手边的指南
咨询项目
我们的咨询项目广泛而深入, centered on academic and personal development and built on the knowledge that we are at our best when we are known, 见过, 支持和重视. 而所有的学生都将在非正式的基础上认识许多教职员工, 每个学生都有一个指导老师，在那里倾听和指导他们的IM体育之旅. 六到八名学生组成的咨询小组每天在教堂见面, 类会议, 大会和指定的咨询会议. 他们聚在一起吃饭，一起享受其他有趣的郊游. 学生和咨询小组发展建设性, 信任关系和这些团体成为相互支持的中心, 兴趣和活动.
导师赋予学生设定目标的权力, embrace feedback and celebrate their successes as they navigate the journey from freshmen to graduates. 该咨询项目植根于四个使命一致的支柱，帮助学生自我倡导, 建立健康的人际关系, 了解自己作为学习者，并从我们的社区贡献和汲取力量.
指导老师是最熟悉学生学习进度的教员, 关注和需求，是家长和学校之间的主要联系. 指导老师的职责包括监督学生的学业进步, 在教师讨论中代表学生, 给学生提供个人或社会问题的建议, discussing disciplinary situations if ever necessary and communicating with parents periodically throughout the year.
9年级
我们在这里的目标是让学生确定他们如何能做到, 是否应该或可能尽自己最大的努力，并感受到自我价值感和赋权感. 技能包括自我认同，获得支持和指导，以及设定个人目标.
First year students need to initially learn the system: what the supports are and how to access them. 他们需要自我辩护的技巧和这些, 还有自我评估技能, 可以纳入咨询讨论吗. 顾问在学生学习如何使用系统时密切指导他们, 了解常见的第一年挣扎. 宿舍生活, 学术的进步, social and interpersonal relationships and conflict resolution are all opportunities for students to self-assess and learn advocacy skills.
我们的目标是促进认同感和归属感, 和维持的欲望, 丰富, 并在社区中推广这种体验.
在第一年，断开连接和重新连接的主题构成了学生们的经历. 离开家庭单位，同时适应新的社区支持, 辅导和社会关系是大多数学生关注的第一项任务. Of particular focus is ensuring students understand the model of adult/student relationships at Webb, 特别是顾问的角色, dorm heads and other various adults is just as important as a student’s need to connect with a peer group. 除了, student and advisor relationships with parents are often centered on describing/explaining community norms as the focal point of support shifts to Webb.
我们的目标是在决策过程中培养同理心和正念.
在第一年, 学生们的精力都集中在同伴斗争上, 住在一起, 学着去理解别人是如何体验生活的, 如何与他人交谈, 人际关系中的界限, 如何对待他人, 尊重他人, 与室友同住，与他人交流, 特别是在冲突时期. 鼓励和探索学习分享和理解他人的价值观. Students need guidance in expressing their thoughts and reflecting on what impact their behavior or interactions have in the community.
10年级
到了第二年，学生们应该已经了解了韦布的期望、体系和价值观. 作为二年级的学生, they practice and expand on these skills by applying them to new challenges: more demanding classes, 时间管理, 在活动和校园生活中的新角色，以及不断变化的朋友群体. Sophomores new to Webb are provided the support and attention they need as students just joining our community and returning sophomores continue to build on lessons learned during their first year.
Students in this year are practicing (failing and succeeding) the skills they have begun to develop in their first year. 当学生练习这些技巧时，指导老师站在他们身边, 持续监控和支持自我评估和自我辩护技能. 这一年的发展变化是显著的, 因此，有些学生需要比其他学生更积极地参与. 在一般情况下, students should end the year better able to self-evaluate with less comparative values placed on their peers’ experiences.
人际关系在今年发生了变化，因为学生们有了更好的自我意识. 对于VWS来说，换一个新的顾问可以帮助学生扩大他们在校园里的支持和联系. Connections with teachers are more natural for students that have been here one year and new students need this year to understand this community norm. 今年，社会动态发生了变化，VWS和WSC的学生开始有更多的互动. 学生继续与老师建立和加深关系, becoming more comfortable with seeking support and guidance from faculty and peers in the Webb community.
