Running head: PHILOSOPHY OF COUNSELING

Philosophy of Counseling
Ms. Crystal L. Robinson

Philosophy of Counseling

PHILOSOPHY OF COUNSELING

Counseling is a professional relationship that empowers diverse individuals, families, and

groups to accomplish mental health, wellness, education and careers goals (ACA, 2010).
Professional school counselors are certified/licensed educators with the minimum of a masters
degree in school counseling and are uniquely qualified to address the developmental needs of all
students through a comprehensive school counseling program addressing the academic, career
and personal/social development of all students ("The Role of the Professional School Counselor
"). A counselors own belief system plays a significant role in the comprehensive counseling
program implemented in the school. I will consider my personal views on aspects of human
nature, how people change, and the counselors role as an expert or collaborator. I will also think
about the look of counseling, incorporating student resources into the counseling process, and
who sets the goals for counseling. My individual perspective of these aspects will be made
public in my philosophy of counseling.
From a very early age, we learn from our environment and those around us. My view of
humanity is fairly simple. I believe when people understand themselves and their existence they
may also live to experience fully what it is to be human. Many factors consist of a persons life
including early experiences, beliefs, and future ambitions. Much of ones personality is formed in
early childhood; however, people are continually creating themselves. Maturity opportunities to
choose ones own beliefs and behaviors exist through transcending the past, becoming more
aware of the present, and establishing goals for the future (Gregoire, 2007).
I believe people change by influence. My primary role as a counselor is to support my
clients capacity to manage freedom and responsibility and to help them see the ways in which
they influence and are influenced by greater social forces. Adopting this value means that one of
my primary counseling functions will be to help people recognize their capacity to make changes
in their lives (Olsen, 2005), and also to see and become aware of all the influences on their lives:

PHILOSOPHY OF COUNSELING

psychological, sociological, and political (Odegard, 2010). Motivators of change are positive
vision, fear, pain, ultimatums, goal alignment, care, knowledge of ability, and rewards (Stark,
2012).
Counselors are perceived as experts and collaborators. School counselors facilitate
students develop social skills and succeed in school. I see myself performing the role as
facilitator. The facilitator must have a firm grasp of the material. Also, the facilitator must be in
charge of the environment in which the meeting takes place. In addition, the facilitator is there to
guide the discussion. Many methods are used in the face-to-face counseling session. The
ability to make eye contact and hear what is being said is dependent on the reflecting, clarifying,
summarizing, or linking methods. Any counseling session may include some moments of
storytelling, talk therapy, counseling, improvising, listening, talking and responding (Roth,
2013).
The look of counseling embodies ethical standards. Professional counselors recognize the
quality of their interactions with colleagues can influence the quality of services provided to
clients (American Counseling Association, 2014). It is vital for me to always model professional
integrity, expertise and positive attitude. Counselors must adhere to professional values to mirror
certain qualities and traits. Those professional values are (American Counseling Association,
2014):
1.
2.

Enhance human development throughout the life span;

Honor diversity and embrace a multicultural approach in support of the worth,
dignity, potential, and uniqueness of people within their social and cultural
contexts;
3. Promote social justice;
4. Safeguard the integrity of the counselorclient relationship; and
5. Practice in a competent and ethical manner.
Professional school counselors must pave the way in establishing short-term realistic
goals as measures of success, particularly when working with at-risk youth. Building on short-

PHILOSOPHY OF COUNSELING

term positive experiences will provide a building block to longer-term success (Erford, 2015).
Short-term goals launch a solution rather than commanding students what not to do. As shortterm goals are reached, accomplishments will empower students.
John J. Murphy (2012) suggests client resources can be discovered by looking, listening,
and asking for them. Instead of focusing on what students deficits, I can build solutions from
what students already have. These are natural resources. It is practical to use the natural
resources that are already around. Natural resources include everything students bring to the
change process such as unique life experiences, strengths, preferences, values, talents, opinions,
resilience, and influential people in their lives (Murphy, 2012). School, district, community, and
states resources for students are habitual and essential. Natural resources will stand at the
forefront.
The counseling process is a continuous, cyclical model in which the counselor and client
collaboratively set goals, formulate actions plans, and assess progress toward the goal(s)
(University of Minnesota, n.d.). Mutual work of the student and the counselor is my idea as role
of the facilitator. Students will practice reality therapy. Both the student and the school
counselor have to agree and commit on a plan through a verbal or written contract. A written
contract is more efficient than a verbal contract because it is tangible. The written contract holds
for greater accountability and makes it realistic for students. Regardless if the plan or the student
does the work, excuses are not allowed. Both the school counselor and the student agreed in the
written contract to stay committed until success is carried out (GoodTherapy.org. 2014).
While serving as a school counselor, I hope to accomplish a professional relationship that
empowers diverse individuals, families, and groups to accomplish mental health, wellness,
education and careers goals (ACA, 2010). My belief system will play a significant role in the
comprehensive counseling program implemented in the school. Hopefully, my personal views
will allow me to design and put into practice a successful counseling program. I will serve as a

PHILOSOPHY OF COUNSELING

leader and an assertive advocate for students, consultant to families and educators, and team
member to teachers, administrators and other school personnel to help each student succeed
(Erford, 2015).

References
American Counseling Association (ACA). (2010). Definition of counseling. Retrieved from
http://www.counseling.org/knowledge-center/20-20-a-vision-for-the-future-ofcounseling/consensus-definition-of-counseling

PHILOSOPHY OF COUNSELING

American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author.
Anthony, K. (2010). The Use of Technology in Mental Health Applications, Ethics and Practice.
Springfield, Ill.: Charles C. Thomas Publishers.
Erford, B. T. (2015). Systemic approaches to counseling students experiences complex and
specialized problems. In Transforming the school counseling profession (4th ed., p. 348).
Upper Saddle River, N.J: Pearson Merrill/Prentice Hall.
GoodTherapy.org. (2014, May 2). Reality Therapy. Retrieved July 3, 2014, from
http://www.goodtherapy.org/reality-therapy.html#
Gregoire, J., & Jungers, C. M. (2007). The counselor's companion: what every beginning
counselor needs to know. Mahwah, N.J.: Lawrence Erlbaum Associates.
Murphy, J. J. (2012). Building school solutions from students natural resources.
Retrieved July 2, 2014, from
http://www.counselingoutfitters.com/vistas/vistas12/Article_54.pdf
Odegard, M., & Vereen, L. (2010). A grounded theory of counselors integrating social justice
into their pedagogy. Counselor Education and Supervision, 50(2), 130149.
Olsen, R. (2005). Free will and therapeutic change. Pastoral Psychology, 53(3), 267279.
Roth, J. (2013, August 1). Inclusive group facilitation strategies for all abilities. Counseling
Today. Retrieved July 2, 2014, from http://ct.counseling.org/2013/08/inclusive-groupfacilitation-strategies-for-all-abilities/
Stark, P. B. (2012, December 18). What Influences People to Change?. Peter Barron Stark
Companies. Retrieved July 2, 2014, from http://www.peterstark.com/2012/influencespeople-change/

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The Role of the Professional School Counselor. (n.d.). http://www.schoolcounselor.org/.
Retrieved July 1, 2014, from
http://www.schoolcounselor.org/asca/media/asca/home/RoleStatement.pdf
University of Minnesota. (n.d.). The counseling process. Retrieved July 3, 2014, from
http://uccs.umn.edu/docs/The%20Counseling%20Process.pdf