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My Theoretical Perspective and Emerging Counseling Style
Transcript of My Theoretical Perspective and Emerging Counseling Style
Perspectives, Values, and Beliefs
"My perspective with regard to becoming an effective counselor is rooted in the values I have embraced of the education of staple theories and practices, self-understanding and acceptance, collaboration with professionals, and humanistic values of producing a growth-promoting climate and relationship with clients."
"My concentration with students in a school setting has limited techniques and therapies that are suitable for this population. The underlining concepts and attributed techniques of person-centered, cognitive behavioral theories, and solution-focused are ones that I find most valuable to adapt to my developing role as a school counselor."
Philosophies and Concepts of my Counseling Style
"Although my counseling technique may vary depending on the setting and clientele, I am developing foundational philosophies that can identify with most clients"
Goals of Counseling
Identify and help clarify issues that are impeding the client’s ability to function at their best potential
Cognitive behavioral based: stressful states exist because of exaggerated ways of thinking
Reality based: presenting problems exist because of relationship to others
Identify the client’s wants and needs
Collaborate together to create direct and proactive objectives to relieve the unresolved issues (Solution-focused based)
Teach skills which can be adapted personally by the client
Based on the foundations of humanistic theories of genuineness, unconditional positive regard, empathy, and creating a growth-promoting climate that is both nurturing and safe for the client.
I think it is important to able to differentiate my attitudes, tone, and humor depending on the person or people that I am around
Working with children and people have helped me become comfortable, flexible, and differentiated to meet the client’s needs
I understand the need for differentiation among populations
Continue to learn from others (students and colleagues)
"As an education-trained and practicing teacher, I have used my experience with children in the school setting to drive my understanding of learned practices and their application with regard to the youth population; especially those with behavioral difficulties"
Familiarize Self with a Variety of Theories and techniques
History is important for any adapted theories and techniques
Different clients require different approaches
Professionalism regarding knowledge of psychology is useful and appropriate.
Sound Understanding of Self
Therapy is not required for a good counselor, but it helps
To know and accept self decreases potential for counter-transference
Need to be able to accept and overcome biases or judgements
Be able to recognize inappropriate behavior or negative feelings toward client or their presenting problems and take action
Personal debrief and reflections
Collaboration with colleagues, professionals, and administration/supervisor is beneficial
"Bouncing" ideas and suggestions with others
Counselors bring expertise to consultations with others
In schools, the goal of consultation is “to empower those involved to assist students in the areas of personal/social, academic and/or career development” (Cobia and Henderson, 2007).
My responsibility to recognize uniqueness and worth of individuals
I believe that at the core of every person is potential and ability to find success
Humans desire success & growth - my goal is to help them understand a client in depth and utilize their potential
Taken from person-centered approach, I believe that people are essentially trustworthy
Clients have the ability to resolve their own problems & promote self-directed grown and resolution of problems (person-centered), so it is my belief that we must honor individuality and emphasize strengths
People function best when their physical, emotional, and social needs are met
I support Maslow's "deficiency needs"
include physiological, safety, belonging/love, and need for esteem.
Meetings these needs become a motive, which influences behavior.
This is useful at school, where students are at the developmental stage
"Children hold enormous potential; however this cannot be met if their basic needs are not met."
Counselors help people move from a state of immobility to mobility
After identifying area that prohibits growth, following up with helping to change their thoughts and behavior.
If the therapist’s attributes create a growth promoting climate, then individuals may move forward and become their capable self with strong self-awareness, freedom, honesty, trust, and autonomy
Nature vs. Nurture
Personality, and therefore behavior, is caused by both the function of the person and the environment (B=f*e)
There are physiological contributions to ability, function, and behavior (naturalistic)
it is helpful to gather hereditary and family history (ex. suicide)
I continue to support the environmental factors can regulate or disrupt decision-making and behaviors
although behavior may be induced by biology, there is an ability to change behavior and therefore changing the client’s actions, feelings, and social interactions
My role is guiding client to modify environment and their reaction to it
Cause of Behavior
Supported by Glasser's reality therapy, every behavior is a form of communication
“Bad behavior” does not equate to a bad person, simply an ineffective way of communicating with self and society
Every person has the ability to change his or her behavior as part of an effective therapeutic relationship that emphasizes effective choices.
