District Overview
The BHASD guidance/school counseling program addresses the academic, career, personal, social, and emotional needs of students in
grades K-12. The program is committed to helping students eliminate obstacles that may inhibit their success. This is done through
individual counseling, small group counseling, classroom lessons, consultation and collaboration with school faculty/staff, parents, and
the community.
Grade K Description
In Kindergarten, instructional time should focus on the following three critical areas:
 Developing conflict resolution strategies in order to solve problems socially and academically.
 Awareness of career and work standards, including an introduction to a variety of careers, tools, and education that is necessary for those
careers.
 Developing social skills in order to create positive relationships with peers and self and build confidence to handle an array of social
situations.
Kindergarten Units:
 Careers and Work
 Social Skills
 Conflict Resolution
 Bullying
Subject: Guidance
Grade: Kindergarten
Suggested Timeline: 36 weeks/40 minute period
Unit Title:
Careers and Work
Unit Overview/Essential Understanding:
In the careers and work unit students will learn the term career and explore different careers. They will learn what tools, education, and skills are
needed to work in different careers. Students will be introduced to basic careers and will build upon these careers in later years as career clusters
are introduced. Students will also be introduced in the tools and education that these careers require. Work ethics are introduced at a primary
level, including words like responsibility and team work in the career field.
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Identify a variety of careers and what tools and education is needed
 Recognize that individuals have unique interests and careers should model those individual interest
 Relate the terms responsibility and team work to work standards relating to a variety of careers
Focus Standards Addressed in this Unit:
13.1.3.A- Recognize that individuals have unique interests
13.1.3.D- Identify the range of jobs available in the community
13.3.3.A- Identify attitudes ad work habits that contribute to success at home and school
13.3.3.C- Explain effective group interaction terms, such as, but not limited to: compliment, cooperate, encourage, and participate
Important Standards Addressed in this Unit:
13.3.3.B- Identify how to cooperate at both home and school
Misconceptions:
Individuals hold the same career for a lifetime
Concepts/Content:
 Careers
 Responsibility
 Team Work
 Interests
Competencies/Skills:
 Identify the term career and
necessary tools and education
relating to individual careers
Description of Activities:
Read aloud and discussions of books that explain
careers and the tools they use.
Students create their own drawing of a career and the
tools and uniform necessary
Interest surveys


Define the terms responsibility
and team work in relation to a
career
Recognize that individuals have a
variety of different interests that
make them unique
Assessments:
Informal assessments and discussions
Interdisciplinary Connections:
N/A
Subject: Guidance
Additional Resources:
N/A
Grade: Kindergarten
Suggested Timeline: 36 weeks/40 minute period
Unit Title:
Social Skills
Unit Overview/Essential Understanding:
In the social skills unit, students will develop a variety of social skills necessary to interact with their peers, adults, and themselves. The unit will
focus on establishing and maintaining relationships, decision making and responsible behavior. Students will learn knowledge and skills for
making intelligent decisions, accepting the consequences of the choice, and engaging in positive social behavior. Lessons will focus on building
and maintaining peer relationships and express appropriate emotions.
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Develop a variety of social skills necessary to interact with others
 Recognize and accept consequences for actions of choice
 Engage in positive social behavior with others
 Maintain appropriate peer relationships
 Express their emotions in appropriate ways
Focus Standards Addressed in this Unit:




16.1. K.A- Distinguish between emotions and identify socially accepted ways to express them.
16.1.K.C- Recognize that everyone makes mistakes and that using positive coping skills can result in learning from experience
16.3.K.A- Interpret the consequences of choices
16.3.K.B- Recognize there are socially acceptable ways to behave in different places
Important Standards Addressed in this Unit:
 16.1. K.A- Distinguish between emotions and identify socially accepted ways to express them.
 16.3. K.B- Recognize there are socially acceptable ways to behave in different places.
Misconceptions:
 It is unacceptable to have certain emotions
 All choices have positive consequences
Concepts/Content:
 Relationships
 Emotions
 Behaviors
 Consequences
Competencies/Skills:
 Building and maintaining
relationships
 Expressing emotions
 Understanding behaviors can
results in positive or negative
consequences
 Actions can affect others
positively or negatively.
