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I currently teach Third Grade and taught Kindergarten for six years prior. Upon completion of my Master of Education in Guidance and Counseling and School Counselor Certification.  I hope to obtain a position as an Elementary School Counselor.  I hope to become an Elementary School Counselor because I have taught at the Elementary level for seven years and I know I have the experience and passion for meeting the needs of the younger students.

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Exploration Option 1-School Counselors Top 5

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Exploration Option 1-School Counselors Top 5

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I interviewed Susan Morris a Jr High School Counselor at Goliad Jr High, with experience  in  school counseling in all grade levels from Elementary to High School.  She discussed the top five Legal and Ethical issues that have impacted her work.

1.   “Right to Equal Opportunities,” is a common struggle schools face because it is sometimes difficult to do what is ethical and legally best for all students involved. Sometimes you may have a SPED student that needs to be in a classroom to have an equal to learn but is such a large distraction and behavior problem that the other students have now lost right to learn equally because of the distraction (Morris, 2018).

2.    “Bullying” is another issue that must be addressed through prevention and reporting programs to ensure students feel safe and are productive school citizens (Morris, 2018).

3.    “Confidentiality,” is a fine line for school counselors. School counselors should assure students that “What is said in my office stays in my office unless someone is hurting you, you want to hurt someone, you want to hurt yourself, or you give permission to share with a trusted adult” (Morris, 2018). It is important for school counselors to be very careful when dealing with student confidentially and follow the above guidelines even if you think you may be helping the students when breaking confidentiality (Morris, 2018).

4.    “Documentation,” is a must in School Counseling. Every conversation, incident, phone call, and letter must be documented and kept under lock and key. If you were summons to court, you would have all the required documentation proving you took all the correct steps (Morris, 2018).

5.    “Child abuse”, this another critical aspect of school counseling because you will be presented with many cases where a student confides abuse to you and which you must follow the legal and ethical guidelines of confidentially but report abuse when you suspect a student is in harm’s way regardless of the students wishes to share (Morris, 2018).

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Exploration Option 2- Association for Supervision and Curriculum Development on School Safety and Student Trauma

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Exploration Option 2- Association for Supervision and Curriculum Development on School Safety and Student Trauma

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I reviewed the article “Responding to Student Trauma,” by Glenn Cook. Students struggle with traumatic events both at home and in school. Schools are working to provide students with resources to support their safety and well-being. Schools must recognize the effect that trauma has on the success of students. Schools must offer students the support they need to be physically and mentally well, to perform well at school.  Students face many challenges from poor home environments to school tragedy such as shootings and sexual abuse. Schools need to strive to have support systems in place for students. (Cook, 2015).

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Glenn Cook

James Brown has been principal of Sayreville War Memorial High School for 16 years. He prides himself on knowing most of the students by name, and shows it in a walking tour of the New Jersey campus, talking to various kids between bells.

"It's the most incredible place I've ever been. There's a heartbeat here," Brown says of the 1,700-student school, located in a working-class town along the Raritan River. "The kids mean everything to me. I try to make them feel like this is their home and that I'm going to protect them."

Brown has led the school through the aftermath of 9/11 and the devastation of Superstorm Sandy, which washed hundreds of residents out of their homes. But a 2014 locker room hazing scandal involving Sayreville's football program also stands out as devastating to the longtime administrator and school community.

A source of pride, Sayreville's football team had won six state championships and made the playoffs for 20 consecutive seasons. Within 10 days of the scandal breaking, seven players faced criminal charges and the football season was cancelled.

"Tough. Difficult. There really are no words to describe it. Everyone was hurting in some way," Brown says. "There was trauma all around."

A few weeks after the incident, Brown scheduled events focused on healing and communication, using the theme, "The Power of One: One Community, One People." The school held a "Week of Hope," bringing in counselors, motivational speakers, and national experts on hazing and bullying.

The district also implemented stringent bullying training for coaches and students who participate in extracurricular activities. Extra counseling was offered to the victims as well as the alleged perpetrators, none of whom were enrolled this fall.

"We have done everything we can, and then some, to restore normalcy and get past this," Brown says.

Recognizing the Impact

"Restoring normalcy" is critical when students are affected by a crisis or traumatic event, whether it occurs on campus or off school grounds. Alison DuBois, an assistant professor at Pennsylvania's Westminster College, says trauma affects students' cognitive, social-emotional, and language development.

More than 46 million children are affected by trauma each year, with one in 10 facing five or more violent incidents, according to the U.S. Department of Justice's Defending Childhood Initiative. Children exposed to repetitive trauma are at risk for a variety of physical and mental health issues-anxiety, depression, high blood pressure, substance abuse-that also affect their ability to learn.

"Most of us do not develop in a vacuum. We have environmental and social influences that shape and define us," says DuBois, who trains teachers and school counselors to understand trauma. "Trauma restructures a child's neural networks. It affects attention and memory, in addition to executive functioning skills, such as organization, planning, and self-regulation."

