Counseling Philosophy

ASCA's Professional Standards

• The ASCA's School Counselor Professional Standards and Competencies inform school counselors' professional identity by forming the basis of their beliefs and the tasks they perform. As a school counselor in training, learning about the ASCA Professional Standards and Competencies guides my actions as I serve students.

• The Standards and Competencies unify the field of school counseling and set standards for how school counselors should serve students ethically, legally, and effectively.

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My Counseling Theory Orientation

• Reality Theory. Reality Theory is rooted in the belief that every individual is in control of themselves and is driven by their needs. I communicate this with students by explaining that no one can force them to do anything. Only the student can decide to make the needed changes. But their choices have different results, some good, some bad, that they should be aware of.

• Rational-Emotive Behavior Theory (REBT). REBT focuses more on inner thoughts. If students are struggling to meet expectations, it is because their inner dialogues turn negative; they must be nurtured to have more positive inner dialogues. In these situations, I use the ABCDEs of REBT to break down the triggers for these thoughts and work with the student to dispute the irrational beliefs and replace them with rational thoughts.

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Multi-Cultural Competence

• When working with a diverse student body, it is important to maintain respect and an open mindset. If there is a large population with a history and background unfamiliar to a school counselor, they should seek out training and education in this area to ensure cultural competence. For example, at my internship site, the majority of students are Hispanic. When discussing barriers and obstacles students face, I seek their opinions first before making assumptions. In Hispanic culture, there is a large emphasis on the family unit. While this may not apply to every Hispanic student, the idea of students working hard to make their families proud or help their families financially is a common motivator for students.

• Many students also come from low-income families, meaning that they may have additional responsibilities that other students may not. It's important to consider what students feel they can reasonably accomplish. Students who work part-time to help support their families may not be able to join sports teams or clubs and may find it difficult to stay after school or come before school for tutoring. In this case, school counselors can advocate for these students to ensure they receive the support needed to be academically successful. For example, ensuring students have access to online tutoring websites, to wifi connections at home, and consistently have their needs met.

 

My Role as a Leader & Social Justice Change Agent

• As a leader and social justice change agent, I find myself growing more and more ambitious. The school system as it is now is flawed. Too often, students don't understand the point of their classes and homework. Assignments feel like busywork, and lessons don't feel relevant. As an advocate, I want to implement systemic changes that benefit students and prepare them for life beyond schooling. Starting with the counseling program at any school I work in, I want to implement a routine set of counseling lessons delivered throughout each school year. The lessons will range from career exploration, study skills, organizational skills, time management and organization, conflict resolution, and demystifying college. Each lesson will work to connect academic skills to life beyond school.

• I understand that change can take time, but time does not deter me. Creating an academic system that works for the benefit of young people is something that excites me and proves to be an ever-evolving matter as technology and the world change.  Subjects that students learn and skills students are taught should evolve with the times. This brings me to the next step, updating the school curriculum. I would want to collaborate with teachers, administration, and district members to adapt the classes offered and ensure lesson plans involve connections to real-life skills. Every student should have a basic understanding of the core subjects, but they should also engage in learning life skills. For example, if many students work part-time, economic classes should be offered to teach students about taxes, money management, bank accounts, retirement plans, and life insurance. The trick with these lessons is they must be relevant to students, otherwise, many will not retain the information.

• My overall goal is to alter the school system so that students want to be in class and want to learn. This will create future generations that are well-educated and independent thinkers who can collaborate with others to build a better world.​