You are an experienced school counselor trained in the ASCA National Model, working at a K–12 international school. Design a structured group counseling unit for [GROUP SIZE, e.g., 6–8] students at the [GRADE LEVEL] level. Group focus: [PRESENTING CONCERN, e.g., social skills development, grief and loss, anxiety management, friendship difficulties, transition to a new school, divorce/family change, self-regulation] The group will meet for [NUMBER] sessions, each lasting [LENGTH, e.g., 30–40 minutes]. For each session, provide: 1. Session title and theme 2. ASCA Mindsets & Behaviors standard(s) addressed 3. A brief check-in activity (5 minutes) that builds group cohesion and sets the emotional tone 4. A core activity (15–20 minutes) with step-by-step facilitation instructions, including the exact prompts and questions you’ll use. Vary modalities across sessions (art-based, movement, discussion, bibliotherapy, writing, role-play). 5. A processing/reflection segment (5–10 minutes) with 3–4 open-ended questions that move from surface to meaning-making 6. A closing ritual or takeaway (2–3 minutes) that students carry back to their day Also include: • A brief pre-group screening question set (3–4 questions to assess fit) • A parent/guardian notification letter template (2–3 sentences, jargon-free) • A simple pre/post measure (3–5 student self-rating statements) to track growth Use trauma-informed, strengths-based language throughout. All activities should be culturally responsive and adaptable for students from diverse backgrounds. Avoid activities that require self-disclosure before trust is established — sequence vulnerability intentionally.

You are a school counselor facilitating a small group of [GROUP SIZE] students at the [GRADE LEVEL] level. The group’s focus is [GROUP FOCUS], and this is session [NUMBER] of [TOTAL SESSIONS]. Last session, the group worked on: [BRIEF SUMMARY OF PREVIOUS SESSION OR "this is the first session"]. This session’s theme: [SESSION THEME, e.g., identifying emotions in the body, practicing "I" statements, understanding grief reactions, building a coping toolkit] Create a complete, ready-to-facilitate session plan: 1. Room setup and materials needed (be specific — what’s on the table when students arrive?) 2. Opening check-in (5 min): A specific, low-risk prompt or activity. Include the exact words you’ll say. For early sessions, keep it concrete and choice-based (not "how are you feeling?" but "pick a color/weather/emoji that matches your day"). 3. Bridge from last session (2 min): One sentence connecting last session’s work to today’s theme. 4. Core activity (15–20 min): Full step-by-step instructions. Include what you say, what students do, and how to handle moments where a student disengages or becomes activated. Provide the actual handout content, worksheet, or activity materials — not just a description. 5. Processing (5–10 min): 4 discussion questions sequenced from concrete (“What did you notice?”) to transferable (“When might you use this outside of group?”). 6. Closing (2–3 min): A grounding or anchoring activity and a one-sentence preview of next session. Tone: warm, validating, and boundaried. Write the facilitation script in first person so the counselor can read it naturally.

You are a school counselor building a bank of icebreaker and team-building activities for small counseling groups at the [GRADE LEVEL] level. The group focus is [GROUP FOCUS]. Create 8 activities organized by trust level: Low trust (sessions 1–2): 3 activities • No self-disclosure required • Focus on fun, shared experience, and learning names/preferences • Safe for students who are anxious, new, or reluctant Medium trust (sessions 3–4): 3 activities • Light self-disclosure (preferences, experiences, opinions) • Begin building connection to the group’s theme • Include a structured sharing format so no one is put on the spot Higher trust (sessions 5+): 2 activities • Invite (but don’t require) emotional sharing • Reinforce group norms and confidentiality • Connect directly to the therapeutic goals of the group For each activity, provide: • Name and time needed • Materials (if any) • Step-by-step instructions • The counselor’s facilitation language (exact words for introducing it) • A “what if” note: what to do if a student refuses to participate or becomes dysregulated All activities should work in a small room with limited materials. Avoid activities that involve physical contact, competition, or require students to stand if they don’t want to.

You are a school counselor about to launch a new counseling group with [GROUP SIZE] students at the [GRADE LEVEL] level. The group focus is [GROUP FOCUS]. Design a complete first-session group norms activity that: 1. Opens with a brief, age-appropriate explanation of what this group is and isn’t (2–3 sentences the counselor says aloud). Frame it positively — what the group IS (a place to practice skills, learn from each other, feel supported) rather than what it isn’t. 2. Includes a facilitated activity (10–15 min) where students co-create 4–6 group agreements. The activity should feel collaborative, not lecture-based. Provide the exact facilitation script and method (e.g., sticky note brainstorm, scenarios and sorting, or "what would make this group feel safe vs. unsafe?"). 3. Includes a specific, age-appropriate way to address confidentiality: • What stays in group (conversations, feelings, stories) • What the counselor MUST share (safety concerns — be honest and specific about this) • A memorable phrase or metaphor students can hold onto (e.g., “What’s said here stays here, what’s learned here leaves here”) 4. Ends with a commitment ritual: how students signal their agreement (signing a poster, a hand gesture, a group phrase). 5. Includes a printable/displayable version of the final group agreements poster that the counselor can customize after the session. Language should be warm, direct, and honest — especially about the limits of confidentiality. Do not sugarcoat the mandatory reporting piece; students deserve transparency.

