Tuesday, April 23, 2013

Bad Student, Bad Counselor

Tuesday, April 23, 2013

Before you read this account, I want to share with you that I am using this story as a teachable moment.  I am not proud of this event and quite frankly, it is really embarrassing.  However, if one person can learn from this situation, it is worth the "No, she just didn't" remarks out there.

Here goes...gulp!

Often, as a school counselor, you may be asked to perform “other duties” to fill in for absent school staff at your school. Now a day, I try to look at these “additional duties” as an opportunity to interact positively with the students in their habitat (believe me this has not always been my opinion). Recently, I was asked by an administrator to help with hall duty as students were becoming increasingly late to class. As soon as I got to school, I put my things in my office and dutifully headed to the hallway.

On the way to my destination, I saw some of our older students sitting on a bench eating breakfast. Since I knew many of the students, I began to talk and goof around with them. At the end of our brief interaction, I asked them to gather their books and go to class.  Everything seemed to go rather well because many of the students began to gather their belongings and move toward to their classes. At this point, I am thinking how true it is that building caring relationships with students really makes a difference in conflict management and discipline...so basically, I am feeling indestructible!  As the bench cleared (it was a huge bench), I climbed on it and began to call out to all the students that it was time for class. In the corner of my eye, I noticed a female student sitting at my feet.  Immediately, I jumped down from the bench and stood right in front of her and reiterated my request.  Unfortunately, she looked at me with a blank stare still eating her biscuit.  Hmmmm, time for another tactic…”Okay, I need for you to take your biscuit and go to class.” I am sure that maybe she had not heard all the screaming that I was doing above her head. This time she turned to a friend and said, “Do you hear something?” Undeterred and relentless in my duty, I placed my hand on her shoulder to help her up and asked her to move. At that moment, it was like a hydrogen bomb had exploded.  The girl jumped up in my face and shouted, “Don’t you ever put your hand on me!” At that moment, I was stunned! How dare she speak to me like that?  Didn't she know that I am a school counselor and I don't deserve to be treated so badly?  

The girl sat back down on the bench and I decided to sit by her.  Maybe, I thought, I could have a conversation with her and she will understand why I am asking her to move. "You need to go to class so you will not be late." This line did not phase her as she started screaming and rambling on and on about how how she was grown and no one could tell her when she could or could not eat her breakfast.  Okay, time to change tactics...I leaned in closer and told her that I was not going away and that she could rant all she wanted.  This went on for a few minutes and she got up to walk over to her friends.  Finally, the girl looked at me and screamed, “Someone get this woman away from me!” Suddenly, a fire arose within that I had not felt in years and the next thing I know I was engaged in a full blown shouting match with this girl. I am sure the whole hallway was enjoying the spectacle. While she was waiving her arms, I said the unthinkable.  I looked at her with a smirk and told her, "Go ahead, hit me so I can have press charges!"  Where did that come from?  Enticing a student to touch me so that I could get enjoyment from her arrest?  What happened to the cool, calm school counselor.  I was like a mad woman on a reality show.

The whole time I was engaging in this confrontation I thought, “What am I doing?” Finally, a female administration came up to us and simultaneously we both tried to explain our positions to her.  Frustrated with the situation and especially my behavior, I decided to walk away. As I was walking away, the girl continued to scream at me. For several days, I moped around the office and felt sorry for myself. In fact, I hid out in my office making excuses of why I could not go back into the hall. With my counseling and conflict resolution training, I can’t believe that I reached back into my reptilian brain and engaged in a good old fashion war of wills.  If I was subject to falling in this trap, imagine how teenagers or new staff members with no training in conflict skills can get sucked into a similar situation. Truly, I felt like a failure!
  
Finally, I snapped out of my pity party and realized there was a great lesson to be learned from this situation and I could share with others.  Though, I could not change the behavior of the student or the past, there were some cues that I missed along the way to this confrontation.

1. Pay attention to the personal space of students!

Every human has an individual space that encapsulates him or her from others.  The smallest space is the intimate zone which extends 1.5 feet around the person.  This space accepts family members, pets, boyfriends, girlfriends, and close friends. The next level is personal space that extends from 18 inches to 4 feet. This space includes acquaintances and friends who may engage in casual conversation with the person. It is important to note here that this space is off limits to strangers or people who make us feel uncomfortable. Extending 4 ft. to 12 ft. is the social zone in which people feel comfortable interacting with new acquaintances and strangers.

