Section 1: Case Study and Reflections
A: Case Studies
Confidentiality
Record Keeping and Reporting
Keeping of records can be a life-changing power. A breach of paper's security may expose private and sensitive information to the public. Teachers and students share a unique relationship through interaction, yet there is always a feeling of conflict between each other. In any case, they must be prepared to deal with threats to students' safety effectively. There is a link between an institution's environment and its success. In fact, students achieve their full potential, feel safe and supported in a school that has a positive climate. The responsibilities of the teachers are to abide by the regulations, the board of employer policy, professional workplace standard, and common law to ensure students' safety (Stone, 2013). Reports by the students of any undesirable behavior or practice by the fellow student should be looked deep into and take the necessary action. In some cases, the state may also be concerned with school safety and may introduce amendments such as the Provincial Code of Conduct that set out the legal obligation of the teachers on the security of their students.
Boundaries
Professional in many cases may be involved in issues to help others improve or grow their life. However, when working on different issues, professional should maintain clear boundaries for responsibility and professional integrity. Teachers should engage with the students by conducting frequent discussions and build rapport while at the same time aware of the evolution of legal and ethical practices, which may require the duty to warn. Consideration of ethics practice setting can sometimes be difficult. Nevertheless, as a profession, you have entitled a responsibility to maintain the integrity of the profession. With the society sharing the care of their students at schools, the teachers have a commitment to the society as a whole. Therefore, they have to teach the students and at the same time promote social justice and public warfare. This means that their services stretch to the public where different laws exist. In many cases, they may share the public interests' and contribute to the societal development. For example, parental sexual abuse to the students may be reported at the school, which requires the action of the teachers cooperating with the public, community and the family for support (Messina, Kolbert, Hyatt-Burkhart, & Crothers, 2015). Nonetheless, care should be taken not to bypass boundaries by any action that teachers may decide to take.
Vulnerable Populations
Individuals that are susceptible to risks do not have the freedom and capability to protect themselves from risks. They do not have the free will and ability to make appropriate choices either. They need attention and it is the responsibility of the relevant personnel to provide any necessary measure for their overall safety. In an education system, ethical dilemmas are common where teachers may not know what to do with any information submitted by the student concerning child abuse or any other vulnerable issue. Most of the vulnerable populations include children, minors, prisoners, elderly, ethnic minorities among others. These populations are considered more vulnerable due to their specific situations or conditions in life hence require additional protection. Child abuse and relationships with parents should be taken seriously. A troubled student cannot learn! School counselors should help in such cases. This requires an early intervention, which can bring change to the student's life, improve their understanding, motivation and focus in academic purpose (Thompson & Trice-Black, 2012).
B: Responses to the Case Scenarios
Philips hates Kimberly and says that she annoys him and feels like she should punish her for that. He has skills in martial arts, and there is no doubt that the techniques he intends to use would cause severe health issues to Kimberly (Stone, 2013). Philip should be warned of the risks that may be associated with his intentions. He should also be advised that martial arts skills should be used for good reasons such as one's protection and not to inflict harm on others. The teacher would also assist him in getting anger management help. Also, he should both call Philip and Kimberly to settle the personal matter and ensure that both students go carry on with their daily school activities freely and establish good relationship both at school and outside school that would contribute to their personal excellence in school. However, reporting the matter to the administration may not be necessary after advising both students and established understanding. Considering that situation does not involve home issue, it may not be advisable to summon the parents after resolving the case.
Two students say to the teacher that their parents have told them to inform the teacher that he should talk to their friend Shania whom they think that her stepfather is sexually abusing her. The information provided is not substantial enough. However, the students have a point of what they are saying and this requires a school counselor to dig into the matter and fight the exact truth about the allegations. This may require questioning of Shania's mother if she is aware of the situation. However, the duties of the school counselor may be limited when it comes to social issues outside the school. This is a matter of state, the police may be involved, and any action that the counselor may decide to take can interfere with the investigation. Any action seems to help or complicate the matter. The best action that a school counselor may take is to notify a professional social worker or child protection worker of the issue who will decide on the ethical and legal issues to consider. They can also, collaborate with legal agencies to investigate the matter (Messina, Kolbert, Hyatt-Burkhart, & Crothers, 2015).
Benjamin's mother practices violence abuse, which has led to Benjamin's defiant behavior. However, his mother has developed a good relationship with the school counselor and reports willingly on issues concerning her child's progress in school. Physical abuse by parents has a negative influence on student's academic progress. Students do not report family violence abuse because they fear that they will betray their families. However, in this situation, Benjamin's mother voluntarily reports to the school counselor, admits that she had lost control and mistakenly hit Benjamin with a belt causing bruises to her face, and arms. Such action is condoned by child support agencies and health social workers and deserves legal action. Due to the good rapport that the school counselor has with the parent, the appropriate action to take would only be righting a report on Benjamin's academic concern to the Child Supportive Services (Stone, 2013).
