Emerging Issues & Changing Schools

Dollarhide and Saginak (2012) briefly describe a variety of issues that schools and students are facing. Much of this week's reading was reminiscent of the research I did this semester on crisis interventions. When reading about Samuel's mother, I must admit that I was not surprised or shocked in regards to her actions. An ability I pride myself in is the ability to stay calm in a variety of situations that many would panic. While researching crisis interventions, I took a moment to reflect on personal past experiences in dealing with crises. I was in a toy store once when I heard my cousin, who is a police officer, yell, "Everyone, get down!" A disgruntled worker brandishing a gun was running through the store. I remember remaining calm as I spoke with the woman crouched beside me. After loading my four young children into the car, I drove my father-in-law to the hospital after he chopped off his fingertips in the mower. While I was a lifeguard, I pulled nine children from the water. I recall cautiously loading my father into the back of our suburban, thinking he was having a heart attack. With these and numerous other crises, I remember a particular calm through each incident. Fortunately or unfortunately, depending on how you look at it, my life with four kids, family, and friends has introduced me to depression, cutting, suicide, divorce, multiculturalism, adoption, grief, and spirituality.   

            I think what is most important in dealing with a crisis is collaboration with others. Specifically, when working within a school, knowing the school's policy and the crisis management team is vital to effectively handling an incident. As we have learned, a proactive approach to our work will serve us well as it is with managing a crisis. Every school needs to have a crisis action plan, and if they do not, then it is the leadership role of the counselor to assist in developing one. Unfortunately, many individuals do not understand or believe in prevention programs. For instance, I was speaking with a high school counselor at the Pennsylvania School Counselor Association's conference this past week. I asked what suicide prevention strategies he utilized. His response startled me. Not only did he say that they did not have one, but that there was only a small percentage of students that fell into the risk category; struggling academic, lower socioeconomic, troubled behavior students. I felt that he was not only stereotyping, but that he was also unaware of the mental health needs of students.

            I found the results of Amatea and Clark's (2005) research unsurprising. Through our graduate program, the need has become self-evident to inform and communicate with our administrations the role of the school counselor. However, it is important to work closely with the administration in changing the perception of our role; therefore, patience may be needed while working with administrators who are more resistant. A leader will not force an idea. Instead, a leader will work alongside with team members and meet them where they are at while advocating for change.

 

Amatea, E. S. & Clark, M. A. (2005). Changing schools, changing counselors: A qualitative study of school administrators' conceptions of the school counselor role. Professional School Counseling, 9(1), 16-27.

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2^nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.