The case study Dollarhide and Saginak (2012) highlighted
in Chapter 8, "Counseling", caused me to reflect on an incident I recently
walked into. I was observing a first grade classroom for my practicum portfolio
when we went to retrieve the students from recess and found the recess aide walking
a boy (approximately second grade) to the door with a concerned look on her
face. The boy had threatened to get his dad's gun and shoot the boy who had cut
in front of him in line. The principal was out of the building as was the
counselor who was on vacation. When I asked about the chain of command and whom
to turn to, the two teachers who were present and the recess aide were unaware of
such a thing. This example and further reading of this chapter in which it is
stressed once again, reminds and reinforces the necessity of communication. The
school counselor must play a pivotal role, a leadership role, in ensuring communication
amongst all staff, administration, parents, community, and of course the
students. Obviously, this particular boy needed disciplinary action; however, I
am not sure whether it is understood that the counselor should meet with him to
informally assess his situation and potentially implement an intervention plan.
I feel unprepared to deal with an emergency or crisis at
school or even to handle suicide prevention. However, I am aware that my
upcoming practicum will alleviate some of the worries and uneasiness that I have
surrounding these areas. I, too, understand that my first year or two as a
professional school counselor will be focused on acclimating myself to the
system I am implanted in. What I hope to address between now and then is how to
meet the students' needs as I am learning the ropes. Whenever one of my
children ended up in the classroom with a brand new teacher, fresh out of
college, I was always apprehensive to their ability to teach effectively. I
have been pleasantly surprised and I have been disappointed. I do not wish to
disappoint when I start working. I feel that our graduate program has given us
much valuable information and it seems only appropriate to have it culminate in
the practicum.
Dollarhide and Saginak's (2012) review of many of the concepts
such as multicultural considerations, group and individual counseling,
assessments, and multiple intelligences that we have covered throughout the
graduate program was a slight confidence booster since I felt I knew much of
the material. Again, on the topic of suicide prevention, crises, and legal and
ethical concerns, I wish to learn much more so that I can feel somewhat more
prepared and confident in my ability to manage them.
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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