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Philosophy of Counseling
by Kristy S. Garner, EdS

COUN 7332
Summer 2013
Dr. Bailey

School counselors are required to wear many hats in their job. Wright (2012)
summarizes that counselors are expected to resolve problems of bullying and
harassment, teen depression, anxiety difficulties, sexual relationships and romantic
attachment, homelessness, gangs, drugs and alcohol abuse, and academic and
learning problems (p. 79). In addition, middle school counselors often provide
assistance in the school's testing programs, developing a career plan, and devising
educational goals for the future (Wright, 2012). As a school counselor I will strive to be
the most effective resource for the students by utilizing my training and connection with
the therapies I have studied. Throughout my research I have determined that my
philosophy cannot be summarized in one theoretical concept, but rather is a
conglomeration of four unique theories. I have taken ideals from Freudian
psychoanalytic therapy, behavior therapy, Adlerian therapy, and reality therapy to
formulate my beliefs. It is from these therapies that I am able to create my personal
philosophy of counseling.
Key Theoretical Concepts
Freudian psychoanalytic therapy looks toward the past to explain the present. I
feel that we must understand what made us who we are in order to proceed on a
positive path. According to Corey (2009), a normal personality is based on successful
resolution and integration of psychosexual stages of development while a faulty
personality is the result of inadequate resolution of some specific stage (p. 457). I
relate to this form of therapy the most in my own life where I have examined my
personal development and how this affects me as a person today.

Once the cause of specific behaviors is identified, I believe in goal setting as

focused on by behavior therapy. These goals are the catalyst by which the therapeutic
process is determined and executed. Effectiveness of the plan is also determined
through specific analysis. According to Corey (2009), normal behavior is learned
through reinforcement and imitation while abnormal behavior is the result of faulty
learning (p. 457). I can see this therapy being utilized in the middle school setting
where students will benefit greatly from the development of goals and then creating a
plan which will bring their goals to fruition.
Adlerian therapy has a concept where the client develops goals and a plan
similar to that of behavior therapy. However, the difference lies in that Adlerians focus
more on giving meaning to life and the development of a unique lifestyle. According to
Corey (2009), therapy is a matter of providing encouragement and assisting clients in
changing their cognitive perspective and behavior (p. 457). Middle school students
have a great awareness of social standing and their place amongst peers. This therapy
identifies areas of concern for the client and how they can bring about change to
provide a more positive meaning to life.
I am in favor of reality therapy because of its focus on bringing the client to
recognize how they are responsible for their actions and these actions have
consequences. This form of therapy rejects the notion of dwelling on ones past; a
belief with which I personally disagree. According to Corey (2009), the basic concept of
reality therapy is to focus on what clients are doing and how to get them to evaluate
whether their present actions are working for them (p. 457). While students do not

have control over many aspects of their world around them, they do have control over
their behavior and this realization is vital to creating positive change.
Role as a Counselor
I share a common belief with Corey (2009) in that who the psychotherapist is
directly relates to his or her ability to establish and maintain effective therapy
relationships with clients (p. 18). These relationships are affected by the values of the
counselor which research has shown does have an influence on the therapeutic
process. The role of a counselor is to develop these relationships by first getting to
know themselves, shedding stereotypes, and facilitating the healing process with clients
all while following the code of ethics.
To be truly effective in counseling, one must first get to know themselves. I feel
that I would not be able to help a client get to know who they are and facilitate their
healing if I do not have a clear understanding of the person that I am. It is also a strong
belief that the best counselors are those who have experienced the therapeutic process.
This experience is what will enhance the counselors repertoire and understanding of
best techniques for use with the client.
In getting to know yourself, it is important to identify personal stereotypes.
According to Corey (2009), counseling demands a practitioner who is willing to shed
stereotypes and be an authentic person in the therapeutic relationship (p. 17). Clients
will come from diverse cultures, socioeconomic statuses, religions, beliefs, values, and
backgrounds. Our pre-determined stereotypes could interfere with our ability to

effectively guide the therapeutic process. As counselors, it is essential that we dispose

