Tag Archives: School counselling

Animals in Schools

Posted by: Derek Collins on September 20, 2019 11:28 am
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Part of our mission at Vermilion Outreach School is to create a safe place for our students. Vermilion Outreach is an alternative school for students who have not had success in a regular program. Many of our students find it difficult to focus on their work; this may be for personal reasons or academic difficulty. As the principal and counsellor, I am constantly looking for strategies that would allow the students to overcome some of these barriers. I knew other outreach programs that had a school pet program but it was not something I thought I was ready for. That is until my own dog, Kona, needed to wait somewhere for her veterinarian appointment. With no other options available I brought her to school.

The effect on the students was immediately apparent to  the staff and me. Kona, an older miniature schnauzer-poodle cross, would trot to the door and greet everyone. She would then continue to walk around the school stopping at different locations where a hand would reach down and give a scratch or a pat. Some students would try to get her to jump into their lap, although Kona was not quite ready for that. But she loved the attention. Work only stopped briefly as she walked by but often the students would continue to read or work on an assignment as they gave Kona some attention.

There have been studies on the success of animal-assisted interventions. A systemic review of animal-assisted interventions found that there are some positives for students when dogs are in classrooms. Animals appear to be buffers to psycho-social stress. Classrooms reported that there was an improvement in motivation, focus and a sense of well-being. (Brelsford, Meints, Gee, Pfeffer, 2017)

The most impactful moment for me was when Kona helped me make a connection with a student. I noticed that a relatively new student to our school left her desk and headed to one of the side rooms. I gave the student a few minutes of quiet time before I knocked on the door. The student was crying and I offered to listen. The student nodded, I sat down, but the words were not coming. I tried to be patient. We heard scratching at the door.

“Is it okay if Kona comes in?” I asked. The student nodded. Kona strode into the room and looked up at the student. Then suddenly, she jumped up into her lap.

“You don’t have to hold her if you don’t want to,” I reminded the student, both of us a bit surprised.

“It’s okay,” the student answered. She started talking while petting the dog. Somehow Kona knew she was needed. Her presence gave that student something to focus on while she told her story. That event led to many other sessions.

I encourage other programs to consider a school dog or pet and I would love to hear stories and share ideas.

Brelsford VL, Meints K, Gee NR, Pfeffer K. Animal-Assisted Interventions in the Classroom-A Systematic Review. Int J Environ Res Public Health. 2017;14(7):669. Published 2017 Jun 22. doi:10.3390/ijerph14070669



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

Playing the “Long” Game

Posted by: Derek Collins on July 26, 2019 3:29 pm
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At Vermilion Outreach School, we become invested in our work. The result is that we want to see immediate change and growth in our students. The reality is that teaching and counselling are what I call a “long game”. I have a dedicated staff trained to assist students returning to high school; students attending our alternative school often face personal issues and past trauma. We have found that because students have not experienced success at school, there tends to be a reluctance to talk and work with us.

One particular student spent most of her first year virtually silent. Fortunately, she connected with one of the school coaches. During their conversations, the young woman revealed her anxious thoughts. It was clear to the coach that this student needed to connect with a community counsellor with proper resources and training to help her move forward. The coach offered the young girl the opportunity for that connection, however, the student remained uncertain and provided no definite answer.

It was not until nine months later that this individual approached the school coach and said she was ready to see a counsellor. It is no surprise that the staff member was full of excitement and energy at a staff-planning meeting. We needed to connect her right away, and we needed to talk to her mother as soon as possible in order to gain for permission for a referral to our mental health professional. The excitement was infectious and soon everyone on the team took on a task.

Days passed quickly. Mom said she was willing to sign papers but they were routinely forgotten or misplaced. My staff grew more concerned that the student herself was falling into a “silent mode” again. Staff excitement turned to concern and then worry.

This was a time for us to come to a realization we knew, but often forget. Change is not something that comes quickly. Often change is a long process; this is why we have come to label counselling as the “long game”. It is unfortunate that many of our students are not with us for long. A significant number enroll in school and withdraw during the year for many reasons. Sometimes, we are fortunate and honored to see them grow and graduate. For others, change takes many more years and they leave school and the community. We rarely find out what happens with those students. As for our young student, she eventually met with our community counsellor and made plans for more meetings over the summer. We all look forward to hearing more from her when school reopens in September.




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

Mandatory Career Planning

Posted by: Derek Collins on April 26, 2019 8:21 am
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In the beginning, I did not like career counselling. I saw it as the “fluffy” part of a school counsellor’s job. Compared to cognitive behavioural therapy or grief counselling, it did not dive deeper into the inner person. I thought that anyone could do career counselling. All a person needed was a working knowledge of the post-secondary world, some insight into scholarships and willingness to take some time and help a student look at requirements on a university website. Most of this information could be gathered through web pages and college catalogues.

I have come to realize how wrong this view was. I took on a new role ten years ago at an outreach school. These are alternative high schools for students who have not experienced success in traditional “brick and mortar” schools. The previous counsellor of the school did extensive career planning with his students. It did not take me long to understand why. For students who had dropped out of school, there was a need to find a new purpose for attending. Career exploration activities was a way to find that purpose. It built a motivating vision of the future. And it was essential for helping students choose appropriate and meaningful courses. Career planning is now mandatory for all the students at the outreach school.

