2010 Ethical Standards

Current Trends in School CounselingCarol Dahir Ed.D. Professor, New York Institute of Technology cdahir@nyit.edu School Counselors Circle of the PhilippinesManilaNovember 12, 2013Good MorningMagandang umagaOhayoShubha prabhaat Vanakkam Selamat pagi

C. Dahir, 11/12/13School ClimateStudent Bullying and Peer PressureSchool Counselor AccountabilityComprehensive ProgramsLegal and Ethical IssuesAll Students College and Career ReadySchool Counselor Competence and ProfessionalismHOT TOPICSC. Dahir 11/12/13DepED Education Goals 2013-2014C. Dahir 11/12/13IMPROVING HIGH SCHOOL GRADUATIONCOLLEGE READINESS ISSUEIMMIGRATION SPECIAL EDUCATIONOPPORTUNITY GAPS21st CENTURY CITIZENSTWO MORE YEARS OF SECONDARY SCHOOLASEAN 2015

Take action for educationWhat does college and career ready mean to you?What are you doing to help ALL students become college and career ready?What is the role of the school counselor to advocate for college and career readiness for all students?

The Global Agenda: All Students College and Career ReadyC. Dahir 11/12/13College & Career Ready College and Career Ready means that an individual has the knowledge and skills necessary for success in postsecondary education and economically viable career pathways in a 21st century.

This includes ASEAN 2015.C. Dahir 11/12/13Poor educational planningLack of rigor in curriculumAcademic standards not aligned with college and career expectationsLow expectationsLack of Resources TrackingLack of career awareness/guidanceWhat else??What Contributes to the Lack of College and Career Readiness? C. Dahir 11/12/13Poor educational planningNot taking the right number of coursesNot taking the right kind of coursesStarting planning too lateshould start in middle school or before

Lack of rigor in school curriculum

State standards that arent aligned with postsecondary expectations

[ON CLICK] A-C-Ts solutions are designed to address problems

ELEMENTARY BASIC EDUCATION STATISTICS 2007-20082008-20092009-20102010-20112011-2012Participation rate (or Net Enrollment Rate)88.31%89.18%89.43%89.89%91.21%Cohort Survival Rate75.26%75.39%74.38%74.23%73.46%Completion rate73.06%73.28%72.18%72.11%70.96%Dropout Rate (or School Leavers Rate)5.99%6.02%6.28%6.29%6.38%Transition Rate96.97%97.05%96.99%96.87%96.58%C. Dahir 11/12/13SECONDARY BASIC EDUCATION STATISTICS SECONDARY2007-20082008-20092009-20102010-20112011-2012Participation rate (or Net Enrollment Rate)59.88%60.46%59.86%60.88%62.00%Cohort Survival Rate79.91%79.73%78.44%79.43%78.83%Completion rate75.37%75.24%73.55%75.06%74.23%Dropout Rate (or School Leavers Rate)7.45%7.45%7.95%7.79%7.82%Transition Rate99.32%98.45%99.79%100.41%99.68%C. Dahir 11/12/13 To restructure, we must first look deeply at the goals we set for our children and the beliefs we have about them.Asa Hillard III

What do you believe about your students?C. Dahir 11/12/13C. Dahir 11/12/13

Use Ethical Decision Making Act As a Social Justice AdvocateAcquire New Skills and Improve Old Skills (ASCA Competencies)

So How Can We Prepare Ourselves to Help All Students to Become College and Career Ready? C. Dahir 11/12/13Lets Look at Ethical Decision MakingC. Dahir 11/12/13 Q: If our students arent achieving to high standards, what do we need to do?

A: School counselors have an ethical obligation to systemically examine and address the issues.C. Dahir 11/12/13Our Ethical ObligationAsk for responses to this question, and note the answers. Our Ethical Obligation The professional school counselor advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions (ASCA, 2010, A.3. b.). C. Dahir 11/12/13Our Ethical Obligation The professional school counselor assesses the effectiveness of his/her program in having an impact on students academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps (ASCA, 2010,A.9.g).C. Dahir 11/12/13ASCA Ethical Standards

PGCA Code of Ethics for Counselors and the Counseling Profession Code of Ethics For Registered and Licensed Guidance CounselorsC. Dahir 11/12/13School counselors primary obligation is to students

