A Little Mindfulness for the Summer

Posted by: Jennifer Morrison on July 20, 2015 8:25 am

Working in public education has many challenges but it has many perks as well. Two months off in the summer is pretty nice after 10 months of action filled days. Many teachers will take time in the summer to take courses or other professional development opportunities. For us it is the best time to devote ourselves to learning. This summer, in between a few books and time with my children, I have decided to do some colouring.

I purchased a mindfulness colouring book for adults. So, when I get the time, I pull out my book and colouring markers, sit in my chair and let my mind shut down the stresses of the day and focus on what is right in front of me. I have to admit it feels great. Sometimes I am lucky and I get 30 minutes to colour and other times I may only get 5 minutes. No matter how long the time is I am still able to be in that moment with my body and my mind. It truly is a calming experience.
Continue reading →

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Let Me Do My Job and I Will Let You Do Yours

Posted by: Jennifer Morrison on July 8, 2015 12:00 pm

Leave a reply

They are there, all around us, colleagues who do not believe in your profession or your methods of delivery. They have that “get over it and move on” mentality, or “you are too young to have problems” thought process and even “school is for learning not your problems” mindset. In education we see it all the time. Staff who feel they are there to TEACH and students are there to LEARN and nothing should get in the way. Emotional problems need to be left home and not taken into the classroom, as if emotions were something you can turn on and off like a water tap. I think a lot of us have experienced this type of person at some point.

So, what do we do about it? How do we explain the importance of our job and how do we go about explaining how and why life situations effect our everyday functioning? From one day to the next I could have a variety of students stop by just to let something off their chest. A relative is sick, a parent lost a job, friendships fall apart, relationships end. Students are crying, panicking, worrying and getting angry and this is a normal part of life. Yes, I think sometimes they just need a place to go and talk for a few minutes, get some suggestions, vent a little. I also believe one’s ability to cope with life events will determine how they are able to handle situations, whether in or out of school. Either way, we all need to be there in a supportive manner.

Continue reading →

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Who Needs Me and Who is Trying to Get Out of Class?

Posted by: Jennifer Morrison on June 11, 2015 8:17 am

Leave a reply

I have been a counsellor in elementary, middle and high school for 15 years now. Over those years I have dealt with a lot of students who truly needed my help. They come in with their hearts on their sleeves looking for ways to heal a wound that most people do not even see. I am glad to help these students not because it is my job but because it is what I love to do. It feels good to know that I have helped another person who may have otherwise suffered the pain of family chaos, abuse, neglect, anxiety, depression, etc.

Some students will see me for a few days until the problem lessens (issue with friends, anxiety over a test) and others will see me for longer periods of time (major family issues, personal difficulties). Sometimes you can get an idea of how often or how long you will see a student based on the issue and how they are able to cope. Some students are very resilient and learn how to pick up the pieces and move on quickly. Others need more time to work through issues, or perhaps they have no other means of support and I become the only person who they are comfortable talking to. I am here for all of my students, whether the problem is big or small.
Continue reading →

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

5 Issues in Elementary Counselling

Posted by: Jennifer Morrison on June 1, 2015 9:01 am

1 Reply

In my last blog I wrote about 5 things to consider when looking at elementary school counselling (http://www.ccpa-accp.ca/blog/?p=4194). This time I would like to look at what I consider 5 main issues that children deal with in elementary school. These issues (in no particular order) would be Bullying, Anxiety, Disruptive Behaviour, Friendships and Family problems. This is not an exhaustive list by any means, but I have found them to be fairly predominant in all schools I have worked in.

We all know that bullying is a huge issue in public education and the early elementary years is often where it starts. We all know the reasons why kids bully but what we have to do is work with the child to help them understand positive and negative behaviours and how they affect others. Telling a child they are being a bully makes no sense as they often don’t see themselves in that manner. Instead, work on positive behaviours and showing respect.

Anxiety, whether diagnosed or not, has become one of the biggest issues in school today, leading to low self-esteem, depression and sometimes school refusal. If we can work with student early on and help to develop positive coping techniques for students and parents we may be able to help decrease the likelihood of anxiety becoming overwhelming for students, staff and parents. Allowing students to stay home or have parents pick them up can cause serious and negative effects such as avoidance and school refusal.