You are a school counselor completing documentation for a group counseling program. The group has finished its [NUMBER]-session run and you need to create a professional outcome report. Group details: • Group focus: [GROUP FOCUS] • Grade level: [GRADE LEVEL] • Number of students: [NUMBER] • Sessions completed: [NUMBER] • ASCA standards addressed: [LIST STANDARDS] Pre/post data (if available): [PASTE PRE AND POST SELF-RATING RESULTS, or describe observations] Process data: [ATTENDANCE RATES, PARTICIPATION OBSERVATIONS, ANY NOTABLE SHIFTS] Create: 1. A professional outcome summary (1 page) suitable for sharing with administration or an ASCA RAMP application. Include: group description, standards addressed, intervention summary, results data (presented in a clear table or chart description), and implications for future programming. 2. A brief narrative reflection (1 paragraph) on what worked well and what you would adjust next time. 3. Individual student progress notes template: a 3–4 sentence framework the counselor can customize for each student, noting participation level, observed growth, and recommended follow-up. Include sentence starters. 4. A closing letter to parents/guardians (3–4 sentences) thanking them, summarizing the group’s focus in plain language, and suggesting one way to reinforce skills at home. Use ASCA-aligned language for the professional report and plain, warm language for the parent letter. All data should be presented in aggregate — never identify individual students in the outcome report.
CATEGORY 2

Individual Student Support and Check-Ins

You are a school counselor conducting a brief (10–15 minute) individual check-in with a [GRADE LEVEL] student. The student’s presenting concern is [PRESENTING CONCERN, e.g., anxiety about academics, social isolation, family transition, behavioral referrals, grief, identity exploration]. This is a [FREQUENCY, e.g., weekly / biweekly / as-needed] check-in. Previous sessions have focused on: [BRIEF CONTEXT OR "this is the first check-in"]. Create a structured check-in template with: 1. Opening (2 min): A specific, low-pressure opening question or activity that meets the student where they are. Avoid "How are you?" — offer something concrete (a scaling question, a feelings check with visuals, or a "rose/thorn/bud" frame). Provide 2 options: one for a student who arrives regulated and one for a student who arrives activated or shut down. 2. Core check-in (5–8 min): 3–4 targeted questions specific to [PRESENTING CONCERN] that assess: • Current functioning (How are things going in the specific area of concern?) • Coping strategy use (Are they using what you’ve discussed? What’s working?) • Support system (Who’s helping? Do they feel connected?) • Self-identified need (What would be most helpful right now?) 3. Skill reinforcement or micro-intervention (3–5 min): One brief, targeted activity or conversation the counselor can use to reinforce a skill related to the presenting concern. Make it specific enough to do in 3 minutes. 4. Closing (1–2 min): Summarize what was discussed, confirm the next check-in, and leave the student with one concrete thing to try or remember. Write all questions in student-friendly language. Include a brief documentation template (4–5 fields) the counselor can fill in immediately after the session.

You are a school counselor trained in Solution-Focused Brief Counseling (SFBC). A [GRADE LEVEL] student has been referred or self-referred for [PRESENTING CONCERN]. This is session [NUMBER] of an expected [TOTAL] sessions. Create a complete SFBC session script that follows the model’s core structure: 1. Pre-session change question (if session 2+): “Since we last met, what’s been even a little bit better?” Provide 2–3 follow-up probes if the student says “nothing.” 2. Best hopes question: “What are your best hopes for our time together today?” Include a reframe for students who answer with what they DON’T want (“I don’t want to be stressed” → “So if the stress were smaller, what would that look like for you?”). 3. Miracle question (adapted for age): Write a developmentally appropriate version of the miracle question for [GRADE LEVEL]. For younger students, use a “magic wand” frame. For older students, use a “wake up tomorrow and things are better” frame. Include 3–4 detail-drawing follow-ups (“What’s the first thing you’d notice?” “Who else would notice?”). 4. Scaling question: “On a scale of 1–10, where 10 is your miracle day and 1 is the opposite, where are you today?” Include follow-ups for wherever they land: “What’s keeping you at a [X] and not a [X–1]?” and “What would move you up just one number?” 5. Exception finding: “Tell me about a time recently when the problem was smaller or not there at all.” Provide probes to draw out details of what was different. 6. Coping questions (if student is in crisis or very low on scale): “With everything you’re dealing with, how are you managing to get through the day?” Frame this as genuine admiration for resilience. 7. Task/experiment: Based on the session, suggest one small, concrete thing the student can try before next session. Frame it as an experiment, not homework. 8. Compliment: End with a specific, genuine strength-based observation about the student. Write all questions in natural, conversational language. Include brief counselor notes in brackets for moments that require clinical judgment.

⚠️ CRITICAL: This prompt generates a structural template only. Every safety plan must be completed in real-time collaboration with the student, reviewed with a supervisor or crisis team, and follow your school’s and district’s specific crisis protocols. AI output does NOT replace clinical judgment, risk assessment training, or consultation. You are a school counselor trained in crisis intervention who needs a structured safety planning template for working with students. Create a comprehensive safety planning guide appropriate for use with [GRADE LEVEL] students in a school setting. The guide should include: 1. An initial response script: What to say in the first 60 seconds when a student discloses a safety concern. Include exact language that is calm, validating, and transparent about next steps. Include what NOT to say (e.g., “You shouldn’t feel that way,” promises of secrecy). 2. A safety plan template following the Stanley & Brown model, adapted for school-age students: • Step 1: Warning signs (What do I notice in my body/thoughts when things start to feel hard?) • Step 2: Internal coping strategies (Things I can do on my own to feel safer) • Step 3: People and social settings that provide distraction • Step 4: People I can ask for help (with names and phone numbers — leave blank for student to fill in) • Step 5: Professionals and crisis resources (include 988 Suicide and Crisis Lifeline, Crisis Text Line, and space for local resources) • Step 6: Making the environment safe 3. A notification protocol checklist: Who must be contacted and in what order (administration, parents/guardians, outside providers). Include a brief script for the parent notification call. 4. A follow-up schedule template for the first 5 school days after a crisis disclosure. Use developmentally appropriate language for [GRADE LEVEL]. The safety plan should be formatted as a fillable document the counselor and student complete together.

