Peer Support for Mental Health Recovery

Mental Health Recovery Tools and Peer Support

Facts

- Mental challenges are very common; in fact, they are more common than cancer, diabetes or heart disease.

- According to the U.S. Surgeon General, an estimated 23% of American adults(those ages 18 and older)--about 44 million people--suffer from a mental challenge during a given year.

- More than 7 million American adults, and more than 5 million children and adolescents experience a serious mental condition(one that significantly interferes with functioning).

- You can recover.

- THERE IS HOPE! Numerous studies show that the majority of people experiencing serious and persistent mental challenges can and do recover.

- Recovery is a journey or a process, not a destination or a cure! The goal of recovery is to move away from defining yourself by the labels given to you by an illness or the symptoms you may experience. Recovery is about rebuilding a sense of self you are happy with and that allows you to establish meaningful life roles.

What is Mental Health Recovery and why do I need it?

We define mental health recovery as the "individual process of overcoming the negative impact of a psychiatric disability despite its continued presence". More simply said, recovery is the process by which an individual recovers their self-esteem, identity, self-worth, dreams, pride, choice, dignity and a meaningful life.

How Peer Support Enhances the Recovery Process

When a person experiences a potentially life threatening illness, who do they want to talk to? An expert in treating the illness and someone who has survived it.

Because peers are made up of individuals who have overcome the impact that mental challenges had on their lives, they can:

1) Share their wisdom, knowledge and experience in recovery;

2) Make you aware of choices you have and assist in implementing your own personal plan of recovery;

3) Link you to resources beyond the mental health system;

4) Help you master the skills necessary to recover; and

5) Provide comfort and support along the journey.

By coming together we build better lives for ourselves, gain employment, maintain independence, and earn acceptance within the community.

Escaping Boredom

Some Simple Ways To Cure Your Boredom

Photo by SuperFantastic - http://flic.kr/p/7cLnAC

Experiencing boredom is an inevitable reality of life, and getting stuck in a mental rut for long periods can very well lead to feeling depressed. We need to do what we can to keep life interesting.

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Face it, we all get bored sometimes. Our daily lives can become so routine and involve so many monotonous tasks and activities that we can become more than a little depressed after a while. While it’s natural to want to procrastinate or completely avoid the things that don’t particularly interest us, sometimes not attending to things can create even bigger problems, compounding the pain of our boredom. What to do?

Did you ever notice how easy it is to become distracted when you’re doing something you find really boring? Well, some studies have suggested not only that this is a normal tendency but also that it may be nature’s way of helping us renew our interest. In fact, there’s evidence that if you’re really struggling to maintain concentration on a monotonous or otherwise uninteresting activity, it’s a good idea to deliberately take a brief break from it just to refresh and recharge. Sometimes it’s even a good idea to schedule several breaks in advance (presenters at academic workshops and seminars have learned this lesson well) just to make the ordeal of attending to something that’s not inherently all that stimulating more endurable. While this little technique can help relieve the boredom associated with a monotonous or attention taxing task, there are plenty of other circumstances in life that can give rise to boredom. To combat that boredom, here are a few other ways that research indicates are potentially helpful for recouping your energy and interest:

Take a walk.

Engaging in any kind of activity, even briefly, can refresh both your mind and your spirits.

• Take quick jog.
• Stroll around your work premises.
• Get some light exercise in the fitness center.
• Take a bike ride around the neighborhood.

These are all ways not only to get your blood flowing again but also to raise your overall levels of energy and alertness. The more varied your activity, the more likely you are to find yourself experiencing some new, interesting things.

Read something.

Take some time to digest another chapter in that book you recently purchased or downloaded, find an interesting article in a magazine, or immerse yourself in a short story. Reading gives your mind a chance to be engaged in something that’s positively stimulating. Set aside some specific times of the day or week to catch up on your reading. It will give you something to look forward to and help you get through the more boring periods of your life. Be sure to pick a place with a pleasant atmosphere in which to do it. Some folks find reading too taxing for various reasons, for example if they struggle with attention deficiency. If that’s the case for you, try watching something on TV or a video clip or two on your smart phone. Or perhaps take some time to play a game on your smartphone. The important thing is to engage your mind in something that’s stimulating enough that you don’t have to force the issue of keeping your attention focused and that you also find pleasurable.

Change your scenery.