Continue reading →

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Elementary Guidance Counselling: 5 Things to Know

Posted by: Jennifer Morrison on May 26, 2015 8:00 am

Leave a reply

Have you ever considered working as an elementary school counsellor but were not sure how to implement your program? How do I connect to 5 to 11 year old? How do I go about making the biggest impact I can? Here are 5 things to think about if you want to work with younger children in the school setting.

Kids do not always know or understand why they need to see you. Many students get referred to the counsellor by family and/or staff members. Perhaps it is for bullying, friendship issues, disruptive behaviors, or personal issues at home. Whatever the case, not all students will understand and so it becomes your job to work on the specifics, and do not assume anything.

Class lessons work very well for larger school issues. Bullying, friendship, respect, listening are all areas in which students can use a little extra support. Rather than pointing out the few in the class that need attention in this area, it works effectively to implement classroom lessons that all students can participate in. Classmates get to see other children’s points of view and help each other when they see issues arising. Also, class lessons can build into bigger class rules and incentive programs that can be used for everyone.
Continue reading →

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Making the Time for Yourself

Posted by: Jennifer Morrison on May 7, 2015 9:07 am

Leave a reply

I am sitting here at my desk thinking about how excited I am about getting the opportunity to write for Counselling Connect. It is something I have wanted to do for some time and only now am I finding the time to get to it. Perhaps finding the time is not the correct term to use. I think I am now allowing myself to make the time to do it. As a school guidance counsellor in a grade 7 to 9 middle school with just under 600 students, time is not something that I have complete control over. Yes I have a planner with scheduled meetings with parents, students and staff, and I do my best to keep to that schedule. However, when a parent walks into my office with their teenage child looking to register for school, or I receive a phone call from DCS regarding a student I counsel, the next hour of my schedule is suddenly pushed up. What happens instead is a long process of filling out paperwork, looking for legal documentation and finding appropriate educational programs for the student so they can start as soon as possible. This is not something that can wait a few days. The longer a student is out of school, the more education they are missing. The point I am trying to make is that school counsellors often must work on the immediate issues in front of them and this immediacy can create stress and anxiety in the workplace.

For years I spent hours of my day preparing for my job, doing my job, and then continuing to do work related duties well after my work day ended. I became tired, and began to dislike the work I was doing. The counselling aspect of my job seemed to take the back burner to the immediate administrative duties. Don’t get me wrong, I loved being a school counsellor, but I no longer felt fulfilled. This changed when I decided to take the active step of taking my scheduled breaks throughout the day and leaving my work in my office. The first time I did that was the beginning of a new journey for me. Suddenly I was able to come to work, do my job and love it again. Yes it is difficult to leave work and not worry about what needs to be done. However, now I am home at a good time, able to make supper and spend time with my family without thinking about the needs of my students. This leaves me plenty of energy to tackle the next day. I now feel less stress and more love for what I do.

So, the point of my very first Counsellor Connect blog is simple:

IF YOU WANT TO LOVE YOUR JOB, MAKE TIME FOR YOURSELF!

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Transitioning to Future Post-Secondary Education

Posted by: Tanya Levy on April 29, 2015 11:40 am

5 Replies

Today I have had several students stand at my door and ask questions about future programs. One student said she was looking for a guide to point her in the right direction. We chatted for a few moments and I told her that transitioning is like a process of discovery and there is no wrong way to go about it. We discussed beginning steps for her exploration and a time to check in again with what she learned.