(see the Zone of Proximity below from



It doesn't take a rocket scientist to figure out that I broke the cardinal rule of personal space for this student. I entered this student’s personal zone and put her on high alert for danger.  In fact, I went one step further and touched her on the shoulder without asking her permission.  Crossing the line from social to personal space can cause a person to go on guard, as if he or she is in danger. 


2.  The Amygdala Rules!

According to the American Academy of Child and Adolescent Psychiatry, the Amygdala is the area of the brain responsible for all instinctual reactions, including aggression. Because the frontal lobe or center for reasoning is last to develop (think about why your insurance rates are so high) in humans, the Amygdala is responsible for many of the risky behaviors in teenagers. In addition to risky behaviors, teens are more likely to act impulsively, misread social cues or interactions, and engage in fights. Because I had entered the female’s student’s personal space without her permission, her Amygdala or reptilian brain misread my cues as dangerous; therefore, she went into fight or defensive mode.

Disclaimer: Okay, I know brain development…I teach brain development in a conflict management course to new teacher for goodness sake.  When the student started to get into her defensive mode, she was warning me to get back. At that point, I had to make a decision to engage in battle or move past the 90 second window of fight or flight. Enough said…

3. Active Listening is the Best Strategy in Diffusing an Angry Student
I found a great article by Eastern Washington University that suggests six steps for diffusing anger in others: 
     Communicate respect by using appropriate listening skills, non-aggressive body language, showing interest in the needs of the other person, and acknowledge the importance of their concerns.
     Show cooperation by demonstrating that you understand their concern, refrain from telling them they are wrong for their anger, and show empathy for their feelings.
    Listen by trying to understand the other person’s perceptions. Resist the temptation to interrupt the other person and try clarifying questions to understand their point of view. In addition, you do not have to agree with the other person, but try to listen for their underlying needs.
      Change direction of the hostility by reframing the content from negative to positive.
      Set clear boundaries and expectations by using “I statements” and avoiding using the “verbal eraser” word – but.
      Escape from the situation especially if you feel that you are in danger or you are still angry.

If you notice someone is losing control in a situation, you should have the following steps in place:
    Make sure that you are aware of where other adults are located so you can get help quickly.  For example, when walking into a possibly volatile situation, take another adult with you or send a trusted person to get help for you.

      Stay calm so that the other person remains calm; particularly by using a confident tone of voice.

     Don’t threaten; however, inform of the person of the consequences for their behavior.

       Plan an escape route in advance.

    Seek safety as soon as possible.

      Document the situation and debrief your supervisor.

So, this story could have been different if I would have employed the above strategies that I already know as a trained counselor.  Sounds easy, right?  Unfortunately, one must go into the game with a strategy and learn from your mistakes.  

Now, let’s redo this same scene using the strategies we reviewed today.

On the way to my station, I saw some of our older students sitting on a bench eating breakfast. Since I knew many of them, I began to talk to them and goof around with them. At the end of our brief interaction, I asked them to go to class.  

Everything was going good because they began to gather their belongings and moved away from the bench go to their classes.  I climbed on the bench and began to call out to the students as they walked by that it was time for class. At this point, I noticed a female student was still sitting below my feet.  I jumped down from the bench and stood at an angle from her so that she would not feel threatened and reiterated my request.  Unfortunately, she looked at me with a blank stare eating her biscuit.  

Hmmmm, time for another tactic…”I see that you did not have time to eat your breakfast this morning and you seem hungry.  I know that I am not a morning person either and I don’t like to talk too much.  So, I am going to finish my hall duty and when I walk back by, I am going to need for you to be finished and in class.” This time she turned to her friend and said, “Do you hear something?” Undeterred and relentless in my duty, I reframed her negative statement by asserting that she seemed like she needed some uninterrupted breakfast time. As, I will be walking away, I told her my expectation. “I will feel disappointed if I need to ask the administrator to come assist me with getting you to class. As have I stated, I need for you to be finished in at least five minutes and to class. If you are not finished, I know that I will need to get assistance. I am going leave now so that we both don’t continue having a bad morning.”  At that moment, it was like a hydrogen bomb had exploded.  The girl jumped up in my face and shouted, “Don’t you talk to me!” Fortunately, I had a plan in place! I backed away from the student and in a calm voice stated that she had a choice to stay or go and that I was sorry that she chose not to work with me.  I turned, when I was a safe distance from her, and documented the incident for the administrator to handle.

