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During this particular scenario, the major issue being raised is confidently. When working with middle school or high school students, trust is gained and is an important quality to them. In this case, the counselor is being asked to disclose information on a student without her knowledge. The caseworker should not tell the principle anything because she is going against her confidentiality that she has with the student. Instead, the caseworker needs to express to the student if her personal problems are affecting her schoolwork. Then help the child realize that by telling some of the teachers what is going on with her, they could assistance her more thoroughly with her schoolwork. They could potentially give her more time to get assignments
These are examples of where an abuse of the hierarchical relationship between a counselor and student may come into play, and are the exact areas in which I hope to distance myself from in my practice. The idea that every conversation I have should end with the other party feeling empowered is one that really resonates with me, and a goal I will continue to strive towards.
Huey, W. C. (1986). Ethical Concerns in School Counseling. Journal Of Counseling & Development, 64(5), 321.
The ASCA reminds school counselors that they are to guide and assist students who are victims by supplying appropriate services (ASCA, 2016). When abuse is suspected, a guidance counselor must personally report the abuse to child protective services (CPS). Cuff vs. Grossmont Union High School District reminds us how vital it is to follow all reporting procedures. In the state of Virginia, teachers, and those working in public and private schools, are mandated reporters and must report within 24 hours of the suspected neglect or abuse; even if the abuse occurred in the past (DSS.VA.GOV). Failure to report will result in criminal actions. Although school counselors are held to confidentiality terms, cases such as these warrant a duty to warn and an ethical obligation to protect. The American Association of Christian Counselors (AACC) state that as Christian counselors, one should always disclose confidential information when a life is endangered, this includes events such as suicidal ideations, bullying, and abuse (AACC, 2014). Although the ASCA and the AACC provides guidance to crisis responses, there are still legal and ethical issues that may not be
When students disrespect other members by gossiping, this unacceptable behavior could destroy the group. The counselor should address the whole group, first by reviewing the rules and policies regarding confidentiality and privacy. Students will be more willing to participate and feel comfortable with one another if they believe information shared would be kept private. The counselor should address the group by stating, “If anyone has anything they don’t agree with or have a disagreement with a member of the group please discuss issues or concerns within the group not outside the
Children, young people and adults need to know confidentiality will be honoured unless their, or other's safety and well-being is threatened, a crime has or is likely to be committed, and a professional's knowledge of and access to the child, young person or adult's information will not be abused, in the same way that it is important for professional's to understand how important shared information is, where and how it's stored, transported and disclosed to other appropriate professionals.
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
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
Counselors are open-minded and do not pass judgment verbally or physically at anytime while assisting students. Prejudging minimizes responses from distressed or problematic students. Giving advice and assistance should not be based on counselors’ personal opinion. Good counselors will refrain from bias and therefore communicate effective skills to empower students. Counselor should become listeners, observers, and advisers.
...g with veracity include not only the basic expectation that we are honest in our professional interactions, but also in the area of informed consent. Counselors must be honest with clients concerning all areas of treatment, including the responsibilities for reporting certain information to parents or the authorities. The client must be made aware that counselors are accountable to the client, but legally as well.
The school setting makes this task quite daunting since “a culture of open communication regarding student information is quite common among educators in school settings” (ARTICLE P337). Even so, it is important to disclose only the most vital information so as to not jeopardize one’s job duties nor compromise one’s ethics. When taking in a situation in its entirety, a school counselor must dissect all of the information given and only release what is absolutely necessary in order to take action – if any action is needed. The relationship of trust between the school counselor and the minor student must be kept intact and remain unaffected at all cost. Releasing too much information would create mistrust and separation between the two, leaving the student with no one else to turn to.
4. If the guidance counselor said to me that I was derelict in my duties in not reporting what I knew, then I would accept their opinion of my action. I would also ask them to give me more information and advice on how I should handle the situation in the
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.
In the Introduction of section B it states, “Counselors recognize that trust is a cornerstone of the counseling relationship. Counselors aspire to earn the trust of clients by creating an ongoing partnership, establishing and upholding appropriate boundaries, and maintaining confidentiality. Counselors communicate the parameters of confidentiality in a culturally competent manner.”
As I read through the power point presentations for the week, it easily me reminds of the
The Association for Middle Level Education (AMLE) (www.amle.org) is a professional education association focused on the advancement of education for all students ages 10 to 15. Founded in 1973 as the National Middle School Association, the organization changed its name in 2011 after a vote by the association’s members (Waidelich, 2011).