You don’t have to plan an exotic trip to a far-off place or go somewhere fancy. Simply changing your environment in any significant way can really do a lot to relieve boredom. All of us have our routines, so it’s important to introduce some diversity into our schedules from time to time to break the monotony. It can be something really simple. Instead of sitting in the break room or cafeteria for lunch, for example, find a space in the courtyard or a nearby park and have a “picnic.” Instead of taking the same old route to work, try an alternate or perhaps more scenic route. Changing your surroundings is a surefire way of renewing your interest.

Take a “mental vacation.”

Some folks like to find time for a nap during the day. But we don’t always have the time or the facility to do that. And there’s an even better way to re-charge and feel rested at the same time: daydream. Find a quite place, sit back, relax, and just let your mind wander wherever it wants to go. Daydreaming can be a harmless and particularly energizing type of “wish fulfillment” exercise, a chance to indulge in pleasurable fantasy, which science has shown to be inherently refreshing, relaxing, and satisfying.

Make something.

Do anything “creative.” You don’t have to be an artist to let your creative juices flow. Being creative can be as simple as doodling on some paper, trying out a new recipe, or mapping out a new design for your flower garden.

Talk to somebody.

Engaging with others is perhaps one of the most stimulating things we humans do. We’re naturally “wired” to communicate.

• Swap a story or two with a friend.
• Listen to or tell a joke.
• Catch up on what’s been happening in the life of a friend you haven’t spoken to in a while.

We’re truly social animals, and when we’re engaged with one another, it’s inherently energizing.

Pamper yourself.

Take a long, relaxing bath. Stretch out in the recliner. Let your mind and your body go into “standby” mode. Treat yourself to a matinee, try out a new restaurant, or indulge yourself in a massage. Enjoying some creature comforts is a great way to recover both your energy and your interest.

Experiencing boredom is an inevitable reality of life. When we become “stuck” in our “mental ruts” for long periods of time we can very well become depressed. So as challenging as it can be at times to combat boredom, we need to do what we can to keep life interesting. Hopefully, you’ll find the activities outlined above not only helpful toward that end but also enjoyable in their own right.

What you do makes a difference...

Attention!!

How To Engage Students in the First few Minutes of a Lesson

I have a wonderful friend who is currently a student teacher. I absolutely love chatting to her about her experiences and questions, as she challenges me to reflect on my own practice: to re-evaluate my strategies; to work out what it is I do and why; to tweak what isn’t working. Her questions are always intelligent, thought-provoking and full of exciting curiosity – she is going to make an exceptional teacher.
A few weeks ago she asked me how to get students to ‘come to the party’; how to entice them to engage and participate in the learning experience so that it wasn’t a one-sided affair.
Yikes! What a question.
This got me thinking and I came to an interesting realisation: In the first five minutes, I can tell how a lesson is going to be received. Really. If, after the introductory minutes, my student have already slumped down into their seats, are gazing out the window or surreptitiously texting under their desks (yes, we do realize that is what you are doing; we don’t think that you are just staring at your crotch), then I know my job for the next 45 minutes is going to be a lot more difficult.
I set the scene for my lesson in those first five minutes. Somehow, I need to ‘hook’ them in, pique their interest, give them a reason to be invested in what they are going to learn.
I realise this is no small feat, so here are 5 tips for breaking with routine and shaking things up at the start of the lesson:

1. Rearrange the desks.

It really is as simple as that: play with the layout of the room. The school day is habitual and routine and students become lazy in their comfort; so shake them out of it! Move the desks into pairs one day, into groups the next, in a circle the following day. I find that whenever I do this, the students come in and do a ‘double take’. Almost every student stops and asks, “What are we doing today?” Already they are invested; they are primed for learning.

2. Tell them not to take out their books.

As with the first point, this one is about defying their expectations. They expect the settle-down-and-take-out-your-books comment. They expect the lesson to start with shuffling and murmuring and general commotion. So surprise them; tell them to leave all their things packed away, to have a clean desk in front of them. They will be curious (and possibly quite excited at the thought of no ‘real work’), and they will be listening for what comes next. So make it count.

3. Ask a thought-provoking question.

After perhaps starting the class with the first or second point, you might consider throwing out a thought-provoking question, or writing a quotation on the board which relates to what you wish to cover in that lesson. For example: If you are planning to study Dylan Thomas’ poem, ‘Do Not Go Gentle Into That Good Night’, you could ask students, “Do you think one ever gets to a point when one is ready to die?” Anything which gets students engaging with the topic, so that when they come to the poem (or whatever the lesson is about), they are already invested in the topic, interested to see if their ideas were valid or echoed by the poet, and they are more likely to engage.

