7.11.17 9.45 10.45 Atwater Tier2 3Program 15 06 2017 1497533228
6/14/17
Implementing a Successful School-based Counseling Program at the Tier 2/3 Level: Keys to SUCCESS for a Family-SchoolCommunity Partnership Sheri Atwater, Ph.D., P.P.S. Director, Counseling Program Loyola Marymount University
Presenter Background: SUCCESS Coaching Program Creator
(PUSD; LAUSD; WCUSD; St. Anastasia School) ran in PUSD u “SUCCESS Life Coaching Program”
from 2004-‐2009; in LAUSD from 2010-‐2016; most recently group counseling at a private school u Student-‐Clients Served ASer-‐School (those already in an aSer-‐school program) u Graduate Student “SUCCCESS Coaches” connect with each student for 50 minutes weekly for 8 weeks u Tier 2-‐Tier 3 “Hybrid”within RTI/MTSS – Individual Life Coaching Sessions ]ed to Tier 2 “Credit Reclama]on” Class/ Teacher Referral
1
6/14/17
Presenta]on Learning Objec]ves:
1) Increase understanding of a successful Life Coaching (Solu]on-‐Focused Brief Counseling) interven]on model, including client assessment and interven]on tools used. This will include prac&ce with and review specific evidence-‐based SFBT "life coach" worksheets 2) Review the 6-‐Step Life Coach Goal-‐SeAng Process essen]al to establishing a rela]onship built upon trust and support with student-‐clients. 3) Review Top 5 “lessons learned” when establishing a Counseling Program in partnership with schools/school districts
“Tier 2/3” Hybrid Program + SUCCESS Coaching Combo
2
6/14/17
Rationale to District included: n Children are best served by adults appropriately guiding them to inhibit or modify behaviors to avoid nega]ve future consequences n Children fare becer academically and socially when they have at least one mentor/older adult they turn to regularly (Garmezy 1985; Benard 1991)
Research-‐Based Benefits of Coaching (Mentoring) Taken From: hcp://www.learningtogether.com/documents/STRATEGIES_MENTORING.pdf
Overall, youth par&cipa&ng in mentoring rela&onships:
n Had posi]ve academic returns: becer acendance and becer aitude towards school (Jekielik, Moore, Hair and Scarupa , 2002) n Increased reten]on and par]cipa]on (Bein 1999; Pascarelli 1998; Shumer 1994) n Enhanced self-‐confidence and higher self-‐worth and mo]va]on (Pascarelli 1998; US Department of Educa]on 1996; Miller 1998; Roberts & Cocon 1994; Tester 1997) n Promo]on of competence, self-‐assurance and support in new situa]ons (Hamilton and Darling 1989) and Improved problem solving skills (Pascarelli 1998)
3
6/14/17
What is a “Coach”?
A Coach is a specific type of counselor/ mentor” who helps you solve a challenging problem, achieve a specific goal or outcome, improve your performance and/or advance your career hcp://www.lifecoachinghq.com/
Selling SUCCESS Coaching to Students and Parents hcp://www.lifecoachinghq.com/
² help you gain clarity on your purpose, values and priori]es, ² set clear goals based on what you want most ² develop strategies, and help you implement them while providing support and accountability ² Plus… ² A Coach is Not a “Counselor”; thus, my child isn’t crazy ² Celebri]es pay $$$ for their very own ‘Life Coach’ – you have your own, free of charge
4
6/14/17
What Makes a “SUCCESS Coach” Truly Effective? Effective Coaches: •
Pay attention to the young person’s “whole” self. Learning about their life is critical to creating solid goals/rewards
•
Take advantage of the help and advice of educators and other resources
Our SUCCESS Program-Specific Additions: • Emphasize a student-led, collaborative (parent-teacher-life coachstudent) TEAM approach. •
Learn and Use Effective BRIEF (SFBC) Counseling Communication Skills that Encourage Change and Reflection
*Source: Mentoring: A Synthesis of P/PV’s Research, Public/Private Ventures
What does “SUCCESS Coaching” Involve? Collaborative Team
Student
Goal-‐Seing Process (6 Steps)
Parent
SUCCESS Coaching
SUCCESS Coach
SFBC Skills
Teacher
5
6/14/17
Use A Transparent Process: The Goal-Setting Model of SUCCESS Coaching 1. Connect-‐Establish rapport
2. Assess Needs
6. Re-‐Assess! ed! t-L n e d Stu
5.Execute/Support Strategies
3. Set Goals (1 Academic, 1 Behavioral) St ud
en t-
4.Create Strategies to Reach Goals
Le d!
