Counseling Theories in School Counseling:



COUNSELING THEORIES IN SCHOOL COUNSELING:

Applying Counseling Theories to the ASCA National Model

And Personal Preferences in Counseling Theory

S. Emily Curtis

Monday, October 14, 2013

Salem College

Ann Sourbeer Morris, Ed.D.

COUNSELING THEORIES IN SCHOOL COUNSELING: Applying Counseling Theories to the ASCA National Model and Personal Preference in Counseling Theory

Understanding the many and varied theories that exist in psychology and counseling is crucial to the work of school counselors. No matter the level at which the school counselor works, be it elementary education all the way through post-secondary education, understanding and applying appropriate counseling theories is necessary and central to the success of not only the counselor but the client or student receiving services. School counselors must be aware of all of the counseling theories that exist and have a great deal of understanding of what encompasses each theory. The counselor must then be able to determine which theory or method of therapy is best suited to meeting the needs of the student-client. The school counselor must also take into account the effectiveness of the theory within the school setting. School counselors must, unfortunately, work in a quickly, in an efficient manner, to meet the needs of students and provide immediate results, helping the student achieve the maximum result of positive change, while limiting the loss of instructional time.

It is also important for school counselors to work within the American School Counselor Association National Model and Framework. This provides school counselors with guidance and proven methods of managing and maximizing their school counseling program. This model also provides a framework for the competencies of school counselors, and a way to measure school counselor accountability. The school counselor is not only accountable to students, but to administrators, parents, and other educators. The National Model allows all stakeholders to understand the role of the school counselor and to be able to confidently know that the school counselor is carrying out his or her duties.

It is also crucial for school counselors to find a counseling theory that works best for them in their school setting and that can be fully applied through the National Model. By focusing on a particular counseling or therapy method, the school counselor can become an expert in that method and use it to its fullest capacity. This is not to say that school counselors will only rely on one counseling theory alone as the basis for their counseling program within the school. Simply put, the school counselor should find a counseling theory that meets a wide variety of needs, is applicable within his or her school setting, and that he or she is comfortable and confident using with students of any level presenting any number of issues. Multiple theories should be drawn upon based on the presenting problem; however, it is common that one theory presents itself as most valuable to the particular counselor.

Theoretical Perspectives, the ASCA National Model, and School Counselor Competencies

In order to understand how counseling theories will apply to school counseling within the ASCA National Model, it is first important to understand where, within the model, counseling theories are relevant in the framework, themes, and competencies of the National Model. The American School Counselor Association developed the National Model in 2003 (ASCA, 2012). The National Model was developed to improve upon the field of school counseling and to provide guidance to school counselors, administrators, and school districts about the role of school counselors and counseling (ASCA, 2012).

The National Model focuses on providing counseling services for all students within schools, not just students seeking counseling services; school counselors as contributors to overall student achievement and success; collaboration among school counselors, parents, and other educators; direct and indirect services provided by school counselors; and placing value on and appropriate response to diversity and differences among individuals (ASCA, 2012). The National Model is made up of four components of the framework and 4 themes of the framework. The components of the framework are foundation, management, delivery, and accountability (ASCA, 2012). The four themes are leadership, advocacy, collaboration, and systematic change (ASCA, 2012). Counseling theory applies most directly to the framework component of delivery. Included within delivery, applying to counseling theory, are direct student services and responsive services (ASCA, 2012). Direct services and responsive services are generally “in-person interactions” (ASCA, 2012), such as counseling and responding to crisis in the school or school community. According to the National Model, at least 80% of the duties and work of school counselors should be direct and indirect services (ASCA, 2012).

Also included and important to the National Model are the school counselor competencies. Counseling theory applies to a number, but not all, of the competencies. Competency I-A-5 states that school counselors should have knowledge of “Individual counseling, group counseling and classroom instruction ensuring equitable access to resources promoting academic achievement, career development and personal/social development for every student” (ASCA, 2012). Competency goal I-A-8 also speaks directly to the importance of counseling theory as it pertain to the National Model, stating that school counselors should have knowledge of “developmental theory, learning theories, social justice theory, multiculturalism, counseling theories and career counseling theories” (ASCA, 2012). Goal I-A-9 also applies to counseling theory with the expectation that school counselors will have knowledge of “the continuum of mental health services, including prevention and intervention strategies to enhance student success” (ASCA, 2012).

