Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
- My Theory of Effective School Counseling -
Transcript of - My Theory of Effective School Counseling -
goals for student achievement (Carey, Dimmit, Lee, Militello, & Schweid, 2009, p. 13). Counseling should help people realize their potential for success and help them reach that potential (Hatch, Monk, & Shelton, 2009,p. 4). WEPD- Using this technique from Glasser, the counselor generates a plan based on what the student wants to accomplish (Mobley & Gazda,2006, p.145). It represents the clients wants, the evaluation of those wants, the plan to elicit change, and the actions realted to changing behaviors. Time Frame Strengths of My Counseling Processes Weaknesses of My Counseling Processes People can overcome fears if they understand them. This is not a long-term process.
School is not a setting for long term counseling sessions.
There is no exploration of the unconscious.
This theory does not invlove dream analysis or interpretation. People make mistakes, and that is okay. Result-oriented therapy
Plan is determined
Target behaviors are set
Results are measured Short-term therapy
Enough time to evaluate, decide, plan, act, and assess Environments/Situations Where This Can be Used for Change Environments/Situations Where This Would Not Bring About Change Time to teach alternate behaviors
Meeting the mental, physical, and emotional needs of students is key to academic success(Dotson, Dotson-Blake, Glass, & Lilley,2010, p.4). 6-8 weeks
1-2 sessions per week
mini-sessions available if needed
Teachers/parents/student can request or recommend extra sessions as deem necessary based on observed behaviors Not designed for adults
Not specifically designed for students with severe emotional disturbances Can be used in all school settings and for all school-aged people
Effective techniques for students with disabilities Transition training- Used students, especially students with disabilities, in order to prepare them for post-secondary life (Hatch, Monk, & Shelton, 2009, p.4-5). My personal theory of counseling deals with knowledge, decision-making, behavior,and understanding. These concepts are based on the following theories and therorists. Student self-assessments of behavioral progress Humans are capable of rational and irrational decisions and behaviors. Self-assessment- gives students insights into their behaviors and decisions (Corey, 2009, p. 178). Conflict resolution and decision making skills- used in individual or group counseling to teach students the correct behaviors in challenging situations "The greatest of faults, I should say, is to be conscious of none." Thomas Carlyle Career counseling- offer high school students assistance with college entrance, financial aid, trade school, or job options Humans can learn new, healthier ways of interpreting experiences in order to respond in better ways. Self-advocacy training- Teaching students, usually students with disabilities or a history of abuse, to stand up for themselves and their civil rights.(Hatch, Monk,& Shelton, 2009, p.5). I will use these techniques to help facilitate change in my students. My hope and prayer is that they will help students become happy and successful. Designed to assist ALL students Not designed for use outside of a school setting This theory supports a person-to-person relationship between the student and counselor. (2010, http://eicsd.k12.ny.us/staff/mcounseling/home.htm) (Knauer,2009,http://bvsd.org/counseling/Pages/default.aspx). Role-playing - shows students their irrational bahaviors and thoughts and teach them better ways to cope, act, and tthing Role-playing as an assessment of actions and thoughts students have learned to use in everyday situations "We are makers of our fate.
We are captains of our souls."
Gazda, G.M., & Mobley, J. A. (2006). Creating a personal counseling theory. Vistas, 6(31),
Retrieved from www.counseling.org/Resources/Library/VISTAS/vistas06. References: Dotson-Blake, K.P., Dotson, L.K., Glass, J.S., & Lilley, B.D. (2010). Acountability in
action: Service-learning partnerships in practice. Journal of School Counseling, 8(29),
Carey, J., Dimmit, C., Lee, J., Militello, M., & Schweid, J. (2009). Identifying exemplary school
counseling practices in nationally recognized high school . Journal of School Counseling, 7(13),
Retrieved from http://www.eric.ed.gov/PDFS/EJ886125.pdf Corey, R. (2009). Theory and practice of counseling and psychotherapy.
Belmont, CA: Brooks/Cole, Cenage Learning. Hatch, T., Monk, G, & Shelton, T. (2009). Making the invisible visible: school counselors
empowering students with disabilities through self-advocacy training. Journal of
School Counseling, 7(14), Retrieved from http://www.eric.ed.gov/PDFS/EJ886126.pdf. Knauer, S. (Designer). (2009). School counseling. [Web]. Retrieved from
http://bvsd.org/counseling/Pages/default.aspx. Motivational and inspirational quotes collection. (2002).
Retrieved from http://www.inspirational-quotes.info/. (Motivational & Inspirational, 2002) (Motivational & Inspirational, 2002) 2010. Retrieved from http://eicsd.k12.ny.us/staff/mscounseling/home.htm Julie Massey