At Hoover High School, which serves 2,200 students in one of the most violent sections of San Diego, Calif., every student qualifies for free or reduced-price lunch. "Witnessing domestic violence, child abuse, homelessness, caretakers abusing substances at home-those are the things our children are coming to school with and it is affecting their learning," says school counselor Tawnya Pringle.

"They can't concentrate," Pringle explains. "They act out or just sit there spacing out because they know they may go home that day and have to find another place to live. In our school, it's the day-to-day things that start chipping away at their inner selves."

David Schonfeld, director of the National Center for School Crisis and Bereavement, says schools must offer professional development on how to recognize the signs of repetitive trauma and understand its effect on students. In the classroom, teachers can "acknowledge that a student is struggling, take time to find the source of their problems and deal with that, show they care-all of those things help children feel safe," Schonfeld says.

Providing a Safe Space

In the summer of 2014, Principal Joe Austin enlisted the California Center of Excellence for Trauma Informed Care to train Hoover's staff. Five core values were covered: safety, trustworthiness, choice, collaboration, and empowerment.

By understanding what students "come into the classroom with and how it is affecting them," Pringle says teachers now approach critical incidents and outbursts from a different perspective. Rather than automatically sending a disruptive student out of class, teachers learn to analyze the incident quickly and respond so that situations don't escalate.

"Learning is a safety issue, and much of the training is around students' physical and emotional safety," Pringle emphasizes. "If you start seeing signs of a kid being defiant, is it a physical safety issue that needs immediate attention or is the student unconsciously responding to traumatic events with defiant behaviors?"

The timing of the training was fortuitous. In 2014, San Diego Unified moved away from its zero-tolerance policies and issued a directive to schools to find ways to reduce suspensions. Hoover issued 310 suspensions in the 2013-14 school year; after the training, the number went down to 61 the following year.

Teachers say the training and other in-school supports, such as an onsite health clinic that provides physical and mental health services to students and families, are having an impact. Although overall student achievement did not increase, the dropout rate declined for the first time in years.

"The kids who are acting out are getting help, and now we're reaching out to the ones who aren't acting out because the staff has a heightened sensitivity to the trauma our students go through," Pringle says. "Our kids are being given space to open up about why they're acting the way they are, and teachers are [participating] in conferences with [the counseling staff and students] when issues arise. We're embedding this in the school's culture, and it's working."

The Silent Treatment

What about schools that haven't taken these steps? Without proper training or interventions, the repetitive nature of poverty-related trauma can have a debilitating effect on both students and staff, DuBois says.

Less than 100 miles from San Diego, five students and three teachers filed a federal lawsuit against the Compton Unified School District, saying the system fails to educate students who are exposed to repeated violence and trauma. Inadequate training for teachers is an issue in the lawsuit, which could also test whether "complex trauma" is considered a disability under the Americans with Disabilities Act.

"Trauma can have a critical impact at any age," DuBois explains. "If children experience nurturing relationships, they are more likely to demonstrate trust and maintain strong relationships. As children mature, the impact of trauma can inform their worldview in addition to perceptions and values of themselves and others. It all depends on how frequent and sustaining the trauma is."

In schools where community violence and trauma are common, Schonfeld says teachers are susceptible to burnout and can become desensitized to their environment. "The majority really want information and strategies on how to respond. They see what's going on and they care, but they just don't know how to make a difference."

If nothing is done, however, the silence can take over, says Schonfeld. "These kids experience so much loss, and adults [are] overwhelmed and don't know what to do. So the kids stop asking for help and turn to their peers, gangs, and other forms of support. Just because they stop talking doesn't mean they don't need help. In reality, they need it more than others."

That's what bothers Brown most about Sayreville's hazing scandal: No one talked. "I said to students, 'Why didn't you tell me? You know I'm always around, and I would not have let this happen,'" recalls Brown. "Why didn't we know? That was the question I asked the teachers, the security guards, everyone I saw. This whole thing shook my world."

Thanks in part to the interventions and community support, Sayreville didn't see a slide in achievement. In August, it was named one of the top high schools for low-income students in Newsweek's "Beating the Odds" list. The football team, with a new coach and a new athletic director, was back on the field in early September.

"We have a good school with good kids," Brown says. "We are showing our resiliency as a school and as a community. We have learned a lot from the trauma of this past year and we are better for it."

Glenn Cook is a freelance writer and photographer from Lorton, Va.

KEYWORDS

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Glenn Cook James Brown has been principal of Sayreville War Memorial High School for 16 years. He prides himself on knowing most of the students by name, and shows it in a walking tour of the New Jersey campus, talking to various kids between bells. "It's the most incredible place I've ever been.