of such stereotypes to enable ourselves to be properly utilized by our clients.
Once we know who we are and have shed stereotypes, we can then accurately
assist in the therapeutic process with our clients. Counselors are not in the business to
change clients, but our role is to facilitate healing through a process of genuine
dialogue (Corey, 2009, p. 6). As a counselor I will strive to aid a client in recognizing
their own strengths, identify areas of concern, provide resources, and allowing the client
to come to their own solutions and course of action for their healing. Corey (2009)
states, counseling is a process by which clients are invited to look honestly at their
behavior and make certain decisions about how they want to modify the quality of their
life (p. 33).
While the counselor has a thorough understanding of whom they are and
confident in administering the therapeutic process, it is essential that they also do so
while following the code of ethics. Many times there will not be a dry cut black and
white line between what is right and wrong. Ethical decision making will come from the
collaboration of all professional organizations involved and doing what is best for all
involved. The professional codes of ethics will provide a basis for reflecting on and
improving [my] professional practice (Corey, 2009, p. 39).
Therapeutic Goals
Throughout my experiences, I find myself looking to a clients past and how those
experiences affect their present as in Freudian psychoanalytic therapy. According to
Corey (2009), probing into the past develop[s] the level of self-understanding that is

assumed to be necessary for a change in character (p. 69). I feel that the feelings
associated with memories are essential to gaining a self-understanding and then
determination of the next step in the therapeutic process.
I feel that goal setting is essential to the implementation of an effective
therapeutic process. In behavior therapy, the counselor and client discuss the
behaviors associated with the goals, the circumstances required for change, the nature
of subgoals, and a plan of action to work toward these goals (Corey, 2009, p. 239).
Personally, I do not see how a client can grow without knowing where they want to be
and devising a plan to get there. The plan and goals may change along the way, but the
client is able to learn about themselves through the process.
I desire to one day become a counselor in the middle school setting. I view my
students as not being sick, but needing to be reeducated as Adlerian therapy states.
The main goal of Adlerian therapy is to develop the clients sense of belonging and to
assist in the adoption of behaviors and processes characterized by community feeling
and social interest (Corey, 2009, p. 104). One key concern of middle school students
is how they are seen by their peers and how they fit into their social class. My ambition
is to assist students in becoming more self-aware and then to set goals and devise a
plan to bring about positive changes in their life.
Middle school students are also often concerned with having their needs met.
Students must have these needs met before they are ready for the learning
environment. According to Corey (2009), reality therapy focuses on fulfilling needs
including power or achievement, freedom or independence, and fun (p. 321).

Students will benefit from setting short-term and long-term goals and a plan to meet
these goals in regards to attaining these needs identified in reality therapy.
Counselor/Client Relationship
As an aspiring middle school counselor, I value the trusting relationship between
counselor and client. According to Freudian psychoanalytic therapy, counselors view
the emotional communication between themselves and their clients as a useful way to
gain information and create connection (Corey, 2009, p. 71). After working for many
years with a diverse population of students, I have experienced the value of a strong
relationship with students and parents to ensure academic success. I can see the
benefits of such a relationship to also ensure therapeutic success.
After the development of a trusting relationship through warmth, empathy,
authenticity, permissiveness, and acceptance (Corey, 2009, p. 241), the counselor and
client will establish a collaborative working relationship in behavior therapy. The
flexibility and versatility of this association can contribute significantly to the process of
behavior change (Corey, 2009, p. 241). I feel that the counselor and client alone are not
doing all of the work, but it is the collective efforts of both parties involved which will
bring about positive change in the client.
The combination of a good relationship with collaborative goal setting between
the counselor and client is essential in Adlerian therapy. Adlerians believe that a good
client-therapist relationship is one between equals that is based on cooperation, mutual
trust, respect, confidence, collaboration, and goal alignment (Corey, 2009, p. 107). I

