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CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
KatieChilton
SalemCollege

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors

Abstract
Counselingisinmanyrespectsanunusualareaofpracticeinthatitencompassesasetof
stronglycompetingtheoreticalperspectives,awiderangeofpracticalapplicationsand
meaningfulinputsfromanumberofcontributingdisciplines(www.highered.mcgrawhill.com).
Thisquoteisgreatinstatingthecomplexityofcounselingandhowimportanttheoriesareto
applyingtheminmeaningfulways.Thefocusofthispaperisondiscussingcounselingtheories
withtheimportanceofformingatheoreticalbaseforthepracticeofcounselorswithanemphasis
onschoolcounseling.Iwilllookatwhyandhowonecomestoformingatheoreticalbaseand
whythisisimportant.Theoriesareessentialforcounselingandsoitisnecessarytoknowabout
theprevalentformsthatareusedbymanydifferenttypesofcounselors.Itisalsokeytolookat
schoolcounselorscompetenciesandhowthedifferenttheoriescanbeappliedinaschool
environment.

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors

Discussion
CounselingTheories&theFormationofaTheoreticalBase
Ifonewantstobecomeanexcellenttherapistthenitmakessensetostudythetheories
andtechniquesbehindsomeofthegreatestmindsinthefieldofpsychology.Throughthese
practicalcounselingtheoriesonecanslowlybegintoformulatetheirownpersonaltheory
(SommersFlanagan,2004).Itisvaluabletoknownotjustonebutmanytheoriesforthe
formationofthebesttheoreticalbaseforcounseling.Itisimportantthatcounselorsremain
flexiblewhenconstructingtheirtheoreticalbase(Morris,2012).Counselingtheoryisinevitable
inthecounselingprocessandinthecounselorsprofessionalbehavior(Shoben,1962).Without
theoriesitishardtobringordertothepracticeofcounselingaswellastobetterunderstandthe
client.Sincetheoryissoimportantandunavoidableincounseling,thenitcanoperateinpositive
andnegativewaysifwearenotcarefulwithhowthecounselorformulatescounseling(1962).It
isimportantthatcounselorsremainopentotheclientandtheirownpersonalvalues,beliefs,bias,
andglobalunderstandings(Morris,pg.4,2012).Wewanttobeawareofthesefactorssothatwe
donothinderthecounselingprocess.Theoryshouldbeusedasatoolfordiscoveryusedboth
articulatelyandflexibly(1962).Obviouslytherearemanychoicesandwaystoproceedwith
therapydependingononestheoreticalorientation.Itisimportantnottogetstuckonasingle
approachbecausenoteveryonewillrespondtothatonesingletheory.
It is hardlysurprisingthattheformationofatheoreticalbasetothepracticeofcounseling
often originates from our own experiences. Counselors are all unique because we all have

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
different histories, values, experiences, behaviors, personalities that help to form us. We must
increase our self awareness and our knowledge base on theories in order tousethemeffectively
(Morris, 2012). It takes alongtimetobecomeproficientinonewellarticulatedtheory,letalone
interweaving many into one's practice (SommersFlanagan, 2004). A helpful form created by
Skovholt and Ronnestad (1992) proposed a model of counselor development that defines three
broad stages that helps a future counselor see the formation of implementing theories into
practice.
In the Pertaining Stage, students draw from their natural helping abilities and are
concerned primarily with using knowledge from theirlifeexperiencetobeasympathetic
friend. The Training Stage representsatransitiontocounselingprofessionalandinvolves
organizing andsupplementingnaturalhelpingbehaviorswithmethodsoffunctioningthat
are externally imposed by the training program. In the PostTraining Stage, students
become practicing counselors and face issues of integrating externally imposed
expectations with their internal selves. Integral to each of these stages is personal
reflection and processing of the learning experiences that occur throughout training and
professionalpractice(Spruill,Benshoff,pg.3,2000).

Through thesestageswecanseehowacounselorstartswithatheorybasedontheirabilities,and
then organizes how to put these theories into practice through training, and then finally how
these theories and practices affect the counselor in the professional world. It is greattoseethat
forming a theory takes time and is an ongoing process. Theories and techniques should be a
combination of learning, practice, and trying out. Counselors should expect the unexpected.
Overall, when exploring theoriesit isimportanttoknowthedifferentperspectivesofcounseling
inorderarenecessarytobeamoreeffectivecounselor.
Thefollowingchartshowstheselectedtheory,founder,datefounded,anddefinitionof
theoryasitisappliedtothecounselingprocess.Theseselectedtheorieswerebasedonwhatwe
studiedinclassaswellastheiruseinthefieldofcounselingtoday.Allofthesefifteentheories

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
showdifferentapplicationsthatworkinnumerouswaysfortheclientsandcounselors.
Theory

Founder

Decade
Founded

DefinitionofTheory

Psychoanalytic
Theory

Sigmund
Freud

1890

asystemofpsychologicaltheoryandtherapywhichaims
Totreatmentaldisordersbyinvestigatingtheinteraction
ofconsciousandunconsciouselementsinthemindand
bringingrepressedfearsandconflictsintotheconscious
mindbytechniquessuchasdreaminterpretationandfree
association(Oxforddictionaries.com)

Analytical
Theory

CarlG.
Jung

1900

Relatingtoorusinganalysisorlogicalreasoning.

