School Counseling Treatment Plan
Prepared by: | [YOUR NAME] |
School: | [YOUR COMPANY NAME] |
Address: | [YOUR COMPANY ADDRESS] |
Date: | [DATE] |
I. Student Information
II. Assessment Summary
Ethan exhibits signs of social anxiety and academic stress. Based on observations from teachers, feedback from his parents, and self-reported feelings during counseling sessions, the following concerns have been identified:
Frequent absenteeism: Ethan has missed an average of 6 school days per month in the past semester, citing illness or feelings of dread.
Minimal participation in class activities: Ethan avoids group work, rarely raises his hand, and sits silently during discussions.
Decline in academic performance: Ethan's grades in English and Mathematics have dropped from B+ to D over the past two quarters.
Expressions of overwhelm and anxiety: Ethan has mentioned feeling "stuck" and unable to focus on his workload, often worrying about disappointing his parents.
Additional Context:
Ethan has struggled to make friends since transitioning to high school and reports feeling isolated. His parents shared that he frequently stays in his room and avoids social events, further limiting his peer interactions.
III. Goals and Objectives
A. Primary Goals:
Improve Ethan’s social interaction skills by fostering confidence and comfort in group settings.
Reduce academic-related stress by equipping Ethan with effective time management and stress-reduction techniques.
Increase Ethan’s focus and engagement in classroom activities, leading to consistent academic improvement.
B. Short-Term Objectives:
Participate in weekly social skills training sessions to practice initiating and maintaining conversations.
Establish a personalized study schedule that breaks tasks into manageable steps.
Attend bi-weekly group counseling sessions to share experiences and develop collaborative problem-solving skills.
C. Long-Term Objectives:
Achieve 95% school attendance by addressing underlying anxiety triggers.
Improve grades in English and Mathematics to at least a B- within the next semester.
Actively participate in at least one class discussion or group project each week.
IV. Intervention Strategies
Intervention | Frequency | Duration | Purpose |
|---|
Individual Counseling | Weekly | 30 minutes | Address Ethan’s challenges, explore coping mechanisms and track progress. |
Group Counseling | Bi-weekly | 1 hour | Provide a supportive environment for Ethan to share experiences and learn from peers. |
Social Skills Training | Weekly | 45 minutes | Teach and practice effective communication and interaction techniques. |
V. Monitoring and Evaluation
Milestone | Evaluation Method | Target Date |
|---|
Reduce absenteeism by 50% | Attendance Records | March 1, 2025 |
Improve grades in core subjects | Report Cards | June 15, 2025 |
Active participation in class | Teacher Observations | May 30, 2025 |
Progress will be tracked via regular feedback from Ethan, his teachers, and his parents. Adjustments will be made as needed to address new challenges or concerns.
VI. Follow-Up Plan
A. Monthly Individual Counseling Check-Ins:
Purpose: Monitor emotional well-being and assess progress.
Activities:
Review coping strategies.
Discuss recent challenges and successes.
Adjust intervention strategies if needed.
Responsible Party: Jessica Martinez, School Counselor.
Frequency: Monthly (30-minute sessions).
B. Quarterly Academic Performance Reviews:
Purpose: Evaluate academic progress and identify areas needing additional support.
Activities:
Analyze Ethan’s report cards.
Gather feedback from teachers regarding class participation and performance.
Assess adherence to the personalized study schedule.
Responsible Party: School counselor in collaboration with Ethan’s teachers.
Frequency: Every three months.
C. Semi-Annual Parental Feedback Sessions:
Purpose: Involve Ethan’s parents in the intervention process and gain insights from home.
Activities:
Discuss Ethan’s social and academic development.
Review strategies used at home.
Coordinate between school and home for consistent support.
Responsible Party: Jessica Martinez, School Counselor, with Ethan’s parents.
Frequency: Twice a year.
Additional Components:
Progress Reports: A detailed summary of Ethan’s progress, including achievements and areas for improvement, will be shared with parents and teachers at the end of each quarter.
Adjustment Meetings: Additional meetings will be scheduled if significant issues arise or major changes to the plan are needed.
Feedback Loop: Continuous input from Ethan, his parents, and his teachers will ensure the plan remains relevant and effective.
VII. Notes
This treatment plan will be reviewed and updated as necessary to reflect the student's progress and any changes in their needs.
If you have any questions or need further information, please contact [Your Name] at [Your Email] or call [Your Company Number].
VIII. Signature
[Parent 1 Name]
[Date]
[Parent 2 Name]
[Date]
[Student's Name]
[Date]
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