07.750 Graduate Summative Seminar
Brandon University
June 2018
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GUIDANCE AND COUNSELLING INTERVENTIONS
04.704
SUMMARY
The purpose of this course is to apply the principles and practices of counselling interventions to the current issues facing school counsellors. Topics covered may include: eating disorders, substance abuse, trauma, depression, self harm, suicidality, critical incident response, children of divorce, grief and loss, and related topics.
WHAT TO EXPECT
Prepare to learn about the importance of attachment, mirror neurons, dysregulation, and trauma. The videos, podcasts, and readings are relevant to any grade level and provide valuable insight in working with students with emotional challenges. The topics covered in the course help me understand my students more deeply, but also help me understand the other people in my life. Learning about the complexity of attachment and trauma, and how they affect the brain, mind, and body has helped me develop personal and professional relationships in a different, more empathetic way.
REFLECTION
I grew to understand myself more as an individual through this course. The readings were powerful in helping understand why and how my brain was altered following trauma. For years I did not feel or behave like myself; I now know why. It was a gift to be given this level of deep understanding and acceptance. Though sometimes disturbing and difficult to read and watch, the material covered in the class was valuable as it helped me gain a better understanding of my students with behavioural challenges and gave me strategies to support them through difficult days.
SIGNIFICANT READINGS
Erwin, E. J., & Robinson, K. A. (2015). The joy of being: making way for young children's natural mindfulness, Early Child Development and Care, 186(2), 268-286.Â
Shanker, S. (2013). Calm, alert, and learning: Classroom strategies for self-regulation. Toronto: Pearson.Â
Shapiro, S. L., Lyons, K. E., Miller, R. C., Butler, B., Vieten, C., & Zelazo, P. D. (2015). Contemplation in the classroom: a new direction for improving childhood education. Educational Psychology Review, 27(1), 1-30.
Van der Kolk, B. (2014). The body keeps score: Brain, mind, and body in the healing of trauma. New York: Penguin.
ARTIFACTS
An artifact from this course includes a presentation on mindfulness. Mindfulness is a self-regulation strategy that I began using with my grade two students a little over a year ago. I found that regular mindful breathing sessions helped my students regain attention and settle their bodies. This presentation allowed me to find research to substantiate my observations in the classroom. I was also introduced to a new, local mindfulness curriculum that I look forward to implementing in the fall.
The book The body keeps score: Brain, mind, and body in the healing of trauma by Van der Kolk was an incredibly profound read for me. I have included the written response to Van der Kolk book as a reminder of how trauma affects people, including myself. The refection also serves as a reminder of how resilient people can be, and how the brain, mind, and body can be healed.
The third paper is a case study on attachment. Prior to this course, I had no appreciation of the enormous effect attachment can have on young children. I found it quite shocking that, without realizing the child is being so profoundly affected, adults are harming children. I soon realized that not all scars on young children are physical.
