Counselor Identity
Who is a school counselor? Plainly put, a school counselor is an individual who is meant to take care of the social/emotional, academic, and career development of the students residing in their given school. However, when you look down into it, a school counselor is a unique-equipped individual with a lot to offer to the holistic care of students. A school counselor is a student’s advocate. The person in the building, regardless of who you are, that would go up to bat for a student in the face of life’s difficulties. They provide resources for students to succeed. They provide a safe place for people dealing with issues ranging from a difficult home life, sexual identity battles, depression, anxiety, academic goals, career goals, and anything that a student could struggle with in the K-12 American school system. A school counselor is a trusted confidant, a well-timed advisor, and a friend in the darkest hour. They make the tough calls when a student is at the end of their rope. They sit with the students in the pain and frustration. They celebrate in triumph in the successes. They cry with the loss of loved ones. In the midst of the chaos a student may face they see, hear, and look for the message a child is silently screaming in hopes that someone may listen. A school counselor is there. A school counselor is present. A school counselor there to help all and unapologetically accept a student for who they are. They do not judge. They do not control. They listen, mentor, provide, advocate, guide, and stay committed to the student. They are loving, compassionate, authentic, and truthful. A school counselor is, and always will be, there for whatever they can do. Any who choose to carry this mantle and pressure it brings can be a school counselor too.
A school counselor must possess a few key qualities in order that they may be successful at their jobs. The first is that they must be willing to see the world from another’s perspective. To be open to new ideas and to assimilate them into their ways of thinking. To provide unbiased care for any student who may walk through the door asking for assistance. A school counselor must be willing to stand true to their beliefs and be willing to change when shown a new perspective that influences them in a such a way that they must adjust. A school counselor must be empathetic. They need to have the ability to sit in the emotional state a student comes in a be in the moment. They need to be able to teach the student how to identify the emotional place they are in and label it. They must be able to coregulate and model for that student. A school counselor needs to be educated. They need to understand development and the impact it has on students. They need to use this education to be aware of tools and techniques that may impact their ability to do their jobs. A school counselor needs to be culturally aware, and diversity focused. A counselor who does attempt to provide equity to their students is not doing all they can. A school counselor cannot provide a comprehensive program without be culturally aware. Finally, a school counselor needs to have the ability to listen. They need to be able to sit, understand, and be there for anyone who may happen into their office or in the hallways. They need to be a servant leader, and sacrifice some of their own desires for the gain of others. A school counselor does not have to be perfect, but they do need to strive to live authentically for their students.
Theory of Change
There a several theories that I use to approach the counseling role. They are: Existential Theory, Narrative Theory, Solution-Focused Brief Theory (SFBT), Dialectic-Behavioral Theory (DBT), and Person-Centered Theory. Overall, I take an eclectic approach the position of School Counselor.
The first theory that I practice from is existential theory. Existential theory is founded on the concept that everyone is searching for a purpose. That everyone, innately, has something that drives them. That there is a motivating factor pushing them to continue in life. In regard to student issues, this theory is the core of many issues’ students face. A student who lacks a purpose often times will come to the counseling office in a bout of depression or anxiety. A student who lacks motivation or drive may not know what they want to pursue in their career. In the counseling relationship I try to identify a student’s inner purpose. I attempt to enter a student’s subjective world in order to gain a perspective into what makes them who they are. Whether that is playing basketball or knitting a scarf. The relationship is founded on a trust and an understanding of what drive them. When a student is able to identify at least a fragment of what is pushing them to continue it is through that which the student begins to change and make strides to overcoming.
In the Narrative Theoretical Approach, I desire to understand that student’s story. The goal is to come alongside the student, in their subjective story, and help them learn to rewrite the narrative of their life towards success. In the counseling relationship, a student will feel heard and cared for if someone can understand their story. Not only understanding the story, but actively playing a part to write a narrative they want to live. The path to change in this approach stems out of the student’s ability to take hold of what they can control in their narrative and write it for themselves.
In the SFBT approach, student issues are approached in a way that provides the quickest route to the solution. As a school counselor, there are going to be plenty of times that a prolonged period of time is not going to be available to work with a student. Lots of student issues that come like disagreements, fights, conflict, anxiety, and low self-esteem can be approach with this theoretical framework. In regard to the counseling relationship, the student in this approach will see work being done at a faster rate and they will see that the counselor cares for them. The path to change truly begins when a student can acknowledge that the past cannot be changed and that they have the ability to influence their futures.
In the DBT approach, student issues are approached in a mindfulness centered strategy. It is difficult for a student to face any issue if their mind is not clear, present, and focused. I use this theoretical approach with mindfulness at the center of its usage. For the counseling relationship, DBT can be used to have a calming and safe relationship with the student. Lots of teaching techniques and peaceful practices. The path of change is when a student can use the mindfulness techniques on their own so that may be able to reorient their mind.
The final theoretical approach is Person-Centered theory. In this specific theoretical approach, I try to pull out my general demeanor and composure with students. I want students to know that I have an unconditional positive regard, accurate empathy, and authenticity. By being a place where students can come with no fear of rejection one creates an ample space for counseling to truly begin. In the ability for a counselor to feel the students’ true emotions does one create understanding of any issue. In being authentic a counselor models trust and safety to any who comes into the office. The counseling relationship only benefits from this theoretical approach. The path to change begins when the student feels safe enough to express what they are truly dealing with.
The Role of a School Counselor
The role of the school counselor is not that much different than that of who a school counselor is. A school counselor’s role should be dedicated to the success of the students that they are serving. The role of the school counselor needs to be that of an advocate and that which will fight for the students’ success. The role of the school counselor is to be a safe place for students and staff to go when faced with difficult situations. A school counselor needs to be a trusted advisor and be knowledgeable on how to handle crisis and difficult circumstances. The school counselor, often times, is the bridge between students and staff. They are the tie to the community, and they provide resources for students to be successful. A school counselor is also supposed to be in the role of cultural awareness. To be an educator of perspective differences and the uniqueness that each individual student brings to the school. The school counselor role is also that of confidant. A good school counselor needs to be trusted by students and staff members alike. School counselors will have the opportunity to listen to many sensitive stories and life experiences. Not only sensitive stories, but a school counselor will also hear about things such as: student’s wrestling with sexuality, students wrestling with identity, and students dealing with pretty severe traumas. A school counselor is responsible for being the safest place in the school for any student. They use these roles to create students who will be successful and be aware of others by the time they leave their school.
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