These materials are designed for classroom use and can be used for educational purposes only.. Counseling Theory in Schools The Transformed School Counselor Chapter 2 ©2012 Cengage Lear
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Counseling Theory in Schools
The Transformed School Counselor
Chapter 2
©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only Reproduction for commercial use is in violation of
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Trang 2“a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals" (American Counseling
Trang 3Defining School Counseling
………is a confidential relationship which the counselor conducts with students individually and in small groups to help them resolve their problems and developmental
concerns (ASCA, 1999)
…… a helping process implemented by trained and credentialed personnel which involves a variety of strategies and activities that help students explore, academic, career and personal/social issues which can impede healthy development or academic progress (ASCA, 2005)
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Trang 4Defining School Counseling
A profession that focuses on the relations and interactions between students and their school environment with the expressed purpose of reducing the effect of environmental and institutional barriers that impede student academic success (Education Trust, 1997)
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Trang 5Counseling is a process of helping people by assisting them in making decisions and changing behavior
School counselors work with all students, school staff, families and members of the community as an
integral part of the education program
School counseling programs promote school success through a focus on academic achievement, prevention and intervention activities, advocacy and social/emotional and career development.
American School Counselor Association, 1997
The Foundation for Comprehensive School Counseling
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Trang 6….and Professional Identity
The foundation and basis for the school counseling program reside in counseling theory and those processes and techniques relevant to the school setting and the one by which the counselor’s professional identity
is often established
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Trang 7How are these Different or Similar?
Trang 8©2012 Cengage Learning These materials are designed for classroom use and can be used for educational purposes only Reproduction for commercial use is in violation of
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Purpose of Counseling
Five major goals are at the heart of most counseling theories and models ( George and Cristiani , 1990): George and Cristiani , 1990
1 facilitate a change in behavior;
2 improve social and personal relationships;
3 increase one’s ability to cope;
4 learn and apply the decision making process; and,
5 enrich personal growth and self development
How do you apply these in a school setting?
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Trang 9The Counseling Process
Trang 10Know Thyself (self awareness)
Reflect on the personal qualities that a school counselor should possess to successfully
engage students in the counseling process Which qualities do you need to further
develop?
How will you do this?
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Trang 11Exploring 10 Theoretical Applications for School Settings
1 The Gestalt Approach
2 The Person-Centered Approach
3 The Individual Psychology Approach
4 The Behavioral Approach
5 The Reality Therapy Approach
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Trang 12Exploring Theoretical Applications, cont.
6 The REBT (Rational Emotive Behavior Therapy) Approach
7 The Cognitive Behavior Approach
8 The Existential Approach
9 Motivational Interviewing
10 Solution Focused Counseling
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Trang 13Gestalt Theory
Gestalt theory emphasizes the present and supports the equation now = experience = awareness = reality (Fritz Perls).
Dream Work Empty Chair Confrontation Making the Rounds
I Take Responsibility
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Trang 14Person Centered Theory
Person Centered theory focuses on the “core conditions” of genuineness, empathy,
positive regard, active listening and concreteness all of which are considered universally essential to all helping
relationships and the counseling process (Rogers)
Three stages: non directive, reflective, experimental
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Trang 15Individual Psychology
Individual Psychology (Adlerian Counseling) encourages the client to be well aware of his/her surroundings and environment, and supports healthy development to
overcome any feelings of inferiority The client learns to grapple with his/her conscious levels of thought and is responsible for taking charge of changing behaviors
Empathy Support Confrontation Pushing buttons
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Trang 16Behavioral Theory
Behavioral: is strongly influenced by the work of B.F
Skinner and is based on processes closely associated with overt behavior Behavioral theory works with the premise that all behavior is learned and that learning is effective in changing maladaptive behavior
Environmental planning Systemic desensitization Assertiveness training
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Trang 17Reality Theory
Reality Theory encourages the client to learn how to make more effective choices and develop the skills to cope with daily stresses and problems Individuals set realistic and take ownership of goals, thus accepting responsibility for their choices in life and to obtain what they want in the present and future (William Glasser).