Useful in schools, where behavior is a main concern
Cognitive Behavioral Therapy
Rogerians believe that self-actualization is the most prevalent and motivating drive of existence and it encompasses actions that influence the total person
I believe responsibility to change lies in the client, and the therapist is the advocate for positive change.
Because the client is the primary agent for constructive change, I see this as an effective attribute that promotes generalization of decision-making and proactive identification of a problem in the future, where the client feels capable of self-discovery and problem-solving
In personal (1 to 1) counseling
Mostly to be used with adolescent student
Students with anxiety, adjustment, or interpersonal disorders.
Limitation due to availability and need for brief counseling
How it fits in school
A central goal of school counselors, as highlighted in the ASCA National Model, is to promote independence and ability of students to be self-directed learners
Aims at promoting student’s potential to become a “self-actualizing” person
shared vision of college & career readiness
shown to benefit older students who are generally confused about their future and direction
Student engagement is optimized in schools in which the academic and social environments stress and provide opportunities for the students to feel competent enough to succeed, autonomous, and emotionally related to others
A key component is the psychoeducational model emphasizing to the client that therapy is a learning process involving thinking, judging, analyzing, and doing (Larsen et al., 2006).
The collaborative nature of this therapy more suits my style of counseling, and it’s focus on more presenting problems and is designed to be brief and direct.
In younger children or students with special needs
the team can help define problem behaviors, how behaviors and issues were dealt with in the past, establish structured and realistic goals, and analyze the best method for change
In students with presenting behavior concerns
How it fits in school
Focuses on the premise that the function of disturbance in cognitive process is due to psychological distress, which is a key component that needs resolution in order for a student to be meeting his or her academic and performance potential.
In the school setting, it is important to be able to utilize effective time, as students need to meet their potential quickly and efficiently
Techniques drawn from cognitive behavioral therapy are direct, structured, goal oriented, time limited, and focuses on problem solving
appropriate for teams when making behavior plans
good for goal-setting with students
Coupled with positive reinforcement, such as a token economy, in classrooms
Collaboratively you work to identify what the student wants to achieve through counseling, both presently and in the future
Counselor and client work collaboratively by identifying what the client wishes to change in his or her life and attend to those currently happening that he or she wishes to continue.
Students do not just surround the problem but instead shift their attention to a solution to break the cycle and allow new possibilities and ideas to emerge
Use in group and individual therapy
Most appropriate for upper elementary to adult aged people
Not effective for bereavement
How it fits in school
. Aimed for use with individual students, it is characterized by the counselor in a collaborative and/or a “one-down position”
role reversal intends the student “telling you what the problem is and when a workable solution has been created”
ideal for schools as it is brief, timely, and strength-based as it fosters a sense of mastery and independence among students
In schools, resolution on the presenting problems effecting academic performance is stressed.
Goal-setting (academic, social, behavioral) are all components of schools
ideally, student is able to function independently
techniques extend to postsecondary life (college or career)
REBT is intended to help people live more productive, balanced, and rational lives by limiting demands that one makes on oneself
If students are able to gain insight into their thinking then they hold the ticket to change, as thinking influences feelings and behavior
Puts ownership of behavior back on the student and eliminates excuses
group or classroom settings as well as individual counseling
May not be practical for young students or students with special needs, as the person adapting this technique must understand their accountability for their actions.
How it fits in school
Use in group counseling by discussion of different scenerios and role-play and how they effect feelings, and follow up by “educat[ing] students on the anatomy of emotion”
this can help their performance in the classroom
Ellis’ ABC formula - A is the activating event, B is the belief about A that causes C, the emotional/behavioral consequence
may be a valuable tool to teach students that he or she is largely responsible for the creation of their problems and ability to change .
This is especially valuable for students who are approaching graduation and likely to have their first experience with freedom and adulthood.