As previously mentioned, counseling theory is most applicable to the National Model within the framework component of delivery. This portion of the model contains the highest number of competencies that directly relate to the importance of counseling theory and application. The following competency goals discuss the relevance and necessity of counseling theory within the practice of school counseling as stated within the American School Counselor Association National Model. Table 1 provides information on the competencies within the National Model that discuss the value of counseling theory to school counseling.

Table 1

|Competency Description of the Competency |

|IV-A-3 Knowledge of Counseling theories and techniques that work in school, such as rational |

|emotive behavior theory, reality therapy, cognitive-behavioral therapy, Adlerian, solution-focused brief counseling, person-centered |

|counseling, and family systems (ASCA, 2012) |

|IV-A-4 Knowledge of counseling theories and techniques in different settings, such as individual |

|planning, group counseling and classroom lessons (ASCA, 2012) |

|IV-B-3 Provided responsive services (ASCA, 2012) |

|IV-B-3a Lists and describes interventions used in responsive services, such as individual/small |

|group counseling and crisis response (ASCA, 2012) |

|IV-B-3b Understands appropriate individual and small group counseling theories and techniques, such as |

|rational emotive behavior therapy, reality therapy, cognitive-behavioral therapy, Adlerian, solution-focused brief counseling, |

|person-centered counseling, and family systems (ASCA, 2012) |

|IV-B-3c Demonstrates an ability to provide counseling for students during times of transition, |

|separation, heightened stress and critical change (ASCA, 2012) |

|IV-B-3g Understands the nature of academic, career and personal/social counseling in schools and the |

|similarities and differences among school counseling and other types of counseling, such as mental health, marriage and family, and substance |

|abuse counseling, within a continuum of care (ASCA, 2012) |

|IV-B-5b Applies appropriate counseling approaches to promoting change among consultees within a |

|consultation approach (ASCA, 2012) |

|IV-C-3 School counselors engage in developmental counseling and short-term responsive counseling |

|(ASCA, 2012) |

|V-A-1 Knowledge of basic concepts of results-based school counseling and accountability issues (ASCA,|

|2012) |

Applying these competencies will allow school counselors to use theory in a way that is in accordance with the National Model. By using the National Model, school counselors can be sure they are performing all of the duties and responsibilities necessary to meet the needs of all students and to provide sufficient services within a school counseling program. The National Model can also be a resource for other stakeholders within the school community, such as parents, administrators and other educators.

Counseling Theories and Applicability to School Counseling

Counseling theories are central to the functionality of school counseling. There are at least 15 important theories that exist that can be applicable to counseling in the school setting. Some counseling and therapy methods may be more effective and conducive to the school setting; however, there may be aspects of any one or all of the theories that are valuable and helpful depending on the student-client and his or her presenting problem or needs. These 15 theories are overviewed below, in Table 2.

Table 2

|Theory |Founder |Time Period of Foundation |Central theme(s) and construct(s) of the |

| | | |theory |

|Psychoanalytic Psychology |Sigmund Freud |1890s |Freud studied the interactions of the 3 |

| | | |main parts of the psyche: the Id, Ego, |

| | | |and Superego. His method is concerned |

| | | |with how the repressed memories of the |

| | | |unconscious mind affect present |

| | | |behaviors. Intervention methods include |

| | | |free association, dream analysis and |

| | | |post-hypnotic suggestions. (Capuzzi & |

| | | |Gross, 2011; Rochlen, 2007). |

|Adlerian – Individual Psychology |Alfred Adler |1910s |Adler’s theory of individual psychology |

| | | |studied how the personality of an |

| | | |individual interacted in that person’s |

| | | |work, community and romantic life. |

| | | |Encouragement, positive thinking, and |

| | | |future goal setting are central to this |

| | | |method. Adler placed a strong emphasis |

| | | |on the family constellation and how its |

| | | |components affect personality |

| | | |development. |

| | | |(Capuzzi & Gross, 2011; Rochlen, 2007). |

|Analytic Psychology |Carl Gustav Jung |1920s |Analytical psychology shares some |

