School counselors provide classroom lessons, small groups, and individual counseling each year to provide support to students so that they are academically, socially, and emotionally successful in their school.
Need to speak to your school counselor?
Classroom Instruction
Mr. Kevin Thompson and Mrs. Annie Hetzer, our school counselors, lead classroom instruction in all grades. We base our classroom instruction throughout the year on categories that fall under the three counseling domains:
- Academic skills
- Personal-social skills
- Career awareness
Group Counseling
Our counselors accept referrals for students who would benefit from small group counseling experiences. Small groups focus on skills including friendship, study skills, divorce/separation, grief/loss, and anger management. We also offer additional topics throughout the year based on student need. The benefit of group counseling is that it provides an opportunity for students to meet other children who are experiencing concerns similar to their own.
Individual Counseling
Call us to discuss your concerns. Mr. Thompson works with grades 1, 3, and 5, and Mrs. Hetzer works with grades K, 2, and 4. If appropriate, we can schedule a time each week for your child to meet with one of our counselors for individual counseling. A school counselor typically provides four to six weeks of counseling sessions.
Consultation
An important part of the school counselor's role is consultation. A counselor may consult with parents, faculty, other school staff, and community agencies in order to best meet the individual needs of all students.
Positive Behavior Support Coach and Interventionist
Justin M. Harvey
(804) 723- 6351
Positive Behavior Support Coach and Interventionist
A behavior coach has a dual role in schools. He/she is both a coach to teachers and staff as well as an interventionist who supports specific and sometimes immediate student needs. It is also noted that there should be balance between these roles in the work that a behavior coach does in schools. Opportunities to balance the scales between supporting students directly and coaching teachers to prevent, support, and de-escalate behaviors should always be seized. An example of a balancing opportunity is following up direct support provided to a student with a coaching conversation with the teacher or staff member who asked for assistance with the individual student.