BC Counsellor - Winter 2018 - 13

FEATURE

BC SCHOOL
COUNSELLING:
Preserving One-on-One
Support for Students
©ISTOCK.COM/STEVE DEBENPORT

BY DAVE MACKENZIE
With the increased conversation about
integrating "Wellness Centers" into schools
around the province, there are some who
believe this effort is a direct attack on the
ability of school counsellors to offer oneon-one time with students. While I have
no knowledge that there is any kind of
provincially organized effort to restrict the
practice of spending one-on-one time with
a student, this moment is a great opportunity to reflect on your practice, individually
and collectively within your school district.
The following are a few things to consider
if you wish to address this concern in your
school district.

1

Be clear why you think one-

on-one should be a part of
the continuum of service
that school counsellors offer.
BC Counsellor | Winter 2018 | www.bcschoolcounsellor.com

While it might be self-evident to us and
the students who are struggling, being
able to communicate a clear and concise
philosophical position about the value
of the one-on-one work is an excellent
professional action to undertake.
Additionally, I might suggest you collect
data related to frequency and number of
referrals collected over time. This data can
also inform decisions about the necessity
of implementing a school-wide approach.
One of the unfortunate consequences of
the increased conversations about mental
health in schools is that administrators
(school and district based) are rushing to
implement some sort of S.E.L. program,
and expecting school counsellors to lead
these programs. This is not a debate on
the appropriateness of whether school
counsellors should lead these programs;

I am more concerned with whether the
time, energy and resources required to
implement said SEL program is justified
based on the school context, and this is
where the school counsellors one-onone data can be invaluable. For example,
if every referral for one-on-one work is
related to anxiety and the administrator
and teachers also report issues related
to anxiety, then perhaps a whole school
approach to anxiety strategies is more justified and likely to have a positive impact
with students.
As school counsellors, we need to
remind our "other" colleagues there
WILL be students who do not respond to
a program, and require a more individual
approach to address their needs. It is at
this point the school-based counsellor
needs to be available to work with that
13


http://www.ISTOCK.COM/STEVE http://www.bcschoolcounsellor.com

Table of Contents for the Digital Edition of BC Counsellor - Winter 2018

President’s Perspective
The Fine Print
Book Review
How the Use of Neuroscience and the Satir Model in the Sand Tray Facilitates Healing in Low-Verbal or Non-Verbal Children
BC School Counseling: Preserving One-on-One Support for Students
SuperConference Recap
Ask an Expert: Dianne Noort Talks about Play Therapy
Counsellor’s Corner
Index to Advertisers
BC Counsellor - Winter 2018 - intro
BC Counsellor - Winter 2018 - cover1
BC Counsellor - Winter 2018 - cover2
BC Counsellor - Winter 2018 - 3
BC Counsellor - Winter 2018 - President’s Perspective
BC Counsellor - Winter 2018 - 5
BC Counsellor - Winter 2018 - The Fine Print
BC Counsellor - Winter 2018 - Book Review
BC Counsellor - Winter 2018 - How the Use of Neuroscience and the Satir Model in the Sand Tray Facilitates Healing in Low-Verbal or Non-Verbal Children
BC Counsellor - Winter 2018 - 9
BC Counsellor - Winter 2018 - 10
BC Counsellor - Winter 2018 - 11
BC Counsellor - Winter 2018 - 12
BC Counsellor - Winter 2018 - BC School Counseling: Preserving One-on-One Support for Students
BC Counsellor - Winter 2018 - 14
BC Counsellor - Winter 2018 - SuperConference Recap
BC Counsellor - Winter 2018 - Ask an Expert: Dianne Noort Talks about Play Therapy
BC Counsellor - Winter 2018 - 17
BC Counsellor - Winter 2018 - Index to Advertisers
BC Counsellor - Winter 2018 - cover3
BC Counsellor - Winter 2018 - cover4
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