The goal at AISB is to help each child develop learner attributes and attitudes that will benefit them as a lifelong learner and world citizen. Counseling services support this goal by focusing on social, emotional and personal child growth.
What are the counseling services provided at AISB?
Below is a model of the counseling services:
Systems Support and Collaboration – The counselor supports the PYP curriculum by assisting with the personal, social and emotional lessons in the classroom settings. The counselor also regularly collaborates with teachers, administrators, staff members and parents to make sure student needs are met.
Guidance Curriculum – lessons on ways to solve conflicts, understanding emotions, personal safety, how to make friends, etc. are regularly provided in each classroom as part of the guidance curriculum.
Transition Program- Transitions are continually taking place for families at AISB. Each year new students arrive at AISB and other students are leaving. The coming and going of students can be emotionally difficulty at times for all involved. Support is provided for parents, teachers and students through the AISB transition program.
Parent Support– Parent discussion groups, STEP Parenting courses, presentations, etc. are offered through the counseling department.
The second tier of programs are intervention programs for students needing extended support.
Consultation – Discussions in regards to a specific child’s social, personal or emotional needs can take place between the counselor, parents, teachers, support staff and any other pertinent members. Please see below for confidentiality guidelines.
Counseling Support Groups – At times a child may need counseling support outside of the regular classroom setting. Counseling groups typically take place for 30 minutes one time a week for up to 6 weeks in order to help some students develop stronger social, emotional and personal skills. Group lessons may include the following: social skills development, conflict management, anger management, coping skills, divorce support, confidence building skills, etc.
Specific Family Support – some families may need consultation time with the counselor in order to develop strategies and tools for specific child concerns. This support may also include referrals to community resources, if support cannot be met through the school counselor. Some specific family supports may include development of household routines, sleeping concerns, learning coping skills, attachment concerns, etc.
Finally the last tier of counseling services is for students who need increased extended support.
Responsive Services – There are times when a crisis situation arises (death of a family member, trauma, increased school anxiety, etc.) and a child or family may need counseling support immediately.
Individual Counseling Services – At times the counselor may need to provide individualized counseling services for students struggling socially and emotionally and whose needs are not met in a group setting. These services are typically provided 30 minutes one time per week for no longer than 6 weeks. If a child needs continued counseling support then the family is encouraged to seek outside community counseling services.
SEN Student Support – The counselor works together with the SEN (Special Educational Needs) department at AISB to address any social, emotional or personal goals that a child may be working on as part of their individualized educational plan or accommodation plan. Please refer to the SEN department website for further information.
Who is the PYP counselor at AISB?
Amanda Quigley (Ms. Amanda)
Ms. Amanda is a licensed school psychologist with 7 years of elementary and early childhood school counseling experience. In the past she has also been a camp counselor, after school program manager and a classroom assistant for EAL students. This is her second year at AISB.
You can contact Ms. Amanda by email or stopping by the Early Childhood and Elementary office. email@example.com
Franny Stewart (Ms. Franny)
Ms. Franny has worked as a Psychologist in clinical and research settings for 13 years. She has worked with young children in a trauma service and most recently at a youth mental health service in Tasmania, Australia. She has worked mainly with young children and adolescents and looks forward to working with the students in the PYP.
You can contact Ms. Franny by email or stopping by the Early Childhood and Elementary office. firstname.lastname@example.org
The counseling relationship between students and their school counselor requires an atmosphere of trust and confidence. Students must trust the school counselor in order to be able to enter into a meaningful and honest dialogue with the school counselor (Iyer & Baxter-MacGregor, 2010). However, students should be informed that exceptions to confidentiality exist in which counselors must inform others of information they obtained in the counseling relationship in order to prevent serious and foreseeable harm to students themselves or others and if it is legally required.
Early Childhood 2 to Kindergarten: children aged between 2 and 6
162 students from 39 nationalities speaking 43 languages
61% of EC faculty holds an advanced degree (MA or PhD)
EST 1962 by the US Embassy
Local and expatriate families from government, business, and social welfare organizations
Highly qualified faculty with continuous access to current instructional materials, teaching strategies, and professional development.
820 students from 55 nationalities
Top 5 nationalities: 30% Romanians, 15% North American, 5% Israeli, 5% Turkish, and 4% German
223 members of faculty and staff, representing 19 countries and 26 languages. 80:20 foreign to local faculty and 10:1 student to faculty ratios.