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Student Services & Counseling

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Student Services & Counseling

Student Services Overview

Falk Student Services aim to provide support to students who may encounter illness, social and emotional stress, and/or learning obstacles at any time during the school year.  Our focus encourages students to engage in strategies that foster social, emotional, and academic growth. The professionals who staff our support programs work together to complement and coordinate services so the best possible plan of action is developed for each student. 

Counseling

The counseling approach at Falk is very much rooted in Adlerian theory with a focus on social connectedness, overcoming feelings of inferiority and empowerment for all students. Social justice and inclusivity are the cornerstone of Falk's Counseling Department. Below is a list of services offered by the Falk Counseling Center:

  • brief, solution-focused individual counseling,
  • small group counseling around a specific issue or topic,
  • the high school placement experience,
  • classroom lessons/discussions,
  • consultation for emotional, social, or behavioral concerns of student(s),
  • collaboration with faculty, caregivers, and health care providers to ensure the best approach for students,
  • referrals for outside services related to social and emotional wellbeing for students and families,
  • facilitation of peer mediations,
  • risk assessment related to self-harm or substance use, and
  • Social Justice related activities that encourage global thinking.

Educational Support Team

Together, we share the responsibility to:

  • work in partnership with teachers and parents to support the inclusion and growth of students with identified disabilities and,
  • collaborate with teachers in the design and implementation of instructional strategies that facilitate the learning of students with and without disabilities.
  • maintain a culture of community, that values diversity and  belonging, in keeping with the Falk School philosophy and beliefs about children,
  • differentiate  the instructional environment to ensure that students are making meaningful progress as they learn together, and
  • maintain high expectations to actively engage students in their own learning and to respond to  their unique strengths, interests, and needs.