Applications for the School Counselor from "Man's Search for Meaning" - Part 2

Frankl addresses what he calls "the last of the human freedoms - to choose one's attitude in any given set of circumstances, to choose one's own way" (Frankl, p. 66).

Attitude is Everything
Psychology discusses the locus of control within an individual. Students with an external locus of control believe that external events determine their happiness. When things go wrong, they are likely to blame others, blame their teacher, and blame their circumstances. Pointing the finger or phrases such as "But he did this to me" are common from these students.  They feel that their world is controlled by the events around them.

On the other hand, students with an internal locus of control believe that they maintain a sense of control despite external events.  For example, a student with an internal locus of control will say, "I am responsible for my actions" despite their classmates goofing off or being disruptive.

One of my fourth grade students demonstrates an internal locus of control.  Despite living in poverty herself, she chooses to focus on what she can do.  She babysits younger children in her neighborhood and helps to teach them letters and numbers. 

As school counselors, we must help students change the lens through which they view the world. 

Questions that promote an internal locus of control include:

• Can you control him/her?
• Who are you responsible for?
• What was your part in the problem?
• What can you do to help change the situation? 

Helping Students Find Meaning

Frankl said "the prisoner who had lost faith in the future - his future - was doomed" (Frankl, p. 74). Based on Maslow's hierarchy of needs, we know that students living in poverty worry about their physiological and safety needs.  Sometimes my students are sleeping on couches, worrying about what they will eat for dinner, afraid of being evicted from their home, or fearful of neighborhood violence.  These students are living at the bottom of the pyramid.
 


(Image taken from costaricantimes.com)

The top portion of Maslow's pyramid focuses on concepts such as "respect of others", "morality," "achievement", and "inner potential."  When working with students in poverty, it is important to support their ascent to the top of the pyramid.  Frankl quotes a saying - "He who has a why to live can bear with almost any how (Frankl, p. 76)."  This shows us even more so how important it is to help students in poverty find purpose, meaning, and potential.

Practical Ways to Promote Meaning and Purpose
Frankl identifies three main ways: "(1) by creating a work or doing a deed; (2) by experiencing something or encountering someone; and (3) by the attitude we take toward unavoidable suffering" (p. 111)


Work

• Students living in poverty have less exposure to college and professional career options.  College and career exploration is a great way to help students "ascend" the pyramid. 
• Career Cafes 
• Career professionals are invited to speak to students during their lunchtime.  Students learn about the profession and are given the opportunity to ask questions.
• Build connections with the Career and Technical Education programs at your local high school
• For example, the students in the Nursing program at our local high school will be coming to lead hands-on activities with fifth grade students interested in nursing.
• A Good Deed
• Work is not the only way to find meaning.  Frankl also discusses doing "a good deed."  Service projects and fundraisers are a great way to help promote an internal locus of control in students.  Instead of students asking, "What can I get?", they are challenged to ask, "What can I give?"

• Relationships

• Promoting positive relationships is a large part of our role as school counselor. 
• Staff Mentor Program
• Pair volunteer staff with students exhibiting behavior problems - focus on building a positive relationship between the student and staff member!
• "Steps to Respect" Program
• The program is scripted and a "ready to go" program that helps students learn and practice relationship-building skills with their peers.
• Meaning
• Part of my job is helping students find healing, whether it be going through their parents divorce or witnessing domestic violence.
• Frankl encourages us to go a step beyond this - not only can students find healing, but also meaning in their suffering.

 

Existential Vacuum

Frankl conducted a survey which found that 25% of American students showed signs of what he calls that "existential vacuum." Comparable to the Sunday afternoon "blah," the existential vacuum occurs when a person has a lack of meaning for their life.

*Depressed and suicidal students are likely to shows signs of the existential vacuum. 



School counselors can help provide meaning for students through:

• Classroom jobs
• Pairing them with mentors
• Peer helper programs
• Service projects
• Classroom buddies for new students 
• Connecting them with volunteer opportunities

One Last Point...Anticipatory Anxiety
One last point I would like to address is anticipatory anxiety.

The first school I worked at as a school counselor was an affluent, suburban school.  Many of our students, especially high achieving students, experienced anticipatory anxiety. They would become excessively worried before a test, in anticipation of a family change, or before applying for a club or leadership position.

Frankl discusses paradoxical intention. From a layman's perspective, this is basically giving the student permission to do whatever he or she fears will happen. For example, "I want you to miss as many problems as possible on your test." This will likely make the student laugh, but paradoxically giving the student permission to do this will actually ease their anticipatory anxiety.