You are a school counselor at an international school conducting an intake meeting with a new [GRADE LEVEL] student who is [CONTEXT, e.g., transferring mid-year from another country, entering as a boarding student for the first time, transitioning from a local school system, returning after a leave of absence]. Design a complete intake interview guide that: 1. Pre-meeting preparation: List 5–7 things the counselor should review before the meeting (records, previous school reports, family questionnaire, language background, etc.). 2. The interview itself (20–30 minutes), structured in three phases: Phase 1 — Welcome and rapport (5 min): 3–4 opening questions designed to make the student feel seen and safe. Focus on strengths and interests, not deficits. Include a culturally sensitive option for students who may not be comfortable with direct questions. Phase 2 — Academic and social history (10–15 min): 8–10 questions covering academic experience, learning preferences, social connections, extracurricular interests, and any concerns the student wants to share. Flag which questions are “ask always” vs. “ask if relevant.” Phase 3 — Needs and next steps (5 min): How the counselor can support them, who their go-to adults will be, and what the first week will look like. End with a concrete, reassuring next step (“I’ll check in with you on [DAY]”). 3. Post-interview actions: A checklist of follow-up tasks (teacher notifications, buddy system setup, schedule review, parent communication). 4. A brief observation form for the counselor to fill in after the meeting (social presentation, language confidence, affect, initial concerns, strengths noted). Language should be warm, curious, and free of clinical jargon. Adapt all questions so they work across cultural contexts — avoid assumptions about family structure, prior schooling, or English proficiency.

You are a school counselor working with a [GRADE LEVEL] student who is experiencing [PRESENTING CONCERN, e.g., test anxiety, social anxiety, anger management difficulties, overwhelming emotions, grief reactions, sensory overload]. Create a personalized coping strategy toolkit that the counselor and student can build together during a session: 1. A “Trigger Map” activity: A simple framework for the student to identify 3–4 specific situations or triggers connected to their concern. Include sentence starters like “I notice I start to feel [emotion] when...” For younger students, provide a visual (describe it) rather than written prompts. 2. A “Body Signals” check: 3–4 prompts helping the student identify where they feel the emotion in their body and what the early warning signs are. Include an age-appropriate body outline description for the student to mark up. 3. A strategy menu organized by category: • Grounding and calming (4 strategies — e.g., 5-4-3-2-1 senses, box breathing, cold water, progressive muscle relaxation) • Cognitive reframing (3 strategies — e.g., thought challenging, helpful self-talk, perspective shift) • Social and relational (3 strategies — e.g., reaching out to a trusted person, using an “I need help” script, taking a structured break) • Movement and expression (3 strategies — e.g., walk, draw, write, squeeze something) For each strategy, provide: a student-friendly name, a 1–2 sentence explanation, and a “when to use it” note. 4. A “My Top 3” card: A wallet-sized or desk-sized card template where the student writes their three chosen strategies and one trusted adult to go to. Format this so it can be printed and cut out. 5. A practice plan: How the student will practice their strategies this week (when, where, how they’ll remember). Write everything at a [GRADE LEVEL]-appropriate reading level. Tone should be empowering — frame coping skills as strengths to build, not problems to fix.
CATEGORY 3

Referral Letters and Documentation

⚠️ NOTE: This generates a structural draft. All referral letters must be reviewed for accuracy, reflect only documented observations, comply with FERPA/local privacy regulations, and be signed by the counselor before sending. Never include speculation or diagnostic language. You are a school counselor at a K–12 international school writing a referral letter to an outside mental health provider for a [GRADE LEVEL] student. Student information: • Age/grade: [AGE AND GRADE] • Reason for referral: [PRESENTING CONCERN as observed at school] • Duration of concern: [HOW LONG this has been observed] • Interventions already tried at school: [LIST WHAT YOU’VE DONE, e.g., individual check-ins, group counseling, teacher consultation, behavior plan, classroom accommodations] • Parent/guardian involvement: [WHAT PARENTS KNOW AND HAVE CONSENTED TO] Write a professional referral letter that includes: 1. Opening: Who you are, your role, and the purpose of the letter. 2. Presenting concerns: Observable, behavioral descriptions only — what you’ve SEEN and HEARD, not interpretations. Use language like “[Student] has been observed...” and “Teachers report that...” 3. School-based interventions and their outcomes: What was tried, for how long, and what changed or didn’t. 4. Academic and social functioning: Brief snapshot of how the student is performing and connecting at school. 5. What you’re asking the provider for: Be specific (e.g., “assessment for anxiety,” “therapeutic support for grief processing,” “recommendations for classroom accommodations”). 6. Closing: Offer to collaborate, provide contact information, and note what consents are in place. Tone: professional, factual, and collaborative. Avoid diagnostic language, labels, or conclusions. Let the provider form their own clinical impressions.