like how the Adlerian therapist utilizes a therapeutic contract to determine the goals of
counseling and a plan for achieving those goals.
So often I am speaking with students about taking responsibility for their actions.
The middle school aged student tends to blame everyone else for their problems
nothing is a relational affect of their actions. Reality therapy requires the counselor to
assist the client in gaining an understanding of the consequences of their actions.
Assessing this understanding requires the counselor to obtain such qualities as
warmth, sincerity, congruence, understanding, acceptance, concern, respect for the
client, openness, and the willingness to be challenged by others (Corey, 2009, p. 322)
which is very similar to the personality qualities of behavior therapy.
Central Techniques and Methods
I find the features of psychoanalytic therapy to be the most useful when working
with middle school children who have limited time during the day to spend in counseling.
Key features of this therapy include: geared more to limited objectives, fewer sessions,
use or supportive interventions, and focus on practical concerns (Corey, 2009, p. 74).
According to Corey (2009), the six basic techniques are (1) maintaining the analytic
framework, (2) free association, (3) interpretation, (4) dream analysis, (5) analysis of
resistance, and (6) analysis of transference (p. 74). I find psychoanalytic therapy to be
the most fascinating in how the interpretation of various aspects of the client can lead to
a breakthrough in their development.
I find behavior therapy to be useful because it has been utilized with a vast
population and wide array of disorders. The techniques used with a client are not pulled

from a standardized list, but are specific for each individualized client. The therapist is
allowed the opportunity to become creative in treatment. According to Corey (2009),
constant assessment for the effectiveness of this therapy is made possible because
therapists receive continual direct feedback from their clients (p. 241).
The procedures laid out by Adlerian therapy appear to be how I will most handle
situations with students in the middle school. I will first strive to build the working
relationship based on trust with the client. Upon the initial interview, I will determine
which assessments would be most beneficial. The client will then determine their
purpose of the therapeutic process as they are developing a self-understanding.
Finally, reeducation on making new choices will take place. As stated by Corey (2009),
these phases are not linear and do not progress in rigid steps; rather, they can be
understood as a weaving that leads to a tapestry (p. 108).
The concept behind reality therapy consists of two main components which
include the creation of a counseling environment and the implementation of identified
procedures which lead to positive changes within the client. In middle school I will be
seeing students who are struggling in one way or another because of factors which are
not going in a way that they desire. Reality therapy identifies these factors and then
teaches the client to choose behaviors which will get them closer to their goal. Many
times the middle school student does not want to take responsibility for their actions and
this form of therapy is essential in making this realization. According to Corey (2009),
when a client begins to realize that they can control only their own behavior, therapy is
under way There are more choices available than clients realize, and the therapist
explores these possible choices (p. 324).

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Summary
An integrated approach to Freudeian psychoanalytic therapy, behavior therapy,
Adlerian therapy, and reality therapy is the best fit for me at this time. The four
therapies all contain aspects which I find key to my personal beliefs and philosophy for
counseling. I have a strong belief with the importance of examining your past to
understand your present. This understanding leads to the identification of qualities
which the client feels are necessary to change and the development of goals and a plan
to bring about such change. As a teacher in middle school, I see the constant desire of
students to have a sense of belonging with their peers and the need to acquire
responsibility for their own actions.
A strength of Freudian psychoanalytic therapy is that it looks at the lifestyle of the
client during the first six years of their life to determine future development. I will be
able to use this information to help a student identify where their life is headed if they do
not make changes. The limitation of this therapy is the lengthy training required for
therapists and the costs associated for the clients. There is also a downfall when the
tactics are not consistent with the strategy as noted by Chessick (2010, p. 425).
Careful attention must be paid to the tactics chosen to achieve the goals set forth by the
client. I will need extensive training as the therapist to most accurately evaluate the
student. In the public school setting, the cost of evaluation for the parents will not be a
factor as it will be covered by the school system. I see a gap in my understanding of the
assessment process and how the interpretation of the evaluations can be concluded.