| | | |similarities with psychoanalytic |

| | | |psychology, such as dream association and|

| | | |the interaction of the unconscious mind |

| | | |with present behaviors. The main focus |

| | | |of analytical psychology is the process |

| | | |of individuation, or finding one’s inner |

| | | |guide. This form of counseling does not |

| | | |try to establish a diagnosis for problems|

| | | |due to the importance of individuality of|

| | | |each client. (Capuzzi & Gross, 2011; |

| | | |Rochlen, 2007) |

|Behavioral Psychology |Pavlov, Skinner, Wolpe, Bandura, |1920s-1970s |In behavioral psychology is necessary |

| |Watson, Rayner | |that behaviors be observed. Thoughts and|

| | | |feelings are not central to behavioral |

| | | |psychology because they cannot be |

| | | |observed. Central to behavioral |

| | | |psychology is conditioning of behaviors |

| | | |using stimuli and response. (Capuzzi & |

| | | |Gross, 2011; Rochlen, 2007) |

|Existential Theory |Kierkegaard, Nietzsche, Sartre |1940s and 1950s |Existentialism is a realistic approach |

| | | |that works to find meaning in life from |

| | | |one’s own experiences. This theory |

| | | |explores the meaning of life and one’s |

| | | |existence. Existential theory is useful |

| | | |during transitional times. (Capuzzi & |

| | | |Gross, 2011; Rochlen, 2007) |

|Person-Centered Therapy |Carl Rogers |1940s |This form of therapy is effective with |

| | | |individuals and groups. The counseling |

| | | |relationship is the most important factor|

| | | |in this theory and is based on the three |

| | | |core conditions of a therapeutic |

| | | |relationship: empathic understanding, |

| | | |genuineness, and unconditional positive |

| | | |regard. The main focus of this theory is|

| | | |to help the client understand his or her |

| | | |own goals and needs. (Capuzzi & Gross, |

| | | |2011; Rochlen, 2007) |

|Gestalt Theory |Frederick and Laura Perls, Paul |1950s |Gestalt theory focuses on treating the |

| |Goodman | |needs of the whole client, mind and body.|

| | | |The goals of Gestalt theory are to help |

| | | |the client gain an awareness of their own|

| | | |experiences and how they apply to the |

| | | |client’s life. Gestalt theory does not |

| | | |place a strong influence on the past, but|

| | | |focuses on the “here and now”. (Capuzzi &|

| | | |Gross, 2011; Rochlen, 2007) |

|Family Systems Theory |Jay Haley, Virginia Satir |1950s |Family systems theory was revolutionary |

| | | |to traditional forms of therapy, in that |

| | | |it focused on multiple individuals |

| | | |simultaneously in the same setting, yet |

| | | |each person is having a different |

| | | |experience. This theory describes family|

| | | |in cyclical patterns such as the family |

| | | |life spiral, the family life cycle and |

| | | |the family merry-go-round. Family |

| | | |systems theory is most conducive to |

| | | |American style families and requires the |

| | | |counselor to have a high degree of |

| | | |understanding of how families differ by |

| | | |culture. (Capuzzi & Gross, 2011) |

|Rational Emotive Behavior Therapy |Albert Ellis |1950s |This form of therapy is applicable in |

