BC Counsellor - Winter 2018 - 15


BCTF SuperConference Arms Counsellors
with Valuable Tools for Helping Students
Making a Case For Rest and Relaxation For Students
Dr. Neufeld's
keynote address
at the BCTF Super
Conference 2017
was illuminating
as expected.
The part that
resonated with
me was that he
believes students are less
equipped to
perform academically and cope with
high pressure social interactions because
they do not have adequate downtime, playtime, and rest time to properly process their
thoughts and feelings.

Our students spend the day working hard
on academics, social interactions and managing emotional successes and setbacks.
After a hard day at the "office," if these kids
could come home to a peaceful, playful,
restful place and an emotionally available
adult, then they could debrief their feelings
as their authentic selves (warts and all).
Sadly, our students frequently arrive
home and need to gear up to deal with
divorce, job loss, adaption, insignificance,
abuse, both parents working, neglect, isolation, residential school results, or another
sibling. Dr. Neufeld pointed out that premature separation from an adult attachment
sets the stage for peer orientation, in turn
converting digital devices into instruments
of peer connection.

Students, rather than ending their very
tiring and busy day with a good book and
warm milk with cinnamon are instead
hyped up on social media and filled with
anxiety, shame, paranoia and agitation as
they close their eyes for a restless night
sleep. Research has show in Finland that
a 15-minute play or rest break after 45
minutes of instruction help the students
focus more.
If we, as teachers and counsellors, can
inject play, rest and expression of feelings
throughout the day, then we are providing a valuable learning opportunity. As
we help to strengthen their resilience and
self-worth, our kids can leave our schools
with their heads high to cope better with
what lies ahead.

Relational Repair For
Students Affected By Trauma
For many years we, as educators, have
viewed challenging learners as students
who are "choosing their behaviour," and
we have used discipline to "fix" them.
Recent research has put these students
into a new light. When we see students
with a physical disability, such as wheelchair bound, we do not expect them to
run the 100-yard dash.
What we now know is that students who
have been subject to multiple traumatic
events in their lives have a mental "disability," and when we, as educators expect

BC Counsellor | Winter 2018 | www.bcschoolcounsellor.com

normalized behaviour from them it is like
expecting the wheelchair-bound student
to run the 100-yard dash.
Dr. Linda O'Neill has been studying and
presenting on trauma-informed practice
for many years and her presentation at
the BCTF Super Conference 2017 emphasized the role of "relational repair" in students who have been affected by trauma.
Students with complex psychological
trauma have had direct harm or neglect
caused to them by caregivers or other early
stressful events.

Trauma informed schools can create spaces that are safe when situations
become overwhelming and provide opportunities for the student to make choices.
Each time I have seen Dr. O'Neill, I am
engaged with new learning and understanding on how critical this important
topic is for us to be able to move forward
into the new curriculum that clearly identifies mental health as one of the new goals
for our students. If you have not had the
opportunity to hear Dr. O'Neill speak I
would encourage you to do so.



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