Asca ethical standards pdf

Ethical standards for school counselors. The role of play therapist in ohio school counselor standards. The ASCA Code of Ethics comprehensive data-informed program standard, can inform and be helpful for the school counselor to use when dealing with data and to advocate for students.

Schools Details: A. GroupWork Professionalschoolcounselors: a. Over 30 ethical decision-making models are available to school counselors. Schools Details: The Ethical Standards provide considerable support for comprehensive school counseling programs. Responsibilities to Students The professional school counselor : a.

Has a primary obligation to the student, who is to be treated with. Schools Details: Standards for Counselor Education and Supervision, including learning environment, professional identity, and doctoral-level practicum and internship requirements.

In addition to the Standards , a Glossary, defining key terms within …. Retrieved from American School Counselor Association Alexandria, VA: Author.

Schools Details: 5. School counselors lead school efforts and advocate for policies and practices that support an equitable, safe, inclusive and positive learning environment for all students. School counselors adhere to the ethical standards of the profession, engage in ongoing professional learning and refine their work through reflection. Schools Details: October Schools and districts have until the school year to fully comply with the revised Board of Education rules and policies for school counseling as well as the ASCA Ethical Standards for School Counselors.

To create a strong program foundation the school counselor shall:. Schools Details: G. Define the problem emotionally and intellectually 2. Schools Details: ethical principles, and ethical standards. No specific ethical decision-making model is always most effective, so counselors are expected to use a credible model of deci-sion making that can bear public scrutiny of its applica-tion. The purpose was to set forth a code of conduct governing the proper and ethical behavior of counselors in American schools.

Osborn, Peterson and Hale found that the experiences of school counselors can provide new frames of reference to unique experiences of those who service as virtual school counselors. Learn the evolution of the Ethical Standards as influenced by the transformation of more. Interrupting Racism: …. This web page offers ACA members and members of the public with the necessary tools to ensure compliance with the ethical standards of the counseling profession. ACA code of ethics.

Subsequently, question is, what are the ASCA standards? Schools Details: 9. Read and adhere to the ethical standards of your profession. Consult with other professionals colleagues, supervisors, counselor educators, professional association ethics committee, etc. Ethics: the norms and principles of conduct and philosophy governing the profession. Ethical Behavior: actions defined by standards of conduct for the profession. Ethical Obligation: a standard or set of standards defining the course of action for the profession.

Ethical Rights: the fundamental normative rules about what is allowed of people or owed to people, according to some legal system, social convention or ethical theory. Informed Consent: assisting students in acquiring an understanding of the limits of confidentiality, the benefits, facts and risks of entering into a counseling relationship.

Intervention: to provide modifications, materials, advice, aids, services or other forms of support to have a positive impact on the outcome or course of a condition.

Legal Mandates: a judicial command or precept issued by a court or magistrate, directing proper behavior to enforce a judgment, sentence or decree. Minors: persons under the age of 18 years unless otherwise designated by statute or regulation.

Perception: A mental image or awareness of environment through a physical sensation. A capacity for understanding or a result of an observation. Peer Helper: peer-to-peer interaction in which individuals who are of approximately the same age take on a helping role assisting students who may share related values, experiences and lifestyles.

Peer Support: programs that enhance the effectiveness of the school counseling program while increasing outreach and raising student awareness of services. Privileged Communication: conversation that takes places within the context of a protected relationship, such as that between an attorney and client, a husband and wife, a priest and penitent, a doctor and patient and, in some states, a school counselor and a student.

Professional Development: the process of improving and increasing capabilities through access to education and training opportunities. School Counseling Supervisor: a qualified professional who provides guidance, teaching and support for the professional development of school counselors and school counseling candidates.

Serious and Foreseeable: when a reasonable person can anticipate significant and harmful possible consequences. Sole-Possession Records: exempted from the definition of educational records and the protection of FERPA, are records used only as a personal memory aid that are kept in the sole possession of the maker of the record and are not accessible or revealed to any other person except a temporary substitute for the maker of the record and provide only professional opinion or personal observations.