| | | |multiple settings, including individual |

| | | |therapy, group sessions, and family and |

| | | |marital counseling. Rational emotive |

| | | |behavior theory links cognition, behavior|

| | | |and feelings. The goal of this method of|

| | | |therapy is to establish positive and |

| | | |rational thinking that leads to a healthy|

| | | |expression of feeling and behavior. |

| | | |(Capuzzi & Gross, 2011; Rochlen, 2007) |

|Cognitive Theory |Aaron Beck |1960s |In cognitive therapy, change occurs when |

| |Albert Ellis | |the client changes faulty thinking |

| | | |patterns. It is important to note that |

| | | |cognition and behavior are directly |

| | | |linked in cognitive theory. The goal of |

| | | |cognitive therapy is change negative |

| | | |thinking, which leads to a change in |

| | | |behavior. (Capuzzi & Gross, 2011; |

| | | |Rochlen, 2007) |

|Feminist Theory | |1960s and 1970s |Feminist theory developed out of the |

| | | |civil rights movement with a goal of |

| | | |establishing political and social changes|

| | | |for women in the male-dominated society |

| | | |of mid-20th century America. Feminist |

| | | |theory is made up of three phases of |

| | | |evolution: the radical phase calling for |

| | | |social and political change; the liberal |

| | | |phase, focusing on the individual wants |

| | | |and needs of women; and the moderate |

| | | |phase which focuses on balance and |

| | | |equality for all oppressed groups. There|

| | | |is no particular founder or set of |

| | | |specific theoretical techniques used in |

| | | |feminist theory. (Capuzzi & Gross, 2011) |

|Choice Theory |William Glasser |1960s |Choice theory is based on the idea that |

| | | |all behaviors are based on choices made |

| | | |by individuals. Behaviors exist to |

| | | |fulfill 5 basic needs: survival, love and|

| | | |belonging, freedom, empowerment, and fun.|

| | | |All behaviors consist of 4 parts that |

| | | |make up total behavior: thoughts, |

| | | |feelings, actions, and physiology. |

| | | |(Banks, 2009; Capuzzi & Gross, 2011; |

| | | |Rochlen, 2007) |

|Solution-Focused Brief Therapy |Steve de Shazer |1970s |Solution-focused brief therapy is a form |

| |Insoo Kim Berg | |of postmodern psychology that was |

| | | |designed to focus on the solution to |

| | | |problems, not the problem or the root of |

| | | |the problem. SFBT places a great deal of|

| | | |power in the hands of the client. This |

| | | |form of therapy also requires a very |

| | | |strong and trusting counseling |

| | | |relationship. (Rochlen, 2007) |

|Constructivist Theory | | |Constructivist theory is a postmodern |

| | | |theory of psychology that believes there |

| | | |is no predetermined set of social norms |

| | | |establishing right and wrong. What is |

| | | |right or wrong is determined by the |

| | | |client. This theory encourages the |

| | | |client to set his or her own idea of how |

| | | |they want to construct their world around|

| | | |their feelings and thoughts. |

| | | |Constructivist theory places the client |

| | | |in control of his or her own life and |

| | | |states that the client is his or her own |

| | | |expert about him or herself. (Rochlen, |

| | | |2007) |

|Reality Therapy |Robert Wubbolding |1990s and 2000s |Reality therapy is the practical |

| | | |counseling method that corresponds to |

| | | |choice theory. Reality therapy |

| | | |encourages clients to look at their own |

| | | |behavior, consider the implications of |

| | | |their behavior, and decide how to alter |

| | | |behavior to improve one’s quality of |

| | | |life. The intervention method “WDEP” was|

| | | |developed by Robert Wubbolding. The |

| | | |acronym stands for wants, |

| | | |doing/direction, self-evaluation, and |

| | | |planning. (Banks, 2009; Capuzzi & Gross, |

| | | |2011, Rochlen, 2007) |

Personal Preference of Counseling Theory in School Counseling

As a school counselor, it is highly unlikely that one would select a single counseling theory to apply and neglect all other forms of counseling and therapy. This statement proves true for me. Through study and research of 15 important counseling theories, there is no way that I could simply choose one form of counseling and never consult with another form for the rest of my school counseling career. There are many strengths to each of the theories studied in this course and many of the counseling theories proved relevant and valuable in consideration for school counseling. For example, Psychoanalytic and Analytical Psychology help clients to understand how repressed events from one’s past can cause a strong affect on their present thoughts, feelings, and behaviors (Capuzzi & Gross, 2011). School counselors may encounter situations when it is necessary to dig into a student’s past to help that student understand the root of his or her problem, in order to ultimately overcome said problem. However, psychoanalytic and analytical psychology present important limitations to school counseling, such as the length of time required to fully implement these methods.

