PART ONE: THE CONTEXT OF SCHOOL COUNSELING

Chapter 1: The Context of Professional School Counseling: The Need for

Theory
By Colette T. Dollarhide and Matthew E. Lemberger-Truelove

Chapter 2: General History and Conceptual Frameworks for School Counseling

By Chris Slaten, Anya Woronzoff Verriden, and Thomas W. Baskin

Chapter 3: Organizational, Institutional, and Political Challenges and

Responsibilities in Professional School Counseling
By Trish Hatch

PART TWO: PERSONAL COUNSELING THEORIES AS SCHOOL

COUNSELING THEORIES

Chapter 4: Person-Centered School Counseling

By Kimberly M. Jayne and Hayley L. Stulmaker

Chapter 5: Adlerian School Counseling

By Erika R.N. Cameron, Kara P. Ieva, and Brianne France

Chapter 6: Cognitive-Behavioral Therapy in the Schools

By Melissa Mariani and Brett Zyromski

Chapter 7: Counseling for Results: Reality Therapy in Action

By Robert E. Wubbolding

Chapter 8: School Counseling from an Existential Perspective

By Brian Hutchison and Tom Chavez

Chapter 9: Solution-Focused School Counseling

By John J. Murphy

PART THREE: SCHOOL COUNSELING METATHEORIES

Chapter 10: Strengths-Based School Counseling (SBSC) 2.0

By Patrick Akos, Clare Merlin-Knoblich, and Kevin Duquette
 Chapter 11: Ecological School Counseling
By H. George McMahon and E. C. M. Mason

Chapter 12: An Advocating Student-Within-Environment Approach to School

Counseling
By Matthew E. Lemberger-Truelove and Hannah Bowers

PART FOUR: SUPERVISING SCHOOL COUNSELORS

Chapter 13: The Discrimination Model for School Counseling Supervision

By Melissa Luke and Kristopher M. Goodrich
ADLER’S THEORIES IN SCHOOL COUNSELING

Adlerian counseling holds the central belief that people are social creatures and must learn to cope
effectively as members of a community of others (Adler, 1956b). Thus, the behaviors and actions of all
humans are directed by social needs. From infancy onward, children work to understand the world
around them and become competent within it. This inevitably leads to the child being blocked or
thwarted in these efforts. One result of being blocked is a belief that one is inferior and weak. The
interpretation of the world by the young child may be distorted and very wrong. This is made worse in
authoritarian homes in which the child never develops the ability to express independence and
competence. Elementary school students can overcome insecurities developed earlier in their
childhoods by learning to work in cooperation with others. This work is most successful if directed
toward self-improvement leading to self-fulfillment. The most benefit comes to the child whose efforts
add to the common good for the community (e.g., classroom). Thus, Adlerian counseling is aimed at
gaining an insight into self by learning to live effectively in school and in other social settings (Daniels,
1998).