Nature of People Each person is unique and complex. In understanding people, I take a holistic approach; it is important to examine the developmental, cognitive, emotional, and social contexts of the individual. I believe that these factors can be used as driving forces in the facilitation of change. As I begin work with students, I always start by trying to understand what drives them, what forces influence them, and the context in which they are living. I focus on their individual strengths, to understand the qualities they can capitalize upon to grow. I encourage students to reflect upon their values, skills, and drives In addition, I agree with the emphasis that Narrative Theory places upon understanding the lens through which the individual sees the world. The Nature of Problems I believe that narratives have a powerful role in either perpetuating problems or facilitating positive change. When a student tells me his/her story, I will listen closely for themes and consider whether the narrative is deficit-focused or strengths-based and whether it reflects an internal or external locus of control. Problems can also arise when people outside of the individual perpetuate narratives; such is the case in negative reputations (Winslade & Monk, 2007). I also believe in the Adlerian concept of lifestyle. When people are not satisfied with their way of life and it is incongruent with their values, problems arise. Lifestyles are created in the pursuit of goals. One must have self-awareness and a positive self-concept to develop life affirming and realistic goals. According to Adler, health human functioning occurs when one acknowledges that “genetics and heredity are not as important as what we choose to do with the abilities and limitations we possess” (Corey, 2013, p. 96). As I work with students, I am mindful to consider how past life experiences, including Adverse Childhood Experiences (ACEs), can impact the brain functionality. I believe that people are always doing the best they can to get what they need, using the skills they have developed. Sometimes problematic patterns of behavior are developed because they served a purpose at one point in life. Trauma can impact the overall function of the brain as well, making the limbic system more active. Thus, I attempt to understand the external forces that might have impacted brain development and patterns of behavior. The Nature of Change As a counselor, I take a developmental approach and meet the person where (s)he is, in terms of readiness to change. In accordance with the Stages of Change model, I believe that people change when they have confidence to change, reasons to change, and commitment to change (CITE SOURCE). Confidence to Change When considering an individual’s confidence to change, it is important to examine the personal narratives that have become habitual. When narratives are negative and deficit-focused, an individual is less likely to have the confidence to change. On the other hand, when the narrative becomes focused on strength and resilience, the person will feel more confident to grow. Narratives are often very socially-constructed and influenced by the larger social forces surrounding the individual. Thus, it is important to consider an individual’s reputation and how this might be perpetuating habitual narratives (Winslade & Monk, 2007). In addition, several theories emphasize the importance of relationship. Maslow’s hierarchy of needs, for example, proposed that one needs to have a sense of safety and belonging before (s)he can pursue self-actualizing goals. Adler emphasizes the importance of social connection in the development of a satisfying lifestyle (Corey, 2013). Belonging has also been found to be the most important factor in resilience in overcoming trauma (Ginsburg, 2011). I agree, and believe that this sense of belonging is very much related to an individual’s confidence to change, because a sense of safety is developed when a person feels as if they belong. Reasons to Change According to Adler, lifestyles are created in the pursuit of goals and healthy human functioning occurs when one’s lifestyle is congruent with healthy and fulfilling goals, that center on deeply-held values (Corey, 2013). When one notices that there is an incongruence between their current lifestyle and the values they hold, they will have a reason to change. In addition, one might have a reason to change when they notice that a pattern of behavior has become ineffective. Social feedback can also provide a reason to change; a person is more likely to make change when (s)he is supported and encouraged to make said changes. Motivation to Change Motivation to change is the final factor and I believe that it is very much related to an individual’s confidence to change and reasons to change. An individual finds the motivation to change when a pattern of behavior no longer serves them, when they are supported enough to pursue change, and when they believe that they can do it. Importantly, one must have the energy to pursue this change. Thus, underlying issues, such as depression or stress, may impede an individual’s motivation to change; an individual may need to learn coping strategies or be referred to another professional to address these issues. My Theory in Practice I utilize a person-centered approach in my work with students, and the work is facilitated through relationship. I allow students to guide the conversation and believe that they have the answers within themselves. Depending on the nature of the presenting problem and the individual’s readiness to change, I will adapt my process. I often utilize Motivational Interviewing techniques and Narrative Therapy strategies. Throughout the process, I am careful to highlight strengths and resilience factors.
References Corey, G. (2013). Theory and Practice of Counseling and Psychotherapy (9th edition). Boston, MA: Cengage Learning. Ginsburg, K.R. (2011). Building Resilience in Children and Teens: Giving Kids Roots and Wings. Elk Grove Village, IL: American Academy of Pediatrics. Souers, K., and Hall, P. (2016). Fostering Resilient Learnings: Strategies for Creating a Trauma-Sensitive Classroom. Alexandria, VA: Association for Supervision & Curriculum Development. Winslade, J.M. & Monk, G.D. (2007). Narrative Counseling in Schools: Powerful & Brief. Thousand Oaks, CA: Corwin Press.