Numerous theories can be used in counseling. Neither of the approaches is considered to be better than another theory. This is because the theories stem from the study of the human psyche, which is not clearly defined. The advantage is that one can use different theories based on the different personal histories of individuals. Children and young adolescents in school face psychological problems such as inferiority complex, which leads to poor performance and learning. In such a case, some counseling theories such as Adler's are relatable to a child suffering inferiority complex. Alfred Adler dedicated his time to learn the child's psychology and taught teachers most of his theories. The paper will cover counseling theories that are applicable in schools and why they are instrumental to diverse populations.
Adlerian Therapy
This theory of counseling integrates well with the environment of a student and the fact they are learning about life. The theory primarily assumes that all individual behaviors take place in the social context (Wright,2012). Ideas in theory such as inferiority complex enable the understanding of motivation in children and adolescents in schools. Since students tend to sometimes lack motivation, become depressed or show rebellion to teachers, the theory will give me a proper understanding of students as a counselor in school.
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Adlerian therapy encourages self-improvement as the solution to the inferiority complex. By improving constantly, a child or a student achieves independence, and through interacting with the community, they are able to explore their strengths. Furthermore, as they seek more control of their actions, Adlerian therapy offers viable solutions such as action-oriented interventions such as the magic question (Wright,2012). The children then develop holistically and feel more motivated in life.
Solution-Focused Counselling
This theory of counseling focuses on the future and the present. The key focus is the solution to the current problem and not how it became. The theory posits that if it is not broken, do not fix it (Adıgüzel & Göktürk, 2013) . The counselor needs to focus on the problem at hand and find a solution. If the solution work, then they are supposed to stick with it.
The theory favors a wide variety of clients as it offers a dynamic solution to different people. Furthermore, the school setting has a dynamic and wide range of problems such as bullying, violence, failure in coursework, among others. The solutions-based theory can turn such situations around and make them a solution for students as a promise of future hope.
The school environment is hugely populated as compared to the number of counselors allocated. The solution-focused theory enables the enactment of change even with limited time resources. Few counseling sessions are required to trigger a long-lasting change in an individual as it relies on the individual's desire to change as a resource.
Diversity is an element of our social setting we cannot ignore. The problems that are presented by clients will therefore be diverse and therefore would take quite some time to investigate historically. However, by focusing on solutions and individual resources, clients can benefit much faster as the sessions as few as four will help in creating change.
The assumptions that develop solution-based counseling are according to (Wright, 2012):
Concentrate on success, and the needed change will follow.
Every problem has a time when it does not occur; those times are best to formulate solutions.
The small changes in one student's behavior will have a ripple effect on others.
Students being counseled already have solutions to problems within them; therefore, the counselor should focus on those strengths.
Work towards positive goals.
The positive goal orientation that brings about change is revolutionary. For example, making goals for students who want to achieve high grades, by motivating them not to think of the desire of the high grades, but rather to picture themselves as being on the way to the high grades, then adjusting behaviors to align to what they would be doing.
Reality Therapy
This theory is applicable not only in schools but also in parenting and counseling therapy. It is based on the choice theory, which posits that a person's choices are driven by the needs of love and belonging, achievement or power, freedom or independence, and fun (Mason et al., 2009). From childhood, the theory suggests that we collect information and form our ideal "quality" that we strive to achieve all our lives.
Further, reality therapy relies on the formation of a trusting relationship between a client and counselor. The relationship then enables the counselor to show the client how their current behavior cannot allow them to achieve their desires. When students build a relationship and trust their counseling providers, they are able to have a deeper understanding of the consequences of their current behavior, thus encouraging them to change (Mason et al., 2009). Students then realize that the key to changing their lives lies in their own behavior change and that they are not victims.
Conclusion
I would personally integrate all the theories above as they have individual strengths based on context and availability of resources. Theories such as reality therapy are based on common basic human desires, and therefore can be applied to a diverse population. The idea of behavior change is emphasized in the theories as to the key to change, which is in line with my personal beliefs.
The solution-based theory stems from changing a negative situation into a positive future, which then results in greater individual improvement. The effectiveness of the solution-based theory makes it more convenient in large populations where time efficiency is a key concern, such as in schools.
References
Adıgüzel, İ., & Göktürk, M. (2013). Using the Solution Focused Approach in School Counselling. Procedia - Social and Behavioral Sciences , 106 , 3278-3284. https://doi.org/10.1016/j.sbspro.2013.12.378
Mason, D., Palmer, C., Duba, D., & Jill, D. (2009). Using reality therapy in schools: Its potential impact on the effectiveness of the ASCA national model. International journal of reality therapy , 29 (2), 5.
Wright, R. (2012). Introduction to school counseling (pp. 187-200). SAGE Publications.