4. Play a video clip.

Students these days are visual learners; they spend so much of their time in front of screens (TV, cell phones, computers etc.) and using technology, that if they walk into a classroom devoid of these methods of engagement, they immediately shut-off and are disinterested. So incorporate technology in a meaningful way in the classroom. Start with a video clip which relates to the lesson: a recording of a poem being read; a TEDx talk; a music video; a scene from a play acted out – there are a variety of ways to do this and I promise you, it will make your students sit up and take notice.

5. Play a game.

I hear you: “What? Waste valuable instructional time playing games? We already have too much to cover.” I agree. But I don’t mean a game which will take twenty minutes to play and I don’t suggest you do this every lesson. But every now and then (again with the element of surprise), start the lesson with a quick game, which takes less than five minutes. Perhaps play Hangman with the topic of the lesson as they word they have to guess. Pick a few students to have a quick game of Word Tennis. Play Two Truths and a Lie about the poet/author whose work you are studying. I find this to be a great way to start the class as it gets my students in a good mood; helps them switch off from whichever class they have just come from; gets the endorphins flowing from the laughter.
These were my initial thoughts when my friend posed the question to me. I won’t stop thinking about this and will continue to look for new and exciting ways to entice my students! I would love to hear any ideas you have, or what has worked in your classroom.

Have you ever played “Would you rather?”

Would you rather? Questions for kids ages 3-8 from

Have you ever played “Would you rather?”

I love that game. Back in our single days, my sister and I took a few cross country road trips, and we played Would You Rather to pass the time.

• Would you rather drive a beautiful, sleek sports car that was unreliable OR an ugly, dented, rust-covered beater that never broke down?
• Would you rather never eat your favorite five foods again or ONLY eat your favorite five foods for the rest of your life?
• Would you rather communicate only with an Etch-a-Sketch or a Lite Brite?

Seriously, these are so fun.

Those sister road trips are a thing of the past, but this summer I’m taking a road trip to Canada to see my sister and her family.

With five kids ages 7, 5, 4, 2, and 4 months.

Not quite the same.

To help us break things up and have fun on that 16 -hour road trip (without a DVD player), I created this set of Would You Rather cards for kids.

I made a set of 48 cards just like these.  Then I printed them on cardstock, cut them apart, and punched a hole in the upper left corner.  I put them together with a metal ring.

How could you use these would you rather question cards?

• on long car trips
• at the dinner table
• for transition times in the classroom

Can you think of some other ways?

I love “would you rather” questions because they really make kids stop and think. The only rule we have about answering these is that you have to choose one.  That can be tough for young kids who think both choices are bad.  When I tried this when my kids were younger, they would only say “Neither.” So be patient if that happens at your house. 

This set is designed with young children in mind.

The choices aren’t extreme or scary. As much as “Would you rather have just one arm or just one leg?” would make you think, that type of question can be frightening to preschool-aged kids.  So enjoy this simple but fun set of conversation cards.

