School Counseling PreK-12 FINAL PRACTICE

School Counseling Techniques and Theories

1. Cognitive Behavioral Therapy (CBT)

• Definition: Talk therapy aimed at helping individuals identify and change unhelpful thoughts and behaviors.

• Focus: Concentrates on current thoughts, feelings, and behaviors.

• Structure: Goal-oriented approach.

• Process:

  • Identify unhelpful thoughts/behaviors.

  • Challenge and change those thoughts.

  • Develop coping skills.

  • Alter behaviors.

  • Break down problems into manageable parts.

2. Free Association

• Origin: Developed by Sigmund Freud in psychoanalysis.

• Definition: Involves sharing thoughts freely without censorship.

• Therapist's Role: Understand the connections between the patient’s thoughts.

• Purpose: Aims to uncover the unconscious mind, vital for understanding conflicts and motivation.

3. Thought Stopping

• Origin: A CBT strategy.

• Definition: A technique to interrupt and change negative thoughts.

• Process:

  • Identify bothersome thoughts.

  • Use physical or mental cues to halt negative thinking.

  • Redirect thoughts to neutral or positive alternatives.

• Techniques:

  • Verbally say "stop" to oneself.

  • Visualize a stop sign.

  • Use phrases like "that is not true" to counter negative thought patterns.

  • Employ positive affirmations (e.g., "I am strong").

  • Distract oneself with music or other stimuli.

Therapeutic Techniques and Concepts

4. Dream Analysis

• Origin: Based in psychoanalysis by Sigmund Freud.

• Definition: Interpreting dreams to unveil hidden desires and conflicts from the unconscious mind.

• Purpose: Dreams serve as pathways to the unconscious, revealing fundamental desires and conflicts.

5. Adlerian Technique

• Focus: Emphasizes understanding individuals in relation to their social contexts.

• Goals:

  • Provide insight into an individual’s lifestyle.

  • Facilitate positive change.

  • Reorient harmful beliefs.

  • Encourage beneficial social behaviors.

• Key Concepts:

  • Birth order significantly impacts personality and social development.

  • Behavior serves a purpose.

6. Group Therapy Factors

• Universality: Learning from shared experiences with others.

• Altruism: Gaining from helping others by sharing problems.

• Cohesion: Feeling connected and supported within the group.

• Instilling Hope: Hearing others' improvements can inspire hope.

• Interpersonal Learning: Learning to communicate and interact effectively.

• Imitation: Observing and mimicking behaviors of leaders and therapists.

• Corrective Recapitulation: Acknowledging family dynamics within group settings.

• Imparting Information: Providing knowledge that aids understanding of personal issues.

Prominent Career Development Theories

Holland's Theory of Vocational Types

• Traits - RIASEC Model:

  • Realistic

  • Investigative

  • Artistic

  • Social

  • Enterprising

  • Conventional

• Key Insight: Individuals possess traits from all six types, but dominant traits guide career choices.

Super's Lifespan, Life-Space Theory

• Perspective: Career development is staged, with evolving goals and perceptions.

• Stages:

  • Growth

  • Exploration

  • Establishment

  • Maintenance

  • Decline

• Purpose: Understanding stages aids in creating realistic career goals that adapt to changing life priorities.

Social Cognitive Career Theory (SCCT)

• Focus: Career pathways shaped by self-efficacy beliefs, interests, and environmental contexts.

Gottfredson's Theory of Circumscription and Compromise

• Process: Eliminates careers not aligned with self-concept, adjusting choices based on job availability and societal norms.

Self-Determination Theory (SDT)

• Principle: Individuals are driven by innate growth motivations characterized by competence, autonomy, and relatedness.

Frank Parsons’ Trait and Factor Theory

• Strategy: Match personal traits with job requirements.

• Key Steps:

  • Know oneself.

  • Understand the job market.

  • Find the right fit.

Bandura’s Social Cognitive Theory

• Emphasizes the influence of past experiences in shaping motivation toward career paths.

Ann Roe’s Needs Theory

• Focus: Assessing needs and values from life experiences, accounting for environmental and genetic factors to find fitting careers.

Tiedeman and Miller’s Decision-Making Model

• Based on Erikson’s psychosocial stages with two phases:

  • Anticipation: Exploration and choice.

  • Implementation: Acting and adjusting choices.

Krumholtz’s Social Learning Theory

• Career influenced by genetic endowment, environmental conditions, learning experiences, and task approach skills.

Ginzberg’s Developmental Theory

• Outlines career development across three stages:

  • Fantasy

  • Tentative

  • Realistic

School Counselor History

• 1900s: Introduction of vocational guidance.

• 1920s: Transition towards personal adjustment counseling.

• 1930s: Formalization of guidance services within pupil personnel services.

• 1940s/50s: Legislative influence boosting training and positions.

• 1952: Establishment of ASCA (American School Counselor Association).

• 1960s: Expansion into elementary school counseling.

• 1960s/70s: Development of structured programs and roles.

• 2001: Federal legislation acknowledges school counselor contributions.

• 2003: Implementation of ASCA National Model.

• 2003-Present: Ongoing adoption of ASCA model.

HIPAA and FERPA

• HIPAA: Protects patient privacy concerning medical records and health care transitions, ensuring confidentiality.

  • Rights include inspecting and amending health records and limiting info disclosure.

  • Applies broadly but usually bypassed in elementary and secondary education.

• FERPA: Protects student educational records, ensuring confidentiality in school-related health records.

  • Defines education records based on relationships to individual students.

Section 504

• Ensures the inclusion of individuals with disabilities, preventing discrimination in federally funded activities, including education.

• Guarantees equal access to programs and services, ensuring students with disabilities enjoy Free Appropriate Public Education (FAPE).

Types of Data for Counseling Outcomes

• Outcome Data: Evaluates the results/impact of interventions.

• Process Perception Data: Describes the interventions conducted and their participants.

• Participation Data: Identifies who participated in interventions or programs.

• Curriculum Results: Measures outcomes following specific curriculum interventions.

Developmental Considerations for Career Counseling (K-12)

• Career Development: Recognized as a lifelong process starting in elementary years.

• Early Awareness: Career exposure for younger students (PK-1) is vital.

• Grades 2-3: Career exploration efforts continue, introducing students to career clusters.

• Grades 4-5: Peer influence on career decisions becomes more significant.

• Middle School (6-7): A pivotal stage where academic and social considerations must be addressed.

  • Activities: Implementing career scavenger hunts, snapshots, and community visits.

• High School: Focus on career exploration websites, vision boards, mock interviews, and job shadowing.

Career Counseling and Postsecondary Planning

• Career Exploration: In-depth research essential for specific career paths, while acknowledging the limitations of general interest inventories.

• Importance of Research: Evaluating different career facets, college majors, and internships before job commitment.

Student Transitions and Support

• Middle School Transition: Critical role of orientation for student preparation.

• Parental vs. Direct Support: While parental involvement is important, direct support from school is paramount.

Ethical and Legal Guidelines in Counseling

• Student Confidentiality: Emphasizes the importance of maintaining confidentiality and knowing when exceptions apply (e.g., reporting obligations).

• FERPA Responsibilities: Local Education Agencies (LEAs) must provide annual notifications regarding FERPA rights, excluding principals and regulatory bodies from these responsibilities.