1. Proactive Counseling Techniques for Secondary and Postsecondary Instructors Dr. Stephen B. Springer, LPC,CPM 512-245-2115 or SS01@txstate.edu

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

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

4. Environment #3 The key is that we must prepare for the unexpected. There must thought and preparation for the unthinkable events. Just as preparation has gone into dealing with potential 9-11 national repeats the school personnel must be prepared to face unexpected events in the classroom today and tomorrow. The key is that we must prepare for the unexpected. There must thought and preparation for the unthinkable events. Just as preparation has gone into dealing with potential 9-11 national repeats the school personnel must be prepared to face unexpected events in the classroom today and tomorrow.

5. Environment # 4 Facing the unexpected response from a student is very difficult for all of us since we may view ourselves as teachers not mental health personnel. We may be a teacher, surrogate parent, counselor, police officer, confidant and other things all within a few hours. This multiplicity of roles are often roles we assume or we are relegated to during our tenure in the educational system. What can we do to prepare for the unexpected? Facing the unexpected response from a student is very difficult for all of us since we may view ourselves as teachers not mental health personnel. We may be a teacher, surrogate parent, counselor, police officer, confidant and other things all within a few hours. This multiplicity of roles are often roles we assume or we are relegated to during our tenure in the educational system. What can we do to prepare for the unexpected?

6. Preparing for the Unexpected Despite all preparations we may not feel that we have the situation in control. This is not unexpected. However, we can make some general preparations. The following are a few; Despite all preparations we may not feel that we have the situation in control. This is not unexpected. However, we can make some general preparations. The following are a few; I. Study the environment around you. (exits, windows, location of furniture) I. Study the environment around you. (exits, windows, location of furniture) II. Review your referral sources within your institution. Introduce yourself to them. II. Review your referral sources within your institution. Introduce yourself to them. III. Know your security and emergency plans within your institution. III. Know your security and emergency plans within your institution.

7. Preparing for the unexpected # 2 IV. Discuss students who have unusual or strange behavior with mental health personnel in the institution as you see it not later in the semester. IV. Discuss students who have unusual or strange behavior with mental health personnel in the institution as you see it not later in the semester. V. Discuss with your colleagues students who are in mutual classes. V. Discuss with your colleagues students who are in mutual classes. VI. Continue to read about student problems in refereed journals. VI. Continue to read about student problems in refereed journals.

8. Preparing for the Unexpected # 3 VII. Be aware, awake and observant of your safety and the security of your students. VII. Be aware, awake and observant of your safety and the security of your students. Although these seven steps may seem normal or basically common sense they are actions that can prepare you for events such as the Virginia Tech tragedy. Although these seven steps may seem normal or basically common sense they are actions that can prepare you for events such as the Virginia Tech tragedy.

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

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

11. Step I # Don’t Be Surprised The first step is to deal with the situation calmly. Think and measure your words and actions as a student begins to yell or a student begins to challenge you. The first few seconds of confidence will go a long way in addressing the crisis. This confidence can show the help or hurting students that at least someone can is an anchor and can deal with the situation. The first step is to deal with the situation calmly. Think and measure your words and actions as a student begins to yell or a student begins to challenge you. The first few seconds of confidence will go a long way in addressing the crisis. This confidence can show the help or hurting students that at least someone can is an anchor and can deal with the situation.

12. Step 2 # Determine what the threat is at this time… Sometimes the outburst is not really a real threat and is the student trying to gain attention. You second step is to determine what the threat is. If it is a physical threat you may need to put distance or furniture in the path without being obvious. If it is a hurting situation you may need to speak calmly assuring that he or she will be heard. All this time you are evaluating and measuring the threat level. Sometimes the outburst is not really a real threat and is the student trying to gain attention. You second step is to determine what the threat is. If it is a physical threat you may need to put distance or furniture in the path without being obvious. If it is a hurting situation you may need to speak calmly assuring that he or she will be heard. All this time you are evaluating and measuring the threat level.

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

14. Step #4 Offering a Solution This is a key step in being proactive. When you see a problem you offer a solution based on what you understand from step #3. This solution may take the form of meeting in a few minutes with him or her, contacting someone to help or an emergency situation. Being confident and in control of whatever takes place or whatever is said remains important. Emergency situations require actions rather than continued reactions. This is a key step in being proactive. When you see a problem you offer a solution based on what you understand from step #3. This solution may take the form of meeting in a few minutes with him or her, contacting someone to help or an emergency situation. Being confident and in control of whatever takes place or whatever is said remains important. Emergency situations require actions rather than continued reactions.

15. Step # 5 Remaining Flexible With the Students Reponses You may have to reassess the responses based on what is said by the student. Things could grow worse by the minute and you will see a flat rejection of your idea. You may then say” I didn’t realize that this was not a good option for you.” You must stall for time to help this person move through the crisis. This is the reason that you must remain flexible with the responses. Going back through the steps may be the requirement several times. You may have to reassess the responses based on what is said by the student. Things could grow worse by the minute and you will see a flat rejection of your idea. You may then say” I didn’t realize that this was not a good option for you.” You must stall for time to help this person move through the crisis. This is the reason that you must remain flexible with the responses. Going back through the steps may be the requirement several times.

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

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

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

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