Brittany Sill

SCED 500
Counseling Theory Paper
November 28, 2016

The role of a school counselor is to ensure all students gain the skills necessary for

success. According to Dahir and Stone, “many children have developed the coping and resiliency

skills needed to survive and even thrive, a growing number develop emotional, social and

behavioral problems that necessitate intervention (Stone & Dahir, 2015). In order for school

counselors to successfully intervene and successfully and professionally support students’

individual needs, it is imperative that school counselors understand a variety of “processes,

applications and techniques relevant to the school setting” (Stone & Dahir, 2015). By school

counselors using different theories effectively, students gain the skills necessary to make healthy

decisions that will affect their lives in a positive manner.

The Individual Psychology approach, also known as the Alderian approach, is based on

the idea that human behavior is driven by an inherent feeling of inferiority through

compensation, and the need for people to achieve goals that have value for society.

Understanding individuals within their social context helps us comprehend issues such as

“equality, parent education, the influence of birth order, life style, and the holism of individuals”

(Graduate, 2016). Using this method in the school setting would help students “correct mistaken

assumptions, attitudes, behaviors and feelings about themselves and the world” (Graduate,

2016). This approach would facilitate change in students, encourage appropriate behaviors, and

disregard unwanted and unhealthy ways of responding (Stone & Dahir, 2015).

According to Stone & Dahir, school counselors should use a variety of techniques with

this approach. One useful technique is confrontation. Confrontation is used to challenge the
client to examine his or her logic and behavior and to look at the situation he or she is in. The

counselor will listen to the client and encourage them to embrace good, positive and realistic

behaviors. The client will begin to be motivated and believe change is possible. Another strategy

counselors use is “pushing the client’s buttons”. This will help the client to develop an awareness

of what prompts their reactions and when they are acting in an inappropriate manner. Counselors

will encourage their client to set tasks and establish short-term goals to establish and attain long-

term, realist changes in their behavior (Stone & Dahir, 2015).

An approach that diverges from the notion that the therapist is the “expert” and moves

toward a “nondirective, empathic approach that empowers and motivates the client” is known as

the Person Centered Approach (McLeod, 2008). Carl Rogers suggested that therapy could be

simpler, warmer and more optimistic. Counselors who use this approach are able to “recognize

and trust human potential, providing clients with empathy and unconditional positive regard help

facilitate change” (McLeod, 2008). This theory focuses on the idea that “each person is capable

of finding personal meaning and purpose in life and that the self is an outgrowth of what a person

experiences” (Stone & Dahir, 2015). When working with a counselor the client will learn how to

deal and cope with difficult situations.

This approach is useful for students who exhibit mild to moderate anxiety, adjustment

and interpersonal disorder. In order for this approach to be successful, students must have a

complete understanding of themselves and their experiences. This approach will help clients

develop “mature, confident and well adapted decision” making skills (McLeod, 2008). The client

will be able to form a realistic sense of themselves, adapt and recover quickly from situations,

and will be less stressed in their daily lives (McLeod, 2008).

 Cognitive-Behavioral theory is a third approach counselors can use. This approach was

influenced by Albert Bandura who believed that “faulty thinking leads to emotional and

behavioral disturbances” (Stone & Dahir, 2015). While Cognitive-Behavioral Therapy involves

many approaches, that are based upon the core assumption that individuals are influenced by

“what they think, directly impacts how they feel and what they do”; not by external factors, such

as people, situations and events (Zyromski, 2005).

This approach is useful for students who are feeling “defeated in learning, who have

fallen to the cycle of failure or inappropriate behavior, or who easily succumb to peer pressure”

(Stone & Dahir, 2015). There are many different techniques school counselors can use to help

students by using this approach. Cognitive restructuring can teach students how to “identify

evaluate and change self-defeating irrational thoughts” (Stone & Dahir, 2015). Shaping is a

technique that helps students as well Once a new behavior is learned, the counselor can slowly

help the student “manage the new skill and build on it to improve or change their behavior”

(Stone & Dahir, 2015). Counselors will explore a variety of modifications for the student and

then identify which strategies will support the student the best when dealing with change.

Reality Therapy is an approach introduced by William Glasser who believed that “human

beings operate on a conscious level and are not driven by unconscious forces or instinct”.

Individuals decide the way in which their basic needs for “survival, power, fun, freedom, and

belonging are met. Individuals will then choose their thoughts, actions and emotions based upon

how they prioritize those needs” (Stone & Dahir, 2015).

The school counselors’ goal is to use “humor, role-playing, confrontation, feedback, goal

setting, attending and teaching, designing plans and composing contacts to help the student

explore their options”, to help the student become responsible for their actions (Stone & Dahir,

2015). This type of therapy works best with older children who are capable of understanding
their emotions, choice, and can demonstrate desired changes to their behavior. The goal of the

multitude of techniques is to help students take “charge in the present and plan for the future,

while establishing realistic goals to change his or her behavior” (Stone & Dahir, 2015).

The fifth approach that is popular for school counselors to use is known as Solution

Focused. This approach, primarily developed by Insoo Berg and Steve De Shazer, works because

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”

(Stone & Dahir, 2015). This approach allows the student to identify what has worked for them,

and how to use their past experience to create effective solutions in the future.

Counselors use techniques such as “counting on change, highlighting exceptions, the

miracle question, the great instead, establishing measurable goals, and using scaling questions”

(Stone & Dahir, 2015). This type of theory works well in the school setting because it allows the

counselor to work with the student without inhibiting their learning in the classroom. It also

allows for strength-based assessments for the student to make about what is going right in their

life. The counselor and student are able to focus on mastery and independence by working

together to look at their past and present successes, and using those to address the current

challenges faced by the student.

The role of a school counselor is to guide all student academic, behavioral and social

growth. In order for school counselors to be successful, utilizing and understanding a variety of

theoretical applications and approaches is essential for the school counseling program. For

counselors to effectively works with students it is imperative that they: 1) Establish a

Relationship, 2) Set the Tone in a Counseling Setting, 3) Explore the Issue, 4) Set Goals, and 5)

Transition to Independence (Stone & Dahir, 2015). The main priority of students in the school

setting is to learn. Because of this, counselors do not have unlimited time to spend with each
student. This is why drawing on more than one approach can be a useful way to promote

independence with student success.

 References

Stone, C. B., & Dahir, C. A. (2015). The transformed school counselor. United States:
CENGAGE Learning Custom Publishing.

McLeod, S. (2008). Person centered therapy. Retrieved November 20, 2016, from Simple
Psychology, http://www.simplypsychology.org/client-centred-therapy.html

Graduate, A. (2016). Alfred Adler: Theory and application. Retrieved November 23, 2016, from
Adler Graduate School, http://alfredadler.edu/about/alfred-adler-theory-application

Zyromski B, Joseph AE. Utilizing cognitive behavioral intervention to positively impact

academic achievement in middle school students. Illinois, USA: Southern Illinois University
Carbondale; 2005. pp. 1–24.