1. Would you rather be in a pool of marshmallows or a pool of M & M’s?
2. Would you rather eat only carrots or only apples for one whole day?
3. Would you rather have bright blue hair or bright blue feet?
4. Would you rather live in a place that was always very hot or a place that was always very cold?
5. Would you rather wear your shoes on the wrong feet or wear your pants backward?
6. Would you rather have a bucket stuck on your hand or your foot?
7. Would you rather eat a cookie or a donut?
8. Would you rather be a teacher or a doctor?
9. Would you rather be a police officer or a fire fighter?
10. Would you rather have a toy robot or a toy space ship?
11. Would you rather get out of bed very early or stay up very late?
12. Would you rather take a long walk or a long bike ride?
13. Would you rather camp in a tent or in a camper?
14. Would you rather all your clothes were white or all your clothes were black?
15. Would you rather exercise by running or by going up and down the stairs?
16. Would you rather have pizza or hut dogs?
17. Would you rather go to school in a bus or on the back of a dinosaur?
18. Would you rather play baseball or basketball?
19. Would you rather paint with a brush or with your hands?
20. Would you rather have candy or nuts on your ice cream?
21. Would you rather go to a children’s museum or a water park?
22. Would you rather keep an otter or octopus in your bath tub?
23. Would you rather be a teacher or a cashier?
24. Would you rather be a plumber or a roofer?
25. Would you rather ride on the back of a giraffe or an elephant?
26. Would you rather eat a whole cake or a box of ice cream?
27. Would you rather go sledding on a cold day or go swimming on a hot day?
28. Would you rather be able to fly or be super strong?
29. Would you rather clear the table or clean up your toys?
30. Would you rather eat a chocolate kiss or a lollipop?
31. Would you rather be a deep sea diver or an astronaut?
32. Would you rather be only able to whisper or only able to shout?
33. Would you rather have hair that goes past your feet or be bald?
34. Would you rather be a pediatrician or a veterinarian?
35. Would you rather have to mix up all your food before you eat it or eat everything (even your drink) with a spoon?
36. Would you rather spend the night in an igloo or a teepee?
37. Would you rather sleep on the floor or on a stack of twenty mattresses?
38. Would you rather always walk backward or always walk on your hands?
39. Would you rather go to the doctor or the dentist?
40. Would you rather have a pet lizard or a pet snake?
41. Would you rather go on a long train ride or a long airplane flight?
42. Would you rather be outside all day or stay in the house all day?
43. Would you rather go to the zoo or to a giant aquarium?
44. Would you rather play the trumpet or the drums?
45. Would you rather ride in a convertible or on the back of a motorcycle?
46. Would you rather have a pet goat or a pet chicken?
47. Would you rather eat cooked broccoli or cooked spinach?
48. Would you rather have a pet dog or a pet cat?

School Counselors Reflective

On What Makes Them Effective

Are you a school counselor or thinking of becoming one? What are the most important attributes an effective school counselor should have? This week, in honor of National School Counseling Week (February 7 though 11), Education World asked school counselors to reflect on what makes them effective. We are pleased to share their thoughtful and illuminating -- and often heartwarming -- responses.

National School Counseling Week -- February 7 through 11 -- is a time to celebrate the unique contributions that school counselors make to their school communities. The week also affords school counselors an opportunity to feature their on-going efforts and to highlight their visions for their schools. As school counselors take stock of their visions and accomplishments this week, Education World wondered

What attributes do effective school counselors have?

To learn the answer to that question, we enlisted the help of Barbara Muller-Ackerman, chairwoman of the American School Counselor Association's (ASCA) public relations committee. She asked leaders in the counseling field to share their thoughts with Education World. The answers were as diverse as the counselors themselves, but one common theme came through -- counselors care deeply about their work and the students and schools they serve.

FIRST AND FOREMOST

Most elementary school teachers know Margaret Wise Brown's The Important Book. Teachers recognize the book as a great tool for honing students' observation skills. When one teacher at Kreeger Elementary School in Fowlerville, Michigan, recently challenged kids to create their own Important Books, one student wrote a page dedicated to her school counselor. Counselor Judy Standley shared with Education World the heart-tugging sentiment that the student wrote:

"The important thing about our counselor is that she listens. I do know that lots of other people listen, but she listens the most. She does B.A.B.E.S. and lots of other things. She tells stories with important morals. She listens to you and tells no one. She is an important counselor. But the important thing about Mrs. Standley is that SHE LISTENS!!"

In the Important Book attributes of school counselors, listening ability is right there at the top of the list! It was the most common -- and perhaps least surprising -- response we received. The insight that counselors shared about that choice tells us even more!

Last year, Shaftsburg (Michigan) Elementary School counselor Teresa Severy met a new fourth grader for the first time. The bright and resilient little girl's life had been colored by the horrors of neglect, substance abuse, and family incarcerations. "I met her as I do all my new students, and she shared much of what was in her heart," said Severy. Then, one morning, Severy found on her desk a box -- clearly wrapped by a young person -- and a card, addressed in the beautiful awkward cursive of a child.

"The box contained a wind chime for my office, to add special music to my day," Severy related. "The card touched my heart. It read

Thank you for being a special person who really cares to listen and hear me. I wish you a very happy Mother's Day. Your friend...

"I wept when I read her words. Her mom was incarcerated, and [the child] was living with another family. One never knows that what we say or do can be significant in the life of a child."

The gift and the note were reminders of the importance of listening, of the importance of being "on top of my game when I work with children," Severy told Education World.

