Voice of the School Counselor - Texas Counseling Association

The Impact of Collaboration:
Westwood Journey Down Character Road
By Barbara Gruener
Westwood Elementary School began recharging its character battery six years ago after a trip through the rocky terrain of turnaround
and transition. Our leadership had changed hands three times, our state scores had dropped and discipline referrals were on the rise.
Teacher efficacy was declining and we craved stability so that we could heal and move on. Our commitment to educating productive citizens
of society in a positive school climate needed refueling. Our new vision statement - Dynamically Shaping Hearts and Minds for the Future –
gave us direction, but how would we get everybody – faculty, staff, students, parents, and community stakeholders – on board?
As an initial step toward igniting a culture of character, we created a Character Advisory Committee. Their first task was to bring our
Board-adopted core values - the Character Counts! Six Pillars of Character – to life. Committee representatives worked at weaving the Six
Pillar framework into our curriculum so that our character infusion into everyday routines and classroom maintenance became intentional,
purposeful and pervasive.
To generate a climate of caring, we trained six faculty members in the Capturing Kids’ Hearts program. We hosted a summer retreat day
so that these leaders could train other staff members and engage them with some team-building activities. Now an annual event, this gathering
unified us and strengthened our bond as a family. Restoring trust and security among the staff was key to moving forward.
Classroom meetings provided a rest stop and safe place for students to share their thoughts, feelings, affirmations, and good news, accelerating
the connection with the teacher and one another. Giving our littlest leaders voice and choice has sparked good things; confidence
levels have skyrocketed. Students started initiating and carrying out service projects to help the community. They now lead and serve in
groups like the Green Team, the Pillar Patrol and the Knitting Club. In fact, we have traveled to lobby on Capitol Hill three times as a result of
our knitting partnership to help Save the Children.
Most recently, we are training our teachers to turn up the H.E.A.T. – Higher Order Thinking, Engagement, Authenticity, Technology – in
their daily lessons as they prepare our little learners to be 21st century thinkers.
Our character journey has gained momentum in the community and created a palpable synergy. In 2009, volunteers collectively accumulated
46.5 hours per day serving at Westwood. 98% of our school Climate Survey respondents agree with the statement: Interactions with
Westwood personnel are respectful, caring and productive. Our collaborative relationship with the Friendswood community accelerates our
character-building efforts because our visitors actively put our ethical principles into practice.
Does character education have an impact? Since we jumpstarted our character quest, discipline referrals have declined by 65% and
our high passing rate on the State-mandated Reading Test has earned us Exemplary status, the highest rating given by the Texas Education
Agency. Survey data and the fact that teacher turnover is almost nil suggests that teacher satisfaction is high. Students are happy here, too,
and want to be at school. At 96.7%, our attendance rate continues to creep toward Gold Standard Performance. The Character Education
Partnership has recognized us as a Texas State School and National School of Character. Their Quality Standards Assessment Rubric has
been our roadmap in all areas of character-development.
With character as our driving force, Westwood is clearly moving in the right direction. The most powerful evidence might very well be
testimonials like this one from a guest who recently told us, “I wish this had been my school when I was a child.”
Visit us online at www.fisdk12.net/ww/ww.html or plan a road trip of your own and come and see character in action. We’d love to
do whatever we can to help you in your character building!
ADVOCACY
School counselors should take every opportunity to show students, parents, staff, administration, the school board and the community
the unique services that counselors provide each day in the school. Writing an article for your school newsletter or your community newspaper
about your guidance and counseling program will advocate for our important work. Develop a website for your school’s counseling
program and provide information about how the counselor serves the school and your community. High visibility in halls, car pool lines, at
every parent meeting and student activity will enhance your role as a leader.
by Lynda Shuttlesworth,
VP for Supervisors
Counselors have professional training and knowledge that no one else can provide to assist families in your building. Professional
counselors must develop rapport with student, staff and parents. When trust is earned, then students and families are helped. Providing your
unique services and knowledge is an excellent way to advocate for all school counselors.
Go to http://www.capitol.state.tx.us/ and type in your zip code to identify who your representatives are at the state and national
level. Their address and phone number is listed on this web page. You can also call 202-225-3121 for the U.S. Capitol switchboard and ask
to be transferred to your lawmaker’s office. When we have school and counselor related bills, it is important to take the time to write a letter
to tell the representatives why the bill is important for you and the students of Texas.
While it is always good to advocate for school counseling to the legislature, we must first gain respect in our school and community.
When students, their families and the community know who the counselor is and how we serve the community, then we can make a
difference!.
Six Warning
Signs that a
Child is Being
Bullied
By Ted Zeff, Ph.D.
Approximately 160,000 children miss school every day in the United States for fear of being bullied. More than 50 suicides have been linked
to prolonged bullying. Approximately 85 percent of school shootings have revenge against bullies as a major motive. School-related bullying
has led to depression and poor school performance in many children. The costs of bullying are high, but, unfortunately, many children suffer
alone, keeping their experiences of being bullied to themselves.
Many children are taught that it is a sign of weakness to ask for help, and frequently fail to tell a parent or even a counselor or therapist when
they are being bullied for fear of appearing weak. Many children feel shame and assume, “Something must be wrong with me. Why else
would they target me?”
Children who are bullied are at risk for developing a number of emotional difficulties, including depression and anxiety symptoms. Children
who are particularly traumatized may develop post-traumatic stress disorder (PTSD). PTSD is usually brought on by a terrifying physical or
emotional event or series of events. Some of the symptoms of PTSD include trouble sleeping, withdrawal from normal activities, a lack of concentration,
and emotional numbness. When children are suffering from PTSD, they are prone to developing strong physical symptoms in situations
where they feel unsafe and in danger. They appear disconnected from others, and they may experience an intense physical response
from their nervous system that can involve angry outbursts, jumpyness, and hyper alertness. This reaction is the nervous system’s response to
potential danger, whether real or imagined, creating constriction and disassociation in order to protect the body.
When children experience trauma, they often become frozen and exhibit feelings of helplessness and shame, rendering them nearly unable
to defend themselves when attacked or put under pressure. These traumatized children then bring this frozen state of helplessness to many
other situations that they perceive as threatening throughout their lives. And, the more withdrawn these children become, the more fearful and
helpless they feel, the stronger the likelihood that they will slip into serious emotional trouble.
Although children may experience depression, severe anxiety, or PTSD due to a variety of factors, frequently these symptoms are related to
school bullying. The following is a list of red flags that a child may be bullied:
Is the child disconnecting from people and isolating him/herself in their room? Although teens usually separate from the family, they normally
connect more often with their friends.
Has the child developed physical problems such as stomachaches and headaches that interfere with their life?
Has the child’s schoolwork recently suffered, and is it difficult for the child to concentrate?
Does the child have trouble falling or staying asleep or experience frequent nightmares?
Does the child seem listless, unenthusiastic, and disinterested in life?
Does the child seems hypervigilant, extremely nervous, depressed, or emotionally explosive (beyond the normal teenage angst and moodiness)?
If the child is suffering from any of the above symptoms as a result of school bullying, it’s important to immediately intervene on many levels
simultaneously with the child, parents, and school personnel.
Dr. Ted Zeff is the author of The Strong, Sensitive Boy
For more information please visit www.drtedzeff.com or the amazon.com book link: http://amzn.to/ciWRxa
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