1
Interview
Laura Smith
Janelle Houston
Counselor at Cornelius Hedges Elementary School
TOPIC 1
What is the school counselor's role?
Question 1
Here at Hedges, it has changed over the years. When I first started, I was part time at this and part time at music and I didn't go into classrooms to speak of. I just did a few individuals and the counselor I replaced set up small groups, although she never got to start them, so I got to start with that! Then it moved into... meeting with a lot of individuals and going into classrooms if they requested me with lessons they wanted. Then it moved into what I do now, where I am in every classroom, except the special needs, once a week and I tuck in individuals here and there.
What is a typical day for you?
Question 2
Well, like Wednesday I don't have any classroom obligations. I pretty much meet with students. Most every other day, Monday, Tuesday, Thursday, I have 4-5 classes I go to and sometimes individuals around that. Friday is mostly individuals and one class.
How do you make decisions about allocating time with many demands?
Question 3
I first at the beginning of the year get the schedule of when I'm suppossed to be in the classroom. That is set in first. Then for any of the individuals I talk with the classroom teachers because I don't want to schedule during core time and I don't want to schedule during specials time. I try to avoid those times and find other times.
How do you feel about your job?
Question 4
You know, I like it! A few years ago, when I was told I would be going into classrooms I got a little upset... because I was used to having the freedom of being on the Flathead Valley Quick Response Team*. That means you could get a phone call and you'd be on your way. If I have classrooms you can't do it. It really started limiting that and now I'm so full that I just told them I'd come after school hours if they needed me for debriefing. So I've adjusted that.
*Made up of volunteer counselors from all over the valley. If there is a crisis then a team responds for a day or two.
What kinds of records about students do you keep?
TOPIC 2
First of all, I have permission to meet with them. Most of the time I have a paper back up, even if it's been given to me through verbally through teachers. I keep a copy of that or write down when the verbal permission was granted. Everytime I see a student I write down little comments. One of the first things I ask is, "Do you know why I write these things down? Because I have a lousy memory!" and they love it! I just jot down how they're feeling or if they're birthday is coming up because it helps me transition them into the next time. If I notice something in particular that stands out, I will jot that down so I can keep an eye on it during the week.
I always tell the students , I have a little speech I go through, that this is confidential unless you get hurt, you are hurting, etc. and I have to report that. I also say, the rest is private. You can tell anybody. Me? I might speak generally, without your permission, I won't go and blab details. But if I think it will help your teacher, or your mom, or dad, we talk it over and usually students agree. So that's where my little notes help a lot. But I don't keep really detailed notes.
TOPIC 3
In your current school setting, which activities are most and least frequently used? (Large/small group, individual/group counseling, assessment of students, career development, etc.)
Obviously, I do a lot of large group guidance because I'm in all the classrooms. Individual counseling I would say is probably next. Small group when it's really needed. It's hard this time of year to get anything started. We were hoping to get a 4/5 girls group going and 4/5 boys group going. The school psychologist and I just haven't been able to pull it off. The CSCT and Social Worker does social groups, so I don't do much of that. I don't do much in the way of assessments. I used to be one of the proctors for SBAC, but they don't have me doing that anymore. For career, it's more wondering what they want to be when they grow up.
What problems are of greatest concern in your school setting? (Academic failure, family dusfunction, child abuse, peer relationships, etc.)
TOPIC 4
I think family dysfunction hits me the hardest, because through that you might have the child abuse. You also don't have, many times, the academic support at home. They won't be helping or they'll be working so many jobs they just can't do it. Then I get into peer relationships and I think anger management comes under that umbrella. If they aren't feeling safe and comfortable here there's no way they can learn. They really can't.
What ways do you promote the school counseling program to faculty, administration, and community?
TOPIC 5
I'm not one who puts myself out there. The funding I have is just my teacher's budget. I know some people have received grants for programs, such as Kelso and Character Traits. I keep track with lesson plans. I do a lot with anti bullying. I try to stress that and hit it from a lot of directions at all the grade levels. I do safety units in the spring. The character traits come from a program that I can use as I see fit. I use parts of the program through games, lessons, and focusing on an animal with that characteristic.