Why did Vangstad established group work as the foundation of her school-counseling program? P. 104; 2nd paragraph
To reach more students
100
How did Vangstaad counsel students individually while in a group setting? P. 106
The more she focused on the student talking in a group setting, the more others would focus on this student as well, creating a good climate for counseling.
100
Were students forced to participate in clubs? p. 107
No, the clubs were voluntary
100
What are the two ground rules for arriving at the club?
p. 111, 1st paragraph
1. Come in quietly
2. If not ready, wait in the hall
100
What is the purpose of the Achievers club? p. 112
For students who get everything done and want to do more
200
Why did Vangstad called her groups "clubs"? P. 104; 2nd paragraph
To make them appealing to students
200
How did Vangstad build partnerships with her students and faculty before creating the groups? p. 106
She went to classes and taught prevention guidance lessons
200
How did Vangstad publicize the groups every year? p. 108
At the beginning of the school year, she went to classrooms and announced each of the clubs
200
What did the third and fifth ground rule convey to students? p. 111, 2nd paragraph
That they were responsible to others
200
What is the purpose of the the Futures club? p. 119
Support students who are excited about learning, want to have new experiences, and are interested in pursuing advanced education or technical training.
300
What did the group sizes depend on? P. 104; 2nd paragraph
The nature and purpose of each group
300
What was the club's secretary responsible for? p. 107
They picked up the club's file from Vangstad's office which had all the club's materials in it.
300
Could students join clubs without parent permission? p. 109-110
No, they needed their parent's signature on a club form
300
What does club guideline three emphasize? p. 111, 3rd paragraph
Psychological Safety
300
What type of skills did the students in the Achievers club develop and what were they practicing? p. 117, last paragraph
They developed organizational skills and practiced working together as a group.
400
In what way would the weekly group-work potentially impact the entire school? P.105; 1st paragraph
By effecting change in the Culture and Climate of the entire school
400
How was Vangstad able to continue managing these groups year after year? p. 107
She focused on her self-care by making sure she was mentally, physically, socially, emotionally, and spiritually healthy.
400
In what context did Vangstad require an additional signature from her club member's parents/guardians? P. 108; last paragraph
When, occasionally, she would want to videotape sessions to reinforce learning.
400
What did club guidelines provide? p. 110, last paragraph
A framework for establishing a setting where new learning could occur.
400
What did the Futures club offer? p. 118
A vision and understanding that graduating from high school was not necessarily the end of education.
500
What approach did Vangstad adapted and applied to run her clubs? P.105; 2nd paragraph
The MRI problem-solving approach
500
How was Vangstad able to understand what kind of groups to make for her school's students? p. 105
She listened to teacher's concerns and developed an understanding of the school's climate and culture
500
Vangstad offered clubs as a way to find solutions before a problem caused academic, social, or behavioral problems. What did these benefits depended on? P. 108; 2nd paragraph
On student's participation in a club
500
What did club guidelines result in? p. 112, 1st paragraph
Lively learning environments, filled with children making contributions.
500
What is one responsibility of a school counselor and how can we achieve this goal? p. 121, last paragraph
To be sure that the varied needs of children within a school are addressed and proactive and remedial psycho-educational groups can help achieve this goal.