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Servant leaders are a revolutionary bunch–they take the traditional power leadership model and turn it completely upside down. This new hierarchy puts the people–or employees, in a business context–at the very top, and the leader at the bottom, charged wi

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For many students, their school counselor is their emotional and social guide and confidant. Here are some activities that counselors can initiate to assist students, staff, and parents in the critical area of emotional and social intelligence.

Organize parent education programs.

Throughout the country, local schools and parent organizations have joined forces to host Parent Universities -- daylong events during which parents have the opportunity to attend workshops on such issues as communicating with adolescents, managing stress, and supporting the social-emotional and educational needs of children. Consider hiring translators to accommodate the language needs of non-English speakers in your community.

Adopt a bully prevention program.

According to the American School Counselor Association, one out of every four children is bullied. These youngsters and teens suffer both physical and emotional abuse. They miss school, fear harassment in the bathroom and on the playground, and often feel they have nowhere to turn for assistance. Comprehensive school-based anti-bullying programs have been very successful in raising student, teacher, and parent awareness of the causes and effects of this all-too-common phenomenon. For information and resources for both parents and school staff, visit The Anti-Bullying Network.

Institute service-learning projects.

Participation in school and community-based service projects benefits students academically, socially, and emotionally. The National Youth Leadership Council Web site features resources for schools interested in starting a service-learning component, including examples of model school-based programs.

Start an advisory program for middle schoolers.

Proponents of small-group advisories for middle schools believe such programs provide adolescents with the ongoing support and connections they need to help them grow and thrive during these turbulent years. MiddleWeb, a Web resource for educators and parents, features several articles on middle school advisories, including an FAQ (frequently asked questions and their answers) written by advisory advocate Jim Burns.

Create an environment of accessibility.

At one New Jersey middle school, counselors stand in the school corridor between classes in order to acknowledge students and maintain a high profile. Their aim is to remind students that counselors are among the adults at school available to help them and to listen. At a California school, a counselor makes a point of visiting every class every two weeks.

Resources

American Psychological Association. The association offers free brochures on such topics as violence prevention, how to choose a psychologist, and commonsense ways to assess online mental health information.

Blueprints for Violence Prevention. This interactive Web site features detailed information on model programs for violence prevention, including school-based programs that focus on bullying prevention, classroom-based social-emotional learning curriculum, and more.

Educating Minds and Hearts: Social Emotional Learning and the Passage into Adolescence. Editor Jonathan Cohen has gathered a wealth of information from different experts. The thread that ties the different chapters together is the use of fictional characters "Raffi" and "Maura" as springboards for experts to talk about how particular social and emotional learning programs affect middle school students. 1999. Published by the Association for Supervision and Curriculum Development.

Education World. Visit the School Counselors' section of this site for hundreds of articles and resources covering such critical topics as dealing with grief and loss, suicide prevention, depression, and fostering self-esteem. Many of the referenced articles are from the ERIC database of resources.

In the Mix. This PBS-sponsored Web site for educators features lesson plans and discussion guides for a variety of health and fitness subjects, including anger management, drug and alcohol abuse (including a lesson designed to help teens interpret alcohol advertising messages), depression, and self-image. Lessons are typically designed for middle and high school students and include a PBS "In the Mix" video component.

Promoting Social and Emotional Learning: Guide for Educators. This book by Rutgers University Psychology Professor Maurice Elias and others takes the best information about attempts in schools to give students the skills to be emotionally intelligent individuals. 1997. Published by the Association for Supervision and Curriculum Development.

Suicide Awareness Voices of Education. Among this site's many resources is a thoughtful "Guide for Young People" on depression -- its causes and the importance of seeking adult help for friends and classmates.

Waging Peace in Our Schools. This book by Linda Lantieri and Janet Patti tells the story of the Resolving Conflict Creatively Program (RCCP), which was begun in New York City schools in 1985 and is now in more than 350 schools nationwide. The book serves as a practical guide to many of the successful strategies used by RCCP to produce emotionally intelligent children. 1996. Published by Beacon Press.

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Emotional Intelligence: What School Counselors Can Do

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For many students, their school counselor is their emotional and social guide and confidant. Here are some activities that counselors can initiate to assist students, staff, and parents in the critical area of emotional and social intelligence.

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A Quick Reference to Values Important for School Counselors

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Far from simply setting up student schedules and administering placement and academic evaluation tests, school counselors are leaders who can have a huge impact on the acceleration and the enhancement of learning. They must possess the ability to negotiate, persuade others their ideas are worthwhile, and collaborate with principals and other school officials.

School counselors have many responsibilities, including counseling students, working with teachers and parents, referring students to outside agencies, participating in student welfare and learning support communities, and evaluating and improving their own school counseling program.

