School Counseling Program
School Counseling Supports
- Monthly Classroom Lessons- Social Emotional Lessons offered to all participating classrooms. Scope and Sequence below
- Group Counseling– Friendship Building Lunch Bunch, Worry groups, Affinity Groups, and Social Skills groups
- Check in support– Students fill out forms to meet with the counselor for 1-1 problem solving and support
- Individual- Strengths-based solution focused school counseling sessions (6-8 sessions, waitlist)
- Restorative Peer Mediation– Support respectful communication and problem solving among peer groups using restorative justice practices
- Consultations- Support to staff, families, and community members on a variety of student issues and concerns.
2023-2024 Scope and Sequence of Learning
In conjunction with classroom Second Step lessons (Social emotional curriculum provided by teachers), the school counseling program offers supplementary lessons and follows the schedule below.
| Month | K-1: Focus: Awareness of Emotions, Self, & Others | 2-3: Focus: Self and Community Care | 4-5: Focus: Self and Community Care |
|---|---|---|---|
| September | Self Advocacy- Meet the Counselor | Self Advocacy- Meet the Counselor | Self Advocacy- Meet the Counselor |
| October | Emotional Awareness- interpret facial expressions, body language, actions, and words | Coping Skills- Emotional awareness, what works for me, know when to use them | Emotional Regulation- What is happening in the brain and how to regulate |
| November | Emotional Awareness- coping with big feelings | Healthy Friendships- I-messages, listening, apologizing | Healthy Friendships- boundaries, communication |
| December | Emotional Awareness- communicating feelings | Bullying- recognize, report, and refuse | Bullying- reflect on impact, practice being upstander |
| January | Self Awareness- impact of actions | Empathy- Perspective taking | Empathy- Perspective taking |
| February | Self Awareness- flexible thinking | Self Esteem- positive self-talk | Self Esteem- Strengths inventory, identify thinking traps |
| March | Social Awareness- appreciating differences | Celebrating Diversity- understanding similarities and differences, how they enrich us | Celebrating Diversity- positive Identity development and supporting other’s identity |
| April | Social Awareness- empathy and kindness | Stress Management- understand stress response and what to do | Academic Stress Management- Executive functioning skills |
| May | Career Awareness- what is a career? | Career Awareness- what interests me? | Career Exploration- what fits my interests, skills, values? Explore college and career connection. |
| June | Coping with Change- new class, teacher, classmates, summer break | Review Skills | Review Skills |
Why School Counseling
The elementary school years set the tone for developing the knowledge, attitudes, and skills necessary for children to become healthy, competent, and confident learners. They are beginning to develop decision- making, communication, and life skills, as well as character values. It is also a time when students develop and acquire attitudes toward school, self, peers, social groups, and family.
Through a comprehensive developmental School Counseling Program, school counselors work as a team with the school staff, parents and the community to create a caring climate and atmosphere. By providing education, prevention, early identification and intervention school counselors can help all children achieve academic success.
Meet the Counselor
Hi there! My name is Allie McDonald and I am Fairmount Park’s school counselor.
I was born and raised in Southern Utah just outside of Zion National Park. While I loved the sun and red rocks, I yearned for rich cultural experiences, a great education, and a thriving city (Seattle!).
Luckily for me, I had an amazing school counselor who supported me in exploring college and scholarship options. She also helped me navigate difficult life experiences with kindness and empathy that inspires the counselor I strive to be every day (shoutout to Mrs. Ovard!).
I am a University of Washington alumna and received my graduate degree in counseling at the University of Colorado. I am passionate about helping students tap into their unique strengths, knowledge, and past successes to problem solve and feel positive about themselves and their future. I truly feel like I have the best job in the world!
In my spare time, I enjoy film photography, reading, cooking, nature walks, and spending time with loved ones. A personal goal of mine is to learn how to make good kimchi and injera, fermentation is so cool! I also love engaging in conversations about culture and sharing my Japanese heritage with my community.
