Although I am relatively new to the school counselling role, my teaching experience spans from Kindergarten to Senior One. My deep gratitude for my profession remains strong, and it is an honour and pleasure to be part of a school community.  “Pinch me” moments are constant, and fill me with appreciation for the people, and lives I connect with. I have enjoyed my role as a school counsellor for the past four years now - pure joy in many forms. Incorporating proactive strategies to the counselling role is part of my belief in trying to connect with all students in our K-8 school.  Teaching in classrooms enables me to take an active role within each little community. My mini-lessons include teaching topics such as: empathy, kindness, character building, how to be a good friend, Day of Pink, how to be an upstander, sharing circle, listening, how we are unique, Kelso’s Choices, Zones of Regulation, growth mindset, and celebrating differences. The list is endless!  I enjoy making interactive themed bulletin boards that relate to my mini-lessons.  

In my work as a school counsellor, and the activities that I provide for students in the counselling room draw upon their skills, build their confidence, and almost always bring a sense of calm to their day. Many of my at-risk students enjoy building with Lego, playing games, drawing, and making pom-poms. I see this as a “play approach” within my connection, and work with students. While the students are playing, I also monitor their social exchanges, and interactions. I am “there” to quietly guide, and help talk through if needed. I have students connect with me individually, small groups, recess groups, “Lunch Bunch”, and Lego club. Working with our ‘Middle Years Mentors’ provides time for our middle years students to connect with early years students. During friendship group time, Lego continues to be the game, and play of choice. While building, the students will talk, and express feelings. I teach many of my students about sharing – if I want your Lego piece I will ask, and trade you with one of my Lego pieces. Learning to play is a need for many of our students. The time that we have together provides the students with this opportunity. 
 
The past four years as a school counsellor, in combination with my life learning experiences have provided me with incite, and added intuition. I have enjoyed the past three years sharing and learning with other students, and my amazing co-hort at Brandon University.  How fortunate I am for this opportunity to be a part of the Brandon University Graduate Program in Education, specialising in the Guidance and Counselling. We all have a story, and I feel honoured to include Brandon University, and learning in part of mine. 

 

I would like to share part of my Brandon University Graduate Program - Statement of Interest - application. This written piece will provide a brief description of my journey, prior to my acceptance into the graduate program - for which I am truly grateful!
 
Statement of Interest -
 
While having a conversation with a colleague of mine last spring, I informed her that I was asked by my Principal and Vice-Principal to step into the role of School Counsellor.  Our discussion was serendipitous: with me sharing my interest in a Master of Guidance and Counselling program; and she pursuing her Master in Special Education at Brandon University. We commended one another for our enthusiasm and positive learning attitudes. This was an exciting moment to share, learn more about Brandon University, and continue this process of learning and growing.

My pursuit of post-secondary education did not begin until I was in my late twenties. During my teenage and early adult years, I was a competitive cross-country skier. A dedicated life of training and competing, travelling extensively with the Canadian National Cross-Country Ski Team throughout North America, Scandinavia and parts of Europe. A whole-hearted belief that I would be a National Team athlete for the rest of my life. Attending University was not part of my ambitions, nor was it part of my thinking. Much of my energies had gone into ski racing and training, rather than schooling.  During my competitive years, I certainly learned valuable life lessons: how we treat each other as human beings; respect for languages and cultures; the ‘no mistakes only lessons’ belief; the importance of the ‘Journey not the Destination’; and how athletes are often treated only as well as their last result.  Valuable lessons in the ways I guide and value my students, parents, colleagues and the community in which I work. 

After retiring from competitive skiing, transitioning back into society was challenging. My mom often used the term, ‘late bloomer’ with my siblings and me.  Certainly, in terms of my education this term rings true.  It was not until university that I really ‘thought’ about learning, and had any sense of knowing how to learn.  My first attempt at University was difficult. I did not know how to study, nor did I take the time to learn what was involved with post-secondary education.  This lack of attention on my part contributed to a failed grade and resulted in a suspension from the University.  In my mind, I was still a cross country ski racer, and felt static as I was trying learn how to balance my life.
 
After a year on suspension, and understanding how to live within a new social role, I took another try at University. Gradually I learned how to study efficiently, enjoying the learning process and consistently better marks. A favourite University paper I wrote was titled, ‘Life after Competitive Sport: Re-Socialization after the Glory.’ The paper focused on learning new attitudes and norms after a competitive sport career, and how many retired athletes are unprepared for what happens next.  My hard work, tenacity and patience have helped me complete my Bachelor of Arts, After-Degree Program in Education, Post-Baccalaureate Diploma in Education, and acceptance into the Master of Counselling at the University of Manitoba. 
 
Timing is not always perfect, and as an almost forty-year-old wanting to start a family, I knew I needed to put my Masters of Counselling at the University of Manitoba on hold.  It has been my good fortune to have had tremendous support from my Principals and School Division.  Enjoying over twenty years of teaching from Early years to Senior One, a member of the Support Services Team, as a Resource teacher and now as School Counsellor. 
 
Life experiences have brought a deep perspective for my role as a School Counsellor. Both my mother and sister have battled depression for a better part of their lives.  My brother, a Canadian National Biathlon Team member and participant in the 1988 Calgary Olympics, took his own life in the fall of 2015.  He as well, experienced periods of depression and had a very difficult time with the process of adapting into his new role after a competitive sport career. The experiences with my family have enabled me to be a more compassionate, empathetic and understanding teacher and School Counsellor.  
 
Recently, the Pembina Trails School Division developed, ‘Mental Health: A Curricular Resource for Grade 7 to Grade 10’. (Pembina Trails School Division, 2016). This guide helps support educators in discussing mental health with students. Within my role as School Counsellor, I take great pride in teaching from this curriculum to help students develop the knowledge, skills, and attitudes they need at various stages of their lives to make informed and health-enhancing decisions related to mental health. Teaching my students about their mental and physical health is a vital part of my program and directly follows our school and divisional goals.

The ways in which people relate to one another has always been an interest of mine. My teaching has consistently focused on how we can be more kind to one another. My classroom visits and lessons as a School Counsellor have a focus on kindness, respect, empathy, understanding, friendship, Indigenous perspectives and celebrating differences. It is, FUN - to guide the students as the School Counsellor and facilitate these lessons. It is essential for teachers and educators to be role models for children – to help our students feel valued and provide them with valuing experiences. My first Principal truly believed in welcoming our students to our building, fully and with heart. Welcoming our students with, “I am so glad you are here, and I am so glad to see you.” Our students need to know they matter. 
 
Drop on by and listen to cheerful language of self-discovery in the Counselling office. Students playing Lego at the round table; a team playing a continued game of Monopoly on the floor; a few drawing on the white board; two at the desk playing tic-tac-toe; ‘Lunch Bunch’, Friendship Groups and building relationships through play. Everyone connecting and learning how to be together. Learning how to share, problem solve, play, be friends, be kind and be part of their community.
 
Specific favourite courses during my Post-Baccalaureate included - Theories and Issues in School Counselling, Counselling Skills, Groups in Guidance, and STAR (Student Acceptance of Responsibility). The mentors that I team with in my school, and within my division provide me with such incite and ideas. My continued pursuit of education and learning at Brandon University; collaborating with Graduate Students in Master of Guidance and Counselling, Professors and staff at Brandon University are experiences I look forward to.  Particular courses of interest as listed at Brandon University – Intercultural Counselling and Aboriginal Counselling Theory and Practice.
 
Mentoring student teachers has been a delight for me over the years.  The ‘lead by example’ has been at the forefront within this.  Prior to this school year, my certifying student teacher sent me an article titled, ‘Find Your Marigold: The One Essential Rule for New Teachers’.  The article focused on how new teachers need to find, ‘the positive, supportive, energetic teachers in your school and stick close to them. If you can find at least one marigold in your school and stay close to them, you will grow. (Gonzalez, 2013).  My student teacher beamed when she told me I was her ‘Marigold’. My joyful, and positive attitude is something I hold dear to my heart.
 
Organizing ‘Team Recycling’ provides me with the opportunity to teach our students about a sustainable future, the importance of recycling and taking care of our environment and earth. Connecting Learning Buddies across the grades as they gather the school’s recycling empowers our students to take action and responsibility.  As a UNESCO School, we have committed our work at Linden Meadows to include
education for sustainable development; and include extra-curricular projects related to environmental issues, such as our Team Recycling program.
 
My family continues to enjoy cross country skiing and other fabulous pursuits. We value a balanced life of health and wellness, enjoying physical activity and family time. A positive mindset and heathy attitude. My husband and I believe that we are privileged to have our careers and jobs.  With our son, we both use the actress, Jaimie Lee Curtis’ phrase, “We get to go to work”, rather than, “We have to go to work”. 
 
As a School Counsellor, I play an important role in supporting students, classroom teachers and the community. My positive attitude and empathetic nature combined with a specialized knowledge in the area of emotional health, social skills and behavioral issues is a ‘Good Fit’ for me as a School Counsellor.  My School Counselling website heading states, ‘Building Communities – One Web at a Time!’ This web of connection is vital for a healthy school culture.  In conclusion, as my beautiful mom observed, we may have been late bloomers in our educational pursuits; however, I have most definitely found my flower.
 
 

 

 
 

 

Before we venture forth, a brief instruction on how best to read this portfolio. 

1. With this platform of padlet, rather then scrolling down each section, and for best reading pleasure, I suggest you click on the top right corner of each section.

2. There are three little dots. 

3. Click on the dots – there will be a pop-up that states ‘Expand post”. 

4. Click on “Expand post”. 

5. You will then have a larger view of each section – an ‘Expanded View” ! 

Before we begin however, I would like to thank my son, Wren for suggesting that I give padlet a try.  Wren incorporated padlet into many of his assignments when he was in grade 8. He is now in grade 9, and has been one of my greatest advocates.  We have spent many hours together, in our study - both learning, writing assignments, researching, and sharing in our excitement for learning. 

My husband, Garry (Wren's dad), has been equally supportive, and a constant cheer leader, dish washer, folder of laundry, and most awesome dad when I attended Brandon University on the weekends.  

Cheers to my team! This learning journey was so  enjoyed with you two by my side. 

 

What a tremendous way to begin – with Overview of Educational Issues. An introduction to new learning platforms such as Moodle, and Voice Thread. Dr. Cam Symmons had such a gentle and encouraging way to encourage and support. A big learning curve ahead as I learned how to access the Brandon University’s online John E. Robbins Library, and more specifically EBSCOhost. 

This course was also completely on-line. WOW - ( that is all I can say). But I will also say - what  a treat. I was able to be at home, learning, discovering, reading, uploading to Moodle, and Voice Thread - yes - in my home! And - many times it felt like I was right there with Dr. Symmons, and my new learning colleagues. And discovering that we are from many different towns, and cities across Manitoba, and Canada. (This is where we insert cheers and applause for BU's on-line learning platform). I feel connected! There is also a deep appreciation for the Master of Education program, and within this course, the integration of the areas of specialization - 

What a  tremendous way to begin - and learning from one another, and learning how to better support the areas of specialization! 

For me, every lesson was fabulous, and every assignment was full of opportunity. When reviewing the outline of topics, I am in awe of the continued relevance. Look at #8 for example – Virtual Schools and Online Schooling.  I am thankful that Brandon University has been so progressive in the support of on-line learning. I appreciated every second of this course, and hold value to every assignment submitted. 

 

I also appreciated that I had a lot to learn in becoming a graduate student. 

1. Homework
 2. Zero Tolerance Policies
 3. Off-campus Online Speech: Defamation & Cyberbullying
 4. The Flipped Classroom
 5. Cultural Proficiency
 6. The 21^st Century Skills Movement
7. The Intersection of Curricula and Cultural Diversity:  Sexuality Education
8. Virtual Schools and Online Schooling
9. Universal Design for Learning
10. Tiered structures: RTI, UDL, PBIS, CI3T

Many assignments could have been chosen for this first reflection, and this most AMAZING course. Every topic listed above holds a place in this journey. The assignment that resonated the most for me, and one that I have returned to for future reference, re-reading, and referencing - the article titled, The Impact of Social Media on Children, Adolescents, and Families. I have returned to this article countless of times over the past three years. This topic – and these words – “THE IMPACT OF SOCIAL MEDIA” - impacts our students, families, and our every day thinking. A valuable, and impactful “first assignment”.  And now, when I reflect on the twenty plus page assignments that I have written over the past three years, this first assignment, an annotated bibliography, seems plain in comparison. Amazing how one journal article can be a springboard to future learning, inquiry and application. 

Artifact / Chosen Assignment:

O'Keeffe, G. S. & Pearson-Clarke, K. (2011). The Impact of Social Media on Children, Adolescents, and Families. American Academy of Pediatrics, Volume 127, Number 4.

     O’Keefe began the article by stating how research has shown that engaging in various forms of social media is a routine activity that benefits children and adolescents by enhancing communication, social connection, and even technical skills. However, as some children and adolescents have a limited accommodation for self-regulation and are susceptible to peer pressure, there is a risk as they navigate and experiment with social media. The benefits for children and adolescents using social media include: 1. Socialization and Communication -  staying connected with friends and family, making new friends, sharing pictures, and exchanging ideas. 2. Enhanced Learning Opportunities - Facebook and similar social media programs allow students to gather outside of class to collaborate and exchange ideas about assignments. 3. Accessing Health Information -  adolescents with chronic illnesses can access websites through which they can develop supportive networks of people with similar conditions.  Of noted interest are the listed risks of youth using social media. Most risks fall into the following categories: peer-to-peer; inappropriate content; lack of understanding of online privacy issues; and outside influence. Similar to offline depression, preadolescents and adolescents may be prone to suffer from Facebook depression. A factor that may trigger depression in some adolescents lies within their intensity of use in the online world. There is also a risk for social isolation and risky Internet searching for sites and blogs for “help”. These sites may promote substance abuse, unsafe sexual practices, or aggressive or self-destructive behaviors. It is important for parents to evaluate the web sites that their child is searching. As an educator, it is vital to provide information for families about the use and misuse of social media.

Students will be critically analysing research in education. The course will approach the topic of research design and data analysis from a “consumer perspective,” and students will be guided to develop their critical thinking and reflection abilities to recognize the qualities of well-designed research. Topics in the course will include observation and measurement, ethical considerations, research design strategies, and the development and communication of research ideas.
 
January - March, 2018.

In-Class Activities 

 

*Hands-on projects and quizzes 

*Annotated Bibliography - 1 must be based on quantitative research, and 1 must be based on qualitative research. 

*Analysis of Quantitative Research 

*Analysis of Qualitative Research 

In order to be useful for your future graduate studies (courses, thesis, project), the articles and/or reports must be substantial (at least 10 pages long), recent (no more than 5 years old), and related to your topic of interest (leadership styles, inclusive education, etc.).    

Reflection:
A reflection. A review of learning, and - “In retrospect”.  A re-examining, remembering, and recollection. This was - “If I knew then what I know now” course. This course shook me to the core of my being! This was not a light shake. This was a SHAKE! My second course into my Masters journey – I thought I was “done” right then and there. And I mean – DONE - and WILL NOT BE ABLE TO CONTINUE – feeling! When we talk about building resilience, perseverance, and working it through – this course was the builder for all of this and more. At times I felt like I was wearing a blind fold! Tears flew and were dried many times.

 

And so…. I did persevere and when I completed this course – and in retrospect – and feeling so incredibly proud of myself – for this new learning – and really, new learning that I never knew I had in me! It is the feeling of…. “Okay, I get it now. I understand why we did this. I can read a published article and know how to really read it and understand the content”. This is all in retrospect! And I get it. And I understand why this course is at the beginning of the Masters program. This course sets us up to know how - to – search for relevant information, and read and understand this information. This list is endless – the why, how, and the why again! 

 

And… in retrospect I can say that I LOVED THIS COURSE AND ALL THAT IT TAUGHT ME! Like a WOW just WOW! An introduction to evening Zoom classes, combined with the option of attending Saturday in person classes at Brandon University. Our amazing professor, Dr. Marion Terry is most present in her teaching, delivery, and mastery of material. Dr. Terry reviews the expectations of this course with explicit detail. And the details are of most importance! HINT – DO NOT MISS THE DETAILS!!! Dr. Terry is always available for assistance and clarification. HINT – accept the offer of help and clarification of details! A turning point for me – Dr. Terry’s constant support, further clarification, and assistance.

 

This is a “did you know”. Did you know that there are both Qualitative and Quantitative research articles? Who knew! Another turning point for me. And, again in retrospect. The journey here, completing this course, and gaining the knowledge and the - “how to” learn how to read an article. In addition, learning how a research paper is outlined, and follows a very specific pattern of content, research, and delivery of results. 

 

I am beyond proud of this course. In reviewing the assignments, I have chosen the same component of two assignments – the title of the article, and the section, “Recommendations for Practice.” I learned so much from both of these articles. It was fascinating to analyze this research with a “fine tooth comb”! 

 

This course was a springboard for further in-depth understanding, and ENJOYMENT of future research for my Masters program. I could look at a journal article – and say to myself – “I GET THIS” – and “I KNOW WHY THIS ARTICLE IS WRITTEN THIS WAY”. This course also supported a favourite family saying – “the importance of the journey”. 

 

Students will analyse and practise a variety of forms of written communication, including recovery of meaning (through analysis, synthesis and evaluation), conceptualization, categorical frameworks, exposition, autobiography, editing, and bibliographic notation, modeled on current practices in research and scholarly publication in education. 

April - June, 2018.

………Zooooooooming…… into my third course! The final course in the Educational Core section! 

 

Zoom evenings, assignments submitted on-line via Moodle, AND – individual Zoom meetings with the esteemed Dr. Marion Terry! 

