Evidence-Based Counseling Practice

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Through evidence-based practice and strategies, as a school counseling intern, I sought to encourage Carlos, a thirteen-year-old boy with ADHD, behavior, and academic challenges to make better choices. Approaches implemented included a reality therapy foundation with solution-focused brief therapy interventions to help Carlos recognize that he can be in control and accept responsibility for his actions. Through the modalities of choice theory, reality therapy, and solution-focused brief therapy, I hoped to empower Carlos as he moved into the last semester of eighth grade and transitioned into his freshman year.
Analysis
My first impression of Carlos was that he was so likeable and seemingly “normal” that I worried I had inadvertently pulled the wrong student for counseling. It soon became apparent however that this was my student and with three suspensions for behaviors such as bullying, using profanity, and theft Carlos was running out of options and was in danger of expulsion. I had been asked by my principal and interning supervisor to work with Carlos and was determined to do whatever I could to help him turn things around. Due to the fact that I did not know Carlos personally, we spent considerable time during the first session just chatting about general topics and getting more comfortable with talking about his concerns. Even with all the documentation, I felt I had few preconceptions, a factor that worked in our favor as the relationship developed based upon my perceptions of Carlos as a person and his level of safety and trust.
As a school-counseling intern, I have grown tremendously through this experience of developing a relationship with and counseling Carlos. My personal challenges included my extensive background a...

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...during the summer, something he was looking forward to. At that moment, I realized that Carlos had placed his trust in our relationship as we talked about summer fun and the kinds of activities that students like Carlos could enjoy. By this time, Carlos was passing all his classes, getting along with his teachers and fellow students, attending extended day regularly, and getting along with his mother. While there is no valid way that I can claim our sessions were the sole factor in Carlos’ improvement, I firmly believe they have contributed to his success.

References
Banks, S. G., (2009). Choice theory: Using choice theory and reality therapy to enhance student achievement and responsibility. American School Counselor Association.
Hess, R. S., Magnuson, S., & Beeler. L. (2012). Counseling children and adolescents in schools. Thousand Oaks, CA: SAGE Publications.

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