Larry Steele thinks often about the importance of listening too. "Many times, I get only one chance to work with a situation, crisis, student, or family," said Steele, Southern California area director for the California School Counselors Association. "I need to be right on the button the first time out of the gate, so listening skills are essential."

"Our children might not always say out loud what they are feeling, and school counselors need the ability to listen -- to words, body language, unspoken words, and attitudes," added Carol Turner. She is a counselor at Center Street Middle School in Birmingham, Alabama. "School counselors can effectively help students by really listening to them whether they are talking or not."

LISTENING'S CLOSE COMPANION

Listening and empathy go hand in hand as the two most frequent responses to the question we posed to school counselors. "The ability to experience as one's own the feelings of others" is key, said Deborah Bilzing, a school counseling consultant in Wisconsin.

"The ability to understand why others do what they do and think the way they do takes precedence over all other characteristics," agreed Robert B. Cormany, executive director of the Pennsylvania School Counselor Association. "Unless one has that quality of understanding, skill in technique is useless and knowledge is less than meaningless."

Helen A. Hatridge, past president of the Missouri School Counselor Association, goes along with that. "Without the ability to understand what the student is experiencing, a counselor cannot truly do an effective job. Empathy leads to good listening and a better ability to help the client come up with solutions. It also helps the student feel more comfortable and willing to open up to a counselor."

RELATIONSHIP BUILDING IS KEY

Key to the success of any school counselor is the person's ability to build trusting relationships with students and other members of the school community. That should be a prerequisite for anyone who is going to serve as a student advocate, said Beckie Meyer, an assistant professor in the school counseling department at Millersville (Pennsylvania) University.

Meyer reflected recently for Education World on her 23 years as a teacher and an elementary school counselor. "Student referrals to the counselor have greatly increased from teachers, parents, and the students themselves in recent years," said Meyer. "A counselor simply must be approachable, inviting, trustworthy and, yes, just plain fun at times. Students must want to seek out that person when in need."

"Most counseling cannot begin until that initial 'ice' is broken," concluded Meyer. "Once people feel trust, comfort, and acceptance, the possibilities for getting the work of counseling done are greatly enhanced."

"Our students need to sense that they have professional caregivers among the adults that they can turn to [and that the counselor] will be there for them in non-judgmental fashion," added Julie A. Kruk. She is a counselor at Bay Port High School in Green Bay, Wisconsin. "This accepting nature is enmeshed in our reputation, which builds student by student and is shared by word of mouth and experiences with others. Students can tell if we are warm and inviting and whether or not they can entrust us with their stories. I feel that this trait is the singular skill that counselors need to build their practice around. We can then do the good work that we have been trained to deliver."

Andrea Meyer, a counselor at Milbank (South Dakota) Middle School and no relation to Beckie Meyer, agreed. "You have to be able to develop rapport and you must be genuine! You have to understand the kid culture -- not try to be a part of it but know what the students are interested in, what's important to them. If you don't have a caring relationship of trust and understanding, nothing else is going to happen with children or adults. The old saw -- Kids don't care how much you know until they know how much you care -- still rings true today!"

COUNSELORS MAKE A DIFFERENCE

When Kim Haloway thought about our question, many characteristics raced through her mind -- empathy, honesty, ethics, sensitivity, accountability. "But if I don't think I will really make a difference -- if I don't believe in myself and in the student's ability to succeed, to overcome all odds -- then all those qualities are diminished."

The belief that we can make a difference has got to be the most important attribute of an effective school counselor, concluded Haloway, a counselor in the Marana (Arizona) Unified School District.

Jackie M. Allen, a counselor at Blacow Elementary School in Fremont, California, and past-president the ASCA, came to the same conclusion. "Commitment to the belief that counseling makes a difference in student lives and futures must be a foundational belief held sacred by that counselor -- a belief that will guide his or her relationships, responses, actions, program development, and counseling practice. Without that commitment to the process of change, a school counselor will not be able to effectively serve as a catalyst in student lives and a significant change agent in the educational community."

FLEXIBILITY IS KEY

Flexibility is another key to success in the school-counseling field. "Time is not yours" in counseling, Rich Downs, a school counseling consultant for the Florida Department of Education, told Education World. "When your expertise is needed to deal with a problem, you must make yourself available to assist others. Although your daily schedule has just been [interrupted] by someone else's need, you must be supportive and place your needs and concerns second. An effective school counselor must make the individuals of our attention believe that, at that particular point in time, they are the most important person in the world."

