The Stanbridge 咨询 Department
斯坦福学院有两个, 全职, licensed MFT counselors on staff (see below) who teach social learning classes, 提供短期个体化治疗, 和 collaborate with teachers 和 parents to address the social 和 emotional needs of our students. Working with families to ensure consistent messaging between home 和 school, our counselors are a consistent presence throughout the school day, 频繁访问教室, 监控课间庭院, 和 often acting as chaperones on day trips 和 overnight experientials. Our counselors also consult with outside professionals 和 provide referrals.
学生行为目标及 夸张地表现感情 支持
通过我们以学生为中心的项目, Stanbridge makes every student feel like a star—a philosophy that is directly reflected in our Expected Schoolwide Learning Results (ESLRs) of Social; Team; 浩博体育app网站; Responsibility (STAR). Stanbridge seeks to make each 和 every student a STAR—a student who is socially competent, 谁懂得团队合作?, who challenges him/herself academically, 和 who assumes greater responsibility throughout his or her years at the school. These key attributes of the program ensure that students thrive at Stanbridge 和 are prepared for future success outside the classroom, 在学校之外的生活中也是如此. 老师, with the support of the counseling staff 和 speech 和 语言 pathologist, use this positive schoolwide behavior support system in all grade divisions by using STAR Sheets—a personalized form that students bring to each class that lists expected behaviors 和 personal goals.
每堂课结束时, the teacher awards points on the sheet when a student's goals are met, 和 when an established threshold of points has been collected, 一个学生得到了奖励. Rewards for meeting STAR Sheet goals in grades K–8 involve purchasing items at the "Stanbridge Store" (a token reward system using "Stanbucks"), while high school students can opt to receive gift cards from vendors such as Amazon or iTunes.
受影响的语言 利亚米. 是﹕ 规管地带 以及从 米歇尔·加西亚·温纳 社会思想 help students self-monitor their emotions 和 behavior. 老师 help students individualize their STAR Sheet goals 和 provide positive reinforcements (points, tangible rewards) for expected behaviors. 老师 recognize when students are not ready to learn 和 encourage them to use the strategies to self-regulate 和/or seek emotional support. Emotional supports include meeting with a counselor, logging a student's perceived emotional state on 夸张地表现感情 (一个安全, 在线, 标准化系统), 和 scheduling meetings or creating individualized support plans as needed. 有关如何使用的更多信息 社会思想 和 规管地带 are incorporated into our program, visit the 演讲 & 语言 网站页面.
学生行为目标及 夸张地表现感情 支持
通过我们以学生为中心的项目, Stanbridge makes every student feel like a star—a philosophy that is directly reflected in our Expected Schoolwide Learning Results (ESLRs) of Social; Team; 浩博体育app网站; Responsibility (STAR). Stanbridge seeks to make each 和 every student a STAR—a student who is socially competent, 谁懂得团队合作?, who challenges him/herself academically, 和 who assumes greater responsibility throughout his or her years at the school. These key attributes of the program ensure that students thrive at Stanbridge 和 are prepared for future success outside the classroom, 在学校之外的生活中也是如此. 老师, with the support of the counseling staff 和 speech 和 语言 pathologist, use this positive schoolwide behavior support system in all grade divisions by using STAR Sheets—a personalized form that students bring to each class that lists expected behaviors 和 personal goals.
每堂课结束时, the teacher awards points on the sheet when a student's goals are met, 和 when an established threshold of points has been collected, 一个学生得到了奖励. Rewards for meeting STAR Sheet goals in grades K–8 involve purchasing items at the "Stanbridge Store" (a token reward system using "Stanbucks"), while high school students can opt to receive gift cards from vendors such as Amazon or iTunes.
受影响的语言 利亚米. 是﹕ 规管地带 以及从 米歇尔·加西亚·温纳 社会思想 help students self-monitor their emotions 和 behavior. 老师 help students individualize their STAR Sheet goals 和 provide positive reinforcements (points, tangible rewards) for expected behaviors. 老师 recognize when students are not ready to learn 和 encourage them to use the strategies to self-regulate 和/or seek emotional support. Emotional supports include meeting with a counselor, logging a student's perceived emotional state on 夸张地表现感情 (一个安全, 在线, 标准化系统), 和 scheduling meetings or creating individualized support plans as needed. 有关如何使用的更多信息 社会思想 和 规管地带 are incorporated into our program, visit the 演讲 & 语言 网站页面.
我们的咨询团队
Mary Stadler, MA, MFT
心理咨询主任 Mary has been with 浩博体育app网站 since 2004 as a substitute teacher, 初中教师, 作为一名健康和语用学老师, 从2008年开始, 作为顾问. Mary graduated from Santa Clara University with a Masters degree in 咨询 Psychology 和 has been a licensed Marriage 和 Family Therapist since 2005. 在此之前, she was a counseling intern at a Santa Clara County mental health clinic that specialized in serving people with intellectual disabilities 和ir families, a population she also served for many years at HOPE Services in San José. Mary’s first career was in teaching high school 和 junior high at schools in the Chicago area 和 in Santa Clara. Mary has advanced training in crisis management 和 trauma 和 recovery interventions. 她协助招生, 纪律, monitoring the schoolwide behavior plan, 语用规划和交付, 一对一的咨询. She also consults with teachers about classroom management, student well being, 和 other concerns. |
Emma Mamis, MA, R-DMT, APCC
咨询助理 Emma is a graduate of the dance/movement therapy & counseling program at Columbia College Chicago where she learned the integration of traditional counseling with creative arts 和 body based interventions. Prior to working at 浩博体育app网站, Emma worked with adults 和 children in outpatient 和 residential settings including providing therapy for survivors of domestic violence 和 child abuse. 艾玛发表了她的硕士论文 in 美国舞蹈治疗杂志 和 co-presented work at the American Dance Therapy Conference, A New Phrase for Violence: Underst和ing Domestic Violence 和 Culturally Relevant Interventions in Dance/Movement Therapy. Emma advocates for diverse 和 holistic services for those in need regardless of background, 语言, 残疾, 神经的多样性, 性, 和性别认同. 在Stanbridge, Emma works closely with students 和 faculty to reenforce affirming methods of structure 和 counseling to our neurodiverse population. 她带来了她的能量, 积极的态度, 和 creativity to connect 和 build relationships with each Stanbridge Bulldog. 在她空闲的时候, 艾玛在跳舞, 带领女童子军冒险, 攀岩, 或者做任何户外活动. |