 

Dr. Terry organized this writing course in the following format – 

 

Unit One – Writing a Research-Based Essay
Lesson 1 - Kolb’s Experiential Learning Model
Lesson 2 - Assembling a Research-Based Essay
Lesson 3 - Writing an Essay: Thinking in Three’s
Lesson 4 - Formatting and Referencing an Essay in APA Style

Unit Two – Writing an Annotated Bibliography
Lesson 1 - Writing Skills Instruction
Lesson 2 - Using the BU Catalogue to Search for Journal Articles
Lesson 3 - Writing an Annotated Bibliography
Lesson 4 - Using APA Style in the List of References
Lesson 5 - Using APA Style to Cite Authors in the Body of a Paper

Unit Three – Writing a Final Paper
Lesson 1 - How to Write the Final Paper
Lesson 2 - Using BU’s Library Catalogue
Lesson 3 - Writing Skills Instruction
Lesson 4 - Preparing an Essay in APA Style

Professors often talk to students about “writing at the graduate level” without detailing their exact expectations.  Without guidance, students often find it difficult to improve their writing. 

While there is no official rules of writing that differ between undergraduate and graduate programs, there should be a marked difference between the two. In addition, professors expect a higher quality of writing when dealing with graduate studies over undergraduate courses.  

Undergraduate writing - Revolves around assignments. Often, students write to prove they did your homework. For example, students may be asked to respond to a class reading. These assignments are designed to measure specific skills, such as the ability to find and incorporate sources. 

Graduate-level Writing – 

The difference between undergraduate and graduate-level writing is the difference between student and scholar. While assignments may still serve as the impetus for writing, the ideas and arguments students write about should strive for wider relevance. Graduate-level writers engage other scholars as peers, building on and challenging their ideas in order to advance the frontier of knowledge.  In essence, graduate-level writing extends beyond the classroom and seeks to impact the broader world. 

Often involves coming up with and answering a research question 

Enters the conversation as a scholar with own expertise and insights  

Extensive & comprehensive research required 
DIRECT QUOTES
Less reliance on direct quotes, favoring summarizing & paraphrasing 
SYNTHESIS 

Studies & expert opinions are synthesized to show similarities, differences, etc. of the full scholarly conversation  

for other scholars and professionals in the field of study  

VOCABULARY 

Uses technical vocabulary specific to the field, with no need to define these terms  

Formatting specific to the field, with use of sections such as literature review, methods, results, etc.  

PURPOSE    

Writing is done to further knowledge in the field—to contribute to the field of study  

Grateful for the format in this writing course. A step-by-step approach, accessing prior knowledge, and a building block formula! Kudos to Dr. Terry for the support, and belief that we all have the potential to become Scholarly writers! I appreciated this course in so many ways. It would be my belief that every student in the Graduate program SHOULD take this course. However, not every student in the Graduate program needs a good upgrade in learning how to write a graduate scholarly paper - as I did! I LOVED this course and I LOVED how the content and learning pushed me to greater depth. 

I have chosen the paper from our - Unit Three – Writing a Final Paper
 
My topic – Supporting Introverted Students - is very dear to my heart. Many of our introverted students can be overlooked in the classroom setting. This paper was a passion for me to research, write, edit, and submit. Once submitted, Dr. Terry asked if I would edit the paper again, and submit for the BU Journal of Graduate Studies in Education. Dr. Terry’s support and excitement – I have no words to describe! I felt honoured, and privileged to have my article submitted, and chosen. I am a scholarly writer! 

Jenn is in the M.Ed. program (Guidance & Counselling) at Brandon University. She completed her B.A. and B.Ed. at the University of Winnipeg, and Post Bac. at the University of Manitoba. Jenn works for the Pembina Trails School Division as a school counsellor and teacher.

Abstract  

An ever-increasing role for educators is to familiarize themselves with the learning styles of their students.  For student growth and social-emotional learning, it is vital for educators to support the different personality types of their students.  Understanding introverted students in the classroom is a necessary component of supporting students’ unique learning needs. In order to nurture the quiet, reserved introverted student, it is imperative to understand the personality of the outgoing, expressive extroverted student. Educators need to be mindful of how introverted students learn in the classroom setting, and determine how best to integrate this peaceful personality in positive ways.  Because their quiet disposition can hide feelings of anxiety, the mental health of an introverted student is frequently overlooked within this reserved personality.  Teaching the introverted student in the classroom setting requires careful thought, and planning.  Educators need to evaluate their own biases and beliefs, because many educational institutions favour certain learning styles and personality types.  Advocating for introverted students is paramount in supporting the future of this quiet personality.  For these various reasons, it is vital for educators to support introverted students to reach their full potential. 

An important component of supporting students’ unique learning needs is having an understanding of introverted students.  The terms “introvert” and “extrovert” have been helpful to describe different personality types and to explain basic differences in human temperament (Cain, 2016, p. 7; Monohan, 2013, para. 2).  Introverted students navigate their world in a quiet, thoughtful, introspective manner (Cain, 2016; Kuzeljevich, 2017).  They prefer to listen more than they talk, think before they speak, and observe more than they are the center of attention (Cain, 2012, 2016).  Spending their days enjoying quiet time for introspection, introverts apply a calming approach to the structure of their lives (Beukeboom, Tanis, & Vermeulen, 2012).  Introverted students prefer alone time, dislike conflict, and enjoy deep, thoughtful discussions (Cain, 2012).  Too much exposure to people and conversation may cause introverts to feel over-stimulated and anxious (Kuzeljevich, 2017; Martin, 2014).  Often, highly sensitive introverts need to retreat from the world and spend time alone to recharge (Cain, 2012).  Although understanding introverted students is helpful, it is also necessary for educators to recognize the uniqueness of extroverted students.

It is imperative to understand the personality of the outgoing, expressive extroverted student in order to support and nurture the quiet, reserved introverted student.  Western culture applauds the quick decision-making, outspoken, and confident traits of the extroverted personality (Higgin, 2017; Kuzeljevich, 2017).  Many extroverts prefer talking to listening, and have a sociable, gregarious easy-going way about them (Beukeboom et al., 2012; Caine, 2012).  Extroverted students make fast decisions, enjoy risk taking, and tend to dive right into assignments.  Classrooms may have extroverted students who are excitement-seekers, enjoy thinking aloud, are comfortable with conflict, and are often assertive in their interactions.  Because extroverts speak faster and louder, and have an extensive range, many prefer to communicate openly and not in small groups (Alshamsi, Pianesi, Lepri, Pentland, & Rahwan, 2016; Beukeboom et al., 2012).  Educators need to be cognizant of learning characteristics of introverted and extroverted personalities, and knowledgable of how introverted students learn in a classroom environment.

Integrating this peaceful personality in positive ways requires educators who know how introverted students learn in the classroom setting. For an introverted personality, emotional security precedes learning because participating in the classroom setting can be difficult (Heick, 2017; Higgin, 2017).  The classroom environment is a major source of emotions for the introverted student, and while educators are the focal point of many social exchanges for introverts, the emotional comfort of an introverted student is necessary for positive connections and future learning (Heick, 2017; Mainhard, Oudman, Hornstra, Bosker, & Goetz, 2018).  Although introverted students are reserved and thoughtful, educators need to look beyond the “quiet” learner for increased student participation (Dack & Tomlinson, 2015; Higgin, 2017).  Developing the self-esteem of introverted students requires educators who create emotionally supportive environments and encourage students’ varied pathways for learning (Cain, 2012; Dack & Tomlinson, 2015).  Because introverted students prefer to work alone and explore their understanding in silence, teachers need to reduce outside stimulation to benefit the introverted learner in the classroom (Cain, 2012; Monohan, 2013).  Although understanding how to integrate introverted students in the classroom setting is important, there is the tendency to ignore the mental health of introverted students.

This reserved, introverted personality has a quiet disposition.  The growing emphasis in classrooms on group projects may cause anxiety for introverted students in this interactive arrangement (Cain, 2012; Godsey, 2015).  To help introverts better control their anxiety, educators need to check the physical environment of the classroom, teacher behaviour and expectancy, and peer group behaviour and expectancy (Effiong, 2016; Shukla, 2017).  Introverted students experience increased performance when they withdraw from highly stimulating environments and work independently in calm settings (Cain, 2012; Godsey, 2015).  Because socializing may cause introverted students feelings of anxiety, they have a need to reflect and be alone.  Introverted students often hear the social message that there is something wrong with their reflective need, thus causing them deep psychic pain (Cain, 2012).  Introverted students need support in their quiet periods of reflective thought.  Educators can help remove the stigma of “quiet” students, manage anxiety-provoking stressors, and guide introverted students in their comfort zone.

Careful consideration and planning are required to support the introverted student in the classroom.  To create a classroom climate that supports introverted students in their learning, educators need to offer both group and individual seating, and varying levels of social interaction (Greene, 2017; Monohan, 2013).  Teachers must organize the classroom environment to support introverted students with well-balancedsocial and quiet areas (Mainhard et al., 2018; Greene, 2017).  Quiet areas can include individual desks for work, and well-designed small group learning experiences to strengthen skills and encourage introverted learners(Monohan, 2013; Greene, 2017).  Teacher sensitivity and careful planning can connect students with one another and aid in the success of introverted students (Dack & Tomlinson, 2015; Hughes & Coplan, 2017).  A positive classroom climate is consistent with support, whereby educators see introverted students as unique individuals, and plan lessons accordingly (Dack & Tomlinson, 2015; Hughes & Coplan, 2017).  Although introverted students need a supportive classroom environment that nurtures their unique personality and learning style, educational institutions need to monitor the support of student learning needs.

Because many educational institutions favour certain learning styles and personality types, educators need to analyse their own biases and beliefs.  Educational institutions neglect the needs of introverted students when “collaborative learning,” “project-based learning,” and “flipped classrooms” are encouraged (Godsey, 2015, para. 2).  These instructional methods burden the introverted learning style and do not take into account the need for teachers’ increased awareness of learners’ individual differences (Sharma, 2015).  When supporting introverted students, educators need to consider their own perceptions – which may be misperceptions – of their students’ characteristics and abilities (Coplan, Hughes, Bosacki, & Rose-Krasnor, 2011).  The word “introvert” is often stigmatized (Cain, 2012, p. 5), and “shy/quiet” children are often thought of as lacking intelligence (Coplan et al., 2011).  The “self-fulfilling prophecy” phenomenon occurs when students meet their teachers’ expectations instead of fulfilling their own levels of potential (Coplan et al., 2011, p. 940-941). Thus, it is imperative that educators put aside their own biases and beliefs in order to support the growth of introverted students.

Educators are at the forefront of advocating for the learning style of introverted students.  Teaching introverted students in a way that honours their personality type and advocates for their learning needs is critical for their future success.  Although many classroom environments promote extroverted behavior through lively learning activities, teachers may be neglecting the inward-thinking needs of the introverted student (Dack & Tomlinson, 2015; Godsey, 2015).  Because companies often revere the outward qualities of the extroverted personality, many educational settings follow suit (Godsey, 2015; Kuzeljevich, 2017).  However, teachers have a responsibility to optimize their students’ classroom experiences, regardless of where they fit into the introverted-extroverted continuum. They need to plan their teaching in order to encourage introverted students in their own learning process (Dack & Tomlinson, 2015; Sharma, 2015).  When the vocal, active student is the forefront in the collaborative process in the classroom setting, advocating for the introverted “silent” (Reda, 2009, p. 4) student remains imperative (Reda, 2009; Sharma, 2015).  “Listening to learn and learning to listen” is a phrase this writer values and incorporates into daily lessons.  Educators need to advocate for the value in listening, because there is a risk that students will spend less time learning to listen and therefore less time listening to learn (Remedios, Clarke, & Hawthorn, 2012).

In conclusion, educators should plan their lessons in order to accommodate the needs and learning styles of introverted students.  Educators have the potential to influence the lives of students and attend to their unique personalities and learning differences.  It is essential for teachers to support both introverted and extroverted students, because their learning styles can contribute to a positive culture within classrooms and other educational settings.  The mental health of students should be a steady consideration for all educators, especially the mental health of the quiet, introverted students.  A supportive environment encourages introverted students to participate and take risks beyond their comfort zone.  Therefore, acknowledging introverted students for who they are, celebrating their unique differences, and guiding them on their learning path will inspire them to take risks, appreciate their value, and find their place in the world.

References

Alshamsi, A., Pianesi, F., Lepri, B., Pentland, A., & Rahwan, I. (2016). Network diversity and affect dynamics: The role of personality traits. PLOS ONE, 11(4), 1-16. doi:10.1371/journal.pone.0152358 Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0152358

Beukeboom, C., Tanis, M., & Vermeulen, I. (2012). The language of extraversion: Extraverted people talk more abstractly, introverts are more concrete. Journal of Language and Social Psychology, 32(2), 191-201. doi:10.1177/0261927X12460844 Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0261927X12460844

Cain, S. (2012). Quiet: The power of introverts in a world that can’t stop talking. New York, NY: Crown Publishers. 

Cain, S. (2016). Quiet power: The secret strengths of introverted kids. New York, NY: Puffin

Books. 

Coplan, R., Hughes, K., Bosacki, S., & Rose-Krasnor, L. (2011). Is silence golden? Elementary school teachers’ strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children. Journal of Educational Psychology, 103(4), 939-951. doi:10.1037/a0024551 Retrieved from https://www.researchgate.net/publication/232444503_Is_Silence_Golden_Elementary_School_Teachers%27_Strategies_and_Beliefs_Regarding_Hypothetical_ShyQuiet_and_ExuberantTalkative_Children

Dack, H., & Tomlinson, C. (2015). Inviting all students to learn. Educational Leadership, 72(6), 10-15.

Effiong, O. (2016, Spring). Getting them speaking: Classroom social factors and foreign 

language anxiety. TESOL Journal, 7(1), 132-161. doi:10.1002/tesj.194 

Godsey, M. (2015, September 28). When schools overlook introverts. Retrieved June 3, 2018, from https://www.theatlantic.com/education/archive/2015/09/introverts-at-school-overlook/407467

Greene, L. (2017, August 22). This is exactly how teachers can make introverts more comfortable in the classroom. Introvert, dear for introverts and highly sensitive people.  Retrieved June 2, 2018, from https://introvertdear.com/news/classroom-introverts-teachers-comfortable/

Heick, T. (2017, December 10). Teaching introverts is different. Teach thought we grow teachers. Retrieved June 4, 2018, from https://www.teachthought.com/pedagogy/teaching-introverts-is-different/

Higgin, T. (2017, January 4). Five classroom strategies that help introverts and extroverts do their best work. Common sense education. Retrieved June 4, 2018 from https://www.commonsense.org/education/blog/5-classroom-strategies-that-help-introverts-and-extroverts-do-their-best-work

Hughes, K., & Coplan, R. (2017). Why classroom climate matters for children high in anxious solitude: A study of differential susceptibility. School Psychology Quarterly, 33(1), 94-102. doi:10.1037/spq0000201 

Kuzeljevich, J. (2017, January/ February). To thine own self be true. Retrieved June 2 2018, from http://www.canadianshipper.com/wp-content/uploads/2017/01/CS-DE-20170101.pdf

Mainhard, T., Oudman, S., Hornstra, L., Bosker, R., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53, 109-119. Retrieved from https://doi.org/10.1016/j.learninstruc.2017.07.011

Martin, E. (2014). Tips for teaching: The brain game – Teaching strategies for introverted vs. extroverted students. Bulletin for the Study of Religion, 43(3), 39-46. doi:10.558/bsor.v43¡39 Retrieved from https://api.equinoxpub.com/articles/fulltext/22320

Monohan, N. (2013). Keeping introverts in mind in your active learning classroom. Faculty focus. Retrieved June 10, 2018, from https://www.facultyfocus.com/articles/teaching-and-learning/keeping-introverts-in-mind-in-your-active-learning-classroom/

Reda, M. (2009). Between speaking and silence: A study of quiet students. Albany, NY: New York Press. 

Remedios, L., Clarke, D., & Hawthorn, L. (2012). Learning to listen and listening to learn: One student’s experience of small group collaborative learning. The Australian Education Researcher, 39(3), 333-348. doi:10.1007/s13384-012-0064-x

Sharma, B. (2015). Interactional concerns in implementing group tasks: Addressing silence, dominance, and off-task talk in an academic writing class. Innovation in language learning and teaching, 9(3), 233-250. doi:10.1080/17501229.2014.914522 

Shukla, A. (2017). Experiencing school supportiveness: Assessment of negative mental health in children. Indian Journal of Health and Wellbeing, 8(3), 217-221.

July, 2018.

Reflection:
 
A big leap here in my life and journey. A big leap in terms of leaving my son, husband, and beauty cat, Zingy – alone in our house in Winnipeg! And I drive – to Brandon! ALL BY MYSELF! WOOT! WOOT! Big cheers! This will be the first time, and I repeat, the first time I have been away during the evening from our son. Our son has been away with my husband – but I have not been away by myself – for over 13+ years! A journey begins, yes! Many “Pinch Me” moments during my early morning drive to Brandon. Many feelings of gratitude – I can drive; I have a car to drive; my family is cared for; we have arranged for accommodations while I am in Brandon, and  I am supported. 

 

Expressive Therapies – the first course within the Guidance and Counselling Specialization. There are four full days scheduled in the first week, and two full days in the next week. All of the days are at Brandon University. There is a classroom, and other teachers to be with. Face-to-face connections, sharing, learning, laughter, tears and joy. My heart is full! 

Our most creative instructor, Jeff Smith leads us through daily mindful breathing moments, in depth discussions, sharing, and collaboration. We share and listen. Our voices are heard. We express our fears, hopes, journeys, and goals. Our days are intense – and the intensity of this learning fills me with hope, promise, energy, and wonder. I will insert here – THIS WAS THE BEST COURSE EVER!!

We are honoured by our own experiences, wisdom, and history. This honouring is lead by Jeff – supporting our travels, journeys, traumas, and joys. Jeff Smith is a gift. He empowers people to believe in themselves. The sharing, and recognition that “this” is digging deep work. This course, Jeff Smith, and the most amazing people that I spent time with will stay in my heart forever. I LOVE spending time with other teachers, and colleagues who are excited and passionate about this teaching profession as I am! I was walking on air all week, and for many weeks after! 

I am very proud of my artifact that I have chosen. It represents me – and this wonderful experience I had in Brandon. The learning, growth, connections, trust – and belief in the knowing that I share joy, and empower my students to be themselves. 

Jeff would often talk about how we all “wear masks”. We wear our own masks for different reasons. When Jeff first said this, I jumped out of my chair. I have been saying this for many years. We hide. Our students hide. We hide behind a pretend façade. Our masks – hide so much.