AdlerianTheory Alfred
Adler

1910

Apersonal,oftenunconscious,dissentorattempted
dissociationfromoneselforcircumstancesdueto
feelingsofinferiority.
(Oxforddictionaries.com)

Existential
Theory

1940

Aphilosophicaltheoryorapproachwhichemphasizes
theexistenceoftheindividualpersonasafreeand
responsibleagentdeterminingtheirowndevelopment
throughactsofthewill.
(Oxforddictionaries.com)

OttoRank

PersonCentered CarlRogers 1950

Theory

Clientsworktogethertogetcloserwithessentialpositive
elementsinthemthathasbeenhiddenordistorted
(Capuzzi&Gross,pg.161,2011).

GestaltTheory

1950

Apsychotherapeuticapproachthatfocusesoninsight
intogestaltsinpatientsandtheirrelationstotheworld,
andoftenusesroleplayingtoaidtheresolutionofpast
conflicts.
(Oxforddictionaries.com)

1950

ThebasicassumptionofREBTisthatcognitions,
emotions,andbehaviorsinteractsignificantlyandhavea
reciprocalcauseandeffectrelationship(Corey,pg.275,
2009).

FritzPerls

Rational
AlbertEllis
Emotive
BehaviorTheory

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors

Behavioral
Theory

IvanPavlov 1970
&B.F.
Skinner

Atypeofpsychotherapyinwhichnegativepatternsof
thoughtabouttheselfandtheworldarechallengedin
ordertoalterunwantedbehaviorpatternsortreatmood
disorderssuchasdepression.Oxforddictionaries.com)

Cognitive
Theory

AaronBeck 1970

Atypeofpsychotherapyinwhichnegativepatternsof
thoughtabouttheselfandtheworldarechallengedin
ordertoalterunwantedbehaviorpatternsortreatmood
disorderssuchasdepression.Oxforddictionaries.com)

FeministTheory

Betty
Freidan

1970

Change,equality,balancingindependenceand
interdependence,empowerment,selfnurturance,and
valuingdiversity(Capuzzi&Gross,pg.328,2011).

ChoiceTheory

William
Glasser

1970

Examineshowandwhyindividualsfunction(Corey,
2009).

RealityTheory

William
Glasser

1970

Providesasystemforhelpingindividualstakemore
effectivecontroloftheirlives(Corey,pg.317,2009).

FamilyTheory

Ackerman
andBell

1980

Usuallyaimedatchangingwholesystems(Capuzzi&
Gross,2011).

Constructivist
Theory

JeanPiaget

1980

Emphasizesthedevelopmentandcorebeliefsofthe
individual(Corey,2009).

Solution
FocusedBrief
Theory

Stevede
Shazar

1980

Organizedaroundsolutionsandmovementtowardsgoals
(Rochlen,pg.261,2007).

TheRoleoftheSchoolCounselor
Asaschoolcounseloronesphilosophywillbebasedononestheoreticalperspective
(Morris,2012).Thefoundationofaschoolcounselorisbasedontheoryandresearchthat
recognizestheneedforallstudentstobenefitfromtheprogrampresentedbytheschool
counselor.Aprofessionalschoolcounselorservesavitalroleinmaximizingstudentsuccess

