Counselor Connections Chamberlain, South Dakota. October 25, 2013. Today’s Agenda. Moral and Ethical Principles Ethics and… Technology Dual Relationships Releasing Information to others (in or out of the school) Documentation. Experience . Graduate Student 0-2 years 2-5 years
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October 25, 2013
1. Act in the best interests of the student clients at all times. Act in good faith and in the absence of malice.2. Inform student clients of possible limitations on the counseling relationship prior to the beginning of the relationship.3. Increase awareness of personal values, attitudes and beliefs; refer when personal characteristics hinder effectiveness.4. Actively attempt to understand the diverse cultural backgrounds of the clients with whom you work, including your own cultural/ethnic/racial identity and its impact on your values and beliefs about the counseling process.5. Function within the boundaries of personal competence. Be aware of personal skill levels and limitations.6. Be able to fully explain why you do what you do. A theoretical rationale should undergird counseling strategies and interventions.
7. Encourage family involvement, where possible, when working with minors in sensitive areas that might be controversial.
8. Follow written job descriptions. Be sure what you are doing is defined as an appropriate function in your work setting.9. Read and adhere to the ethical standards of your profession. Keep copies of the ASCA Ethical Standards for School Counselors on hand, review them periodically and act accordingly.10. Consult with other professionals (colleagues, supervisors, counselor educators, professional association ethics committee, etc.) Have a readily accessible support network of professionals.11. Join appropriate professional associations. Read association publications and participate in professional development opportunities.12. Stay up-to-date with laws and current court rulings, particularly those pertaining to counseling with minors.13. Consult with a knowledgeable attorney, when necessary. In questionable cases, seek legal advice prior to initiating action.
How do you incorporate social media into comprehensive guidance and counseling programs as based on the American School Counseling Association’s National Model (2008) without damaging professional image or violating laws or ethical codes?
(Eid& Ward, 2009)
A high school counselor has recently become licensed as a professional counselor by her state and has decided to open a part-time private counseling practice. Very few counselors in her community have the background to counsel adolescent clients, and she believes there is a market for her services. She talks with the school district guidance coordinator, and they both agree that the high school counselors in her district do no personal counseling because their days are filled with administrative duties, testing, scheduling students, and classroom career development activities. The counselor and the guidance director agree that it would be appropriate for the counselor to accept students as clients in her private practice from the school where the counselor works because she would not be able to provide them with personal counseling at the school and some of them need personal counseling.
A high school counselor in a small rural school is the only counselor in the building. The counselor's nephew is a sophomore in the school and is experiencing emotional distress because he has been the victim of some recent bullying incidents. The principal asks the counselor to counsel the student on a weekly basis. Although the counselor recognizes the problems inherent in counseling a close relative, she decides to counsel her nephew because she is convinced he needs help, she suspects he will not receive counseling if she does not provide it, and she believes she can assist him in an objective manner. She informs her nephew's parents that she will be counseling him, consults with a counselor in another school on a monthly basis regarding her work with her nephew, and documents in her case notes the content of the sessions.
FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
◦School officials with legitimate educational interest;
◦ Other schools to which a student is transferring;
◦ Specified officials for audit or evaluation purposes;
◦ Appropriate parties in connection with financial aid to a student;
◦ Organizations conducting certain studies for or on behalf of the school;
◦ Accrediting organizations;
◦ To comply with a judicial order or lawfully issued subpoena;
◦ Appropriate officials in cases of health and safety emergencies; and
◦ State and local authorities, within a juvenile justice system, pursuant to specific State law.
Think about the last student who came to you for a personal/emotional issue. Talk about how you might write a case note that doesn’t record details but rather just your professional opinion and your observations.
Meeting the definition of sole possession records can be tough to do.
A school counselor places the following statement in a parent handbook given to all parents as they enroll their child in the school: "If you are interested in any counseling relationship I might have with your child, please contact me. I respect the rights of parents, encourage parental involvement in their child's life, and am always willing to provide you with information."
A middle school counselor receives a call from the mother of a student the counselor has been seeing recently related to the student's reluctance to participate in group activities. The student has been talking to the counselor about his shyness, anxiety around peers, negative self-concept, and interest in developing more self-confidence. The mother tells the counselor that her son has told her he is seeing the counselor. The mother thanks the counselor for talking to her son, asks what her son has been talking about in the counseling sessions, and inquires as to whether there is any way in which she can be helpful. The counselor thanks the mother for her call and explains that the counseling relationship is confidential and that she cannot disclose what the student has been talking to her about. She tells the mother she will contact her if there is anything she needs to know.
A middle school counselor is seeing a sixth grader regularly because her parents are going through a contentious divorce and the process is very upsetting to the student. The student's English teacher approaches the counselor and asks whether anything is wrong with the student because she appears distracted in class, her grades have declined, and she is quieter than usual. The counselor explains that counseling relationships with students are confidential and that the counselor cannot disclose private information regarding the student.