Adapted from: http://www.webs1.uidaho.edu/enrich/results/mentors/ws1/mentor.ppt#13
STEP 1: Connect -‐ Establish Rapport GET TO KNOW THE WHOLE STUDENT • USE VISUALS to Draw Out The Student’s Story (e.g. “Life MAP”) • Use Active Listening (e.g. Open Questions, Paraphrasing) to Show you are HEARING them • Remember Developmental Differences
(Middle School Students still Concrete and Visual; Logic/ Abstract Thought is Still Developing!)
6
6/14/17
Step 2: Assess Needs: “Life Map” “7” “5”
_________________ _____________
_________________ _____________
__________
__________School/ Work
Home/Family
“8”
_________________ _____________
Social/ __________ Friends
_________________ _____________
Career/ __________ Future
My Name ______
“2”
“8” “9”
Hobbies/ Interests
Personality
_________________ _____________
__________
___________ ___________ ________
Collabora]ve Team Approach Mee]ng 1: Meet Together – Scaling of “Life Map” Parent
Life Coach
Teacher/Tutor
Student
Mee]ng 2 (Mid Point): Check-‐In; Scaling of Maps and modifica]ons/changes to goals discussed
Mee]ng 3 : Collabora]ve Check-‐Out and Evalua]on
7
6/14/17
Student
Step 3: Set Goals n A. Use “Life Map” Scaling (1-‐10) to Create Goals n B. Never Focus on One Goal Alone! Ideally, 1 Academic AND 1 Behavioral or Non-‐Academic Goal n C. Praise (don’t LAUGH at) High Goals/Aspira]ons; but Manage Expecta]ons! n D. Dis]nguish between “Short Term” and “Long-‐Term” Goals
“Ho
w D o
(Short-Term Goals)
Long-Term Goal I G et T h
ere ?”
Step 4: Create Concrete Strategies to Reach Goals Example Goal (School/Academic): Improve my Algebra grade from “C” to “B+” Example Strategies: X
• I will bring home my Algebra book every day X • I will start my Algebra Homework at 5pm (after a snack) every day. • I will ask my teacher about at least one item that I don’t understand per week • I will write down my Algebra Assignment in my Planner each day X • I will reward myself with a new game if I get a “B” on a Quiz
8
6/14/17
Step 4: Help Student Create Concrete Strategies to Reach Goals Example Goal: (Social) I will be be a better student at school by paying attention in class and avoid being sent to the office. Example Strategies: • When I feel like X talking back to the teacher, I will write down what I would say in my journal instead. • I will listen to my teacher and be quiet when I am supposed to be working. • I will say “no” when my friends ask me to do something that I know is against school X hanging out in the bathroom during recess or throwing sticks across the rules, like fence.
Step 5: Execute/Support Strategies GOAL
BENEFITS
COST
TIME
ACADEMIC: I will improve my Algebra grade from “C” to “B+” Strategies: • I will bring home my Algebra book every day. • I will write down my Algebra assignment in my homework book. • I will do my Algebra homework from 5-5:30 every night. --------------CAREER/FUTURE: I will learn how to get in to UCLA Strategies: • I will go online to UCLA’s website and look up application criteria. • I will learn about UC requirements that I can fulfill. • I will ask my cousin what he did to get in to UCLA.