Educational, academic, career, personal, and social needs

Respect for students values, beliefs, and background

Knowledge of laws, regulations, and policies-inform and protect students

Collaborate with and promote the welfare of the student

Involvement of support networks

Professional distance from students

Consider potential harm of relationships with former students or family members

A. 1 Responsibility to StudentsC. Dahir 11/12/13Differences for counselors who work in schoolsIssues with minorsConfidentiality concernsRelationship of the ASCA Ethical Standards to Social Justice

Ethical ImplicationsC. Dahir 11/12/13Inform students of purposes, goals, techniques, and rules

Explain the limits of confidentiality

Keep information confidential expect for serious/foreseeable harm or legal reasons

Parents/guardians legal and inherent rights

Promote autonomy and independent of students

Ethical responsibility to provide information to 3rd parties

Family Education Rights and Privacy Act (FERPA)A. 2 Confidentiality C. Dahir 11/12/13A. Disclosure includes the limits of confidentiality in a developmentallyappropriate manner. Informed consent- competence of student to understand. Sometimes confidentiality not always possible. Sometimes decisions must be made on students behalf. C. Serious and foreseeable harm is different for each minor in schools and is defined by students developmental and chronological age, the setting, parental rights and the nature of the harm. School counselors consult with appropriate professionals when in doubt as to the validity of an exception.F. Ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal.Comprehensive school counseling programs Equal opportunities for all students Provide and advocate for student career awareness- support the students right to choose what they are interested in

A. 4. Dual RelationshipsAvoid dual relationships when possibleMaintain professional distanceAvoid using social networking mediums with students such as face bookAvoid dual relationship with school personnel that might infringe on integrity of student counselor relationships

A.3. Academic, Career/College/Post-SecondaryAccess and Personal/Social Counseling Plans

C. Dahir 11/12/13parallels the ASCA National Model with emphasis on working jointly with all students to develop personal/social, academic and career goals.Equitable academic, persona/social, and post-secondary- use data

Make referrals when appropriate to outside agencies, parents/guardians, and students

Get signed permission of student and parent/guardian when starting a collaborative relationship with other service providers Use reasonable termination methods when ending counseling assistance

A. 5. Appropriate Referrals C. Dahir 11/12/13Screen prospective group members and maintain awareness of students needs

Notify parents/guardians before their child participates in groups

Establish clear expectations and that confidentiality is expected but can not always be guaranteed in a group

Maintain appropriate training and develop professional competences

Group work topics can include academic, career, and personal/social issues- should be brief and solution focused

A. 6. Group Work C. Dahir 11/12/13Inform parents/guardians or appropriate authorities/school faculty when a student poses a danger to self or othersReport Risk Assessment to parents when neededLegal and ethical liability of releasing a student who is a potential danger to self or others without proper or necessary support

A. 8. Student Records Maintain secure recordsKeep sole possession records and individual case notes separate from educational recordsUnderstand and abide by Family Education Rights and Privacy Act (FERPA)

A. 7. Danger to Self or OthersC. Dahir 11/12/13Adhere to all professional standards

Confidentiality Consider developmental age

Assess the effectiveness of programs in regard to students needs

A.9. Evaluation, Assessment and InterpretationC. Dahir 11/12/13A. 10. Technology

Promote benefits of technology and be aware of its limitations Equal assess to technology for all studentsImpact on electronic records of studentsImpact that cyberbullying has on students

A. 11. Student Peer Support ProgramResponsibility to peer helper and studentAppropriate training and supervision

C. Dahir 11/12/13FERPA-safe guards students records and allows parents to have a voice in what and how information is shared regarding their childs educational records.

B. 1. Parents Rights and ResponsibilitiesRespect rights and responsibilities of parentsAdhere to local guidelines, laws, and ethical standardsBe sensitive to diversity of families

B. 2. Parents/Guardians and ConfidentialityInform parents of counselors rolesImportance of collaborationRespect confidentiality of parentsProvide parents with accurate and comprehensive information

B. RESPONSIBILITIES TO PARENTS/GUARDIANSC. Dahir 11/12/13C.1. Professional RelationshipsRespect, cooperation, and collaboration

C.2. Sharing Information with Other ProfessionalsProvide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around theRole of the School CounselorDevelop relationships with faculty and collaborate with other professionals and organizationsC. RESPONSIBILITIES TO COLLEAGUES ANDPROFESSIONAL ASSOCIATESC. Dahir 11/12/13D.1. Responsibilities to the SchoolSupport, protect, and advocate for studentsKnowledgeable and supportive on schools missionAssist with the development of programs and curriculum

