Again, another really informative chapter. This felt like a much easier read (and a nice break!) than some of the other information filled chapters of late. I would seemingly attest this simply to the fact that most of this information on different counseling styles, techniques, ethics etc. is not new. I wanted to discuss the portion of this chapter that stuck out to me the most. Although I enjoyed most of this chapter, prevention of suicide as been a topic that has been heavily on my mind. I enjoyed having an outlet for this during our reading.
The topic of suicide was never discussed at my high school. There was one incidence in particular where it absolutely should have been. A girl, two grades below me, had an older brother that was in a car accident that was later discovered to have been a successfully completed suicide. Her brother drove his car into a house right across the street from where I grew up. It later came out that Andy had been struggling with depression and that for as much as his happy exterior would argue, inside he was sad and lonely. His death rocked our school but no one did anything. I didn't even remember this event until I was sitting in the Aevidum presentation two weeks ago. I found myself getting more upset that this young man endured so much pain and struggle and we as a school didn't even honor his memory by providing counseling? I know his sister and her friends that were close, as well as his friends received counseling services but there was no wide-spread movement to check in on the other members of the school. The only message that was received by the student body was that for as horrible as this event was- it was not something to talk about. I'd like to change that during my practicum. I will be working at the Conrad Wiser school district (mostly middle school) during my practicum and they do not yet have an Aevidum program in their school. I found out from one of the counselors that they have considered implementing it but never sat down to figure out how. I asked if that could be something I spear-headed and they were more than supportive of this. I don't want other students to have to feel uncertain of how to get help or talk about suicide. This is becoming more prevalent in schools and if we continue to do nothing we will forever be bailing out a constantly sinking ship.
Working in the University setting for two years I was not totally unfamiliar with Granello & Granello, 2007 (p. 196)'s model. I've not yet seen it broken down quite that way but my training incorporated the same themes. Discuss if they have a plan, how detailed is that plan and what is the realistic possibility that they have the tools and ease of access to complete this plan. It was also part of our training that if a student was suicidal and had a plan that we should make a contract with them that we both sign, saying that before they do anything they will contact me. I don't know if this is still typical procedure but it seemed to be effective. I think Capuzzi, 2009 and Granello&Granello, 2007 really highlighted the essence of aftercare in incorporating wrap around services to make the most effective interventions. I think this idea can be applied to many of the interventions and services we as school counselors will provide. I wish that the story of Andy had ended differently, that there were suicide prevention plans discussed throughout each academic year, and that there were supports for students seeking services. His unfortunate tale will travel with me into my job and hopefully help students I care for receive more than he had.
Dollarhide, C. T., &
Saginak, K. A. (2012). Comprehensive
School Counseling Programs.
(2nd ed.). New
York: Pearson, Inc.
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