As a school counselor, this situation was not easy for me to admit, but it really happened.  I learned a lot about myself and my need for continued effective practice with explosive people.

Do you need resources for handling explosive situations as a school counselor and to teach to other staff members?

Check out these helpful resources!

Monday, April 15, 2013

April is National Distracted Driving Awareness Month

Monday, April 15, 2013

Information from the National Association of Peer Program Professionals
 
April is National Distracted Driving Awareness Month
 
Please take a moment to distribute this message and activities to your students, staff, and parents. 

         ·            Cell phones cause an estimated 25% of all crashes – 1.4 million crashes a year.

      ·            When texting, crashing is 6 times more likely than driving while intoxicated.
 
·            A recent simulator study showed that drivers on cell phones look but fail to see up to 50% of the information in the driving environment.
 
   ·            At any given moment during the daylight hours, over 800,000 vehicles are being driven by someone using a hand-held cell phone.
 
  ·            Executive Order 13513 prohibits federal employees from texting behind the wheel while working or while using government equipment.


Cell Phone Safety Frequently Asked Questions:

 
·            Is it safe to use hands-free (headset, speakerphone, or other device) cell phones while driving?

Research indicates that whether you have a hands-free or hand-held device, the cognitive distraction is significantly enough to degrade a driver’s performance.  The driver is more likely to miss key visual and audio cues to avoid a crash.
 
        ·            Is talking on a cell phone any worse than having a conversation with someone in the car?


Some research findings show both activities to be equally risky, while others show cell phone use to be more risky.  A significant difference between the two is that a passenger can monitor the driving situation along with the driver and alert the driver to potential hazards, whereas a person on the other end of the phone line is unaware of the roadway situation.


ACTIVITY:
 
Take the time today to change your mobile phone voicemail to something like, “I’m sorry I’ve missed your call.  I’m either away from my phone or driving.  Your call is important and I will get right back to you as soon as I am safely able to.”

 
Adding such a message will help raise awareness that taking calls while driving and making a call to someone who is driving puts many people at risk including the driver, the passengers, and anyone sharing the road.

 
GSA offers an accredited Defensive Driving Course free to all drivers of GSA Fleet vehicles; visit www.gsa.gov/drivertraining for login information.

 
Sources:  National Traffic Highway Safety Administration, National Safety Council, Network of Employers for Traffic Safety, U.S. Department of Transportation

Kits:

Sunday, April 14, 2013

Responding to nasty emails...using B.I.F.F.

Sunday, April 14, 2013
Since the inception of email in the workplace, I have truly had my share of nasty emails from parents, co-workers, and other colleagues. Take this latest email from a new parent. The student's teacher and I had been recipients of several emails from this parent. In one particular email, the parent asked a question of me and the teacher; I knew the answer, so I responded.  In the next email, addressed to the both of us again, the teacher answered, but I did not (I was clueless).  No big deal...right? Well, a week went by and a very nasty email appeared addressed to my department, the administration, and all the student's teachers. In short, the parent was very dissatisfied that she had not received a response from me and that our department was very unprofessional.  The parent went on to state how sorry she felt for the students at our school because of the counselors' lack of attention. She continued her rant by stating that other parents should not receive the same poor service.

After reading that email, I think I spent 15 minutes just staring at the computer with a blank look on my face.  Of course, I tried to find all the past emails from this parent to trace my responses; then I began worry about what my administration was going to say; and then I began to formulate equally nasty responses in my mind. At that moment I had to make a decision: respond immediately or wait and think out my response. So what did I do?  Well, I responded, but not the same day.  In fact, I gave myself some time to calm down and I wrote several drafts before deciding to send a very brief, concise email apologizing for my oversight.

Shortly after the receiving this email from the parent (who never responded back to my apology), I found a great article about responding to nasty emails written by attorney Bill Eddy. In his article, Mr. Eddy states that most email is just "venting" and has little meaning.  However, in a real conflict, Mr. Eddy believes email can become increasingly hostile and involve more and more people. He makes some helpful suggestions about responding to hostile emails:

  • You don't always have to respond to a email that states negative things about you. Mr. Eddy makes a point that you could address inaccurate statements with facts, but leave out your opinions.
  • Since our brain cannot think rationally when we are upset, wait to respond.  (I did this right...YAY!)
  • If your goal is to get someone to do something, do not respond to what they did wrong in the email.  Instead use this technique- B.I.F.F.
         1. Be Brief-don't respond to criticism and keep your responses short to reduce continued 
             angry emails.
         2. Be Informative-respond to a email in order to correct inaccurate information. Avoid 
             negative or personal comments about the other person. (I really wanted to blast this lady)!
         3. Be Friendly-recognize the person's concern in a friendly manner.  You do not have to be
             over friendly, but be non-antagonistic.
         4. Be Firm-being confident in your response, tell the person your position or information.
             If you must respond again, make responses shorter and state the same information.

