Our N-12 school counseling program is comprehensive in scope, preventive in design, and developmental in nature.
Our Counseling Vision: Every student at The Harley School will have access to a certified school counselor who is empowered with the knowledge, skills, and resources to promote student success in the school, the home, the community, and the world.
The Harley School Comprehensive Counseling Program encompasses the values of The Harley School mission and is based in part on the American School Counselor Association’s national model.
Each division has a designated counselor who partners with faculty and division leadership. The counseling team also works specifically with our health education teachers, the director of college counseling, and the Academic Dean on a regular basis to further enhance program delivery and evaluation.
Mary Pat Cleary
Mary Pat Cleary, Lower School Counselor has her degrees in Education, Counseling, and School Psychology from Northeastern University and Boston College. She comes to Harley from Siena Academy where she was the middle school counselor. Formerly, she worked for ten years as the school psychologist for the public school system in Nashua New Hampshire and was assigned to an elementary school which also housed the district’s inclusive early childhood special education program. She brings a welcome combination of counselor and school psychologist expertise to the Lower School team and all-school counseling program.
John Dolan is Consulting Psychologist for the Upper School. He received his B.A. in Psychology from Dartmouth College, and Ph.D. in Clinical Psychology from Yale University. John has worked with children and adolescents, both as an educator and clinical psychologist, for more than 25 years.
In his teaching and therapy, he is guided by a passionate commitment to promoting healthy social and emotional adjustment. He strives every day to help kids keep their academic obligations in perspective and to have fun in everything they do.
Click on each counselor’s photo to read more about them.
School counselors create comprehensive school counseling programs that focus on student outcomes, teach student competencies, and are delivered with identified professional competencies. The Harley School Comprehensive Counseling Program meets the requirements for non-public schools as part of NYSED law.
Counselors provide services to students, parents, school faculty and staff, and the community in the following areas:
Indirect Student Services
Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators, and community organizations.
Parent services include ongoing consultation, communications, and education via newsletters, parent programming, and partnerships with parent council and the counseling advisory team.
Direct Student Services
Direct services are in-person interactions between school counselors and students and include the following:
School counseling core curriculum:
This curriculum consists of structured lessons and discussions related to social-emotional learning topics that advance the knowledge, attitudes and skills appropriate for their developmental level. Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). The CASEL model provides a framework for social emotional learning at The Harley School. All students receive group instruction with the division counselor and throughout the school’s overall curriculum that focuses on self-awareness, self-management, social awareness, relationship skills and responsible decision-making.
Responsive services are activities designed to meet students’ immediate needs and concerns. Responsive services may include counseling in individual or small-group settings or crisis response.
Individual and small group responsive services are generally time limited (4-6 weeks) and may result in referral to a community service provider. Counselors work with families to establish ongoing therapy in the community, when appropriate, and continue follow up/check in with these students, families, and providers.
The CASEL model
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