Listening

First and foremost, a school counselor needs to be a good listener. Often, they have several students they work with and may get very few chances to converse with them in a one on one setting. "The most basic of all human needs is the need to understand and be understood," said Ralph G. Nichols. "The best way to understand people is to listen to them."

To listen effectively, counselors must be fully in the moment, not thinking of their "to do" list but rather giving their full attention to the issue at hand. Reflecting back to the person, your perception of what they said helps show understanding, and lets them make corrections. The counselor must also keep an open mind, being careful not to make any judgments until they have heard the entire story. ¹

Being Empathetic

Often a part of listening, putting themselves in the shoes of the person speaking, whether that is a student or another school official, helps counselors truly understand the underlying issues.

"Without the ability to understand what the student is experiencing, a counselor cannot truly do an effective job," says Helen A. Hatridge, past president of the Missouri School Counselor Association. "Empathy leads to good listening and a better ability to help the client come up with solutions. It also helps the student feel more comfortable and willing to open up to a counselor." ²

To be more empathetic, it is essential for a counselor to put aside their viewpoint. At the same time, they need to validate the student's viewpoint, which does not always mean agreement. Instead it means acknowledging their right to have an opinion, and that they have valid reasons for it. Asking how that person thinks a situation should be handled or what they would do opens up an even deeper understanding. ³

Building Relationship

It takes time for a counselor to build a relationship with any student or even their peers. However, through listening and being empathetic, that process can be accelerated.

To feel free to talk to a counselor, a student must often "break the ice," and needs to feel trust, comfort, and acceptance. Students need to accept that the counselor is a professional caregiver, and someone they can turn to without fear of judgement.

A counselor who develops this trusting relationship with students can get a lot more done, An understanding of the kid culture and what they care about can go a long way toward providing that environment of trust and understanding.

Performing Assessments

Assessment skills are essential for any school counselor in a number of areas. From academic and skills assessment to personality testing and career advisement, the ability to discern the intersection of talent and desire is essential to offering good counsel.

Assessment also includes determining if a student has special needs and interpreting test and non-test data to decide where the student should be placed, and what programs will most benefit them.

Regardless of the reason for assessment, the steps often include, but are not limited to the following:

Choosing what tests should be administered and when.

Scheduling, preparing, and administering tests.

Scoring tests or sending them out to be scored.

Advising students, teachers, parents, and other staff on test score interpretation.

Evaluating the testing process, results, and subsequent recommendations.⁴

Assessments involve some testing but must also be combined with listening, empathy, and the relationship that has been built to determine how testing outcomes relate to personality, desires, and the goals of the student.

Coordinating Efforts and Activities

Efforts and activities can fall into a couple of different categories. A counselor will have to coordinate Individualized Education Plans (IEPs) for students, and other student specific plans as well. Along with coordinating individual student plans and interacting with teachers and other school officials, the school counselor often coordinates other activities and projects as well.

In many cases, the school counselor is in charge of parent newsletters, school announcements, managing social media accounts, and other community outreach and event planning efforts.

The ability to coordinate and manage these efforts and activities requires strong leadership and organizational skills. Teaching these skills to students by allowing them to take responsibility for their own educational goals and other efforts enables a counselor to show leadership by example.

Exercising Authority

In order to be able to implement programs, direct student activities and coordinate tasks, a counselor must exercise a certain amount of authority.

This means first of all that the counselor must be granted the authority to handle certain tasks by other school officials such as principals and administrators. The more their authority is validated by their actions, the more the counselor will be perceived as a leader by parents and students alike.

Secondly, the school counselor must be willing to wield the authority they have been granted, taking charge of tasks and situations, setting expectations, and holding those responsible to deadlines.

The counselor must also know in any given situation when to cross the line from friend to professional. If a student is being abusive or abused, a more professional response is ethically and legally mandated. It is the counselor's obligation to take charge and follow through, ensuring that student safety comes first.

Being Flexible

If one thing is certain in the field of education, it is that things will change. Interruptions, schedule changes, new programs, and new responsibilities all interrupt a counselor's daily routine.

Student needs and the needs of the school overall often take priority over scheduled meetings. Parent phone calls, staff concerns, talks in classrooms, and unexpected counseling needs can all be disruptive.

A successful counselor should:

Leave gaps in their day for unscheduled needs.

Use good time management techniques.

Set reasonable boundaries. Know what is worthy of an interruption, and what can wait.

Communicate clearly. Inform students, parents, and faculty of schedules and boundaries.

By remaining flexible, a counselor can better manage the stress inherent in the job and be more responsive when needs arise unexpectedly.