Another theory that is valuable to school counselors is the Adlerian theory of Individual Psychology. This theory is very optimistic and encouraging of students (Capuzzi & Gross, 2011). It accounts for relationships between the client and the rest of his or her world, including work, community, and romantic relationships (Rochlen, 2007). Also, this theory is very encouraging of the client and focuses on a positive environment (Capuzzi & Gross, 2011).

The Rogerian theory of Person-centered therapy also places a strong emphasis on relationships. However, it is not so much relationships in the rest of the world, but the counseling relationship, that is central to this theme (Capuzzi & Gross, 2011). Person-centered therapy calls for the counselor to demonstrate the core conditions of a therapeutic relationship, demonstrating genuineness, empathy, and unconditional positive regard toward the client (Rochlen, 2007). These core conditions are crucial to the functionality of this form of therapy. When a school counselor provides these core conditions to the student, the student is more likely to open up to the counselor and be responsive to change and personal improvement.

Feminist theory may sound as though it does not have a place in public schools that cater to both all genders; however, the heart of this theory is equality. “The major goals of feminist counseling are change, equality, balancing independence and interdependence, empowerment, self-nurturance, and valuing diversity” (Capuzzi & Gross, 2011). All of the goals of feminist theory are relevant in current education and school counseling.

Keeping in mind that many different theories and therapy methods provided useful insights, tools, and intervention methods, it is still important for school counselors to have a counseling theory or therapy method that they can use for virtually any situation with virtually any student, accounting for gender and cultural differences. For me, the counseling theory and therapy method that I find most relevant and applicable is Choice Theory and Reality Therapy. These methods provide techniques and tools that can be used for almost any situation or student that may present, at any level of education, within the school setting. These theories are practical for use in schools and provide quick results for the student, the counselor, and others in the school community.

Choice Theory

Choice theory was developed by William Glasser during the 1960s (Capuzzi & Gross, 2011). As with all counseling and therapy methods, choice theory has a main goal “to help people take better charge of their lives and fulfill their needs” (Capuzzi & Gross, 2011). The difference with choice theory lies in the approach. Central to choice theory is understanding the root of all human needs and how needs motivate behavior. Choice theory falls into the category of behavioral psychology due to the idea that the change must be in the client’s behavior and that it must be visible and measurable (Capuzzi & Gross, 2011).

Glasser believed that all human behavior was based on an attempt to fulfill needs (Banks, 2009). There are five basic human needs; survival, love and belonging, power, freedom, and fun; but all of them can be observed within any one behavior (Banks, 2009). Glasser also believed in “total behavior” (Banks, 2009). Total behavior consists of four components that simultaneously coexist; acting, thinking, feeling, and physiology (Banks, 2009). Within every demonstrated behavior, all four components of total behavior exist, though one part of the behavior may be predominant over the others (Banks, 2009).

Another central concept to choice theory is Glasser’s “10 axioms” (Banks, 2009). These 10 axioms establish central beliefs about human behavior and aim to help individuals embrace their own person freedom (Banks, 2009). Within the 10 axioms are the ideas of the five basic needs and the four components of total behavior (Banks, 2009). Other important concepts within the axioms are that only the individual can control his or her own behavior; that behavior is a choice; all long-term problems stem from issues in human relationships; and that though the past may contribute to behaviors, the only thing that an individual can change or control are behaviors in the present (Banks, 2009).

Reality Therapy

Reality therapy is the counseling method, developed by Robert Wubbolding, that stemmed from choice theory and “helps individuals define wants related to their basic needs, evaluate their behavior and develop plans to fulfill their needs” (Banks, 2009). The counseling relationship is central to this method of therapy and requires the counselor to take a very active role toward establishing a positive, accepting relationship (Banks, 2009). Some tips provided by Wubbolding in regard to developing an appropriate counseling relationship include active listening and non-verbal cues; avoid judging the client’s behavior; use humor to break down barriers; incorporate appropriate personal disclosure; focus on positive behaviors; and AB-CDE: Always Be – Courteous, Determined to help, and Enthusiastic (Banks, 2009).

