TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 500 Cultural Immersion In order for a school counselor to learn more about the nature of military culture, especially in regard to its language, the counselor might more fully encounter the military community (Alexander, Kruczek, & Ponterotto, 2005; Díaz-Lázaro & Cohen, 2001). For example, the counselor could volunteer on a military base and interact with military families, thereby gaining a better understanding of the challenges they face related to their culture. The school counselor also might partner with a military organization such as a Fleet and Family Support Center or the United Service Organization in order to experience military culture and lifestyle. Finally, a school counselor could attend military ceremonies or events that are open to the public in order to experience the rituals and to hear the language associated with military culture. Culturally Competent Practice Having acquired knowledge of military culture, school counselors should focus on culturally relevant interventions for working with military family members. School counselors might capitalize on the collective, teamwork mindset of military family members and build partnerships with them to enhance their child’s success in school, working to break down resistance that the family may feel toward receiving counseling services and support (Bryan, 2005; Cole, 2012). Learning the military language and becoming familiar with the military’s visible and invisible cultural norms constitute an important aspect of unconditional positive regard and support. School counselors also should focus on the strengths of military families as they affirm their potential to overcome challenges in their daily lives (Myers & Sweeney, 2008). Culturally competent school counselors likewise work to promote the sense of self-efficacy in military students and family members, equipping them with the tools and resources they need to be successful academically, socially and emotionally (Zimmerman, 2000). Finally, school counselors should support military family members in their choice of and commitment to making sacrifices, providing them with needed emotional support as they work to overcome the challenges of the military lifestyle. Case Study The following case study provides an example of a military child who is struggling emotionally, socially and academically in a school setting. This student’s challenges reflect the stressors that military students and their families experience within military culture and lifestyle. Following the case study, the author will provide suggestions for how a professional school counselor might approach this student and his family in a culturally competent manner. Justin was a 9-year-old elementary school student at Freedom Elementary School. This school was located next to a large military base and mainly served military students who lived in nearby base housing complexes. Justin’s father was in the Navy and had recently left for a 9-month deployment. Justin lived with his mother and two younger sisters, ages 2 and 3. Justin’s father was a high-ranking sailor who would be considered for promotion the next year. He had served in the Navy for 15 years and was eager to advance to a higher rank. Justin’s teachers referred him to the school counselor because his grades had dropped. They reported that Justin appeared to become easily and visibly frustrated during math class, so much so that he often broke his pencil and began to cry. When Justin’s teachers tried to help him, he assured them that nothing was wrong and denied any feelings of anger or frustration. Justin’s teachers reported that socially, Justin was friendly with several of his classmates who lived in his neighborhood, but seemed aloof during lunchtime and recess. He preferred to work individually in the classroom and showed signs of resistance when assigned group tasks. Justin’s teachers contacted his mother, but she assured them that he was doing fine at home and would be “a good kid” at school as well.