School Counseling Social/Emotional Goals
I have several students that work with Copper on Social/Emtional Goals. To measure results for this program I have a pre/post intervention questionaire that the parents/guardian and classroom teacher complete.
There are 5 primary steps that Copper and I follow in this program.
1. Dog Communications - the student learns about basic dog body language. We watch a video of dogs playing and then discuss human communications. What message does our body language or words send to others - including Copper.
2. Dog Care - In this section, the student become responsible for Copper's water, brushing and equipment. They learn how to put on and take off the harness, vest and leashes.
3. Basic Dog Training - Student learn about clicker training and basic commands in the Rally Program.
4. Rally Course - Together we watch teams compete in Rally Obedience. I then set up a very basic Rally course for Copper and the student to go through.
5. Class Presentation/Parting Gift - the last session is spent in the students' classroom where they demonstrate working with Copper. Copper provides the student a certificate and picture of them working together.
I am very fortunate to have an outstanding OT professional working at our school. We have just started to work together. The OT professional leads the session with the student. Copper and I support her work in motivating the student to complete the physical tasks.
Copper was asked to attend a math class where several students were displaying anxiety. Behaviors included crawling under tables, multiple requests for bathroom breaks and crying. We asked students to fill out a simple 5 point scale of how much they like math class for pre-post data. Copper then spent 10-15 minutes each week helping to "teach" math. As an example, Copper would demonstrate 180 degrees by rolling over for a belly rub. A 360 degree role brought him back to his tummy. He would visit students in the class as they were working. They could pet him while reading the math question out loud to him and telling him how they were going to solve it. At the end of 6 weeks we saw significant reductions in negative behaviors and an increase in how much student now liked math class.
We hope that after Copper continues attending math class, student math scores will improve. Copper is also available while students are testing. Students can pet Copper during this time. We have also seen success when the student reads the question aloud to Copper and then verbally explains how they are trying to solve the equation.
Small Group - Blending Families
Copper is worn out. He has been puppy sitting his 10 month-old 1/2 brother and sister for the past 5 days. The stories about this adventure are being woven into a lesson for a group of students who are experiencing the ups and downs of blending families. What did Copper do when his sister took his favorite toy? What about when his brother chased away his BFF, Jackson the cat? How did he teach them to guard the chickens and learn the rules at the farm? These questions generate discussions that can be transferred to experiences of students in the group.