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Transcription Section 3-Theoretical Framework

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As a candidate for completing my masters in school counseling, it is required that I complete taped counseling sessions for my required formal observations. For my most recent formal observation, I chose to record, evaluate, and transcribe a one-to-one counseling session with a student that was struggling academically. During my time with the student, I chose to help the student identity the obstacles and challenges he was facing in his classes. We then focused in on how to overcome one of his challenges - not focusing in class - using a student-centered, and strengths-based orientation. The student and I collaborated on actions steps and resources that would help him to focus better in class. The transcription …show more content…

Because of the research-based practice & effectiveness of using a strengths based focus schools, I was confident that our time together was very effective. In fact, a strengths-based and solution-focused model as “particularly well-suited to work in schools due to the high caseloads of most school counselors, and the related need to respond to a variety of student situations efficiently and promptly” (Bond, Woods, Humphrey, Symes, & Green, 2015, p.2).
A strengths-based theory includes the following themes: solution focus, trajectory preview, resource development, exceptions analysis noticing positives, goal setting, tenacity review, and human capacity development, as represented by the acronym STRENGTH (Davidson, 2014). As the student and I continued to work through the collaborative goal setting activity, each action step was followed by brainstorming what resources were available. In strengths-based counseling, the client/student becomes aware of their current resources and …show more content…

To be honest, I walked away for the counseling session very much aware of some of my strengths and weaknesses while meeting with the student. For example, I knew that I had a habit of stacking questions, or asking more than one question before allowing the student to respond. I know that in order to be effective, I needed to allow the student to process the questions I ask him without throwing another one at him at the same time. In my opinion, asking more than one question at a time is closely connected to me still not being confident about allowing more silence during counseling

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Are your strength or problem-focused? I considering myself a strength focus (strengths-bases approach), because the person or an organization is presented with a problem that need to be solve. Therefore, for strengths-based approaches or strengths-based approaches is the best method since it concentrates on the inherent strengths of individuals, families, groups, and organizations, deploying personal strengths to aid recovery and empowerment. To focus on health and well-being is to embrace an asset-based approach where the goal is to promote the positive (Toner, 2016).

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Because during my first weeks of practicum, I was full of doubts and anxious about the possibility, or rather certainty, that I may say something wrong in the session, I will not know what to say, or how to respond to a question. The initial face-to-face meetings with patients were struggles, because I felt that I lacked counseling skills and competencies, and was not sure if I could bridge the gap between the theoretical knowledge and this ‘real life’ practice. However, as I progressed along, I realized that I could keep my stress and anxiety at manageable level and became more confident in my abilities to apply skills and theories to

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Tim further explained that “I make it a policy never to do anything for the clients that they can do for themselves”. Tim identifies his clients’ strengths and work around that to enhance and empower them. Although, strength based proposed to work with the clients’ strength it must be elaborated that the approach must be a partnership with both client and social worker; it is a collaborative approach. People are seen as being experts on their own situation (Poertner & Ronnau, 1992; Saleebey, 1992c; Sullivan & Rapp, 1994; Weick et al., 1989) then

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