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School counselor roles and responsibilities
School counselor roles and responsibilities
Roles and responsibilities of school counselors
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As a future school counselor residing in Fairfax, Virginia one should be aware of the school district policies as well as the state laws govern minors, parents and the guardians. A school counselor should perform their duties in accordance with the commonwealth of Virginia and federal government. Many times students as well as parents or guardians request school records relating to grades. In order to protect student’s rights, Virginia school systems use the Family Educational Rights and Privacy Act (FERPA) which states any student 18 or older can obtain their school records as well as their parents and guardians. As a future counselor one will be required to notify parents and students of their right. As the school counselor notification …show more content…
is usually in the form of a letter at the beginning of the school year and also located in the student handbook. Ethically and legally all school counselors should abide by the rules set by the school system and the federal government. An ethical concern that could arise with the FERPA is when a student under the age of 18 who has been emancipated request their school records. Is the school counselor required to release the student academic records?
An individual should only release the records once verification has been received and the student call legally verify their emancipation. There may be times when the parents or guardians of the emancipated student request information. The school counselor ethically and legally should not release information if verification has been received that student is emancipated. There will be times when outside sources will request student academic records and signed consent to release information will be needed. However, there are individuals that do not need a release such as school officials associated with Fairfax school system and health agencies that need information if it relates to an emergency or health circumstances. School counselors are also required to keep records such as issues related to disciplinary. These records should be kept separate from the student academic record and should be release if it contains to an emergency or a health risk. One should release information if it impose a threat to the student health and safety and in a case of an emergency. (FAIRFAX PUBLIC SCHOOLS, 2014) The counselor should not only protect the student and parents rights but also their occupation by obeying school policies and federal law, one should remember when it doubt consult with a supervisor or
professional organization. References FAIRFAX PUBLIC SCHOOLS. (2014, Novermber 27). Retrieved from School Counseling Services: http://www.fcps.edu/is/schoolcounseling/schoolcounseling.shtml
“FERPA [Family Educational Rights and Privacy Act] essentially means you have no right, as a parent, to know what or how your children are doing in school.” Michele Willens says this in her article, “College Students Have Too Much Privacy” about the FERPA act that was passed in 1974. It was originally put in place to protect the privacy of students, but it also keeps information private from the student’s parents, or current gauardians. Because so many parents waste money on college students that might miss classes or even drop out without them knowing, the FERPA act needs to be reformed.
Privacy was once taken for granted in public education, but now through the 1974 law, Family Educational Rights and Privacy Act it is pushed to the forefront of the minds of every educator in the United States (Cossler, 2010). This law has paved the way for many lawsuits regarding privacy of student’s records, which have left teachers scared, undereducated and unaware of certain regulations of the law. FERPA laws provide protections for students, but also allow access of all student records to the student’s custodial parents, which in some situations has cause problems and in some cases have specifically brought clarifications of the law. Has the Family Educational Rights and Privacy Act provided the much needed privacy for students or created an overboard policies?
Huey, W. C. (1986). Ethical Concerns in School Counseling. Journal Of Counseling & Development, 64(5), 321.
Parents have the right to be included in placement decisions, IEP developments, and evaluations. Schools should collaborate and communicate consistently with family members due to the fact they know their child better than anyone else and can be a powerful resource, as well as an advocate, for their development and education (American Foundation for the Blind, 2015). Furthermore, information regarding a student’s disability is highly confidential. IDEA clarifies that such information may be shared with only individuals who are working directly with the student (Friend, 2014).
Moyer, M., & Sullivan, J. (2008). Student Risk-Taking Behaviors: When Do School Counselors Break Confidentiality?. Professional School Counseling, 11(4), 236-245. Retrieved March 12, 2014, from http://dx.doi.org/10.5330/PSC.n.2010-11.236
As a future school counselor I do not think there is just one type of theory that will work with all of my students. A few of the theories that stood out to me over the semester were choice theory, person-centered therapy, and solution focused therapy.