Wubbolding developed an acronym for the intervention method used in reality therapy, WDEP. The first letter of the acronym, W, directs the counselor to focus on the “wants” of the client (Banks, 2009). Part of establishing a client’s wants for counseling is understanding the client’s level of commitment. Wubbolding describes five levels of commitment: no commitment; a wish but not a strong desire; a mild commitment but uses the word try to allow for failure; a moderately high level of commitment but still allowing some room for excuses; and the highest level of commitment with a strong desire toward the outcome (Banks, 2009). It is important within reality therapy, during the phase of establishing wants and commitment level, that the client, or student, feel in control of the process and not forced to move in a direction that is unwanted (Banks, 2009).

The next letter in Wubbolding’s acronym for intervention is “D”, for doing or direction (Banks, 2009). This step in the process looks at what the client is doing, his or her behaviors, and in what direction these behaviors are taking the client (Banks, 2009). Another aspect of this process can also include what the client is doing to get what he or she wants (Banks, 2009). The focus of this step is to raise the client’s awareness of his or her own behaviors and actions (Banks, 2009).

The most important part of the WDEP intervention method is the “E” step, which is self-evaluation (Banks, 2009). “No one changes behavior unless a judgment is first made that the current behaviors are not helpful” (Banks, 2009). During this step, the client must take a close look at the behaviors demonstrated and what impact these behaviors are having on his or her life (Banks, 2009). The client must determine, for him or herself, which behaviors are constructive and which behaviors are detrimental. Also included in this self-evaluation are the client’s beliefs, choices, thinking, feelings, wants, and perceptions; not just his or her obvious behaviors, as all of these factors contribute to the behavior that is actually observed (Banks, 2009).

The letter “P”, for planning, is the last letter in the intervention acronym, though it is not necessarily the last stage of the process. This form of intervention is circular, not linear, allowing the intervention method to begin at any point and progress from there (Capuzzi & Gross, 2011). The counselor and the client work together during this phase of the intervention to develop a plan to help the client effectively and positively get what he or she wants (Banks, 2009). “When individuals make plans and follow through, they are taking charge of their lives by redirecting their energy and making action choices” (Banks, 2009). Wubbolding employs a formula to describe the characteristics of a successful plan (Banks, 2009). This formula is SAMI2C3: simple, attainable, measurable, immediate, involving the counselor, controlled by the client, committed, and consistent (Banks, 2009). If the plan includes these characteristics and is fully implemented by the client, or student, it should provide the client with a successful way to achieve person goals and wants. Banks goes on to describe the levels of successful plans with the best plan being one developed by the student or client, the next best plan is developed by the client and counselor working together, and the third best plan is one developed by the counselor (Banks, 2009). The key to developing and implementing a successful plan for change is a high level of commitment and motivation by the client. “Change happens when students identify their wants, evaluate their behavior and implement an effective plan” (Banks, 2009).

Strengths of Choice Theory and Reality Therapy

All counseling theories will present strengths depending on the client and his or her presenting problems and needs. For school counseling, the strengths of choice theory and reality therapy outweigh the limitations. It is possible to apply choice theory with or without reality therapy, and vice versa, in the school setting and still received the desired result of change.

One important strength of choice theory and reality therapy is that these theories require students to recognize that they are the only people that can control their own behaviors. Try as we may, neither teachers nor administrators can actually control a student’s behavior. If the student has the will to act in a particular manner, all we can do is provide consequences. However, these consequences do not guarantee that the behavior of the student will be altered. Choice theory states that “the only person whose behavior we can control is our own and all behavior is chosen, but we have direct control over how we think and act and indirect control over our feelings and physiology” (Banks, 2009). If students are open to change, these concepts of choice theory can lead to students accepting responsibility for their behaviors. They will stop blaming others or outside forces for creating behaviors and embrace that all actions and behaviors are of their own choosing.