9
6/14/17
Step 6: Re-Assess • Check-ins Regularly Scheduled with Student to See if Strategies are working • If not working– do not chastise. Simply Ask, “What Could we Try Differently? • Remind Student about Purpose of Goals (Long-Term vs. Short-Term Goals) REMEMBER TO VALIDATE STUDENT’S DIFFICULTIES 1st!! • “I know this is not easy – you have a challenge in front of you…” • Then show confidence in their abilities (…but you’ve worked hard to get to this point and that shows me you can do this”)
Research-‐Based Solu]on-‐Focused Brief Counseling (SFBC) Model:
n Deals with and solves immediate, pressing life problems n Easy to use aSer minimum ini]al training and with on-‐going monitoring and professional support sessions n Ac]on-‐oriented n Useful tool for improving clients' coping skills and providing a forward-‐looking focus n Uses classic “Miracle Ques]on” to focus client on observable differences in behavior and environment – not inner psyche
10
6/14/17
Examples of a Solu]on-‐Focused Interview Types of questions you might ask: • What’s one way that you’ve already been successful? • What specifically did you do to make that happen? • Who noticed that you succeeded? • What is one thing you had to overcome to make that happen? • What will YOU do instead of ______?” In response to “I don’t know”…wait and then ask: • Well…if you DID know…what might you do? Or I know, it’s a • tough question…I’ll ask them!
Top 5 “Lessons Learned” for SUCCESS!
1. TERMINOLOGY in Selling the Program to District, Parents, and Students
2. Process of Goal-‐Seing: Ways to Increase Student Buy-‐In 3. Graduate Student Mentors/Counselors skilled in Ac]ve Listening/Solu]on-‐Focused Brief Counseling (SFBC) 4. Supervision: Qualified PPS/MFT Personnel (Case Conference Supervision Immediately ASerward) 5. Parent/Teacher Engagement is Key!
6.
11
6/14/17
Key Elements to SUCCESS n “Sell” Program to School via documented research on benefits of mentoring/life coaching n Speak to Parents AND students as PARTNERS – meet them where they are, rather than having them come to your “expert” way of thinking n Have a transparent, tangible mentoring process that all stakeholders understand, and: n Partner this with mentors/coaches skilled in Ac]ve Listening/SFBC n Create Human “Real” Rela]onships with Office Staff (they will be your saviors!)
Addi]onal Resources •
Atwater, S.(2013) Establishing a SUCCESS-‐ful School Counseling Program through University-‐Community Collabora&on. Journal of Instruc@onal Psychology 40 (4), 91-‐97, Please email me at: [email protected] or visit Academia.edu if copies requested
•
Sklare, Gerald (2014). Brief Counseling That Works: A Solu@on-‐Focused Approach for School Counselors and Other Mental Health Professionals. 3rd Ed.
•
Sabella, R.(Presentaiton Handouts) Solu@on-‐Focused Brief Counseling: From Problem-‐Solver to Solu@on-‐Seeker. Found at: hUps://dl.dropboxusercontent.com/u/508472/s]c-‐handout.pdf and: hUp://www.ldsd.org/cms/lib/PA09000083/Centricity/Domain/50/Solu@on %20Focused%20Brief%20Counseling.pdf
• •
12
School
Hobbies/ Interests
Home/Family Student Name __________________
Career/ Future
Step 1
Step 2
(Who Am I?)
(Mutual Goals)
Ask yourself. What are my Strengths, Interests, Friends, Family, and School. Identify the goals and the areas in your life that you want to improve?
Come up with Goals for yourself that you think can help you be more successful.
→
Social/ Friends
Step 3
Step 4
Step 5
(Taking Charge with Strategies) (Making Change Happen)
→
Ask yourself. How can I improve and reach my goals? What Strategies can I use? What can I do each day, week, or month? This includes practicing at home and “taking charge” of me!
→
Here I will use and re-visit ways to work on my goals. Ask yourself. What is working for me? What is not working? Am I making changes? How can I improve or change myself to better reach my goals.
→
(Reflection) Ask yourself. What Have I learned about myself with SUCCESS coaching? How much choice do I have over my goals and life changes? How can I continue this great work?