Personal Experiences

Watching a child view their world through play is a fascinating experience.  It is a gift to watch a child play, work and create within their world.  Music, art, drawing, creative movement, and play provide opportunities for self-expression, and ways in which students can connect with one another, enrich their lives, and promote the right side of the brain.  Incorporating proactive strategies in the counselling role supports emotional and social development of children. We all need opportunities to explore, create, and share positive connections with others. It is a wonder how people survive trauma, and through their resiliency, continue to live.  There are also times when trauma, and abuse can overtake lives, further causing deep pain, and suffering. 

Although I am relatively new to the school counselling role, my teaching experience spans from Kindergarten to Senior One.  My deep gratitude for my profession remains strong, and it is an honour and pleasure to be part of a school community.  “Pinch me” moments are constant, and fill me with appreciation for the people, and lives I connect with.  I have enjoyed my role as a school counsellor for the past two years now - pure joy in many forms. Incorporating proactive strategies to the counselling role is part of my belief in trying to connect with all students in our K-8 school.  Teaching in classrooms enables me to take an active role within each little community.  My mini-lessons include teaching topics such as: empathy, kindness, character building, how to be a good friend, Day of Pink, how to be an upstander, sharing circle, listening, how we are unique, Kelso’s Choices, Zones of Regulation, growth mindset, and celebrating differences. The list is endless!  I enjoy making interactive themed bulletin boards that relate to my mini-lessons. 

For the past twenty years, my garden has brought me many opportunities to explore and create.  Because there are many facets to this enjoyment, it is also a process that brings me incredible joy.  Knowledge of how to use a power drill combined with a love of nature, and the outdoors enables me to spend hours in my garden.  Digging in the earth, listening to the birds, and connecting with nature centers my core.   I love to build and create fun, and whimsical pieces for the garden.  The perennials combine a distinct flow of green prairie grasses, and natural flora.  The homemade birdbaths allow our varied species of birds to perch within the garden.  In the winter I build, and create new pieces for my garden.  I look forward to unveiling these pieces in the spring with the ever-watchful community member waiting to enjoy new whimsy in this magical space. We do shape ourselves, as Levine (2017, p. 265) states, by shaping the world.

Twenty-one years ago, my husband and I were fortunate to purchase our 1923 home.  We have renovated, added on, and enjoyed every minute of our home’s unique history and character.  Because my father believed that his daughters should know how to use building tools, he regularly gifted us with hammers, saws and drills.  These tool gifts provided me with the interest and confidence to learn how to build, and make things out of wood. Creativity and imagination are in my genes.   I see a blank wall, and I build a shelving unit.  I see a two-thousand-dollar hutch in a store, and I build one for a fraction of the cost.  I want a garden bed for my yard, I measure it out, and build it myself.  This, build it from scratch, brings me such a boost – in spirit, energy, confidence, and a ‘I can do this’ attitude.  Are people surprised to learn that I built the garden beds, and not my husband? You bet!

My mother is a fiber artist, quilter and gardener.  Raised after the second world war, my mom used her imagination while living through poverty and abuse.  My grandfather was a manic-depressive alcoholic, and used his sharp wit, and tongue to control the household.  My mom became adept at various methods of "playing the game” (Wade, 1997, p. 30), and was the ever-reliable good girl in her parent’s house, never misbehaving or rebelling.  She sewed her own clothing, and yearned for the touch and feel of fabrics.  My sister, brother, and I were raised with my mom’s creativity and perseverance.  She is a fiber artist to the core.  It was not until she was in her fifties, after trying to manage her depression, and with the assistance of a trusted therapist, my mom unveiled repressed memories of sexual abuse from the hands of her father.  As she lived through these horrid memories, she lost her creative abilities.  Her abilities escaped her.  The creativity that saved her life during her childhood was no longer at her fingertips. 

The repressed memories were tragic events for my mom.  These memories changed who she is, and how she trusts.  She deals with anxiety and post-traumatic stress on a daily basis.  As an introvert, she often becomes more reclusive and withdrawn from the world.  My mom gains strength through her creative talents, and love of creating.  She dreams in quilting patterns, gardening ideas, and hearty recipes.  My son loves, and adores his grandma.  She is his favourite person in the world.  They share a love of history, and simply enjoy each other’s company.  Her creativity saved her life in many ways.  She encourages people to find their own creativity, and finds pleasure in creative moments.  My mom is a survivor.

In my work as a school counsellor, and the activities that I provide for students in the counselling room draw upon their skills, build their confidence, and almost always bring a sense of calm to their day.  Many of my at-risk students enjoy building with Lego, playing games, drawing, and making pom-poms.  I see this as a “play approach” within my connection, and work with students.  While the students are playing, I also monitor their social exchanges, and interactions.  I am “there” to quietly guide, and help talk through if needed.  I have students connect with me individually, small groups, recess groups, “Lunch Bunch”, and Lego club. Working with our ‘Middle Years Mentors’ provides time for our middle years students to connect with early years students.  During friendship group time, Lego continues to be the game, and play of choice.  While building, the students will talk, and express feelings.  I teach many of my students about sharing – if I want your Lego piece I will ask, and trade you with one of my Lego pieces.  Learning to play is a need for many of our students. The time that we have together provides the students with this opportunity.  They share positive connections while enjoying the social contact.

Recently, one of our kindergarten students, “Kara” lost her younger brother to drowning. We gathered our tragic events team, social worker, and psychologist to plan how to respond, and support the family.  Kara’s mom was concerned for her daughter, and valued our support, and care.  It was suggested that I meet with Kara often, as she grieved, and processed the death of her brother.  Because of my teaching visits in Kindergarten, I knew Kara well.  During our first meeting, we sat down at my round table in the counselling office, and I showed her, How I Feel: A Coloring Book for Grieving Children (Wolfelt, 2018).   After I read the first page, “When someone I love has died,” Kara immediately spoke of her brother, and how she missed him.  Kara did not want to colour in the book, rather she wanted to “colour”.  I brought out the Mr. Sketch smelly markers, and paper, and we coloured together.  We drew rainbows and hearts, and she talked about her favourite colours, and her brother’s favourite colours.  She talked, and talked while we coloured. 

The next time Kara and I met, I took out, How I Feel: A Coloring Book for Grieving Children, and read the second page, “Ever since this person died, I have lots of feelings. Grown-ups call these feelings of grief.”  We briefly shared about these feelings, and Kara asked if we could “colour” again.  While we coloured and shared the smells of the Mr. Sketch markers, Kara spoke of her brother, and shared many of the fun things they did together.  When Kara and I met next, when I brought out, How I Feel: A Coloring Book for Grieving Children, she immediately asked, “Do we have to read this book?”  I responded with a “How about we colour!”  This time, Kara spoke openly about the death of her brother and listed details of what happened.  My time with Kara continued to the end of the school year.  I did not bring out How I Feel: A Coloring Book for Grieving Children again.  I thought it best that we enjoy our time together, colour with the Mr. Sketch markers, and allow Kara to speak freely about her brother, when, and if she wanted.  Kara was expressing herself, and we were connecting.  This experience with Kara has taught me a lot about the support of a grieving child.  As a school counsellor, I learned I need to trust my intuition, listen to the child, and go with what fits best at the moment. 

Elizabeth Kubler-Ross’ five stages of grief are not foreign to me. My family was forever changed when my brother took his own life two years ago.  Accessing therapy was never an interest for my brother.  He had enjoyed a successful career as a Canadian national team athlete, however had a difficult time re-socializing back into society.  We often glorify the life of a high-level athlete, but it is not an easy road - living out of a suitcase, constant travel, and managing a not so normal life.  All too often, athletes are treated as well as their most recent result. An athlete performs well, and they are treated with regard.  An athlete does not perform well, and they are treated with disregard.  My brother took this treatment to heart. It was a difficult road for him.  I often wonder how his life could have been if he accessed therapy. Would this have made a difference in his life?  Would expressive therapy have helped his struggles in any way?  When do we know if an expressive therapy is the appropriate choice?  

The past two years as a school counsellor, in combination with my life learning experiences have provided me with incite, and added intuition. I am looking forward to learning more about expressive therapies, and how I can infuse these ideas into my work with my students. I am also looking forward to sharing and learning with other students in this course.  How do others work with their students?  How are expressive therapies supported in the school setting, and how do school counsellors offer this support for students? What are our stories, and how do we enjoy our own creative talents and interests?  Here I must express my gratitude.  How fortunate I am for this opportunity to attend this course, with the support of my family, and my school division.  We all have a story, and I feel honoured to include this course, and learning in part of mine. 

 
References

Levine, E. & Levine, S. (2017). New developments in expressive arts therapy. Philadelphia, PA: Jessica Kingsley Publishing. Retrieved from my own book collection.

Wade, A. (1997). Small acts of living: Everyday resistance to violence and other forms of oppression. Contemporary Family Therapy: An International Journal, 19(1), 23-39. Retrieved from https://www.responsebasedpractice.com/app/uploads/Small-Acts-of-Living.pdf 

Wolfelt, A. (2018). Center for loss and life transition.Retrieved June 29, 2018, from https://www.centerforloss.com/

By Paul Laurence Dunbar

We wear the mask that grins and lies,

It hides our cheeks and shades our eyes,—

This debt we pay to human guile;

With torn and bleeding hearts we smile,

And mouth with myriad subtleties.

 

Why should the world be over-wise,

In counting all our tears and sighs?

Nay, let them only see us, while

   We wear the mask.

 

We smile, but, O great Christ, our cries

To thee from tortured souls arise.

We sing, but oh the clay is vile

Beneath our feet, and long the mile;

But let the world dream otherwise,

       We wear the mask!

 

 

By Jenn Stewart

We shed our masks that hide our eyes,

Unveiling our truths. No more cries,—

This mask that hides creative style;

Take off your mask and mirror my smile,

May you be happy.

 

Our stories are told from the lines on our face,

These lines, it is time, we shall embrace!

Yes, I have travelled many a mile

       May you be healthy.

 

Embrace your unique identity

Surround with your loves, and the feelings of serenity.

Be brave. Be proud. Listen to the silence for awhile

Take off your mask and mirror my smile;

You are strong. You are you. You are wise,

       May you be peaceful.

This is a hands-on, be ever present course. Three full weekends at Brandon University – seminar style, discussion, participation, reflection, deep, critical thinking, and analyzed role play “therapy” sessions. We videotape ourselves in the “helping role”. Moments in time where it is required to let go of worries. This is a course filled with “go for it” possibilities!

Dr. Chris Brown guides, mentors, and instills in his students the passion, and positive attitude that he also has for his craft. I end each day with a bounce in my step, and return to Winnipeg after the weekend with a renewed sense of affirmations, trust, and confidence. Dr. Brown is skilled in helping his students believe in their own “selves”! 

We pour through the Manitoba Source Book for School Guidance Counsellors. A reference that should be under our arms at all times. The room for growth, potential and possibilities is a constant. I have chosen 3 assignments from each weekend of study. Reflection assignments that require deep thought, review, and analysis. These assignments cover a time period where I grew as a person, and became increasingly more confident as a school counsellor. I loved every minute of this course. We all agreed that there should be a second half. We became a cohesive, supportive group. Mentoring, and supporting one another. The three on-site weekends, quizzes, readings, final paper, course take-aways, role play reflections, and hours upon hours of discussions, sharing, and collaborating will forever play a large role in who I am as a school counsellor, and how I will shape my role in the future.

My drive home to Winnipeg provided me opportunity to reflect on our weekend of learning.  When I arrived home, I felt intrigued to research Carl Rogers and learn more about the person-centered approach to counselling.  In a particular video, Rogers mentions how one of the best modes of improving one’s counselling skills is to listen to recorded interviews - opportunity for further reflection (Western, 2012).  The role play video serves as an invitation to reflect on my approach as a helper, and allows for future growth.

In reviewing the video, within the skills Category I observed nonverbal and verbal invitations – appropriate eye contact, relaxed and present body position, attentive silence, level voice tone, calm gestures and facial expression and a proper physical distance to my client. There was a relaxed relationship between my client and me.  I listened to the tone of my client’s voice, and sensed in my client, a feeling of safety and trust. 

The invitational skills included opening encouragers, and rephrasing.  For example – So you’ve been seeing things in the….; “So, you’re thinking….; Am I hearing that correct….; It sounds like you’ve had…. and you’re wondering…”

After the role-play session, my group provided me with “sugar sandwich” encouragement.  We discussed my ‘listening head tilt’.  Although we thought that the head tilt could be a positive body position, and sign of active listening, it might also become annoying for the client.  I believe my paraphrasing is at the beginning stage as I noticed I often end a paraphrase with a question.  There is a lot to build on within the therapeutic building blocks – with further reading, practicing in our weekend role play, reviewing personal recorded videos, and reflecting on the works of, for example, Carl Rogers, I am hopeful that my skills and confidence will improve.

Weekend #2:  Course Take-Away

My drive home to Winnipeg allows for uninterrupted reflection and think time.  During my recent trip, I happened to catch Duncan McCue’s, ‘Cross Country Check-Up’.  We have these happenstance moments in our lives, and listening to this particular broadcast felt like one of mine.  The process in acquiring helping skills involves scaffolding of learned skills with newly acquired skills.  Within this journey, we may want to analyze supplementary learning theories and therapies, for example, Choice Theory, and Reality Therapy.  Our weekend learning, discussions, and role play activities have solidified for me, the importance of effective school counsellors, and helpers.

There is an interesting sense of alone time when travelling, and my drive home at the end of our past weekend provided me the opportunity to learn about indigenous healing lodges.  Duncan McCue spoke in an empathetic way as he listened to, and learned from Claire Carefoot, the executive director of the Buffalo Sage Wellness House.  The healing lodges focus on healing rather than incarceration.  The programs address trauma, and historical trauma whereby the lodges operate like a guidance center (McCue, 2018).  There was also an opportunity during McCue’s program for people to call in and share their thoughts.  McCue encouraged comments from inmates, former inmates, victims, and families.  The call-in portion was powerful. The need for more counsellors – to help inmates, victims, and families.  The importance of healing offenders, and victims. 

It is thought-provoking to be part of a process, and to begin a process with a naiveté of what may, or may not transpire.  At the time we may ask ourselves why we are doing this, or what is the purpose.  Upon reflection, we understand and ‘see’ the process.  Much of what we learn throughout life is a process.  Teaching our children to walk, for example, is a process that begins at birth, and relies on positive reinforcement, feedback, and practice.  Learning how to become an effective helper, as Young (2017, p. 13) states, relies on practice sessions, and opening yourself up to feedback and suggestions.  As we travel through our own process of acquiring helping skills, we are acquiring new knowledge, and building on previously learned skills, and knowledge.

Young provides a clear, step-by-step approach to learning and acquiring the building block skills.  I was curious to compare other helping skills models to Young’s building block skills.  Hill, for example, describes a helping skills model that builds upon itself, and incorporates a three-stage approach – Exploration, Insight, and Action (Hill, 2014, p. 839).  Within this three-stage approach there is also mention of Glasser’s Choice Theory.  Of particular comparison are the similarities to Young’s building block skills. Hill describes the first stage of the helping skills model, Exploration, wherein the client is supported to examine their own thoughts and feelings.  The second stage, Insight, helps the client understand the reasons for their thoughts and feelings.  The third stage, Action, involves the client facilitating action (Hill, 2014, p. 839).  There are many similarities between Young’s building block skills and Hill’s three-stage-approach.  The foundations of both incorporate the following - the importance of the helper being empathic, and nonjudgmental; the helper actively listening to clients without judging; awareness of cultural considerations, and the need to understand what forces help shape clients; and, the importance of not making global statements about what will work for everyone, but what works for the individual client (Hill, 2014, pp. 845-877).  

In reviewing the outline for our weekend reflection, I wanted to review Reality Therapy and Choice Theory.  In order to better understand basic human needs, and wants and the role personal choice plays, it is necessary to briefly describe Choice Theory (Witte, & Mosley-Howard, 2015, p. 170).  The driving force of human motivation stems from the following needs – survival or self-preservation, love and belonging, power or inner control, freedom or independence, and fun or enjoyment (Witte, & Mosley-Howard, 2015, p. 170).  Looking at Choice Theory and the principals of human motivation, I think back to Duncan McCue’s discussion on healing lodges.  Many of our incarcerated inmates have experienced trauma, and are victims of trauma.  How will our inmates heal, when they do not have, for example, a sense of belonging, inner control, or fun?  Questions and wonderings for the final reflection paper.

Learning the art of helping throughout our weekend journey allows for questions, observations, and future thinking.  Reflecting on my own learning, helps focus my training as a helper, and areas where I can build upon my skills.  Our role play scenarios put us in the helper seat, and in turn, we will help our clients be the people they want to be.

Weekend #3:  Course Take-Away

There were incredible learning opportunities provided in this course.  In reviewing class notes, and my first sentence written - “paying attention to yourself in that moment”.  An authentic and true phrase, experienced throughout our class time together.  A three-hundred-paged, double sided notebook, filled with chapter notes, class reflections, counselling theories, ideas, written words of collegial wisdom, and experiences.  Our role play sessions, analyzing counselling theories, and applying newly learned helping skills brought us to a deeper understanding of how to be an effective school counsellor.  Learning new skills opened our interests, and we were led to inquire and compare other stages of change, and growth.  The five stages of loss that embody Elizabeth Kubler-Ross’ philosophy could also be compared with client readiness, and how a helper might cultivate hope for the client.  Before there is change, there is hope for change (Gross, 2016), and an effective school counsellor can encourage this hope, and facilitate change.

Our experiential learning situations gave us opportunities to learn the art of helping. These ‘role-playing’ sessions bolstered confidence as we experienced common, and difficult counseling situations (Osborn & Costas, 2013, p. 93).  We received constructive feedback within a safe environment, and encouragement to demonstrate improvement (Osborn & Costas, 2013, p. 93).  We can accelerate our progress as a helper through reflection of our learning (Young, 2017, p. 26,), and build upon our belief in our ability to effectively counsel a future client (Osborn & Costas, 2013, p. 94) with further role play sessions and practice.  The role play sessions became a learning situation that I looked forward to.  The collegial support, understanding, and ‘teachable – helper’ moments were a definite highlight for my learning, experiences, and feelings of gratitude. 

