PersonalPhilosophyofSchoolCounseling1

PersonalPhilosophyofSchoolCounseling
KatieChilton
December17,2012
SalemCollege
AnneSourbeerMorris,Ed.D.

PersonalPhilosophyofSchoolCounseling2

PersonalPhilosophyofSchoolCounseling

Thispaperwilllaythefoundationformyvisionandpersonalphilosophyforan
elementarylevelschoolcounselingprogram.Iwilloutlinethegoalsofthecounselingprogram
throughlearningtheories,humangrowthanddevelopment,andtheASCAcompetencies.
ThroughresearchandtheASCANationalModel,Iwillprovideinsightintothepersonal
philosophyIhavesetinplaceforanelementaryschool.Iwillprovidemypersonalphilosophy,
purposeofcounseling,leadership,andeducationalgoals.Throughallthatwehavestudiedin
EDU660Iwillshowmyownpersonalphilosophyofschoolcounselingincorporating
counseling,leadership,andlearningstyletheoryasrelatedtothehumangrowthand
developmentofthestudentpopulationofelementarystudentswithconsiderationtoASCAs
competenciesforschoolcounselorsandtheASCANationalModel.
Itisimportanttotakethetimetoplanacomprehensiveschoolcounselingprogram
becausethestrongertheprogramthebetteritwillaidinmeetingtheeducationalgoalsand
developmentalgoalsofthestudentswereach.Whenwehaveaprogramsetinplaceitallowsus
tohavereachableandattainablegoals.Whenweprovidestudentswithaschoolcounseling
programthatwillsuittheiremotional/socialanddevelopmentalneeds,itwillonlyenhancetheir
success.
PersonalPhilosophy

Foraschoolcounselingprogram,Ibelieveitisimportantthattheprogramprovidesthe
opportunityforgrowthfortheentireelementaryagestudents.Anidealschoolcounseling
programshouldprovidegrowththroughacademic,personal/social,andcareeropportunitiesfor

PersonalPhilosophyofSchoolCounseling3

everyone.Ibelievethateverystudenthastherighttobenefitfromaschoolcounselingprogram.
ByfollowingthestandardsprovidedbytheASCANationalStandard,theschoolcounseling
programwillprovidestudentswitharigorouseducationandstrongsupportsystem.
Ibelievethateachstudentisuniqueandthatcaringadministrators,creativelessonplans,
andsafeatmospheres,shouldsurroundthem.Thestudentshouldbeallowedtogrowandmature
emotionally,intellectually,physically,andsocially.ThroughthisprogramIwillpreparefor
variousdevelopmentalstagesthatoftenoccurduringtheelementaryschoolyears.Forstudents
toconstructknowledge,theyneedtheopportunitytodiscoverthemselveswiththehelpof
teachersandadministratorstoguidethem.Itisimportanttodoactivitiescreativelytohelp
studentslearninavarietyofwaysandalwayslookforwaysofimprovingtheeducational
system.Equallyimportanttoselfgrowthishavingtheopportunitytostudythingsthatare
meaningfulandrelevanttoone'slife,interests,andcultures.Developingacurriculumaround
studentinterestsandmotivationsprovidesroomforpassionoflearningtosucceedthroughout
life.Allowingthistypeofmotivationaleducationalsoprovidestimeforsharingideasand
conceptsfromothers,whichwillalwayspromoteeducationaldevelopment,canhelpstrengthen
education.Lastly,tohelpthestudentgrowemotionally,intellectually,physically,andsocially,I
believestudentsshouldlearntoloveandrespectthemselvesaswellasothers.Ibelievethat
teachers,schoolcounselors,andadministratorscanallworktogethertoprovideasettingwhere
everyoneisacceptedfortheiruniqueselves.Whenthevoiceofeachstudentisheardandwhere
studentsfeelfreetoexpressthemselvesthenitwillallowstudentstofeelsafe,valued,and
accepted.Ithinkthateducationprovidesanopportunityforbothlearningandgrowth.

