What you can expect from your Capital High School Counselors . . .
POST-SECONDARY PLANNING/COLLEGE, CAREER & LIFE SKILLS!
Course Selections & preparing for High School.
INDIVIDUAL PERSONAL SUPPORT
We use a systematic approach to accomplish these goals with all students and families. . .
YEARLY PRESENTATIONS —
Class registration and information night
OPEN OFFICE/WALK IN TIMES —
Counselors keep “open office” time during both lunches for general walk-in questions. Your individual counselor may not be available, but someone in the department will be available to assist you.
INDIVIDUAL APPOINTMENTS —
Personal Interviews & Post Secondary Planning, general information, scheduling, career/college/scholarship opportunities, personal concerns/referrals, your counselor needs to see you for various reasons, etc. . .
All services provided by your school counselors are free, voluntary and completely confidential, except as required by law to the students, families, teachers and school staff in the Helena Public Schools.
Helena School District has partnered with Intermountain to offer a free mental health screening for its students. The following letter and consent form can be returned to your student’s counselor and a screening with take place.
A new TV series addressing many sensitive topics such as substance abuse, harassment, sexual assault, and teen suicide has recently premiered on Netflix. These episodes have explicit scenes, some of which are quite disturbing. The premise of the show, see book review and Netflix trailer below, is to learn about the reasons why the protagonist takes her own life. We in the CHS, HHS, and PAL Counseling Departments are grateful for anything that embraces suicide prevention, but we are concerned that the show leaves out the biggest cause for teen suicide, which is mental illness.
If you haven’t heard about the show, here is a little background on it.
Here is a review of the show by a high school student, Jaclyn Grimm, who also struggles with mental health and suicidal thoughts.
For most viewers of Netflix’s 13 Reasons Why, the message is clear: Be kind, it could save a life. But that isn’t what I watched.
Since its release on March 31, viewers have taken to Twitter and other social media platforms to proclaim their love for the show, stressing how important they think it is. I’ve seen people go so far as to suggest it become required viewing for middle and high school students, despite the graphic displays of assault and, ultimately, suicide.
I’ve dealt with depression and suicidal thoughts since middle school, about the younger age of 13 Reasons Why’s audience. I never imagined logistics: razor blades cutting delicate skin, the quick violence of a gunshot. What I saw in my mind was crying peers and thousands of flowers and people wishing they had reached out to me. I didn’t want pain; I wanted control. While watching the show, the bullying, assault and even the suicide itself didn’t stand out to me. All I could focus on was the power the main character had after her death.
That’s no spoiler — 13 Reasons Why opens with the aftermath of high school student Hannah Baker’s suicide. Clay Jensen, Hannah’s classmate and co-worker, receives 13 cassette tapes detailing the reasons Hannah killed herself. Hannah was bullied, assaulted and ignored while she was alive, but her death and the tapes she left behind changed that. She gained power through suicide, and that’s a dangerous message.
People argue the show is important because it discusses suicide in a straightforward way that other shows haven’t. But for a supposedly important discussion of teen suicide, mental illness isn’t explicitly mentioned in any of the 13 episodes. Hannah explains the reasons that caused her to commit suicide, but the show fails to acknowledge that 90% of people who commit suicide suffer from mental illness. While external circumstances such as bullying can contribute to suicide, the show misses the opportunity to discuss the underlying cause.
13 Reasons Why isn’t dangerous only for depressed and suicidal teens. Where the show romanticizes the aftermath of suicide, it also blames everyone in Hannah’s life.
While the characters mentioned in Hannah’s cassette tapes should certainly be held accountable for their actions, the show misleads the viewer into believing there is someone to blame for suicide. The premise perpetuates the idea that there is always liability when someone commits suicide. One character even states: “Well, we ALL killed Hannah Baker.”
Friends of those who commit suicide already go through a sort of survivor’s guilt, whether they have a reason to or not. In many cases, they are Clays — bystanders to bullying and depression. Clay isn’t explicitly blamed in Hannah’s tape. In her own words, “Your name doesn’t belong on this list. … You’re good and kind and decent and I didn’t deserve to be with someone like you.” But though she says Clay can’t be blamed, it’s clear the show is condemning him for never stepping in. He ends the show by admitting, “I cost a girl her life because I was afraid to love her,” and while an adult reminds him love can’t save lives, the show ultimately agrees with Clay’s perspective.