D.2. Responsibility to the CommunityCollaborate with community, organizations, and individualsUtilize community resources to promote equality for all studentsD. RESPONSIBILITIES TO SCHOOL,COMMUNITIES AND FAMILIESC. Dahir 11/12/13E.1. Professional CompetenceIndividual professional competenceMonitor emotional and physical health Professional responsibility and high standard of careMaintain memberships in professional organization and stay involved in workshops

E.2. Multicultural and Social Justice Advocacyand LeadershipExpand multicultural and social justice advocacy awareness Cultural competenceSkill and knowledge to work with diverse populationsE. RESPONSIBILITIES TO SELFC. Dahir 11/12/13Skill and knowledge to work with diverse populations-ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.

F.1. Professionalism

F.2. Contribution to the Profession

F.3. Supervision of School Counselor Candidates Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about SchoolCounselors and School Counseling Programswith other ProfessionalsF. RESPONSIBILITIES TO THE PROFESSIONC. Dahir 11/12/13G.1. When there exists serious doubt as to the ethical behavior of a colleague(s) the following procedure may serve as a guide:

G.2. When school counselors are forced to work in situations or abide by policies that do not reflect the ethics of the profession, the school counselor works responsibly through the correct channels to try and remedy the condition.

G.3. When faced with any ethical dilemma school counselors, school counseling program directors/supervisors and school counselor educators use an ethical decision-making model such as Solutions to Ethical Problems in Schools (STEPS) (Stone, 2001):G. MAINTENANCE OF STANDARDSC. Dahir 11/12/13G. 1. The school counselor should consult confidentially with a professionalcolleague to discuss the nature of a complaint to see if theprofessional colleague views the situation as an ethical violation.2. When feasible, the school counselor should directly approachthe colleague whose behavior is in question to discuss the complaintand seek resolution.3. The school counselor should keep documentation of all the stepstaken.4. If resolution is not forthcoming at the personal level, the schoolcounselor shall utilize the channels established within the school,school district, the state school counseling association and ASCAsEthics Committee.5. If the matter still remains unresolved, referral for review andappropriate action should be made to the Ethics Committees in thefollowing sequence: State school counselor association American School Counselor Association6. The ASCA Ethics Committee is responsible for: Educating and consulting with the membership regarding ethicalstandards Periodically reviewing and recommending changes in code Receiving and processing questions to clarify the applicationof such standards. Questions must be submitted in writing tothe ASCA Ethics Committee chair.

You cant practice risk freeC. Dahir 11/12/13Social Justice AgendaC. Dahir 11/12/13Specific qualities required by social justice agendaPassion for social justice, particularly with respect to educational equity and opportunityDesire to serve as an advocate of student achievementSensitivity to and appreciation for cultural pluralityKnowledge of schools and system changeLeadership ability to be a change agentC. Dahir 11/12/13Specific qualities (contd)Persistence and determination to follow ones own beliefsPersonal qualities including self-awareness, capacity for reflection, interpersonal skills, ability to disclose appropriately and a sense of humorFlexibility and tolerance for ambiguityInterest in and awareness of others and willingness to take risks interpersonallyCapacity to profit from and contribute to learning with a diversity of students in a groupC. Dahir 11/12/13Personal/social consciousness skillsProficiency in interpersonal awareness is key to the development of relationships

Relationships are the foundation of collaboration and consultation

These are fundamental underpinnings of productive, positive interactionC. Dahir 11/12/13Things which matter most must never be at the expense of things which matter least.- GoetheSchool Counselor Skills and CompetenciesC. Dahir 11/12/13ASCA School Counselor CompetenciesKnowledgeI-A-1 Understand the structure and governance of educational systems and the influences on education practicesI-A-6 Collaborate with stakeholders to create learning environments that promote equity and success for every studentAbilities and SkillsI-B-4 Collaborates to promote and support student successI-B-5c Understands the impact of policies/practices supporting and/or impeding student successAttitudesI-C-3 Every student should graduate HS prepared for employment or college and other post-secondary education

C. Dahir 11/12/13National Standards for Philippine School Counseling Programs Academic DevelopmentCareer DevelopmentPersonal/Social DevelopmentC. Dahir 11/12/13Ethical StandardsSocial Justice AgendaSchool Counselor Competencies

All together supports students to become college and career ready!