TheFoundationofProfessionalSchoolCounselorsidentifiesaphilosophybasedon

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schoolcounselingtheoryandresearch/evidencebasedpracticethatrecognizestheneedforall
studentstobenefitfromtheschoolcounselingprogram.Professionalschoolcounselorsshould
alwaysimplementandactonthesephilosophiestoguidethedevelopment,implementationand
evaluationofaculturallyrelevantandcomprehensiveschoolcounselingprograms
(schoolcounselor.org/rolestatement).
PurposeofCounseling
Thepurposeofmyschoolcounselingprogramisforcounselingtobehelpfulforstudents
totalkaboutandovercomeobstaclestotheiracademicsuccessandoverallhealthandwellness.
Theschoolcounselorisintendedtobeaproactiveresourcesforstudentsandaguideforwhen
somearetroubled.Studentsoftentalkandtheschoolcounselorwilllistenwhilehelpingthe
studentfindtheirownsolutions.Theschoolcounselorisalsotheirtohelpmakeplans,organize,
orgiveappropriatesolutionsorsuggestions.Theschoolcounselormaymeetwithindividuals,
groups,orwithawholeclassroomofstudents.Professionalschoolcounselorsdevelop
confidentialrelationshipswithstudentstohelpthemresolveand/orcopewithproblemsand
developmentalconcerns(schoolcounselor.org).Asyoucanseetherearemanyrolesofthe
schoolcounselorbutonemainroleisthatofthecounselingprocess.TheASCAadvisesthat
schoolcounselorbeknowledgeableofmanycounselingtheoriessothattheycanhavean
effectivecounselingprogram.Itisalsoimportantthattheschoolcounselorbeconsciousof
differentculturestomakeaneffectivecounselingprogram.
CounselingTheories&CulturalDiversity
Ifonewantstobecomeanexcellenttherapistthenitmakessensetostudythetheories
andtechniquesbehindsomeofthegreatestmindsinthefieldofpsychology.Throughthese

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practicalcounselingtheoriesonecanslowlybegintoformulatetheirownpersonaltheory
(SommersFlanagan,2004).Itisvaluabletoknownotjustonebutmanytheoriesforthe
formationofthebesttheoreticalbaseforcounseling.Itisimportantthatcounselorsremain
flexiblewhenconstructingtheirtheoreticalbase(Morris,2012).Counselingtheoryisinevitable
inthecounselingprocessandinthecounselorsprofessionalbehavior(Shoben,1962).
Accomplishedschoolcounselorsusetheirextensiveknowledgeofthetheoriesandbest
practicesthatsupporttheirprofessiontodevelopasound,consistent,professionalphilosophyof
counselingthatguidestheirworkwithadiversestudentpopulation(http://www.nbpts.org,
2002,pg.25).Withouttheoriesitishardtobringordertothepracticeofcounselingaswellas
tobetterunderstandtheclient.
Itisimportantthatcounselorsremainopentotheclientandtheirownpersonalvalues,
beliefs,bias,andglobalunderstandings(Morris,pg.4,2012).Wewanttobeawareofthese
factorssothatwedonothinderthecounselingprocess.Theoryshouldbeusedasatoolfor
discoveryusedbotharticulatelyandflexibly(1962).Obviouslytherearemanychoicesand
waystoproceedwiththerapydependingononestheoreticalorientation.Itisimportantnotto
getstuckonasingleapproachbecausenoteveryonewillrespondtothatonesingletheory.
Theoriesandtechniquesshouldbeacombinationoflearning,practice,andtryingout.
Counselorsshouldexpecttheunexpected.Overall,whenexploringtheoriesitisimportantto
knowthedifferentperspectivesofcounselinginorderarenecessarytobeamoreeffective
counselor.

Schoolcounselorsshouldalwaysbeculturallyconsiderate.Nostudentisalikeandthe
schoolcounselorshouldberespectfulofthestudentsculturalbackground.Throughthedifferent

PersonalPhilosophyofSchoolCounseling6

beliefsandworldviewsthatculturescanbringitisimportanttoknowinordertocounsel
properly.Theschoolcounselorwantstobeabletofindawaythatisappropriateandawaythat
workswhenitcomestocounseling.
Leadership

ThroughmyschoolcounselingprogramIwanttobeseenasanoutstandingleader.I
believethroughmyleadershipskillsthatIcanmakeastrongcounselingprogramandbealeader
formystudentsandcommunity.Leadershipisanessentialskillforschoolcounselorssothey
cancreateaprominentprogramfortheirschoolandeducationasawhole.Withamissionand
purposeleadershipcanimproveeducation.Itistheobligationofschoolleaderstoinsurethatall
studentsareempowered,competent,andeffectivelearners(Morris,pg.3,2012).
Leadershipforschoolcounselorsisdoneinavarietyofways.Someofthesewaysare
highlightedintheASCANationalModelwhichare:supportingacademicachievementand
studentdevelopment,advancingeffectivedeliveryofcomprehensiveschoolcounseling
programs,promotesprofessionalidentity,andovercomeschallengesofroleinconsistency(pg.1,
2012).Leadershipisthesolidfoundationthatmanyofotherskillsarebuiltoffofinschool
counselingmakingleadershipessentialandsignificanttoeducation.
Schoolcounselorsaseducationalleadersareobligatedtoinsurethatallstudentsare
empoweredandeffectivestudents(Morris,pg.3,2012).Tobeasuccessfuleducationalleaderis
isimportanttolookintothelivesandenvironmentsinwhichstudentsliveandthrive.Educators
mustassesstheseenvironmentsandimpactsthattheyhaveonthelivesofstudents,education,
andthecommunity.Schoolcounselorsaseducationalleaders,canimplementaprogramthat
addressesacademic,careerandpersonal/socialneedsofallstudentsthroughtheuseofleadership

