TPC-Journal-V4-Issue2

The Professional Counselor \Volume 4, Issue 2 110 site sponsored by the Department of Veterans Affairs, “Parenting for Service Members and Veterans,” has been launched just for military families (Department of Veterans Affairs, 2013). This resource addresses the unique challenges of parenting in military families through an online anonymous parenting course, interactive activi- ties, and stories of real military and veteran families that provide valuable skills for the everyday challenges of raising military children. The course and content were developed by experts from the DOD. By connecting parents to resources, the school counselor can assist in reducing tension at home and increasing parental support and school involvement. Staff Trainings An important strategy for school counselors to implement in their schools is facilitating school staff trainings specific to military culture and needs of military students. Harrison and Vannest (2008) suggest that teachers receive professional development focused on military culture and the skills necessary to assist their military stu- dents. Strobino and Salvaterra (2000) explain that it is important for all stakeholders to be aware of the relation- ship between the student’s experiences and school success. School counselors and other school professionals are encouraged to focus on identifying the strengths of military students. Staff training can facilitate cultural sensitivity and supportive student/teacher relationships that contribute to positive school experiences. A number of organizations—from the community to the national level—can provide training to assist educa- tional professionals in working with the military community. Veterans’ organizations, such as Veterans of For- eign Wars (VFW) or the American Legion, have posts in local communities with representatives appointed to serve schools and other civic institutions. National Guard or reserve posts and active-duty military installations have a public affairs officer (PAO) who is available to discuss military-related issues such as deployment with the educational community as well. Additionally, the MCEC (2012), a federally recognized nonprofit organiza- tion, is specifically “focused on ensuring quality educational opportunities for all military children affected by mobility, family separation, and transition.” They provide ongoing training for school counselors and other edu- cation professionals both online and in face-to-face settings. Two MCEC programs in particular relate directly to school transitions. The Supporting Military Children through School Transitions: Foundations focuses on the military-connected child’s experience with transitions by addressing “military lifestyle and culture, school transition perspectives, and identifying local transition challenges.” The second program—Supporting Military Children through School Transitions: Social/Emotional Institute — focuses on the social and emotional effects of student transitions, including “deployment and separation, building confidence and resiliency, and supporting children through trauma and loss” (MCEC, 2012). Advocating for Military Students In addition to interventions used at the individual school level, school counselors can advocate for military students at the local, district and state levels. A valuable resource for school counselors is the Military Children Interstate Compact Commission. The Council of State Governments and the DOD worked collaboratively to develop an Interstate Compact that would address the challenges military families face with each school transi- tion (Kitmitto et al., 2011). The Compact addresses transition issues such as slow transfer of records, course and curriculum differences and equivalents, attendance, accessibility to extracurricular activities, and graduation requirements. Through the guidelines and detailed governance structure, the Compact allows for the uniform treatment of these challenges at the state and local district level. Currently, 43 states have signed the Interstate Compact (Matthews, 2012). It is important for school counselors to be aware of their state’s standing on the Compact. School counselors can advocate for compliance with the guidelines set by their adoption and for implementation of the guidelines if their state has not become a signatory.