Reviewing counselling theories, for example, Piaget’s theory of child development strengthened the importance of applying theory to practice.  Solution-focused brief therapy seems to be well suited for schools, and has an emphasis on client strengths and short-term treatment (Kim, Kelly, & Franklin, 2017, p. 1).  It was quite interesting to read an example of a young student struggling with her new school, and the frustration she felt trying to manage her new combination lock.  How similar, I thought, we experience this in our schools as well.   The helper in this situation incorporated the ranking scale with the student, asking to rank her experience in her new school.  Eventually, with further questions, and a “what would it take” scenario, the helper explained to the client that she felt frustrated trying to manage her new lock (Kim, Kelly, & Franklin, 2017, p. 5).  Within this example, and with further inquiry and study, I know that I incorporate this technique with many of my students.  I believe with further reflection and reading, I will feel more confident utilizing solution-focused brief therapy with my students.  The strength-based approach to solution-focused brief therapy is also beneficial when assisting our clients build confidence in their abilities, hopes, and goals. 

Glasser (2000, p. 80) discusses how people put things, or ideas into their quality world. The ideas and things that we put into our quality world are all quite different, and we may not always be in control of what is put into our quality world (Glasser, 2000, p. 80).  The concept of our quality world is vital for school counsellors to understand, and have empathy for.  We will see students that have an abundance in their quality world, and also see an emptiness in their quality worlds (Glasser, 2000, p. 81).  Incorporating Choice Theory, and Reality Therapy into our school practice may help a client understand that they can make different choices.  A helper may eventually help a client get what they want: what is pictured in their quality world (Glasser, 2000, p. 227).  In assisting students, for example, many ‘picture’ what the ideal friendship should be, or look like.  I would like to incorporate more of Glasser’s principles in helping students evaluate how their behaviour, and choices, may affect their relationships, and friendships. 

Young’s (2017, p. 245) explanation of the stages of change spurred my curiosity. 

Throughout the different stages of change – precontemplation, contemplation, preparation, action, maintenance, and relapse - each person will need a different kind of help in the process (Young, 2017, p. 245).  The theory infers that people benefit from different interventions depending on which stage they are in.  I would also assume, clients can move back and forth between the stages.  Their place in each stage in not set in stone, and fluctuates.  This movement between the stages of change brought me to Elizabeth Kubler-Ross’ theory on the five stages of loss.  The five stages—denial, anger, bargaining, depression, and acceptance—are a part of the framework that makes up our learning to live with the one we lost (Kubler-Ross, & Kessler, 2004, p. 7).  The importance here is the knowing that the stages are not stops on a linear timeline in grief, and not everyone goes through them in a prescribed order (Kubler-Ross, & Kessler, 2004, p. 7).  I may be mistaken, but I think of a smoker for example, in the preparation stage of quitting smoking.  The smoker might bounce ahead quickly to the maintenance stage, and then perhaps, move to the relapse, or contemplation stage.  There may be many reasons for movement through the stages of change, as are the movements through the stages of loss.  They are not set in stone, and as a helper, this is significant in supporting the client. 

Reflective practice, and reflecting on learning are two methods for school counsellors to explore their own beliefs, and the ways in which those beliefs impact their practice (Magnuson, & Norem, 2015, p. 2).  Freud, Adler, and Carl Rogers all emphasized the importance of counselling relationships characterized by empathy, and respect (Magnuson, & Norem, 2015, p. 17).  Carl Rogers believed that the relationship was the foundation for the helper, and client.  The positive learning experiences, readings, assignments, and multitude of connections in this course have brought me to a new level in the understanding of the role of a school counsellor.  It would be lovely for there to be a “second half” for this course!

 

 

Many of us can remember our first-year courses in University. Certainly, one of my most favourite and memorable was Introductory to Psychology. Fascinating topics - understanding of the human mind and human behavior; exploring the brain and some of the cognitive abilities it supports like memory, learning, attention, perception and consciousness; examining human development - both in terms of growing up and growing old; discussing the manner in which the behavior of others affect our own thoughts and behavior, and learning about various forms of mental illness and the treatments that are used to help those who suffer from them. 

 

I was enthralled by the famous theorists. The Theories of Psychology – Psychoanalysis, Behaviorism, Cognitivism, Ecological, Humanism, and Evolutionary - were inspiring to learn, question, and wonder!  The theorists of the well-known theories - Freud, Erikson, Skinner, Jung, Piaget, Maslow, Rogers, Adler, Vygotsky, Pavlov – piqued my curiosity, and interest in human growth and development. And is it a coincidence that along with this theoretical learning of human behaviour, my first cat was named, ‘Anxiety’? Then along came my second cat, ‘Freud’. And then I was grateful to rescue my third cat, ‘Jung’.  All three cats were beautiful, and filled our home with joy. The funny thing – our Anxiety cat – was the most laid-back cat we have loved! He was a pure cuddle bug! 

 

Thirty years later, after my first introduction to psychology, and the understanding of human behaviour, I have the privilege to study and learn with Dr. Breanna Lawrence, within the Guidance and Counselling Specialization, and our course, Counselling Theory and Practice. Oh, what fun this was – it was like meeting old friends (as in the theorists), connecting again with my cohort group, and the privilege of meeting, and learning with and from Dr. Lawrence. 

Brandon University has done an incredible job with the organization and set-up for their on-line learning program. For this winter course, I appreciated the Zoom platform. We met every Tuesday night – and it really felt as if we were all there together, in a classroom sharing, learning, and drinking our tea. Dr. Lawrence has this guiding ability and encourages her students to think, reflect, dig deep, articulate thoughts, and demonstrate critical, scholarly thinking. I may not always show my critical thinking skills, nor do I always dig deep into the thinking, but Dr. Lawrence certainly pushes us to try. 

I have chosen two assignments from this most amazing course. I loved learning new theories, and how this learning can be applied within my school counselling role. There is such appreciation for the integration of some of the methods, and ideas of specific theories. It is not a one size fits all type of setting! An integration of ideas - what works, what does not – lets think outside the box and adapt for our students, families and communities.

Artifact / Chosen Assignment:

Weekly Reflections –

·        Each week you will write about the reading and lecture

·        Purpose of this assignment is to stimulate your higher level thinking skills and to promote your ability to articulate your thoughts about counselling theories.

There is an appreciation for the following two examples - how our lives do not go as planned, and how life does not come with a manual with rules (Dollarhide & Lemberger-Truelove, 2018, p. 3676).  Living a life without a written manual follows Kierkegaard’s (Malik & Akhter, 2013, p. 87), position that an individual is solely responsible for giving their own life meaning, and for living that life passionately, and sincerely.  Pursuing a life path with the understanding of the existential perspective, reminded me of M. Scott Peck’s writing on the meaning of death, and the mystery of existence.  As humans, our inquiring nature tries to make sense of our lives, winding paths, reasons for existence, and the questioning of our purpose here on earth.  The existential perspective, and how this ideology can be interwoven from a school counselling perspective and practice is affirming. 

Because I am a positive person, and try to live my life as an optimistic, problem solver, I appreciate the existential counselling perspective with its growth, and health-oriented approach (Bugental, 2009).  When connecting with my students, it is essential, as with an existential approach, to understand my student’s world without really upsetting, changing, or disrupting it (Bugental, 2009).  Encouraging my students to take responsibility for their choices is often at the center of helping them to become problem solvers, and to experience more positive relationships. 

Facing difficult situations, and responding accordingly can be intimidating for all of us.  Existentialism emphasizes this importance, and understanding of how we face situations, and how we respond (Malik & Akhter, 2013).  Encouraging my students to believe in themselves, and understand the responsibility of their actions follows the perspective of existential pedagogy (Malik & Akhter, 2013).

During my daily connections as a school counsellor, and visits in the classrooms, I try to promote student self-worth, and help students understand that they have the ability to choose their own way by facing situations, and responding to them (Malik & Akhter, 2013).  Existential classroom practice supports the characteristics of human nature, and the importance of acknowledging, and taking responsibility for our choices and actions (Malik & Akhter, 2013).  I support the existential view that school counsellors be open and willing to listen to our students’ reactions, and that these reactions have something important to tell us about the child’s lived experiences (Dollarhide & Lemberger-Truelove, 2018, p. 3733).  My students are invited to join daily Lunch Bunch time, and supported by the existentialist belief “where a time of social engagement, facilitated meaning-making, and collaborative decision-making, can help alleviate the sense of dehumanization, alienation, marginalization, or nothingness” (Dollarhide & Lemberger-Truelove, 2018, p. 3748).  Further examples of how Lunch Bunch time supports existential pedagogy includes opportunities for children to promote their self-worth, take risks in a supportive and inclusive environment, and incorporate play as a means of self-expression (Malik & Akhter, 2013).  Positive lessons that encourage healthy engagement with others, providing time for mentally, and emotionally healthy experiences.

The existentialist viewpoint whereby humans are constantly trying to figure out how they are being in the world - my way of being in the world tries to find how it can fit with your way of being in the world, fits uniquely with how I try to guide students to understand their own selves, and others (Bugental, 2009).  I often use the question, after connecting with students, helping them problem solve, or work through difficult situations – “Moving forward, how would you see yourself now?”  A Socratic method, and within the existentialist philosophy, through the process of questions and answers, I want my students to learn how they are solving their problems, and be cognizant of the fact that they can be problem solvers, and in control of their own choices (Malik & Akhter, 2013).  The inquiry approach to learning, a method incorporated into classrooms more readily over the past five years, allows for the “existential” curriculum, including a diverse content, and success for all learners (Malik & Akhter, 2013).  

I was fascinated with existential psychiatrist Irvin Yalom’s “givens” (Dollarhide & Lemberger-Truelove, 2018, p. 3812).  One of Yalom’s “givens” proposes that “humans of every age are continuously grappling, with the fear of death and the process of dying”. (Dollarhide & Lemberger-Truelove, 2018, p. 3812).  Yalom’s comparison of the fear of death, and the conflict with “the desire to be or to exist” (Dollarhide & Lemberger-Truelove, 2018, p. 3812) resonated with me.  A vivid memory for me, waking up during the night at nine years old, and realizing that I would someday die.  I relate this memory now to Yalom’s “givens”, and to many of my students. At what I perceive as the early ages of five, six, and seven, students who know, and talk about death, suicide, and wanting to kill themselves.  I wonder if this knowing of death stems from our changing society, social media, and the instant stream of world news?  The importance here follows the existentialist viewpoint that we are shaped by our “immediate and active relationship with the environment”, and that “this immediacy and passing sense of presence contributes to anxiety or sense of angst (Dollarhide & Lemberger-Truelove, 2018, p. 3841).  This anxiety and sense of angst is present in many of our students, and I believe contributes to how they respond to, and manage daily interactions, and challenges.  A place here for future inquiry into how existentialist theory and pedagogy can coincide, and fit with other counselling theories, and techniques. 

 

As human beings, we often reach a point in our lives when we seek to understand and find meaning in our purpose here on earth.  We wonder and question as we cycle through 

journeys and destinations.  How do our journeys lead to destinations, and how do our destinations complete our journeys?  Our goals may lead to an end result, and that end result may be a compilation of multiple journeys, goals, and fulfilled purpose.  If we do not seek to understand our purpose, does this make us less as contributing members in the evolution of the human race?  How do we support our fellow humans to understand, acknowledge, and take pride in their own purpose?  Seeking to understand is part of our human nature, and to seek our purpose in turn, is part of our search for understanding.  Do we seek our professions, or do our professions seek us?  Do we seek purpose in our journeys, or do the destinations within our journeys bring us purpose?  

The role of a school counsellor has many purposeful journeys, and destinations.  Journeys sustained by beliefs in the importance of family history; intentional relationships; counselling theories, and practice; confidence in purposeful goals; and, supporting the mental health, and emotional well-being of our students, families and community.  The school counsellor’s role is unique, multi-faceted, and requires dedication to educational standards, while many school counsellors incorporate their own passions, and purpose into their counselling program (Nkechi, 2016).  There is purpose in mental health literacy, social emotional learning programs, integrating mindful activities, and mindfulness into a positive school counselling climate. Students, families and communities have their own purposeful journeys, and destinations, and as school counsellors we play a supportive role in this helping process. 

It is a privilege to be the school counsellor as the role of the counsellor is a fascinating and complex world (Belkin, 1975) full of twists and turns, helping, and advocating for students, families and the community.  It is essential for school counsellors to build a strong foundation for their role in the schools through - belief in the importance of family history; intentional relationships; counselling theories, and practice; confidence in purposeful goals; and, supporting the mental health, and emotional well-being of students, families and community.  The counselling theories that I draw from provide a foundation and framework for building purpose with my students, helping them to explore their own sense of self, needs, challenges, goals and feelings.   As a school counsellor, and in partnership with colleagues, families, and the community, we support, and encourage our students, and children as they cycle through many journeys, and destinations, and discover their own purpose as they travel along their own paths, reaching their goals, and making sense of their world.  The educational, personal and social needs of our students is at the forefront of my goals, purpose and planning – supporting their human motivation and need for survival, self-preservation, love and belonging, power, inner control, freedom, independence, fun, and enjoyment.  Again, reflecting on our school belief in Gordon Neufeld’s, “You can’t teach the mind until you have the heart.”  This understanding should also hold true for school counsellors – and allow people to become who they want to be, not who we want them to be. 

 

 

The School Counsellor’s Role

Informed Consent

May -June, 2019.

Reflection:

The counselling courses studied during my Post-Baccalaureate (2000-2002), included the importance of learning ethical decision making, and counselling skills. Jump ahead, eighteen years, and ethical, legal and cultural issues for counsellors continue to guide our practice. This course was another “eye-opener” for me within my journey as a school counsellor. This course is a must for all school counsellors, and inclusive educators, and administrators. 

Such gratitude for our instructor, Kathryn Roberts for her gift of knowledge, experience, and support. Our two weekends at Brandon University, and one evening “zooming” in, were all packed with intense discussions, ethical decision-making scenarios, individual presentations, and sharing of experiences. Intense conversations that could have continued into the weeks ahead.

I appreciated the sharing of knowledge within this course. We are making decisions for our students, and ethically we need to know the what, when, how, and why we are making these decisions - or should not be making these decisions. 

I have changed my practice since this course! I now begin, almost all of my connect, and counselling sessions with students -  with the sharing and explanation of my confidentiality agreement. Prior to our ethics course, I would often jump right in - without any explanation of my student's rights, importance of telling their truth, and the importance of keeping them safe. The confidentiality agreement guides my practice now, in so many important and vital ways.

My final paper for this most amazing course, centers on the topic of self-harm. Unfortunately, self-harm is a prevalent issue that many young children, and adolescents live with.  I am very proud that I researched and wrote about this incredibly important topic. I worry that may of our young people do not have the skills needed to cope with, and manage self-harming behaviour. I program many of my proactive lessons to address this, and to teach students about important coping strategies. 

Explore and research a question/topic related to ethical standards/legal issues in counselling. Write a paper that demonstrates a synthesis, analysis and application of a particular concept that is of interest to you. The paper provides an opportunity to clarify your understanding about an ethical/legal issue in counselling and exhibit understanding of course concepts. 

The demand for assisting adolescent students has increased in frequency and complexity over the years as our changing and complex societies place increasingly greater demands on the students in our schools, and additionally on our education system.  In our global world, we are witnessing an increase in student experienced trauma.  Self-harm, for example has become more prevalent in adolescence and is considered to be one of the most significant social and health care problems for young people (Dowling & Doyle, 2017; Whisenhunt & Heidorn, 2018).  The need for experienced school counsellors also parallels the urgent support for our adolescent students.  The school counsellor’s role is unique, multi-faceted, and requires dedication to educational standards, and ethical principles and guidelines.  When responding to students who self-harm, school counsellors should be considering the following questions: 

School counsellors need to adhere to a code of ethics, act in the best interest of their students, and incorporate a collaborative approach within their core team. With direct support through the use of inclusive practices such, as collaborating with a threat assessment team, and conducting     violence threat risk assessment procedures (Pembina trails School Division, 2019), school counsellors need to incorporate a multifaceted approach in response to students who disclose self-harming behaviour. 

In order to meet the needs of society, the role of the school counsellor in Manitoba has evolved, and changed over the past forty years (Manitoba Education and Training, 2007).  Presently, the primary goal of the school guidance is to enhance, and promote student learning (Manitoba Education and Training, 2007).  Guidance at any educational level should fit into the framework of the school it serves (Muro, 1970), and provide support, and facilitate the educational, personal, social, emotional, and career development of students, and school, and in the community (Manitoba Education and Training, 2007).  School counselors work preventively in order to “provide counselling both individually, and in small groups, and incorporate guidance units in classrooms” (McGlothlin & Miller, 2008, p. 68).  The school counsellor’s role is unique, “multi-faceted, requires dedication to educational standards, addressing students’ developmental needs”, and responding to students who are in crisis (McGlothlin & Miller, 2008, p. 68).  With an increasing number of young adults, and children “experience externalizing behaviour problems, depression, anxiety”, self-harm, and suicide (Witte & Mosley-Howard, 2015, p. 19), the need for competent school counsellors in schools has never been so great (Evans & Hurrell, 2016, p. 2).  Herein lies the importance of bringing mental health literacy into the schools, teaching mental health to our students, and important “life” coping skills. 

As our society globalizes and expands, school counselors likewise must follow, supporting the needs of an “ever-changing cultural landscape” (Bridges, Hicks, Lazzo, & Keegan, 2019, p. 221), and provide individual counselling to students based on professional “observations, self-referrals, referrals from peers, parents, school staff, and provide short-term supportive services as well as longer-term counselling for ongoing concerns” (Manitoba Education and Training, 2007, p. 28).  Furthermore, school counselors must be aware of the “boundaries of their legal and professional roles, ethical responsibilities” (Trice-Black, Kiper Riechel, & Shillingford, 2013, p. 4), have confidence to stabilize a student, and “determine whether the concern”, for example, of self-harming behaviour, is “within the school crisis counsellor’s training and scope of practice, or one that requires referral to clinical staff, or an external agency”(Manitoba Education and Training, 2007, p. 30).  School counsellors need to be skilled in “addressing students’ developmental needs”, be able to “respond to students who are in crisis” (McGlothlin & Miller, 2008, p. 68), and “process these issues with a critical lens” (Shapiro, 2008, p. 129).  School counsellors need to feel competent when responding to students who disclose self-harm, and be knowledgeable of the ethical and legal considerations in their response. 

