In today’s society, the proliferation of incidents of school crises has caused a great deal of public concern that has led to the need for reviewing the role of educational institutions counselors. Although most scholars have focused on the tragedy of estranged learners who act out their anger and frustrations in lethal ways, the development and spread of gang-initiated violence in rural, urban, and suburban learning institutions far exceed the tragedies alienated juvenile has perpetrated. As delineated in the unit’s readings, school counselors play an essential role in the development, implementation, and evaluation of institutions crisis intervention plans (“Responding to Crisis at a School” 2016). This essay seeks to illuminate on the responsibilities of school counselors in crisis intervention, prevention, and management as well as reflecting on personal areas of strength and growth required in the field.
According to Fineran (2012), school counselors have a responsibility to respond, minimize the impact, and prevent personal and school crises. School counselors participate in students’ welfare and learning committees in an attempt to understand behavioral, personal, and interpersonal problems. This, therefore, enables them to offer counseling which is aimed at minimizing and managing crises in schools. Together with other stakeholders, school counselors assist in planning, coordination, and advocating for emotional needs of students in the case of a crisis by providing guidance services during and post the incident. Therefore, these psychotherapists participate in the creation and adoption of primary, secondary, and tertiary intervention strategies before and during a crisis. For instance, most school counselors collaborate with internal and external stakeholders to create safe and nurturing classroom and school environment. Besides, they create a caring environment by identifying learners at risk for self or others. That, therefore, intervenes and prevents the occurrence of a crisis.
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School counselors take on a leadership responsibility prior, during, and after a crisis. In a school, counselors and other team members such as parents and teachers collaborate in creating programs that address the personal, academic, and social development of learners. For instance, enacting ‘zero tolerance’ policies for violence against oneself or others (Lockhart & Keys, 1998). Besides, school counselors provide professional advice to students with social and emotional difficulties. This prevents them from engaging in violence or other school disasters. Further, counselors and school stakeholders offer follow-up and debriefing strategies to minimize trauma among the students. Therefore, it is evident that school counselors collaborate with internal and external stakeholders to address violence prevention activities as well as issues in crisis intervention plans.
Following the discussion on the skills necessary in supporting effective crisis intervention, prevention, and emergency management response, I have three skill areas of strength that will help me as a school counselor in crisis management and among them is a team player. Throughout my life, I have always been a team player, and this will help me to work in cooperation with other internal and external team members to engage in effective crisis intervention, prevention, and emergency response. Another skill is problem-solving, which will assist me in establishing clear policies for minimizing violent incidents and other crises. Besides, I have calm judgment skill that will help me in adopting best practices and crisis management plans that will prevail under extraordinary incidents.
There are three areas for growth that will prepare me to work as a school counselor in crisis management and among them is professional learning area. I need to learn skills involved in the counseling profession such as empathy, respect, ability to listen, and self-reflection. This will allow me to cultivate a culture of compassion towards my students as well as inspire a dramatic and beneficial culture change that will help in crisis management. Besides, the area of building relationship will enable me to participate in student’s welfare to understand their behavioral and interpersonal issues. That will assist in the development and implementation of effective crisis management plans. Another area for growth that will prepare me for my work is the inside and outside school environment. This will enable me to provide opportunities for learners’ choice that will enhance my understanding of their behaviors. This will be effective in the resolution of specific conflicts hence preventing school crises.
References
(2016). Responding to Crisis at a School. UCLA Center Resource Aid
Fineran, K. R. (2012). Suicide Postvention in Schools: The Role of the School Counselor. Journal of Professional Counseling: Practice, Theory & Research , 39 (2), 14-28.
Lockhart, E. J., & Keys, S. G. (1998). The Mental Health Counseling Role of School Counselors. Professional School Counseling , 1 (4), 3.
