919.844.0277
9324 Baileywick Road, Raleigh NC 27615

Guidance

Magellan Charter School Counseling Services

The Magellan Charter School provides a developmental counseling program addressing the academic, personal, and social development of all students. In collaboration with parents, other school personnel, and community, the counseling program seeks to prepare all students with the skills and knowledge to contribute at the highest level as productive members of society.

Counseling Philosophy:
We believe that all students have dignity and worth and have the right to be served by a comprehensive school counseling program. We believe that all students have unique gifts and talents to be nurtured and have a capacity to learn and be supported academically. Our school counseling program will be consistent with expected developmental stages of learning and differences in learning styles.

We believe that our program will incorporate classroom, group and/or individual activities to enhance student learning. Our program will provide academic, personal and social development opportunities for all students. Evaluation of our program will determine its development and curriculum.

We also believe in abiding by the professional school counseling ethics as advocated by the American School Counselor Association. Our counselor will participate in professional development essential to maintaining a quality  school counseling program.

A Typical Third Grader

Where They Are
The average eight-year-old is explosive, excitable, dramatic, and inquisitive. She:

  • Possesses a “know-it-all” attitude.
  • Is able to assume some responsibility for her actions.
  • Actively seeks praise.
  • May undertake more than she can handle successfully.
  • Is self-critical.
  • Recognizes the needs of others.

Where They’re Going
At eight years old, your child is learning how to set goals and understand the consequences of his behavior. You can help by encouraging him as he:

  • Explores the relationships of feelings, goals, and behavior.
  • Learns about choices and consequences.
  • Begins setting goals.
  • Becomes more responsible.
  • Learns how to work with others.

Source: American School Counselor Association


 

Classroom Guidance Topics:

August: 
Introduction to Student Services/Transitioning Successfully to The Magellan Charter School

Sept/Oct:  
Friendship Circles

March:
Respecting Our Differences

A Typical Fourth Grader

Where They Are
Nine is a time of rapid learning for kids. Nine-year-olds:

  • Want to put some distance between themselves and adults and may rebel against authority.
  • Need to be part of a group.
  • Seek independence.
  • Possess a high activity level.
  • Can express a wide range of emotions and verbalize easily.
  • Can empathize.
  • Can think independently and critically, but are tied to peer standards.
  • Begin to increase their sense of truthfulness.
  • Are typically not self-confident.

Where They’re Going
At nine years old, your child is learning how to make decisions and set standards. You can help by encouraging your child as she:

  • Begins making decisions.
  • Gains a greater sense of responsibility.
  • Sets personal standards.
  • Develops personal interests and abilities.
  • Develops social skills.
  • Learns to engage in group decision-making.

Source: American School Counselor Association

 


Classroom Guidance Topics:

September:
Stand Together Against Bullying

October:
What’s So Funny?…Teasing and Taunting

February:
Differences Among Us

A Typical Fifth Grader

Where They Are
The average ten-year-old has a positive approach to life. She:

  • Tends to be obedient, good natured, and fun.
  • Possesses a surprising scope of interests.
  • Finds TV very important and identifies with TV characters.
  • Is capable of increasing independence.
  • Is becoming more truthful and dependable.
  • Tends to be improving her self-concept and acceptance of others.
  • Forms good personal relationships with teachers and counselors.

Where They’re Going
At ten years old, your child is developing communication skills and becoming more mature. You can help by encouraging him as he:

  • Improves his listening and responding skills.
  • Increases his problem-solving abilities.
  • Begins to undergo maturational changes.
  • Gains awareness of peer and adult expectations.

Source: American School Counselor


Classroom Guidance Topics:

October:
Harassment Hurts

March:
Conflict Resolution

A Typical Sixth Grader

Where They Are
The average eleven-year-old is heading towards adolescence. He:

  • Shows more self-assertion and curiosity.
  • Is socially expansive and aware.
  • Is physically exuberant, restless, wiggly, and talks a lot.
  • Has a range and intensity of emotions.
  • Is moody and easily frustrated.
  • Can relate to feelings.
  • Is competitive, wants to excel, and may put down the “out group.”
  • Exhibits “off-color” humor and silliness.
  • Teases and tussles.

