This website uses cookies to ensure you get the best experience on our website. By continuing to use this website, you consent to our use of these cookies.

School Counseling

Our School Counseling Mission

The mission of Scheck Hillel Community School’s School Counseling department is to develop and implement a proactive comprehensive counseling program that supports all facets of the educational environment by facilitating all students’ personal, social, emotional, academic and career development.

Through a developmentally-based counseling curriculum, responsive services, and individual student planning, counselors work with students and families to empower them to learn skills to manage their own personal, social and academic development. The Counseling program upholds the school mission in the development and implementation of specific guidance curriculum, policies and standards.

Through collaboration with the faculty, the Dean of Students and the educational leadership team, programs are designed to instill all students with communal accountability and respect for self and others. Emphasis is placed on creating a culture of empowerment and responsibility through comprehensive student engagement, identification of strengths and harnessing of individual talent.

Beliefs and Philosophy
Scheck Hillel believes that each child is unique in ability, talents and learning style. In accepting this belief, the School Counseling department recognizes that a student cannot be successful academically if he/she does not have a healthy social-emotional skill-set. Within this framework, the School Counseling department knows that its mission will not be met if it works through a singular, reactive lens. Rather, it is taught through both a preventative and reactionary lens. Growth and learning are developmental; therefore, School Counseling must be developmental and sequential.

As a department, counselors work to foster an environment in which each student is afforded the opportunity to develop to his or her full potential. Furthermore, through the creation of an atmosphere of mutual respect and trust, counselors strive to cultivate interdependence among students. Additionally, by encouraging students to accept responsibility for their academic and social-emotional success, students will be healthy, positive members of society.

We further believe that positive parent involvement encourages our children to learn more effectively. The communication between school and home is a critical piece to the growth of the child.

Meet Our Team

List of 6 members.

  • Photo of Esther Poler

    Esther Poler 

    Lower School Counselor Grades K-2
    305-931-2831 x828
  • Photo of Laurie Parker

    Laurie Parker 

    Lower School Director of Guidance Grades 3-5
    305-931-2831 x658
  • Photo of Reina Chocron

    Reina Chocron 

    Upper School Counselor
    305-931-2831 x138
  • Photo of Daniela Gelbspan

    Daniela Gelbspan 

    Upper School Counselor
    305-931-2831 x142
  • Photo of Linda Feigenbaum

    Linda Feigenbaum 

    Upper School Counselor
    305-931-2831 x221
  • Photo of Lauren Berley

    Lauren Berley 

    Upper School Counselor
    305-931-2831 x170

Components of the Comprehensive Program

The School Counseling programs and services are designed to meet the needs of students at various growth and development stages. School Counseling services are delivered through three components outlined here.

Guidance Curriculum

Provides guidance content in a systematic way for the purpose of skill development and application of skills learned.

Topics Addressed:
  • Academic development
  • Attitudes and skills that contribute to lifelong learning
  • Transitioning
  • Academic goal setting
  • Personal/Social Development
  • Self-concept, self-awareness, self-acceptance
  • Respect
  • Character Education
  • Interpersonal relationships
  • Personal Goal Setting
  • Decision Making
  • Problem Solving
  • Personal safety
  • College/Career Development
  • Career exploration
  • College/Career planning and goal setting

Individual Planning

Assists students in planning, monitoring, and managing their educational, personal/social, and college/career development goals.

Topics Addressed:
  • Academic  development
  • Educational goals
  • Placement
  • Transitional needs
  • Multi-Year course plans
  • Accommodations
  • Interpretation and dissemination of standardized test results
  • Personal/Social Development
  • Setting personal goals
  • Improvement planning
  • College/Career Planning
  • Career assessments
  • College planning

Responsive Services

Addresses the immediate concerns of students. The purpose is prevention, intervention and referral as needed. Help students address more serious concerns or problems.

Topics Addressed:
  • Academic development 
  • Academics
  • School phobia
  • Achievement and motivation
  • Test anxiety
  • Special needs
  • Accommodations
  • Personal/Social Development
  • Peer conflicts
  • Separation anxiety
  • Stress management
  • Crisis management
  • Grief/loss/death
  • Relationship concerns
  • Family/parental issues
  • Abuse
  • Substance abuse
  • Mental illness

Reporting Abuse

Scheck Hillel Standards of Ethical Conduct & Ethical Conduct Procedures

Child Abuse
Look for the signs
Dial 1-800-96-ABUSE
Signs of Physical Abuse
The child may have unexplained:
  • - bruises, welts, cuts, or other injuries
  • - broken bones
  • - burns
A child experiencing physical abuse may:
  • - seem withdrawn or depressed
  • - seem afraid to go home or may run away
  • - shy away from physical contact
  • - be aggressive
  • - wear inappropriate clothing to hide injuries
Signs of Sexual Abuse
The child may have:
  • - torn, stained or bloody underwear
  • - trouble walking or sitting
  • - pain or itching in genital area
  • - a sexually transmitted disease
A child experiencing sexual abuse may:
  • - have unusual knowledge of sex or act seductively
  • - fear a particular person
  • - seem withdrawn or depressed
  • - gain or lose weight suddenly
  • - shy away from physical contact
  • - run away from home
Signs of Neglect
The child may have:
  • - unattended medical needs
  • - little or no supervision at home
  • - poor hygiene
  • - appear underweight
A child experiencing neglect may:
  • - be frequently tired or hungry
  • - steal food
  • - appear overly needy for adult attention
Look for the Patterns
Serious abuse usually involves a combination of factors. While a single sign may not be significant, a pattern of physical or behavioral signs is a serious indicator and should be reported.
If a child tells YOU about abuse:
Be a good listener. Show that you understand and believe what the child tells you. Encourage, but don’t pressure him/her to talk. Ask open ended questions.
Be supportive. Tell the child he/she did the right thing by coming to you. Stress that he/she is not to blame. Let the child know that you want to help.
Don’t overreact. This can frighten the child or prevent him/her from telling you more. Do not talk negatively about the suspected abuser in front of the child.
Document and report it. Document your conversation as soon as you can. If possible, write down the child’s exact words.
Don’t delay. Never assume someone else will report the abuse. The sooner it’s reported, the sooner the child and their family can be helped.
Social Workers
Police Officers
Child Care Workers
Any Witnesses 
Any/All School Personnel