Tag Archives: school

School Counsellor in an Outreach School

Posted by: Derek Collins on March 4, 2019 10:57 am

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

Pushing Through Anxiety

Posted by: Jennifer Morrison on January 26, 2016 2:47 pm

We know there seems to be a higher rate of anxiety and panic disorders then there was just a decade ago. Whether that is true, or whether it is just being diagnosed more is uncertain to me. Either way, anxiety seems to the driving force for student absenteeism. I currently have a few students who leave class and wander the hallways looking for places to hide, hopinAnxietyg the teacher forgets they are gone so they do not have to go back to class. Often times those students end up at my door. Sometime they are crying, shaking, trying to get out of the school, making excuses to leave, etc. I have built a habit of being very kind at first when a new student comes in who seems to be anxious. I let them talk, pace, draw or whatever they need to do to calm down for the time being. I have light hearted questions about family, friends, activities, favorite anything, whatever will keep them in my office and not wandering the halls again. I am usually pretty successful in this area and students start to come back to see me willingly.

For me, when students come to me because they want to, the real work begins. I must now do the careful dance of keeping up with the students’ feels, fears, ideas and thoughts without stepping on their toes. I want them to believe that I truly get it because I do. I live around anxiety everyday, at home with my husband and son and at work with staff and students. Working with my own loved ones’ anxiety disorder has helped me to see how it affects people and as a result I think it has made me a “you have to be cruel to be kind” kind of person. I go through a process where students are given tools to make it through and they need to learn them because I will not always be there for them, and sometimes I send them back to class after reminding them of all the resources they have at their disposable (just not me). I request that parents take their kids to school even on the hardest days. I ask teachers to not let my students out of class unless necessary and I send students back to class as soon as possible, whenever possible. I get strange looks from parents and staff but I tell them, “If you want this to get better sometimes they need to do the things that cause anxiety”. A person who is afraid of spiders will not be able to avoid them for the rest of their lives and those with school anxiety cannot avoid school either. They need to be in that moment and experience the uncomfortable, heart pounding moments when anxiety sets in. Feeling and surviving those emotions is part of the battle. Soon those feelings start to diminish and the more you face it and think and talk about it, the easier it gets. It may not ever go away in its entirety but you can learn how to deal with it day by day, minute by minute, hour by hour.




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

Counselling in the Outdoors

Posted by: Jennifer Morrison on November 9, 2015 1:30 pm

playgroundThis will be a short and to the point blog. I have been recently asked by my schools to work with students outside during lunch hours as a way of interacting with those students who may not be candidates for my services, but could still use a positive role model in an unstructured environment. I was apprehensive of this at first as I felt that my time would be better applied doing group work with students. Two days outside and I already find myself reaping the benefits of the all-student interactions. I do miss eating and chatting with my colleagues but I have students coming up to me to chat, walk around, hang out and ask for advice. What a great unobtrusive and informal way of getting work done. I was stuck with this idea that we work in our offices, one on one or small groups, doing lesson plans and talking to teachers about ways to help children. All that is great and I am very comfortable with that, but perhaps it is time for me to see and try other ways to counsel students.

I admit that change is not an easy thing for me and I do tend to get anxious when expectations of me change. However, change can be a very good thing and in this case it has given me the opportunity to look at my job in a different way. School counsellors are moving away from the ‘office’ and into the classrooms and playgrounds. This is a good thing and I plan to do my best to embrace it. I know there will be times when I will want to stay inside on the cold winter days, huddled in the staff room with my fellow teachers. When these thoughts creep up I will have to remember that the benefits of working with students in their own space while at the same time getting fresh air and shaking out my own cobwebs is well worth the 30 minute change in my schedule.




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

Compulsive Texting

Posted by: Dawn Schell on November 4, 2015 2:52 pm

It started out innocently enough. A teacher asking students to put their phones away and focus on what was happening in the class. One of the students said she felt “anxious” about not having access to her phone.   Other students echoed her sentiment. The teacher was flexible enough to engage in the conversation and ask them to explain.   The conclusion – some students said not being able to text at any given moment or to check their messages left them feeling nervous, anxious, worried. Naturally this concerned the teacher.