Another important point within choice theory is the focus on the present. Choice theory does not treat the past as irrelevant; however, the past cannot be changed and should not be central to personal improvement. Students should focus on their behaviors in the present. When students realize that the only outcome of focusing on the past is continuing to feel that pain, but that making changes in the present can improve their lives, students will be more likely to live in the “here and now” (Capuzzi & Gross, 2011) and make the changes that will enhance their lives.

The concept of the five genetic needs also adds value and strength to choice theory. It is important for students, counselors, and all other stakeholders in the educational process to understand that all behaviors stem from at least one of the five biological needs that humans cannot avoid. These needs are survival, basics such as food and shelter; love and belonging, that sense of being an accepted member of society; power; freedom, knowing that you have some control over your own life and choices; and fun, the need to find ways to entertain one’s self (Banks, 2009). With my new understanding of choice theory, I have been able to apply this knowledge of need-based behavior to adjust my approach to working with students. As a teacher, if I stop and consider what is at the root of the behavior being demonstrated by the student, can I meet his or her need in a way that will stop the behavior and prove to the student that needs can be met in a constructive way rather than a disruptive way. This thought process has already provided positive results for me in my classroom. Often, when a student is acting out or “performing” it is simply an attempt to gain the love and sense of belonging that he or she needs fulfilled in that moment. Regularly, if I provide that student with positive attention for a short period of time, the need is met and the negative behavior stops. Seeing how the simple application of the knowledge of need-based behavior has dramatically improved my ability to respond to my students proves to me how effective choice theory could be when communicated directly to students in a counseling atmosphere.

The strengths of reality therapy lie in the suggestions for a therapeutic counseling relationship and the “WDEP” intervention method (Banks, 2009). The most important characteristics of the counseling relationship, as stated in Choice Theory, by Banks, are “suspend judgment, do the unexpected, use humor, and share yourself” (Banks, 2009). When students feel that they will be judged for actions, they are not likely to engage in the process of change and often become defensive, not wanting to recognize that the action was undesirable. By refraining from judging the behavior, students will feel free to open up and allow the counselor to work with them in order to make more beneficial choices. “Doing the unexpected” (Banks, 2009) means that the counselor does not focus on the negative issue that brought the student to counseling, but finding positives in the student that can be highlighted. When students feel that all they ever hear about is what they do wrong, they may begin to feel that nothing they do is right and therefore, why bother trying to do what is right. When students know that others see good in them, it is likely they will work hard to keep themselves in that “good light” and will be more likely to hear what the counselor has to say, and how the student and counselor can work together to create improvements in the student’s life.

The “WDEP” intervention method (Banks, 2009) provides a concrete plan for change that students can understand and apply to their own lives. By discussing with students what they want, the “W”, their need for power and acceptance can be met. When someone is concerned about another person’s wants, that person cares about the other person’s well-being, thus fulfilling the need to be accepted. Also, when a student is allowed to communicate his or her wants, they have a greater opportunity to get what they want through the simple act of this communication, often leading to a sense of personal power and accomplishment.

During the phases of “doing, direction, and self-evaluation” (Banks, 2009), students must take personal responsibility for their behaviors and the outcome and consequences of said behavior. This part of the reality therapy process leads directly back to choice theory and the importance of taking responsibility for one’s own actions and behavior. It is possible, that on some level, the acceptance of responsibility can also provide students with a sense of power and freedom. Once students realize that they are the only person truly in control of their own behavior, they feel empowered to control their own behavior and feel free from trying to find a scapegoat for their actions. The self-evaluation process can also provide a great deal of insight for students into what is working and what is not working in their lives. By finding actions or behaviors that have been successful, students, again, can gain a sense of power, yet still understanding that other behaviors were not beneficial and must be changed.

Finally, the planning phase of WDEP allows students another opportunity to feel empowered, loved, and free. Students feel loved, free and empowered when an adult trusts them enough to allow the student to be in control. So often, young people feel as though they have so few choices and so little control of their own lives. Trust, freedom, power, and love go together; therefore, when trust is demonstrated by allowing students to establish and implement their own plan of action, they also have their need for love, power, and freedom met.

