Reflecting back on my thoughts before reading this chapter and especially before this class began I had much trepidation of putting together a 'comprehensive' school counseling program (CSCP). I had decided not to make myself anxious and instead decided to believe that like all the other classes I will eventually understand. This chapter has given me the visual that I needed since I am a visual-kinesthetic learner. This chapter describing the six qualities; holistic, systemic, balanced, proactive, infused in the academic agenda, and reflective; interwoven in the case study of Ty illustrated a CSCP in action as well as the problems we may face as the counselor. It is overwhelming to think about changing a defunct counseling program and replacing it with a CSCP especially as a new counselor, but I was encouraged by Dollarhide and Saginak's (2012) personal reflection suggesting to acclimate yourself into the school for a year or two before trying to implement a CSCP (p. 64).
What I struggle with is the understanding of what counselors like Mr. Paulson do while working within a dysfunctional program that is not meeting the needs of the students. What does navigating the system look like that enables you to keep your job while still advocating for the students. I know that I will have a support network of other counselors; it just would be nice not to have to fight a system from the get go.
Something has been nagging me for the past year as I have studied stress and its effects on students and relationships. How do you teach students resilience? Do you abandon that teaching when you have an at risk student that is currently at high risk or worse in need of interventions? In the case study of Ty, he is exhibiting quite a bit of resiliency. How can we reinforce his resiliency before he does make decisions that he will later regret? Is it educating him on choices? Of course, as I began reading his case study, all I could think of was what community resources were available to help him and his family.
I have one final thought. Why are we not holding parents to standards for their children's education? When the student is in the school only a quarter of the day we must acknowledge that home must be an integral part of their education. Since the government does not hold the parents accountable for their children's education, then it must be our job to reach out and support the families of our students. That is incredibly daunting and overwhelming. There are only so many hours in the workweek, so how do you fit everything in?
(Instead of choosing to get anxious about this class, I think I have started choosing to get anxious about my first job that I have not yet acquired. I guess I should slow down.)
Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
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