The bottom line when using Reality Therapy is to lead the student to a place where he may take "more effective control" of his life (Mason, 6). The acronym WDEP describes the procedures of Reality Therapy: W (wants and needs); D (direction and doing); E (self-evaluation); and P (planning towards the goal) (Mason, 6).
A number of healthy behaviors are to be presented for -- and taught to -- the student within the Reality Therapy procedures. Those include issues dealing with survival and health; love and belonging; self-worth and power; freedom; and fun (Mason, 8). Following the presentation of those behaviors (and within each category there are bullet points that bolster that particular theme) the counselor / teacher is advised to "engage all colleagues in an ongoing honest discussion...
Moreover, the LMF also calls for the school counselor: a) to model the job so "all stakeholders can see what" is expected by the counselor (and the counselor must question his or her own motivation and commitment to Reality Therapy; b) to avoid micro-managing the process, but rather embracing the input of colleagues and stakeholders; and c) to use every opportunity to make the point that a good school system is "based on continual improvement" (Mason, 10).
Works Cited
Mason, Cynthia Palmer, and Duba, Jill D. (2009). Using Reality Therapy in Schools: Its Potential Impact
on the Effectiveness of the ASCA National Model. International Journal of…
