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Herstory Across the Curriculum

Chapter VI:

Counselors Corner

Part A
"See me, because I want to see you"


Part B
Adapting the Page One Moment Exercise


Part C
Stay Tuned
 

Part D
Stay Tuned 

 

"See me, because I want to see you"

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Finding your therapeutic footprint

Chapter VI: Counselors Corner, Part A

ROAD MAP

  1. Balancing vulnerability and boundaries to help students feel safe. How do we know the boundary between telling a story and counseling?

  2. What is your therapeutic footprint? Determining what is appropriate to share.

  3. How will what you share help your students?

  4. How does this work nurture and help you?

You've spent the last few weeks studying the Herstory pedagogy as it applies to all teachers and counselors. This chapter will help you to shape your own way of allowing this work to be applicable to your special role as a school counselor, social worker, or psychologist.

Kids know when you're being real and genuine with them. You have followed the work of Latashen Johnson-Lowe in previous chapters. Now listen to how she shares her story with the students with whom she is working as she completes her social work training.

Now listen to the story of Carolina Perez, the school counselor who pioneered the use of Brave Journeys, fifteen stories by young people who crossed the southern border alone, in her work with newcomer students. As you listen, imagine that it is you who is sharing this with your students as a way of building connection and trust. Listen to her reading it first in Spanish, then in English.

Video coming soon!

Video coming soon!

C.P. en Español

C.P. in English

Now we invite you to read the professional piece on her counseling work that accompanied her journey.

Socio-emotional Support and Brave Journeys/Pasos valientes

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In my experience working with immigrant youth, storytelling has been an essential aspect of helping students process their experiences. When in a group setting, storytelling builds comradery, and those who participate find support in others who share similar life experiences.  It is important to be aware that some students may be dealing with the effects of trauma and such topics may induce emotional responses. I have found it helpful to always end a difficult discussion by asking students to discuss the reasons they migrated to the United States and help them highlight the newly found possibilities for their future...

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