Now I don’t mean this to come across as yet another adult shaking her finger at the younger generation and saying they have it all wrong.   When someone says NOT doing something leaves them feeling anxious I think it merits further exploration.

CompulsiveTextingA recent study published in the Psychology of Popular Media Culture journal (http://www.apa.org/pubs/journals/releases/ppm-ppm0000100.pdf) looked at the role “compulsive texting behaviour” plays in students’ academic functioning. The research focused on assessing what counts as “compulsive texting” as well as three components of academic functioning (grades, social bonding and perceived academic competence). While the study was conducted with a relatively small number of Grade 8 & 11 students (n=403) and is based on self-reporting it’s worth having a closer look at their results.

The first step was to create a measure for compulsive texting that is similar to one used for Compulsive Internet Use (Young, K.S. 1998). They wanted to assess for: interference with tasks, cognitive preoccupation and concealment, all potential indicators of compulsivity.   Their research showed a high internal consistency for their Compulsive Texting Scale.

The authors measured frequency of texting, compulsive texting, academic adjustment, and gender differences.   They found:

  • Females had higher levels of compulsive texting than males (12% vs. 3%)
  • “It appears it is the compulsive nature of texting – not the sheer frequency – that is problematic”
  • There is a relationship between compulsive texting and poorer academic functioning for females and not for males

Hmm. Now that is interesting!

The authors go on to speculate about potential explanations for females being more susceptible to compulsive texting behaviour.   They point to research that indicates “females are more likely than males to engage in rumination or obsessive, preoccupied thinking” (see study for details). They also are “more likely to focus their intimacy in interpersonal relationships than males”. Which may mean the content of their texts may be more “distracting or interfering than the texts males receive”.

The researchers discuss the limitations of their study and conclude with a reminder that texting can have potential benefits as well. It’s like anything really – when the use becomes compulsive that’s when we need to find ways to address it.

Dawn M. Schell, MA, CCC, CCDP is an affiliate of Worldwide Therapy Online, Inc. http://www.therapyonline.ca




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

Parental Permission

Posted by: Jennifer Morrison on September 23, 2015 12:54 pm

 

 

In school counselling we often work with children who need support due to issues in school or at home. These issues run the spectrum just as any other group would. The one major difficulty I have in working with elementary children is the need for parental consent. I do understand why we need consent from parents as not all children are developmentally prepared to understand my role as a guidance counsellor and how we can help.  In those cases it is important for a parent to be able to say “Yes, I feel my child needs help in their social/ emotional development and Yes I think the guidance counsellor can help”.  For those reasons parental consent is vital. However, I worry about the group of young children who deal with serious issues at home and parents/guardians are not willing to allow their child the support they need through counselling. Parental arguments, alcoholism, neglect, divorce and separation and unstable home lives can have major impacts on a child.

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But what do we do when parents will not give consent, or asking parents for consent may cause even more harm? I also must have consent from both parents if the situation involves separation/divorce and there is shared custody. In many cases one or both will deny consent. Where I work, any child under the age of 12 must have parental consent for counselling after the initial session.  Many of the students who are in the most desperate need are denied services due to the lack of parental consent.  What do we do in these situations? How do we go about providing a service that is being turned down by parents, even when we know the service is necessary?

In the past I have used my judgement with older students whom I feel need my help and have the ability to recognize they need help. However, I only see them for short periods of time and more than likely on a quick ‘one time only’ situation. I always let staff know if they are worried about someone to let me know and I will see them once without consent and then determine what the next step will be after the initial contact. At this point I have been using my judgement if I believe the student is capable of making that decision, but children between the ages of 4 and 10 really are not ready for that. Continue reading




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

Starting Anew

Posted by: Jennifer Morrison on September 4, 2015 12:15 pm

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I have very recently began a new position as a guidance counsellor in three schools, all of which have never had a guidance counsellor before. Although all schools are extremely grateful to have me, there are still some challenges surrounding the creation of a brand new position. Where are they going to locate me, will there be a private space, private phone line, filing cabinet to store confidential files, a space that is suitable for counselling? How will staff, parents and students react to this new role? Some of this is out of my control and I must live with that. However, there is still a lot I can do to make this an easier transition for everyone.

