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Terrorist attacks are a reality children / adolescent face today. Cyber Bullying is a relatively new and evolving phenomenon in today's society. If a child feels fearful for being bullied they are going to try to protect themselves in anyway they can.
Terrorist attacks are a reality children / adolescent face today. Cyber Bullying is a relatively new and evolving phenomenon in today's society. If a child feels fearful for being bullied they are going to try to protect themselves in anyway they can.
Terrorist attacks are a reality children / adolescent face today. Cyber Bullying is a relatively new and evolving phenomenon in today's society. If a child feels fearful for being bullied they are going to try to protect themselves in anyway they can.
a. Terrorist attacks are a reality children/adolescents face today. In the last six months we have had at least two senseless acts of terrorism against innocent people, the first happened at Stonybrook Elementary School and the second happened last week at the Boston Marathon. Both of these events devastated the nation and it created a strong sense of uncertainty of ones safety. Tragedies such as the ones above have long lasting effects on children/adolescence that range from their perceived safety to their performance in school. It can cause children to regress emotionally and act younger than their chronological age. Other common reactions are nightmares, sleep disturbances, and changes in eating patterns. In addition, a fear is internalized about the safety of themselves and their loved ones. All of these reactions are normal, but they affect a child on so many levels, including their performance in school. In Maslows Hierarchy of Basic Needs, the second level explains one must feel safe in able to be productive. If a child is fearful, all concentration goes to calming the fear with no thought for any other task. If a child cannot concentrate, their school performance is obviously going to suffer. Interventions are essential to help a child/adolescent move past the traumatic event. b. Cyber Bullying is a relatively new and evolving phenomenon in todays society. It happens on a daily basis in schools and no one is safe from being victimized because people can post anything they want on the internet. The definition is cyber bulling is when a child, preteen, or teen is tormented, threatened, harassed, humiliated embarrassed or otherwise targeted by another child, preteen or teen using the internet, interactive and digital technologies or mobile phones. Students have been killed and have committed suicide over cyber bulling, it is not something to be taken lightly and when it happens it is imperative that the school get involved before it escalates any further. Students that are cyber bullied tend to have lower grades and this includes test scores and class participation. Interesting enough this goes back to Maslows Hierarchy of Basic Needs too, if a student feels fearful for being bullied they are going to try to protect themselves in anyway they can. This ultimately is going to cause a student to withdrawal because of the perceived fear of being bullied. Cyberbulling can cause an array of emotional disturbances in a child/adolescent, which include: depression, low self-esteem,
anxiety, poor concentration, behavioral issues and physical
effects. c. Poverty is a challenge that children/adolescent have always faced, however in recent years the numbers have continued to go up due to the economic state of our country and the world. We have one of the highest unemployments rates in years and it has continued this way for over 5 years, particularly affecting those of lower socioeconomic status. 20 percent of all children live in families with incomes below the poverty level. Maslows Hierarchy of needs first level is ones physiological and biological needs, if these are not met, one cannot move beyond these basic needs because they are needed for survival. A child/adolescent will become preoccupied with finding their next meal if they go hungry or need a warm place to sleep at night. This is unfortunately the reality of some childrens lives and without these basic needs being met, being successful in school is almost impossible. Poverty can impede childrens ability to learn and contribute to social, emotional, and behavioral problems. It is the single greatest threat to a childs well being. 2. In the textbook, Counseling Children & Adolescents, they explain how it is so important for a counselor to understand the characteristics of healthy families. They explain that a healthy family is an open system that interacts with the environment and is capable of adaptation and flexibility. This creates the stability necessary to allow the development of its members. A closed system is the exact opposite, it creates an environment that inhibits growth and adaptation (Counseling Children & Adolescents, 2009). There are many factors that contribute to at-risk behaviors in students, this includes: divorce, single parent homes, poverty, negative peer groups, domestic violence and sexual abuse. These stressors are so grandiose, that a student may experience many physical and psychological problems that will potentially interfere with their academic success. These are typically all problems that cannot be fixed within the school or by the school counselor. It is the reality of students lives outside of the classroom, but affects them inside the classroom. When a child doesnt have a supportive and safe home environment, they are going to act out in different ways, many times by at-risk behaviors. Many of the stressors mentioned effect self-esteem, self-worth, and confidence of a student, which can lead them to making poor decisions. When there is little or no parent involvement, students tend to seek negative outlets that lead to at-risk behavior. Engaging students, getting them more involved and having good after school options are all ways to combat at-
