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Questions #1 I believe the school psychologist was not acting ethically. According to Standard I.1.1, "parent consent is required if the consultation about particular child or adolescent is likely to be extensive and ongoing and/or if school actions may result in a significant intrusion on student or family privacy beyond what might be expected in the course of ordinary school activities." Since the counseling group would be considered "extensive", the school psychologist needs a formal approval or denial of the services she intends to provide. The school psychologist also decided to send a letter explaining what the counseling session. While the letter does seem to provide extensive information on the sessions, the school psychologist has no way to know if the parents received the letter, or if the …show more content…
According to standard III.2.1, "School psychologists explain their professional competencies, roles, assignments, and working relationships with recipients of services and others in their work setting in a forthright and understandable manner. School psychologists explain all professional services to clients in a clear, understandable manner". Extending on the exclusion of an explanation of service to the students, it is also concerning that the school psychologist did not receive assent from the students. According to standard I.1.4, school psychologist should "encourage a minor student 's voluntary participation in decision making about school psychological services as much as feasible", and there was not mention of the school psychologist attempting to inform the students about the counseling session, or asking for their participation. Finally, according to standard II.3.10, school psychologists should" encourage and promote parental participation in designing interventions for their children". It seems as if the school psychologist determined who would participate in the counseling sessions solely based on the teacher 's opinion of the
...rt of the medical profession, the therapists are expected to maintain the confidentiality of their clients. A psychologist must be able to acquire a client’s trust in order to keep quality confidentiality amongst the two parties. Only on seriously occasions should the patient’s records be shared, under certain other conditions the psychotherapy records of a minor can be reviewed by others without prior written consent. The Health Insurance Portability and Accountability Act (HIPAA), psychologists can usually give way the patient records to parents or legal guardians. Some of the ethical rules that apply to the practice of child and adolescent psychiatry are clear and generally agreed upon For example, rules against sexual contact or harsh or abusive treatment are encoded as boundary violations. A psychotherapist must be able to respect the boundaries of the client.
As such, they cannot legally give consent to be counseled. It is still a counselor’s duty to hold the same confidentiality rules to protect the information shared by the minor. The fact that the student is a minor would not nullify the confidentiality statute that would normally take effect upon consent during any other counseling session. After assessing the magnitude of the issue(s) at hand, the school counselor would then decide whether or not to involve the parents or other school educators who can help. This action is solely a professional judgment call and does not adhere to any pre-set rules or regulations on how to take action.
Her motto for working with students is “kids are my business”. She made sure to imply that her business and work within the school is planned around the students. Mrs. Harmon described her daily work as a counselor as unpredictable. She expressed that every day she usually spends time responding to emails and phone calls, and making calls out to universities and community organizations. She stated that she focuses more within the academic part of counseling and, depending on the level of severity, she may refer a student to the school social worker for social emotional counseling. She stated that 70% of her time is spent evaluating the academic, personal, social, and career of the students, while the other 30% is used to focus on the students social emotional matters. While speaking with her, I noticed that many students were in and out of her office for various reasons; some of the reasons included students looking for bus cards, scholarships, candy, clarity on course requirements, and informing her of the issues between the students enrolled at King. I noticed students referring to Mrs. Harmon as their mom at school. She had an open door policy and was available to every student that needed her, even as I interviewed her. Mrs. Harmon explained how she has 400 students (freshmen, sophomores, juniors, seniors) that she supports throughout the
Gaining consultation from appropriate sources could help the counselor gain knowledge that would support the decision-making process. However, it should also be noted that the counselor must protect the student’s confidentiality, yet, some information would need to be shared with consultants. Thus, the counselor would only provide information relevant to each consultant, standard C.2.e (ASCA 2010; Davis, 2015). Next, the counselor would record the needed information in order to make an ethical decision (Luke, Goodrich, & Gilbride, 2013). The counselor would write down the Japanese family experts information that was provided, write down all the applicable ethical codes, the school policies, and state laws. Next, the counselor would analyze the information from the previous step with the student’s CRW factors and list the CRW factors that support or conflict with the proposed action and associate the decision with ethical standards (Luke, Goodrich, & Gilbride, 2013). For instance, the counselor would list that breaching confidentiality to child welfare services would be ethically supported in this situation by school policy and ACA (2014) ethical standard B.2.a,
The student just moved here from Ohio. She was living with her mother and siblings and now she lives with her aunt and uncle. M. was getting into arguments and altercations with her siblings and that is the reason her mother sent her to stay with her aunt. M. will be returning home in the summer and there is a possibility that she will not return to Wetumpka. M. said that she likes living with her aunt because she feels like an only child.