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Exploration Option 2- National Education Association on Cyber-bullying

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Exploration Option 2- National Education Association on Cyber-bullying

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I read the article "Cyber Bullying the 24/7 Problem you can help solve". The increase of student access to smartphones and social media cyber-bullying is on the rise. Cyber-bullying starts in Elementary and continues throughout High School.  Cyber-bullying happens at all times of day and on the internet and smartphones.  Bullying severely affects the well-being of the victim students.  Their well-being may suffer in many ways from self-harm to school withdraw. It is essential that students build relationships with school personnel and educated about the tools available to them to report this type of bullying (Cyberbullying: The 24/7 problem you can help solve, 2017).

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Is Cyberbullying on the rise?

Yes. Bullying which takes place using electronic technology, including cell phones, computers and tablets, is on the rise. A recent of 16,000 teenagers in 17 Boston suburban public schools found that the incidences of cyberbullying increased 10 percent between 2006 2012, while face-to-face bullying declined 3 percent. Increased cyberbullying was most pronounced among female students. This study, which will be published in the September Journal of School Health, echoes what NEA members from across the country have been telling us.

Why is Cyberbullying so pernicious?

Cyberbullying can happen 24 hours a day, 7 days a week. It can reach a young person even when he or she is alone in their room at home. It can be even more relentless than in-person bullying. The popularity of smartphones and social media sites, particularly ones like Snapchat, which allow messages to disappear, have made it easier for students to harass other students.

How pervasive is Cyberbullying?

It has been estimated that 20- 25 percent of adolescents have been bullied repeatedly through their cell phone or the Internet. Cyberbullying starts in elementary school; picks up steam in middle school, and hits its peak in high school.

What are the effects of Cyberbullying?

All forms of bullying can have a serious impact on a child or young person's well-being. The bullied student can suffer physical and/or psychological harm, which can result in that student withdrawing from family or friends, growing more and more despondent, missing school, and falling behind in their studies. Cyberbullying, like all forms of bullying, is a health and education hazard.

Can educators play a role in preventing cyberbullying?

Yes, but it's not easy. If the bullied student feels comfortable enough with you, the educator, to report being cyberbullied, then you can reassure the student and take action. There is a free tool kit for educators that we recommend-A Cyberbullying Tool Kit: Standing Up, Not Standing By. It was produced by Common Sense Media.

Please Remember: We educate the kids who are cyberbullied. One caring adult can make all the difference in that student's life by listening and reassuring the student he or she is not alone, and then by becoming the bullied student's advocate. Take the NEA Bully Free: It Starts With Me Pledge.

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Cyberbullying: The 24/7 Problem You Can Help Solve

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Is Cyberbullying on the rise? Yes. Bullying which takes place using electronic technology, including cell phones, computers and tablets, is on the rise. A recent of 16,000 teenagers in 17 Boston suburban public schools found that the incidences of cyberbullying increased 10 percent between 2006 2012, while face-to-face bullying declined 3 percent.

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I chose the topic cyber-bullying for step 2 because I see the increase in cyber-bullying in our schools with the growing access our students have to technology at a much younger age. I believe schools should have bullying prevention plans in plans to educate students about bullying and how to reach out for help.

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Step 4 Angelo University- Cyber-Bullying

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Step 4 Angelo University- Cyber-Bullying

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"BULLYING IN SOCIAL MEDIA: AN EFFECT STUDY OFCYBERBULLYING ON THE YOUTH" by Sumera, Rabia and Feroza.

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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Adams, C. (2018). Cyberbullying:What teacher and school can do. Scholastic.

Batool, S., Yousaf, R., & Batool, F. (2017). Bullying in social media:An effect study of cyberbullying on the youth. Pakistan Journal of Criminology, 119-139.

Cook, G. (2015, December). Responding to student trauma. Education Update. Retrieved from http://www.ascd.org/publications/newsletters/education-update/dec15/vol57/num12/Responding-to-Student-Trauma.aspx

Cyberbullying: The 24/7 problem you can help solve. (2017). Retrieved from National Education Association: http://www.nea.org/home/60940.htm

Morris, S. (2018, August 21). School Counselor. (M. Becker, Interviewer)

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I reviewed the study "Bullying in Social Media: An Effect Study of Cyberbullying on the Youth" by Sumera, Rabia, and Feroza. Bullying is common in students of all ages and is out of the victim’s control. With the increase in electronic devices cyber-bullying has become a common problem in schools (Batool, Yousaf, & Batool, 2017). “The bullying in social media affects the users emotionally, academically and socially” (Batool, Yousaf, & Batool, 2017)).  According to the study social media both positively and negatively affects students. It is a positive tool to make friends, but it becomes a negative tool when they suffer from cyberbullying (Batool, Yousaf, & Batool, 2017).

I read the article “Cyberbullying: What Teachers and School Can Do” By Caralee Adams.  Cyberbullying is something that children struggle with at home and school. Removing technology from these students is not a good solution. The school must come up with solutions to education the bullies and victims to help solve the problem. Schools must step in to help come up with a plan and solution. They can follow some steps when to educate staff members to recognize the signs, students to report it and a plan to respond appropriately (Adams, 2018).

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“Cyberbullying: What Teachers and Schools Can Do” By Caralee Adams

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