Oakland Counseling Association

The Oakland Counseling Association is a not-for-profit, professional and educational organization that is dedicated to the growth and enhancement of the counseling profession.

Mission

The mission of the Oakland Counseling Association is to enhance the quality of life in

Oakland County by promoting the development of professional counselors, advancing the

counseling profession and using the profession and practice of counseling to promote respect for human dignity and diversity.

This year we are opening the Oakland Counseling Association, Counselor of the Year and Terry Hood (Lifetime Achievement) Award Nominations early to allow more time to nominate a colleague. We hope that you will take the time to nominate one of your colleagues for one of these awards. We know that sometimes counselors do not announce their retirement until after our awards ceremony so if you know a counselor who recently retired who is deserving of the Terry Hood Award, please consider nominating them.

Feel free to forward the nomination links to administrators in your building and we will try to do the same!!

Counselor of the Year

Terry Hood Lifetime Achievement

Written by: Nicole Bell, MA, LPC

OSTC - SE, CFE Consultant-Special Populations

Restorative Practices, sometimes referred to as restorative justice, are a way to hold students accountable for their actions while building relationships of unconditional positive regard (Willard, 2018). These practices also allow students to build empathy for those affected by their actions and enable them to find positive solutions for the problems they create (Willard, 2018). Restorative practices are aligned with the belief and philosophies of school counseling.

Many school districts are utilizing restorative practices to reduce suspensions and allow students to truly understand the impact of their choices and behaviors. Counselors can play a key role in helping to implement restorative practices successfully. One way to utilize restorative practices is called restorative conference circles.

Restorative conference circles help to repair broken relationships. This type of circle can be used after a student or group of students has broken school rules, are struggling to get along or has some sort of conflict. As counselors, we can model this for students through the use of circles in a private space or during class lessons. We can also model this for staff during meetings and professional development, so staff is aware of how circles can work.

Restorative questions help students learn to reflect on their behaviors/choices. These questions can be used to facilitate the conversations during restorative conference circles. Choose questions that focus on the incident and help to understand how the choices affected the student and others involved.

You can begin by asking the student questions such as:

· What happened that created harm?

· What was going through your mind at the time of the incident?

· Who was impacted by your actions?

· What can you do to correct the things you did wrong?

Then you can allow other students to participants to share their experiences with questions like:

· How did this incident impact you and others?

· How has this been difficult for you?

· What do you think can be done to make this better?

Once students and staff understand the process and see the results, typically you will get the “buy in” to make this effective in your building.

This is just a brief overview of restorative practices. Overall, the model is built on a continuum of interventions, ranging from informal to more formal. Restorative conference circles are an example of one intervention utilized. In addition to building relationships, circles can be used to repair harm done to a person and it builds community/culture.

References and Resources:

Willard, Mindy (2018, August) A Fresh State with Restorative Practices https://www.schoolcounselor.org/newsletters/august-2018/a-fresh-start-with-restorative-practices?st=CO

Costello, B., Wachtel, J. & Wachtel, T. (2010). Restorative Circles in Schools: Building Community and

Enhancing Learning

Stutzman Amstutz, L. & Mullet, J.H. (2015). The Little Book of Restorative Discipline for Schools:

Teaching Responsibility; Creating Caring Climates

Written by: Sean Dougherty, MA, LPC, NCC

Counseling Consultant at Oakland Schools

1. What is your personal definition of what it means to be a school counselor?

2. How are you currently expected to operate in the school counselor role within your school?

The disconnect between how you might answer these two questions can be a source of great frustration which regularly surfaces in my conversations with school counselors throughout Oakland County.

School counselors are capable of contributing in so many different ways that it can be challenging to succinctly describe what it is we are personally and professionally charged to do. On one hand, our unique role allows us to engage with students, families, staff, and community across academic, career, and social/emotional domains like no one else is the school. On the other hand, this broad reach and flexibility can make school counselors a convenient option for “other duties as assigned” when decision-makers are attempting to meet all of the needs within the school.

In most circumstances, these are not malicious attacks on us personally or professionally, but rather a consequence of others making decisions based on an incomplete view of our purpose and intended role. If we expect others to change their perceptions and behavior, we should first take a deliberate look at how we are defining our own identity.

