Personal Experience: A-M Counseling Teachers

Major Counseling Theories for School Counselors Kevin Gee Kutztown University   Abstract 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

My Personal Theory of Counseling I believe counseling is a collaborative partnership between client and counselor. Furthermore, this collaborative partnership is built from trust and acceptance of both client and counselor. I hope in conjunction with clients to understand the issues and concerns so to help them tap into their wisdom, creativity, and strengths to meet their current challenges. I believe in a comprehensive perspective through which clients can better comprehend themselves in the framework that our thinking about events can lead to emotional and behavioral upset. Moreover, counselors are to provide a safe environment for clients to explore their challenges and identify ways to move differently in overcoming these challenges.

Values, Morals, and Beliefs are components that play a role in an individual’s self-identity. The establishment of these components shape human nature, behavior, and the development of an individual’s purpose. The basis of these fundamentals has contributed to my desire to become a counselor. This paper will discuss my views of human nature, factors of behavior changes, goals of therapy, the roles of a therapist, and the counseling approaches that I chose to incorporate in a practice.

Personal Philosophy of School Counseling In schools all over the world today, School Counselors are crucial to assisting students, parents, school administrations, and the community. I believe that creating an effective counseling program that supports the counselors’ role in education will foster a close interaction between students and counselor to achieve success in their personal/social lives, academic achievements, and college readiness careers.

In the coaching discussion it was not said that my conduct was not meeting expectations, but not allow myself to be in situations where it appears I’m being insubordinate.

My Journey To The Counseling Profession As I go down this road which is considered my life. I have realized that I have chosen the path of the person that I am today. My life up to this point was not an easy road and still has bumps in

school counselors assigned to that specific school. The meeting will address the purpose of the study and the floor will be open to any questions the employees of the school may have regarding the study. This process will continue until the research team has been given permission by 24 high

As a school counselor in practice, my philosophy of the role of the school counselor is that school counselors play a tremendous role in the life of their student and is very important for us, school counselors to be aware of our role in the students’ life. We play a big role in their development of different areas such as personal development, career/academic development, and social development. Therefore, what guide me to this career is that I want to be able to advocate for my students, and to help student succeed not only academically but also mentally, socially and to provide them with the tools that they need to be successful in life.

Robbie J. is a 19 year old African American male and at this time he is currently a freshman at Henderson County University. The client has been referred to this office by his school residential advisor and family doctor. The reason behind this is that the client has not been attending his college classes and has been caught drinking on campus by campus security three times in the past two months. His parents have been advised by the school that if the client doesn’t attend counseling sessions he will be asked to leave and not return back for the following academic school year. The client must attend five sessions and also join an A.A. group.

The American Counseling Association (ACA) developed the code of ethics with six principles in mind that they thought were the foundation for ethical behavior and decision making: autonomy, nonmaleficence, beneficence, justice, fidelity and veracity (American Counseling Association, 2014). This lead to the six different purposes for the code of ethics. First, it sets ethical obligations and ethical guidance for professional counselors (American Counseling Association, 2014). Second, it recognizes ethical dilemmas that are relevant (American Counseling Association, 2014). Third, it clarifies what is ethically expected and accepted of its members (American Counseling Association, 2014). Fourth, it is an ethical guide for members deciding the best course of action and expectations for conduct, when it comes to those using their counseling services (American Counseling Association, 2014). Fifth, it supports the mission of the American Counseling Association (American Counseling Association, 2014). Finally, it has standards that serve as a baseline for questions and complaints for ACA members (American Counseling Association, 2014). To fulfill the purposes of the code of ethics, the ACA categorizes the ethics into nine different areas (American Counseling Association, 2014).

As a counseling student, it is very important to formulate a counseling theory tailored to ones’ own personality and beliefs. A counselor may choose a single theory to model when practicing therapy or pick and choose components and techniques from various theories, otherwise known as eclecticism. No theory is considered right or wrong. Understanding the different therapeutic approaches are important to effective counseling, however, counselors must also understand their own personal value, view of human nature, human behavior, counseling techniques and the purpose and goals of counseling. Understanding these components along with the different theoretical approaches will provide the counselor with a 9 knowledge of their own counseling, orientation and is essential to not only the productivity of counseling but the growth of the counselor as well.

Perry, Attachment, and Brain Development Allison V. Alvizuri University of La Verne Before coming into the Educational Counseling program at La Verne, I had taken a few courses in child development and psychology, but never did I think about the trauma that could affect a child’s early development. I assumed that it was easier for a child at a younger age to forget about what they had experienced because they were too young to form an attachment, especially for infants; how could an infant know about forming emotional bonds and retain information that could impact him or her for the rest of his or her lives. I assumed that the time when children began to have profound experiences would be when they entered grade school and they would not remember any distress or trauma.

In the beginning of the semester, I thought that I was not going to be able to go through with this program because I felt that I was not prepared to be in the clinic. The thought of being recorded made me feel very uncomfortable and nervous. I cannot believe how fast this semester went and how much information we learned. This semester was one of the most challenging, overwhelming, and nerve wrecking semesters that I have ever experienced. After a couple of practice sessions with my peers, it helped me feel a lot more relaxed and comfortable being recorded. As of right now, I feel very comfortable being in the clinic with my co-therapist and my client.

School Counseling Reflection This week I had the opportunity to fulfill my practicum hours at two different locations. The locations that I observed were Columbia Elementary School’s summer care program and a Mad City Money Event located at Members 1st Credit Union. Both experiences opened my eyes to see a wide range of situations and behaviors among kindergarten through high school. Each observation provided two very different outlooks and each contributed to my knowledge in some way.

References Cooper, J. B. (2010). Counseling microskills. In B. T. Erford (Ed.), Orientation to the counseling profession: Advocacy, ethics, and essential professional foundations (pp. 148–162). Upper Saddle River, NJ: Pearson Education.