PersonalPhilosophyofSchoolCounseling7

(ASCA,pg.2,2012).
EducationalGoals
Theprimarygoalformyschoolcounselingprogramistohelpstudentssucceedinschool.
Toachievethatgoal,eachstudentmayneedhelpinacademic,personal,social,orcareer
services.Therearedifferentwaystomeetthesegoals,butsomeimportantaspectsarelearning
theories,humangrowthanddevelopment,andthegoalsoftheASCAcompetencies.Inorderto
lookatwhatishinderingstudentsuccessIbelieveitisimportanttolookintotheseimportant
realms.Thegoalstohelpstudentssucceedwillbeimplementedwiththecounselingstrategiesof
learningtheories,development,andtheASCAcompetencies.
LearningTheories

Learningstyleshelpmakeupthesuccessthatweseeinoureducationsystemtoday.The
goaltoreachsuccessineverystudentcanbeaccomplishedthroughlearningtheories.Withthe
differentlearningstylesthereisnoonemethodbetterthanthenext.Itreallyhastodowithwhat
someonepreferswhetheritbeenvironmentalpreferences,sensorymodalities,personalitytypes,
orcognitivestyles(2008).Sincethelearningstyleisrelatedtoeachindividualspreferenceswe
canthenlookcloselyathowtheseindividualsexperiencelearningtobettereducatethem.I
wouldliketohaveaschoolcounselingprogramthatseestheimportanceoflearning,learning
theories,andlearningstyles.
Whyislearningstyleimportant?Itisimportantforapersontoknowtheirlearningstyle
inordertolearn.Kazustatesthat"whenalearnertakesresponsibilityofhis/herownlearner,s/he
attributesmeaningtotheprocessoflearning"(pg.89).Eachstudentisdifferentthereforethe
learningstyleswillbedifferentwhichisimportant.Anotherimportanceinlearningstylesisit

PersonalPhilosophyofSchoolCounseling8

offerstoteachbyusingawiderangeofmethodsineffectivewaysallowingcreativityanda
learningenvironmentforeveryone(2009).Thelastkeyimportancetolearningstylesisthatit
allowsustomanagethingsineducationandcommunicationappropriately.
Themainadvantagetoidentifyinglearningstylesisthatwhenweknowhowtolearn
accordingtodifferentlearningstylesconfidencewillriseandlearningwillcontinue.Learning
stylehasanimportantplaceinourlives(Kazu,pg.90,2009).Therearepositivebenefitsfor
everyonewhenrecognizingandvaluingthedifferencesoflearningstyles.Learningtolearnand
beingabletounderstandtheknowledgepresentedwillhelpthelearnernomatterwheretheyare
at.Everyoneisuniqueandtheselearningstylesallowteachersandlearnerstobemetwherethey
are.Beingawareoflearningstyleswillchangeourperspectiveoneducationandallowusto
learnnewthings!"Learninghowtolearncanbethemostempoweringlearningofall"(Smith,
pg.69,2002).
Schoolcounselorsacrossthenationhaveusedlearningstyleapproachesincounseling
andintheirschools.Indoingsotheyhavereportedpositivechangesinstudents'academic
achievementandattitudestowardschoolasaresult(http://ericae.net/edo/ED341890.htm).The
schoolcounselorsroleiscomplexinvolvingcounselingbutalsothelearningprocess.For
examplethesethreeexamplesshowjustsomeofthemainwaysschoolcounslorsuselearning:
(1)individualandgroupcounseling,whichareprimarilylearningprocesses,(2)coordinating
programsincareereducation,psychologicaleducation,tutoring,peerhelping,andskill
developmentincommunication,conflictresolution,problemsolving,decisionmaking,andtime
managementandstudying,and(3)consultingwithclassroomteacherstocreatealearningstyle
environmentthatisflexibleandresponsivetoabroadrangeoflearningstylespreferences

