TPC Journal-Vol 9- Issue 2-Full-Issue

The Professional Counselor | Volume 9, Issue 2 99 o Identify all the new strategies you learned in this unit for helping others feel like they belong at our school. (U1, EQ1) o In this unit, you learned that positive peer relationships can be supportive and negative peer relationships can be unsupportive for different reasons. (K1, K2, D1)  Give three examples of positive peer relationships that are supportive for different reasons. Explain why each one is supportive.  Give three examples of negative peer relationships that are unsupportive for different reasons. Explain why each one is unsupportive. o Think about your work in today’s role play when you played yourself (not Daniel or Amira). Give 4 specific examples of how you showed empathy by 1) actively listening, 2) interpreting your partner’s “cues”, 3) communicating your feelings, 4) analyzing your partner’s perspective. Next to each example, explain how that part of showing empathy helped Daniel or Amira feel like they belong at our school. (K3, D2, D3, D4, D5) (At the beginning of Lesson 1, ask students similar questions to gather pre-assessment data. Compare pre-assessment responses to responses on end-of-unit written reflection.) • Outcome Data: Track student attendance, grades, and the number of behavioral referrals one month before this lesson, the month of the lesson, and in the three subsequent months to determine if the lesson’s impact on students’ sense of self-belonging is reflected in attendance, grades, and behavior. • Follow-Up: Check in with teachers to see if they observe any changes in student behaviors surrounding creating positive and supportive relationships with other students (B-SS 2) and demonstrating empathy (B-SS 4). Examine all assessment data from end-of-unit written reflections and determine if any concepts remained unclear to students. Schedule any necessary follow-up “mini-lessons” if some students lacked clarity about any concepts.