I feel that when
we discussed this chapter in class, our group was divided about the opening
vignette. Some of our group was
concerned about the interaction between Yer and Peg, feeling that they were not
being collaborative with each other.
Some felt that Yer was dumping on Peg and that Peg was not showing
compassion for Yer’s feelings. I feel
that this is important because this chapter is all about collaboration and
consultation and they were both professionals from school districts. After looking at the questions after the
vignette our group was able to come together and answer the questions without
further disagreement because the authors wanted to know our opinion about the
being put into Yer’s position and her feelings about the teachers, students and
where to go from here.
Collaboratively
we discussed Yer reaching out to other member’s of the staff to help her in her
efforts with the students and the teachers.
It was also discussed that Yer does need to observe the students in
these classrooms to obtain the necessary data to take the next steps, if that
is required. Specifically, Yers’ next
steps after collecting the data would be to address it with the teacher, then
the administration if the teachers were unwilling to change their teaching styles
to accommodate the students or for Yer to come up with a behavior plan to help
the students focus on the lesson.
I
found the article by Kahn to be interesting and relevant to this chapter along
with to my everyday life as a TSS. The
assumption is that exploring the problem only tells the consultation team more
about the problem and not necessarily about the solutions (Kahn, 1998). Exploration of the past focuses on
exceptions, times in which the problem did not occur (Kahn, 1998). These are things I look at when working with
clients everyday, what was the trigger, is the trigger always the same, does
time of day matter, what coping skills are used, how long has this been an
issue, have there been exceptions when the trigger happened and the client didn’t
react, if so what was different and how can we duplicate that and the list goes
on. Then my job turns into positive
reinforcement for every single positive thing, good job ignoring, nice job
using your words, or a token economy like tickets that can be earned for prizes
later or immediate rewards like stickers or a piece of candy.
Our
treatment plan goals for each client are also very specific, based on
percentages given a location and noting all the people present. The treatment plan goals often include social
skills; eye contact, looking up when walking or talking, safety; looking for
cars before crossing the street, not talking to strangers to coping skills;
when you are angry you will ask for a time out, use “I statements” to get your
needs met, all the same things Kahn listed in the article.
Reference
Dollarhide, C.T., & Saginak, K.A. (2012).
Comprehensive school counseling programs (2nd Ed.). New York: Pearson, Inc.
Kahn, B. (2000). A model of solution-focused
consultation for school counselors. Professional school counseling,3(4), 248-254.
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