Having a Sense of Humor

Being able to see things from the side of humor has a number of advantages. It lets students see that the counselor is human and can not only laugh at situations but laugh at themselves as well.

This is frequently one of the biggest assets in building student trust and developing a relationship with them. It is often how those students relate to adults, whether through jokes or humorous anecdotes that illustrate a point the counselor is trying to get across.

Humor is also a stress reliever. Being able to see the humorous side of interruptions and other daily situations allows a counselor to relax and keep anxiety from taking over many scenarios.

It takes a combination of many leadership traits to make a school counselor effective. They must use listening skills and offer empathy in order to build relationships. A counselor must also perform assessments and coordinate activities and educational efforts. These duties mean they must remain flexible and exercise authority when appropriate.

Not one of these traits alone is enough, and no one is equally adept in all of them. They are taught and can be learned in a Master of Arts in Counseling with an emphasis in school counseling like the one offered by Wake Forest University. This graduate degree will prepare you for a career as a school counselor in almost any setting.
Sources: 1 2 3 ⁴ American Counseling Association, Assessment Skills for School Counselors Mind Tools, Empathy at Work Education World, School Counselors Reflective On What Makes Them Effective Fast Company, 5 Ways To Improve Your Listening Skills

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Leadership Traits Every Counselor Should Have

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Far from simply setting up student schedules and administering placement and academic evaluation tests, school counselors are leaders who can have a huge impact on the acceleration and the enhancement of learning. They must possess the ability to negotiate, persuade others their ideas are worthwhile, and collaborate with principals and other school officials.

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ASCA Ethical Standards for School Counselors

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What is Transformational Leadership and Why is it Effective? | UMass Global

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Effective transformational leaders are skilled at motivating employees to perform beyond what’s expected. Learn how to implement it at your organization.

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The Wizard and the Warrior PDF Summary - Lee G. Bolman | 12min Blog

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The Wizard and the Warrior Summary by Lee G. Bolman & Terrence E. Deal uncovers all traits a leader should possess, regardless of its current standings or status.

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The Wizard and the Warrior Summary

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Leadership Book Review_ The Wizard and the Warrior_ Leading with Passion and Power

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Transformational leaders who are in tune with the needs of their followers will lead their followers in a way to meet their needs.

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Linda Cliatt-Wayman: How to fix a broken school? Lead fearlessly, love hard

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On Linda Cliatt-Wayman's first day as principal at a failing high school in North Philadelphia, she was determined to lay down the law. But she soon realized the job was more complex than she thought. With palpable passion, she shares the three principles that helped her turn around three schools labeled "low-performing and persistently dangerous."

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This graphic, from Bass and Avolio's Four I's of Transformational Leadership, provides a quick reference for keys to transformational leadership.

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This chart, also from Bass and Avolio's Four I's of Transformational Leadership, provides a quick reference for those seeking to uphold the values of transformational leadership.

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This article covers the importance of EI as it relates to counseling leadership in schools.

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A TED Talk with 6 steps to improve emotional intelligence.

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Six steps to improve your emotional intelligence | Ramona Hacker | TEDxTUM

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Sometimes emotions don’t make sense, and sometimes being emotional doesn’t mean you’re emotionally intelligent. Growing up, rationality often came before emotions for Ramona, but as she grew older and realized that she had never actively learned how to deal with her emotions and that she wasn’t the only one who lacked this skill, she knew she had to change something. In her talk, Ramona guides us through her experiences and shows us six steps to become more emotionally intelligent. Ramona Hacker has a degree in English and American Studies and is currently pursuing a Master‘s in World Heritage Studies. Through several personal experiences as well as her volunteer experience at a local soccer club and for the student organization AIESEC, she started thinking about the topic of emotional intelligence and how it affects everyone’s lives and the way we deal with our problems. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx

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Emotional intelligence (EQ or EI) is the ability to perceive, express, and regulate emotions. Learn the role that emotional intelligence play in relationships and other areas.

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Leadership Theory_ Transactional Versus Transformational Leadership in Schools

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Case Study: Teacher Mental Health and Well-Being

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Case Study: Teacher Mental Health and Well-Being

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This article from EdWeek, provides important ideas for helping teachers deal with the demands of teaching.

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The spotlight on mental health's role in education is expanding. The pandemic has added greater urgency to the education world's steadily growing awareness of the importance of mental well-being in the classroom. And while the focus of these supports has historically centered on students, educator well-being is a critical piece of the equation for thriving and successful young people. After all, the relationship between teacher and student stress goes in both directions.