Using the IMED the counselor would first recognize that CRW elements exist within the ethical dilemma and then identify them. For example, Ana got a bad grade on the math test after she had been given supports, and that may make her father feel as if she is bringing shame to the family. Next, the counselor would take into account the school policies and procedures, and ethical and legal issues such as that any abuse or suspected abuse must be reported to child protective services (State of Hawaii, 2007). Additionally, the counselor must take into consideration the ethical codes that would apply to this case. The counselor would consider the limits of confidentiality, such as American Counseling Association ([ACA] 2014) ethical standard B.2.a, and American School Counselor Association ([ASCA] 2010) ethical standards A.2.c and A.2.d, which all ethically support a counselor’s breach of confidentiality when there is foreseeable harm to the student. The counselor must also recognize the student’s developmental and chronological age when determining the risk of harm to the student (standard A.2.c [ASCA, 2010]). Next, the
Taking into consideration the location of the counselling space within a school becomes essential in maintaining confidentiality as it ensures the location is away from open areas such as; the lunchroom and gym, and is free from interruptions (Pearce, Sewell and Cromarty, 2015). It is also important to note that Mary’s attachment insecurity creates challenges for the school counsellor as her internal working model has allowed her to expect the same experience from all relationships (Ray, 2010). As such, establishing and consolidating a trustworthy relationship may take several weeks, and Mary may be wary of the credibility and trustworthiness of the counsellor (Pearce, Sewell, and Cromarty, 2015). The security of the familiar school environment supports the therapeutic relationship as it is able to foster safety and stability (Baker, 2017). Also, in consideration that Mary is a minor, the efficacy and foundation of her counselling progress will rely on liaison with her parents, staff and other related professional figures (Ray, 2010). Confidentiality, consulting other professionals, knowing when to keep or destroy records, and making it clear when confidentiality cannot be kept is most critical (Ray, 2010). Baker (2017) states that whilst adherence to client confidentiality is imperative,
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
Every student needs help in some way whether entering high school, needing information, choosing a career, or talk about personal problems. As a high scholar I realize guidance counselors play a great role in helping a student out for the future.
High school is the second stage of education that acts as a transition period from childhood into young adulthood. The in-depth self discovery and growth as well as disappointment that occurs in this critical phase of a young person’s life requires support and guidance for optimal success. I have an absolute confidence in all young people’s abilities to take them beyond the expectations of society. My passion for the belief that education is a solution to obstacles many teenagers face is the foundation for my desire to influence high school student’s lives. I believe I have the necessary qualities to belong to the education family and accomplish the goals of such a career. The role of secondary school counselors, most simply put, is to advocate the students.
Career counseling over the lifespan has more than an occupational focus, it deals with the person’s entire being with a vision that includes one’s lifespan. Career counseling takes into consideration character development, character skills, life roles, individual life and work history, goals, and obstacles. A career counselor not only assists a client with a career plan, but also with a life plan. This paper focuses on two categories of career counseling. The first focus is the history of career counseling as a field of study with the emphasis on when and why career counseling began (1800s as a study of how the shape of one’s head relates to vocational choice), who and what influenced it (Sizer, Parsons, and Davis), and how it has changed (from an individual/community vocational view to an individual/world lifespan view). The second focus is on the application of career counseling by researching two leaders, John Holland’s and Donald Super’s, contributions to career counseling, their theories and assessments and on the biblical aspects of career counseling and how each theory relates to the Bible.
Since Taneka is a minor she does not have the legal right to consent to career counseling services. Both the National Career Development Association ([NCDA] 2015) and the American School Counselor Association ([ASCA] 2010) support gaining consent from parents while recognizing the rights of the minor, NCDA ethical code A.2.d and ASCA ethical code A.2.d. At the beginning of every school year the counseling department sends home a consent form for parents to sign, consenting for their child to receive counseling services as needed to support their child’s academic, social-emotional, and college and career development. The counselor has already checked to make sure that Taneka’s consent form is signed so that counseling services can continue with her. However, since her future plans are a big decision, the counselor would talk with Taneka about including her mother in the decision making process. Also, it would be ethical to take the student’s culture into account as it may play a large role in any decision. For instance, some families may be more collectivistic or individualistic and decisions about future plans may be based on this. Another ethical consideration that must be taken into account is abandonment of services, NCDA (2015) ethical code A.10.a. As an employee of the school, the counselor has vacation and sick leave. In the event that the counselor is going on vacation and would miss appointments with Taneka it would be necessary to reschedule them, or a better option would be to obtain coverage from another counselor at the school. In this way the counselor could ensure that Taneka was still receiving services, such as meeting deadlines for college entrance exams, while the counselor was away. This would also bring up another ethical concern of confidentiality. Information would need to be shared with the other counselor in order to provide services
responding to parental demands for confidential information. Professional School Counseling, 6(2). Retrieved March 6, 2004, from MasterFILE Premier.