Clarizio, H.F., & Payette, K. (1990). A survey of school psychologists' perspectives and practices with childhood depression. Psychology in the Schools, 27. 57-63.
For this paper, I chose the case of the Vietnamese student, Lee, from our chapter 4 reading. The case describes Lee as a student who is seeing the school counselor because of some academic difficulties that he is having (Corey, Schneider-Corey, & Callanan, 2011, 2007). Lee is described as slow and deliberate in his style of conversation. The school counselor quickly assigns him to a remedial speech class. During a session with the counselor, Lee tells her that his father wants him to major in pre-med when he applies to college. Stacy, the counselor, gives Lee a homework assignment of telling his father that he no longer wants to apply to college and that he wants to “follow a direction that appeals to him” (Corey, Schneider-Corey,
Greetings; Thank you for considering the position of an eighth grade teacher at Michael E. Smith Middle School.
The literature above highlights the problem of WC’s drug overdose problem, yet the community isn’t receiving any psychoeducation on the effects of the drugs and harm reduction. There are two issues involved related to Kitchener's moral principles; nonmaleficence and justice. WC is not receiving the education that is essential to avoid harm. By the county not engaging education to the opioid crisis is essentially engaging in actions that risk harming individuals. In addition, there has been a failure of distributive justice in WC. There has been a failure to pay attention to every town the county and provide educational forums on drugs and harm reduction. Working through this ethical dilemma it was important to identify the clinical issues
Challenges of School Counseling Center The overall psychological well-being of college students significantly decreases compared to the previous decades. College campus strive to provide a supportive environment for students to grow up and develop. However, School counseling centers meet the increasing needs of service without increasing sources and staffing, so they have to shorten service time and change service type, leading to overlooking students’ mental health growth. Moreover, students’ lack of related knowledge of school counseling greatly influences the usage of counseling services.
While there are many roles that a school counselor must take on to support the students’ academic success, some of the most important ones include advocating for students and teaching them to advocate for themselves; collaborating with stakeholders to support equity, access and academic success for all students; and promoting systemic change to support an environment where every student succeeds (American School Counselor Association [ASCA], 2012). Advocating for students academic, social-emotional, and college and career development needs can help students achieve their success within the school environment. Further, by teaching students to advocate for their own needs helps to empower them and give them skills they can use throughout school and later in life. In addition, school counselors must collaborate with stakeholders within the school and outside of the school to provide students with various supports that can support student achievement within the school setting (ASCA, 2012). For instance, a student that has limited food at home may have a hard time concentrating in school because of hunger.
During the two weeks training I got to meet and bond with the clients (ranging from the age from 8 to 14) in the four classrooms in the school. In each classroom, there was four to five children, three classroom counselors and a head teacher. The classroom counselors would assist the teacher in the activities they set up and be a support system for the children in the program. Often the children would find different ways to resist a lot of the teachers’ demands, and our job as classroom counselor was to support the teacher and children in completing the assigned tasks. In resistance, the children would start arguments with their peers, act and talk disrespectfully towards counselors and teacher, walk out of class, brake objects in
Hello all. I am Ella Gilford and I am an educational psychologist. Per the American Psychological Association, Educational Psychologists are psychologists who have devoted time studying “how people learn and retain knowledge” (American Psychological Association, 2016). Educational Psychologist are able to apply their knowledge of psychological theories to help improve learning processes and overall student success. They have additional training and education in development and the issues that accompany, and so, educational psychologist can also asses learning and behavioral problems children and adolescents face. Also, Educational Psychologist are able to provide schools and teachers with assistance on teaching approaches and learning
The mysteries of the human mind have been intriguing people for decades. Even after the amount of research that has been done, people are still trying to figure out as much about the human mind as possible. While they won’t be able to discover everything there is to know about the brain, they continue to go into as much depth as they deem necessary. Clinical psychologists are some of the people that try to discover as much as they can to benefit the people as a whole, and clinical psychology is one of the many fields that help people understand and solve these mysteries.
One of the more popular areas of psychology is Educational Psychology. Educational Psychology can be explained several ways. The idea is to study theories and concepts from different parts of psychology and apply them in educational settings. These educational settings may occur in different school settings such as preschool. The goal of educational psychology is to create a positive student-teacher relationship. Educational psychology uses five different types of psychology, behavioral, cognitive, developmental, and social cognitive, and constructivist in this research paper I will be briefly discussing each type of psychology listed above.