High School Counselling Services
|11|
Ms. Rose Ann Trapani - High School Guidance Counselor
Encouragement of the emergence of the ‘individuated self’ is very much anchored in the philosophy of the school. Values defined in the IB Learner Profile point towards the development of our adolescents into becoming caring (empathic, compassionate and respectful), and principled (acting with integrity and honesty) citizens, achieving wellbeing for themselves and others. In as such, we strive to provide an environment conducive of the development of a differentiated sense of self, encouraging deeper awareness of one’s feelings, thoughts and actions, alongside a social consciousness pointing outwards towards becoming ethical contributors of the world. Our vision supports the nurturing of positive attributes.
I would say that our quest to create a meaningful environment is guided by some defining core values to include:
•Giving permission to students to become more and more authentic and true – we acknowledge and support their ‘fight’ for autonomy, for their sense of differentiated self to take form. We ‘recognize’ individuals.
•Supporting students to dialogue – to bring sameness and differences – to the table, as in dialogue, the unknown becomes known.
•Enhancing and supporting the development of the ‘spontaneous self’ in balance with and within an environment which respects and is based on established boundaries. Supporting them to stand on solid ground guided by clear rules of the social game, as being based on and respecting role definition. In understanding that rigidity precludes growth, we give students a holding environment defined by clear expectations, but one that is not so rigid that it spoils the development of the individual, creative self.
•Acknowledging that there is not one acceptable way to think, to feel, to do things, thus supporting them to listen to their authentic feelings, thoughts, and desires – an attitude conducive to the development of an ever-evolving, self-regulating stance.
•Whilst supporting students to feed their own self-confidence and to experience the beauty of leaning on the self-support system, they are also supported to reach out and develop harmony with family/friends support systems.
It is our quest to nourish and maximize conditions for growth – one that prepares our students for transitioning to a more independent living at university. It is the careful attention to the beauty of the moment-for-moment unfolding, that invigorates with freshness our daily tasks as educators at VIS. Together with students we co-create our evolution.
"I would say that our quest to create a meaningful environment
is guided by some defining core values"
Nurturing Social and Emotional Wellbeing of Students