The most important strength of choice theory and reality therapy, outside of the level of effectiveness with students, if the conducive nature of this theory in the school setting. As school counselors, we are to be contributors to the achievement and success of students, not just emotionally, but also academically. Choice theory and reality therapy are counseling methods that can provide quick results. The number one reason students are at school is to receive an education. If students must spend many hours a week in counseling, under exhaustive theories such as psychoanalytic psychology, then students will not be gaining the knowledge and information that they should be receiving in the classroom. Choice theory and reality therapy provide the student with insight into their own behaviors and a plan of how to implement change to improve functionality in life. When students can return to the classroom quickly with improved behavior and a better understanding of self, students are much more likely to be personally and academically successful.

Limitations of Choice Theory and Reality Therapy

Just as all counseling theories and form of therapy will present strengths depending on the needs of the client, these theories will also exhibit limitations depending on the needs of the client. From the school counselor perspective, choice theory and reality therapy have a great deal fewer limitations than strengths. The most important limitation of choice theory and reality therapy is the lack of focus on the how the past influences behaviors in the present (Capuzzi & Gross, 2011). For many clients, there is an expectation that counseling will require one to relive their past and explore how experiences from the past have brought them to where they are in the present. For the client who is expecting to find great truth in their past, they are more likely to be disappointed with choice theory and reality therapy. Neither theory believes that the past is an important factor in changing present behavior. Both theories do take into account that the past can be a contributing factor to understanding what led to a particular action or behavior, but the past is not relevant in the ability to change the behavior.

Another important limitation that could affect the success of these forms of counseling is the commitment level of the client. If the client has a low level of commitment to the process of change, then no change will occur. This lack of success could be very difficult for the counselor. The goal of counseling and counselors is to help people make the changes that will improve their quality of life. When faced with a client that is unhappy, yet unmotivated to change, the counselor is not able to meet his or her own professional goal of helping the client. It is important that the counselor not internalize these less than successful encounters and save his or her energy for clients who are highly motivated to improve their lives.

Conclusion

No matter the setting of counseling, be it school counseling, private sessions, community outreach or inpatient treatment; counseling theory and appropriate application of theory is central to the counselor’s ability to successfully implement positive change for their clients. As previously stated, though all different, all counseling theories and methods of therapy have similar goals, they aim to help the client gain a deeper understanding of how to meet his or her own goals and needs and to live his or her own life to its fullest meaning. As school counselors, it is crucial that we have a deep understanding of the many different counseling theories and how best to implement those theories. Often, in private practices, counselors may be selective as to the types of issues that they provide services for and may be able to be very specific about which theories they choose to implement in their practice. In the school setting, counselors must be available to all students, no matter their presenting problems or the form of theory most conducive to treating the client’s issues. School counselors must be able to work with students in individual sessions, group counseling, or the classroom setting. These varied presenting problems and the potential for various settings for counseling require school counselors to be very well-rounded in all accepted counseling theories and methods of therapy.

It is also crucial that the school counselor be able to perform his or her duties within the framework of the American School Counselor Association National Model. This model provides guidelines for school counselors to maximize their ability to implement and manage a successful school counseling program. It also provides a measurable set of expectations for other stakeholders in the school community. The competencies listed within the National Model allow school counselors to self-monitor and self-evaluate their own efficiency as school counselors.

Finally, it is important for school counselors to find a theory of counseling and method of therapy that will be effective for them as counselors and for the school as a whole. Choice theory and reality therapy are very well suited for use in schools, at any level. With quick, efficient, and effective methods to produce positive change in students, it is very likely that students will become more productive members of the classroom, school community, and society as a whole.

REFERENCES

Author. (2012). National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: American School Counselor Association.

Banks, S.G. (2009). Choice Theory: Using Choice Theory and Reality Therapy to Enhance Student Achievement and Responsibility. Alexandria, VA: American School Counselor Association.

Capuzzi, D. and Gross, D.R. (2011). Counseling and Psychotherapy: Theories and Interventions (5th ed.). Alexandria, VA: American Counseling Association.

Rochlen, A.B. (2007). Applying Counseling Theories: An Online, Case-Based Approach. Upper Saddle River, NJ: Pearson Education, Inc.

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