Many of these activities commonly focus on happy and positive feelings and thoughts, at the expense of allowing an examination of more painful issues. This is especially problematic for disenfranchised and failing students, who, through this type of structure, receive direct and indirect messages from the group structure to not deal with the depths of their pain, anger, frustration, sadness, hurt, anxiety, or fear." (Bemak, 2005, p.1)
The need for a culturally diverse approach must not be lost, either in the approach of education of counselors and educators, despite the need to build teams and effective groups. Controversially, Bemak entertains the suggestion that an ethnic and gender match between students and guidance counselors might be a needed additional support for students from at-risk groups, although he finally rejects the idea as impractical. (Bemak, 2005, p.5) the article is provoking and challenging to accepted norms, suggesting that the need to build a school community must not conceal individual differences and special needs of students, and that the need for harmony must not cloud adminstrator's eyes to the reality of the student's home and social envionments. Any human resource professional should read this article and find interest in its unapologetic defense of the need to acknowlege the problems of creating a community filled with differences, although Bernak could have included more examples of effective use of groups that fostered the children most in need, whom are the primary preoccuation of his aricle.
Marzano, Robert Timothy Waters & Brian a. McNulty. (2005) School Leadership that Works. Association for Supervision & Curriculum Development, 2005.
Robert J. Marzano, Timothy Waters, and Brian a. McNulolty offer a comprehensive, step-by-step guide to implement a leadership program based upon faculty meetings, consultations with parents,...
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