Example Of Six Hats Strategy

Thus, there is a continuous flow of terminology, focus, and technique from the counseling session to the supervision session, and back again. Several illustrations of specific psychotherapy-based supervision models

From this twenty year counseling veteran I learned about a functioning guidance program, the role of the counselor, the amount of time she spends in various components of the program, how to foster a positive relationship with the teachers and faculty, ways to continue to develop professionally, and insight for a future career in school counseling. As I drove away from the school, I felt a mix of emotions such as, intimidation, excitement, and hopefulness to name a few. When I began to try to take in just how much is required and how many people rely on a school counselor it was intimidating. In my mind I began to wonder if it is possible for one person to be that much to that many people and still keep some kind of balance. As soon as the thought passed through my mind, I immediately heard the words of wisdom that had been shared with me, "don 't beat yourself up for not being able to be everything to everybody." I also reflected on how upbeat the counselor sounded when she talked about her role in helping students become "the best people

Supervision can be a very foreign process to a mental health counselor when first starting their professional journey. In other professions supervision can mean addressing performance, administrative compliance and personnel concerns. In the field of mental health counseling the purpose of supervision is therapeutic and multifaceted. In order to explain the complexity of supervision for a mental health counselor it must be broken down into key areas. The first is the very definition of supervision.

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

This paper identifies the three major counseling theories that have been the most influential in the development of my ideas on counseling. The major points of Person-Centered Therapy, Adlerian Therapy, and Behavioral Therapy are looked at in brief. Each theory is then shown how a school counselor can apply them into their work with students. While one theory does not work for every situation in the school setting, each theory brings something beneficial to the school counselor.

As a counselor, being aware of the theoretical approaches and which ones best suit your perspective on human nature, complications, and change for an individual is vital. Not only is understanding the approaches important, but the counselor’s own values and personal philosophy are equally fundamental for the counselor to do their job efficiently.

Supervision is important for continued growth as a professional school counselor (Hess, Magnuson, & Beeler, 2012). Throughout my internship my relationship with my supervisor has been educational and productive for my continued growth. A strength includes that my supervisor provides timely constructive feedback about my skills and about cases. This evaluation helps me to grow and deepen my skills in order to become more effective with students. Another strength is that she helps me to further my knowledge about specific programs or services that are offered in the community that our students can benefit from. With her sharing this knowledge, she truly is supporting me in becoming a better school counselor. One limitation with our relationship is that sometimes she does not have an answer to my questions, however, this is usually due to an administration question that has not been answered. For example, one question that I have asked is why we cannot have an army or air force representative come to do a presentation to our seniors similar to how colleges come to the campus and do presentations. We have several students that

Hawkins continues to track the action plan of the counseling process and to follow its progress. He does this with a strategy in which 4 phases are modeled in a grid (Hawkins, 2012). Phase 1 is a listening and understanding phase for the counselor. In Phase 2 the counselor begins to set the direction and proposes and pre tests drawing out proposals from the client for an action plan thus also reality testing the client’s proposal for action as well. During Phase 3 the counselor directs a formation for a plan of action which is collaboratively structured by both client and counselor, the client must take ownership for implementation while the counselor takes ownership for the assistance in development of the plan for action. In the final Phase 4 the counselor supports the commitment for change within the client’s action plan by arranging for accountability within the community (Hawkins, 2012).

The discrimination model of supervision developed by Bernard & Goodyear, (1998) has three primary focus areas in training novice counselors these include use of intervention, what the supervisee is doing in the session that is observable, conceptualization or how the session work is being conducted and the level of understanding the supervisee has regarding client themes and application of specific counseling session interventions, and personalization, the supervisors own approach or method. This model embeds three essential supervisory roles, teacher, counselor and consultant in providing effective supervision. The teacher's primary

The final approach to thinking is the blue hat approach. This hat represents having the ability to direct the thought processes.

The purpose of this paper is to determine my preferred style of counseling, the factors which went into making this determination, and how I will implement them into a comprehensive school counseling program. My journey in becoming a school counselor also includes; my own personal characteristics, my position on ethical, legal, and social responsibilities, as well as, my perception of the relationships of importance working within a school and community.

The “Six Thinking Hat” approach that was outlined in Hoefer (2016) will look at the impacts of initiating a “Violence Against Women Educational & Prevention Program.”

A Critique of Dr. Jay E. Adams, Dr. William Backus & Marie Chapian Counseling Theories Concise Summary of Theory

When on this hat, a person is allowed to express anger, dislikes and disagreements. In business this thinking hat comes in handy when there are too many disagreements on the topic. This thinking hat is rather interesting as Red Hat Thinking is very valuable as it shows that all the emotions such as intuition, feelings are supposed to be expressed. And there will be the presence of that. If there are any feelings involved than it would be good to share it as it might help with a proper business planning. The red thinking hat includes variable feelings, such as curiosity, enthusiasm, interested, or even boring. All this feeling somehow plays a part in a discussion as someone with a red thinking hat might find the proposal boring and that would trigger the rest of the thinking hats to get deeper into the feelings and find a

Parallel thinking and argumentative thinking are two different types of thinking method. Parallel thinking method is commonly known as six hats thinking, which was invented by Dr. Edward de Bono in 1967(). According to the Oxford English Dictionary (20xx), parallel thinking is a way of solving problems by using your imagination to find new ways of looking at the problem. It indicates that all participants are looking for the common goal at the same time and individual can have constructive discussion with different ideas. On the other hand, argumentative thinking method is for individual to think an idea or opinion for the purpose of persuade others and prove that my ideas are the best (). These two thinking methods have their advantages and disadvantages, which