Creativity in School Counseling

I recently read an article in the Wall Street Journal that I found fascinating (I shared it via Facebook on September 1). The article cites a growing body of research supporting what we all know to be true: that children learn best through play or through experiences. I believe this to be true for adults as well. Even those situations when I experience a low level of failure are some of my most a-ha type moments. We as humans crave input and I cannot begin to calculate the number of students at my middle school who have told me that they are bored, that what they are told in classrooms doesn’t make sense, or that they don’t see the actual purpose of their education. Yes, I understand that this is developmental in many ways, but it is still a fact.
 
To combat what I’ll call educational apathy on the part of middle school students, I formulate small groups. These are short-term in nature and they are typically game/creative/play-based – but completely with an educational objective. Two years ago, I had a group of girls with low self-esteem and horrible self-talk, and this self-talk took the frequent turn of how they spoke to others. It made them feel bad and made the object of their words and everyone who heard them feel bad. Fun fact, though: They were not all friends or part of the same group, just similar in behavior so the ugly cloud being generated began to affect the rest of their class.
 
Did these students have trauma (yes), failing grades (yes), family or home situations that were less than perfect (yes)? Letting them stay mired in that was not an option. The group was for six weeks with lots of games, relationship building and LOTS of art. I signed up the group to be a part of a statewide art trading card program for all of five dollars (to cover the cost of postage). The idea was that they would create small, individual masterpieces that they would ship off to an unknown other and then wait patiently for art to be sent to them. This group of five girls got to WORK. They found inspirational quotes, utilized mixed media, worked, failed, started over, and got to know one another. After the first group session, I was able to ask questions and check grades as they did the hard work of supporting one another in pro-social ways. 
 
Their behaviors improved toward one another, their friends, their circles, and throughout their grade level. Fewer mediations were needed, less “she said this about me to so and so,” and their grades improved. On the last day of group, they were nervous to hand over their artwork to me but they did it and off it went. A month later, I called them back together to give them their prizes (art from around the state) made as a gift to an unknown person, and each one of them cried, hugged on one another, and reminded each other of what they had created and wondering if those that had received their art were anything like them, responding like them, smiling like them, crying like them. I told them that I believed, yes, what they sent was precious and would be loved by others. The organizer of the event had told me the same thing when she got my package.
 
I am not suggesting going all in and finding that particular trading card group. What I am suggesting is finding approaches that create safe spaces, that allow your students to process and see that they are wonderful despite what life gives them. Partner with a faith-based group for people whom need a bit of TLC, a homeless shelter, a nursing home, soldiers or a youth group. Remember some safety rules (such as no personal information on the work) and pass it through your administrator. Help your students amaze themselves with their strength.
 
For additional ideas, check out the Greater Good Science Center as a place to start – they are all about ways of effectively altering and creating happier humans.
 
Happy school counseling!