Implications of Pastoral Care

To be blunt, I take full advantage of Colby College’s counseling services. We all have bad days, some worse than others, and I find that having an outlet, an objective individual to vent to, is extremely helpful and important. Trying to maintain a high GPA, have an active social life, gain research experience in my field, and participate in clubs is not an easy feat, especially at an elite college such as Colby. 

 

If there’s a student out there who is managing to do all of this without stress, I’d like to shake their hand and learn their secrets. Until then, I will continue finding tranquility through my counseling sessions.

Counseling services at Colby College are solely advantageous. I face no risk. What I disclose to my counselor is confidential; it will not affect my social or academic life in any way, and I know that for a fact. I can bare my soul to my counselor, which may include complaints about professors, dissatisfaction for Colby policies, or just general anger with a particular event.

But what if my counselor was also in charge of disciplinary action at my school?

Croft School implements a Pastoral Care system. The duties of this system, as described by the school’s website, “include registration, the delivery of Personal, Social and Health Education, and the continued monitoring of pupil’s academic progress and conduct.” What is not explicitly mentioned about the involvement of the Pastoral Team is that they are also responsible for emotional support of the students (a.k.a guidance counseling). According to the school’s website, the Pastoral Team’s purpose is to provide support for the pupils BUT apply sanctions of the school where and when appropriate. That is, the student may seek emotional support from the members of the team, but could also be disciplined by the members of the team.

Croft School is an elite school, complete with academic rigor, sports teams, extra curricular activities, and high expectations, just like Colby College. Many students are presumably as stressed as I am. However, instead of having a confidential, impartial person to relay their problems to, they consult with the disciplinary enforcer.

It begs the question: how does this impact what the students feel they can disclose? I presume these students would not incorporate complaints about teachers, dissatisfaction with school policy, or anger about school events, in fear that they may be penalized for such proclamations.

What message does this send to the students of Croft School? Not to question authority or policy? Accept privilege as a reward for consent to silence?

You can decide for yourself.