School Counseling

Mission Statement: The West Hartford School Counseling Program is based on the belief that every student is important and unique. Our mission is to guide all students toward the best possible educational opportunities in a supportive environment while promoting an understanding of self and others. School counselors strive to provide students with the necessary skills to become productive and healthy citizens.

Parents are encouraged to contact their child’s school counselor with any questions or concerns that may arise during the school year.

School Counselors

Brianna Gillette

School Counseling Intern

School: 860-929-2503

Megan Johnson

Clinical School Counselor

School: 860-929-5321

Sandra Lopez

School Counselor - Grade 7

School: 860-929-5320

Alison Passafiume

School Counselor - Grade 8

School: 860-929-5319

Maxine Smith

School Counselor - Grade 6

School: 860-929-5318

Susan Speir

Behavioral Analyst (BCBA)

School: 860-570-6501 ext. 5334

What We Do

School Counselors provide planned experiences that promote student academic, social-emotional and college/career development. These experiences are provided through both Direct and Indirect services and define the role of the school counselor.

Direct Services are face to face interactions between the counselor and students.

Examples include:
▢ Individual and Group Counseling.
▢ Individual Student Planning Activities.
▢ Classroom Lessons.
▢ Transition Programs.
▢ Responsive Services.

Indirect Services are interactions the counselor has with others on behalf of students.

Examples include:
▢ Advocacy to ensure student access to
▢ Consultation with parents, school-based personnel and outside providers.
▢ Collaboration within and outside the school community.
▢ Program coordination, management and delivery.
▢ Leadership initiatives to enhance student learning and promote healthy development.

Sources:
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs
Third Edition. Alexandria, VA: Author

First page of the PDF file: SCInfographicLG

School Counseling Curriculum

The School Counseling Curriculum is developmental in nature and reflects ASCA national standards with respect to what students should know and/or be able to do by the end of each grade. School Counselors deliver a series of planned lessons to their assigned students. This delivery model enables them to interact with all students, increasing the likelihood that students seek out support-if and when it is necessary. In addition to the core curriculum, School Counselors teach supplemental lessons based on identified trends in behavior or student needs.

Transition Planning

Transition Programming

Sedgwick's High School Options

A School Transition is a process that prepares partners– students, families and educators– to develop knowledge, skills, and relationships that help students move from one educational setting to another.

Components of Effective Transition Programming

Begin early (before middle school begins)and continue through eighth-grade
Respond to needs and concerns expressed by students
Include all stakeholders (i.e., students, families, teachers, administrators, etc.)
Provide structures to support student success
Build knowledge, skills and relationships

School Counselors develop and coordinate a variety of transition programs for students and families. Current Sedgwick students play an important role in this process as evidenced by our WEB Program.

“Where Everybody Belongs” (WEB)

WEB is a transition program that welcomes 6th graders and makes them feel comfortable throughout the first year of their middle school experience. Members of the 8th grade class are trained to act as positive role models, motivators, leaders and teachers who guide the 6th graders to discover what it takes to be successful in middle school. 6th grade students will experience an exciting orientation prior to the start of the school, and will meet with their assigned WEB Leader(s) during Morning Advisory one time per month.

Please refer to our transition calendar to learn more about other programming and upcoming events and activities.

Source: Middle School Matters: A Guide for Georgia Schools on Middle School Transition

Individual and Small Group Counseling

Access and Referrals
Students may access their School Counselor by:

▢ notifying a teacher or staff member.
▢ stopping by the school counseling office.
▢ emailing their school counselor.

*Email requests should be for routine matters only. If a student is upset or requires immediate support, they are encouraged to see their counselor or seek out another trusted adult within the school.

School Counselors also administer student needs assessments. Counselors use the results of these assessments to respond to individual student needs, develop small group counseling supports, and plan student and parent programs.

Statement of Confidentiality

School Counselors adhere to the following ASCA Ethical Standards with respect to confidentiality:

“Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student.”
“Recognize their primary ethical obligation for confidentiality is to the students but balance that obligation with an understanding of parents’/guardians’ legal and inherent rights to be the guiding voice in their children’s lives.”
“Promote the autonomy of students to the extent possible and use the most appropriate and least intrusive method to breach confidentiality, if such action is warranted.”