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Mabeus, Danielle; Rowland, Karen D. – Georgia School Counselors Association Journal, 2016
Reality Therapy is a form of brief therapy that is applicable in the school setting and is derived from William Glasser's Choice Theory (Banks, 2009). The basic premise of Choice Theory is that individuals are the masters of their own choices and they alone are responsible for their choices and behaviors. Choice theory states that each person is…
Descriptors: Middle School Students, School Counseling, Counseling Services, Counseling Techniques
Gatlin, Tonia; Bryant, Necole – Georgia School Counselors Association Journal, 2016
This paper reflects the author's views on using a solution-focused approach at the elementary school level. A solution-focused approach emphasizes problem solving and highlights the strengths and positives of students. A solution-focused approach is also recognized for creating solutions for clients or students in a limited amount of time. Some…
Descriptors: Elementary Schools, School Counseling, Counseling Techniques, Counseling Theories
Santana, Monique M.; Rowland, Karen D. – Georgia School Counselors Association Journal, 2016
Because school counselors are limited in the time they have to accomplish all the tasks for which they are accountable, they must find ways to provide direct individual services to students effectively and efficiently. For this reason, high school counselors should have a brief theory of counseling and subsequent techniques to utilize in a school…
Descriptors: High Schools, School Counselors, Psychotherapy, Counseling Theories
Spencer, Natalie F.; Dowden, Angel Riddick – Georgia School Counselors Association Journal, 2014
Gifted African American students are underrepresented and underserved in gifted education. The current article provides an overview of proper identification, racial identity development implications, psycho-social concerns and the importance of family involvement in the development of gifted African American students. A case study is presented to…
Descriptors: African American Students, Academically Gifted, Academic Achievement, Racial Identification