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For this evaluation paper, I have chosen the video School Counseling Video EP (Poage, 2012). It includes the counseling session with a first grader. I have selected it because I believe this school counseling session from K-12 to be an excellent example of decent counseling. The main point is that the counselor shows her understanding of the importance of teaching students who study at the elementary school how to report and address incidents of bullying.
The video is made in the counselors room. A little girl comes to the counselor searching for help. Her name is Karlie, and she is in the first grade. The girl makes a bullying complaint. The counselor evaluates the situation and encourages Karlie to include more details in the explanation of the issue. She clarifies the information, asks questions, and helps Karlie to find a way out of the current situation. She also appoints another consultation to check whether the girl will be able to cope with the issue or not.
At the beginning of the conversation, the counselor asks the girl some questions to make sure that she realizes what she can gain from the talk. In this way, she educates her. In the video, the woman checks whether the girl understands the concept of bullying. She explains how Karlie can handle the situation and report on it. In this way, the counselor also prevents possible attempts of bullying performed by the victim (Dollarhide & Saginak, 2011). As Karlie [the girl] realizes the feelings of those who suffer from bullying and the consequences such actions bring, she is not likely to be engaged in them (Elliot, 2002). The counselor also makes her understand that such complaints are treated seriously, and she will be not the only person who is going to get to know all peculiarities of the issue. The woman explains that she may have to tell some other people about their conversation and asks if the girl accepts these terms.
A teaching strategy for school counselors who work with K-12 students was made to enhance the process, and the counselor works according to it. She encourages the girl to take a part in the conversation and provide her ideas but not just praises her for a decent answer (for example, she asks What do you think would be a good choice to tell your teacher? ) (Poage, 2012). The counselor should not just tell a child what he/she is to do. The main thing is to teach by example, attitude, or good decision-making (Ziomek-Daigle, 2015).
As Karlie is already bullied, the counselor goes beyond the task. She asks to name the person who bullies her and to consider how she can act if such a situation happens again (Wittmer & Clark, 2006). The counselor repeats the girls words and asks her to tell everything several times to experience the feelings she will perform while talking with the teacher or the bully. Moreover, the counselor asks questions that make the girl evaluate the issue and deepen into it ( How do you feel when this happens? ) (Poage, 2012). The task of the school counselor also includes assistance (Thompson, 2012). She gives several clues that help the girl to decide what else she can do in the current situation. From the very beginning till the end of the conversation, the counselor shows her sympathy and involvement ( I am sorry you feel that way. I hope that we can help ) (Poage, 2012).
References
Dollarhide, C., & Saginak, K. (2011). Comprehensive school counseling programs: K-12 delivery systems in action. Boston, MA: Pearson Education.
Elliot, M. (2002). Bullying: A practical guide to coping for schools. Boston, MA: Pearson Education.
Poage, E. (2012). School Counseling Video EP [Video file]. Web.
Thompson, R. (2012). Professional school counseling: Best practices for working in schools. New York, NY: Taylor & Francis Group.
Wittmer, J., & Clark, M. (2006). Managing your school counseling program: K-12 developmental strategies. Minneapolis, MN: Educational Media Corporation.
Ziomek-Daigle, J. (2015). School counseling classroom guidance: Prevention, accountability, and outcomes. Thousand Oaks, CA: SAGE Publications.
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