Being kind isn’t a bad message, but in the context of the show it becomes complicated. The last episode ends with Clay reaching out to Skye, a student similar to Hannah in many ways. It implies that by being kind, he is able to save her in the way he didn’t save Hannah. Because the show doesn’t discuss mental illness, this scene suggests that saving someone from suicide is as easy as a friendly gesture. Clay doesn’t see suicidal warning signs and direct Skye to someone who actually can — an adult who could make sure she sees a mental health professional. Instead, he presumably saves her just by being nice; that’s not how suicide works.
There are no magic words or gestures that can make a suicidal person want to live. Teenagers should be aware of signs of depression and suicidal thoughts, but they shouldn’t think their kindness can “fix” anyone. That idea prevents depressed teens from getting actual help and places an enormous weight on the shoulders of the people left behind.
In 13 Reasons Why, I don’t see a daring and powerful teen drama. It’s just a tired attempt at discussing a difficult topic. It’s clear the creators see suicide only for its shock value, and I worry for the teens like me who will watch the show.
Jaclyn Grimm, 18, is a writer and high school student who lives in Orlando. Follow her on Twitter @grimmjac
According to a variety of expert sources, harmful portrayals of suicide may include some of the following features, many of which “13 Reasons Why” uses in its portrayals of Hannah and her community:
They may simplify suicide by suggesting that bullying alone is the cause.
They may make suicide seem romantic by putting it in the context of a Hollywood plot line. A simple, logical, and well-connected plotline may satisfy the story arc needs of a viewing audience, but it is rarely, if ever, the way that suicides really happen.
They may portray suicide as a viable option, one that can be an understandable outcome given a particular set of circumstances. In nearly all cases, people who die by suicide have a diagnosable (and therefore treatable) mental health problem at the time of their death.
They may display graphic representations of suicide which may be harmful to viewers, especially young ones and those who are highly sensitized to suicide imagery, as most attempt survivors and loss survivors are.
They may advance the false notion that suicides are a way to teach others a lesson, and that the deceased person will finally be understood and vindicated. They won’t. They’ll still be dead.
None of the criticism of “13 Reasons Why” means that we shouldn’t talk about suicide; we should. In fact, it’s critical that we do. But we need to do it right. We know that contact-based education — when people share their personal stories of struggle and recovery — is by far the most effective way of breaking down stigma surrounding suicide, which is the primary reason people don’t speak up or get help.
The “Recommendations for Reporting on Suicide,” a list of guidelines for media outlets developed by suicide prevention experts and journalists, emphasizes that suicide is usually the result of multiple causes, often involving mental illness, and not something that can be blamed on a person or single event. And experts advise against sensational headlines or describing a suicide in graphic detail, which studies have shown can lead to suicide contagion or “copycat” suicides.
While “13 Reasons Why” is fiction, it presents similar concerns for advocates working to educate the public. In 2014, suicide was the second leading cause of death for children and young adults ages 10 to 24, according to the Centers for Disease Control and Prevention. Teenagers, a key demographic for the book and, ostensibly, the series are at particular risk when it comes to contagion.
Dan Reidenberg, executive director of Suicide Awareness Voices of Education (SAVE), said he has received calls and emails from parents and school guidance counselors about the show. “There is a great amount of concern in the suicide prevention community around this series,” he said.
The show deviates from the book and unfolds over a longer period of time, but the overall conceit is the same. For Reidenberg, the fact that Hannah gets to tell her story after her death, through the audiotapes, glamorizes the death and sends a potentially dangerous message to viewers.
“Young people are not that great at separating fiction from reality,” Reidenberg said. “That gets even harder to do when you’re struggling with thoughts.”
SAVE partnered with the Jed Foundation, a youth suicide prevention group, to compile a list of talking points to help parents discuss the series with their teenagers. The list emphasizes that Hannah’s experience with her guidance counselor isn’t “appropriate or typical.” And unlike the show, it uses the term mental illness. Well-established research suggests that 90 percent of individuals who commit suicide experience mental illness, but “13 Reasons Why” never explicitly considers whether Hannah is suffering from depression, post-traumatic stress disorder or other issues.