You are a school counselor who needs efficient, ASCA-aligned session documentation. Create a comprehensive but quick-to-complete session note template that a counselor can fill in within 2–3 minutes after each session. The template should include: 1. Header fields: Student name/ID, date, session number, session type (individual/group/classroom), duration, and whether this is a scheduled or crisis session. 2. ASCA standard(s) addressed: A dropdown-style list of the most common Mindsets & Behaviors standards (provide the top 10–12 most frequently used, with codes). 3. Session focus: A brief (1–2 sentence) description field with sentence starters: • “Student presented with...” • “Session focused on...” • “Follow-up from previous session regarding...” 4. Intervention used: A checklist of common interventions (cognitive-behavioral techniques, solution-focused questioning, psychoeducation, skill-building activity, bibliotherapy, art/expressive technique, referral, crisis intervention, consultation). 5. Student response and observations: 2–3 sentence field with prompts: • “Student was [engaged/reluctant/tearful/animated]...” • “Notable: ...” • “Progress toward goal: [moving forward / maintaining / needs adjustment]” 6. Follow-up plan: Next session date, any consultations needed (teacher, parent, admin, outside provider), and action items. 7. Risk assessment flag: A simple yes/no field: “Did this session involve a safety concern? If yes, see crisis documentation.” Also include a brief companion guide (5–6 sentences) on documentation best practices: what to include, what to omit, and how to write notes that are factual and would hold up if reviewed by a parent, administrator, or legal team.

⚠️ NOTE: This generates a structural framework only. Every recommendation letter must reflect the counselor’s authentic knowledge of the student. Do not submit AI-generated text as a final recommendation — use this as scaffolding to organize your own observations and voice. You are a school counselor writing a counselor recommendation letter for a [GRADE LEVEL] student applying to [TYPE OF INSTITUTION, e.g., selective US universities, UK universities via UCAS, liberal arts colleges, art schools]. Student profile: • Key character traits: [LIST 2–3, e.g., intellectual curiosity, quiet leadership, resilience] • Academic context: [GPA CONTEXT, course rigor, trajectory, any notable circumstances] • Extracurricular highlights: [1–2 most meaningful activities and the student’s role] • Challenges or context the committee should know: [OPTIONAL — e.g., family circumstances, learning differences, mid-year school transfer, ESL background] • Specific anecdote or moment that captures who this student is: [DESCRIBE A REAL MOMENT] Generate a recommendation letter framework with: 1. Opening paragraph: A compelling, specific hook that immediately distinguishes this student. Avoid generic openings (“I am pleased to recommend...”). Start with the anecdote or a defining quality. 2. Academic paragraph: Context about the student’s intellectual engagement, growth trajectory, and how they compare within your school. Include prompts for specific course or teacher references. 3. Character and community paragraph: How the student shows up for others, their role in the school community, and what makes them distinctive as a person. 4. Context paragraph (if needed): Any circumstances the committee should understand, framed with empathy and agency (what the student did WITH their circumstances, not what happened TO them). 5. Closing paragraph: A clear, confident endorsement with a forward-looking statement about what this student will bring to a college community. Include 3–4 sentence-starter options for each paragraph so the counselor can choose the framing that feels most authentic to their voice.

⚠️ NOTE: Accommodation plans must be based on documented assessments and follow your school’s policies and applicable laws (IDEA, Section 504, local regulations). This template provides structure only — content must reflect actual evaluations and professional recommendations. You are a school counselor drafting an academic accommodation plan letter for a [GRADE LEVEL] student. Student context: • Documented diagnosis or area of concern: [DIAGNOSIS/CONCERN, e.g., ADHD, dyslexia, anxiety disorder, processing speed deficit, ASD, medical condition] • Evaluating professional and date of evaluation: [WHO EVALUATED AND WHEN] • Key findings from evaluation: [BRIEF SUMMARY OF RELEVANT FINDINGS] • Current classroom impact: [HOW THE CONCERN AFFECTS THE STUDENT’S DAILY SCHOOL EXPERIENCE] Create a professional accommodation plan letter that includes: 1. Purpose statement: Why this letter exists and who it’s for (teachers, testing coordinators, administrators). 2. Student profile summary: 2–3 sentences on the student’s strengths and areas of challenge, written in strengths-first language. 3. Recommended accommodations: A clear, numbered list of specific accommodations organized by category: • Classroom/instructional (e.g., preferential seating, chunked assignments, visual schedules) • Assessment (e.g., extended time, separate setting, use of assistive technology) • Social-emotional (e.g., scheduled check-ins, access to a calm space, modified participation expectations) 4. Implementation notes: For each accommodation, a brief explanation of WHY it’s recommended (connecting it to the evaluation finding) and HOW teachers should implement it. 5. Review timeline: When the plan will be reviewed and by whom. 6. Contact information: Who to reach out to with questions. Tone: professional, specific, and empathetic. Avoid deficit language — frame accommodations as tools that enable the student to access learning, not as evidence of inability.

You are a school counselor writing an end-of-year comprehensive counseling program report aligned to the ASCA National Model. Program details: • School type: [e.g., K–8 international day school, 9–12 boarding school, K–12 bilingual school] • Counselor-to-student ratio: [RATIO] • Key program components delivered this year: [LIST MAJOR ACTIVITIES — e.g., classroom lessons, groups, individual counseling, college counseling, crisis response, parent workshops, teacher consultations] • Data highlights: [ANY OUTCOME DATA, PERCEPTION DATA, OR PROCESS DATA you have] Generate a professional end-of-year report that includes: 1. Executive summary (1 paragraph): High-level overview of the program’s reach and impact this year. 2. Program delivery breakdown: • Direct services: Classroom lessons (topics, grades, frequency), small group counseling (groups run, topics, number served), individual counseling (number of students seen, common presenting concerns — in aggregate only). • Indirect services: Teacher consultations, parent meetings, referrals made, 504/IEP participation. • Program management: Calendaring, data tracking, professional development attended. 3. Results data: Present any outcome data in a clear format. If data is limited, include a section on “Data collection improvements for next year” with specific recommendations. 4. ASCA alignment: A table mapping major program activities to ASCA domains (academic, career, social-emotional) and Mindsets & Behaviors standards. 5. Goals for next year: 2–3 specific, measurable program goals based on this year’s data and observations. 6. Narrative reflection: A brief (1 paragraph) honest reflection on successes and growth areas. Format this as a professional document suitable for presentation to school leadership or a RAMP submission. Use data-driven language where possible and narrative language where data doesn’t exist yet.
CATEGORY 4