The Gist of It

Most of us have a general idea of why we exist in the school and how we envision supporting students. On occasion, we might even try to communicate that understanding to students, parents, teachers, and administrators around us. Most often we do this through sharing snapshots of our activity or successes. While this may provide an example of our activity (and hopefully the inherent value) and result in some acknowledgement of our efforts, it is not leading to the intended, thorough understanding of our specific role in the school.

In other words, just knowing the gist of what a school counselor does is not specific enough. It allows others around us to make their own assumptions about what we do and how we use our time. In order to clarify our identity within the school, we need an anchor point that describes why we exist and how we intend to serve students.

Define Your Purpose (So Others Don’t)

There is a reason why the ASCA National Model framework prioritizes establishing a school counseling program through first defining a foundation of beliefs, vision, and mission: The activities you implement, the priorities you set for use of time and resources, and the identity your promote with others in the school should all be grounded in a clearly communicated purpose (your why). Many of us might glaze over this part because it is easy to assume that we know who we are and what we want for our students. Unfortunately, people in other roles who do not possess the training and experience of a school counselor will not share the same perspective. Even school counselors within the same school may have inconsistent mindsets. We need a shared understanding.

If you or your school counseling program have not spent time and effort here (or have not done so in quite a while), it may be worth your thoughtful attention. With a concise, visible purpose behind you, we will always have something to point to when others wonder why school counselors exist and how best to leverage our unique role in the school.

Submitted by: Sarah Flagg, Walled Lake Central High School

Written by: Claire McCarthy, MD, FAAP

According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13 to 18 will experience an anxiety disorder. These numbers have been rising steadily; between 2007 and 2012, anxiety disorders in children and teens went up 20%.

These stats combined with the rate of hospital admissions for suicidal teenagers also doubling over the past decade leaves us with many concerning questions.

What's causing the rise in teenagers with severe anxiety? How did we get here?

What's going on? While we don't know for sure, there are a number of factors that could be contributing. In addition to genetics, brain chemistry, personality, and life events, take the following into consideration:

• High expectations and pressure to succeed. Between standardized testing and a culture of achievement, today's youth can feel pressure to succeed in ways previous generations did not. A survey done every year by Higher Education Research asks incoming college freshmen if they feel overwhelmed by all they have to do. In 2016, 41% of students said "yes" compared with 28% in 2000 and 18% in 1985.

• A world that feels scary and threatening. We've seen an increase in school shootings, with resultant drills and lockdowns in schools. We've seen shootings in public places. There have been terrorist attacks here in the US and around the world taking many lives. From just watching or reading the news, it is reasonable for anyone to feel afraid in public spaces that previously would have felt safe.
• Social media. Today's children and teens are constantly connected to social media. It's not surprising that their self-esteem―and worldview ―becomes connected to responses to social media posts. It's hard for them not to compare their life and social connections to what they see others posting on social media.

Whatever the cause, this rise in anxiety is a real problem for our youth.

Chronic anxiety can lead to serious mental health problems―depression, substance use, and even suicide. It can interfere with the ability to focus and learn causing school problems that can have lifelong impact. It can also lead to physical problems, such as headaches, chronic pain, digestive problems, and later heart disease.

Anxiety disorders cut across all demographics―suburban, urban, and rural. They affect those who are college-bound and those who are not.

So, what can parents, teachers, and anyone else who interacts with children and teens do?

• Be aware of the signs of anxiety. Sometimes children may say that they are anxious, but other times it is less clear―especially as they may not even realize it themselves. Signs can include:
• Recurring fears and worries abo ut routine parts of every day life
• Changes in behavior, such as irritability
• Avoiding activities, school, or social interactions
• Dropping grades or school avoidance
• Trouble sleeping or concentrating
• Substance use or other risky behaviors
• Chronic physical complaints, such as fatigue, headaches, or stomachaches.

• Talk with kids about potential stressors. Try to see the world the way they do—and help them to keep perspective and find ways to cope.
• Be mindful of the expectations you set for children and teens. High expectations can help children reach their potential, but they need to be realistic ones. Not only that, remember that kids need time to relax, play, and be with friends—all of which are crucial for their mental and physical health. And it's important for all of us to remember that there is more to life than achievement.
• Talk with kids about their social media use. Help them take breaks—and help them think critically and rationally about the effect of social media on their lives. See How to Connect with Your Teen about Smart & Safe Media Use.

Full Article: https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Anxiety-Disorders.aspx

Email: oaklandcounselingassociation@gmail.com
Website: www.oaklandcounselors.org
Twitter: @OCACounseling