There are ethical and legal considerations for school counsellors to pursue when responding to disclosure of student self-harm.  The very nature of self-harm can be intimidating for many professional educators (Whisenhunt & Heidorn, 2018), notably when “leaving their own personal comfort zone” (Schwitzer & Vaughn, 2017, p.4).  Of vital importance here is for school counsellors to understand and recognize the “growing trend of self-injurious behavior” (Shapiro, 2008, p. 124).  As such, self-harm is often connected with “low self-esteem, lack of self-confidence and high levels of anxiety” in young adolescents (Best, 2006, p. 173).  Self-harm in adolescents “rarely fits into a single common mold” (Whisenhunt & Heidorn, 2018, p. 48), although a common intention associated with self-harm is “emotional regulation, and sensation seeking” (Shapiro, 2008, p. 124; Whisenhunt & Heidorn, 2018, p. 48).  Self-harm can be “defined as an intentional act of self-injury” (Johnson, Ferguson, & Copley, 2017, p.443), and the “deliberate and self-inflicted destruction of body tissue . . . resulting in immediate damage” (De Stefano, Atkins, Noble, & Heath, 2012, p. 290).  The complexities involved with students that disclose self-harm can leave school counsellors feeling “overwhelmed and out of their depth” (Dowling & Doyle, 2017, p. 588), and notably for newer “inexperienced school counsellors” unfamiliar with ethical codes and principles, and student confidentiality agreements (Dowling & Doyle, 2017, p. 588; Jenkins, 2010, p. 264).

Self-harm, particularly for adolescents, can serve as a powerful coping strategy, an “attempt to manage life, an effective method of relieving stress, and emotional tension” (Whisenhunt & Heidorn, 2018; Shapiro, 2008, p. 126).  Although most people believe that purposefully injuring one’s own body disregards logic, school counsellors need to monitor their own personal values, empathy and belief systems when responding to students who report self-harming behaviour (Springer, 2016).  Strong negative emotions such as “shame and regret can be triggered and perpetuate a cycle of self-harm”, thus experiencing both “immediate and potentially long-term physical injury” (Johnson, Ferguson & Copley, 2017, p. 445).  For school counsellors, “conflicting values and principles”, and determining what are “helpful and unhelpful responses” for students who self-harm, may result in difficulty choosing appropriate supports, and scrutinizing multiple options (Pawlukewicz & Ondrus, 2013, p. 2; Johnson et. al., 2017, p. 445).  Although students are afforded confidentiality, the school counsellor’s “primary ethical concern is the wellbeing of the student” (Jenkins, 2010, p. 271; Manitoba Education and Training, 2007, p.102).  School counsellors have to make an ethically and legally sound decision whether to break the agreement of confidentiality if a “student is inflicting imminent harm” to their own self or others (Jenkins, 2010, p. 271).

Building a strong foundational purpose, in supporting students in the school system, involves a “deep understanding how the family is an emotional system that is composed of the immediate family and the extended family members” (Paylo, 2011, p. 142).   Our students “arrive” at school with their families, their history, genetic history and genealogy, familial beliefs and their experiences from culture to culture, and countless experiences that have shaped who they might be at that moment, and for their future (Stacey, 2006).  After the family, “the school system becomes the next most influential force in a child’s development” (Paylo, 2011, p. 141), thus impacting one of the purposes of education.   The connection to home can benefit the “relationship between the school system, the student, and the student’s family”, therefore positively “impacting the child’s academic and behavioral adjustment” (Martin, 2017, p. 271). School counsellors have an obligation to “take responsibility to understand the dynamism of human potential at every age and how best to support and promote it” (Narvaez & Witherington, 2018, p. 211), and build upon developing relationships with students, families and community.  Although the school counsellor’s “primary ethical concern is the wellbeing of the student”, there may be “times when it is necessary to consult with parents or others without the student’s consent when there is potential harm to self and others” (Manitoba Education and Training, 2007, p. 102).  Thus, when responding to students who self-harm, school counsellors need to consider all risk factors across the child’s individual, family and community contexts when considering whether the child is at risk of self-harm.  

The importance of providing students the space, and time to “explain their thoughts, feelings and behaviours”, allows the school counsellor to “genuinely understand how best the student might be supported” (Knightsmith, 2018, p. 140).  School counsellors need to follow the appropriate protocols with respect to reporting obligations when a student discloses self-harming behaviour.  Students are informed about possible breach of confidentiality in advance, and as much confidentiality as possible is maintained.  Students who indicate self-harm should be “given choices as to how to disclose”, for example, with parents (Froeschle & Crews, 2010, p. 4).  Students may be given the choice to “phone parents in the presence of the counselor”, or have a “student/parent/counsellor meeting” (Froeschle & Crews, 2010, p. 4).  It is vital for school counsellors to monitor their own values, and “emotional needs”, and ask: “Is this disclosure and sharing of information with parents really for the best interest of the student?  Is there a benefit for me in this action?  Do I have a conflict of interest in this action?” (Pawlukewicz & Ondrus, 2013, p. 3). 

Recognition and adherence to ethical codes, therefore, is critical if school counselors are to make honourable, and appropriate decisions.  The Canadian Counselling and Psychotherapy Code of Ethics defines how counsellors will have some direction when making ethical decisions, and resolving ethical dilemmas.  When students disclose self-harm, the following specific Principle-Based Ethical Decision-Making steps(Sheppard, G., Schulz, W., & McMahon, S. 2007, p. 3) should be considered: 

Step One — What are the key ethical issues in this situation? 

Step Three — Which of the six ethical principles are of major importance in this

situation?  (This step also involves securing additional information, consulting with

knowledgeable colleagues or the CCPA Ethics Committee, and examining the probable

outcomes of various courses of action.) 

Step Five — What do my feelings and intuitions tell me to do in this situation? 

(Counsellors may consider “2. Virtue-Based Ethical Decision-Making" at this point). 

Step Six — What plan of action will be most helpful in this situation?

School counsellors can experience an array of emotions when assisting a student who 

discloses self-harm, and then is required to make decisions based on a possible multitude of facts, and details.  Because “feelings, perceptions, attitudes, relationships, oppression and injustices are inextricably intertwined with ethical decision making” (Pawlukewicz & Ondrus, 2013, p. 3), school counsellors should again consult the Canadian Counselling and Psychotherapy Code of Ethics, fundamental principles (Sheppard, G., Schulz, W., & McMahon, S. 2007, p. 2).  Consulting the fundamental principles within the Canadian Counselling and Psychotherapy Code of Ethics, will assist school counsellors with respect to following ethical and legal considerations, consider all risk factors across the child’s individual, family and community contexts, and follow the appropriate protocols.

a)  Beneficence - being proactive in promoting the client’s best interests 

b)  Fidelity - honouring commitments to clients and maintaining integrity in counselling relationship 

c)  Nonmaleficence - not wilfully harming clients and refraining from actions that risk harm 

d)  Autonomy - respecting the rights of clients to self- determination 

e)  Justice - respecting the dignity and just treatment of all persons 

f)   Societal Interest - respecting the need to be responsible to society

The Canadian Counselling and Psychotherapy Code of Ethics provides guidance for school counsellors when making some of the more difficult ethical decisions, more specifically, supporting students who disclose self-harming behaviour.  Adhering to ethical guidelines will assist school counsellors make informed decisions, and help prepare them for situations that demand careful judgment, and protect the safety of the students within the school.  As noted above, when responding to student disclosure of self-harm, school counsellors should specifically focus on: key ethical issues with this disclosure of self-harm; personal feelings and intuitions about the disclosure; the plan of action for the student; the student’s best interests; honouring commitments to the student; maintaining integrity in the counselling relationship; refraining from actions that risk harm for the student; respecting the rights of the student for autonomy, and respecting the need to be responsible to the student, family, colleagues, and community. 

There are many ethical and legal considerations for school counsellors when students disclose self-harm.  The “counselling profession is founded on the client’s rights and safety” (Jenkins, 2010, p. 271), and requires practice in making ethical decisions involving sensitivity to implications of problems and situations (Bonde & Firenze, 2013).  Because confidentiality is a “major factor in a student’s comfort level and feeling safe in the counselling environment” (Jenkins, 2010, p. 271), making good ethical decisions is dependent on “knowledge of ethical codes, familiarity with models of ethical decision making, and knowledge of problematic ethical situations” (Neukrug & Milliken, 2011, p. 206).  School counsellors also need to consider all risk factors across a child’s individual, family and community contexts when considering whether the child is at risk of self-harm.  Self-harm is a “way for people (students) to release negative emotions”, and “school counsellors might hesitate to act when they are not sure if they should” (Schwitzer & Vaughn, 2017, p.4).  When a school counsellor follows the appropriate protocols with respect to reporting obligations, they should always be thinking of the best interest of their students.  Knowledge about self-harming behaviour can contribute to a “deficit between willingness, and the ability to offer effective help” for students (Dowling & Doyle, 2017, p. 584).  Thus, a school counsellor’s continued professional development and training, for example, could include: risk factors for self-injury; self-harm and self-cutting; ethics training; and, prevention programs, should be ongoing (Neukrug, & Milliken, 2011; Dowling, & Doyle, 2017; Shapiro, 2008).  As well, providing “school based educational programs”, and information for school staff on how to respond, and “rehearse skills when a student discloses self-harm”, is essential in the “process of intervening, providing referrals, and advocating” for students who disclose self-harming behaviour (Berger, Hasking, & Martin, 2013, p. 943).  Because students are faced with an increasing number of difficult situations and daily stressors, school counsellors are correspondingly further instrumental in the framework of a student’s personal and academic future. As a result, it is vital for school counsellors to adhere to ethical and legal considerations, consider all risk factors across a student’s individual, family and community, and follow appropriate protocols, and obligations, when responding to students who disclose self-harming behaviour.

 

And – these famous words – I LOVED THIS COURSE! The learning platform was entirely on-line, for three weeks in July. And although I (long repetition here of the word - really) really love travelling to Brandon for my weekends of study and sharing with my colleagues (bliss), I also appreciated these three weeks of study from the comforts of my home. I did however miss the interactions with my colleagues, and the deep, meaningful conversations of sharing and collaborating. 

Our daily quizzes kept us on our toes, and provided the platform to review our reference text book with a fine-toothed comb. And although the quizzes were “open book” format, the quizzes forced me to dig into the innermost sanctum of understanding! And, I will still say that I LOVED THIS COURSE!

Our professor, Dr. Okrainec was ever supportive in our learning, assessment, and personal journeys. Sharing via Moodle, I appreciated how the learning platform included sharing of our written work with the work of our colleagues. We had the opportunity to comment on a colleague’s reflection writing, adding to the significance of opening your heart to ones peers.  The piece that I have chosen to share, is a reflection topic that many of my colleagues also wrote about, and reflected on. It was fascinating to read, and share in the reflections of others, and most especially in the sharing of family history. How has our family history shaped who we are today? This piece was very fun to write, and share. 

My family history and experiences have shaped who I am today, and will continue to guide me as I seek purpose for tomorrow.  My family history has also brought me purpose in my role as a school counsellor.  Finding purpose through family history can also “manifest compassion, optimism, and strength, allowing oneself to see the deeper meaning of things, to understand the bigger picture, and to be able to tolerate life’s ambiguities” (Plews-Ogan, et al., 2012, p. 3).  We share what we have learned so that “others might benefit” (Plews-Ogan, et al., 2012, p. 135) from our purposeful experiences, and that through which we “see and experience the world” (Samarji & Hooley, 2015, p. 2).  The historical context from which we seek our own purpose influences, and shapes the development of our own world views in the time period in which we live (Kuther, 2019, p. 974). 

My grandparents, raised in the early 20^th century, lived through and experienced WWI and the Great Depression, thus shaping their own development and perspectives of the world (Kuther, 2019, p. 974).  My paternal grandparents, both raised on working farms, were closely tied with their siblings, and parents. Enjoying their church, friends, and a commitment to hard work, their experiences were unique during this historical time period as they transitioned from children, to adolescents, and then married adults.  My maternal grandfather, raised by his aunt in England after his mother died during his birth, faced trauma and loss exposure during his early life (Layne, Briggs & Courtois, 2014).  Severe adversities, combined with the respective features and consequences of many risk factors accumulated across my grandfather’s development, and subsequent health and mental well-being in his later years (Layne, et al., 2014). 

My parents were born prior to the Second World War.  Again, a historical time period that shaped how they developed within their “physical and social environment, family, neighborhood, and culture” (Kuther, 2019, p. 974).  The effects of social change on socialization and development both “mediated and moderated the role of interpersonal interactions and relationships” for my parents during this time (Chen, 2012, p. 321).  My grandfathers were involved in WWII, experienced overseas combat, death of close friends, and relatives, and years of separation from their families.  An important concept to describe, in relation to my maternal grandfather, is that of “risk factor caravan” (Layne, et al., 2014, S3).  The historical context for my grandfather from which he would seek his own purpose was possibly obstructed by “risk factor caravan elements”, wherein, “traumatic experiences “join” (occur) or “rejoin” (recur) at different times or developmental periods (including in adulthood), operate in different ways, carry different developmental, and health-related risks” (Layne, et al., 2014, S3).  After many years away, returning from WWII foresaw considerable risk factors, and trauma - loss of time, and moments with loved ones; feelings of post-traumatic stress; survivor guilt, and confusion.  

The traumatic experiences that my maternal grandfather lived through would have, without a doubt, effected the ways in which he related to, and with my grandmother, mother and her siblings.  My paternal grandfather survived WWII, while his brother-in-law died.  His brother-in-law’s death became a “source of guilt” (Hartman, 2014, p. 1190), thus impacting my father, his siblings, and cousins.  Although my parents were living in Canada, with the comforts of safety and freedom, the impact of WWII was clearly evident in the ways in which their fathers guided, loved, and interacted with them.  These many relationships intertwined in their shared, and personal experiences.  As children, my parents were “attentive to social input, and learned important skills and information through observation” (Legare, Clegg & Wen, 2017, p. 2284), while building upon the “cultural innovations” of their parents, and previous generations (Legare, et al, 2017, p. 2284). 

 
My grandparents all raised their children in Winnipeg.  My parents and their siblings also raised their children in Winnipeg.  As children, we enjoyed shared experiences with our grandparents, aunts and uncles, cousins and second cousins.  My grandparents worked hard to instill in their children, and grandchildren, a strong work ethic, and value system that they were raised in.  As cousins, we enjoyed opportunities to interact, whereby following Lev Vygotsky’s, Socio Cultural Theory, enjoying “formal and informal social contacts, and learning about our culture, heritage, and family, and what it means to belong to it” (Kuther, 2019, p. 1625).  Our family interactions, as Urie Bronfenbrenner’s Bioecological Systems Theory states, provided us with “opportunities for social development, and learning activities and ideas from each other . . . within the contexts that we were embedded in, influencing and being influenced by them” (Kuther, 2019, p. 1672).  

As a school counsellor, having lived these purposeful experiences, I therefore bring a deep level of appreciation, empathy, and understanding for my students, families and community.  Where are my students in the birth order with their siblings for example, and how might this effect how they respond to situations, and manage daily interactions?  How have our students developed biologically and dynamically through social experiences? (Narvaez & Witherington, 2018).  Infusing this understanding helps to build purpose in the foundation as I assist my students as they learn, and “understand themselves and their environment” . . . thus enabling them to be in a “position to choose the right type of behaviours that will help them develop, grow, and progress educationally, vocationally and socio personally” (Nkechi, 2016, p.38).  There is a wisdom in this experience, gifts that are passed along to students, and families and colleagues who might be facing similar challenges.  

 

 

My drives to Brandon, and back to Winnipeg have been amazing. I have appreciated so many aspects of these drives. Double lane highway - great prairie skies - morning sunrises, and evening sunsets. My car never did break down, and I didn’t need to walk with all of my gear in tow. There were a few white-knuckle drives in torrential rain, but other than that, beautiful peaceful times, enjoying the prairie scenery, the anticipation of the weekend ahead, and the reflection of the weekend enjoyed. 

Our cohort meets again for our three, full weekends with Dr. Breanna Lawrence, within our course, Group Guidance and Counselling. Meeting together feels like a family reunion – full of laughing, sharing, support, and inspiration. My weekends, although very intense, and needing concentrated brain energy, also bring rejuvenation, hope, renewed intentions, understanding, and enthusiasm. We are a strong, and supportive co-hort. 

 

There is a need to reflect on our two required books - Groups process and practice (10^th edition), by Corey, Corey, and Corey. And, Get out of your mind and into your life, the new Acceptance and Commitment Therapy, by Hayes and Smith. A wealth of information, real-life scenario examples, and at-your-finger-tips methods, ideas, and guidance. Dr. Lawrence made meticulous use of our resource books, planning for in-class practice, reference, and future implementation.  I am proud to share one of my reflection papers - School Counselling:

Stages of Group Development in Group Counselling.

         

This course required deep thinking – with three lengthy reflection assignments, a presentation, a final paper, and in-class role play counselling sessions. My inner passion and commitment for school counselling grew stronger, and became more instilled in my heart. Our weekends together are always, and I will repeat, were always confidence builders. I glow with gratitude! ( and a car that is always ready for ANY weather!). 

Artifact / Chosen Assignment:

Reflection Assignment -

School Counselling:

Stages of Group Development in Group Counselling

My drive home to Winnipeg allows for uninterrupted reflection and think time. During my recent trip, I happened to catch Duncan McCue’s, ‘Cross Country Check-Up’. We have these happenstance moments in our lives, and listening to this particular broadcast felt like one of mine. There is an interesting sense of alone time when travelling, and my drive home at the end of our past weekend provided me the opportunity to learn about indigenous healing lodges.  Duncan McCue spoke in an empathetic way as he listened to, and learned from Claire Carefoot, the executive director of the Buffalo Sage Wellness House. The healing lodges focus on healing rather than incarceration. The programs address trauma, and historical trauma whereby the lodges operate like a guidance center (McCue, 2019). There was also an opportunity during McCue’s program for people to call in and share their thoughts. McCue encouraged comments from inmates, former inmates, victims, and families. The call-in portion was powerful. The need for more counsellors – to help inmates, victims, and families. The importance of healing offenders, and victims. 