Role play Confrontation Humor
Goal setting Attending Teaching WDEP (wants, direction, evaluation, plan)
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Trang 18Rational Emotive Behavior Theory
REBT helps people live balanced, productive, and more rational lives by limiting the demands that one makes on oneself This theory concentrates on the relationship between thoughts and their impact and affect upon emotions and behaviors (Ellis).
Techniques such as teaching and disputing help school counselors educate students on the anatomy
of emotion Feelings are viewed as a result of thoughts and not events
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Trang 19Cognitive Behavioral Therapy
Cognitive behavioral therapy assists clients in
being able to deal with life and accomplish personal and professional goals (Bandura).
Reinforcers Behavior modification Shaping
Generalization, Maintenance, Extinction
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Trang 20Existensialism
examining anxiety, values, freedom and responsibility to find meaning Since people destine
or author their lives by the choices they make, life’s choices do not depend on the judgment of others
The client uncovers life’s meaning by doing a deed, experiencing a value, or by suffering (Frankl, May).
Philosophy or Therapy
Issues are learning experiences
Accept the truth and work through ambiguity
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Trang 21Motivational Interviewing
Motivational Interviewing is defined as directive, client-centered, and eliciting change by helping clients explore and resolve ambivalence (Miller &
Rollnick, 2002) The counselor serves in the role of collaborator with the client and helps counselors work with students who fluctuate between
incongruent thoughts and behaviors (Biles & Eakin, 2010)
4 basic techniques: expressing empathy, developing a discrepancy, rolling with resistance and support self- efficacy
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Trang 22Solution Focused Counseling
In solution-focused counseling the school counselor becomes the learner, and in turn, the student assumes the role of teacher or informant, telling you what the problem is and when a
workable solution has been created (Davis &
Osborne)
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Trang 23Brief Solution-Focused Counseling
Helps students to gain control and experience success Students can assess the problem in concrete and
developmentally appropriate terms, explore attempts previously used to correct the problem, establish short terms goals and implement the intervention (Bruce, 1995)
Techniques include: counting on change, highlighting exceptions, the miracle question, the great instead,
establishing measurable goals and using scaling questions.
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Trang 24Selecting a Theoretical Orientation
Counseling theories provide a point of reference from which the counselor
develops a personal perspective of human growth, development and behavior
Counselors must recognize and choose the appropriate behaviors and strategies that best match their theoretical approach
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Trang 25Applying Counseling Skills and Techniques
Establishing a Relationship
Setting the Tone in a Counseling Setting
Exploring the Issues
Setting Goals
Transitioning to Independence
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Trang 26Communication Techniques
Reflecting
Paraphrasing
Clarifying
Questioning (open ended vs closed)
Active listening…there’s no time to be passive!
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Trang 27How would you conduct a first counseling session with an elementary, or middle or high school student?
What preparation needs to be done in advance?
Talk about how the sequence of steps that you would follow.
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Trang 28Case Study: Seeking Solutions
Jason is convinced that the high school exit exam is the most important test that he will ever take His parents, teachers, and you his counselor have reminded him that he still has several opportunities to pass - just in case Jason is
an average student and usually gets C’s and B’s in most of his subjects He failed the test the first time he took it He said he got overly anxious and could not think straight
Jason told you that if he cannot pass the test the next time
he takes it, he will just have to quit high school He does not know what he wants to do after high school–sometimes he thinks he wants to go to college, other times he thinks that
he wants a technical career Now he thinks he should just go
to work and not deal with any of this How will you approach this counseling situation?
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Trang 29Case Study: Seeking Solutions
Kara feels she is unable to do anything well She is only comfortable in class when the teacher expects nothing from her You ask Kara, “What do you
want your teacher and classmates to know about you? Are there some things in class that you are really good at and would like everyone to know?
How can we make that happen?”
How would you approach this counseling situation?
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Trang 30Taking the Case Apart
Planning the Intervention: Things to Think About:
Trang 31REVIEW: Which Theory Applies Here?
You feel _because…… and you want _
The school counselor expresses genuine confidence in
the student and used encouragement
I take responsibility for………
The school counselor discusses the difference between
friendly competition and “one-upmanship.”
How can you remove those self-defeating thoughts that
are holding you back from doing better?
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