Stakeholder: a person or group that shares an investment or interest in an endeavor. Title IX of the Education Amendments of a law that demands that no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any education program or activity receiving federal financial assistance.

School counselors as social-justice advocates support students from all backgrounds and circumstances and consult when their competence level requires additional support. Special care is given to improve overall educational outcomes for students who have been historically underserved in educational services.

Receive critical, timely information on college, career and postsecondary options and understand the full magnitude and meaning of how college and career readiness can have an impact on their educational choices and future opportunities. Privacy that should be honored to the greatest extent possible, while balancing other competing interests e. A safe school environment promoting autonomy and justice and free from abuse, bullying, harassment and other forms of violence.

Purpose In this document, ASCA specifies the obligation to the principles of ethical behavior necessary to maintain the high standards of integrity, leadership and professionalism. Responsibility to Students A.

Supporting Student Development School counselors: Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals. Are knowledgeable of laws, regulations and policies affecting students and families and strive to protect and inform students and families regarding their rights.

Provide effective, responsive interventions to address student needs. Consider the involvement of support networks, wraparound services and educational teams needed to best serve students. This prohibition applies to both in-person and electronic interactions and relationships.

Inform students of the purposes, goals, techniques and rules of procedure under which they may receive counseling. Disclosure includes informed consent and clarification of the limits of confidentiality. Informed consent requires competence, voluntariness and knowledge on the part of students to understand the limits of confidentiality and, therefore, can be difficult to obtain from students of certain developmental levels, English-language learners and special-needs populations.

Are aware that even though attempts are made to obtain informed consent, it is not always possible. Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student. School counselors consult with appropriate professionals when in doubt as to the validity of an exception. Promote the autonomy of students to the extent possible and use the most appropriate and least intrusive method to breach confidentiality, if such action is warranted.

Recognize the vulnerability of confidentiality in electronic communications and only transmit student information electronically in a way that follows currently accepted security standards and meets federal, state and local laws and board policy. Adhere to state, federal and school board policy when conveying sensitive information. Advocate for appropriate safeguards and protocols so highly sensitive student information is not disclosed accidentally to individuals who do not have a need to know such information.

Best practice suggests a very limited number of educators would have access to highly sensitive information on a need-to-know basis. Advocate with appropriate school officials for acceptable encryption standards to be utilized for stored data and currently acceptable algorithms to be utilized for data in transit.

Avoid using software programs without the technological capabilities to protect student information based upon currently acceptable security standards and the law. Comprehensive Data-Informed Program School counselors: Collaborate with administration, teachers, staff and decision makers around school-improvement goals.

Use data to determine needed interventions, which are then delivered to help close the information, attainment, achievement and opportunity gaps. Use data-collection tools adhering to confidentiality standards as expressed in A. Share data outcomes with stakeholders. Identify gaps in college and career access and the implications of such data for addressing both intentional and unintentional biases related to college and career counseling.

Provide opportunities for all students to develop the mindsets and behaviors necessary to learn work-related skills, resilience, perseverance, an understanding of lifelong learning as a part of long-term career success, a positive attitude toward learning and a strong work ethic. Dual Relationships and Managing Boundaries School counselors: Avoid dual relationships that might impair their objectivity and increase the risk of harm to students e.

If a dual relationship is unavoidable, the school counselor is responsible for taking action to eliminate or reduce the potential for harm to the student through use of safeguards, which might include informed consent, consultation, supervision and documentation. Establish and maintain appropriate professional relationships with students at all times. In extending these boundaries, school counselors take appropriate professional precautions such as informed consent, consultation and supervision.

School counselors document the nature of interactions that extend beyond conventional parameters, including the rationale for the interaction, the potential benefit and the possible positive and negative consequences for the student and school counselor.

Do not use personal social media, personal e-mail accounts or personal texts to interact with students unless specifically encouraged and sanctioned by the school district. The technology utilized, including, but not limited to, social networking sites or apps, should be endorsed by the school district and used for professional communication and the distribution of vital information.