It is thought-provoking to be part of a process, and to begin a process with a naiveté of what may, or may not transpire. At the time we may ask ourselves why we are doing this, or what is the purpose. Upon reflection, we understand and ‘see’ the process. Much of what we learn throughout life is a process. Teaching our children to walk, for example, is a process that begins at birth, and relies on positive reinforcement, feedback, and practice. Our weekend learning, discussions, and practice within the Group ACT activities brought further understanding how group process relates to “how things are happening in the group” (Corey, Corey, & Corey, 2010, p. 7). This “happening” is observed every day in my role as a school counsellor. The “how” has the potential to be - complex, diverse, reactionary, detrimental, beautiful, fulfilling, and growth oriented. The “how” might also include a plethora of feelings, emotions, and responses. The importance when facilitating, or leading a group, to pay attention to what “group members are thinking, feeling, and doing”, as well as attending to “cognitive, affective, and behavioral domains” (Corey, Corey, & Corey, 2010, p. 9). Our weekend supported my beliefs about organizing psychoeducational school groups, and helped me identify what is needed to become a vital, and creative group leader in therapeutic groups, task groups, counselling groups, psychotherapy groups, and brief group therapy. It also takes time to develop leadership skills, and careful planning for the group experience (Corey, Corey, & Corey, 2010; Wilson & Brubaker, 2016) as we travel through our own process of acquiring new knowledge, and build on previously learned skills. I also agree that intentional, and flexible planning is required to initiate a program of group-based interventions within the school (Wilson & Brubaker, 2016), as well as “valuing and validating the voice of group participants, and the ability to show empathy and congruence” (Edwards & Kirven, 2019, p. 9). In comparing the positive client outcome with a positive student outcome, it is also critical for school counsellors be alert to each student’s “personal experience of the group and address problems with cohesion quickly” (Yalom & Leszcz, 2005, p. 61).

It was fascinating to practice the “group process” within the experiential moments during our ACT group presentations. The Acceptance and Commitment Therapy sections felt synonymous as we moved through each stage of group development. The opening, and closing questions presented by our amazing group facilitators, within the specific ACT sections, used to increase psychological flexibility for clients (us), and fully connect with the present moment, and to behave in ways consistent with one’s identified values (Grégoire, et al., 2018). I appreciate the theory behind ACT – both as a “contextual behavioral approach to intervention that uses acceptance and mindfulness processes”, and as a “commitment and behavior change processes to produce psychological flexibility” (Burckhardt, et al., 2016, p. 42). The group process of presenting the specific ACT teachings, for example – thoughts, avoidance, willingness, acceptance, openness and defusion, values and mindfulness. These moments certainly stood out for me. Learning and sharing together, discussing, observing each other in the role play activities, honesty, trust and encouragement, and practicing our own skills, and relating how we can implement the ACT learnings as school counsellors, and within our schools. We provide a mentorship role for one another, and assist our colleagues with the awareness, and confidence in developing their own group counselling skills, and in turn provide the context or the process for therapeutic change for our students (Edwards & Kirven, 2019). 
  

            
Recently, during a hot yoga session, our instructor said these words during a savasana – “It’s okay not to be okay with your thoughts. They don’t have to control you. Just let them flow.” Our mindful moments are always “aha! Moments” for me. The reminder to be okay with the thought, and to not let it take control, or take up space in your brain. Herein lies the importance of teaching our children, and young adults positive strategies to learn how to manage and work with their stress, and anxiety. Social media, for example, is increasing our students’ irrational thoughts, negative feelings, and beliefs about themselves, and has the potential to fill our students with negative “automatic thoughts about themselves, the world, and, or their futures” (Dollarhide & Lemberger-Truelove, 2018, p. 2549).  Many social emotional learning programs, implemented by school counsellors can “promote and enhance students’ social and emotional skills such as problem and feeling identification, goal setting, conflict-resolution strategies, and interpersonal problem-solving skills” (Caruso et al., 2018, p. 2).  In classroom settings, group work, or individual counselling, school counsellors can assist students recognize, based on a social media post for example – the negative event, followed by the emotion, and then the resulting negative thought. The strategies in ACT combine “mindfulness with behavioural principals and an understanding of personal values” , and “assists individuals (students) in understanding their emotional experiences” (Burckhardt, et al., 2016, p. 43).  I appreciate how mindfulness can “reduce emotional reactivity, improve behavioural inhibition, and improve the ability to label emotions” (Burckhardt, et al., 2016, p. 43). 

Integrating mindful activities, and mindfulness into my daily teaching practice, and within my connections with students is a vital part of my counselling program.  Mindfulness can incorporate an awareness of the present experience with acceptance, and also helps us to practice an experiential approach - to be aware of present experience with acceptance, and to develop cognitive awareness - the ability to see thoughts as simply thoughts. I appreciate how the key features of mindfulness include a focus on the breath, paying attention to the events occurring within one’s mind and body, and bearing witness to one’s own experience – as our yoga teacher supported us through savasana with a mindful moment. I would like to see more ACT programs in the school setting, as early intervention, and teachings in the classrooms. Helping students at an early age, gain tools for stress management, and self-regulation,  learning self-awareness and then making choices based on that self-awareness.

 

 

- “It’s okay not to be okay with your thoughts. They don’t have to control you. Just let them flow.”

- Preparing for our first weekend of learning together began well before our course syllabus arrived. The Guidance and Counselling Specialization courses build on, and work comfortably, and synonymously together

- One of the most enjoyable aspects of participating in course work is connecting with colleagues who are positive, encouraging, and want to build on their skills, and knowledge. Learning and sharing together, discussing, observing each other in the role play activities with honesty, trust and encouragement

- There are moments in our lives when we feel as if our own “self” is front, and center. We try to learn more about our “self”, and understand how, and why we do the things we do. The Johari window, developed by Joseph Luft and Harry Ingham in 1955, “enables awareness and understanding of our own behaviors, feelings, and motivation during interpersonal interactions”

- Emotional well-being, and well-becoming play a purposeful role in how a school counsellor sustains their positive, and healthy connections with students, families, staff and the community.

- In today’s world, our attentiveness, and thoughtful listening skills are more important than ever. Helping our students learn how to manage, and respond to their thoughts, emotions, and feelings, and teaching positive strategies to manage, and work with stress, and anxiety is a vital component of a proactive school counselling program.

 

- Looking through the lens of the Johari window model of self-awareness is an area to explore for further observation, mentoring relationships, and for the motivation of our own, and the behaviour of others. Learning to know, appreciate, and understand thyself.
 

- School counsellors build their foundational purpose, and role in supporting the function, and process of human relations. We need connections to flourish, and as school counsellors, assist our children develop “relational skills and to elaborate the possibility for mutuality in relationships”

 

- A grounding point within my social emotional learning program, classroom lessons, small group and individual counselling sessions, the teaching of emotional awareness, mindfulness, understanding of thoughts, and the motivation for our own, and the behaviour of others.

 

- We relate to connect. And we relate with, and to others, in connecting, and disconnecting ways. These connections indelibly shape our lives, and remain prominent throughout the human experience.

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The Guidance and Counselling Interventions course – feelings of pure gratitude mixed with feelings of finality, and endings. Knowing that we can feel gratitude and loss at the same time. This is our last course together as a Co-hort. We have bonded – in so many ways. People that I will always feel connected to, and forever. 

We had our three weekends together at Brandon University. An “extra” weekend was booked – as a just in case we needed to cancel the weekend, due to inclement weather. We were fortunate with the weather – and I was able to drive our prairie winter roads, without white knuckles! 

Dr. Chris Brown continued with his most enthusiastic teaching, mentoring, and encouragement. There is such respect, collegiality, and togetherness with this co-hort. We were thrilled to be together again, learning from, and sharing with Dr. Brown. Three weekends in Brandon, three reflections assignments, three role-play assignments, two quizzes, and hours of counselling practice and scenarios. This was a very intense course – with our course outline received in mid-December. We had two resource books to read, two webinars with end quizzes to watch and complete, and many readings to complete before our first weekend together in January. WOW – a whirlwind! AND – but WOW – amazing. 

 

I am really looking forward to reviewing this summer – my class notes, own personal notes, text book reviews – the list goes on! I am looking forward to compiling my learning. I am proud to share three of my weekend reflections. I love these reflections – and how the learning requires a dig deep, and think. I am not always a dip deep thinker, so I really appreciated the opportunity to dig deep and sow my thinking. And I really appreciated that my thinking was well received and appreciated! 

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Recently, during a hot yoga session, our instructor spoke these words during a savasana – “It’s okay not to be okay with your thoughts. They don’t have to control you. Just let them flow.” Mindful moments are always “aha! Moments” for me. The reminder to be okay with the thought, and to not let it take control, or take up space in your brain. Our instructor also encouraged - to “be with” the pause before our next breath, and be mindful during this brief moment. The pause before a next breath – simple, and yet fulfilling. A time when I am not anticipating, or waiting. My automatic nervous system will eventually kick in, so I relax, patiently wait, and enjoy this inner most calm, and present moment. 

Preparing for our first weekend of learning together began well before our course syllabus arrived. The Guidance and Counselling Specialization courses build on, and work comfortably, and synonymously together. It is a thrill to recognize throughout our readings - theorists, school counselling authors, and researchers. One of the most enjoyable aspects of participating in course work is connecting with colleagues who are positive, encouraging, and want to build on their skills, and knowledge. Learning and sharing together, discussing, observing each other in the role play activities with honesty, trust and encouragement. We are on our own road map of the helping process (Young, 2017) as we provide a mentorship role for one another, and assist our colleagues with the awareness, and confidence in developing their own counselling skills.  

School counselling, and guidance at any educational level should fit into the “framework of the school it serves”(Muro, 1970, p. 1), and provide support, and “facilitate the educational, personal, social, emotional, and career development of students, and school, and in the community” (Manitoba Education and Training, 2007, p. 4). Many school counsellors incorporate their own passions, and purpose into their counselling program building upon their unique, and multi-faceted roles. Our RTI (Response to Intervention) and Tier 1-3 discussion, brainstorming, and sharing solidified our integral roles within the RTI process as interveners, supporters, facilitators, and advocates (Leonissa, et al., 2019). Discussing our roles as school counsellors, and teachers, and sharing the similarities, and the differences within our schools, and divisions provides opportunity for sharing, and the - “that is fantastic,” and, “I will try this at my school.”

I encourage students to become problem solvers, rather than problem keepers. This encouraging phrase fits well with the goals and ideologies of cognitive behaviour therapy, ACT, Reality and Choice Theory, and Solution-Focused Therapy. It is exciting to piece the theories together, compare and contrast, and experience how each contributes to the counselling process, and the process of change, and growth. Because I believe in a proactive approach within my school counselling program, I am increasingly interested in Glasser and how Choice Theory explains the “whole mechanism of genetic needs” (Glasser, 2000, p. 2), the pain associated with frustrations, and the choices we make to deal with our frustrations. The “connecting” and “disconnecting” habits could be integrated into teaching social emotional units in the classrooms - helping students become more aware of their behaviours, and the ways in which these behaviours connect, or disconnect with others. I look forward to helping my students understand how their behaviour, and choices might cause a disconnect with others. There is such appreciation for helping my students, colleagues, friends, and family understand Choice Theory. And when we learn and understand Choice Theory, we increase the probability of learning how to get along. Just like the pause before a next breath – simple, and yet fulfilling.

Course Take Away #2:

There are moments in our lives when we feel as if our own “self” is front, and center. We try to learn more about our “self”, and understand how, and why we do the things we do. The Johari window, developed by Joseph Luft and Harry Ingham in 1955, “enables awareness and understanding of our own behaviors, feelings, and motivation during interpersonal interactions” (Ramani, Konings, Mann, & van der Vleuten, 2017, p.1065). As a school counsellor, and as someone who is interested in people, and human behaviour, the Johari window helps explain person-environment interactions, the role of emotions, and self-awareness. Emotional awareness is an important component in the understanding of our thoughts, and the motivation for our own, and the behaviour of others (Odaci, Irem Degerli, & Bolat, 2017).Our weekends together gather our “selves”, our emotions, lift self-awareness, and the awareness of others to the forefront.

Emotional well-being, and well-becoming play a purposeful role in how a school counsellor sustains their positive, and healthy connections with students, families, staff and the community. The need for mental health support in schools has never been so great (Witte & Mosley-Howard, 2015) with an increasing number of young adults, and children experience externalizing behaviour problems, thoughts of depression, and anxiety (Witte & Mosley-Howard, 2015). Herein lies the importance of bringing mental health literacy into the schools, teaching mental health to our students, and important “life” coping skills.  

In our global world, we are also witnessing an increase in student experienced trauma, while youth today are experiencing more mental health related disorders than ever before. Trauma-informed approaches in schools promote the growth and success of all students, and respond to the impacts of trauma in ways that “promote healing and avoid retraumatization” (McIntyre, 2019, p. 1). Embracing a school-wide trauma-informed perspective requires “adopting a trauma-sensitive lens”, and implementing social-emotional learning in the curriculum (Paiva, 2019, p. 25). Therefore, the need for school counsellors to be skilled in addressing students’ developmental needs, be able to respond to students who are in crisis, and provide strategies that will empower, and support students successfully navigate their world.

Dialectical behaviour therapy could be implemented as a trauma-informed approach when supporting student experienced trauma, and more significantly PTSD (post traumatic stress disorder). Students who have experienced trauma may also be struggling with areas of dysregulation, including “behavioral dyscontrol, emotion dysregulation, and problems in relationships” (Bonavitacola, Miller, McGinn, & Zoloth, 2019, p. 547). School counsellors can incorporate cognitive strategies within dialectical thinking training with students. For example, helping students “identify thoughts, interpretations, assumptions about events, assess the threat level/catastrophe, and determine whether the emotion and/or its intensity fits the actual facts” (Bonavitacola, Miller, McGinn, & Zoloth, 2019, p. 549). Incorporating dialectical thinking training within the pyramid of inclusive support would provide opportunities for universal, targeted and individualized interventions within a social emotional learning approach.

In today’s world, our attentiveness, and thoughtful listening skills are more important than ever. Helping our students learn how to manage, and respond to their thoughts, emotions, and feelings, and teaching positive strategies to manage, and work with stress, and anxiety is a vital component of a proactive school counselling program. Enhancing and promoting self-awareness, and discovery should begin in the early years of life. Looking through the lens of the Johari window model of self-awareness is an area toexplore for further observation, mentoring relationships, and for the motivation of our own, and the behaviour of others. Learning to know, appreciate, and understand thyself.

Course Take Away #3:

Education has and will continue to experience constant shifts in thinking, doing and becoming. Many of these shifts respond to world, and societal changes, and the ways in which we relate to one another. It is fascinating to be an observer, and participant of, and in relations. Our days are guided by, with, and from our relations – with others, ourselves, throughout, and alongside the past, present, and future. School counsellors build their foundational purpose, and role in supporting the function, and process of human relations. We need connections to flourish, and as school counsellors, assist our children develop “relational skills and to elaborate the possibility for mutuality in relationships” (Jordan, 2018, p. 3).

There is appreciation for the third wave of behaviour therapy within the application, and understanding of Relational Frame Theory. Building foundational purpose, and supporting students in the understanding of relations, and perspective taking – “self as the content of relations, self as process, and self as an ongoing process of relations” (Hayes, 2016, p. 874). Within classroom guidance lessons, and supporting our students in the understanding of their own “self”, and learning how to “make discriminations and answer questions about” … their own self, their own behavior, and their own experiences (Hayes, 2016, p. 874). Learning how to understand their own self as context, thus assisting students learn how to manage feelings, emotional responses, and self-regulate. Thinking, and relating in response to, and with others. 

Back to the Johari window (developed by Joseph Luft and Harry Ingham in 1955, and not in the third wave!) and bringing “awareness and understanding of our own behaviors, feelings, and motivation during interpersonal interactions” (Ramani, Konings, Mann, & van der Vleuten, 2017, p.1065). A grounding point within my social emotional learning program, classroom lessons, small group and individual counselling sessions, the teaching of emotional awareness, mindfulness, understanding of thoughts, and the motivation for our own, and the behaviour of others (Odaci, Irem Degerli, & Bolat, 2017). We relate to connect. And we relate with, and to others, in connecting, and disconnecting ways. These connections indelibly shape our lives, and remain prominent throughout the human experience (Courtney & Nowakowski-Sims, 2018).

Within my lessons, and interactions with my students, there is opportunity to subtly challenge my students’ “unhealthy thought patterns” and teach them how to “replace them with more realistic, healthy cognitions” (Dollarhide & Lemberger-Truelove, 2018, p. 2549).

Classroom discussions, role play, reading books, and mindful breathing provide concrete examples for students to “conceptualize relationships among thinking, feeling and behaving and adopt disputing strategies to identify and change irrational beliefs into rational beliefs” (Caruso et al., 2018, p. 7). So often, our beliefs about ourselves are the result of our thinking of - “in relation to”. Teaching students (Yes, my plan is to present this information to colleagues, and families), to learn how to - overcome the negative effects of language, and relational comparing, and accept difficult thoughts, connect with values, and take action toward values (Dahl, Stewart, Martell, & Kaplan, 2015).

Freud, Adler, and Carl Rogers all emphasized the importance of counselling relationships characterized by empathy, and respect (Magnuson, & Norem, 2015). Carl Rogers believed that the relationship was the foundation for the helper, and client. The importance of relations – relating to, and with others. While we continue to respond to world, and societal changes, and the ways in which we relate to one another, the continued need in the importance of respect, and understanding. The importance of sharing, and showing joy. The importance of showing, and sharing joy for our own selves, and for others. Continue to show, and share joy.