Description of Activities:
Read aloud and discussions of books that explain
expressions of emotions and how to express emotions
appropriately
Read aloud and discussions of how students actions can
affect others in a positive or negative way.
Assessments:
Informal assessments and discussions
Interdisciplinary Connections:
N/A
Subject: Guidance
Unit Title:
Conflict Resolution
Additional Resources:
N/A
Grade: Kindergarten
Suggested Timeline: 36 weeks/40 minute period
Unit Overview/Essential Understanding:
In the conflict resolution unit students will learn the term conflict resolution and recognize that conflict between peers occur and learn
appropriate and inappropriate ways to resolve conflicts. Verbal and nonverbal communication skills will also be addressed in their relation to
conflict resolution. Students will have an understanding of how to approach a conflict and learn a variety of skills in order to help them solve
these conflicts.
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Define the term conflict in relation to interpersonal skills
 Recognize that at times individuals have different unique views and approaches
 Understand how to approach a conflict and resolve a conflict using a variety of strategies to problem solve
Focus Standards Addressed in this Unit:
13.1.3.A- Recognize that individuals have unique interests
16.1.K.C- Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience
16.2.K.A- Interact with peers and adults in a socially acceptable manner
16.2.K.D- Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict
16.2.K.E- Ask for and accept offer of help when needed or appropriate
Important Standards Addressed in this Unit:
16.2.K.D- Recognize that conflict occurs and distinguish between appropriate and inappropriate ways to resolve conflict
Misconceptions:
Some conflicts cannot be solved
Concepts/Content:
 Conflict
 Resolutions
 Coping skills
 Interpersonal skills
Competencies/Skills:
 There are many different
strategies in order to solve
conflicts.
 A resolution is when both parties
come to an agreement
 Appropriate interaction is needed
between peers in order to solve
conflicts
Description of Activities:
Read aloud and discussions of books that provide
examples of interpersonal conflicts
Variety of scenarios to brainstorm and discuss solutions
to an array of different conflicts.
Assessments:
Informal assessments and discussions
Interdisciplinary Connections:
N/A
Subject: Guidance
Additional Resources:
N/A
Grade: Kindergarten
Suggested Timeline: 36 weeks/40 minute period
Unit Title:
Bullying
Unit Overview/Essential Understanding:
In the bullying unit, students will learn and understand the term bully and explore strategies to help them overcome a bullying situation.
Students will also distinguish between a bullying situation and an appropriate conflict. Strategies to help students overcome bullies will also be a
focus of this unit. The main goal of this unit is for students to recognize what bully is and how to stop it.
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Define the term bullying
 Recognize strategies to overcome and stop bullying
 Distinguish between a bullying situation and appropriate conflict
Focus Standards Addressed in this Unit:
16.1.K.C- Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience
16.2.K.A- Interact with peers and adults in a socially acceptable manner
16.2.K.E- Ask for and accept offers of help when needed or appropriate
Important Standards Addressed in this Unit:
16.2.K.A- Interact with peers and adults in a socially acceptable manner
Misconceptions:
Every situation involving conflict is a bullying situation
Concepts/Content:
 Bullying
 Conflict
 Interpersonal skills
Competencies/Skills:
 Identify the term bully and how to
stop bullying
 Strategies to stop bulling, ask for
help, avoid, ignore, walk away,
tell the bully to stop
 Listening skills
Description of Activities:
Read aloud and discussions of books that demonstrate
bullying situations and discussions of how those
situations are handled or could be handled.
Assessments:
Informal assessments and discussions
Interdisciplinary Connections:
N/A
Additional Resources:
N/A