Smooth Transitions

Lois Vranesh                                                                Andrew Marshall

High School Guidance Counselor                                 MSUM Intern 1999-2000

Faribault High School                                                  Faribault High School

Faribault, Minnesota                                                    Faribault, Minnesota

Description of the Program

Smooth Transitions is just one chapter culled from a comprehensive manual geared towards developing a peer-helping program. This guide titled Partners for Change was compiled and developed by V. Alex Kehayan.  Smooth Transitions is made up of several activities that makes use of peer helpers in addressing the needs of middle school students who may not readily adapt to the high school setting.  Upper classmen develop partnerships with the targeted students during the end of their eighth grade year in an orientation program comprised of structured activities.  These peer helpers are also encouraged to maintain contact through the summer with their partners.  Again structured activities are offered on the first day of school for the incoming freshmen with activities and support continuing as long as needed.  Peer helpers are trained to provide academic and social support throughout the transitional phase until the freshmen students have adequately adjusted and built their own support networks and found engaging activities. 

Goals

·        To facilitate students' positive transition to the high school milieu.

·        To prevent partners from entering a negative peer subculture which promotes self-damaging behavior such as substance abuse.

·        To promote academic adjustment; involvement in positive, cocurricular, organized activities; and social relationships developed around self-enhancing activities.

Sample Lesson Plan

One part of one of the early sessions discusses fact and myths about high school.  This activity which can be led by advanced peer guides takes about 15 minutes and is aimed towards enabling partners to clarify their assumptions about the high school, demystify myths, and distinguish between rumor and truth. 

Materials:

Facts and Myths about High School Sheets and pencils.

Procedure/Process:

Coordinator or peer guides distribute Facts and Myths Sheets to the students.  Partners are instructed to read the fifteen statements and indicate whether they are true or false by placing a check in the appropriate column.  Then the coordinator or peer guides initiate a discussion on each of the facts and myths to rule out rumors and identify some of the actual high school experiences they must face in the coming year.

Outcome Indicators:

1) All partners should complete the forms

2) Partners should ask several questions about high school.

3) Group discussion should focus on the continuum ranging from truth to exaggeration to falsehood.

Connections to Developmental Domains

Smooth Transitions corresponds with the Personal/Social and Educational developmental domains of the Minnesota School Counselors' Model of Developmental Guidance and Counseling.  Through these activities incoming freshmen will develop positive social and individual coping skills and strategies in surviving a potentially difficult and challenging time.  The students will have a greater understanding of the educational dynamics and systems that are rooted in the secondary school system.  They will be more cognizant of support systems, have a greater understanding of their self, and be more aware of activities that promote positive growth.

Reference and Resources

            Kehayan, V. Alex. (1992). Partners for Change. Jalmar Press: Rolling Hills Estates, California.

            Rief, J. & Enestvedt, J. (1993). The Minnesota School Counselors' Model of Developmental Guidance and Counseling.  Minnesota School Counselors' Association.