 

When I applied for the Direct Practice Counselling Practicum within the Guidance and Counselling Specialization for the Master’s of Education, I averaged 25-30 hours of direct, indirect, and group counselling hours per week, for the pat three years in my school counselling journey. I was proud to apply for the Direct Practice Counselling Practicum, and my previous three years of experiences provided me with the educationally valuable alternative approach to the practicum credit. I am very privileged to work in a school division that highly values the support model of service delivery. We believe in a Pyramid of inclusive support. The Pembina Trails School Divisions’ Pyramid of Inclusive Support closely models the goals, and outcomes of the Manitoba Sourcebook for School Guidance and Counselling Services. 

 

We have an amazing support team in my school. We work closely together, share, plan, collaborate, and constantly discuss what is best for our students, and their families. We are also supported by our Admin team. Our Admin team value collaboration, and talking about the “white elephant in the room”. One of my mottos is “Be a problem solver, not a problem keeper”. Our support team also appreciates this phrase – and we are very honest with one another. If we need help, we ask for it. If we see that a colleague needs help, we provide it. I also very much believe in the “tag team” approach. These are “Our Kids” – so – we step in to help when someone is away, or not able to be there. We have a fabulous Support Team – and I am privileged beyond words to be a member of this team. I learn every day – sharing and teaming with them. 

 

Within this team approach, every meeting, sharing, discussion, and collaboration brings opportunity for professional development. We can look at a difficult situation from many different angles – we are out of the box thinkers. 

 

My final practicum write-up included sixty-three pages of WONDER and AMAZEMENT! I was beyond the moon proud of my Practicum write-up, and I wish I could include this beautiful product in my portfolio! 

 

My advisor, Dana Corr was ever present in her connections, and guidance. Her thoughtful messages were a constant boost of moral, and collegial support.  

 

For my artifact, I decided to include, from my practicum write-up, and from my daily connections within my school counselling role, the inventory of counselling concerns. When I look at and review the “inventory”, I take note of the urgency of many of the concerns, and the potential to add, since our social isolation began in March, many more concerns. This inventory is real. The issues are students face, and manage every day are real. The *Starred* issues are starred for a reason, as these issues are most prevalent in our school today, and the ones that I help, and assist students with the most. 

 

General Outcomes:
To document and support experiential learning. Application of counselling theories. Teaching social emotional learning activities in classrooms, small groups, and individual counselling sessions. 

Specific Outcomes: Documenting history, procedures, actions, and processes of how my counselling practice has evolved and continues to evolve. Style of counselling. Ethical judgment. Independent learning related to counselling.

Description of the Practicum  Documenting:  
Personal counselling history. Types of issues dealt with over the course of counselling career. Detailed descriptions of the five most common issues encountered in practice. Description of the types of group programs in my experience, for example friendships groups, divorce groups, and grief/ loss groups. Discussion of the ethical issue most commonly confronted in my practice and my response to it. Study of an area of personal and professional interest in counselling, specifically- 
Promotion of health and well-being, and social emotional learning with classroom teachings.  Monitoring the direct and indirect small group and individual counselling, as follow-up to the classroom teachings. 
·  Application of ‘5-point scale’ within the writing of BIP’s (Behaviour Intervention Plans).  · Jody Carrington– the importance of teaching emotional regulation – rather than – emotional dis-regulation.  How to therefore incorporate the ‘5-point scale’, and teaching of emotional regulation – not – Zones of Regulation. 
· Case Manager – how to incorporate time with specific students – to work on emotional regulation, plans, small group and individual counselling. 
·  Pyramid of Inclusive Support: Universal, Targeted, Intensive Interventions. 
· Safe TALK, and Mental Health and Well -Being – presentation for staff. 

Friendship 
New Commers
Behaviour 
Trauma
Emotional Regulation 
How to be a good friend 
Lack of Food
Unkind Behaviour 
Siblings / anxiety / stress
Stress 
Distress in the home
*Anxiety 
Confidentiality
*Social Media 
Potential Harm 
Changing Families 
Referrals
Divorce 
Learning Difficulties
Death 
Transitions to high school
*Grief and Loss 
Suspension
Hands are for helping 
Parent health and death
Emotions and Feelings 
Cultural divide
*Self-harm
Cutting 
Suicide Ideation 
Sexuality
*Talk of Suicide / wanting to die 
Weapons in school
Social media connections and involvement 
Sibling diagnosis, rivalry, connections
Children wanting to live with specific parent *Anger/outbursts/ cycle of emotions
ADHD - diagnosis 
Depression / medication
Impulse control 
School attendance
Parent abuse 
Personal Space
CFC calls 
Mental health of parent
Stealing 
Thoughts
*Social Skills
Questions about body 
Siblings – special needs
Self-image / body dysmorphia 
Homework 
Gossiping 
Vaping  
Play and learning how to play  
Parent concerns 
Mental Health  

Tuesday, April 14, 2020

Tuesday, May 12, 2020

Tuesday, June 2, 2020

Reflection:
This course is bitter sweet - the “exit slip”.  I have a mixture of feelings. Incredible pride, joy, and gratitude, mixed with sadness. I have enjoyed every minute of this learning journey – and the “exit slip” sounds like such an ending. 

I am looking forward to the opportunity of taking a retrospective view over my program, and developing a big-picture view of what I know now, and who I am now as an educator and person, compared to what I knew, and who I was before I started.  This will be an opportunity to synthesize all those individual component parts of my Counselling program, and create a new kind of understanding in which the whole is greater than the sum of the parts.  

This course also provides a professional development opportunity, and a chance to profit from seeing and discussing the details of my colleague’s work. I am looking forward to this participatory approach for my colleagues to interweave their experiential knowledge with the curricular content for the construction of collective knowledge. 

Our first evening ZOOM session was such a gift. Our amazing Dr. Jacqueline Kirk guided us through our introductions, and the layout of our Summative course.  Dr. Kirk's support, enthusiasm for learning, and guided inquiry is honoured and respected. I loved hearing about Dr. Kirk's learning path - this is always inspiring to hear! 

Excited as well to learn from other colleagues in the Summative course. Again, a feeling of incredible pride and gratitude to be included in the Summative course, and amongst this graduating group. PINCH ME MOMENT! 

In our Summative group, we have  - six Masters students graduating from Educational Administration; two  Masters students graduating from Curriculum and Pedagogy; one Masters student graduating from Inclusive Education, and five Masters students graduating from Guidance and  Counselling. On our second ZOOM evening, we had three new students who we were not introduced during the first Zoom evening. I am looking forward to learning more about all of our Summative colleagues! I am honoured and privileged to be included in this group! I look forward to the weeks ahead, learning and growing together as we culminate our learning! 

* Program Portfolio * 

* Proposal for Change * 

* Public Presentation * 

journeys and destinations. How do our journeys lead to destinations, and how do our destinations complete our journeys? Our goals may lead to an end result, and that end result may be a compilation of multiple journeys, goals, and fulfilled purpose. If we do not seek to understand our purpose, does this make us less as contributing members in the evolution of the human race?  How do we support our fellow humans to understand, acknowledge, and take pride in their own purpose? Seeking to understand is part of our human nature, and to seek our purpose in turn, is part of our search for understanding. Do we seek our professions, or do our professions seek us?  Do we seek purpose in our journeys, or do the destinations within our journeys bring us purpose?  

The role of a school counsellor has many purposeful journeys, and destinations. Journeys sustained by beliefs in the importance of family history; intentional relationships; counselling theories, and practice; confidence in purposeful goals; and, supporting the mental health, and emotional well-being of our students, families and community. 

In my role as a school counsellor, a deep motivation to learn as much as I can about my students, and families, and help support their purpose. This part of their human nature, their characteristics, and ways of thinking, feeling, and acting guides my purpose, as I guide them.  Where are my students in the birth order with their siblings for example, and how might this effect how they respond to situations, and manage daily interactions? How have our students developed biologically and dynamically through social experiences? 
 
The foundation and purpose of my counselling beliefs builds upon developing relationships with my students, families and community. I find purpose from within this core belief and take responsibility to understand the dynamism of human potential at every age and how best to support and promote it.  My purpose, parallels the goal of the person-centered approach whereby I value the importance of building and connecting with our community, and work to create positive, and valuing experiences for our students. 
 
Because I am a positive person, and try to live my life as an optimistic, problem solver, there is an appreciation in the existential counselling perspective with its growth, and health-oriented approach. When connecting with my students, it is essential, as with an existential approach, to understand my student’s world without really upsetting, changing, or disrupting it. Encouraging my students to take responsibility for their choices is often at the center of helping them to become problem solvers, and to experience more positive relationships. Facing difficult situations, and responding accordingly can be intimidating for all of us. 
 
School environments that promote mental health are safe, inclusive and empowering, and I believe include the integration of mindfulness teachings. Integrating mindful activities, and mindfulness into my daily teaching practice, and within my connections with students is a vital part of my counselling program. Mindfulness can incorporate an awareness of the present experience with acceptance, and also helps us to practice an experiential approach - to be aware of present experience with acceptance, and to develop cognitive awareness - the ability to see thoughts as simply thoughts. I appreciate how the key features of mindfulness include a focus on the breath, paying attention to the events occurring within one’s mind and body, and bearing witness to one’s own experience. Mindfulness teaching allows my students to play a key role in their own growth and development and learn self-management techniques and promotes “empathy, creativity, prosocial relationships, and compassion for self and other.
 
The educational, personal and social needs of our students is at the forefront of my goals,

purpose and planning – supporting their human motivation and need for survival, self-preservation, love and belonging, power, inner control, freedom, independence, fun, and enjoyment. By providing individual, and small group counselling, classroom guidance, prevention education, and student–centered interventions, I want to promote the personal, and social development of my students in a safe, and inclusive learning environment. Through classroom based or large group sessions, and small support groups for students on a variety of topics such as “changing families”, grief and loss, friendship/social skills, healthy lifestyles and self-esteem, I look forward to the years ahead of growing, and learning alongside and with my students. With students, families, care givers, teachers, support teams, and the community, school counsellors embark on many journeys, and have many purposes – providing a balanced approach that address diverse journeys, supporting human functioning, and the goals that help individuals and communities thrive, and flourish.

My role as a school counsellor has changed over the past three months. As a school, and as a community, we have faced this change with a resilient attitude, empathy, and understanding. As a school staff, we have strengthened our connections, and opened our hearts with gratitude for each other. We are not standing alone. I know that we will continue to gather strength from our team  - and our community of learners, and our most beloved - our students, and their families.

Ralph Waldo Emerson is often credited with the following quote – “Life is a journey, not a destination”  Reporting on education, Mrs. S.G. Stooke said that, “education is a journey and not a destination, for we must keep on developing”. I believe that in life, we are all on a journey, and within these journeys we experience many destinations.  We create our journeys, and we create our goals.  As school counsellors, we help our students with their journeys, and assist them in developing, and reaching their goals. These goals, may in turn continue with further journeys.  The role of the counsellor is a fascinating and complex world  full of twists and turns, helping, and advocating for student goals.  It is essential for school counsellors to promote their role in the schools through - theoretical knowledge, and understanding; educational upgrading, and professional development; familiarity with counselling techniques, and strategies; an awareness, and dedication to their own mental, and physical health; and, an overall positive, cheerful and welcoming disposition.  Many students respond to a consistent, every day smile, and although many might not think of it as a skill in the traditional sense, it is very important. The joy I bring to my school counselling role is fully present.  We have one of the most important jobs as educators – we guide our students through their journeys, and support them in finding their goals, and destinations.  It is my belief that our paths include journeys, and destinations, and it is my goal to enjoy, and learn from every adventure. 

And an excerpt from a most recent reflection assignment, and one that holds true for what we are all living with right now - and how this may impact our journeys for our futures. I believe that this short piece ties in my early learning in University, and supports my beliefs for my present self, and future journeys as a school counsellor.

****************************
Freud, Adler, and Carl Rogers all emphasized the importance of counselling relationships characterized by empathy, and respect . Carl Rogers believed that the relationship was the foundation for the helper, and client. The importance of relations – relating to, and with others. While we continue to respond to world, and societal changes, and the ways in which we relate to one another, the continued need in the importance of respect, and understanding. The importance of sharing, and showing joy. The importance of showing, and sharing joy for our own selves, and for others. Continue to show, and share joy.
****************************

Please have a look at my "Building Communities" blog. Thank you! Click on the link below! :)

 http://lmbuildingcommunities.blogspot.com/

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Pugh, J. (2010). Cognitive behaviour therapy in schools: the role of educational psychology in the dissemination of empirically supported interventions. Educational Psychology in Practice, 26(4), 391–399 doi:10.1080/02667363.2010.521312 Retrieved from ERIC database.

Plews-Ogan, M., May, N., & Owens, J. (2012). Choosing Wisdom: Strategies and Inspiration for Growing Through Life-Changing Difficulties. West Conshohocken, PA: Templeton Press. Retrieved from eBook Collection (EBSCOhost) Database.

Rempel, K. (2012). Mindfulness for children and youth: A review of the literature with an
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Samarji, A., & Hooley, N. (2015). Inquiry into the teaching and learning practice: An ontological-epistemological discourse. Cogent Education, 2(1), 1120261 Retrieved March 8, 2019, from http://dx.doi.org/10.1080/2331186X.2015.1120261

Shefer, N., Carmeli, A., & Cohen- Meitar, R. (2018). Bringing Carl Rogers Back In: Exploring the Power of Positive Regard at Work. British Journal of Management, 29, 63–81. doi: 10.1111/1467-8551.12247 Retrieved from Business Source Premier database.

Siegel, R. (2015). Integrating Mindfulness into Counseling and Psychotherapy. Retrieved March 9, 2019, from http://www.psychotherapy.net.berlioz.brandonu.ca/stream/brandonu/video?vid=306

Stacey, R. (2006). Theories of change in therapeutic work. Clinical Child Psychology and Psychiatry, 11(2), 191-203. Retrieved from PsycINFO database.

Sobhy, M., & Cavallaro, M. (2010). Solution-focused brief counseling in schools:
Theoretical perspectives and case application to an elementary school student. Ideas and Research You Can Use: VISTAS 2010.Retrieved February, 16, 2018 from
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Team Music. (2018, June 25). Jack Ma on the future of education (teamwork included).
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Young, R., & Nicol, J. (2007).  Counselling psychology in Canada: Advancing psychology for all. International Association for Applied Psychology, 13(12), 495-502,
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Weeks, C., Hill, V., & Owen, C. (2017). Changing thoughts, changing practice: Examining the delivery of a group CBT-based intervention in a school setting. Educational Psychology in Practice, 33(1), 1-15. Retrieved from PsycINFO Database.

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Witte, R., & Mosley-Howard, G. (2015). Mental health practice in today’s schools: Issues and
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Ethical, Legal and Cultural Issues for Counsellors.

Berger, E., Hasking, P., & Martin, G. (2013). ‘Listen to them’: Adolescents' views on helping young people who self-injure. Journal of Adolescence, 36(5), 935-945. Retrieved from PsycINFO database.

Best, R. (2006). Deliberate self-harm in adolescence: a challenge for schools. (2006). British Journal of Guidance & Counselling, 34(2), 161-175. doi:10.1080/03069880600583196 Retrieved from Academic Search Premier database.

Bonde, S., & Firenze, P. (2013). A Framework for Making Ethical Decisions. Making Choices: 
Ethical Decisions at the Frontier of Global Science
Retrieved June 1, 2019, from https://www.brown.edu/academics/science-and-technology-studies/framework-making-ethical-decisions

Bridges, J., Hicks, A., Lazzo, P., & Keegan, S. (2019). Navigating the moral realm of counseling: Counselor’s expressed role within the awareness of value conversation. Family Journal, 27(2), 221-231. Retrieved from SocINDEX database.

De Stefano, J., Atkins, S., Noble, R., & Heath, N. (2012). Am I competent enough to be doing this? A qualitative study of trainees’ experiences working with clients who self-injure. Counselling Psychology Quarterly, 25(3), 289-305. doi:10.1080/09515070.2012.698981 Retrieved from Academic Search Premier database.

Dowling, S., & Doyle, L. (2017). Responding to self-harm in the school setting: The experience of guidance counsellors and teachers in Ireland. British Journal of Guidance & Counselling, 45 (5), 583-592. doi:10.1080/03069885.2016.1164297 Retrieved from Academic Search Premier database.

Evans, R., & Hurrell, C. (2016). The role of schools in children and young people's self-harm and suicide: Systematic review and meta-ethnography of qualitative research.BMC Public Health, 16(1), 1-16. Retrieved from CINAHL database.

Froeschle, J., & Crews, C. (2010). An ethics challenge for school counselors. Journal of School Counseling, 8(14), 2-26. Retrieved from ERIC database.

Jenkins, P. (2010). Having confidence in therapeutic work with young people: Constraints and challenges to confidentiality. British Journal of Guidance & Counselling, 38(3), 263-274. Retrieved from ERIC database.

Johnson, D. Ferguson, K., & Copley, J. (2017). Residential staff responses to adolescent self-harm: The helpful and unhelpful. Clinical Child Psychology and Psychiatry, 22(3), 443-454. Retrieved from PsycINFO database.

Knightsmith, P. (2018). Supporting students who self-harm: What not to do.
British Journal of School Nursing, 13(3), 138-140. Retrieved from CINAHL
database.

Manitoba Education and Training. (2007). Manitoba sourcebook for school guidance and counselling services: A comprehensive and developmental approach. Retrieved May 31, 2019,
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Martin, D. (2017). School counselors’ perceptions of family systems perspectives. The Family Journal: Counseling and Therapy for Couples and Families, 25(3), 271-277. 
doi:10.1177/1066480717711109 Retrieved from SocINDEX database. 

McGlothlin, J., & Miller, L. (2008). Hiring effective secondary school counselors. NASSP Bulletin, 92(1), 61-72. doi:10.1177/0192636507312963 Retrieved from ERIC database.

Muro, J. (1970). The counselor’s work in the elementary school. Scranton, PA: The Haddon Craftsmen, Inc. Retrieved from my own book collection

Narvaez, D., & Witherington, D. (2018). Getting to Baselines for Human Nature, Development, and Wellbeing. Archives of Scientific Psychology, 6(1), 205-213. Retrieved from PsycARTICLES database. 