INTAKE SESSION: PERSONAL “LIFE MAP”
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
School
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Home/Family Hobbies/ Self-Care/ Improvement
My Name __________
Career/Future
_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
Social Friends
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ______________________
____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
Implementing a Successful School-based Counseling Program at the Tier 2/3 Level: Keys to SUCCESS for a Family-SchoolCommunity Partnership Sheri Atwater, Ph.D., P.P.S. Director, Counseling Program Loyola Marymount University
Presenter Background: SUCCESS Coaching Program Creator
(PUSD; LAUSD; WCUSD; St. Anastasia School) ran in PUSD u “SUCCESS Life Coaching Program”
from 2004-‐2009; in LAUSD from 2010-‐2016; most recently group counseling at a private school u Student-‐Clients Served ASer-‐School (those already in an aSer-‐school program) u Graduate Student “SUCCCESS Coaches” connect with each student for 50 minutes weekly for 8 weeks u Tier 2-‐Tier 3 “Hybrid”within RTI/MTSS – Individual Life Coaching Sessions ]ed to Tier 2 “Credit Reclama]on” Class/ Teacher Referral
1
6/14/17
Presenta]on Learning Objec]ves:
1) Increase understanding of a successful Life Coaching (Solu]on-‐Focused Brief Counseling) interven]on model, including client assessment and interven]on tools used. This will include prac&ce with and review specific evidence-‐based SFBT "life coach" worksheets 2) Review the 6-‐Step Life Coach Goal-‐SeAng Process essen]al to establishing a rela]onship built upon trust and support with student-‐clients. 3) Review Top 5 “lessons learned” when establishing a Counseling Program in partnership with schools/school districts
“Tier 2/3” Hybrid Program + SUCCESS Coaching Combo
2
6/14/17
Rationale to District included: n Children are best served by adults appropriately guiding them to inhibit or modify behaviors to avoid nega]ve future consequences n Children fare becer academically and socially when they have at least one mentor/older adult they turn to regularly (Garmezy 1985; Benard 1991)
Research-‐Based Benefits of Coaching (Mentoring) Taken From: hcp://www.learningtogether.com/documents/STRATEGIES_MENTORING.pdf
Overall, youth par&cipa&ng in mentoring rela&onships:
n Had posi]ve academic returns: becer acendance and becer aitude towards school (Jekielik, Moore, Hair and Scarupa , 2002) n Increased reten]on and par]cipa]on (Bein 1999; Pascarelli 1998; Shumer 1994) n Enhanced self-‐confidence and higher self-‐worth and mo]va]on (Pascarelli 1998; US Department of Educa]on 1996; Miller 1998; Roberts & Cocon 1994; Tester 1997) n Promo]on of competence, self-‐assurance and support in new situa]ons (Hamilton and Darling 1989) and Improved problem solving skills (Pascarelli 1998)
3
6/14/17
What is a “Coach”?
A Coach is a specific type of counselor/ mentor” who helps you solve a challenging problem, achieve a specific goal or outcome, improve your performance and/or advance your career hcp://www.lifecoachinghq.com/
Selling SUCCESS Coaching to Students and Parents hcp://www.lifecoachinghq.com/
² help you gain clarity on your purpose, values and priori]es, ² set clear goals based on what you want most ² develop strategies, and help you implement them while providing support and accountability ² Plus… ² A Coach is Not a “Counselor”; thus, my child isn’t crazy ² Celebri]es pay $$$ for their very own ‘Life Coach’ – you have your own, free of charge
4
6/14/17
What Makes a “SUCCESS Coach” Truly Effective? Effective Coaches: •
Pay attention to the young person’s “whole” self. Learning about their life is critical to creating solid goals/rewards
•
Take advantage of the help and advice of educators and other resources
Our SUCCESS Program-Specific Additions: • Emphasize a student-led, collaborative (parent-teacher-life coachstudent) TEAM approach. •
Learn and Use Effective BRIEF (SFBC) Counseling Communication Skills that Encourage Change and Reflection
*Source: Mentoring: A Synthesis of P/PV’s Research, Public/Private Ventures
What does “SUCCESS Coaching” Involve? Collaborative Team
Student
Goal-‐Seing Process (6 Steps)
Parent
SUCCESS Coaching
SUCCESS Coach
SFBC Skills
Teacher
5
6/14/17
Use A Transparent Process: The Goal-Setting Model of SUCCESS Coaching 1. Connect-‐Establish rapport
2. Assess Needs
6. Re-‐Assess! ed! t-L n e d Stu
5.Execute/Support Strategies
3. Set Goals (1 Academic, 1 Behavioral) St ud
en t-
4.Create Strategies to Reach Goals
Le d!