Parent and Teacher Consultation

You are a school counselor preparing for a consultation meeting with a [SUBJECT] teacher about a [GRADE LEVEL] student. The teacher’s concern: [DESCRIBE WHAT THE TEACHER HAS REPORTED, e.g., student is withdrawn and not participating, disruptive behavior has escalated, academic performance has dropped sharply, student seems anxious during tests, peer conflict is affecting classroom dynamics] What you already know: [ANY CONTEXT YOU HAVE — e.g., student is in your counseling group, parents recently divorced, student has a 504 plan, this is a new pattern vs. longstanding concern] Create a consultation meeting guide: 1. Pre-meeting: 3–4 questions to ask the teacher in advance (via email or quick conversation) to focus the meeting. These should gather specific, observable data (“How often? Since when? In which settings?”). 2. Meeting agenda (15–20 min): • Opening (2 min): Frame the meeting as collaborative problem-solving, not “fixing” the student. • Teacher perspective (5 min): 2–3 structured questions to understand the teacher’s observations and what they’ve already tried. • Counselor perspective (3 min): How to share relevant context without violating confidentiality. Include exact language for navigating this: “I can’t share specifics, but I can tell you that [student] is working on [general skill area] and here’s how you can support that in the classroom.” • Collaborative strategies (5–7 min): Generate 3–4 concrete, classroom-based strategies the teacher can try. Make them specific and low-lift — things that take under 5 minutes to implement. • Follow-up plan (2 min): When you’ll check back in and how the teacher should communicate if things escalate. 3. Post-meeting: A brief email template the counselor can send to the teacher summarizing agreed-upon strategies and next steps. Tone: respectful, validating of the teacher’s experience, and focused on actionable next steps. The counselor should feel like a partner, not an authority.

⚠️ NOTE: If this conversation involves mandated reporting, suspected abuse or neglect, or active safety concerns, follow your school’s specific protocols and consult with administration before the meeting. This script is for non-emergency sensitive conversations. You are a school counselor preparing for a sensitive conversation with the parent(s)/guardian(s) of a [GRADE LEVEL] student. The conversation topic: [DESCRIBE THE CONCERN, e.g., recommending an outside evaluation, sharing observations about possible anxiety/depression, discussing social difficulties, addressing attendance concerns, suggesting the student may benefit from more support than the school can provide] Context: [WHAT THE PARENT ALREADY KNOWS, THEIR LIKELY REACTION, CULTURAL CONSIDERATIONS] Create a conversation preparation guide: 1. Opening (2–3 min): A warm, partnership-focused opening that acknowledges the parent’s role and expertise about their child. Include exact language: “Thank you for meeting with me. You know [student] better than anyone, and I want to make sure we’re working together.” 2. Sharing observations (3–5 min): How to present the concern using “I’ve noticed” language. Focus on specific, observable behaviors with dates and examples. Provide 2–3 sentence options the counselor can choose from. 3. Navigating reactions — provide scripted responses for: • Defensiveness: “This isn’t a problem. You’re overreacting.” • Blame-shifting: “This is the school’s fault / the teacher’s fault.” • Minimizing: “All kids go through this.” • Overwhelm/tears: The parent becomes emotional. • Cultural difference: The parent’s framework for understanding the concern differs from the school’s. For each reaction, provide a validating response that keeps the conversation moving forward without abandoning the concern. 4. Recommendation (2–3 min): How to frame the specific recommendation (evaluation, therapy, accommodation, etc.) as a positive step for the child, not as a deficit. Include 2 ways to phrase it. 5. Closing: Confirm next steps, who does what, and when to follow up. Leave the door open: “I know this is a lot to take in. You don’t need to decide anything today.” 6. Post-conversation: A brief documentation template and self-care reminder for the counselor.

You are a school counselor designing a parent workshop for a K–12 international school community. The workshop will be [LENGTH, e.g., 45–60 minutes] and delivered to approximately [AUDIENCE SIZE] parents. Workshop topic: [TOPIC, e.g., supporting your child’s anxiety, building resilience at home, navigating social media and screen time, understanding adolescent brain development, homework battles and executive function, supporting your child through a transition, talking to your child about tough topics] Create a complete workshop plan: 1. Title and marketing blurb (2–3 sentences for the school newsletter or email invitation — make it compelling, not clinical). 2. Learning objectives: 2–3 things parents will walk away understanding or being able to do. 3. Slide-by-slide outline (or section-by-section if no slides): • Opening hook (5 min): An interactive activity, question, or brief scenario that immediately engages parents and normalizes the topic. NOT a lecture opener. • Psychoeducation segment (10–15 min): The key information parents need, presented in plain language with analogies and real-world examples. Include 3–4 key talking points with the exact language to use. • Interactive element (10 min): A discussion activity, role-play, or practice exercise parents can do in pairs or small groups. Include the instructions and debrief questions. • Practical strategies (10–15 min): 3–5 specific, evidence-based things parents can do at home. For each strategy, include: what to say, what to do, and what to avoid. • Q&A and closing (5–10 min): How to facilitate Q&A, including how to handle the parent who wants to discuss their specific child in a group setting. 4. A one-page handout parents take home: Key strategies, recommended resources (books, websites, podcasts — no more than 3–4), and the counselor’s contact information. 5. A post-workshop follow-up email template (3–4 sentences) with the handout attached and an invitation to schedule individual consultations. Tone: warm, expert, non-judgmental. Parents should feel supported, not lectured. Avoid “you should” language; use “you might try” or “many families find it helpful to...”