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
thatisdonethroughleadership,advocacyandcollaboration,andpromotingequityandaccessto
rigorouseducationalexperiencesforallstudents(www.schoolcounselor.org).Professional
schoolcounselorssupportasafelearningenvironmentandaddresstheneedsofallstudents
throughculturallyrelevantprogramsthatareapartofacomprehensiveschoolcounseling
program(www.schoolcounslor.org).Schoolcounselorsactontheirphilosophiesandtheoriesto
guideanddevelopathrivingprogramforschoolwidesuccess.
Itisimportantandcrucialthattheschoolcounselorcreatesamissionstatementto
promotestudentsacademic,career,andpersonal/socialdevelopment
(www.schoolcounselor.org).Itisalsonecessarythattheschoolcounselorprovidescompetent
servicestostudents,parents,staff,andthecommunity.Thisisoftenseenthroughindividualor
groupcounseling,consultations,referrals,educationallearning,andinterventions.Itisalso
imperativethattheschoolcounselorcontinuestoenhancetheschoolcounselingprogram
throughactivities,professionaldevelopment,consultation,collaboration,supervision,and
programmanagement(www.schoolcounselor.org).
TheperformanceoftheprofessionalschoolcounselorisevaluatedbyusingtheSchool
CounselorPerformanceStandardsfoundintheASCANationalModel,andalsothroughthe
ASCASchoolCounselorCompetencies.
TheASCASchoolCounselorCompetenciesoutlinethe
knowledge,attitudesandskills,andattitudesthatschoolcounselorsshouldmeetforthe
profession.TheProfessionalSchoolCounselorandSchoolCounselingPreparationPrograms
statesthattheschoolcounselorshouldarticulateanddemonstratetheunderstandingof
competencyIA8whichstatesthatcounselorsshouldhaveknowledgeofdevelopmentaltheory,
learningtheories,socialjusticetheory,multiculturalism,counselingtheories,andcareer

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
counselingtheories(ASCANationalModel,pg.148,2012).Thiscompetencydemonstratesthat
theASCANationalModelexpectsacounselorwhoiswellversedinmanytheoriesandis
willingtoadapttheirpracticebasedonwhattheyneedwitheachindividualstudent.
SolutionFocusedBriefTherapy

OneofthetheoriesIamdrawntoasafutureschoolcounselorissolutionfocusedbrief
therapy.Ratherthanfocusingonproblemsandtheircausesthiswayofthinking(SFBT)looksat
solutionstosolveproblems.Forexamplethefollowingisagreatanalogyyoudiscoveryourcar
hasaflattirethatwascausedbyanail.Youmaytryandfigureouthowthishappenedand
wherebutitdoesnttakeawayfromthefactthatyoustillhaveaflattire.Thesolutionisfixing
theholeandputtingairbackinthetire(Rochlen,pg.256,2007).
Eventhemostchronic
problemshaveperiodswhenthedifficultiesdonotoccurorarelessintensewhichisessentialto
noticeandstudythesetimessothattheclientcanthendiscoverpositivesolutionsthattheywere
notevenawareofbefore.Bybringingthesesmallsuccessesintotheclientslivesthanpeople
improvetheirlivesandbecomemoreconfidentaboutthemselves(sfbta.org).
Solutionsarenot
necessarilyrelatedtoproblemsandthisiswhyIfindthistheorysoattractive.Oftentimeswe
aresoweigheddownbyourproblemsandfocusedontheircausesthatwecannotbegintoeven
thinkofsolutions.Ithinkthatfocusingonsolutionsratherthanproblemsisausefulwaytobea
counselor(Rochlen,2007).
InSFBTthecounselorlooksforwaystohelptheclientreachtheirgoals.Working
towardssolutionsandmovingtowardsmeetinggoalshelpswhentheclientisaskedforexample
themiraclequestionwhichis"Ifamiraclehappened,whatwouldbedifferent?Describewhat
wouldhappenifthismiraclehappened"(Rochlen,pg.262,2007).Themiraclequestionhelps

CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
clientsdefinegoalsevenwhentheproblemseemsoverwhelminganddaunting."Thisformof
therapyinvolvesreviewinganddissectingtheclientsvision,anddeterminingwhatskills,
resources,andabilitiestheclientwilldevelopandusetoattainhisdesiredoutcome"
(goodtherapy.org)SFBTisnottryingtounderstandpeople'sproblems,provideexplanations,or
solveproblems,butratherworktowardssolutionsandgoals.Itmakessensetothinkofitin
termsoffindingwaystoreachgoalsinspiteofourproblems(Rochlen,pg.261,2007).In
therapythecounselortriestounderstandthelifeoftheclientsfromtheirexperiences.Itis
importantforthecounselortoaskquestionsthathelpthemandtheclientrealizeandunderstand
theseexperiencesfromtheirperspectivenotthecounselors(2007).Itisimportantfortheclients
totakechargeandidentifychangesandsolutionsthatwillbemeaningfultothemandonlythem.
SFBTisverybehavioralbasedandfocusesnotongrandchangesbutsmallchangestowards
onesgoals(2007).Thepurposeofthispostmodernperspectiveisforthecounselortoprovide
possibilitiesforreframingthelivesandfuturesoftheirclients(Hansen,pg.295,2006).Inthe
postmodernistviewtheclientisthenarratorandexpertoftheirownlifethecounselorisnotin
chargetheclientis.Thistherapyisdrivenbytheconceptthatchangeisattainableandconstant
inourliveswhichmakesone'soutlookonthefuturehopefulandSFBTtherapymakesitareality
onestepatatime.
Itisimportanttolookatthemanystrengthsandlimitationswithinthesolutionfocused
brieftherapy.ByfocusingonsolutionsratherthancausesofpatternsandproblemsSFBThas
proventobeextremelysuccessful.Thetherapyishelpfulinnearlyallsituationsandisadaptable
formanydifferentproblems(Rochlen,2007).Sincetheapproachistailoredtoeachindividual
clientculturallyitisextremelyaccommodatingmakingitislargestrengthinthecounseling

