have them work in the garden were often met with resistance. The sewing initiative was designed to capture the interest of female students. However, male students also showed an interest in the sewing initiative. This project was combined with a project to support the school’s clothing bank (sorting, laundering and repairing clothes), which was established by the school to provide clothing to students in need. The school accepts donations from the community and maintains the clothing bank for students. Maintaining the clothing bank helps students develop life skills as they learn how to do laundry and repair clothes. Students also develop organizational skills. In addition to maintaining the clothing bank, students create sewing products that they sell (e.g., bags, purses, scarves), which supports the development of job skills (sewing) and life skills (customer service). The school staff reported that a majority of the students, both female and male, express enjoyment with this initiative. Some students reported that the program is more relevant for them, while others reported that it complements the garden, especially on days with inclement weather. Thus, the sewing initiative has enhanced the other initiatives encompassed within the program. Community collaboration. Researchers emphasize the importance of community partnerships in developing transition programs (Lehman et al., 2002). Active engagement with community resources promotes opportunities to continue to learn pro-social behaviors and work skills, vocational education and aptitude