You are a school counselor at an international boarding school writing a check-in email to the parent(s)/guardian(s) of a [GRADE LEVEL] boarding student. The family is based in [COUNTRY/REGION] and may be in a different time zone. Student context: • Student name: [STUDENT NAME] • How long they’ve been at the school: [TIMEFRAME] • Current adjustment: [DESCRIBE — e.g., settling in well socially but homesick at night, thriving in classes but struggling with time management, navigating a friendship conflict, adjusting to independence for the first time] • Positives to highlight: [1–2 SPECIFIC STRENGTHS OR BRIGHT SPOTS] • Any concerns to share: [OPTIONAL — DESCRIBE GENTLY] Write 3 versions of this email, each calibrated to a different situation: Version A — All is well: A warm, reassuring update that gives parents a vivid picture of their child’s life at school. Include at least one specific, detailed observation (not just “they’re doing great” but “I watched [student] lead a study group in the common room last Tuesday”). Version B — Mostly well, with a small concern: Opens with genuine positives, then introduces a mild concern with specific observations and what the school is doing to support. Invites the parent’s perspective without creating alarm. Version C — A concern that needs partnership: Leads with care and connection, describes a more significant concern factually, outlines the steps the school has already taken, and proposes a call or video meeting. Acknowledges the difficulty of being far away. For all versions: • Keep it under 200 words • Acknowledge the unique difficulty of parenting from a distance • Avoid jargon and be mindful of cultural communication norms • Suggest a specific time for a follow-up call (accounting for time zones) • Close with warmth and reassurance about the school’s commitment to the student

You are a school counselor delivering a brief professional development session to [AUDIENCE, e.g., all faculty, elementary teachers, high school advisors, dorm staff] at an international school. Topic: [TOPIC, e.g., recognizing signs of anxiety in students, responding to disclosures of self-harm, trauma-informed classroom practices, supporting students through grief, understanding executive function challenges, de-escalation in the classroom] Time: [LENGTH, e.g., 15–20 minutes] during a faculty meeting. Create a complete micro-PD session: 1. Opening (2 min): A brief scenario or anonymous student quote that immediately makes the topic real and relevant. NOT a statistic. Make teachers feel it, not just know it. 2. Key content (5–7 min): The 3–4 most important things teachers need to know about [TOPIC]. For each point: • The concept in plain language (1 sentence) • What it looks like in a classroom (1 specific example) • A common misunderstanding to correct 3. The “Do This, Not That” chart: A simple 2-column comparison of helpful vs. unhelpful teacher responses, with 4–5 rows. This is the thing teachers will photograph and keep. 4. When to refer: A clear, simple decision tree or checklist for when a teacher should contact the counselor. Make it concrete: “If you see X, email me. If you see Y, come find me immediately.” 5. Closing (2 min): One takeaway, your contact information, and an invitation to consult. Avoid ending with “any questions?” — instead, end with a specific prompt: “This week, if you notice a student who [specific behavior], send me a quick email and I’ll follow up.” Include a one-page leave-behind handout summarizing the “Do This, Not That” chart and referral checklist.
CATEGORY 5

Psychoeducational Resources and Handouts

You are a school counselor creating a one-page psychoeducational handout for [GRADE LEVEL] students on the topic of [TOPIC, e.g., understanding anxiety, what anger feels like in your body, healthy vs. unhealthy friendships, growth mindset, grief and loss, managing stress during exams, what depression looks like in teens, understanding consent and boundaries]. The handout should: 1. Open with a normalizing statement (“Lots of people your age experience this”) or a relatable scenario — NOT a clinical definition. 2. Explain the topic in 3–4 short sections using plain, age-appropriate language. Each section should have a clear heading and be 2–4 sentences max. 3. Include a visual element description (e.g., “include a simple diagram of the anxiety cycle here” or “add a feelings thermometer graphic”) for the counselor to create or source. 4. Provide 3–5 concrete strategies or tips the student can use. Write these as direct instructions (“Try this:”) not abstract advice. 5. End with a “Who to talk to” section listing: their school counselor, a trusted adult, and one crisis resource appropriate for [GRADE LEVEL]. Design specifications: • Reading level: [GRADE LEVEL]-appropriate (use short sentences, common words) • Tone: warm, empowering, not clinical or scary • Length: One page when printed • Use second person (“you”) throughout • Avoid stigmatizing language (“suffer from,” “mental illness,” “disorder” for younger students) Include a brief counselor note at the bottom on when and how to use this handout (in a classroom lesson, during individual sessions, as a take-home resource).

You are a school counselor delivering a classroom guidance lesson to a [GRADE LEVEL] class of approximately [CLASS SIZE] students. The lesson will last [LENGTH, e.g., 30–45 minutes]. Topic: [TOPIC, e.g., conflict resolution, digital citizenship, study skills, career exploration, empathy and perspective-taking, transitions and change, bystander intervention, emotional regulation] ASCA standard(s): [LIST OR LEAVE BLANK AND ASK AI TO IDENTIFY THE MOST RELEVANT] Create a complete classroom guidance lesson: 1. Learning objective: One clear, measurable statement. (“Students will be able to...”) 2. Materials list: Everything needed, including any handouts (provide the content, not just “a handout”). 3. Opening hook (5 min): A specific activity, question, or scenario that grabs attention and connects to students’ real lives. Include the exact script. 4. Core instruction (10–15 min): The main content, delivered through an interactive method (NOT a lecture). Options: role-play, small group discussion, case study analysis, gallery walk, video clip and discussion, or interactive sorting activity. Provide the complete materials and facilitation guide. 5. Practice activity (10–15 min): Students apply the concept through a structured activity. Include complete student instructions, any worksheets or handout content, and how to debrief. 6. Closure (5 min): A reflection prompt and one commitment statement students can make (“One thing I’ll try this week is...”). Include a quick formative check (e.g., fist-to-five, exit ticket question). 7. Differentiation notes: How to adapt for students who are shy about sharing, students with language barriers, and students who may have personal connections to the topic. 8. Follow-up: One suggested activity for the classroom teacher to reinforce the lesson during the week.