risk behavior within the context of a school, especially when they
do not get the support they need from home. 3. It is mandatory for all School Counselors to understand the Special Education Laws and regulations. There were two main federal that were passed in the early 1970s that prohibited discrimination towards the disabled and required services to be put in place. This laid the groundwork for the Education for All Handicapped Children Act, which provided access to public education for all students from ages 3-21 with disabilities. There are 10 eligible categories to receive special education, they include: mental retardation, hearing impairments, speech and language impairments, visual impairments, serious emotional disturbances, orthopedic impairments, autism traumatic brain injury, other health impairments, or specific learning disabilities. All of these categories qualify for special education that meets their specific specific needs. Interestingly enough, gifted education programs were designed the same way. Students educational needs were matched with pullout programs and gifted classrooms to challenge and promote higher level learning for gifted students. Gifted children need special services, including counseling. Unfortunately, funding is not as prevalent for these types of programs and many times gifted students are in general education classrooms. It is critical for School Counselors to be familiar with the rights of parents and children pertaining to these services. Counselors should advocate for alternative solutions in the general education classroom prior to referral and placement in special education. In addition, counselors should support and participate directly in educational supports when academic difficulties are first evident and they should have general knowledge of culturally fair methods and instruments for assessing children and youth in various categories (Counseling Children & Adolescents, 2009). It is so important to be able to refer families to services available to help their child thrive in an academic setting and this requires the counselor to collaborate with other faculty within the school. Examples: a. An African American Student enters the high school their 9th grade year is bored in their current general classes because they are academically more advanced. They express this concern the first semester of school to their School Counselor and ask what can be done to move them into more advanced classes. This student has never been recommended by a teacher for advanced placement, but has always excelled academically. It is important for the School Counselor to get the student tested and them make an objective decision of whether advanced placement is the right fit. Being culturally aware of
the discrimination that sometimes happens with minority students is
important and school counselors need advocate in their defense. b. An average student has recently been in a serious car accident and is going to need special accommodations in the classroom. He is currently in a wheelchair and his hearing is slightly impaired. It is important for the School Counselor to collaborate with the doctor, family, and teacher to make sure the school is making the right accommodations for the student. This includes placement in the classroom: making sure there is a desk that will accommodate to his wheel chair and moving him to the front of the classroom to ensure he will hear the teacher clearly. It might even be necessary to give him a tutor during the initial transition stages to help with his adjustments. c. Stanley is 16 years old and is diagnosed with mild mental retardation. His prior school didn't have sufficient resources to help him thrive in school or help him reach his potential. His parents were very concerned with his development and didn't know what resources were available to help him. A school counselor can help in a number of ways, first it is important to get him in the right classes that can teach him the skills he is capable of learning. This includes special education classes and general education classes. In addition, School Counselors can coordinate school, home, and community services and serve as the students advocate to make sure the necessary modifications and resources are available. Lastly, a School Counselor can provide group counseling to Stanley to help build self-esteem and self-advocacy. 4. Small group counseling is a very effective way to reach more students. By counseling in a small group setting, a school counselor is not limited to one-on-one counseling which can be very difficult when a school counselor has a large case load of students. There are many advantages of small group counseling, they include: individuals gaining knowledge and skills from other peers that will assist them in making and carrying out their own choices. The intent is to promote personal growth and resolve problems and conflicts (Counseling Children & Adolescents, 2009). Small group counseling allows students to share and connect with other students that are going through similar situations and it helps to create a sense of belonging. Adolescents are particularly sensitive to being accepted by their peers and feeling affiliated to a group. If a student is new to a school and is having a hard time making new friends, a small group focusing on new students, would be the perfect intervention for them. They will be able to relate to a group of people in a way they have not been able to in their new environment. Small Group Counseling is a great supplement to individual counseling. If a student is struggling with organizational skills and it is affecting their performance in school, participating in a organizational small group counseling
session would be beneficial to learn from the other students and