Neukrug, E., & Milliken, T. (2011). Counselors’ perceptions of ethical behaviours. Journal of Counseling & Development, 89(2), 206-216. Retrieved from ERIC database.

Paylo, M. (2011). Preparing school counseling students to aid families: Integrating a family systems perspective. The Family Journal: Counseling and Therapy for Couples and Families, 19(2) 140-146. doi:10.1177/1066480710397130 Retrieved from SocINDEXdatabase.

Pawlukewicz, J., & Ondrus, S. (2013). Ethical dilemmas: The use of applied scenarios in the helping professions. Journal of Social Work Values and Ethics, 10(1), 2-12.  Retrieved May 30, 2019, from http://jswve.org/download/2013-1/articles(2)/2-12-Ethical%20Dilemmas.pdf

Pembina Trails School Division (2019). Pyramid of Inclusive Support. Retrieved, June 15, 2019, from https://moodle.brandonu.ca/mod/hsuforum/discuss.php?d=3477

Schwitzer, A., & Vaughn, J. (2017). Mental health, well-being, and learning: Supporting our students in times of need. About Campus, 22 (2), 4-11. Retrieved from ERIC database.

Shapiro, S. (2008). Addressing self-injury in the school setting. Journal of School Nursing, 24(3), 124-130. Retrieved from ERIC database.

Sheppard, G., Schulz, W., & McMahon, S. (2007) The Code of Ethics: Canadian Counselling and Psychotherapy Association (CCPA) Ottawa, Ontario Retrieved June 10, 2019, from
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Springer, S. (2016). When values blur the lines: Navigating an ethical dilemma in school counseling. The Journal of Counselor Preparation and Supervision, 8(2), 1-16. doi: 10.7729/82.1083 Retrieved May 25, 2019, from https://repository.wcsu.edu/jcps/vol8/iss2/5/

Stacey, R. (2006). Theories of change in therapeutic work. Clinical Child Psychology and Psychiatry, 11(2), 191-203. Retrieved from PsycINFO database.

Trice-Black, S., Kiper Riechel, M., & Shillingford, M. (2013). School counselors’ constructions of student confidentiality. Journal of School Counseling, 11(12), 2-46.  Retrieved June 3, 2019, from http://www.jsc.montana.edu/articles/v11n12.pdf

Whisenhunt, J., & Heidorn, B. (2018). The role of physical educators as allies for students who self-injure. The Journal of Physical Education, Recreation & Dance, 89(1), 46-51. doi:10.1080/07303084.2017.1390509 Retrieved from MasterFILE Premier database.

Witte, R., & Mosley-Howard, G. (2015). Mental health practice in today’s schools: Issues and interventions. New York, NY: Springer. Retrieved from my own book collection.


The Education Process: Developmental Stages.

Chen, X. (2012). Human development in context of social change: Introduction. Child Development Perspectives, 6(4), 321-325. Retrieved from Academic Search Premierdatabase. 

Hartman, J. (2014). Anna Freud and the Holocaust: Mourning and survival guilt. The
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Layne, C., Briggs, E., & Courtois, C. (2014). Introduction to the special section: Using the trauma history profile to unpack risk factor caravans and their consequences. Psychological Trauma; Theory, Research, Practice, and Policy, 6(1), S1-S8. DOI: 10.1037/a0037768
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Legare, C., Clegg, J., & Wen, N. (2018). Evolutionary developmental psychology. Child Development, 89(6), 2282-2287. Retrieved from CINAHL database. 

Narvaez, D., & Witherington, D. (2018). Getting to baselines for human nature, development, and wellbeing. Archives of Scientific Psychology, 6(1), 205-213. Retrieved from PsycARTICLES database. 

Nkechi, E. (2016). The role of guidance and counselling in effective teaching and learning in schools. International Journal of Multidisciplinary Studies, 1(2), 36-48. Retrieved July 2, 2019, from https://www.researchgate.net/publication/324209919_The_role_of_Guidance_and_Counselling_in_effective_teaching_and_learning_in_schools

Plews-Ogan, M., May, N., & Owens, J. (2012). Choosing wisdom: Strategies and inspiration for growing through life-changing difficulties. West Conshohocken, PA: Templeton Press. Retrieved from eBook Collection (EBSCOhost) Database.

Samarji, A., & Hooley, N. (2015). Inquiry into the teaching and learning practice: An
ontological-epistemological discourse. Cogent Education, 2(1), 1120261 Retrieved July 2, 2019, from http://dx.doi.org/10.1080/2331186X.2015.1120261

Burckhardt, R., Manicavasagar, V., Batterham, P., & Hadzi-Pavlovic, D. (2016).  A randomized controlled trial of strong minds: A school-based mental health program combining acceptance and commitment therapy and positive psychology. Journal of School Psychology, 57, 41-52.
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Caruso, C., Angelone, C., Abbatel, E., Ionni, V., Biondi, C., Di Agostino, C., Mobili, A., Verita, R., Navarra, R., Ruggiero, G., & Mezzaluna, C. (2018). Effects of a REBT based training on children and teachers in primary school. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 36(1), 1-14. doi:10.1007/s10942-017-0270-6 

Corey, M., Corey, G., & Corey, C.  (2010). Groups process and practice, 8^th edition. Pacific 
Grove, CA: Brooks/Cole. 

Dollarhide, C., & Lemberger-Truelove, M. (2018). Theories of school counseling for the 21st century. 

Edwards, J., & Kirven, A. (2019). Adolescents values Clarification and Development: A model for group counseling. Child & Youth Services, 40(1), 4-22. doi: 10.1080/0145935X.2018.1522587 Retrieved fromMaster FILE Premier database.

Grégoire, S., Lachance, L., Bouffard, T., & Dionne, F. (2018).The use of acceptance and commitment therapy to promote mental health and school engagement in university students: A multisite randomized controlled trial. Behavior Therapy, 49(3), 360-372. Retrieved October 13, 2019, from http://dx.doi.org.berlioz.brandonu.ca/10.1016/j.beth.2017.10.003

McCue, D. (2019, September 30). Not a get-out-of-jail-free pass': Indigenous healing lodges
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Wilson, R., & Brubaker, M. (2016). Planning for group work in schools. In B. Erford (Ed.),
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Practicum in Counselling.

Akos, P. (2000). Building empathetic skills in elementary school children through group work. Journal for Specialists in Group Work, 25(2), 214-224. doi:10.1080/01933920008411462

Angacian, S., Bray, M., Kehle, T., Byer-Alcorace, G., Thedore, L., Cross, K., & DeBiase, E. (2015). School-based intervention for social skills in children from divorced families. Journal of Applied School Psychology, 31(4), 315-346. doi:10.1080/15377903.2015.1084964 Retrieved from Master FILE Premier database. 

Ates, B. (2016). Effect of solution focused group counseling for high school students in order to struggle with school burnout. Journal of Education and Training Studies, 4(4), 27-34. Retrieved from ERIC database.

Astramovich, R. (2016). Program evaluation and interest and skills of school counselors. Professional School Counselling, 20(1), 54-64. doi: 10.5330/1096-2409-20.1.54 Retrieved from ERIC database. 

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Berger, E., Hasking, P., & Martin, G. (2013). ‘Listen to them’: Adolescents' views on helping young people who self-injure. Journal of Adolescence, 36(5), 935-945. Retrieved from PsycINFO database.

Best, R. (2006). Deliberate self-harm in adolescence: a challenge for schools. (2006). British Journal of Guidance & Counselling, 34(2), 161-175. doi:10.1080/03069880600583196 Retrieved from Academic Search Premier database.

Bonde, S., & Firenze, P. (2013). A Framework for Making Ethical Decisions. Making Choices: 
Ethical Decisions at the Frontier of Global Science
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Bostick, D., & Anderson, R. (2009). Evaluating a small-group counseling program – a model for program planning and improvement in the elementary setting. Professional School Counseling, 12(6), 428-433. Retrieved from ERIC database.

Bregmark, U., Lundström, S., Manderstedt, L., & Annbritt, P. (2018). Why become a teacher? Student teachers' perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281. Retrieved from ERIC database.

Bridges, J., Hicks, A., Lazzo, P., & Keegan, S. (2019). Navigating the moral realm of counseling: Counselor’s expressed role within the awareness of value conversation. Family Journal, 27(2), 221-231. Retrieved from SocINDEX database.

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Caruso, C., Angelone, C., Abbatel, E., Ionni, V., Biondi, C., Di Agostino, C., Mobili, A., Verita,R., Navarra, R., Ruggiero, G., & Mezzaluna, C. (2018). Effects of a REBT based training on children and teachers in primary school. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 36(1), 1-14. doi:10.1007/s10942-017-0270-6 Retrieved from PsycINFO database.

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Cormack, D., Jones, F., & Maltby, M. (2018). A “collective effort to make yourself better”: The group process in mindfulness-based interventions. Qualitative Health Research, 28(1). 3-15. doi: 10.1177/1049732317733448 Retrieved from Academic Search Premier database.

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De Stefano, J., Atkins, S., Noble, R., & Heath, N. (2012). Am I competent enough to be doing this? A qualitative study of trainees’ experiences working with clients who self-injure. Counselling Psychology Quarterly, 25(3), 289-305. doi:10.1080/09515070.2012.698981 Retrieved from Academic Search Premier database.

Dollarhide, C., & Lemberger-Truelove, M. (2018). Theories of school counseling for the 21st century. New York, NY: Oxford University Press

Dowling, S., & Doyle, L. (2017). Responding to self-harm in the school setting: The experience of guidance counsellors and teachers in Ireland. British Journal of Guidance & Counselling, 45 (5), 583-592. doi:10.1080/03069885.2016.1164297 Retrieved from Academic Search Premier database.

Evans, R., & Hurrell, C. (2016). The role of schools in children and young people's self-harm and suicide: Systematic review and meta-ethnography of qualitative research.BMC Public Health, 16(1), 1-16. Retrieved from CINAHL database.

Froeschle, J., & Crews, C. (2010). An ethics challenge for school counselors. Journal of School Counseling, 8(14), 2-26. Retrieved from ERIC database.

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Gray Smith, M. (2017). You hold me up. CAN: Orca Book Publishers.

Gray, T., & Rubel, D. (2018). “Sticking together”: The adolescent experience of the cohesion process in rural school counseling groups. Journal for Specialists in Group Work, 43(1), 35-56. doi:10.1080/01933922.2017.1370049 Retrieved from Soc INDEX database. 

Hallinan, P. (2005). A rainbow of friends. Nashville, TENN: Worthy Publishing Group.

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Hoge, E., Bickham, D., & Cantor, J. (2017). Digital media, anxiety, and depression in children. Pediatrics – Official Journal of the American Academy of Pediatrics, 140 (S76). doi:10.1542/peds.2016-1758G 

Hopkins, G. (2005, January). School counselors reflective on what makes them effective. Education World. Retrieved October 30, 2019, from https://www.educationworld.com/a_curr/curr198.shtml

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Jayne, K., & Stulmaker, H. (2018). Person-Centered School Counseling. In C. Dollarhide & M. Lemberger-Truelove (Ed.), Theories of school counseling for the 21st century. [Kindle version]. 

Jenkins, P. (2010). Having confidence in therapeutic work with young people: Constraints and challenges to confidentiality. British Journal of Guidance & Counselling, 38(3), 263-274. Retrieved from ERIC database.

Johnson, D. Ferguson, K., & Copley, J. (2017). Residential staff responses to adolescent self-harm: The helpful and unhelpful. Clinical Child Psychology and Psychiatry, 22(3), 443-454. Retrieved from PsycINFO database.

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Knightsmith, P. (2018). Supporting students who self-harm: What not to do.
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Kim, J., Kelly, M., & Franklin, C. (2017). Solution-focused brief therapy in schools; A 360-
degree view of the research and practice principles. New York, NY: Oxford University Press. 

Kirdök, O., & Korkmaz, O. (2018). Dimensions of personality and emotional intelligence as predictors of high school students’ career decision difficulties. Educational Research and Reviews, 13(12), 495-502, Retrieved from ERIC database.

Kotze, E., Crocket, K., Burke, A., Graham, J., & Hughes, C. (2013). Key competencies and school guidance counselling: Learning alongside communities of support. Teachers and Curriculum, 13, 26-32. Retrieved from ERIC database.

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Humanities and Social Science, 8(6), 87-91. e-ISSN: 2279-0837, p-ISSN: 2279-0845.  Retrieved November 3, 2019, from www.Iosrjournals.Org

Magyar-Moe, J., Owens, R., & Conoley, C. (2015). Positive psychological interventions in counseling: What every counseling psychologist should know. The Counseling Psychologist, 43(4), 508-557. Retrieved from PsycINFO Database.

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Martin, D. (2017). School counselors’ perceptions of family systems perspectives. The Family Journal: Counseling and Therapy for Couples and Families, 25(3), 271-277. 
doi:10.1177/1066480717711109 Retrieved from SocINDEX database. 

McGlothlin, J., & Miller, L. (2008). Hiring effective secondary school counselors. NASSP Bulletin, 92(1), 61-72. doi:10.1177/0192636507312963 Retrieved from ERIC database.

Mental Health Promotion in Schools (n.d.).  Retrieved March 19, 2019, from https://www.gov.mb.ca/healthyschools/docs/Mental_Health_Promotion.pdf

Muro, J. (1970). The counselor’s work in the elementary school. Scranton, PA: The Haddon 
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Murphy, J. (2018). Solution-focused school counseling. In C. Dollarhide & M. Lemberger-Truelove (Ed.), Theories of school counseling for the 21st century. [Kindle version]. Retrieved from Amazon.com

Murphy, J. (n.d.). Solution-focused child therapy. Retrieved October 29, 2019 from http://www.psychotherapy.net.berlioz.brandonu.ca/stream/brandonu/video?vid=044

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Narvaez, D., & Witherington, D. (2018). Getting to Baselines for Human Nature, Development, and Wellbeing. Archives of Scientific Psychology, 6(1), 205-213. Retrieved from PsycARTICLES database. 

Neukrug, E., & Milliken, T. (2011). Counselors’ perceptions of ethical behaviours. Journal of Counseling & Development, 89(2), 206-216. Retrieved from ERIC database.

Nkechi, E. (2016). The Role of Guidance and Counselling in Effective Teaching and Learning in Schools. International Journal of Multidisciplinary Studies, 1(2), 36-48. Retrieved March 16,2019, from https://www.researchgate.net/publication/324209919_The_role_of_Guidance_and_Counselling_in_effective_teaching_and_learning_in_schools

Oguss, K.  (2017, September 12). Teaching Cognitive Behavioral Therapy at School - 1. (Fun and Easy!) Part 1 of 2.Retrieved February, 9, 2019 from https://www.youtube.com/watch?v=QEujwtV8DHA

Papero, D., (2017). Trauma and the Family: A Systems-oriented Approach. Australian & New Zealand Journal of Family Therapy, 38(4), 582-594. Retrieved from Academic Search Premier database.

Parr, T. (2000). The feelings book. New York, NY: Little Brown, and Company. 

Parr, T. (2001). It’s okay to be different. New York, NY: Little Brown, and Company.

Parr, T. (2014). It’s okay to make mistakes. New York, NY: Little Brown, and Company.

Parr, T. (2016). Be who you are. New York, NY: Little Brown, and Company. 

Parr, T. (2019). The don’t worry book. New York, NY: Little Brown, and Company.

Paylo, M. (2011). Preparing school counseling students to aid families: Integrating a family systems perspective. The Family Journal: Counseling and Therapy for Couples and Families, 19(2) 140-146. doi:10.1177/1066480710397130 Retrieved from SocINDEXdatabase.

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Guidance and Counselling Interventions.

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Craftsmen, Inc. Retrieved from my own book collection.

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programs: Being a proactive professional school counselor. Journal of School Counseling, 10(15), 37 pp. Retrieved from ERIC Database.

 Young, M. (2017). Learning the art of helping: Building blocks and techniques. Boston, MA: 
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Bonavitacola, L., Miller, A., McGinn, L., & Zoloth, E. (2019).  Clinical guidelines for improving dialectical thinking in DBT. Cognitive and Behavioral Practice, 26(3), 547-561. doi: 10.1016/j.cbpra.2018.11.003

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Odaci, H., Irem Degerli, F., & Bolat, N. (2017). Emotional intelligence levels and counselling. British Journal of Guidance and Counselling, 45(5), 622-631. doi:10.1080/03069885.2017.1379596

Paiva, A. (2019). The importance of trauma-informed schools for maltreated children. BU Journal of Graduate Studies in Education, 11(1), 22-28. Retrieved from ERIC database.

Ramani, S., Konings, K., Mann, K., & van der Vleuten, C. (2017). Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education. Medical Teacher, 39(10), 1065-1073. doi: 10.1080/0142159X.2017.1353071

Witte, R., & Mosley-Howard, G. (2015). Mental health practice in today’s schools: Issues and
interventions. New York, NY: Springer. 

 #3

Caruso, C., Angelone, C., Abbatel, E., Ionni, V., Biondi, C., Di Agostino, C., Mobili, A., Verita, R., Navarra, R., Ruggiero, G., & Mezzaluna, C. (2018). Effects of a REBT based training on children and teachers in primary school. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 36(1), 1-14. doi:10.1007/s10942-017-0270-6 

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Dollarhide, C., & Lemberger-Truelove, M. (2018). Theories of school counseling for the 21st century. New York, NY: Oxford Press.

Hayes, S.C. (2016). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 47(6), 869-885. doi: 10.1016/j.beth.2016.11.006 

Jordan, J.V. (2018). Relational-cultural therapy, 2^nd edition. Washington, DC: American Psychological Association.

Magnuson, S., & Norem, K. (2015). Essential counseling skills: Practical and application guide. Thousand Oaks, CAL: Sage Publications.

Odaci, H., Irem Degerli, F., & Bolat, N. (2017). Emotional intelligence levels and counselling. British Journal of Guidance and Counselling, 45(5), 622-631. doi:10.1080/03069885.2017.1379596

Ramani, S., Konings, K., Mann, K., & van der Vleuten, C. (2017). Uncovering the unknown: A grounded theory study exploring the impact of self-awareness on the culture of feedback in residency education. Medical Teacher, 39(10), 1065-1073. doi: 10.1080/0142159X.2017.1353071