Adapted from: http://www.webs1.uidaho.edu/enrich/results/mentors/ws1/mentor.ppt#13
STEP 1: Connect -‐ Establish Rapport GET TO KNOW THE WHOLE STUDENT • USE VISUALS to Draw Out The Student’s Story (e.g. “Life MAP”) • Use Active Listening (e.g. Open Questions, Paraphrasing) to Show you are HEARING them • Remember Developmental Differences
(Middle School Students still Concrete and Visual; Logic/ Abstract Thought is Still Developing!)
6
6/14/17
Step 2: Assess Needs: “Life Map” “7” “5”
_________________ _____________
_________________ _____________
__________
__________School/ Work
Home/Family
“8”
_________________ _____________
Social/ __________ Friends
_________________ _____________
Career/ __________ Future
My Name ______
“2”
“8” “9”
Hobbies/ Interests
Personality
_________________ _____________
__________
___________ ___________ ________
Collabora]ve Team Approach Mee]ng 1: Meet Together – Scaling of “Life Map” Parent
Life Coach
Teacher/Tutor
Student
Mee]ng 2 (Mid Point): Check-‐In; Scaling of Maps and modifica]ons/changes to goals discussed
Mee]ng 3 : Collabora]ve Check-‐Out and Evalua]on
7
6/14/17
Student
Step 3: Set Goals n A. Use “Life Map” Scaling (1-‐10) to Create Goals n B. Never Focus on One Goal Alone! Ideally, 1 Academic AND 1 Behavioral or Non-‐Academic Goal n C. Praise (don’t LAUGH at) High Goals/Aspira]ons; but Manage Expecta]ons! n D. Dis]nguish between “Short Term” and “Long-‐Term” Goals
“Ho
w D o
(Short-Term Goals)
Long-Term Goal I G et T h
ere ?”
Step 4: Create Concrete Strategies to Reach Goals Example Goal (School/Academic): Improve my Algebra grade from “C” to “B+” Example Strategies: X
• I will bring home my Algebra book every day X • I will start my Algebra Homework at 5pm (after a snack) every day. • I will ask my teacher about at least one item that I don’t understand per week • I will write down my Algebra Assignment in my Planner each day X • I will reward myself with a new game if I get a “B” on a Quiz
8
6/14/17
Step 4: Help Student Create Concrete Strategies to Reach Goals Example Goal: (Social) I will be be a better student at school by paying attention in class and avoid being sent to the office. Example Strategies: • When I feel like X talking back to the teacher, I will write down what I would say in my journal instead. • I will listen to my teacher and be quiet when I am supposed to be working. • I will say “no” when my friends ask me to do something that I know is against school X hanging out in the bathroom during recess or throwing sticks across the rules, like fence.
Step 5: Execute/Support Strategies GOAL
BENEFITS
COST
TIME
ACADEMIC: I will improve my Algebra grade from “C” to “B+” Strategies: • I will bring home my Algebra book every day. • I will write down my Algebra assignment in my homework book. • I will do my Algebra homework from 5-5:30 every night. --------------CAREER/FUTURE: I will learn how to get in to UCLA Strategies: • I will go online to UCLA’s website and look up application criteria. • I will learn about UC requirements that I can fulfill. • I will ask my cousin what he did to get in to UCLA.
