TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 499 example, if a child is misbehaving in school or if the family is experiencing financial difficulties, the service member’s superiors may become involved (Gooddale et al., 2012). Failure to abide by rules and expectations may result in expulsion from the military (Kuehner, 2013). Self-Expectations Another invisible aspect of military culture on a more intense emotional level are the expectations that military service members and their families hold for themselves. Today’s military is a volunteer force, and service members freely join the military lifestyle (Hall, 2008). For these military members willingly serving their country, the concept of warrior ethos is prevalent in the military community, as both military members and family members take a sense of pride in their ability to overcome challenges on their own (Hall, 2008; Huebner, 2013). Military culture also promotes the notion of strength and emotional control (Halvorson, 2010), which in turn propels a fear of appearing weak (Huebner, 2013), especially in regard to mental health (Danish & Antonides, 2013; Dingfelder, 2009). School counselors should recognize that this pride may impede the military family members’ sense of comfort seeking assistance. Self-Sacrifice Imbedded deeper within military culture is the notion of self-sacrifice. Guided by the ideal that the individual is secondary to the unit (Hickman, n.d.), military family members face numerous deployments, relocations and separation from each other (Park, 2011). These challenges are expected and anticipated, as they are a constant reality for military families (Military One Source, 2014) in times of war and peace (Park, 2011). For example, the deployment cycle is continuous, affecting family members as they prepare for, experience and reunite after the deployment (Military One Source, 2014). In the midst of these challenges, over half of military family members have reported that they are satisfied with the military lifestyle (U.S. Army Community and Family Support Center, 2005), emphasizing their commitment to routinely facing and overcoming challenges. Cultural Implications for School Counselors Self-Examination Self-awareness is an important aspect of increasing one’s multicultural competence and knowledge (Holcomb-McCoy & Chen-Hayes, 2011; Remley & Herlihy, 2014). School counselors should first explore their own perceptions and experiences related to the military in order to become more aware of any biases or preconceptions that may affect their work with military families. Questions for reflection might include: What are my perceptions of war? What are my own political beliefs regarding the military and war? Who in my family has served in the military and what is my relationship like with this person? Professional Development Seeking ongoing education is essential for school counselors to become multiculturally knowledgeable and competent as they work with military students and their families (Holcomb-McCoy, 2005; Holcomb-McCoy & Chen-Hayes, 2011). This education might come in the form of workshops or seminars regarding best practices for working with military families (Holcomb-McCoy & Chen-Hayes, 2011). If these opportunities are not easily accessible, school counselors might utilize educational resources through organizations such as The National Military Family Association or Military Families United, or through webinars focused specifically on counseling knowledge and techniques related to working with military families (ASCA, 2014). School counselors should be familiar with current professional literature related to best practices in working with military families so that they can understand and adapt these practices in their work with military families (Holcomb-McCoy & Chen-Hayes, 2011).