School counselors encourage parents to interview outside professionals to make a personal decision regarding the best source of assistance for their student. Connect students with services provided through the local school district and community agencies and remain aware of state laws and local district policies related to students with special needs, including limits to confidentiality and notification to authorities as appropriate. Develop a plan for the transitioning of primary counseling services with minimal interruption of services.

Students retain the right for the referred services to be done in coordination with the school counselor or to discontinue counseling services with the school counselor while maintaining an appropriate relationship that may include providing other school support services. School counselors maintain the highest respect for student diversity.

Attempt to establish a collaborative relationship with outside service providers to best serve students. Provide internal and external service providers with accurate, objective, meaningful data necessary to adequately assess, counsel and assist the student. Ensure there is not a conflict of interest in providing referral resources.

School counselors do not refer or accept a referral to counsel a student from their school if they also work in a private counseling practice. Screen students for group membership. Use data to measure member needs to establish well-defined expectations of group members. Communicate the aspiration of confidentiality as a group norm, while recognizing and working from the protective posture that confidentiality for minors in schools cannot be guaranteed.

Select topics for groups with the clear understanding that some topics are not suitable for groups in schools and accordingly take precautions to protect members from harm as a result of interactions with the group. Facilitate groups from the framework of evidence-based or research-based practices. Practice within their competence level and develop professional competence through training and supervision.

Provide necessary follow up with group members. Student Peer-Support Program School counselors: Safeguard the welfare of students participating in peer-to-peer programs under their direction. Supervise students engaged in peer helping, mediation and other similar peer-support groups. School counselors are responsible for appropriate skill development for students serving as peer support in school counseling programs.

School counselors continuously monitor students who are giving peer support and reinforce the confidential nature of their work. School counselors inform peer-support students about the parameters of when students need to report information to responsible adults. When feasible, this is to be done after careful deliberation and consultation with other appropriate professionals. Even if the danger appears relatively remote, parents should be notified.

Use risk assessments with caution. If risk assessments are used by the school counselor, an intervention plan should be developed and in place prior to this practice.

Do not release a student who is a danger to self or others until the student has proper and necessary support. This threat may include, but is not limited to, physical abuse, sexual abuse, neglect, dating violence, bullying or sexual harassment. The school counselor follows applicable federal, state and local laws and school district policy. Underserved and At-Risk Populations School counselors: Strive to contribute to a safe, respectful, nondiscriminatory school environment in which all members of the school community demonstrate respect and civility.

Advocate for and collaborate with students to ensure students remain safe at home and at school. Identify resources needed to optimize education. Understand students have the right to be treated in a manner consistent with their gender identity and to be free from any form of discipline, harassment or discrimination based on their gender identity or gender expression.

Advocate for the equal right and access to free, appropriate public education for all youth, in which students are not stigmatized or isolated based on their housing status, disability, foster care, special education status, mental health or any other exceptionality or special need. Bullying, Harassment and Child Abuse School counselors: Report to the administration all incidents of bullying, dating violence and sexual harassment as most fall under Title IX of the Education Amendments of or other federal and state laws as being illegal and require administrator interventions.

School counselors provide services to victims and perpetrator as appropriate, which may include a safety plan and reasonable accommodations such as schedule change, but school counselors defer to administration for all discipline issues for this or any other federal, state or school board violation. Report suspected cases of child abuse and neglect to the proper authorities and take reasonable precautions to protect the privacy of the student for whom abuse or neglect is suspected when alerting the proper authorities.

Develop and maintain the expertise to recognize the signs and indicators of abuse and neglect. Encourage training to enable students and staff to have the knowledge and skills needed to recognize the signs of abuse and neglect and to whom they should report suspected abuse or neglect.

Guide and assist students who have experienced abuse and neglect by providing appropriate services. Advocate for the ethical use of student data and records and inform administration of inappropriate or harmful practices.

Recognize the difficulty in meeting the criteria of sole-possession records. Recognize that electronic communications with school officials regarding individual students, even without using student names, are likely to create student records that must be addressed in accordance with FERPA and state laws.