PersonalPhilosophyofSchoolCounseling9

(http://ericae.net/edo/ED341890.htm).Throughpositivelearningandbeingawareofthe
learningprocessIhopetohaveaprogramthatissuccessfulforallstudentsnomatterhowthey
learn.
HumanGrowthandDevelopment
Schoolcounselorsshouldbeknowledgeableaboutthedevelopmentalstagesassociated
withthestudentstheyworkwith(Morris,2012)."Theworkoftheschoolcounseloris
differentiatedbyattentiontodevelopmentalstagesofstudentgrowth,includingtheneeds,tasks,
andstudentinterestsrelatedtothosestages"(Morris,pg.4,2012).Everypersonandstudentfor
thatmatterisuniqueandsoweshouldconsiderthiswhenwelookatgrowthanddevelopment.
Welookatdifferentwaysofgrowthlikephysical,cognitive,andsocialemotionalgrowth.As
faradevelopmentwelookatbiological,psychological,sociocultural,andthelifecycle(2012).
Therearedifferentdevelopmentalstagesintermsofage.ThedevelopmentalstagesIwilllook
intohavetodowithelementaryagestudents.
Childrenreachdevelopmentalmilestonesinasomewhatpredictablewayalthoughit
variesfromonechildtothenext.Somemayreachamilestoneatoneageandanotherthenext
fewmonthstoayear.Thecourseofdevelopmentismarkedwithdramaticchanges(Ormrod,
2009).Geneticandenvironmentalfactorsinfluencedevelopment.Thisishardtodetermine
thoughsincemanykidsownbehaviorinfluencesthedevelopmentofcharacteristics(2009).The
brainchangesinsignificantwaysinthefirstfewyearsoflifewhichiswhyIamsofascinated
withthisagegroup.Ourbraindoescontinuetochangeandmatureintoearlyadulthood,butI
thinkthetimeanddevelopmentinchildreniscrucialtolookatandunderstand.
Piagetproposedthatcognitivedevelopmenthappensthroughfourstages:sensorimotor,
proportional,concreteoperations,andformaloperations(Ormrod,2009).Piagetdidagreatjob

PersonalPhilosophyofSchoolCounseling
10

oflayingouthowchildrencanandoftendothinkandhistheoriesareveryusefulineducational
development."Younglearnersseemnaturallyinclinedtolearnabout,organize,andadapttotheir
world,andtheyactivelyseekinteractionbothwiththeirphysicalenvironmentandwithother
people"(Ormrod,pg.129,2009).Thesensorimotorstagefrombirthtoage2arebasedlargely
onbehaviorsandperceptions.Thesecondstageproportionalages27developlanguageandthey
symbolicthoughtthatlanguageenableswhichhelpschildrenthinkandtalkaboutthingsbeyond
theirimmediateexperience(butthisisnotinlogicaladultlikeways)(Ormrod,pg.149,2009).
Intheconcreteoperationalstagecannowmastersimplelogicaltasks.Thelaststageformal
operationshappensaroundage11or12andtheyarecapableofabstractthought(pg.150,2009).
Childrenlearnalotfromchallengesandtheytakeinternalizedprocessingtheyusewithothers
andeventuallyprocessitontheirown(2009).Duringtheelementaryyearthinkingbecomes
morelogicalandthenmoreabstractinthemiddleschoolyears.
AsaschoolcounselorIhopetomeetstudentswheretheyarewiththeirdevelopment,
growth,thinking,andreasoning.Iwanttobeabletohelpstudentswiththeirabilitiesandskills
andcontinuetoadvance.Iwanttoprovideplentyofopportunitiesforgrowthsuchasplay,
games,sports,activities,andchallenges.Ihopethatthroughthesetasksstudentsstayengaged
andgrowinmeaningfulways.IwanttocontinuetolearnmoreaboutallthatIcandotohelpthe
developmentofstudentsofallagesandespeciallythosethatIwillworkwithinthefuture.
TheNationalStandardsforschoolcounselorsaddressesdevelopmentinthreeareas:
academic,career,andpersonal/social(Galassi,Akos,2004).Currentschoolcounselorsare
organizingprogramsbasedonadevelopmentalframework."Theschoolcounselorasa
developmentaladvocatepromotesahealthyyouthdevelopmentthroughdirectservicesaswellas

PersonalPhilosophyofSchoolCounseling
11

throughhelpingtoshapeassetenhancingenvironments(Galassi,Akos,pg.146,2012).The
schoolcounselorsupportsthedevelopmentofacademics,career,andpersonal/socialcapabilities
withtheirstudentswhileappreciatingdiversity(2004).TheschoolcounselingprogramIhopeto
createonedaywillbedevelopmentalinnatureandshouldmeettheneedsofourunique
populationstoserveaprogramthatmeetsstandardsandcompetencies(Stevens,2010).
Competencies