It is not our recommendation that students avoid this wildly popular show. We just hope that it sparks conversation and reinforces the importance of reaching out for help when needed. Through informed discussion and action, we can effectively increase our prevention efforts. We all know our community has been affected by teen suicide, and we just hope the popularity of this show does not lead to more loss. We in the schools are here to help, but we also wanted to link additional resources for students and parents.
Make-Up School 2017
American Government and English IV
TUITION: The tuition is $90 per course. Tuition must be received before registration is complete.
CREDIT/DEBIT CARD REGISTRATION: Click here for the online registration page.
CASH/CHECK REGISTRATION: Make your payment at the Helena School District Business Office, located at 55 South Rodney. Bring your receipt to your school’s Office Manager for assistance with the registration process.
If you need assistance please contact:
Helena High: Betsy Allen 324-2207
Capital High: April Murfitt 324-2471
ATTENDANCE POLICY: Students are allowed two absences and on the third absence will not receive credit for the course.
SPRING BREAK: Classes will not be held March 27th through March 31st.
Dates: February 14th to April 27th
Days: Tuesdays and Thursdays
Times: 3:45-5:45 pm
Location: Helena High School, Rm. 26
Dates: February 15th to May 3rd
Days: Mondays and Wednesdays
Times: 3:45-5:45 pm
Location: Helena High School, Rm 20
In order to be fully admitted to a 4-year university in the MUS, entering high school graduates are required to meet the following standards:
*Complete the Regents’ college preparatory program: mathematics (3 years), English (4 years), science (2 years), social studies (3 years), and electives (2 years) – includes languages, computer science, visual/performing arts, speed, or vocational education.
*Demonstrate Mathematics Proficiency: earn an ACT math score of 22, SAT math test score of 27.5, or complete the Rigorous Core.
*Demonstrate Writing Proficiency: earn an ACT ELA score of 18 (average of the English, reading, and writing scores) or score 19 on the ACT essay; or earn a SAT writing and language test score of 25 or higher.
*Achieve one of the following requirements:
Earn at least a 2.5 high school GPA; or
Rank in the top half of the school’s graduating class; or
Earn an ACT composite score of 22 or higher, or SAT total score of 1120 or higher (except MSU-Northern: ACT score of 20, SAT score of 1050.
Students who do not demonstrate the ability to meet the mathematics and/or writing proficiency standards may be admitted provisionally to a four-year degree program on any campus of the MUS and without condition to a two year degree program.
Entrance requirements do NOT apply to the following groups: Non-traditional students (those who do not enter college for a period of at least three years following high school graduation); Summer-only students; and Part-time students taking seven or fewer credits per semester. In addition, institutions may exempt up to 15% of first-time, full-time undergraduates from the entrance requirements listed above.
This exemption is reserved for students with special talents, minorities, and others who demonstrate special needs. Two-year colleges in the MUS offer open admissions that do not require the academic standards listed above. However, certain programs within the college (such as nursing) may have admission standards. A high school degree or GED is required for admission to all degreeprograms.
Rigorous Core College Prep Program
The rigorous core is an alternative to the Regents’ college prep program. Students who successfully complete the rigorous core are eligible for the MUS Honors Scholarship. In addition to the Regents’ college prep courses required for entrance to 4-year universities, the rigorous core adds one additional year of math (4 yrs.), science (3 yrs.), and college-prep electives (3 yrs.).
Provisional Admission Students who do not meet the writing and math proficiency standards are admitted to 4-year universities on a provisional basis. Students who are provisionally admitted can gain full admittance by earning a “C” or better in developmental course work (must be done within the first three semesters); or earning the required score on one or more of the math or writing assessment tests, including the ACT or SAT, required for admissions; or completing an associate of arts or associate of science degree; or submitting a letter to the admissions office documenting a disability that prevented the student from adequately demonstrating proficiency in a test setting if no accommodation was provided at the time of the test.
Capital High School and Helena College have partnered together to bring you pathways from high school to a degree
These pathways will show you which classes you should be taking to prepare yourself and which dual credit courses you could take in high school that would replace college requirements, thus making it quicker and cheaper to get your degree.