As I know that I will always continue to get nasty emails (sigh), I now have an effective strategy to respond to others. Now, if I can only get students and other professionals to use B.I.F.F. when responding to others on social media....hmmmmmm.

Want to read more from Bill Eddy?  Go to his site: High Conflict Institute 



             
         

Sunday, April 7, 2013

Students Against Violence Everyone

Sunday, April 7, 2013
As a school conflict practitioner, I am always searching for outlets to promote conflict resolution to my students.  After listening to the Texas Conflict Coach's radio program, I became very excited about the possibility of joining this organization to promote conflict resolution, violence prevention, and community service in my school.  One aspect of SAVE, which I really admire, is the fact that the organization encourages peers to become educators and advocates in the school.  Since, I am very passionate about peer education, peer advocacy, and peer leadership, I think SAVE could be a great avenue to support these activities.  

During the 2013-14 school year, I hope to use my new SAVE chapter members as mediators, educators, and ambassadors who can earn service learning elective credits for their contributions to the school community. In addition, I would like to offer a scholarship to a senior who embodies the goals of SAVE.  So, I guess my next step is to apply as a sponsor for SAVE...onward!

If you are interested in learning about SAVE, go to the SAVE website for more information.
Students Against Violence Everywhere

Also, stop in and listen to the Texas Conflict Coach, Pattie Porter, interview SAVE Board member Kit Evans. Pattie has a lot of great information for educators regarding conflict, bullying, violence prevention, and other issues in our schools.  

Check out her radio program here...
Texas Conflict Coach Online Radio by Texas Conflict Coach | Blog Talk Radio

Saturday, April 6, 2013

Conflict Resolution Education in Teacher Education (CRETE)

Saturday, April 6, 2013

In March, 2012, I was given an excellent opportunity to begin my journey as a CRETE trainer. CRETE or Conflict Resolution Education in Teacher Education is a conflict resolution training funded by the JAMS foundation and led by one of my heroes, Dr. Tricia Jones of Temple University. At this moment, I have completed two CRETE workshops and I have one more to go before I am a certified trainer!! 

Why am I so excited about CRETE?  One of the biggest reasons for my enthusiasm is the fact that pre-service teachers and counselors have little to no exposure to conflict resolution course work in college.  Because of their lack of training and immersion into a chaotic learning environment, these educators are likely to leave the profession within 5 years. An additional reason for becoming a CRETE trainer includes my desire to promote conflict resolution training among staff and students in my school. Teaching staff and students the art of communication, active listening, perception taking, and negotiation can create a positive learning environment!

There are many ways CRETE can be incorporated into a school and there are no limits to who may participate in the training. To educate others about the CRETE training, I have added information about the training from the website CREducation. CREducation is a wonderful site with lots of conflict resolution materials for educators created by my friend, Dr. Bill Warters of Wayne State University. If you have a minute, go to his website as you will not be disappointed. 

Now, more information about CRETE... 

Conflict Resolution Education in Teacher Education 
April 2010
Copied from www.CREducation.com
Dr. Bill Warters

Why is CRETE Important?
           Teaching conflict education to pre-service and in-service teachers addresses urban education’s dual crises of teacher attrition and unsafe learning environments. The National Center for Education Statistics reports that about one-third of new teachers leave the profession within five years (NCES, 1997).  This problem is especially significant in urban education environments, where teacher turnover is 50 percent higher in high-poverty than in low-poverty schools (Ingersoll, 2001). One reason teachers leave is that they feel they cannot create a constructive learning environment or help students do the same. But, if teachers are taught conflict resolution education and can impart these skills and knowledge to their students, they can help students create a safe, caring and constructive community that enhances the teachers’ ability to teach and students’ ability to learn.
               Several studies have demonstrated that CRE programs create a positive classroom climate, enhance academic learning, and encourage supportive and nurturing relationships between teachers and students (Aber et al, 2003). We now have solid data on the link between CRE and academic achievement. A new book titled Building School Success through Social and Emotional Learning reports that students’ social-emotional competence fosters better academic performance (Zins, Weissberg, Wang, &Walberg, 2004). When students are more self-aware, more emotionally connected, and better able to create safe learning environments, they can focus on academics and achieve success in a supportive environment.
               However, pre-service teacher education programs do not include sufficient content on CRE for adequate teacher preparation. The CRETE Project was designed to fill this gap.  The success of CRETE provides a strong curriculum and protocol available and adaptable for use in institutions of post-secondary education throughout the US.