its addressing the root of their academic struggle. In addition, it creates a positive peer pressure amongst peers to work harder and do better. Another advantage of a small group setting is it's appropriate for elementary, middle and high schools students. Once a school counselor has identified a need within their school, a small group can be created at any grade level to address and combat issues students are struggling with. Although there are many advantages to small group counseling, there are some disadvantages School Counselors need to be aware of too. Some students are not comfortable sharing in a group and may not participate or will do so unwillingly. When someone is forced to do something they do not want to do, it typically doesnt produce results. Another issue to be aware of is personality clashing. When you put a group of people together, even it they have a common bond, there is no guarantee they are going to all get along. And lastly, there is a confidentiality issue. There is no guarantee that the topics discussed within the group are not going to leave the group, even if students are told they are not allowed to share this information with other students. Because this can be an issue, students may be unwilling to share personal information with others. 5. Both parent education and parent consultation are extremely important in a School Counselors role. Parent education is based on the belief that the influential role of parents produces considerable responsibility for them to provide appropriate guidance for their children. Parent education increased parents knowledge and helps them develop skills. The focus is preventative (Counseling Children & Adolescent, 2009). Parent consultation is recommended for parents who have specific problems with their child. Consultation is a one-on-one interaction between the counselor and a significant adult in the childs life, with a purpose of finding ways to assisting children to function more effectively (Children & Adolescent Counseling). Consultation deals specifically with existing problems. By using a combination of the two, many positive outcomes can be attained. This includes: parents relationship with their child will typically improve, behavior at home and school will typically improve, a child will take more responsibility for their actions, parents will become more involved in school and a child will ultimately have more success in school. As you can see both parent education and parent consultation are very important and can have very positive effects on a student success. It makes the parent feel more involved in their child's life and helps them to understand them on a deeper level. This ultimately creates a
stronger relationship between child and parent because the child
is going to feel more understood. 6. The School Counselors role has significantly evolved over the last 20 years. The School Counselor is the backbone of a school and they are constantly wearing many hats, which include being an educator. School Counselors are now required, as part of their job, to incorporate School Counseling Core Curriculum. It is suppose to make up about 25%-35% of a School Counselors time; depending on which grade level they are working with. The curriculum provides a systematic approach to helping students learn, understand, and master aspects of personal/social development, vocational/career development, and academic/educational development. The primary goal is to help students find healthy ways of dealing with dealing situations that arise during their lifespan (Children & Adolescence Counseling, 2009). Each lesson should contain five components, beginning with purpose and objectives. Each lesson should have a clear purpose and objective of what they intend to accomplish. It needs to be specific and measurable. The second component is a stimulus activity, this is to immediately engage the students and helps to outline what they want to accomplish during the lesson. In the School Counseling Core Curriculum I created for the mock project, my stimulus activity included asking the entire class a question "Why is getting an education important?". The question is suppose to illicit responses from students and then I followed it up with powerful statistics. The third component is the content-level discussion, which is when the class discussed the content of the stimulus activity. The fourth component is the personal-level discussion, this is the key to the lesson and the majority of the time is spent on this component. It is when the students apply main concepts of the lesson to their personal experience (Children & Adolescence, 2009). The fifth component is the closure, this is when students are given the opportunity to discuss what they learned and any insights they might have experienced. Lastly, Vernon added the evaluation piece, which is essential for reporting the value and benefit of the lessons. 7. My personal style of counseling is very empathetic and I feel as thought I can still very much relate to students, particularly high school students. This is the age group of students I intend to work with. They all have very different developmental levels depending on if they are in 9th grade of 12th grade and I feel each grade level is going to have their challenges. I am very fond of solution focused therapy and think this works really well within the constraints of the School Counseling role. Given the case
load most School Counselors have, we need a style of therapy
that is going to work fairly quickly because we only have a finite amount of time with each student. Solution focused therapy focuses on solutions rather than problems and helps students to think of about concrete goals for the future. This can also serve any grade or developmental level. In addition, incorporating developmental programming into the classroom through School Counseling Core Curriculum is also a great resource for School Counselors. Issues can be address on a more preventative level verses a reactive level. At every age group students are going to dealing with a different set of challenges, by working with students early we as school counselors can combat challenges before they become challenges.