Our work at the MedStar Georgetown Center for Wellbeing in School Environments, or WISE, has followed a similar trajectory. When we launched our program in 2013, our mission was to increase access to child psychologists and psychiatrists in areas hardest hit by systemic oppression and adversity. Schools eagerly signed on for us to offer on-campus mental health care to their pre-K-12 students who needed it most. Meanwhile, in the last eight years, we gained a front-row seat to the heaviness of teacher stress and its impact on students. What we learned made us pause and reconsider our roles as school-based clinicians, particularly now during the pandemic.

We began by observing exactly what the research has long told us: Teachers feel responsible for the social and emotional health of students and often have insufficient training, support, and emotional capacity to feel effective in this regard. As mental health professionals, we also noted the chronic stress and trauma that educators face, particularly those in communities that endure high levels of adversity. The adults in our schools needed help, but they had difficulty seeking it. Educators were more likely to push themselves to the breaking point, including illness, burnout, detachment, and leaving the profession.

Given that situational stress can derail any individual's functioning-whether academic, occupational, emotional, or behavioral-we had to support the gatekeepers of the school and classroom environments. In the early years of our program, we doubled down on efforts to advise leaders on staff well-being and to train teachers in classroom strategies derived from mental health treatment approaches. But it wasn't enough. Many educators needed their own intensive and targeted services.

Then, in 2019, we piloted a radical approach in partnership with Statesmen College Preparatory Academy, a public charter school located in Washington's historically Black and underserved Ward 8 neighborhood that is designed to educate Black and brown boys with a teaching staff of Black and brown men. Very simply, instead of providing mental health treatment for students, we offered it to every adult in the building, with our recruitment efforts focused on teachers and administrators.

Clinicians were introduced at whole-school meetings, and services were advertised alongside school leadership to help overcome the obstacles that are most commonly cited to pursuing therapy, including stigma and not knowing what to expect. Cost was also removed as a barrier. Believing that this proactive investment would offset the price tag on staff burnout and turnover, school leaders found room in their budget to pay for one day a week of a clinician's time. Removing these obstacles to therapy was particularly important for the school's teaching staff, because Black men represent one of the lowest-utilizing groups for mental health services, according to the National Center for Health Statistics.

The results were astounding. In the first year alone, nearly half of Statesmen teachers enrolled in weekly, individual therapy, and none of them quit until they felt emotionally well. Of the teachers that provided feedback, 100 percent reported an improvement in personal well-being. One hundred percent also reported that the experience positively impacted their students' well-being, mental health, and academic performance. As one teacher stated, therapy had "made me more patient and understanding of [my students]."

Just as importantly, in contrast to 24 percent teacher turnover at Statesmen the year prior, only 10 parent of Statesmen teachers left after the year that this intervention was provided. This was not a controlled study, so a number of factors may have contributed to this achievement. However, many teachers expressed that they benefited from and appreciated their school leaders' prioritization of their mental health.

Unbeknownst to us at the time, this work prepared the WISE team to respond to the outbreak of COVID-19, when teacher support suddenly became the most frequent service requested of us. Since April of 2020, we have provided mental health services to more than 150 educators in over 35 schools in Washington, and we have delivered well-being training and capacity- building initiatives to hundreds of educators locally, nationally, and internationally.

Additional program evaluation at WISE is underway to shed light on exactly why teachers take advantage of our services and the measurable impact of these initiatives. But we can assume that the benefits go beyond improved personal mental health. The science of stress and co-regulation tells us a story of cascading effect: With mental wellness comes clear-headed thinking, improved regulation, and greater emotional availability to connect with others, and all of this is naturally absorbed by those around us. One can then expect that a school environment where educators are well will result in adults and students who have greater access to the resources they need to feel safe, to lead, and to learn.

We must rethink approaches to building school culture, creating trauma-informed schools, and closing the achievement gap, and we must do so economically. This is most critical in schools where students and teachers are holding excessive amounts of stress resulting from community adversity, systemic oppression, and inadequate resources, as these are the same schools where staff turnover and inequities in achievement are most pronounced. Through a multitiered system of supports dedicated to adults, one where individualized services are accessible and encouraged, schools have the potential not only to keep educators happy and teaching, but also to help students, emotionally, behaviorally, relationally, and academically.

Therein lies the charge for school leaders, parents, funders, and policymakers alike: Invest in the adults that surround our children and trust that what we pour into them will be felt by our students and our communities.

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Teachers Need Therapy. Their Schools Should Pay for It (Opinion)

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The spotlight on mental health's role in education is expanding. The pandemic has added greater urgency to the education world's steadily growing awareness of the importance of mental well-being in the classroom. And while the focus of these supports has historically centered on students, educator well-being is a critical piece of the equation for thriving and successful young people.

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Leadership Case Study_ Teacher Stress and Mental Well-Being