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HI GUYS!! HERE IS OUR WIKII FOR COUN417 - ADVISORY UNIT. FEEL FREE TO ADD INFORMATION AND SUGGESTIONS IN HERE AS YOU PLEASE! YOU CAN ALSO ADD PICTURES AND FILES BUT I WOULD SUGGEST JUST TYPING DIRECTLY ONTO THIS PAGE TO MAKE IT AS SIMPLE AS POSSIBLE. YOU CAN ADD A FILE TO THIS PAGE AS WELL BUT THE ACTUAL EDITING SHOULD BE DONE ON THIS PAGE. DO NOT WORRY ABOUT THE FORMAT...LET'S JUST HAVE THE INFORMATION AND WE CAN MAKE ADJUSTMENTS TO THE FORMAT ONCE WE PUT THEM IN WORD DOCUMENT. **NOTE: The only problem I seem to have is that I cannot copy text from a word doc and paste it here but I can copy from here and paste**
 * into a word doc. This might be the flaw of it unless anyone else figures out, let me know. Thanks. Chanya **

MIDDLE SCHOOL ADVISORY UNIT COUC 417

Northeastern Illinois University

Teachers Names:-Mrs. Elmasri, Ms. Chanya Park, Ms. Purvy Modi

__**The Advisory Program:**__ Every young adolescent needs the opportunity to develop their sense of belonging, independence, and responsibility in addition to academic work they are receiving in school. An advisory program is necessary to facilitate these opportunities where students can develop "positive relationships with adult members in an environment that responds to the needs of social, emotional, and civic learning." An advisory teacher meets with a small group of students where "every student is known well by at least one adult." During the session, the advisory teacher coaches and facilitates topics/discussions based on student needs and what they can relate to rather than subject matter content.

A number of research have found advisory programs, also known as advocacy programs, to be beneficial in many ways. According to Mac Iver (1990), the number of dropouts reduced when students were given advisories focusing on social and academic activities. George and Oldaker (1985) also suggested lower dropout rates and an improved school climate and student self-concept. Ziegler and Mulhall's (1994) research suggested that students improved in their decision making, sense of belonging to school, and in teacher-student relations. However, it must be noted that despite the well-known significance of the advisories, they are also one of the most difficult components of middle school programs to implement; therefore, careful considerations, planning, monitoring, and implementing must be taken into account.

__**OVERVIEW OF THE UNIT:**__ This Healthy Body Image Middle School Advisory Unit is intended for middle school student in grades 6-8. The middle school setting is urban with a diverse ethnic and demographic population. There are 20 full-time teachers, one psychologist, one health nutritionist, one physical therapesit,and one counselor available for total of 24 adults. There are 280 students. A teacher will be in charge of every 14 students for the advisory. Students participating in the activities will be from the different grade level. Subjects taught at the school include math, English, social studies, science/health, physical education, art, music, and foreign languages. The middle school has club and intramural sports at the end of day for students to participate in. Advisory sessions will take place in the mornings on daily basis between 8.55am-9.25am before the first period starts.

Within the school, this unit functions to make students appreciate who they are and have respect for other people. This unit supports other school initiatives in developing relationships with peers and adults and character development through effective and healthy development of the students. The unit will cover issues involving healthy body image for both genders. this unit supports the school health education program and positive behavior interventions. The unit will meet students needs for work with more physical, social, and emotional concerns during puberty years.

__**UNIT'S GOALS AND EXPECTATIONS:**__ In this unit we expect to address several of the Illinois State Board of Education's Social Emotional Learning Standards. In this advisory unit, students will become aware that there are several things that determine long-term health and happiness in how they view themselves. Everyone's self-image is influenced by the way they perceive about their own bodies and how they think others think of them. Many people feel obligated to comply with what and how society expects them to be while many face self-esteem issues, unhealthy diet, and so forth. Many unhealthy practices (behaviors and attitudes) lead some to have unhealthy growth and development (underweight problems, obesity, etc). Healthy body image is necessary for everyone especially Middle School students who are at the age where positive development and growth should be encouraged.
 * Develop self-awareness and self-management skills to achieve school and life success. (SEL Goal 1)
 * Use social-awareness and interpersonal skills to establish and maintain positive relationships. (SEL Goal 2)
 * Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. (SEL Goal 3)

The goal of this advisory unit is for students to become aware that everyone has physical differences which are influenced by the unique growth and development. Students will learn to have respect for themselves and others despite any differences. They will also learn that there are many factors that influence the way we think about ourselves and others as well as the keys to healthy maturation. By accepting their body image and understanding what constitutes healthy behavior, they can learn to lead happier lives.

__**UNIT'S ACTIVITIES**__ __**DAY 1 > DIFFERENCES ARE OKAY**__ - Developing awareness people are different in many ways, including physically - Discovering that some differences can be changed by our actions and effort while we have no control over some other differences. - Developing an acceptance that differences are okay.
 * Needs to be Met:**


 * State Items Covered:**
 * 1) 1. Conferencing techniques with parents, students, and others.
 * 2) 3. Activities that demonstrate implementing cooperative/collaborative learning.
 * 3) 4. Activities that demonstrate affective education.
 * 4) 11. How to help students learn to value cultural diversity within the school and the community.