Supporting students with making decisions for future post-secondary education is a transitioning process. It involves reflecting on successes to date and how those successes may provide a pathway to the future. Evidence gathering in a portfolio of transcripts, learning narratives and information on programs of interest can be a place to start. On a deeper level students or applicants need permission to discover. Discovery involves asking questions that promote self-awareness as well as information gathering on future programs and careers. Helping students create questions can be helpful. Questions about future programs can cover several topics including: potential costs, admission requirements, waiting lists, length of program and future employment prospects. I encourage students to ask about additional program requirements such as specialized courses or practicums. Some students learn about their future through assessment taking and online research. Other students do best with in person interviews and volunteering.
Continue reading →

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

The Increasing Importance of Mental Health Professionals in the School Setting

Posted by: Peter Persad on April 28, 2015 12:00 pm

2 Replies

The disturbing and tragic news a few days ago in Barcelona, Spain unfortunately serves as a reminder of the necessity of mental health practitioners in our schools. (“Crossbow attack kills teacher, wounds four others at Barcelona school” The Globe and Mail, April 20, 2015) Indeed, as I learned at the Mental Health Symposium sponsored by the British Columbia Principals and Vice-Principals Association in October of 2014, “Mental Health is the #1 issue facing children today as stress, anxiety and depression have become increasingly prevalent in the lives of children today.” As an educator for the last 20 years with 5 years as a school counsellor and 7 as an administrator, I can attest to this alarming trend first-hand. More and more children, it seems, are having difficulty functioning in schools and ultimately in a broader social context. Studies have shown that fully 50% of mental health issues begin by age 15 and that, if treated appropriately and early enough, 70% of these issues may be mitigated to the point where they will not have a lasting impact during adulthood. For me, this engenders a very clear responsibility on both federal and provincial governments to create structures in our schools that deal specifically with adolescent mental health. Indeed, I believe that schools are the best places to deal with this issue as professionals within the schools enjoy a unique advantage in their ability to see children on a daily basis and develop the essential baseline behavioural data. Furthermore, as respected professionals who deal with children on a regular basis, we have the opportunity to be effective and to help children and families get the care they need so as to offset the detrimental impact of mental illness and possibly avoid the all-too-frequent tragedies that seem to plague our schools. Having both a counselling background and the skillset of a certified counsellor as a school-based administrator has been extremely beneficial to me in helping students and their families who are struggling with mental illness. We will need more professionals with this background and skillset working with in our schools if we are to adequately address the needs of our students.

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Failure or Opportunity? The Benefits of Shifting Our Views on the Meaning of School

Posted by: Anna Coutts on April 10, 2015 10:44 am

Leave a reply

Learn /lərn/: to gain or acquire knowledge of or skill in (something) by study, experience, or being taught.

School is supposed be about learning. Unfortunately, it often seems our society is forgetting what learning is all about. In my practice, I’ve worked with increasing numbers of bright, talented and eager-to-learn youth who are unable to “succeed” at school. Many have become so overwhelmed by depression and anxiety about having to excel academically that they’ve ended up in hospital or have simply stopped attending.

For many kids, it isn’t this extreme. However, more and more youth are feeling the pressure to “get the grades.” Ask almost any teenager about what is more important, understanding the material or getting an A, and I guarantee you most would go with the latter. Yet it’s no wonder they feel so overwhelmed: all around them are frantic parents and teachers, instilling fear in youth that not getting the right grades will lead to failure in life. Failing a test, or worse, failing a class or a grade are seen as catastrophes that can destroy a person’s chance at a happy, prosperous life.

Continue reading →

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Why do we give more thought to what brand of jeans to buy than a career plan?

Posted by: Mark Franklin on December 5, 2012 2:58 pm

1 Reply

“Too many of the young and jobless have given more thought to what brand of jeans to buy than their career plan,” writes Neil Sandell in an article entitled Career education lacking in Canada in the Atkinson Series on youth unemployment published in the Toronto Star.

It’s not just youth who suffer from lack of career clarification; adults too lack career clarity. We spend 100,000 hours in our careers, so why do we invest so little time – some estimates put it at less than 20 hours for the average Canadian – in focused career planning and exploration?

Sandell says that, for youth, the problem is a combination of unhelpful advice from parents, patchy career education, lack of career exploration experience, among other factors. You can hear more in my interview with Neil Sandell on Career Buzz.

From my perspective leading a busy career management social enterprise, CareerCycles, serving individual clients of all ages and stages, it’s a mess out there. Career management is arguably the most important 21^st century skill, and yet the vast majority of Canadians don’t possess a high enough level of that skill, don’t realize they can learn it, and don’t know where to turn.

Continue reading →

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA