Selecting a Theory of Counseling: What Influences a Counseling Student to Choose?

Abstract

The study involved 19 masters-level counseling students in a qualitative research study. A structured interview format was utilized on how counseling students acquire their theoretical counseling orientation. Upon completion of structured interview questions, responses from the participants were formatted into themes and codes. The response themes of the participants included such themes as: 1) counseling theory is similar to my personal value system; 2) the theory makes sense logically; 3) I like the techniques this theory uses, etc. Implications from the study are also discussed.

Navigating the Therapeutic Waters: How Counselors Develop and Utilize their Theoretical Orientation

“…Similarly to other studies participants discussed personal experiences that initiated career change, and choosing a theory that was in line with their own personality (Bitar et alk., 2007;Petko et al, 2016) as being part of their orientation choice. The second research question asked what sources of influence encourage development of theoretical orientation for professional counselors and the following themes connected to that question; process of client change, theoretical approach, and exposure to theories.…”

“…Finding a counseling theory that is similar to or in line with one's value system is also important for graduate level counselors (Petko, Kendrick, & Young, 2016).…”

Becoming existential counselors: Co/autoethnography of students’ identity formation

“…Nevertheless, existentialism continues to be a source of fascination and curiosity for counselors‐in‐training (CIT). With somewhere between 250 and 500 counseling theories and therapeutic approaches (Barrio‐Minton & Myers, 2008; Freeman et al., 2007; Petko et al., 2016), counselor educators are limited in the number of theories and approaches to which they can expose CIT. As such, the selection of a theory of counseling has long been of scholarly interest (Boswell et al., 2009; Fitch et al., 2001; Freeman et al., 2007) and can be deeply meaningful to CIT (Pierce, 2016).…”

“…For CIT, the process of selecting a theory of counseling and their experiences in counselor education programs can be both transformative and anxiety provoking (Bitar et al., 2007; Halbur & Halbur, 2011; Pierce, 2016). The choice to affiliate with one counseling theory or approach over another is influenced by various elements, including the extent to which they relate to the learner's life experiences, align with the learner's personality or worldview, or are shared by the learner's supervisors and educators (Boswell et al., 2009; Buckman & Barker, 2010; Petko et al., 2016). Despite the sometimes arduous process of arriving at a particular orientation , or alignment with one or more theories of counseling or approach, and the life‐long journey to develop a theoretically grounded or integrative identity, the early selection of a theory can be conducive to students’ development and confidence (Freeman et al., 2007; Petko et al., 2016).…”

“…The choice to affiliate with one counseling theory or approach over another is influenced by various elements, including the extent to which they relate to the learner's life experiences, align with the learner's personality or worldview, or are shared by the learner's supervisors and educators (Boswell et al., 2009; Buckman & Barker, 2010; Petko et al., 2016). Despite the sometimes arduous process of arriving at a particular orientation , or alignment with one or more theories of counseling or approach, and the life‐long journey to develop a theoretically grounded or integrative identity, the early selection of a theory can be conducive to students’ development and confidence (Freeman et al., 2007; Petko et al., 2016). Understanding the orientation process and theory‐to‐practice experience of CIT is essential for counselor educators teaching across all theories of counseling, but especially in regard to those to which research indicates CIT are most consistently exposed.…”