- To be able to list reasons why differences in people are important and why they should be recognized. - To be able to determine the differences and similarities between normal growth and development of boys and girls. - To be able to identify what people can do to promote healthy growth and maturation.
 * Goals (Time to Implement - 30 minutes):**

(This advisory activity is meant to be a small and whole group discussion) - Divide students into small groups and provide handout (refer to attached handout: DIFFERENCES ARE OK). Give the students about 5-10 minutes to answer questions regarding the ways people are different from each other and things they are good at. - Have students share answers within their group and then discuss as a class based on the worksheet and responses. Here, teacher should emphasize how everyone has strengths and weaknesses but these differences make everyone unique and makes our society more interesting. - Teacher asks class if they have ever been picked or teased others about physical qualities and how they felt. Discuss how to approach this situation. - Teacher provides and discusses the following information: Just as with other traits, each of us grows, develops, and matures at different rates. A normal physical growth and development involves rapid changes in height, weight, and weight distribution. In girls, this begins earlier than in boys, usually between 10.5 and 11.5 years but could be as early as 8 or 9 and as late as 12 or older. Girl's full physcial growth/development is usually reached when they are 15.5 years old and maturation often accompanies a drop-off in physical activity. In boys, development begins between 11 and 13.5 years and full physical development is reached by 16 or 17 years of age. It is accompanied by a dramatic inrease in msucle and strength and early physical maturity gives a great advantage in sports. - Teacher continues to discuss how growth and development are often accompanied by substantial increase in appetite, good eating behavior, and exercise. Discuss various things that promote healthy growth. Give students a self-assessment checklist (refer to attached handout: HEALTHY EATING BEHAVIOR CHECKLIST) to complete and take home.
 * Procedure:**

- To provide an introduction and background on the advisory unit and its purpose. - To explain instructions for handouts. - To lead discussions, encourage students to share ideas, and provide basic information on growth and development of male and female adolescents. - To make sure that purpose and message of activity is understood by all students: Everyone is different in many ways, including physically. Some differences are within our power to influence, while others are out of our control. Each of us should be the best we can and have respect for others and their differences.
 * Teacher Role:**

- To answer questions on handout and share responses with their group members. - To participate in small group and class discussions led by the teacher. - To actively listen to other people's ideas and opinions and share their own ideas with the class. - To complete self-assessment checklist and bring home to share with family members.
 * Student Role:**

- To join discussions and share their ideas with students and teachers. (optional) - To be familiar with advisory unit and its topics of study. - To use information and message from this activity and encourage healthy growth and development by promoting positive eating behaviors and others at home and outside. - To listen to the child when they bring self-assessment checklist and go over with them.
 * Family Role:**

- The school psychologist or arranged health consultant will join discussions or help provide addtional useful information for the activity.
 * Resource/Community Role:**

- Participation in small and class discussions. - Completion of two handouts. - Informal assessment on how much students perceived the purpose and message of the advisory activity.
 * Assessment of student work:**





__**DAY 2 ->**__ __**MEDIA STEREOTYPES AND SEFL-ESTEEM**__ -to live healthy and maintain good health -to be aware of media deciptions and misconceptions -to be aware of danger of eating disorder and its physical and emotional affects on the body image
 * Needs to be Met:**


 * State Items Covered:**
 * 1) 1. conferencing techniques with parents, students, and others
 * 2) 3. activities that demonstrare implementing cooperative learning, and/or collabrative learning
 * 3) 7. activities that demonstrate decision making strategies instruction.

-to be able to recognize media negative messages that leads to stress and depression -to be able to challenge the stereotyping about ideal body type and be satisfied with your health in the first place -to be able to avoid the danger of Eating Disorder behavior -to be able to control the healthy type of body by following healthy ways -to be able to promote self-esteem to achieve success in life
 * Goals (Time to implement-30 minutes):**

(This activity is designed for discussion.) -Teacher to divide students into small groups of three to four persons per group. give each group two ads from a recent issue of a popular magazine for teens and two copies of the Advertising Questionaire handout (see attached handout activity # 3 & 4) -Ask each group to discuss and answer the questions about each add (refer to attached handout: Advertising Questions Activity # 3) -Ask one representiative from each group to briefly present their conclusions about at least one ad the group already critiqued. -Teacher will summarize their responses from one to six on the overhead projector: Some of the responses would be on the models who appear thin and eating unhealthy food, rarely overweight, make the models look good naturally, without going through a lot of serious emotional problems or physical treatments. They offten show products to enhance your body image but you can see the advertising models are in coflict. they never showed the deadly signs of eating disorder.The adds only represent a very narrow expectations. -The counselor will be available to respond to the students questions about the topic and the bad behavior and talked to the students how to react to these negative stereotyping and media to help them staple their emotions and control further dangerous effects on them. -Students will look at the Advertising Questionaire activity #4 to complete and take home to share with their parents.
 * Procedure:**

