Ruth Howard

Counseling 509
School Counselor Belief Statement
Introduction
This school counselor belief statement will articulate my emerging philosophy about the
practice of school counseling. This serves as a synthesis of how I believe a school counselor best
uses their role to advocate and encourage student welfare and success, while also promoting the
academic, career, and personal/social growth of all students. In relation to this, my statement will
address my beliefs on theoretical orientation, the role and practice of counseling in schools, the
ASCA ethical standards, diversity and acceptance issues, and social justice.
Theoretical Orientation
I believe that a school counselor must choose a theoretical orientation that best fits with
both their own and the schools beliefs, while also best serving students diverse needs in a
school setting (Dahir & Stone, 2012). Along with a counselors personal style, a counseling
theory is what should provide a foundation for a school counseling program and guide the school
counselors perspective on human growth, development, and behavior (Dahir & Stone, 2012).
The theory and set of techniques I choose as my own theoretical orientation is Reality Therapy.
Reality therapy is relevant to school settings because it encourages student learning about taking
responsibility, decision making, problem solving, and coping strategies (Dahir & Stone, 2012). I
believe that encouraging self-determined choices and change is particularly empowering to
students. In addition, I think that its focus on the present and active techniques work well in
schools, where the environment requires solutions and interactions with students that are brief
(Dahir & Stone, 2012). Furthermore, the Wants, Direction, Evaluation, Plan (WDEP) system
provides a solid conceptual framework from which to counsel (Dahir & Stone, 2012). Overall, in

a school setting, reality therapy provides the opportunity of a counselor to be in the role of
teaching students to take responsibility for the choices that will influence their own education.
The Practice of School Counseling
I believe that the role of a school counselor is to provide and deliver a comprehensive
school counseling program that reflects the ASCA national model and serves all students needs
in supporting the core areas of growth: academic, career, personal/social (ASCA, 2010; Dahir &
Stone, 2012). As an advocate, leader, and collaborator, it is the counselors ultimate goal to not
only ensure that every student is college or career ready after graduation, but also that every
student has equal access to academic, personal growth, career, college, and/or other postsecondary opportunities(ASCA, 2010; Dahir & Stone, 2012). A responsible school counselor
uses data in order to inform their decisions and advocate to close opportunity and achievement
gaps (ASCA, 2010; Dahir & Stone, 2012). A counselor uses methods of implementation that are
proactive and preventative in nature, and that reach all students through either school-wide, small
group, and/or individual counseling (Dahir & Stone, 2010).
ASCA Ethical Standards
I believe that it is the moral responsibility of a school counselor to uphold the ASCA
Ethical Standards in practice. A school counselor should use the ASCA Ethical Standards to
guide them in knowing their responsibilities towards the students, parents, colleagues and
professional associates, schools, communities, self, and the profession (ASCA, 2010). In the
circumstance of an ethical dilemma, a counselor must always consult with other professional
educators and follow the Ethical Decision-Making Model (Dahir & Stone, 2012). In
maintaining these standards, a counselor promotes student autonomy, does their best to not cause
harm to students (no maleficence), promotes student welfare (beneficence), makes honest

promises and creates trust with students (fidelity), and provides equal and fair treatment to all
students (justice) ( Kitchener in Dahir & Stone, 2012).
Diversity and Acceptance
I believe that every student has a right to feel safe and respected in a school environment
regardless of race, ethnicity, culture, religion, gender, sexual identity/orientation, class, or ability.
A comprehensive counseling program must do its best to promote an environment of acceptance
and appreciation of diversity. Through professional development, school-wide, group, and
individual counseling, students should gain knowledge about diverse groups, and obtain the
skills for conflict resolution and problem solving. In addition, students should be educated on the
prevention of bullying and harassment while being introduced to the concept of being an ally. A
school counseling program should strive to create an overall environment where it is clearly
expressed through school-wide expectations, signs, and use of language that there is a notolerance policy of the bullying and harassment of others.
Social Justice
I believe that it is a vital part of the moral and ethical role of a school counselor to be an
advocate for social justice (ASCA, 2010; Dahir & Stone, 2012; Ratts, DeKruyf, & Chen-Hayes,
2007). In order to do this, a school counselor must constantly develop their awareness and
knowledge of how systems of oppression and environmental factors influence and create barriers
for the diverse groups that exist in their student population (ASCA, 2010; Ratts, DeKruyf, &
Chen-Hayes, 2007). In addition, a school counselors role extends beyond the office and works
with and on behalf of students, schools/communities, and the public arena in order to create
systemic change (Ratts, DeKruyf, & Chen-Hayes, 2007). As a social advocate, a school
counselor uses their leadership skills, collaboration, and data to close gaps and create equal

opportunity and access for all students (ASCA, 2010; Dahir & Stone, 2012; Ratts, DeKruyf, &
Chen-Hayes, 2007).
Conclusion
This statement serves as a foundation of beliefs upon which to develop a model
comprehensive school counseling program that serves the needs of all students, educators,
parents/guardians, stakeholders, and the community. These are the beliefs that will drive the
behavior of someone in the role of a professional school counselor and educator to produce
certain student knowledge, attitudes, and skills that are believed to be essential to student growth
(ASCA, 2012). These beliefs on theoretical orientation, the role of the school counseling
practice, the ASCA Ethical Standards, diversity and acceptance, and social justice provide a
framework in hopes of promoting the success and welfare of all students.

References
American School Counseling Association. (2010). ASCA Ethical Standards for School
Counselors. Author.
American School Counseling Association. (2012). ASCA National Model: A Framework for
School Counseling Programs, Third Edition. Alexandria: Author.
Dahir, C. A., & Stone, C. B. (2012). The Transformed School Counselor: Second Edition.
Belmont: Brooks/Cole.
Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. F. (2007). The ACA Advocacy Competencies: A
Social Justice Advocacy Framework fot Professional School Counselors. ASCA
Professional School Counseling, 90-97.