TheASCANationalModeloutlinestheprogramsthattheschoolcounselorshould
follow.MyschoolcounselingprogramwillindeedfollowtheASCANationalModel.This
modelwillhelpmyprogramthroughitscurrenteducationalmovementsthatemphasizestudents
success.TheASCANationalModelsupportsschool'soverallmissionsbypromoting
academicachievement,careerplanningandpersonal/socialdevelopment.TheASCANational
Modelhasfourinterrelatedcomponents:foundation,delivery,management,andaccountability.
TheASCANationalModelbringsschoolcounselorstogetherwithonevision,onevoice,
whichcreatesunityandfocustowardsimprovingstudentachievement(pg.xii,2012).Effective
schoolcounselingprogramisarelationshipbetweenthecounselor,parents,othereducators,and
communitymembersthathelppromotestudentachievement(2012).Schoolcounselorsuse
skillssuchasleadership,advocacy,andcollaborationinordertopromotesystematicchange
(ASCA,2012).Theframeworkoftheschoolcounselingprogramismadeupoffour
components:foundation,management,delivery,andaccountability.Thecompetenciesare
organizedaroundtheNationalModelandincludeskills,knowledge,andattitudesnecessaryfor
performingschoolcounselorresponsibilities(ASCA,2012).Thesecompetenciesareso
importantbecausetheywillhelpnewandexperiencedcounselorsalikestayontrack,establish

PersonalPhilosophyofSchoolCounseling
12

skills,maintainaproductiveprogram,andenhanceareassuchascounseling,learning,
leadership,anddevelopmentaltheories.
AsaschoolcounselorsIwillhelpdesignandprovideaprogramthatpromotesstudent
achievementandsuccess.SincetheASCANationalModeloutlinescomponentsforschool
counselorstofollowinordertohaveasuccessfulprogramIamsurethatmyprogramwillbe
Conclusion

Today'sschoolcounselorsareguidedbyaprofessionalframework.Thisframeworkis
usedwiththeguideoftheASCANationalModelinordertocreate,implement,andmanagea
schoolcounselingprogram(www.ascaschoolcounselor.org).Schoolcounselorsshouldmakea
programthatisdesignedtomeeteverystudentsneeds.Theprogramshouldensurethatstaff,
students,parents,andthecommunityareknowledgeableabouttheprogramandtheyseethe
benefitsandresults(www.ascaschoolcounselor.org)."Optimalschoolcounselorsaresystems
thinkerswhounderstandtheASCANationalModel.Theyknowschoolcounselingprogramsare
anintegralpartofthetotaleducationalprogram"(www.ascaschoolcounselor.org).Thepurpose
oftheschoolcounselingprogramistomakesurethatacademic,social,andprofessionalsuccess
amongstudentsisprovided.Thesuccessoftheprogramwillbeaccomplishedbymakingsure
thateverystudentisreached.

ThispaperhasshownhowIwouldrunaschoolcounselingprogrambasedonmyown
personalphilosophy,counseling,leadership,learning,growthanddevelopment,andthe
competencies.Tomestudentsaremymainconcernandtheirsuccessismysuccess.Mygoals
andaspirationswilldevelopovertimewithmydetermination,hardwork,andcollaborationwith
counselors,teachers,administrators,staff,andthecommunity.Againthemaingoalofmy

PersonalPhilosophyofSchoolCounseling
13

programistoprovidesuccessforeverystudentwhetheritbeacademic,personal/social,orcareer
oriented.ThroughmyresearchandtheASCANationalModelIbelievethatthisgoaland
successcanbeachieved.

References

AmericanSchoolCounselorAssociation.(2012).
TheASCAnationalmodel:Aframeworkfor
schoolcounselingprograms
(3rded.).Alexandria,VA:Author.

AmericanSchoolCounselorAssociation.(2009).
TheRoleoftheProfessionalSchoolCounselor.
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AmericanSchoolCounselorAssociation.(2012).
SchoolCounselorCompetencies.
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Gallassi,J.P.Akos,P.(2004).
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Hatch,T.(2006).
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Morris,A.S.(2012).
Counseling,Leadership,LearningTheory,andPracticeforSchool
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Morris,A,S.(2012).
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Morris,A.S.(2012).
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Ormrod,J.E.(2009).
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Romanelli,F.,Bird,E.,&Ryan,M.(2009).
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Shoben,J.E.(1962).
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SommersFlanagan,J.SommersFlanaganS.(2004).
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Smith,J,(2002).
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