Proactive Counseling Proactive Counseling Techniques for Secondary Techniques for Secondary

and Postsecondary and Postsecondary InstructorsInstructors

Dr. Stephen B. Springer, Dr. Stephen B. Springer, LPC,CPMLPC,CPM

512-245-2115 or 512-245-2115 or SS01@txstate.eduSS01@txstate.edu

Working EnvironmentWorking Environment

It is clear that instructors, school It is clear that instructors, school counselors, administrators and counselors, administrators and postsecondary personnel are on the postsecondary personnel are on the cutting edge of societal problems. From cutting edge of societal problems. From the symbols on clothing to the lack of the symbols on clothing to the lack of clothing these “first responders” must clothing these “first responders” must deal with what is appropriate and what deal with what is appropriate and what is not appropriate both at school and in is not appropriate both at school and in some ways in society as a whole.some ways in society as a whole.

Environment ContinuedEnvironment Continued

Although being involved in policing conduct, Although being involved in policing conduct, clothing, and communication are all serious clothing, and communication are all serious and require many skills, a very difficult and require many skills, a very difficult situation results when the school personnel situation results when the school personnel must address sadness, depression and fears must address sadness, depression and fears among the students. The concept of the among the students. The concept of the “first responder is very appropriate to be “first responder is very appropriate to be used in this case. The following slides in used in this case. The following slides in this presentation deal with how the first this presentation deal with how the first responder will handle unexpected responder will handle unexpected situations. situations.

Environment #3Environment #3

The key is that we must prepare for The key is that we must prepare for the unexpected. There must thought the unexpected. There must thought and preparation for the unthinkable and preparation for the unthinkable events. Just as preparation has gone events. Just as preparation has gone into dealing with potential 9-11 into dealing with potential 9-11 national repeats the school personnel national repeats the school personnel must be prepared to face must be prepared to face unexpected events in the classroom unexpected events in the classroom today and tomorrow. today and tomorrow.

Environment # 4Environment # 4

Facing the unexpected response from a Facing the unexpected response from a student is very difficult for all of us since we student is very difficult for all of us since we may view ourselves as teachers not mental may view ourselves as teachers not mental health personnel. We may be a teacher, health personnel. We may be a teacher, surrogate parent, counselor, police officer, surrogate parent, counselor, police officer, confidant and other things all within a few confidant and other things all within a few hours. This multiplicity of roles are often hours. This multiplicity of roles are often roles we assume or we are relegated to roles we assume or we are relegated to during our tenure in the educational during our tenure in the educational system. What can we do to prepare for the system. What can we do to prepare for the unexpected? unexpected?

Preparing for the UnexpectedPreparing for the Unexpected

Despite all preparations we may not feel Despite all preparations we may not feel that we have the situation in control. This that we have the situation in control. This is not unexpected. However, we can make is not unexpected. However, we can make some general preparations. The following some general preparations. The following are a few;are a few;

I. Study the environment around you. I. Study the environment around you. (exits, windows, location of furniture)(exits, windows, location of furniture)

II. Review your referral sources within your II. Review your referral sources within your institution. Introduce yourself to them.institution. Introduce yourself to them.

III. Know your security and emergency III. Know your security and emergency plans within your institution.plans within your institution.

Preparing for the unexpected # 2Preparing for the unexpected # 2

IV. Discuss students who have IV. Discuss students who have unusual or strange behavior with unusual or strange behavior with mental health personnel in the mental health personnel in the institution as you see it not later in institution as you see it not later in the semester. the semester.

V. Discuss with your colleagues V. Discuss with your colleagues students who are in mutual classes. students who are in mutual classes.

VI. Continue to read about student VI. Continue to read about student problems in refereed journals. problems in refereed journals.

Preparing for the Unexpected # 3Preparing for the Unexpected # 3

VII. Be aware, awake and observant VII. Be aware, awake and observant of your safety and the security of of your safety and the security of your students.your students.

Although these seven steps may Although these seven steps may seem normal or basically common seem normal or basically common sense they are actions that can sense they are actions that can prepare you for events such as the prepare you for events such as the Virginia Tech tragedy.Virginia Tech tragedy.

The Actual CrisisThe Actual Crisis

We have looked at some instructor We have looked at some instructor behaviors that can be implemented behaviors that can be implemented immediately. However, the next immediately. However, the next section has to do with steps in section has to do with steps in dealing with actual situation. dealing with actual situation. Certainly we cannot know what a Certainly we cannot know what a person is thinking or what he or she person is thinking or what he or she may do. What we can control is our may do. What we can control is our response.response.

Our ResponseOur Response

Our response to a crisis is governed by Our response to a crisis is governed by numerous things such as experience, numerous things such as experience, education, training , ability to reason education, training , ability to reason and creativity. Although there are and creativity. Although there are other areas that govern our response other areas that govern our response these areas do have an effect on our these areas do have an effect on our response. The next slides provide five response. The next slides provide five proactive steps that can be used for proactive steps that can be used for dealing with a crisis.dealing with a crisis.