As I mentioned, my primary reason for incorporating career counselling with all my students is to help them find a purpose for school. Most of my students experience stress around school. Career planning has been found to reduce the academic stress of school. (Sharma, 2014) I have also found that there is an interesting gap when it comes to career planning. Often schools may feel that parents will help their children explore careers and post-secondary options. Levine (2013) found that parents themselves are unsure how to help their children.

Parents assume that their children are capable of finding information about post-secondary programs and related careers on their own. This is too bad because parent expectation is the second most important determinant as to whether a student will attend post-secondary study or not. Proper academic preparation is the most important factor. And if we lower a student’s stress, they are more likely to engage in their work. Helping students carry out career planning ends this cycle.

-Derek Collins

References:
Levine, K. A. (2013). History Repeats Itself : Parental Involvement in Children ’ s Career Exploration L ’ histoire se répète : La participation des parents dans l ’ exploration de carrière pour enfants, 47(2), 239–255.
Sharma, V. (2014). Role of Career Decision-Making in the Development of Academic Stress among Adolescents. International Journal for Research in Education, 3(6), 58–67.



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

School Counsellor in an Outreach School

Posted by: Derek Collins on March 4, 2019 10:57 am
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My impression of school counselling has certainly evolved. It did not have a great first impression. For the first half of my career I worked in a rural K to 12 school. School counsellors were mythical creatures similar to teacher librarians and lab technicians. I saw “school counselling” as something that was done by the vice-principal in addition to his other tasks. He “counselled” the students on which courses to put in their schedules in order to graduate. Meeting the entrance requirements of a post-secondary program was a wonderful bonus.

My understanding grew when I became the vice-principal. I found a copy of the Alberta Education publication of “Building a Comprehensive School Guidance and Counselling Program” released in 1995. On page 35, it lists the three key issues facing school counsellors: promoting academic growth skills, encouraging positive student transitions, and developing positive interpersonal relationships. As a new school administrator, I tried to help students plan their academic course loads. I worked to help students develop better interpersonal skills when they were sent to me for disciplinary actions.

A side effect of disciplining students that I began to realize is that every one of them had a back-story. I began to hear the terms such as “anxiety,” “depression,” “anger issues” and “stress.” While I was initially overwhelmed, I was intrigued about this vast field of counselling. I realized I was allowed into a privileged place to help guide these students to find their strengths. At that point came the wonderful opportunity I still get to work in today. I became the principal at Vermilion Outreach School. Outreach schools are alternative schools set up to “meet the needs of students who either cannot or will not pursue their education in traditional high schools” (from the Outreach Program Handbook, 2009, Alberta Education, pg. 1). Many people describe it as a school for “those” kids with addictions, criminal records or violent pasts.

Certainly, every school has a tremendous variety of individuals each needing different types and amounts of support. Working in an alternative school setting has provided a wonderful place to learn more about mental health and supporting youth. I hope to explore various aspects of school counselling and the field itself from this viewpoint. There is a strong need to advocate for trained school counsellors. Hopefully, I can hear from others about their experiences.

Derek Collins




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

Selective Mutism

Posted by: Jennifer Morrison on January 12, 2016 1:25 pm

I have a new student that I am working with who has selective mutism (SM). She is a very bright girl, lots of talent but does not speak in school. I have only just started to get mutismto know her a little and I sense this is going to be a long journey for her. At present, her sister and her friend both speak for her at school. This dependency started long ago and was not discouraged in any way. As a result she is now in grade 8 and says absolutely nothing in school.

The Anxiety BC website suggests that SM is maintained through a process of negative reinforcement. It is a cycle which looks like this: I am asked a question > I am too afraid to answer > the person with me gets anxious and answers for me > we both feel better and anxiety decreases. This interaction continues each time and the person with SM no longer needs to speak for themselves.

So how do you help someone overcome an obstacle such as SM when a dependency has been allowed to grow for so long? Do I suggest that we let her be since she is actually doing very well in school? She has friends, she does her work, she has great marks, she just does not speak. Teachers do not push her to speak and in fact most don’t try to get her to talk at all. Is this good or should I be requesting that they begin with one word answers, or speaking to a classmate first? I have not had this issue before and frankly I am a bit uncertain of what it is I can do to support her. All those supports and ideas that could have helped at a young age seem to be too late now. How do you start speaking in school when you have not done so for 9 years and how do I as the guidance counsellor proceed with this? My plan at this point is to do more research on the topic and possibly use pictures as cues for her. I look forward to learning more about SM and I am sure another student will come along, and when they do, I will be ready, or at least more prepared.

Anxiety BC has a great video on how to work with students with SM. The website is http://www.anxietybc.com/parenting/selective-mutism.




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

Focus on the Positive

Posted by: Jennifer Morrison on August 25, 2015 3:30 pm

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As the summer winds down I am beginning to think of all I must do to prepare myself for a new school year and a new job. We all go through those transitions where we must get to know our new clientele, our communities and our colleagues. These tasks are a new and exciting challenge for me and ones I look forward to. However that excitement comes with some anxiety. We all know what the fear of the unknown can do to one’s mental health. Lack of sleep, restlessness, stomach issues along with a whole host of other symptoms often prevent people from making transitions in their lives. Perhaps they feel that dealing with the status quo is easier than dealing with change. Continue reading →




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

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.
colored-pencils-179167_640 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
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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.

sign-429419_640 copySo, 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.

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*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
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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.
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*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
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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 hourglass-620397_640my 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