CRETE Goals:
o   Training: Provide CRE/SEL curriculum and training for pre-service teachers, in-service teachers, cooperating/mentor teachers, field supervisors and school staff.
o   Infusion: Work with higher education faculty in teacher education  programs to increase their knowledge of CRE and SEL and infuse it into courses in teacher and counselor preparation programs
o   Instructional Materials: Develop and distribute hard copy and web-based protocols, curricular materials, and evaluation materials and provide materials on clearinghouse web site (www.creducation.org).
o   Evaluation: Evaluate  impact of CRETE curricula and training processes and systems interventions.


CRETE Infusion:
Each partner institution works to develop the best model for CRETE for their institution. The ultimate goal is to have CRETE institutionalized in teacher education programs. The following approaches have been used by various partners:

*      Faculty Training: Faculty at partner universities have participated in CRE training and infused elements of CRE into their pre-service coursework.
*      Required Practicum Experience:  CRETE training has become the basis of required practicum.
*      Required Student Teaching:  Colleges require CRETE training for all student teachers.
*      Required Course:  Colleges require a 3-credit or 1.5 credit CRETE course of all teacher education majors.
*      Elective Course: Colleges offer elective CRETE courses in addition to offering external CRETE trainings.
*      Field Supervisor and Mentor Teacher Training: Colleges have developed courses for Field Supervisors and have created CRETE training for mentor and cooperating teachers.
*    Professional Development Schools: Colleges have developed and delivered CRETE trainings for their Professional Development Schools.
*      External CRETE Trainings: All of the partners offer 4-day external CRETE trainings available to pre-service and in-service teachers, counselors, and other school staff.

CRETE Training:
Over 1500 pre-service and in-service teachers have participated in CRETE training sessions. Critical concepts and skills covered in the training include:
*      Understanding Conflict – What Causes It, What To Do About It
*      Conflict Styles – How We Manage Conflict
*      Emotions and Conflict – Handling Anger and Understanding Triggers
*      De-escalating Angry Students
*      Positive Discipline and Dealing with Disruptive Students
*      Using Classroom meetings to Establish Classroom Management
*      Bullying Prevention – What Can Teachers Do?
*      Building Collaborative Negotiation Skills Among Your Students
*      Using Peer Mediation to Your Advantage
*      Dialogue and Diversity Conflict
*      Restorative Practices in Schools

CRETE Instructional Materials:
CRETE training participants receive valuable teaching resources. In addition to the CRETE training materials they also receive:
*      Searchable CDs with over 1200 pages of field-tested exercises and materials
*      CRE web site (www.creducation.org) on which CRETE materials are made available to all interested parties at no charge.
*      CRETE Participant Guides for CRETE 4-Day Trainings

CRETE Evaluation:
*      Qualitative evaluation of the project development and implementation were conducted in 2004-2006 and showed very strong success and satisfaction with CRETE implementation protocols and materials.
*      Pre-test and post-test surveys from over 1700 pre-service majors in 2006-2009 demonstrated that CRETE training offers teachers significant advantages.

Perceived Preparedness for Managing Conflicts in Educational Environments CRETE significantly increased pre-service teachers’ confidence in their ability to:
·         manage conflicts between students
·         manage conflicts between themselves and students
·         manage conflicts with parents
·         manage conflicts with colleagues and peers
·         enact a variety of conflict skills including collaborative problem-solving, negotiation, facilitation and mediation

Attitude toward Teaching as a Profession:
·         Pre-service teachers who participated in CRETE felt that teaching would be significantly less difficult for them than they had assumed before the CRETE training.
·         In comparison, pre-service teachers who did NOT have CRETE came to feel (at post-test) that teaching would be significantly more difficult for them than they had assumed previously (at pre-test).

