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Theoretical Orientation

The document discusses the theoretical orientations that shape the author's approach to school counseling. It highlights three main theories: [1] Vygotsky's social development theory, which emphasizes learning through socialization and interaction with more knowledgeable others; [2] Solution-focused therapy, which focuses conversations on solutions rather than problems; and [3] Locke and Latham's goal-setting theory, which centers on the motivational effects of setting goals and action plans. The author finds these theories provide an effective foundation for supporting students as a school counselor.

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108 views2 pages

Theoretical Orientation

The document discusses the theoretical orientations that shape the author's approach to school counseling. It highlights three main theories: [1] Vygotsky's social development theory, which emphasizes learning through socialization and interaction with more knowledgeable others; [2] Solution-focused therapy, which focuses conversations on solutions rather than problems; and [3] Locke and Latham's goal-setting theory, which centers on the motivational effects of setting goals and action plans. The author finds these theories provide an effective foundation for supporting students as a school counselor.

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My experience within the Public School Counseling Program at City University has

helped me to shape my own over-arching theoretical orientation for school counseling. In my

years as a classroom teacher and instructional coach I strongly followed Lev Vygotsky’s Social

Development Theory. I continue to utilize this theory towards my counseling practice as

counselors educate children daily. In order to reach children through instruction, regardless of

the topic, children need to be learning within their Zone of Proximal Development and will learn

most efficiently through socialization, group work and the support of a More Knowledgeable

Other.

Within a school counseling program, I believe Solution-Focused Therapy to be a very

efficient and effective way to support students. A school schedule doesn’t allow for ample time

to discuss issues and problem solve to the level that many situations require. Solution-Focused

Therapy is beneficial for school counselors as it supports framing conversations with a solution

ideology. Within my internship experience, I have utilized this method mainly during responsive

services. For example, in responding to a call from a third grade teacher about a student

disrupting the class and needing a reset, I was able to walk the student back to the counseling

office, discuss what occurred and why. We figured out that that he had not eaten breakfast that

morning and he was hungry which was leading to his outbursts in class. We focused on how to

handle that problem in the future by naming the feeling, asking himself what he’s eaten that day,

and letting an adult know if he hadn’t had enough food to power his brain and body. Within 15

minutes he had returned to his classroom and continued his learning.

Locke and Lathum’s Goal-Setting Theory is another driving theory of my counseling

philosophy. This theory focuses on the effects of goal-setting and action planning on motivation

and growth. I find this theory to be the foundation of an effective counseling program. As a
school counselor, I will not only be supporting students in setting their own goals for growth but

I will also be incorporating goals and action plans to increase the impact and efficiency of the

counseling department.

These theories drive the work done within my counseling work each and every day. I

strive to build upon my strategies within these theories to continuously improve and grow my

practice as a school counselor.

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