Violence in Schools Advocacy

My Role as the School Counsellor

It would be prudent to note that various research studies have in the past indicated that school counsellors have a significant and crucial role to play in school violence prevention. Indeed, as Miller (2008) points out, “school counselors should respond to violence as well as work to prevent it” (113). It therefore follows that in this case, my role as a school counselor will be both preventive and responsive. From the preventive point of view, I have a responsibility to collaborate with other members of staff to ensure that the school environment is safe and conducive for learning. This is a role I could perform by identifying any violent intent or vulnerabilities. The said intent and/or vulnerabilities could be inclusive of; aggressive behavior among students, expression of violence among students (i.e. via drawings and writings), dark and poorly lit hallways, etc. Next, I will also serve as a ready resource for learners. This is to say that I will ensure that learners are aware of the fact that they could turn to me and share any concerns they might have in relation to their safety and wellbeing. This I could do by becoming more visible and present and packaging myself as the ‘go-to’ person. This is an approach that has been promoted by Twemlow and Sacco (2012). In the authors’ words, “school counselors ought to be being highly visible throughout the school… go from classroom to classroom during the first week of school every year and introduce yourself” (Twemlow and Sacco, 2012, p. 129).

When it comes to responding to violence, I would ensure that learners are aware of the process of reporting violence and/or instances of bullying. I would also see to it that those who file such reports are given the relevant support. I could also play an active role in conflict resolution, i.e. by ensuring that any tensions among students that could trigger violence are eased. There would also be need to ensure that the root cause of violence is highlighted and the relevant strategies to deal with the same formulated and implemented. This could be done by, amongst other things, exploring and scrutinizing the role played by mental health issues in school violence.

The ASCA National Model Format

Academic Year

to

Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:

1. Effective prevention of school violence

2. Effective response to school violence

By

Dec 31st 2022

Grade 8 students/learners

End Date

Targeted Group

will

will register improved focus in class/school work, resulting in improved academic performance

(increase/decrease something related to achievement, attendance or discipline)

by

having their likelihood of engaging in school violence significantly reduced

from

29 reported incidents in the year 2021

to

6 reported incidents (PA) in the year 2022

Measure of change

Baseline data

Target data

ASCA Mindsets/Behaviors

There are three ASCA mindsets and behaviors that apply top my plan. These have been highlighted below:

B-SMS 1. Responsibility for self and actions: On this front, the focus would be on ensuring that learners are rational in their decision making efforts. Students could, for instance, be equipped with critical thinking skills. This would help prevent violence as students are likely to think through their actions beforehand. Further, there is need to ensure that learners do not shy away from taking responsibility for mistakes. Instead, the argument should be made that mistakes should inform better decision making in the future. This would help prevent violence by motivating those who have engaged in the same to better their behavior.

B-SMS 2. Self-discipline and self-control: There would be need to ensure that learners have the skills and ability to observe restraint in the face of provocation. Crucial skills that could be taught in this case are inclusive of counting up to 10 before venting out anger. This would come in handy as a preventive measure.

B-SS 4. Empathy: Students need to be able to put themselves in their classmates’ shoes. This could be accomplished by ensuring that students develop cultural awareness. Role plays could also be deployed in this case.

School Personnel

School leadership: These comprise of the principal and the various departmental heads. It should be noted that by virtue of the positions they occupy, those in this categorization have significant influence on matters revolving around the deployment of resources. Given that resources happen to be scarce owing to the fact that there are other school activities and programs competing for the very same resources, there will be need to ensure that those highlighted in this case are convinced of the merits of the proposal.