Running head: SCHOOL COUNSELOR BELIEF STATEMENT 1

Elizabeth A. Blair
School Counselor Belief Statement
COUN 509
Seattle University









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Introduction
Children need guidance. Naturally we hope that they will receive all necessary guidance from
their parents, however that is not always the case. A teacher at my school once said to me, kids who
choose to fail are going to fail. While I see some truth in this statement, I also see this as taking the
opportunity to educate students about other possibilities, and try to help them succeed personally, and
academically through school. In my past work at a crisis center, I encountered many youth struggling
with addiction. I learned that the only person who can make changes in him or herself is that person. I
believe the same is with academic and social achievement in school. If we present the student with the
right tools coupled with positive guidance, they can chose to be successful.
This paper will address my current theoretical orientation, my views of the practice of school
counseling, how the ASCA Ethical Standards will guide my practice, my area of interest in schools, and
how social justice is incorporated into my philosophy of school counseling.
Current Theoretical Orientation and Relevance to K-12 Settings
My current theoretical orientation is positive psychology, and solution-focused counseling. One
of the main underlying themes of solution-focused counseling is the concept of focusing on client
strengths, and instilling hope and confidence. What I like the most about solution-focused counseling is
that the client (student) takes on the dominant role in the client-counselor relationship, where they
identify what works, discuss what has worked for them in the past, and discuss how they can construct
workable solutions for the future (Dahir & Stone, 2012, p. 51). I also respect Carl Rodgers person-
centered approach, which emphasizes discovering personal meaning and purpose in the students life,
while the counselor focuses on the core conditions of genuineness, empathy, positive regard, and
concreteness (Dahir & Stone, 2012, p. 35). These two theoretical orientations are similar in that the
goal of the counselor is to establish a collaborative relationship with the student to expand the range of
possibilities for positive change.
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These approaches are relevant in K-12 settings because the techniques are versatile, and can be
applied to a diverse population of students. In addition, the techniques used in solution-focused
counseling are beneficial because they are easy to master and can be applied to brief sessions with many
students. This technique is accommodating to school settings since most counselors have maximum
caseloads with minimal time (Sklare, 2005, p.127).
Role of School Counselors
I believe the ultimate role of the school counselor is collaboration with other school stakeholders
to achieve academic and social success for all students, while also ensuring that students are prepared to
continue with school, or have knowledge of and access to all appropriate post-secondary options. To
achieve positive academic, career, and personal-social development, it is the ethical and moral
obligation of the school counselor to reduce and eliminate individual, institutional and/or social barriers
that may impede a student from achieving this success (Stone & Dahir, 2012, p. 13). This can be
accomplished through a delivery system of school guidance curriculum, individual student panning,
responsive services, and system support (American School Counselor Association, 2005, p. 39). I also
believe it is the role of the school counselor to try and make an influential impact on all of their students,
and not just the students who need extra assistance. To ensure that all students are college ready, I feel
it is important to instill the concepts of good work ethic and personal responsibility beginning in the
earliest grade levels, and throughout their secondary school career. In addition, encouraging parental
involvement in the childs academic, social-personal, and extra-curricular activities will help to establish
positive adult role models and support systems for the student. I also believe as a school counselor,
building positive and consistent relationships with students is important to be supportive of their
achievements.


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ASCA Ethical Standards
The ASCA Ethical Standards will guide my practice because I firmly believe in the
responsibilities they hold school counselors accountable for, which include addressing the academic,
career, and social/personal needs of all students. The school counselors primary obligation is the
student. School counselors encourage maximum development while treating the student with respect
and as a unique individual (American School Counselor Association, 2005, p. 142). Further more, the
ASCA Ethical Standards (2005) encourages that all school counselors do not impose their own values
on students, but respect the individuals own values and beliefs (p. 143). It is also the counselors
ethical and moral obligation to be an expert on laws, regulations, policies, and resources regarding
students, and will protect their rights, and keep information confidential (American School Counselor
Association, 2005, p. 143). The ASCA Ethical Standards will also guide my practice by reminding me
that while my primary interest is in the students, I cannot forget to collaborate with other stakeholders. I
believe communication is vital to the success of any organization, especially within a school community.
Areas of Interest
I have had a growing interest in bullying issues, particularly when considering LGBTQ bullying.
I have always felt a passion for identifying bullying and eliminating it, while also using it as a learning
opportunity for the children/youth involved. I have been able to do this on a minor scale with children I
have babysat for over the years, and my work experience at the youth crisis center. I have also seen
bullying issues being handled by administration at my current work, and feel it has been completely
ineffective. The most recent incident was resolved by issuing a three-day out of school suspension to
the student doing the bullying. I remember asking myself, Who is this benefiting? I couldnt think of
anyone besides the victim who then only had a three-day break from harassment while the student was
out of school, than it continued when he returned. I hope to learn more about the phenomenon of
bullying to understand and prevent these behaviors. I will also work to learn anti-bullying interventions
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to become a strong advocate and voice for victims of destructive discrimination, and work to create a
positive and safe school environment.
Incorporation of Social Justice
Social justice is incorporated into my philosophy of school counseling because I will attempt to
ask questions and challenge a situation when I feel it is not right or can be done differently. I will strive
to be innovative, and approach traditional problems with new ideas and methods. I want to encourage
stakeholders to think outside of the box, and avoid unquestioningly [accepting] their premises without
further thought (Prilleltensky, 1994, p. 17). As mentioned before, school counselors act as agents of
change in the school community, and are in a position to where they can, and should question the status
quo. Our discussion in class about equity vs. equality for students resonated strongly with me, and how
we should teach people that it is ok to be challenged instead of settling in a place where your boundaries
are comfortable. Pushing your comfort levels can open your eyes and allow you to recognize your
capabilities, and alternative solutions.
Conclusion
As a counselor, I want to help students find their self-confidence. Stone and Dahir (2012) state
school counselors are committed to ensuring that each student is prepared to move forward to the next
step of life, from grade level to grade level, and to life after high school (p. 428). I think it is important
for each student not only to recognize their potential, but also to perform and accomplish tasks with
confidence. I hope to be able to work with students and help them seek out their self-confidence to
empower them to be more successful not just with academics, but with all domains of their lives. I will
strive to accomplish this through remembering my role as a school counselor by following my own
personal ethical standards, and those of the ASCA model. I will also remember the importance of
incorporating social justice into my practice, which is always questioning, and never just accepting.
Through these practices, I hope to become an effective and valuable school counselor.
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Resources
American School Counselor Association. (2005). The ASCA national model: A framework for school
counseling programs (2nd ed.). Alexandria, VA: American School Counselor Association.
Prilleltensky, I. (1994). The morals and politics of psychology: Psychological discourse and the status
quo. Albany, NY: State University of New York Press.
Sklare, G.B. (2005). Brief counseling that works: A solution-focused approach for school counselors
and administrators. Thousand Oaks, CA: SAGE Publications & American School Counselor
Association.
Stone, C. B., & Dahir, C. A. (2012). The transformed school counselor (2
nd
ed.). Belmont, CA:
Brooks/Cole.