At this point in the game I am simply trying to allow students and staff to see me in the school. I am walking around before school, talking to students, going into the staff room to meet teachers. Overall, I want them to know that I am here. Now is not the time to come into their classrooms and start pulling out students. They have only been back to class for two days and I am unfamiliar to everyone. I feel that staff must first get to know me and what it is I do, before they will be willing to send their students to see me. I think that is reasonable. I feel it will be a while before they are comfortable enough to send students my way, and that is OK. Continue reading




*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

Choosing a university program

Posted by: Mike Peirce on August 24, 2015 3:10 pm

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Over the past month, I have spent a great deal of time reviewing Canadian university programs as I updated the material for the 2015-16 edition of “For Grads Only”. This publication is near and dear to my heart as I believe it is a useful tool for students beginning their search for their ideal university and program. During my research, the program searches on the University Canada website made me think about what a student goes through as they decide their course of action for university application. Did you know that if you simply search for Bachelor degree programs taught in English in Canada, there are almost 6,400 possibilities to consider? There is no wonder students are often overwhelmed by deciding what to study. The importance of this decision can never be underestimated as a student needs to know what the program they will enroll in before they can decide which university to apply to. After all, if the university doesn’t teach the program, no sense in going there. Over the years, I have realised that students researching undergraduate university degree programs fall into one of three groups: 1) those who know what they want to study, 2) those who have some idea and 3) those who haven’t a clue. The neat thing is I believe there is no problem being in any one of these three categories. The process of choosing just needs to be adjusted a little. Continue reading




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

Students in a Supporting Role

Posted by: Mike Peirce on May 11, 2015 1:03 pm

A number of years ago I conducted a student health and lifestyle survey in my school to consider the effectiveness of our student support resources. What we discovered won’t surprise many but it was still an eye opener. In spite of having access to trained counsellors, health professionals and supportive teachers, our students turned to their peers first when they faced the struggles of adolescence. Thus began my journey in the world of peer support programs. Some may call them peer counsellors, peer mentors or peer advocates but by any name, they added a tremendous resource to our school’s student support structure. They now serve as primary referral agents for our student services. Without trying to be dramatic, I can honestly say they have saved lives.

peersThere are several core components to having a successful peer program in a school setting. The adult facilitators in a school setting need training in order to support an effective training program for students. The administration, faculty and staff at a school need to be educated about the role these students will play. Students are not primary caregivers but receive training to support their peers as they struggle with adolescent issues while understanding when a peer might need a greater level of support. At this stage, they refer on to an appropriate resource.

Student training typically revolves around several fundamental skills, listening being the key focus, followed by questioning, decision-making and values. In my school, students applied for the role and are trained year long. Other than our start-up year, returning peer counsellors select the next group to be trained based on an application, essay and interview. The outcome of the selection process ensures that successful applicants broadly represent the diversity of the school population. For the training, other than the first and last sessions, returning peer counsellors run the sessions with the adult facilitators serving in a supportive role. Students study the importance and meaning of confidentiality and develop a code of ethics for the group. During my more than 20 years in peer programs, I have found the students to take this responsibility extremely seriously and have gone to great lengths to maintain this as the trust other students put on them is dependent on their performance.

There is a great deal of research showing the effectiveness of peer networks in schools and other communities. The Peer Resources Network (www.peer.ca) has been an invaluable tool for me over the years providing training, manuals, research findings, and professional development opportunities for peer trainers. In an age where bullying, mental health issues and social media have all made supporting students more and more complicated, students helping students can be a very effective strategy for any counselling department to consider. The system established in my school has now run for more than 20 years and continues to be a critical part of our student support initiatives.




*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

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

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