"You just never know what is going to come up next," agreed Linda Lueckenhoff, a counselor at Palmyra (Missouri) Elementary School and president-elect of the Missouri School Counselor Association. "You might finish presenting a classroom lesson on friendship, and on the way back to your office, the school secretary gives you a message to return a call from a concerned parent. But before you have a chance to pick up the phone, the school nurse steps in to discuss concerns about a student who might have been physically abused. While you are talking with the nurse, the superintendent calls to invite you to a meeting on developing a district crisis response plan...."

"A rigid person just couldn't survive very well in this type of setting!" added Lueckenhoff. "You must be able to switch gears and think fast."

KNOW YOURSELF -- AND TAKE CARE OF YOURSELF!

Each semester, Zark VanZandt gives students in his School Counseling and Services class at the University of Southern Maine an assignment he calls Beyond Mediocrity. "In that assignment, I ask students to create a personal mission statement in which they identify the ten most significant competencies they must possess to be an effective school counselor and how they personally plan to stay committed to professional excellence," he told Education World.

Students' responses to the assignment often impress VanZandt, and this semester was no exception. One response that stands out came from a student whose number one competency was

To possess self-knowledge: This is a crucial competency that includes a deep understanding of my own paradigms, my biases, my strengths and weaknesses, and my theoretical perspective on counseling. For me to create a career that is beyond mediocrity, I must first look inward. The vision that will lead me to effectiveness, my mission statement, is both personal and professional. It would feel false to separate the two, for I don't change my inner being depending on the circumstance.

"You cannot be an effective counselor if you are not physically, mentally, emotionally, and spiritually healthy," added Crystal Asche, a counselor at Wahpeton (North Dakota) Middle School. "Many times we are so busy taking care of others that we forget about taking care of ourselves. We then not only fail ourselves but [also lack] the energy to take care of our clients."

"I think that the most important characteristic for me is balance -- balance between professional and personal life, between giving and renewing, between helping and empowering." Tom Wiggins, president of the New York School Counselor Association, told Education World. "I have seen too many school counselors lose their effectiveness because they have lost their balance. They may still be effective at creating relationships, but they lose some of their effective edge either because they can't say no when they need to or because their own unattended-to needs surface. I regularly attend to my own needs so that I feel balanced between giving and receiving."

MORE COUNSELOR COMMENTSMORE COUNSELOR TRAITS

Good listening skills. Empathy. The ability to build strong relationships. Flexibility. Self-knowledge. A strong belief in the ability to make a difference. Those are some of the attributes of an effective school counselor. There are many others. School counselors shared with Education World some of the other characteristics that a good school counselor might possess. Following are four more:

On Laughter and Humor
With all of the tragic issues our youth must deal with, it is important for them to have someone they can turn to who will support them and also help them to find ways in which to laugh. The healing power of laughter and humor (not malicious) helps to give hope and healing. Humor also assists in building resiliency in children.

Julie Dillehay, school counselor
Crossroads Middle School
Meridian, Idaho

On the Ability to Advocate
The school counselor needs to be able to advocate on behalf of the students and the counseling program. The counselor also needs to be able to teach others to advocate for themselves and for those who cannot advocate for themselves.

Jo Hayslip, professor emerita
Plymouth (New Hampshire) State College

On Humility
The best help we can give is to be a person who knows that we have our own personal issues to address, works on them as best we can, and makes it possible for others to work on theirs too. As a school counselor, I am a fellow traveler who has the awesome privilege to walk with someone else on his or her journey. My job is to be a role model for someone who does not have all the answers but who is not afraid to look in the very dark places to find them.

Suzan Nolan, elementary counselor
Rapid City (South Dakota) School System

On Smiling
After 30 years of counseling, I think the most important attribute is a consistent, every day smile. I notice how students respond to my smile. Although many might not think of it as a skill in the traditional sense, it is very important.

Ned W. Toms
Tri Village Local School District
New Madison, Ohio

LAST BUT NOT LEAST

Finally, we asked ASCA president Janice Gallagher to respond to our question, and she did.

"I believe a school counselor must be able to see and understand themultifaceted potential of children. Counseling children is like working with an array of different gems and stones. Some are perfect as they are. Others need a little polish to shine, and still others need to be examined for preparation before they are shaped to be most beautiful and functional. One may be most lovely alone, another may be best as part of a small grouping or arrangement, and others need to be surrounded by a crowd. Each is different, each is beautiful in its own right and, most important, each has value."

