Existential theory: helping school counselors attend to youth at risk for violence

Professional School Counseling, June, 2003 by Laurie A. Carlson

Being in the World

According to the basic principles of major existential thought, there is no inherent meaning to one's existence (Bauman & Waldo, 1998; May, 1979; Wahl, 1949). Boelen (1968) stated, "Meaning is constituted by an encounter between a datum and an intentional act, and arises as a dialectical mode of our being-in-the-world" (p. 94). The development of meaning, constructed by the individual, must be authentic and should serve to aid in the understanding of life experience (Frankl, 1984; Krueger & Hanna, 1997). It is likely that the reason Jay came into the counseling office is because he is struggling with this issue of authenticity. Central to this issue for Jay appears to be his struggle with feeling forced into being "the man of the house." In addition, his discomfort with the feeling of uncontrolled anger as expressed through his concern about "going to blow" indicates a core dialectic struggle between good and evil. If his school counselor can help Jay to experience his nonviolent and law-abiding self as authentic, tragedy may be averted. Although there are numerous possible interventions to be used here, Jay's counselor may utilize an activity that this author has used as a school counselor.

If instituting the aforementioned activity, Jay would first be asked to draw a self-representation. It is important that the representation have a clear boundary and an area that clearly reflects internal aspects of Jay (stick figures do not work for this activity). Next, one would ask Jay to record all of the feelings and personality traits that he keeps hidden from others on the inside of his self representation. All externally expressed emotions and personality traits should then be recorded outside of the boundary. Next, the school counselor would engage Jay in a discussion of which listed characteristics he feels represent who he truly is. As Jay and his school counselor dialogue about how his behavior relates to these characteristics and Jay's desire to either hide or expose them, Jay will essentially be exploring and expressing his "authentic self." In essence, Jay should be able to recognize how social pressure is impacting his decisions regarding behavior.

Being in the World With Others

Being in the world with others seems to be where Jay is currently struggling most. Because of the blurred boundaries in a family where alcoholism and work-holism are present, Jay is struggling to establish relationships with others. He seems to have found some acceptance in the semi-structured social order provided by his urban peer group but expresses growing isolation and harassment from the peer group at his school.

Existential anguish and subsequently violence can come from a variety of sources including alienation, loneliness, and isolation (Baker, 1998; Diamond, 1996; Hyman & Perone, 1998; Raywid & Oshiyama, 2000; Sandhu, 2000; Sapphire, 1999). Isolation and fundamental loneliness provide a sense of emptiness and disconnectedness that causes some individuals to become so concerned with fitting into the "community of humanity" that they begin to live inauthentic lives, in essence embarking upon a journey of self-estrangement (Cooper, 1990). Perhaps this is what Jay is expressing when he shares that there is still a part of him that wishes to fit in with peers at his current high school. Jay appears uncomfortable with his recent illegal activity, and it appears that these activities are a direct result of Jay's desire to fit in. A school counselor working with Jay should engage him in dialogue and personal exploration that will lead Jay to recognize these behaviors as not "who he authentically is" but rather as a "means to acceptance by the urban peer group."