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¶ … counselor to possess knowledge of theoretical counseling approaches, and determine which tactics fit better into one's perspective on individual change, human nature, and issues. I find myself most drawn to the solution-focused and narrative theories, as they facilitate solution attainment by patients. The approaches either involve drawing from prior experiences or concentrating exclusively on choosing solutions. In this paper, I will discuss theories that correlate with my personal beliefs and perspectives. My main areas of focus within the paper will be how I practically apply counseling theories and my views with regard to human nature (Keel, n.d).

View of Human Nature

The Origin of Concerns

In my opinion, an individual's concerns aren't defined by any one life experience. Rather, various factors like gender, religion, race, personal appearance, sexual identity, socioeconomic status, and expectations contribute to people's concerns. Furthermore, I believe counselors need to approach issues on the basis of the client's history as well as situation. Many individuals have some irrational beliefs ingrained in them, which successively lead to problems. Personally, I hold the following perspective with regard to human nature: human beings are molded by their surrounding world. Mankind chooses to do bad or good, depending on personal experiences. For instance, when any situation surfaces, one either elects to quit or continue doing whatever resulted in the situation. When one sees something happening to another individual, one either elects to emulate him/her or avoid doing so. The relationships, interactions, and routine activities mankind chooses are all dependent on personal life experiences (Keel, n.d).

Motivation to Change

The motivation for changing is primarily linked to potential advantages of change as well as the knowledge that one may succeed thereafter. Initially, motivation for clients (i.e., students, in my case) stems from identifying small, feasible, and practical goals, in order for them to experience quick goal realization and not suffer discouragement. The established goals are reviewed on a regular basis, as is the progress made towards their realization. Motivation increases when one comprehends the fact that he/she needs to actively engage in integrating their skills into daily life and in planning for setbacks in the future (Korth, 2006).

Human beings possess an inherent potential for irrational as well as rational thinking, together with an inherent propensity towards irrationality and towards unnecessarily disturbing oneself. An individual is capable of altering his/her emotive, behavioral, and cognitive processes. Most significantly, human nature urges individuals towards self-acceptance despite their tendency of making mistakes. Additionally, human beings can understand and direct themselves. An individual can effect constructive changes to lead productive, successful lives (Keel, n.d).

Help for People to Move Towards Healing and Wellness

I maintain the view that therapy and counseling are a greatly appreciated source of assistance to individuals' healing and wellness. I believe it is pivotal for a counselor to establish a positive bond with clients, and help them grasp the significance of accepting their mistakes. The counselor's primary role is building trust, followed by collaborating with clients (students, in my case) for resolving issues. I believe the activity of aiding patients with self-acceptance and understanding the fact that mistakes do occur is a key counselor role. According to Carl Rogers, if counselors can experience as well as communicate their support, realness, nonjudgmental understanding, and care to clients, substantial changes will most likely occur in them (Keel, n.d).

Common and Valuable Therapeutic Goals

An emphasis is placed on exercising personal responsibility, choice, meaning within life, and an attempt towards success, perfection and completion. Maintaining that the behavior of human beings isn't governed exclusively by environment and heredity, individuals aspire to possess the ability of interpreting, creating, and influencing events. They also look for encouragement, which is the most potent means available to alter an individual's beliefs. According to Carl Rogers, man is essentially trustworthy and aims at exploiting the extensive potential for self-understanding and resolution of personal issues without direct therapist intervention. Importantly, individuals look for quality in the therapist-client relationship, since it forms the main determining factor of the therapy's outcome (Korth, 2006).


An individual's beliefs with regard to his problem cannot be easily changed, and will require a number of steps, which vary with counselor, depending on their counseling process and perspective. In my view, every individual goes through numerous life experiences that define him/her. Even if there are two counselors whose practice's sole foundation is solution-focused therapy (SFT), both will concentrate on different aspects during the session. I feel my foremost step should be cultivation of a therapeutic bond with clients (school students, in my case). If I fail to develop positive rapport, they might not be sufficiently open and the change process could take a much longer time. Creation and sustenance of a therapeutic bond comprises establishing empathy, absolute positive regard, and genuineness (Keel, n.d).

Subsequent to establishment of a therapeutic bond, counselors aid clients with growth and in achieving an increased level of independence. This aids clients in coping with their existing and future issues. Subsequently, the counselor and client will concentrate on possibilities, rather than problems; in other words, they will join hands to reach solutions to the problem(s). It is here that SFT has a part to play in the change process (Corey, 2013). Bearing in mind that clients have to recognize that a problem exists prior to goal establishment is important. After the client (student, in my case) recognizes an issue, an effective change process can be established (Keel, n.d).

My Theory in Practice

In the school counselor's role, I have to assist every student in developing a positive social interest and lifestyle. My objective is establishment of positive self-worth in students, and helping them understand the significance of giving priority to cooperation with one another over competition. While counseling school students, I have to utilize different approaches, depending on the situations that arise. With each student, I have to adopt a different approach, as my approaches solely relate to the scenario. The tools, techniques, and strategies which, in my opinion, will facilitate the change process, will depend on individual students' situations, as well. For instance, when I require a swift resolution to any issue, I will employ SFT therapy. If any student requires long-term therapy, I will employ REBT (rational emotive behavior therapy) or person-centered behavioral therapy. Every day in the role of school counselor is unique, since students present a diverse range of problems in the course of a school day (Keel, n.d).

In Wood's (2006) view, one among the most widely occurring problems among youth, which can adversely affect school performance and several other aspects of their life, is extreme anxiety. REBT can aid students anxious about on-campus situations. Wood's research revealed that REBT proved helpful to students with anxiety problems (Wood, 2006).

One key concern that school counselors face is performance of students. Students who fail to reach academic performance levels or have some behavioral issues are regarded as an at-risk group of youngsters. One research work analyzed SFT's effect with such youngsters (Corcoran, 1998). Corcoran (1998) established concrete targets achievable in a brief period of time to aid such students. A three-stage process was adopted: the counselor fixed a target, placed responsibility for effecting change on individual students, and applied change along the direction desired, permitting students to receive credit for the changes effected (Corcoran, 1998). The benefits of applying steps, on the basis of SFT, and the importance of therapy in school settings, are illustrated in this study (Keel, n.d).

When working in school settings, it is imperative to develop rapport with staff as well as students. Through regular meetings with teachers, school counselors can obtain information about classroom situations, since school counselors cannot always be present in classrooms. The information gathered from teachers will aid me with preparation for my classroom psychology presentations, which I conduct on a weekly basis. As a counselor for school students, I organize group and individual sessions with them, and also visit their classrooms and educate them on the areas of social/personal development, academic success, and career guidance (Keel, n.d).

Understanding and comprehending how students can be aided in the change process in the event of a traumatic incident is also a crucial topic. Emotional, physical or sexual abuse, domestic abuse, direct (victimization) or indirect (witnessing) exposure to crime, school shooting incidents, or natural disasters are some traumatic events school counselors may come across with students. It is vital for school counselors to keep in mind the fact that traumatic events are of a subjective nature, and if students are really traumatized, they will experience negative impacts linked to trauma. Such students can be aided through REBT. But, REBT isn't the sole therapy counselors have at their disposal for helping traumatized students (Keel, n.d).

Effective therapeutic approaches are seriously needed for aiding traumatized kids and teens. Child group interventions, for kids exposed to school shootings or natural disasters, are extremely important and findings indicate that anxiety and depression symptoms reduce when CBT (cognitive behavioral therapy) and REBT, in specific, are employed… [END OF PREVIEW]

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