Running head: BELIEF STATEMENT 1

School Counselor Belief Statement

Lyndsey G. Hepworth
Seattle University


BELIEF STATEMENT 2
School Counselor Belief Statement
Although there wasnt an explicit job description readily available, it was my idea before
I joined this program that the core responsibility of any school counselor is to be available to the
student and work in whatever way needed for them. Through reading our text, being a part of
our class insightful lectures, and listening to six practicing school counselors my belief has been
validated and I have developed a more solid belief about the school counseling field. In this
paper I will further discuss a) my theoretical orientation, b) my view of the school counseling
field, c) how the American School Counseling Association standards will guide my practice, d)
acknowledgement of my areas of special interest including foster care stability and college-ready
students, e) how I will incorporate social justice into my philosophy of counseling, and f) end
with my final thoughts and summary on the role of a school counselor.
Theoretical Orientation and its Relevance to the K-12 Setting
Comparing my perspective of counseling to the varying counseling theories in the
Counseling Theories course, I found that Aaron Becks Cognitive Theory (CT) is most congruent
with my perspectives. To me, understanding the clients thoughts it the most essential
component when understanding the clients dysfunction. Bandura purported that faulty
thinking leads to emotional and behavioral disturbances. Cognitions are a major determinant of
how we feel and act (Stone & Dahir, 2012, p. 45). Using cognitive restructuring techniques I
can help my students at the root of their problem. In sessions I will explain to my students the
cognitive model because learning how to work with those thoughts and beliefs so that they no
longer get in [their] way is a skill that can really serve our students for a lifetime (Creed, 2011,
p. 10). Learning how to restructure your thinking in a more rational, positive light will directly
impact your feelings and ultimately your behavior, which is a process that can be used
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indefinitely by my future students. In future practice I will most likely incorporate behavioral
techniques for a more rounded model. Cognitive-behavioral therapy has proven quite effective
in producing change fast which is important as counseling sessions run short in the school
setting. For now I operate through a cognitive lens that sees the benefits in other models,
especially cognitive-behavioral therapy.
View of School Counseling Practice
When talking with students in a session I will be guided by my theoretical orientation, but
out of sessions it will be my role to conduct guidance units, offer group counseling sessions for
target areas, advocate for the success of every student, and be a leader, collaborator, and change
agent. At minimum the school counseling practice should offer all of these items to students to
increase their likelihood of college attendance or a professional career. By offering
developmental, social, and life after college guidance units I will help prepare each student for
success and promote an environment for a positive, professional future. In offering individual
and group counseling sessions I will be able to provide further help to marginalized students and
advocate for them in ways that will lessen the barriers they face. Although I will talk more about
advocacy later, it is one critical component of the school counselor role and is incorporated in
my view of the school counseling practice.
ASCA Ethical Standards
The school counseling practice and role is guided by the American School Counseling
Association (ASCA) ethical standards. These are ethical standards set by ASCA to hold each
school counselor responsible for addressing the academic, personal/social, and career
development needs of each student in an appropriate manner. As school counselors we have
responsibilities to the students, parents/guardians, colleagues/professional associates, school and
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community, to self, and the profession. We are to uphold the responsibilities and use this model
as our guide for ethical practices. For example, it is our responsibility to be concerned with the
educational, academic, career, personal and social needs and encourage the maximum
development of every student (ASCA, 2005, p. 142). To me this means counseling each
student in every aspect of their life so that they can reach their full potential.
Special Areas of Interest
It is very important to me that every student performs at their maximum level while in
school and also in their post-secondary plans. My specific areas of interest include increasing
graduation rates, students going into higher education, and helping foster students attain stability
and comfort in their school. In these economic times a high school diploma at minimum is
necessary and attending college is of more benefit to the student. There is a shift in thinking
only about graduation rates to focusing on the readiness of high school graduates to enter a
globally competitive world (Stone & Dahir, 2012, p. 419). As a counselor it is my job to ensure
that every student has access to the programs and resources needed to become college or career
ready. I also recognize the difficulty foster students have when moving from school to school
and it is my goal to offer them school stability and resources for whatever needs they may have.
Incorporation of Social Justice into School Counseling
In addition to focusing on my areas of interest, it is also my job to help remove the
barriers and injustices the students face. Within the last ten years or so a new approach termed
counseling for social justice has gained popularity. The idea of advocating for your clients at the
micro, meso, and macro levels has evolved and been introduced into the school systems. If
school counselors truly believe in the worth of all children and see themselves as advocates for
all students, they must step away from being maintainers of the status quo and become dream-
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makers and pathfinders (Stone & Dahir, 2012, p. 20). As the next generation of school
counselors it is our job to become advocates and systemic change agents who will make a
difference in our students lives. I can incorporate the social justice framework into my role on
acting on behalf of my students in the school system, community, and public arena. This may be
done by talking to a students teacher to writing a letter to legislators. Taking on every aspect of
advocacy for each student is impossible, but it is my intent to advocate for the most prevalent
issues presented.
Conclusion
As a future school counselor, everyday on the job will look different, but at the core my
actions will be guided by my role as a leader, advocate, collaborator, and systemic change agent.
Although this is my first school counseling course I feel comfortable with my knowledge about
the field and my beliefs about the school counseling practice. I have developed strong beliefs
about my theoretical orientation, the school counseling practice, and how incorporating a social
justice framework is essential. I have been versed on the American Counseling Association
competencies and the ASCA ethical standards that I will use to guide my work in future practice.
Along the way I have realized where my passion and areas of special interest lie which in itself is
very motivating. I am compelled to improve these areas, be a starter of change in the school, and
be a resource and friend to the students.



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References
American School Counselor Association (2005). The ASCA national model: A framework for
school counseling programs (2
nd
ed.). Alexandria, VA: Author.
Creed, T. A., Reisweber, J., & Beck, A. T. (2011). Cognitive therapy for adolescents in school
settings. New York, NY: The Guildford Press.
Stone, C. B., & Dahir, C. A. (2012). The transformed school counselor (2
nd
ed.). Belmont, CA:
Brooks/Cole.