Where They’re Going
At eleven years old, your child is making the transition to adolescence. You can help by encouraging her as she:

  • Copes with changes.
  • Transitions to adolescence.
  • Works on her interpersonal skills.
  • Handles peer groups and pressure.
  • Develops personal interests and abilities.
  • Takes on greater responsibility for her behavior and decisions.

Source: American School Counselor Association


Classroom Guidance Topics:

September:
Character Counts…Cliques, Gossip, Labels, and the Internet

April/May:
Stress Management

A Typical Seventh Grader
Where They Are
The average twelve-year-old is entering the stage in between childish and mature behavior. He:

  • Is spirited and enthusiastic.
  • Can “stay put” longer and exercise self-control.
  • Develops a growing sense of intuition and insight into self and others.
  • Becomes less moody and may become good-natured around adults.
  • Becomes increasingly self-reliant and self-centered.
  • Is curious but not ready for long-term planning.
  • Has strong desire to be like peers.

Where They’re Going
At this age your child is learning how to be independent as she undergoes many changes. You can help by encouraging her as she:

  • Learns to cope with changes.
  • Makes the transition to adolescence.
  • Works on interpersonal skills.
  • Adjusts to peer groups and pressure.
  • Develops her personal interests and abilities.
  • Gains a greater sense of responsibility for her behavior and decisions.

Source: American School Counselor Association


Classroom Guidance Topics:

October/November:
7 Habits of Highly Effective Teens

February:
Exploring Careers

A Typical Eighth Grader

Physical

  • Kids this age have high physical energy.
  • Skin problems are emerging; hygiene is a key issue.
  • Girls: Reach 95 percent of mature height;
  • Boys: Voice change for many; growth spurt about a year behind girls

Social

  • Neatness is a key issue with personal appearance, but not with personal environment.
  • The mirror is their best friend and worst enemy.
  • Kids this age are often quieter than 12- or 14-year-olds.
  • Their feelings are easily hurt and they can easily hurt other’s feelings.
  • Kids this age are often mean when they’re scared.
  • Close friendships are often more important to girls.
  • Boys hang out in groups.
  • Telephone, computer, video games, and other electronic diversions are a major time factor.
  • Music is becoming a major preoccupation.
  • Peer pressure increases regarding dress, language, music, in-out, being cool.
  • Kids this age worry about school work.
  • Their humor is highlighted by increasing sarcasm.
  • Horseplay and practical jokes are still popular with boys.

Language

  • Kids this age often give one word answers to questions.
  • Peer lingo is important.
  • Their language can be extreme and voices can be loud.
  • Kids this age are often rude.

Cognitive

  • An eighth-grader’s withdrawn and sensitive nature protects her developing self-concept and intellectual ideas that are not yet fully formed.
  • Abstract reasoning and “formal operations” begin to come into play in some 13-year-olds.
  • Kids this age take a tentative approach to difficult intellectual tasks; they’re not willing to take big learning risks.
  • Many like to challenge intellectual, as well as social, authority.

Source:
From Yardsticks: Children in the Classroom Ages 4-14 by Chip Wood, © 1997 by
Northeast Foundation for Children



Transitioning to High School

To help you with high school planning, please find below the monthly timetable of Magellan services:

October:
Private School deadlines differ from the Wake County School System deadlines. If interested in having your child attend a private school, please check the website for admission details and deadlines.

January:
Inform you of magnet opportunities and timelines (contact: Martha Rafferty)

February:
Direct you to your base school’s open house and procedures for registration (contact: Martha Rafferty)

March:
Provide CFNC instruction for both parents and students. The College Foundation of NC has a wonderful website useful in planning the high school course of study in addition to tracking activities, awards, and accomplishments for college applications. It is also a great tool for researching college options.

Schedule counselors from area high schools to be on hand at Magellan to provide registration assistance including forms and enrollment materials. (If a counselor from your designated school is not able to attend, you will be directed to your school guidance office.) (contact: Martha Rafferty)

April:
Class registration forms and enrollment forms due to your high school counselor.

April/May:
Arrange “transition” classes for small groups of students. Students will meet with a former Magellan student who will give tips on transitioning (socially AND academically) successfully to high school. (contact: Melanie Biddell)

June:
Provide a drug/alcohol use prevention program (contact: Melanie Biddell)
Provide a parent’s “brown bag” lunch for high school discussion/ questions/answers. Kleenex optional!(contact: Martha Rafferty and Melanie Biddell)