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My vision is that every student feels comfortable with who they are, inside and out, and aims to be the best they can be. Every student can be successful, as long as they make the attempt. My vision is to help students understand themselves and those around them. I hope to be an advocate, an ear to listen, and a shoulder to lean on.

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Suicide Protective Factors: Utilizing SHORES in School Counseling

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Suicide Protective Factors: Utilizing SHORES in School Counseling

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https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=psyh&AN=2022-48924-002&site=eds-live&scope=site&custid=s6527200

Diane M. Stutey, Jenny L. Cureton, Kim Severn, Matthew Fink
The Professional Counselor™ Volume 11, Issue 1, Pages 16–30 http://tpcjournal.nbcc.org © 2021 NBCC, Inc. and Affiliates doi: 10.15241/dms.11.1.16

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S Skills and strategies for coping
H Hope
O Objections
R Reasons to live and Restricted means
E Engaged care
S Support

Cureton, J. L., & Fink, M. (2019). SHORES: A practical mnemonic for suicide protective factors. Journal of Counseling and Development, 97(3), 325–335.

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SHORES-Why I selected this article, a summary of the article, and how it relates to school counseling

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SHORES-Why I selected this article, a summary of the article, and how it relates to school counseling

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I choose this article because suicide rates have increased among students. A report by the National Center for Health Statistics in 2019 indicated that suicide rates among American youth ages 10–24 increased 56% from 2007 to 2017, making it the second leading cause of death in this age group; during this same time period, the rate almost tripled for those ages 10–14. Additionally, the Centers for Disease Control and Prevention reported that suicide is now the ninth leading cause of death for children ages 5–11. Often these students have a mental health disorder (ADHD, ADD, depression, anxiety) or are suffering from bullying, childhood trauma, or academic pressure.
Early prevention and intervention are essential.  Cureton and Fink (2019) created a mnemonic device called SHORES for counselors to utilize when working with clients. SHORES represents protective factors against suicide. School counselors can work with students to find what skills and strategies for coping (S) they have in place, work to strengthen these skills and provide additional skills. Hope (H) can counterbalance negative thoughts and emotions. School counselors can assist students that lack hope in small group sessions or individual counseling for goal setting with hope being the topic. Students with fewer moral and religious objections (O) are less likely to attempt suicide. School counselors can discuss spirituality with students. Reasons for living (R) are drives to not commit suicide. School counselors can increase a student's reasons for living by asking the student who or what they cherish the most and how would suicide affect that. Restricted (R) of suicide means such as guns and medications. School counselors can contact parents and guardians of students they are concerned about and discuss restriction of means. School counselors can engage (E) students with resources and other caring professionals to assist them. Making sure students have a supportive (S) environment is another way school counselors can help. Having a strong support system including family, peers, the school counselor, and other school staff is important to a student when they are in a time of need.
SHORES offers school counselors a simple and practical tool that they can apply across behavioral elements of a comprehensive school counseling program. School counselors who add SHORES to their risk screens and safety plans will be engaging in more comprehensive and protective interventions for students who may be at risk for suicide. SHORES derives from a positive, strengths-based mindset regarding suicide prevention, intervention, and postvention.
In my experience with school counselors I believe the use of SHORES would be a great tool to help students in need. Often school counselors have resources but sometimes the student needs more than what the school counselor can provide. I believe by using SHORES school counselors will have an extra tool to benefit students.

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The School Counselor-An Advocate for Students

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The School Counselor-An Advocate for Students

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The school counselor is another voice for the student. School counselors provide students with the resources they need to be successful in school, sometimes the resources they need outside of school, and a safe place to come where they will not be judged.

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I believe that all students have the ability to achieve. Each student's road to success will be different. I believe that in order for students to be successful they need guidance, the appropriate resources, and encouragement from their family, peers, and school staff.

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The School Counseling Program that I Want to Establish

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The School Counseling Program that I Want to Establish

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I would like to establish a school counseling program that provides students with a welcoming, warm, safe environment that provides them with the resources necessary to be successful. I would like to provide one on one sessions and small group sessions for students. I want the students that I work with to know they can trust me, know that I want them to be successful, know there is no judgement, and most importantly know that I want them to be the best they can be. I want the students to know that I am an advocate for them to be their best self.

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My Personal Philosophy for School Counseling 

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My Personal Philosophy for School Counseling 

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As a school counselor I will be an advocate for my students. I will follow the ethical standards to ensure my students are given a safe and trusting environment, receive the resources they require to be successful, and are treated fairly.

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I believe the more I learn through the program and the more I practice the counseling skills the more success I will have as a school counselor. The School Counselor Competency Assessment is used to “self-assess the school counselor’s knowledge, attitudes, and skills” (American School Counselor Association, 2019, p.94). The assessment shows that I have a strong mindset for a school counselor. I know what it takes to be a successful school counselor and know what is required of the position and of the students I will be working with. I belief working in the school system has helped me acquire this mindset. The more I practice and become familiar with theories and skills the better I will perform on the assessment.

Reference:

American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

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The Implicit Association Test (IAT) I completed was Sexuality. The test shows that I have a slight automatic preference toward straight people. My test score was 25% automatic response for straight people and 24% automatic response for gay people. The results of my test do not surprise me. I have several gay and lesbian friends and lesbian family members. I believe strongly in the rights for gays and lesbians. I chose to take this particular test to see if my score would actually reflect what I believe. My score was so close that I believe that the test results do reflect my beliefs.

https://implicit.harvard.edu/implicit/Study?tid=-1

Project Implicit
https://implicit.harvard.edu/implicit/takeatest.html

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Gender-Science is the other Implicit Association Test (IAT) that I chose. Women hold a smaller portion of the science and engineering faculty positions at top research universities than do men. My test results show that my responses suggest a slight automatic response for Men with Science (23%) and Women with Liberal Arts (29%). I chose this test because I have always loved science, I am a female, but I also love liberal arts. My test results do surprise me. I suppose, based on what I like, I thought I would score more toward women with both science and liberal arts.

https://implicit.harvard.edu/implicit/Study?tid=-1

Project Implicit
https://implicit.harvard.edu/implicit/takeatest.html

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Know the Signs