Section 2: Enhancing Ethical Decision Making
Part A
Ethical behavior is expected from those that are in a position of trust. There is usually one right cause of action in moral concepts although there is a range of possibilities. Nevertheless, the option that appears to offer the best outcome with the least harm is usually considered. One is required to enhance decision-making and critical thinking as complex situations that require ethical decision-making struck each day.
Relevant Ethical Codes
These codes guide decision making when ethical issues arise. Indeed, ethical decision-making is a process. By abiding by these principles and core values, a counselor's value of service, social justice, dignity, integrity and competence will be achieved (Salminen et al., 2016). The principles and codes aspire counselors to the ideals set and lead them in helping people and addressing social problems. The laws would enable one to understand the importance of human relationships hence contribute to the helping process and ethical thinking. Moral codes allow one to achieve competence, integrity, commitment and self-determination thereby enhancing ethical decision-making.
Laws and Policies
Legal laws and policies are set in response to organizational, and legal obligations. By following procedures and policies in ethical decision-making, a counselor's obligation is met. Legislation and policies direct people and ensure that their practices are within the law. Ethical decision thinking should not be practiced above the law and should bypass boundaries of relevant policies. This enables a counselor to utilize his or her skills within legal obligation thereby promoting a peaceful society and contributing to social health.
Consultation
During ethical decision-making practice, consultations may be appropriate. A counselor may seek help from a relevant agency or professional associations code to get an applicable standard for a situation. In other cases, a colleague may be consulted for advice on different ways of interpreting and applying findings to a particular situation. Not only does consultation show one the direction of a particular cause of action but also provides an individual with precise information that may help in the case (Statter, 2013).
Supervision
An academic supervisor in counseling should not misuse power nor create a negative experience in the school environment. Supervisors have the responsibility to monitor and take actions on supervisee's behaviors. Basic counseling skills, demonstration of advanced counseling skills and ability to conceptualize cases of the client are among the skills that a supervisor needs to recognize from the supervisees. Also, supervisors need to clarify their roles and be aware of the risks that can occur when boundaries are blurred. These activities would enable one to advance and exercise one's ethical decision-making and subsequent actions.
Part B: Ethical and Legal Challenges in Schools
Section 3: Summary Reflection
Part A
This assignment contributes to the overall development of a person as a school counselor. It provides knowledge on how one will be able to utilize critical thinking skills in decision making to help students faced with various challenges in schools. Case studies that present situations that involve the community as a whole impact one with expertise and knowledge that contributes to the community development and ensure the social health of the students back in the society. This assignment encourages one to view the duty of a school counselor as a way of connecting a student's academic excellence and his or her social health and life.
Part B
Delivering as a school counselor ensures that a student's social life within the school is improved. Through counseling, a student develops positive feeling towards academic excellence by ensuring that the academic environment is beneficial to all students, staff, and any other person within the environment. This encourages good social behavior and personal development.
Part C
Enrolling in an ethical and critical thinking class to enhance knowledge on ethical decision-making would improve the ability to practice school counseling. Reading more articles on legal and ethical practices and cases studies on school counseling will sharpen the knowledge and provide one with more ideas on decision making. Moreover, consulting, retired school counselors and state officers on legal and ethical practices will help improve ability and skills on school counseling.
References
Kress, V. E., Hoffman, R. M., Adamson, N., & Eriksen, K. (2013). Informed Consent, Confidentiality, and Diagnosing: Ethical Guidelines for Counselor Practice. Journal of Mental Health, 15-28.
Messina, K. C., Kolbert, J. B., Hyatt-Burkhart, D., & Crothers, L. M. (2015). The Role of Mental Health Counselors in Promoting School–Family Collaboration Within the Tiered School-Wide Positive Behavioral Intervention and Support (SWPBIS) Model. The Family Journal.
Salminen, L., Stolt, M., Metsamaki, R., Rinne, J., Kasen, A., & Leino-Kilpi, H. (2016). Ethical principles in the work of nurse educator—A cross-sectional study. Nurse Education Today, 18-22.
Statter, M. B. (2013). The ethics consultation and the pediatric surgeon. Seminars in Pediatric Surgery, 149-153.
Stone, C. (2013). School Counseling Principles: Ethics and Law. Alexandria, Virginia: American School Counselor Association.
Thompson, E. H., & Trice-Black, S. (2012). School-Based Group Interventions for Children Exposed to Domestic Violence. Journal of Family Violence, 233-241.
