I chose this article since the counseling curriculum goes beyond the counselor’s office and emphasizes the collaboration of school staff to implement constructive interventions. Specifically, this article addresses teachers’  in-classroom preparedness when faced with students having adverse childhood experiences. Adverse childhood experiences can often become problematic in the academic environment and cause lifelong negative impacts on individuals. Teachers have long exposure to students throughout the day, and thus are a valuable resource to the health of the school culture. This article specifically addresses the need to consult with teachers about building classroom connections and effective classroom management while considering the non-cognitive factors students face.  By providing specialized training, teachers can build healthy relationships with young students who have experienced adverse childhood experiences, that may be manifesting as disruption in the classroom. Child-teacher relationship training can benefit both the students and the teachers as it builds classroom connections, tend to the non-cognitive needs of the students, builds their resilience, and aligns with the ASCA acceptable duties of school counselors. 

Adverse childhood experiences (ACEs) affect about half of the U.S. Student population. These adverse experiences cause psychosocial development, emotional and behavioral regulation, and relationship building, and can result in lifelong issues (Post et al., 2022). The impact of these experiences can often manifest as disruptive or maladaptive behaviors in the classroom (Post et al., 2022). Post et al. assert that “Research indicates that the number one protective factor for children who have experienced ACEs is a positive, stable relationship with a caring and predictable adult”, therefore by informing teachers with a child-teacher relationship training (CTRT) approach in the classroom, students are likely to increase their resilience, reduce problematic behaviors, and build more secure relationships (Post et. al, 2022, p.98). Through brief training, teachers were able to increase child-centered knowledge and skills, and demonstrate these in the classroom, even with limited resources (Post et al., 2022). Post-training, teachers demonstrated an increase in knowledge and implementation of child-centered care (Post et al., 2022). Further research is needed on the impact of CTRT on students’  sense of belonging and comfort in schools, and their academic improvement. However, this poses an opportunity for school counselors to use CTRT through a school-wide approach, demonstrate a collaborative effort with teachers, integrate the counseling curriculum, and build classroom connections.

Reflection

Teacher’s improved feeling of efficacy, and greater knowledge of child-centered care was a marked

improvement of the CTRT; this assumes that if a teacher is better equipped, students will receive better care. Though previous research suggests that CTRT is beneficial to child resilience, this study did not directly examine the students’ benefits of CTRT and noted that obtaining parental consent is an obstacle for research. Therefore, the examination and implementation of family involvement within the school may be beneficial for improving student outcomes as well.

As a student, I was unaware of any systematic training that teachers and counselors collaboratively integrated. Currently, the same local school district only has one school counselor for each elementary and middle school, with an estimated ratio of 1:450. Due to limited counselors, implementing systematic child-teacher relationship training may be unlikely until further counseling assistance is available. Conversely, providing teachers with skills they can implement in the classroom without directly involving a counselor may be a solution for the lack of counseling professionals, while keeping students engaged in their academic progress.

Post, P.B., Grybush, A. L., Garcia, M.A, & Flowers, C. (2022) Child–teacher relationship training exclusively in the classroom: Impact on teacher attitudes and behaviors. International Journal of Play Therapy. 31(2), 97-106. https://doi.org/10.1037/pla0000173

 

 

Project Implicit (n.d) Take a test. Retrieved from https://implicit.harvard.edu/implicit/takeatest.html