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A key strength of behavior therapy is the focus on assessment which brings

about concrete evidence for accountable practices. As a school counselor, I will be
required to administer assessments and make recommendations for modification of a
students education to improve their abilities. Another strength, as identified by Shapiro
(2013) is the availability of brief interventions to address common developmental and
behavioral challenges in children and adolescents [which] are becoming more
widespread (p. 58). These interventions can be utilized to provide a basis for positive
change to begin assessing effectiveness more rapidly. A limitation for this therapy is
that it brings about change in behavior but not necessarily a change in feelings or
management of those feelings. I can see where this therapy is focused on evaluation,
plan development, and the implementation of said plan to bring about positive results. A
significant amount of time is not focused on the childs feelings and points of view. A
gap in my understanding again lies in the types of assessment available and making the
determination as to which evaluation is appropriate for the specific issues.
A strength of Adlerian therapy is its focus on goal setting and the emphasis on
social factors. I have an appreciation for this type of therapy because of its focus on the
child and their personal issues. I have a desire to talk with students and help develop
their maturity as they learn to cope with their peers and make meaning of their life. This
therapy is also founded on sound research and according to Peluso (2008), Adlers
theory has invoked researchinsocialanddevelopmental psychology[which] has
providedperhapssomeofthebestempiricalvalidation ofthese theoretical
constructs (p. 506). A limitation for this therapy is that it lacks testability and is relied
heavily upon common sense. This therapy does not have a cookie-cutter basis for the

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therapeutic process and relies heavily on the subjectivity of the counselor. A gap in my
understanding would be that I may not have a suggestion for the therapeutic process. I
can see myself utilizing a more veteran counselor as a sounding board until I gain
confidence in my own abilities.
A strength of reality therapy is that it is a short-term approach that can be utilized
across many scenarios and a diversity of clients. Middle school students come to
school with a wide array of issues, personalities, and backgrounds. This therapy is a
great starting point for the therapeutic process. Another positive aspect of reality
therapy according to Mason and Duba (2009) is the focus on two assumptions, the first
being that their present behavior is not getting them what they want; the second
assumption is that humans are motivated to change when they believe they can choose
other behaviors that will get them closer to what they want (p. 6). All students have
wants and needs, but they may not understand how to achieve these wants. This
theory identifies these needs and wants and devises a plan to bring about the desired
outcome. A limitation for this therapy is that it is limited to less complex problems and
does not take into account the exploration of the clients past experiences. I can see
where other therapies may come into play once a more difficult issue has arisen. A gap
in my understanding would again be a lack in my own confidence in guiding the client to
make the awareness of their own self-understanding.
While I still have a lot to learn about school counseling and the therapeutic
process, I have enjoyed the opportunity to further examine my personal beliefs and
philosophies. I feel that the therapies discussed in this paper will enable me to become
the best resource for my students to bring about positive change in their lives. As a

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school counselor, I will strive to provide a comprehensive program aimed to have every
student gain key real-world skills, knowledge, and attitudes needed to be a productive
multicultural citizen (Sink, Akos, Turnbull & Mvududu, 2008, p. 44).

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References

Chessick, R. D. (2010, Fall). Returning to Freud. The Journal Of The American

Academy Of Psychoanalysis And Dynamic Psychiatry, 38(3), 413-439.
Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th ed.).
Belmont, CA: Thomson Brooks/Cole.
Mason, C. P., & Duba, J. D. (2009, Fall). Using reality therapy in schools: Its potential
impact on the effectiveness of the ASCA national model. International Journal of
Reality Therapy, 29(1), 5-12.
Peluso, P. R. (2008, Fall). Review of 'Adlerian Therapy: Theory and Practice'.. Journal
of Counseling & Development, 86(4), 505-506.
Shapiro, C. J. (2013, January - February). Behavioral kernels and brief interventions:
teaching parents effective behavior management strategies. North Carolina
Medical Journal, 74(1), 57-59.
Sink, C. A., Akos, P., Turnbull, R. J., & Mvududu, N. (2008, October). An investigation of
comprehensive school counseling programs and academic achievement in
Washington state middle schools. Professional School Counseling, 12(1), 43-53.
Wright, R. J. (2012, Spring). Great expectations for middle school counselors. Kappa
Delta Pi Record, 48(2), 78-81.