My Courses

ADVANCED COUNSELING SKILLS AND TECHNIQUES

COMPREHENSIVE OUTLINE

The course presents advanced counseling methods for dealing with individual and family crises.  Applications are made to school and clinical populations. Special concerns such as suicidality, homocidality, addictive behavior, and domestic violence are examined.

1.                  Evaluating and demonstrating the appropriate use of techniques associated with multiple counseling theories with application to given cases.

                   Psychoanalytic Therapy

Adlerian Therapy

Existential Therapy

Person-centered Therapy

Gestalt Therapy

Transactional Analysis

Behavior Therapy

Multimodal Therapy

Rational-Emotive Behavior Therapy

Reality Therapy

Feminist Therapy

Prominent Family Therapies

Transpersonal Therapy

Emerging Therapies

2.                  Evaluating and demonstrating the appropriate use of techniques associated with school counseling, including referral procedures and the use of special programs and services.

Knowledge Competencies

human development theories and concepts

individual counseling theories

consultation theories and techniques

group counseling theories and techniques

career decision-making theories and techniques

learning theories

motivational theories

the effect of culture on individual development and behavior

evaluation theories and processes

ethical and legal issues related to counseling

program development models

Skill Competencies

diagnosing student needs

individual counseling

group counseling

consultation with staff, students, and parents

coordination of programs, e.g., testing, career development, substance abuse

career counseling

educational counseling

identifying and making appropriate referrals

administering and interpreting achievement, interest, aptitude, and personality   tests

cross-cultural counseling

ethical decision-making

building supportive climates for students and staff

removing an/or decreasing race and gender bias in school policy and curriculum

explaining to the staff, community, and parents, the scope of practice and functions of a school counselor

planning and conducting in-service for staff

identifying resources and information related to helping clients

evaluating the effectiveness of counseling programs

3.                  Demonstrating case management skills as applied in either a clinical or school setting..

Completing a case study to illustrate the following:

      thorough, comprehensive conceptualization of the client’s needs, strengths, and

      goals

      accurate diagnosis of problems and/or pathology

      logical, goal based treatment planning

      specific, relevant evaluation of the treatment recommendations and revisions

      application of critical thinking skills throughout the process

4.                  Understanding human development as it applies to school and non-school settings and developing a comprehensive developmental guidance and counseling program that encourages all learners to achieve their full potential.

Human Development Theories

      Freud

      Erikson

      Piaget

      Kohlberg and Gilligan

      Maslow-Hierarchy of Needs

      Ken Wilber’s Integral Model

      Human Potential Model

Models for Guidance and Counseling Programs

      ASCA National Model

      Texas Model

5.                  Identifying and applying the theories and methods of individual and family counseling in schools and mental health settings.

Case Study Analysis

Role-plays to demonstrate comprehension and applications of skills

6.                  Identifying and understanding cultural specific issues, including gender, race, ethnicity, socioeconomic, and physically challenged individuals in schools and mental health settings.

Approaches to Viewing Cultures/Clients

      Autoplastic Approach

Alloplastic Approach

Models for describing and explaining multicultural interactions

      Atkinson, Morton, and Sue Model

      Pedersen Model

Contemporary Issues Related to Multicultural Functioning

      Gender Biases, Boundaries and Barriers

      Aging Issues

      Teen Pregnancy

      Loss and Grief

      Disabilities

      Abuse and Addiction

      Family Redefinition and Reconfiguration

      Gay and Lesbian Rights

      Homeless Persons

      Intergroup Marriages

      Ethnic Group Identity and Rights

      Discrimination and Stereotyping

Definitions

      Acculturation

      Ageism

      Assimilation

      Culture

      Cultural Pluralism

      Culture Shock

      Empowerment

      Ethnocentrism

      Majority-minority

      Oppression

7.                  Developing effective leadership skills to plan, implement, and evaluate a comprehensive approach to either a counseling and guidance program or to a clinical practice.

Leadership Styles

Basic leadership competencies

Models to Assess Counselor Effectiveness as a Leader

8.                  Developing collaborative school-home relationships that promote and facilitate clients/learners’ academic, personal, social and career growth.