-Provide students an opportunity to discuss the negative messages behind the advertisements -Present to the students healthy ways and ideas to dispel misconceptions about "ideal body type" -to listen to other adults and peers and share your opinion and own ideas with class -to complete the questions and the advertisements questioneer hand-out and share responses with your group members and the whole class -to read the nutrition education information sent to you from the school, and/or join the school in discussion about the negative affects of the media, and discuss with your children how to react to it in a positive behavior to maintain high self-esteem. -to detect the warning signs of eating disorders and discuss it with family members -to get an idea of the community resources for treatment services.
 * Teacher Role:**
 * -P**ass letters to the parent explaining the topic of nutrition and the eating disorder habits information
 * -**Plan an advisory lessons involoving school health program through meaningful activities as part of health education classes
 * Student Role:**
 * -**to participate in the class group activities to discuss the media and advertisements misconceptions
 * Family Role:**

Invite the school counselor to respond to the students concerns about ideal body type and eating disroders
 * Resource/Community Role:**

-Active participation in class discussion on the media and stereotyping. -completetion of the answers of the Advertising Questions activity # 3 & #4 handouts. -ask and answer questions asked by the students, counselor, or the teacher. -write about positive things you have learned from this advisory and if you will adopt it or not and why.
 * Assessment of Students:**

__**DAY 3 -> NUTRITION-DECISION-MAKING**__ -to understand how to maintain a healthy body weight using both diet and exercise
 * Needs to be Met:**
 * -**to live healthy and make good nutritional food choices


 * State Items Covered:**
 * 1: Conferencing techniques with parents, students, and others
 * 3: Activities that demonstrate implementing cooperative learning, and/or collaborative learning
 * 7: Activities that demonstrate decision making strategies and instruction

-to be able to describe what are good food choices for a healthy and nutritious diet -to be able to know how and where to find dietary information for a food -to be able to list at least 3 characteristics of a healthy diet - to be able to list at least 3 different good eating behaviors
 * Goals (Time to Implement-30 minutes):**

This activity is designed for a group discussion.
 * Procedure:**

Teacher will facilitate discussion and start by asking students a thinking question. **What do you think are the most important factors in achieving/maintaining a healthy body weight?** Possible answers from students might be diet and exercise, good metabolism, heredity, good eating behaviors, etc. Teacher should educate students about the diet myth, which is a false myth that states that dieting is the only way to lose weight. This only leads to short term weight loss, which can lead to frustration and other emotional and/or behavioral problems. Teacher should then educate students on the importance of both diet AND exercise. Teacher should then use a laptop and a projector to introduce students to the food pyramid website which is www.mypyramid.gov. Teacher should guide students through the website so that they know how to navigate around it. Teacher should show them where to go to look for information regarding what foods to eat, portion sizes and food recommendations for children, teens, and adults. Teacher should also inform students on the importance of good eating behaviors. Teacher should advise against students engaging in quick "fad" diets in an attempt to quickly lose weight Teacher should also encourage the use of good healthy eating behaviors such as eating only when hungry and stopping immediately once full, eating slowly, eating nutritious snacks, and exercising.

-Pass letters to the parents explaining the topic of proper nutrition for children -Provide students an opportunity to discuss the differences between healthy eating and fad diets, and good eating behaviors and bad eating bheaviors -Provide students an opportunity to share their personal experiences -Present to the students healthy and nutritious ways to make good dietary choices
 * Teacher Role:**

-to participate in the class' group activities to discuss the importance of a healthy diet with regular exercise to maintain a healthy weight -to listen to other adults and peers and to share your own ideas and opinions with the class
 * Student Role:**

-to read the nutrition education information sent to you from the school, and/or join the school in discussion about the negative affects of dieting, and making poor eating and behavior choices -to detect the warning signs of eating disorders and discuss it with family members
 * Family Role:**

-Invite the school health nutritionist to respond to the students concerns about body images regarding weight -Invite the gym/health teacher to also talk to the students
 * Resource/Community Role:**

-active participation in class discussion on nutrition and food choices
 * Assessment of Students:**

__**DAY 4 -> EXERCISE - GOALS-SETTING**__ __**DAY 5 -> ALCOHOL AND OTHER DRUGS - PEER PRESSURE**__ __**REFERENCES**__ []

[]

Ziegler, S., & Mulhall, L. (1994). Establishing and evaluating a successful advisory program in a middle school. //Middle School Journal, 25//(4), 42–46.

Mac Iver, D. (1990). Meeting the needs of young adolescents: Advisory groups, interdisciplinary teaching teams, and school transition programs. //Phi Delta Kappan, 71//(6), 458–464.

George, P., & Oldaker, L. (1985). //Evidence for the middle school//. Columbus, OH: National Middle School Association.