9
6/14/17
Step 6: Re-Assess • Check-ins Regularly Scheduled with Student to See if Strategies are working • If not working– do not chastise. Simply Ask, “What Could we Try Differently? • Remind Student about Purpose of Goals (Long-Term vs. Short-Term Goals) REMEMBER TO VALIDATE STUDENT’S DIFFICULTIES 1st!! • “I know this is not easy – you have a challenge in front of you…” • Then show confidence in their abilities (…but you’ve worked hard to get to this point and that shows me you can do this”)
Research-‐Based Solu]on-‐Focused Brief Counseling (SFBC) Model:
n Deals with and solves immediate, pressing life problems n Easy to use aSer minimum ini]al training and with on-‐going monitoring and professional support sessions n Ac]on-‐oriented n Useful tool for improving clients' coping skills and providing a forward-‐looking focus n Uses classic “Miracle Ques]on” to focus client on observable differences in behavior and environment – not inner psyche
10
6/14/17
Examples of a Solu]on-‐Focused Interview Types of questions you might ask: • What’s one way that you’ve already been successful? • What specifically did you do to make that happen? • Who noticed that you succeeded? • What is one thing you had to overcome to make that happen? • What will YOU do instead of ______?” In response to “I don’t know”…wait and then ask: • Well…if you DID know…what might you do? Or I know, it’s a • tough question…I’ll ask them!
Top 5 “Lessons Learned” for SUCCESS!
1. TERMINOLOGY in Selling the Program to District, Parents, and Students
2. Process of Goal-‐Seing: Ways to Increase Student Buy-‐In 3. Graduate Student Mentors/Counselors skilled in Ac]ve Listening/Solu]on-‐Focused Brief Counseling (SFBC) 4. Supervision: Qualified PPS/MFT Personnel (Case Conference Supervision Immediately ASerward) 5. Parent/Teacher Engagement is Key!
6.
11
6/14/17
Key Elements to SUCCESS n “Sell” Program to School via documented research on benefits of mentoring/life coaching n Speak to Parents AND students as PARTNERS – meet them where they are, rather than having them come to your “expert” way of thinking n Have a transparent, tangible mentoring process that all stakeholders understand, and: n Partner this with mentors/coaches skilled in Ac]ve Listening/SFBC n Create Human “Real” Rela]onships with Office Staff (they will be your saviors!)
Addi]onal Resources •
Atwater, S.(2013) Establishing a SUCCESS-‐ful School Counseling Program through University-‐Community Collabora&on. Journal of Instruc@onal Psychology 40 (4), 91-‐97, Please email me at: [email protected] or visit Academia.edu if copies requested
•
Sklare, Gerald (2014). Brief Counseling That Works: A Solu@on-‐Focused Approach for School Counselors and Other Mental Health Professionals. 3rd Ed.
•
Sabella, R.(Presentaiton Handouts) Solu@on-‐Focused Brief Counseling: From Problem-‐Solver to Solu@on-‐Seeker. Found at: hUps://dl.dropboxusercontent.com/u/508472/s]c-‐handout.pdf and: hUp://www.ldsd.org/cms/lib/PA09000083/Centricity/Domain/50/Solu@on %20Focused%20Brief%20Counseling.pdf
• •
12
School
Hobbies/ Interests
Home/Family Student Name __________________
Career/ Future
Step 1
Step 2
(Who Am I?)
(Mutual Goals)
Ask yourself. What are my Strengths, Interests, Friends, Family, and School. Identify the goals and the areas in your life that you want to improve?
Come up with Goals for yourself that you think can help you be more successful.
→
Social/ Friends
Step 3
Step 4
Step 5
(Taking Charge with Strategies) (Making Change Happen)
→
Ask yourself. How can I improve and reach my goals? What Strategies can I use? What can I do each day, week, or month? This includes practicing at home and “taking charge” of me!
→
Here I will use and re-visit ways to work on my goals. Ask yourself. What is working for me? What is not working? Am I making changes? How can I improve or change myself to better reach my goals.
→
(Reflection) Ask yourself. What Have I learned about myself with SUCCESS coaching? How much choice do I have over my goals and life changes? How can I continue this great work?
INTAKE SESSION: PERSONAL “LIFE MAP”
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
School
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Home/Family Hobbies/ Self-Care/ Improvement
My Name __________
Career/Future
_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
Social Friends
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ______________________
____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