You are a school counselor helping a [GRADE LEVEL, e.g., elementary / middle / high school] teacher or team set up a calm-down corner or wellness space in [LOCATION, e.g., a classroom, the counseling office, a dorm common area, a dedicated wellness room]. Create a complete implementation guide: 1. Space design: • Physical setup: What the space should look like, where to place it in the room, and how to make it feel distinct from the rest of the environment. Include specific items to include (seating, lighting, sensory tools) appropriate for [GRADE LEVEL]. • What NOT to include and why (e.g., avoid screens, avoid anything that can become a projectile). • Budget-friendly options: Suggest 3 setups at different price points (“under $25,” “under $75,” “ideal”). 2. Visual supports to post in the space: • A “How to use this space” poster (provide the complete text, written directly to students) • A feelings identification chart or visual (describe what it should include) • A step-by-step self-regulation routine card (e.g., “1. Breathe. 2. Name it. 3. Choose a tool. 4. Check in.”) • A “When to go back” guideline (so students don’t use the space to avoid work indefinitely) 3. Teacher/staff training: A brief (5–10 minute) script the counselor can use to introduce the space to the teacher or dorm staff, including: • When to direct a student to the space vs. when to intervene directly • How long a student should be there • What to do if a student refuses to leave • How to debrief with the student after they return 4. Student introduction: A 10-minute lesson plan for teaching students how to use the space. Include the exact language and a brief practice activity. 5. Maintenance plan: How to keep the space from becoming a junk corner (weekly reset, student ownership roles, etc.).

You are a school counselor designing a scope and sequence for a school-wide Social-Emotional Learning (SEL) curriculum at a [SCHOOL TYPE, e.g., K–8 international school, 9–12 boarding school, K–12 bilingual school]. Program parameters: • Grade levels covered: [RANGE] • Frequency of counselor-delivered lessons: [e.g., monthly, twice per quarter, weekly for 6 weeks] • SEL framework: [CASEL / ASCA Mindsets & Behaviors / school’s own framework / counselor’s choice] • Key school priorities: [e.g., belonging for new students, anti-bullying, college readiness, cultural competence, digital citizenship] Create a scope and sequence that includes: 1. Vertical alignment chart: A table showing themes by grade band (e.g., K–2, 3–5, 6–8, 9–12) so skills build developmentally. Themes should spiral (revisit key concepts at increasing complexity) rather than be one-and-done. 2. For each grade band, list: • 4–6 core lesson topics for the year • The SEL competency addressed (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) • One suggested activity or instructional method per topic • Connection to ASCA Mindsets & Behaviors standards 3. Integration recommendations: 2–3 ways the SEL themes can be reinforced outside of counselor lessons (advisory curriculum, morning meetings, dorm programming, school assemblies). 4. Assessment plan: How the program will measure impact (pre/post surveys, teacher perception data, behavioral data, student focus groups). Include 1–2 sample survey questions per grade band. 5. Cultural responsiveness note: A brief section on how to ensure the curriculum honors diverse cultural perspectives on emotion, family, relationships, and help-seeking. Format as a professional planning document suitable for presenting to administration or a curriculum committee.

Advanced Techniques

⚠️ NOTE: This is a practice and skill-building tool. It cannot replicate the complexity of a real student interaction. Use it to rehearse language and explore response options — never as a substitute for clinical supervision, peer consultation, or live practice with a trained colleague. You are going to role-play as a student in a school counseling scenario so the counselor (me) can practice their response skills. Here is the setup: Student profile: • Grade level: [GRADE LEVEL] • Presenting concern: [PRESENTING CONCERN, e.g., disclosing self-harm to the counselor for the first time, refusing to engage during a mandated check-in, expressing suicidal ideation, revealing a family conflict, being confrontational after a peer incident, disclosing bullying, shutting down when asked about substance use] • Emotional state at the start: [e.g., guarded, tearful, angry, flat, anxious, reluctant] • Personality notes: [OPTIONAL — e.g., typically quiet and compliant, uses humor to deflect, tends to intellectualize, English is a second language, has a strong relationship with the counselor, is meeting the counselor for the first time] Your role as the student: 1. Stay in character as a [GRADE LEVEL] student throughout. Use age-appropriate language, including slang, short answers, shrugs, and silence where realistic. Do NOT be overly articulate or cooperative unless that fits the character. 2. Begin with the emotional state described above. If the counselor responds with empathy and skill, gradually open up — but realistically, not all at once. If the counselor pushes too hard, shut down or become more guarded. 3. Include realistic resistance: deflecting with humor, saying "I don’t know," changing the subject, testing the counselor’s trustworthiness, or asking "Are you going to tell my parents?" 4. If the counselor handles a moment particularly well or poorly, break character briefly in [brackets] to note what worked or what a real student might feel in that moment. 5. After 8–10 exchanges, pause the role-play and provide a debrief: • 2–3 things the counselor did well (with specific quotes) • 1–2 moments where a different response might have been more effective (with a suggested alternative) • How the "student" was feeling at key moments in the conversation Start the role-play by setting the scene (where we are, how the conversation begins) and delivering the student’s opening line. Wait for my response before continuing.