Team Building Models and Strategies

Learner orientation to program development

Cooperative learning

Group process skills

Developing awareness, support, involvement

9.                  Defining the roles and functions of counselors in schools and mental health settings.

Texas Law, Rules and Regulations for Licensed Professional Counselors

      Definition of Counseling

      Statement of roles and functions for LPC’s

American School Counseling Association Role Statement

      Individual counseling

      Small group counseling

      Large group counseling

      Consultation

      Coordination

10.              Identifying common approaches to referral that are appropriate for school and mental health counselors.

The Referral Process

Essential Knowledge about Psychological Testing (Mental Health Assessment)

Documentation and Record Keeping

11.              Describing and analyzing the ethical, professional, and legal issues in the counseling and guidance profession.

Counselor competence

      beginning assessment

      ongoing development

Professional Codes of Ethics

      Texas Board of Licensure for Professional Counselors Code of Ethics

      ASCA Code of Ethics

Laws impacting counselor practice

      authoritative bodies

      interpretation of laws for practitioners

      accepted sources/references that define practice: nature and scope

12.              Discussing Prominent Models for Planned Change.

Prochaska and Di Clemente Model

13.              Assessing a new client or client system for the purpose of effective treatment planning.

Client motivation and developmental level

Cultural Issues

Legal and Ethical Issues

Structural and Process Issues

Data Gathering

Conceptualization

Referral

Involvement and/or collaboration with other professionals

Counselor readiness for engagement with the client

14.              Decision-making and triage with clients who abuse substances.

Types of Drug Abuse

Diagnosis of Substance Abuse

Assessment of Substance Abuse

Referral and Treatment Planning

Documentation and Record Keeping

15.              Collaborating with Medical Professionals for the Safe Use of Psychotropic Medications

Symptoms and Disorders that Require a Medication Referral

Categories or Types of Psychotropic Medications

Uses of Psychotropic Medications

Side Effects of Psychotropic Medications

Clinical Management of Psychotropic Medications

Documentation and Record Keeping

16.              Assessment and Intervention in the Midst of Crises

Types of Crises and Triggering Events

Effects of Crises on Individual Functioning

Models of Crisis Intervention

17.              Dealing with Suicidality

Legal and ethical issues facing the counselor of the suicidal client/student

Traits and/or patterns to observe for during assessment of suicidality

Risk Factors for Suicidality

Assessment Approaches

Interventions for Suicidal Clients

Documentation and Record Keeping

18.              Dealing with Violence and Abuse of Others

Legal and ethical issues facing the clinician of the violent client/student

Assessment of violence and abuse

Intervention for violence and/or abuse

Documentation and Record Keeping

19.              Applying a model of counselor advocacy that includes a range of activities from empowerment to social action.

A common language and framework for understanding advocacy in counseling

Advocacy, Empowerment, and Social Action

Professional Issues influencing the implementation of advocacy roles in counseling

Working with Mental Health Advocacy Groups

20.              Developing a Personal Plan for Ongoing Growth and Competency

Self-Assessment of Progress within the Counseling Program

Surveying the Opportunities and Resources for Practicums and Internships

The Practicum Application Process

Suggested Competencies for Practicum Completion

Selecting a Supervisor

The Supervision Process

Prevention of Burnout

SAMPLE QUESTIONS

1.                  According to Freud, this refers to a quantity of psychic energy invested in a mental representation of an object.

                  a.   ambivalence

b.        anticathexis

c.         cathexis

d.        condensation

2.                  To Freud, the unconscious displacement of emotion or behavior by the psychoanalyst, from some other person to the patient is called

                  a.   transference.

b.        wish fulfillment.

c.         resistance.

d.        counter transference. 

3.                  In Adler’s theory, an innate sense of kinship with all humanity is called

                  a.   social interest.

b.        compensation.

c.         style of life.

d.        superiority complex.

4.                  Which therapy would assess the individual in four basic dimensions: the natural world, the public world, the private world, and the ideal world?

a.       Adlerian

                  b.   Person Centered

c.       Gestalt

d.   Existential

5.                  Which therapy would ask client’s to “become” their physical symptoms?

a.       Gestalt

b.      Existential

                  c.   Adlerian

d.      Psychoanalytic

6.                  Which therapy emphasizes trying out action-oriented techniques and experiments to intensify what the client is experiencing?

                  a.   Gestalt

b.        Existential

c.         Adlerian

d.        Psychoanalytic