Blog 6

Blog 6

Chapter 8 is nice compact overview of everything we should master in the counseling aspect of being a school counselor.  Most of this information I was familiar with, as I certainly should be by now, but a few pieces stood out and generated some new insights. 

The first piece that stood out was the statistics.  Dollarhide and Saginak reported, “Recent statistics would suggest that 1 in 5 children has a diagnosed mental or affective disorder, and 1 in 10 has an emotional disturbance (Mellin, 2009).”  This is stunning!  This is good piece of information to have when advocating for the necessity of school counseling.  First, school counselors can help to implement systems and services to mitigate the impact of various mental illnesses.  Also school counselor are experts in implementing preventative measure and decrease problematic behaviors associated with the diagnosis of mental illnesses. 

Next, Dollarhide and Saginak discussed crisis intervention and suicide prevention.  I have come to the realization that I do not feel comfortable with my level of expertise in these areas.  As a result of reading this chapter I plan on seeking out workshops and seminars for my pre-practicum requirements that will educate me on suicide prevention and crisis.  One part of this piece on crisis surprised me.  Dollarhide and Saginak stated, “A crisis in an individual’s life prompts concern about suicide” (Dollarhide & Saginak, 2012 p. 124).  I wonder if this statement could lead someone to believe that all crisis results in suicidal ideation.  I’d prefer to not jump to any conclusions about how an individual handles crisis but rather be sensitive to the possibility.  I would not want a counselor to start pressing a student about being suicidal at the moment they learn of the crisis especially not to put the idea in their mind.  At these moments I’d prefer to lead with encouragement and remark on the student’s resiliency factors first and then work on uncovering any suicidal ideation.  This is just my opinion but I would like to see what the experts are saying. 

Lastly, Dollarhide and Saginak also discuss using multiple intelligences and creative strategies in counseling.  The authors state, “Using creative strategies such as play, music, and art can greatly facilitate the connection between the counselor and student.  These insights are not age-bound; high school students “play” just as elementary students “play” but the form of play is different” (Dollarhide & Saginak, 2012 p. 131).  Brilliant!  How easy it can be to forget that older kids are still kids.  I believe as school counselors we also need to be an advocate for the arts.  The arts are great way for kids of all ages to play.  School counselors can explain the connection between the arts and anger management, stress reduction, emotional intelligence, a sense of belonging and so much more!  Most schools have a wealth of creative resources from visual art tools, musical instruments, and a theater stage.  School counselors should collaborate with music teachers, art teachers, and drama clubs to meet the needs of students in dynamic ways.  This section of the chapter also prompted me to tweak my research project topic.  I cannot avoid my passion for the arts and I simply need to explore it deeper with in the contexts of school counseling.  I want to know what are the most modern and innovative ways school counselors are using the arts to meet the needs of their students.  I envision writing a paper that I could one day provide to a school board or administrators to advocate for the arts as well as school counseling.

Dollarhide, C.T. & Saginak, K.A. (2012) Comprehensive school counseling programs. (2nd ed.). New York: Pearson, Inc.