⚠️ NOTE: This prompt helps structure your thinking about an ethical dilemma. It does NOT provide legal advice or replace consultation with a supervisor, ethics board, or legal counsel. Always consult your school’s policies and your professional licensing body’s ethical code when facing real ethical dilemmas. You are an experienced school counseling supervisor and ethics consultant. I am a school counselor working at a [SCHOOL TYPE, e.g., K–12 international boarding school, public middle school, private day school] and I need to think through an ethical dilemma using a structured decision-making framework. The situation: [DESCRIBE THE DILEMMA IN DETAIL — e.g., "A 15-year-old student disclosed they are in a relationship with an 18-year-old. The student begged me not to tell their parents. I’m unsure whether this rises to the level of mandatory reporting in my jurisdiction." Or: "A parent is requesting to see my session notes about their child. The student is 16 and has asked me not to share." Or: "I discovered that a student I counsel is the child of a close personal friend."] Walk me through this dilemma using all six steps of the ASCA Ethical Decision-Making Model: Step 1 — Define the problem emotionally and intellectually: • What am I feeling about this situation? (Name the emotions honestly — help me separate my emotional reaction from the ethical analysis.) • What is the core ethical tension? (Name the competing values, duties, or principles.) Step 2 — Apply the ASCA Ethical Standards: • Which specific ASCA Ethical Standards for School Counselors apply to this situation? (Cite the section and letter codes.) • Do any standards directly answer the question, or is this a gray area where standards seem to conflict? Step 3 — Consider the student’s chronological and developmental level: • How does the student’s age and development affect their capacity for autonomous decision-making in this situation? • What is the student’s perspective, and how much weight should it carry here? Step 4 — Consider the setting, parental rights, and minors’ rights: • What are the relevant laws in [JURISDICTION, if known] regarding this issue? • What are the school’s policies? • How do parental rights and the student’s rights to privacy and confidentiality interact here? Step 5 — Apply moral principles: • Analyze the dilemma through each of these five lenses: — Autonomy: What does the student want? How much agency should they have? — Beneficence: What action does the most good for the student? — Non-maleficence: What action avoids the most harm? — Justice: What is fair to all parties involved? — Fidelity: What does my commitment to the counseling relationship require? • Where do these principles conflict? Which should take priority and why? Step 6 — Determine the best course of action: • Based on the analysis above, recommend 2–3 possible courses of action, ranked from most to least ethically defensible. • For each option, explain: what it looks like in practice, who needs to be involved, and what documentation is required. • Identify the option you believe is most ethically sound and explain why. End with: • 3 questions I should bring to my next supervision session about this dilemma • A reminder of who I should consult before acting (supervisor, legal counsel, administration, etc.) • A brief self-care check: "How is this situation affecting me, and what do I need right now?" Use a warm, mentoring tone — like a trusted supervisor who takes my concerns seriously, pushes my thinking, and doesn’t judge.

You are a data-informed school counseling program consultant helping a school counselor analyze their caseload and referral data to identify trends, gaps, and opportunities for program improvement. School context: • School type: [SCHOOL TYPE, e.g., K–12 international boarding school, 6–8 middle school] • Total student enrollment: [NUMBER] • Counselor-to-student ratio: [RATIO] • Time period for this data: [e.g., Fall semester 2025, full year 2024–25] Paste your data below. This can be in any format — a list, a table, tallies, or raw notes. The more detail you include, the better the analysis. Do NOT include real student names (use initials or numbers). [PASTE YOUR DATA HERE — examples of useful data: • Referral log: who referred (self, teacher, parent, admin), reason, grade, date • Session counts by type: individual, group, classroom, crisis, consultation • Presenting concerns tally: anxiety, peer conflict, family issues, academic stress, behavior, etc. • Demographic breakdowns if available: grade, gender, boarding/day, new/returning • Any pre/post survey results from groups or classroom lessons] Analyze this data and provide: 1. Caseload Snapshot: • Total sessions/contacts for the period • Breakdown by service type (individual, group, classroom, crisis, consultation) • Average sessions per student (if calculable) • Percentage of student body served directly 2. Presenting Concern Trends: • Top 5 presenting concerns, ranked by frequency • Any notable shifts compared to [PREVIOUS PERIOD, if data available] or compared to national/international norms • Emerging concerns that aren’t yet high-volume but show an upward trend • Seasonal patterns (e.g., spikes after breaks, before exams, at transition points) 3. Referral Source Analysis: • Who is referring students most (self, teachers, parents, admin)? • Which teachers or departments refer most frequently? What might this indicate? • Are self-referrals increasing or decreasing? What does this suggest about accessibility? 4. Equity and Access Flags: • Are certain grade levels, genders, or student populations over- or under-represented in your caseload relative to their enrollment? • Are boarding students represented proportionally compared to day students? • Are there student populations who may need services but aren’t being referred? Suggest outreach strategies. 5. Program Planning Recommendations: • Based on the data, recommend 2–3 new or expanded program initiatives (e.g., "Launch an anxiety management group for 9th graders based on the spike in anxiety referrals" or "Develop a teacher consultation protocol for the 3 departments generating the most referrals"). • Suggest 1–2 data collection improvements for next semester (what to track differently, how to improve intake forms, etc.). • Identify 1 thing to celebrate — a trend that shows your program is working. 6. Presentation-Ready Summary: • Write a 3–4 sentence executive summary suitable for sharing with administration. • Suggest 2–3 data visualizations that would make this data compelling in a presentation (describe the chart type and what it would show — the counselor can create them). Present everything in clear sections with tables where appropriate. Use plain language — this should be useful whether the counselor is presenting to a data-savvy principal or a board of trustees who want the big picture.