第二年是第一年技能的自然延伸. Better self-awareness and an increased ability to articulate personal values helps students to better understand their impact on the community. 导师可能需要通过模拟讨论个人理想的方式来支持学生, 因为学生们在生活的各个领域都在练习这些技能.
11年级
Juniors take on formal, titled roles as leaders and a more demanding course load of advanced classes. Even juniors who do not have titled roles as leaders are expected to practice leadership roles in their interactions with their peers, 年轻的学生和成年人. 他们在做这个角色的同时也在学习这个角色是什么. 在许多院系，低年级班第一次将VWS和WSC的学生聚集在一起. 学生再次练习社区建设, at a time when they are more conditioned to question and seek autonomy and at a time when they should be the most comfortable with their place in the school. 青少年有更高的能力以一种规律和独立的方式与成年人交流. 青少年开始为这个地方定下基调，并成为社区建设的推动者.
Students in their third year are working to put self-assessment and advocacy skills into place without regular advisor or teacher prompting or guidance. Students develop a stronger sense of self at the same time that they experience a more challenging social and academic world. Advisors should look to identify students who require additional skill building in this area and help all students reevaluate themselves given the added pressure of external comparisons or standards, 尤其是在大学IM体育之初.
在他们大三的时候，与成年人的联系应该变得更加自然. The transition to a completely co-ed learning environment shifts the community dynamic and may change a students’ standing in class. Students’ relationships within the class changes as VWS and WSC students begin to see their identity as a full class rather than two separate classes. Students have begun to develop a more complex understanding of their families and may begin to reconnect (and feel the upcoming sadness of departing for college) as the end of the year approaches.
三年级的学生正在进行更具挑战性的学术对话, 更频繁地探索他们的个人选择, 并开始定期探索个人选择. 社会冲突(种族/阶级/性别等).) come up in many classes and provide opportunities for having difficult conversations and understanding others. 在同辈群体中, 小圈子和友谊团体往往会重新走到一起，或者联系得更紧密, 让这些对话对个别学生来说既容易又有挑战性.
12年级
高年级学生在与其他学生互动的所有空间中都是领导者和导师. 他们应该表现出对IM体育价值观的掌握和欣赏, 尽管其中一部分可能涉及挑战和质疑这些价值观. 学长们应该以一种健康的方式向年轻的学生传达IM体育的价值观. 然而，老年人仍然面临剧变. 他们觉得自己应该舒适而稳定, 但是新的挑战总是会出现——一个新的教练, 新老师, 新规则. 高年级学生也在准备毕业, and they should begin to see that the values and skills they have practiced are meant to help them prepare for their exit. Seniors should celebrate their time and their accomplishments and finish the commitments they made to themselves as Webb students. 然而, seniors and the wider Webb community should recognize and support that they will start separating themselves from the community and recognize that individualization and disengagement may be a natural part of that process.
我们的目标是帮助学生改进他们的能力, 是否应该或可能会尽自己最大的努力，从而获得自我价值感和赋权感. 技能包括自我认同、获得支持和指导以及设定个人目标.
学生们准备离开IM体育, 他们也开始从更广泛的意义上理解网络和联系的力量. 作为社区的支柱, students teach others to use the community as a support and become the models/mentors for younger students. Learning to express their needs to parents – nurturing the relationship while practicing self-advocacy learned to this point – becomes a vital part of the college process. 除了, 当学生们开始说再见, 他们可能会开始质疑社区的价值观，以便更容易地离开.
像老年人, 学生们自然会与更年轻的学生以及彼此分享他们的经验. 我们的许多传统都以前辈为中心，他们现在领导他们，而不是看着他们. Advisors can support students by making space for reflection and voice as this supports the passing on of traditions and further cements connections with others.