Step I # Don’t Be SurprisedStep I # Don’t Be Surprised

The first step is to deal with the The first step is to deal with the situation calmly. Think and measure situation calmly. Think and measure your words and actions as a student your words and actions as a student begins to yell or a student begins to begins to yell or a student begins to challenge you. The first few seconds of challenge you. The first few seconds of confidence will go a long way in confidence will go a long way in addressing the crisis. This confidence addressing the crisis. This confidence can show the help or hurting students can show the help or hurting students that at least someone can is an anchor that at least someone can is an anchor and can deal with the situation. and can deal with the situation.

Step 2 # Determine what the threat Step 2 # Determine what the threat is at this time…is at this time…

Sometimes the outburst is not really a Sometimes the outburst is not really a real threat and is the student trying to real threat and is the student trying to gain attention. You second step is to gain attention. You second step is to determine what the threat is. If it is a determine what the threat is. If it is a physical threat you may need to put physical threat you may need to put distance or furniture in the path without distance or furniture in the path without being obvious. If it is a hurting situation being obvious. If it is a hurting situation you may need to speak calmly assuring you may need to speak calmly assuring that he or she will be heard. All this time that he or she will be heard. All this time you are evaluating and measuring the you are evaluating and measuring the threat level.threat level.

Step 3# Addressing the threatStep 3# Addressing the threat

Step #3 is to address the threat Step #3 is to address the threat directly. These steps so far are the directly. These steps so far are the same whether it is a student who same whether it is a student who indicates abuse or who is disruptive in indicates abuse or who is disruptive in class. You must indicate what you class. You must indicate what you believe is going on. “John are you believe is going on. “John are you telling me that essentially we do not telling me that essentially we do not care about you?” “ I wish I would have care about you?” “ I wish I would have known that you were that upset about known that you were that upset about the grades.”the grades.”

Step #4 Offering a SolutionStep #4 Offering a Solution

This is a key step in being proactive. When This is a key step in being proactive. When you see a problem you offer a solution you see a problem you offer a solution based on what you understand from step based on what you understand from step #3. This solution may take the form of #3. This solution may take the form of meeting in a few minutes with him or her, meeting in a few minutes with him or her, contacting someone to help or an contacting someone to help or an emergency situation. Being confident and in emergency situation. Being confident and in control of whatever takes place or whatever control of whatever takes place or whatever is said remains important. Emergency is said remains important. Emergency situations require actions rather than situations require actions rather than continued reactions.continued reactions.

Step # 5 Remaining Flexible With Step # 5 Remaining Flexible With the Students Reponsesthe Students Reponses

You may have to reassess the responses You may have to reassess the responses based on what is said by the student. based on what is said by the student. Things could grow worse by the minute and Things could grow worse by the minute and you will see a flat rejection of your idea. you will see a flat rejection of your idea. You may then say” I didn’t realize that this You may then say” I didn’t realize that this was not a good option for you.” You must was not a good option for you.” You must stall for time to help this person move stall for time to help this person move through the crisis. This is the reason that through the crisis. This is the reason that you must remain flexible with the you must remain flexible with the responses. Going back through the steps responses. Going back through the steps may be the requirement several times.may be the requirement several times.

““First Responders”First Responders”

Although the steps are offered for the Although the steps are offered for the school employee to be able to deal with school employee to be able to deal with difficult situations it is wise to work with all difficult situations it is wise to work with all the resources we can muster. The the resources we can muster. The employee who identifies a student or employee who identifies a student or students with serious issues is much more students with serious issues is much more likely to avoid crisis since he or she can be likely to avoid crisis since he or she can be proactive in referring the student. Dealing proactive in referring the student. Dealing with crisis is much like Karate. It can be with crisis is much like Karate. It can be used… however it is much better to have used… however it is much better to have the knowledge but not be forced to use it.the knowledge but not be forced to use it.

Looking Back…Looking Back…

Could we have handled things differently in Could we have handled things differently in some of our classes? Could we have some of our classes? Could we have appeared less surprised when there were appeared less surprised when there were major issues? Could we have been more major issues? Could we have been more astute at determining what the threat was? astute at determining what the threat was? Should we have addressed the threat Should we have addressed the threat directly? Could our solutions have helped directly? Could our solutions have helped the student? Should we have remained the student? Should we have remained more flexible and arrived at other solutions? more flexible and arrived at other solutions? Likely all of these answers are “yes.” We Likely all of these answers are “yes.” We could have done better. However, we do could have done better. However, we do what we know and we do the best we can.what we know and we do the best we can.

Looking ForwardLooking Forward

There will be other opportunities in There will be other opportunities in our lives to deal with some serious our lives to deal with some serious crisis. This may happen in regard to crisis. This may happen in regard to family, your students and even in a family, your students and even in a national emergency. Cool heads will national emergency. Cool heads will prevail and the steps discussed will prevail and the steps discussed will be ones that hopefully can benefit in be ones that hopefully can benefit in that time of crisis.that time of crisis.

Thinking ForwardThinking Forward

The last two slides plus what what The last two slides plus what what General Douglas McArthur said about General Douglas McArthur said about leaders. Essentially we look backward, leaders. Essentially we look backward, look forward and always think forward. look forward and always think forward. Thinking forward is being able to Thinking forward is being able to anticipate new and different situations. anticipate new and different situations. Will there be some new social issues Will there be some new social issues that we have never anticipated? Think that we have never anticipated? Think forward and we will be ready. forward and we will be ready.