Chapter 13 presents several considerations that are
important for us as counselors to more clearly define and explore for
ourselves, and for which we should explain and discuss exceptions with others. Some of these considerations include
those of mental health care, self-destructive behavior, middle class “rules,”
and spirituality.
First, I found it shocking that “one in five children or
adolescents in the U.S. manifests a diagnosable mental health or addictive
disorder” (Cauce & Srebnik, 2003, as cited in Dollarhide & Saginak,
2012, p. 231). Further, only about
25% of these students will seek professional mental health support. Dollarhide & Saginak (2012)
identified this as a significant reason for mental health to be
destigmatized. There is, indeed, a
major stigma on mental health care.
I have heard people – both students and adults – refer to people who
receive counseling, therapy, or other services as “crazy,” or that they do not
need help because they are not “psychotic.” It will truly take a lot of educating to help people see it
for what it really is: a support that can benefit everyone!
Regarding self-destructive behavior, it is imperative to
note that the intent of cutting “is not to die; rather, it is in response to a
numbing dissociative state associated with psychological trauma” (Dollarhide
& Saginak, 2012). In other
words, it is a way for people to express their pain when they are otherwise
unsure how. From my own
experience, when students are identified “cutters,” word – and rumors – spread
rapidly. I have heard people say
that those who cut do it for attention. While this could be part of the story,
my personal belief is that, if the person is showing others that they are
cutting, it is more often of a cry for help. I have had to educate students on this multiple times
before, and I am sure that I will many more times to come.
I believe that it can be very easy to lose sight on the
implications of diversity, especially on the unwritten “middle class rules,”
such as the value of education, emphasis on future planning, and belief in
choices affecting the future (Dollarhide & Saginak, 2012). It is so important to remember that in
“the world of poverty, school is a source of entertainment, a time to be with
friends; it is not a way out of poverty” (Dollarhide & Saginak, 2012, p.
238). It sometimes seems that this
view of school extends to those not in poverty. I have no doubt that we will all need to educate on these
differing views, and advocate for strategies to alleviate the effects of poverty,
such as mentor programs. I also
have no doubt that at some point in time, if not many, we will all operate
under the “middle class rules” and will then need to put ourselves back in
check. Speaking from experience,
that is so easy to do in a school system.
We are the voice of reason and the element of change, and so it is so
important for us to keep our beliefs and biases in check.
The last consideration discussed in the chapter is the
meaning of spirituality. For years
I have differentiated spirituality and religion, but I have found through
numerous discussions that many people do not. With the clear separation of church and state in schools, it
is important for us to clearly differentiate these two concepts, yet we should be
careful not avoid the topic of spirituality all together. It is important for students to be in
touch with their spiritual sides because it is how we make meaning out of our
lives. How can we help students
without guiding them toward making their own meaning out of their situations? It is also important for us to stay in
touch with our own spirituality, and to be mindful of keeping ourselves
grounded and centered. Otherwise,
when faced with situations like the criticism of our school or with a parent
interaction like the one in the case of Samuel’s mother, we may not respond in
the most helpful of ways.
Reference:
Dollarhide, C.T., & Saginak,
K.A. (2012). Comprehensive school counseling programs
(2nd
Ed.). New York: Pearson, Inc.
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