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CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
realm(Rochlen,pg.266,2007).Anotherstrengthisthatcounselingdoesnotlastaslongas
otherformsmakingitfastandefficient.Itisalsoastrengthastalkedaboutpreviouslythatthe
clienttakeschargeandfindssolutionstohelpmeettheirgoalsthemselvesempoweringthemand
showingthemthattheycanusethesetoolsnotjustintherapybutintheworld.Somelimitations
withSFBTarethatitisviewedasjustaquickfixorbandaidifyouwill.SinceSFBTdoesnot
lookintothepastbutonlythefuturewhichmostotherformsoftherapylookinto(2007).While
SFBTmaybeasimplisticquickfixithasproventobeextremelyhelpfulandeffectiveformany
andisfullofopportunitiesforboththecounselorandclient.
SFBTiswellsuitedforschoolsandeducation.Aschoolcounselorwhoisrootedin
SFBTcanhelpstudentsthinkofwaystofocusonwhatisworkingandhowtheycanchange
theirlivesinpositiveways.TheSFBTisveryapplicableforaschoolenvironmentandcanbe
usedinmanydiversesettingsandinterventions.
Changeistheessenceofcounselinginschools!
Studentsentercounselingbecauseateacherorparentdesiresachangeintheirschool
performanceorbehavior(Murphy,J.J,2008).Asaschoolcounseloritisimportanttointeract
withstudentsandothersinwaysthatencouragepositivechangethroughsolutionsandSFBT
helpsinthisregard.Itisalsohelpfultorememberthateverystudentisuniqueandtheir
strengthscanbeusedtowardsreachingtheirgoals.Ithinkthatwhencounselingstudentswecan
havefocusedchangerelationshipsthatcaninturnchangethewholeofeducation.
ThroughsomeofmyresearchIlearnedthatseveralstudieswerecompletedinschool
settingsanddemonstratedthatSFBTisagreattheorytouseinschools.Forexamplebrief
counselingwasdeemedappropriateinastudyconductedforacademicachievementissuessuch
astesttaking,timemanagement,stayingontask,academicconcerns,anddealingwith

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CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
behavioralandpersonalconcerns(Brasher,pg.22,2009).YoungandHoldorfworkedwithan
AntiBullyingProjecttodevelopapproachesfordealingwithbullyinginmiddleandhigh
schools.TheyfoundSFBTstrategieswereproductiveinthesecircumstancesbecausethe
techniquesdonotrequirechoosingsidesorassumingjudgment(2009).YoungandHoldorfs
(2009)studyfoundSFBTtobeanapproachthatavoidscreatingdependence,asignificant
requirementforattaininglongtermsuccessofanintervention(2009).Thus,thesestudies
providedsupportforcounselorsuseofSFBTwithstudentsinschoolsettings.
SFBTisanapproachthatcanhelpstudentsenhancetheirselfesteemandbeliefintheir
ownabilities(Brasher,2009).Theapproachfocusesonstudentsstrengthsinsteadoftheir
weaknesses.Inotherwords,SFBTshiftsstudentsthoughtsawayfromtheirdifficultiesand
towardthepowerthatiswithineachofthemtomakeandimplementplansthatcanleadto
brighterfutures(Brasher,pg.26,2009).ThekeyphilosophyofSFBTisthatclientsorinthis
casestudentsalreadyholdthekeytotheirsolutions.
Conclusion
NotonlyisSolutionfocusedbrieftherapybeneficialfortheschoolcounselortousewith
students,butalsotobenefittheentireschool.Ultimately,SFBTpromotestheideathatthe
peoplewhoareabigpartofthestudentslivessuchascounselors,teachers,parents,andothersin
thecommunityshouldworktogetherforthesuccessofstudents/clients(Brasher,pg.27,2009).
Thesefolkscanbeanimportantresourceinhelpingstudentsfocusonpositive,effective
behavior.SFBTtechniquescanbenefitallinvolvedandhelpthefutureofourschoolsystem.

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CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors

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CounselingTheoriesandtheFormationofaTheoreticalBaseforSchoolCounselors
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