Making ConnectionsC. Dahir 11/12/13The Global Agenda: All Students College and Career ReadyC. Dahir 11/12/13School Counselors Can:Facilitate students understanding of the relation between school and post high school opportunities (e.g., work, college)Provide information, knowledge (self and the world of work) and skills to promote College and Career ReadinessHelp students to become active participants in planning for the future Collaborate with teachers to create a learning environment that promotes College and Career Readiness beyond the focus on academics Provide career development activities throughout the yearContribute to the creation of a College and Career Readiness school cultureC. Dahir 11/12/13National Office For School Counselor AdvocacyCollege AspirationsAcademic Planning for College and Career Readiness Enrichment and Extracurricular EngagementCollege and Career Exploration and SelectionCollege and Career AssessmentCollege Affordability PlanningCollege and Career Admission ProcessesTransition from High School Graduation to College Enrollment

C. Dahir 11/12/13ComponentsGoalCollege Aspirations Build a college-going culture by nurturing confidence in students to aspire to college, both 2 and 4 year, and the resilience to overcome challenges along the way. School counselors can help maintain high expectations by providing seeking adequate supports, building social capital and conveying the conviction that all students can succeed in college. College Aspirations

C. Dahir 11/12/132. Academic Planning for College and Career ReadinessAdvance students planning, preparation, participation and performance in a rigorous academic program that connects to their college and career aspirations and goals. School counselors can deliver career development activities that focus on STEM related careers as well as encourage students to enroll in dual enrollment courses, career and technical courses, and career academies if available.Academic Planning for College and Career ReadinessC. Dahir 11/12/133. Enrichment and Extracurricular EngagementEnsure equitable exposure to a wide range of extracurricular and enrichment opportunities that build leadership, nurture creativity, talents and interests, and increase engagement with school. School counselors can help to motivate students to engage in technological innovations, environmental problem solving, research, and entrepreneurship, as well as exploring their passions through elective courses and after school activities.Enrichment and Extracurricular EngagementC. Dahir 11/12/134. College and Career Exploration and Selection ProcessesProvide early and ongoing exposure to experiences and information necessary to make informed decisions when selecting a college or career that connects to academic preparation and future aspirations. School counselors can deliver a comprehensive career awareness and career exploration program and encourage out of the box thinking about career pathways. College and Career Exploration and Selection ProcessesC. Dahir 11/12/135. College and Career Assessments Promote preparation, participation and performance in college and career assessments by all students. School counselors can utilize free and low cost web based tools to help students discover who am I, where am I going and how do I get there?. This is a complex process that moves beyond interest inventories and surveys, and engages students in the intrapersonal analyses of addressing their motivation, persistence, resiliency, and coping skills to align their career goals with educational persistence.College and Career Assessments C. Dahir 11/12/136. College Affordability PlanningProvide students and families with comprehensive information about college costs, options for paying for college, and the financial aid and scholarship processes and eligibility requirements, so they are able to plan for and afford a college education. Start early with the families of middle school students and provide this information annually.College Affordability Planning

C. Dahir 11/12/137. College and Career Admission ProcessesEnsure that students and their families have an early and ongoing understanding of the college and career application and admission processes so they can find the postsecondary options that are the best fit with their aspirations and interests. A developmental and sequential curriculum, with specific goals based on the needs of your students, and the ASCA National Standards, can be delivered in a scope and sequence during the 7 years of middle and high school. A focused intentional approach will provide students with awareness, knowledge, and skills making the senior year application and decision making process much less daunting.College and Career Admission ProcessesC. Dahir 11/12/138. Transition from High School Graduation to College EnrollmentConnect students to school and community resources to help the students overcome barriers and ensure the successful transition from high school to college. School counselors can collaborate with the Parent Teacher Association (PTA), community organizations, and local business, high school alumni enrolled in technical school, 2 and 4 year colleges. Small group meetings, mentoring, workshops, and alumni meetings can provide support for smooth transitions from high school to college.Transition from High School Graduation to College Enrollment

C. Dahir 11/12/13What does college and career ready mean to you now?What 3 things will you do to help ALL of your students become college and career ready?How will you do next week to advocate for college and career readiness for all of your students?

All Filipino Students College and Career Ready!C. Dahir 11/12/13College and Career Readiness ResourcesNational Career Development Association http://associationdatabase.com/aws/NCDA/pt/sp/Home_Page

NOSCA http://advocacy.collegeboard.org/publications Eight Components of College and Career Readiness CounselingElementary, Middle School, and High School Counselor Guides

C. Dahir 11/12/13