Preparation for Teaching Specific Conflict-Related Content:
CRETE significantly increased participants’ perceptions that they are ready to teach the following conflict-related content and skills to their students:
·         Problem-solving techniques
·         Identify when conflict between students is escalating and needs intervention
·         Understand how students’ needs trigger conflict
·         Critical thinking skills
·         Critical communication skills necessary for constructive conflict management (active listening, interest based negotiation, perspective-taking)
·         Understand the dynamics of conflict
·         Encourage students to handle their own conflicts effectively
Conversely, control group pre-service teachers felt less able to teach these content and skill areas at post-test when compared to pre-test. Classroom Management Style:
        CRETE significantly increased pre-service teachers’ perceptions that they are prepared to and will actively employ 
        the following classroom management practices:
·         Having classroom meetings as a method to address classroom management issues
·         Have students help set and enforce the rules
·         Teach conflict management strategies
·         Use cooperative learning approaches


For more information contact:

Dr. Tricia S. Jones, Project Director, National CRETE Collaborative Project
Temple University
Department of Psychological Studies in Education
2nd Fl. Ritter Annex
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
Tel/fax: 215-204-7261/6013
e-mail: tsjones@temple.edu

Friday, April 5, 2013

ASCA Model

Friday, April 5, 2013

My high school guidance department is embarking on the journey to become a ASCA program. ASCA (American School Counseling Association) supports school counselors' efforts to focus on academic, career, and personal goals of students in order to help them achieve academic success.


 According to ASCA, the benefits for our counseling department will include:

Clearly defined roles and responsibilities- this means that our administration and teachers will know what our responsibilities will be to our students and parents.This may minimize non-counselor duties that take away time from our students.  At the beginning of the school year, our department will distribute a pamphlet about our counseling department.


Elimination of non-counselor duties-non-counselor duties include bus duty, test coordination, performing discipline, registration and scheduling, supervising study halls, clerical record keeping, and computing grade point averages.


Provides direct services to all students-often counselors only work with the top students or at-risk students which leaves out the other 80%. School counselors can extend their effectiveness by implementing programs like Peer Leaders, Peer Advisers, Peer Tutoring, Peer Listening, Peer Mediation, and Student Ambassadors.

Provides a tool for program management and accountability-our department will select goals and collect data to show yearly impact or deficits.


Enhances our role as student advocates-the main responsibility of the professional school counselor is to serve as a student advocate.  Advocacy includes taking risks, being a free and independent thinker, eliminating inequities, and placing high emphasis on ethics.



Ensures the academic mission of the school-in order to accomplish this goal, the school counselor has the ability to impact the climate of the school in order for learning to take place.

                              School Counselor Resources from West Virginia Department of Education

Thursday, April 4, 2013

SAMSHA Toolkit on Suicide Prevention in High Schools

Thursday, April 4, 2013

SAMSHA Toolkit on Suicide Prevention in High Schools

Need information and tools for suicide prevention in your high school? Download this toolkit which provides high school counselors information on screening tools, suicide warning signs and risk factors, statistics, and educational material. Go to SAMSHA Suicide Prevention Kit.


Wednesday, April 3, 2013

Prom & Graduation Season Ideas

Wednesday, April 3, 2013
If you are a member of SADD, you can download the Prom/Graduation Kit that contains the Prom Promise and other activities  that educate students and parents about the dangers surrounding drugs and alcohol. 

What's in the SADD Kit?








Free Webinar Regarding Underage Drinking
Underage Drinking Video

What are some activities that your school will sponsor to keep kids safe during this time of celebration?




Working with Student Athletes

One of my jobs as a professional high school counselor is to talk to student athletes regarding the new NCAA academic rules and regulations.  At first, I was really resentful that I would have to speak to students about these regulations...isn't this a coach's job?  However, after carefully thinking about my bad attitude, I realized that part of my job is to prepare students for any post secondary options and this includes athletics. I quickly realized that many coaches, parents, and students are not aware of the new regulations and working to educate them is a great way to promote the value of the professional school counselor.  


I want to share the methods our department uses to educate parents, students, and coaches regarding NCAA regulations for Division I and Division II schools.


  • At the beginning of the year, a counselors covers the academic rules with our coaching staff and administration.
  • Each Fall, a counselor presents at a parent night to go over the regulations and answers questions.  
  • During advisement, our counselors go over the academic regulations with parents. Each parent and student is asked to sign a NCAA informational form stating they are aware of the policies.  
  • We give each student a handbook that includes the NCAA information.
  • During the 2013-14 school year, we will post the NCAA information and website on our guidance site.
Does anyone have any additional methods of how they work with student athletes and parents.  Please feel free to post as I love new ideas!