Abstract

This article proposes a paradigm shift in the view of the school counselor role. Evolving from the dualistic mind/body split of traditional physics, counseling has largely focused on problem identification and attempting to fix what is wrong. The new sciences of chaos and complexity invite a more holistic view, with the psychospiritual development of all students seen as an appropriate part of a comprehensive education. School counselors are well placed to mentor the psychospiritual development of all students and to facilitate the presence of spirituality on school sites. Two complementary models, Courage to Teach/Lead and the Ignatian model of Spiritual Discernment are presented with discussion of how their principles and practices might be applied by counselors engaged in this role shift.

Highlights

  • The role of the school counselor, in both public and private education, has been well documented

  • The present investigation will propose an alternative way of viewing the gifts and talents a school counselor brings, and will suggest a relationship between those gifts and the needs society has for the education of young leaders whose development in areas of values, ethics, and issues of social justice and spirituality is strong

  • Education and science have tended to issues of the mind, and religion has responded to issues of the spirit. This divide has contributed to a field of developmental psychology in which cognitive, physical, and emotional development as emergent processes have received much more attention in children and adults

Read more

Summary

INTRODUCTION

The role of the school counselor, in both public and private education, has been well documented. The present investigation will propose an alternative way of viewing the gifts and talents a school counselor brings, and will suggest a relationship between those gifts and the needs society has for the education of young leaders whose development in areas of values, ethics, and issues of social justice and spirituality is strong. Education and science have tended to issues of the mind, and religion has responded to issues of the spirit This divide has contributed to a field of developmental psychology in which cognitive, physical, and emotional development as emergent processes have received much more attention in children and adults. An accompanying economic philosophy of scarcity—that there are not enough resources for all, and I must compete well in order to assure receiving what is mine—has held a place of prominence in Western thought This belief pattern prioritizes developing a strong sense of individuality, and encourages striving for power.

A COMPLEX SYSTEMS PERSPECTIVE
CONCLUDING OBSERVATIONS REGARDING THE COURAGE MODEL
CONCLUSIONS

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.