Stress Relief and Coping Skills
- Coloring and Drawing Virtual Room
- Sounds and Music Virtual Room
- Visual Relaxation Virtual Room
- Puzzles and Games Virtual Room
- Mindfulness Virtual Room
- Exercise and Yoga Virtual Room
- Live Animal Cams Virtual Room
- Field Trip Virtual Room
- How to Help a Child Cope
Caregiver Info
- Free virtual 6-session education program for caregivers of children experiencing mental health symptoms: NAMI Virtual Program
- Comprehensive mental health resources for families including warning signs, parenting tools, and steps to take: Seattle Children’s Mental Health Resource List
- Caregiver resources on Autism, ADHD, Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, and Tourette: Neurodiversity Celebration Week Parent Resources
- Childhood Anxiety resource list for families: Unmasking Anxiety
- List of local and online counseling services serving BIPOC: Mental Health Resources for BIPOC Communities
- Counseling Service Provider List for Children and Youth
- Guide to media for kids 5-7: Parent Media Guide
- Guide to media for kids 8-9: Parent Media Guide
- Guide to media for kids 10-12: Parent Media Guide
- Supporting your gifted child: Northwest Gifted Child Association (NWGCA) and SENG -a nonprofit network of people who guide gifted, talented, and twice-exceptional individuals to reach their goals intellectually, physically, emotionally, socially, and spiritually.
Online Books and Book Lists
- Neurodiversity Comic Book
- Stories That Never Stand Still: Uplifting Stories by Young People with ADHD
- Mental Health Book Recommendation List
- Critically Reviewed Kids Book Lists categories are vast and include LGBTQ+, Black, Afro-Latinx, Asian-American and Pacific-Islander, Arab-American, Latinx, Indigenous, Muslim, Anti-bias, economic class, family structures, Whiteness, and so much more!
Social Emotional and Academic Apps
- App for kids dealing with the loss of a loved one, grief: Apart of Me app
- App for kids dealing with self-harm: Calm Harm app
- Private social network app to increase family connections, communication, and mindfulness practices. Can be used with up to 11 family members near and far: myKinCloud app
- Apps that promote friendly behaviors: Prosocial app list
- Apps to help kids stay focused: Focus and Organization
Tutoring
- Free live virtual tutoring from The Princeton Review through Seattle Public Libraries.
- In-person homework help at Seattle Public Library’s High Point Branch available Mondays 4-6 p.m., Tuesdays 4-7:30 p.m. and Wednesday 4-5:45 p.m.
Services
Food and Clothing:
Fairmount Park has assistance; contact me at aemcdonald@seattleschools.org, PTA, or West Seattle Food Bank 206-932-9023.
Rent or Utilities Support:
West Seattle Helpline, 206-932-4357, or call 211.
Counseling and/or Psychiatric Evaluation:
Southwest Youth & Family Resources, 206-937-7680
Navos West Seattle, 206-933-7000
Neighborcare, 206-461-6950 or 206-658-8048
Transition, Temporary Housing and Homelessness:
McKinney-Vento Liaison of Seattle Public Schools, 206-252-0857
Transition, Temporary Housing and Homelessness:
McKinney-Vento Liaison of Seattle Public Schools, 206-252-0857 (or contact Ms. Breidenbach)
*Your information is confidential and will only be known to counselor and admin*
Crisis
24-hr Suicide Lifeline: 800-273-8255
24-hr Crisis Line: Text ‘HOME’ to 741741
Trevor Project—LGBTQ: 866-488-7386
Trevor Project Text: Text ‘START’ to 678678
Trans Lifeline: 877-565-8860
How to Contact/Refer
I’d love to meet you! To schedule a call, Microsoft Teams Video, or connect further, email me at aemcdonald@seattleschools.org. Please note I am at Fairmount Park every other week.
To refer your student for individual counseling or group counseling, use this form: Individual Counseling Form
Common Questions
How does my child receive the counseling programming?
- All students are able to request check-ins if they need support or skills around social/emotional struggles. These are not school counseling sessions. They are aimed at providing a quick support (teaching coping skills, conflict resolution skills, validate big feelings, etc.) to help a student feel successful and comfortable at school. Family and teachers also request check-ins for students. If concerns arise, I will reach out.
- Classroom counseling lessons are provided at the discretion of your student’s teacher. Please contact us if you are concerned about your student’s participation.
- Group counseling is offered to students who could use extra support and community. These are 8 sessions and the topics change based on grade-level needs. Students are referred by themselves, staff, and family. I will contact you and get a signed informed consent form before meeting with a student for group.
- Individual counseling is 6-8 sessions of strengths-based solution focused school counseling based on the student and families goals. These are typically in response to sudden or concerning changes in attendance, behavior, social skills, personal problems, or family crisis. Students are referred by themselves, staff, and family. I will contact you and get a signed informed consent form before meeting with a student for individual counseling. After 6-8 weeks, I can provide you a referral to seek long term counseling supports.
How does confidentiality work in school counseling?
What students and families discuss with me will be kept confidential unless there is concern for harm to student self or harm to others, the student is in danger, or the student/family gives me permission to share with relevant staff or outside providers. If there is potential harm to your student, I will always contact you and create a safety plan.