Mental Health Professional With Multiple Years

Mental health services and mental health awareness will ensure that our youth are not only physically healthy but mentally as well. Although it is not always the youth who commit these violent acts involving guns, I believe that reaching the youth is the best way for prevention. Robert Ross said it best: “Early detection and treatment is the key. We need to reach troubled children when problems first emerge, while there’s still time to guide them back on the right track” (Ross, 2015, p. 507). According to the United States Government, one out of every four or five adolescents meets the specification for a mental disorder. However, Mental health not only refers to the lack of a mental disorder or disease, but also to well-being emotionally, socially, and psychologically. Children who are mentally healthy are able to adapt to their changing environment, develop healthy relationships, use coping techniques, and more (U.S Government, n.d.). It is important to understand what mental health is and means so that society may better recognize an individual that does not quite meet those metal health standards; this will better aid us in violence prevention.

Consultation defined in the relation to the scenario is the school counselor seeking input from a consultant and a plan to help the teacher, Bobby’s mother, and Bobby to reduce the unwanted, violent behavioral pattern he is exhibiting (Brown, Pryzwansky, & Schulte, 2011). Per Shea & Shern (2011) Prevention is the active process that aids individuals and organizations to promote well-being. Prevention is not just on the individual or organization, it is a community effort (Shea & Shern, 2011). In contrast, an intervention is aimed at an individual, family, or organization that are already involved in a

My pursuit of becoming a School Counselor led me to apply to the School Counseling Master’s Program at University of Maryland, College Park. I am a former student at University of Maryland with a bachelor’s degree in Elementary Education. After graduating and teaching for two years in Prince George’s County Public Schools, I discovered my true passion lies not only in the classroom and students’ academics, but playing a pivotal role in the growth of their career, social, and personal development. Although I am no longer teaching full-time at the moment, my interaction with students from diverse backgrounds left an indelible responsibility to continue making a difference in our students. The objectives and mission of the School Counseling Master’s Program at University of Maryland can best help my goal of becoming an effective counselor and leader who is an agent of change to students and service the mental and emotional well-being of the younger generation.

School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs. To do this, they perform valid assessments and intervene to promote positive learning environments which children and youth from diverse backgrounds have equal access to effective educational

Following the interview conducted with a school psychologist, I was able to obtain a sense of Mrs. Montgomery’s basis for her practice, including her target clients, assumptions and values, goals and various roles of consultation, counseling, intervention and program evaluation (Sandoval, 1986). Mrs. Montgomery may be characterized as a school psychologist who places particular emphasis on the need to improve the student and systems’ capability.

The role of a school counselor is an intriguing one because they do not work with a specific type of client. While they will always be working with young children or teenagers, the problems their clients come to them with can be so different from client to client. One session might be dealing with questions about career choices. Another might be about dealing with bullying. Some days a school counselor may even have to be there for a child who was a victim of sexual or physical abuse. It is because of this wide range of demands that a school counselor should be well-versed in many types of counseling theories.

In the course of proper identification, evaluation, and treatment, children and adolescents suffering with mental illness can conduct positive, normal lives. Nevertheless, the devastating majority of children with mental illnesses are unsuccessfully identified and the lack of treatment or support services have led to a subordinate worth of life and violence. The Mental Health Awareness and Improvement Act of 2013 (S. 689) is an inclusive bill proposed to address the extensive issue of mental health. By strongly considering the United States’ struggle against mental illness and school violence, as well as utilizing theoretical constructs to examine the Senate’s bill, a social worker can develop a more holistic perspective that can productively integrate practical insights reached from a variety of different points of view.

In his article "Mental Health Services a Defense against School Violence," Robert Ross claims that the violent acts performed in schools should not be reduced only by increasing the security system, but also by reinforcing the importance to establish a prevention program in order to detect, help and support kids and adults with mental or physical problems. His argument is a claim of policy. Through Ross’ expert opinion it can be concluded that there is constant violence in American schools, and how aggressive behavior from some individuals affects society and problems can be avoided before they happen or emerge; therefore, his warrants are supported by backing. His article is supported by sufficient expert opinion, examples and statistics.

The issues in this case study involve Bob Parrish, an seventh-grade student with defiant behavior as a background; Rebecca Philips, a special education teacher with six years of experience; and Mr. Parrish, Bob’s dad. Besides Bob’s defiant behavior, he has moved schools multiple time due to his mother trying to escape Mr. Parrish and has a history of being placed in a self-contained classroom to receive academic instructions. Bob lives with his grandparents and his dad in an unstructured environment. Mr. Parrish is very inpatient and tries to correct Bob’s behavior through acts of violence.

My experiences at two different GISD campuses, Steadham and Pearson, this year have been distinctly different. At Pearson we were treated with the utmost respect by Dr. DeVantier and her staff. The assistant principal, counselor, diagnostician, and teachers worked diligently to resolve all issues and to provide top notch services. However, the opposite was true at Steadham. Ms. Culpepper was not only of no help whatsoever, but actually exacerbated the student’s problems and was dismissive and rude to parents. Perhaps if she and her staff had exhibited the same degree of professionalism as the other campus this issue would have been solved long ago.

Everyone can recall the tragedy that befell the students of Columbine, but for some principle detesting students unwise words can result in severe punishments unfitting to the crime and the student who poses no real threat. Many suffer from mental illness and cause no harm to anyone. The balance; with clear, consistent responses, between overreacting and under reacting is a hand in hand concept with providing help in proportion to what the student needs and being aware of students that are, "Cho-type exceptions," through investigation instead of a witch

In order for school-based mental health professionals to reduce disproportionate discipline, it is necessary to determine if unfavorable patterns in exclusionary discipline exist within the target school. A thorough investigation of discipline data is necessary (Darensbourg, Perez, & Blake, 2010).

“The Quality School: Managing Students Without Coercion” is a book that should be read by anyone considering going into the field of education. The book was written by William Glasser, not a teacher but a psychiatrist. In his own words, “the purpose of this book is to explain how to manage students so that a substantial majority do high-quality schoolwork” (Glasser 1). He uses his knowledge of psychiatry and personal experience of over thirty years including his work with Johnson CIty Schools. With his experience Glasser was able to use real life examples in his book to show how to implement his ideas.

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and

“The Quality School: Managing Students Without Coercion” is a book that should be read by anyone considering going into the field of education. The book was written by William Glasser, not a teacher but a psychiatrist. In his own words, “the purpose of this book is to explain how to manage students so that a substantial majority do high-quality schoolwork” (Glasser 1). He uses his knowledge of psychiatry and personal experience of over thirty years, including his work with Johnson CIty Schools. With his experience Glasser was able to use real life examples in his book to show how to implement his ideas.