Supervision Ethics within the P-12 Setting 2019 National Cross - PowerPoint PPT Presentation

Supervision Ethics within the P-12 Setting 2019 National Cross Cultural Counseling & Education Conference for Research, Action, and Change Richard E. Cleveland | PhD, LPC, NCC, ACS

GOALS  Participants will learn about ethical decision making models and their application to supervision within the P-12 school setting.

OBJECTIVES 1. Ethical dilemmas common to supervision. 2. Ethical dilemmas specific to supervision within the P-12 school setting. 3. Ethical decision-making models.

LEARNING OUTCOMES 1. Identify ethical dilemma(s) which may occur in P-12 supervision. 2. Identify an ethical decision-making model. 3. Apply an ethical decision-making model to supervision within the P-12 school setting.

RICHARD E CLEVELAND PhD LPC NCC ACS SCHOOL COUNSELING OUTCOMES SCHOLARSHIP MINDFULNESS BASED INTERVENTIONS Using a Quantitative lens I explore research interests including School ool Counse seling, Client Spiri rituality, Comprehensive School ool Counse seling Progra ram m Data, Mindfulness ss-Based Intervention ons, and Cognitive/Physi ysical Stress ss Resp spon onse se. These interests fuse into 2 dominant research strands SCHOOL COUNSELING OUTCOMES MINDFULNESS

OUTLINE  Foundation Ethical standards & professional expectations  P-12 Supervision Unique aspects of the school setting  Decision-Making Ethical decision-making models  Small Group Activity PowerPoint slides, handouts, & presentation materials available at: Ethical dilemma case studies http://richardcleveland.me  Dialogue Discussing ethics in supervision

FOUNDATION Professional Ethical Standards Supervision within the Counseling Profession

SETTING THE STAGE  “ In general, most ethical problems are not difficult for school counselors to resolve. However, complex ethical dilemmas can occur when the solution appears ambiguous. ”  “At times ethical principles can be at odds with each other. When this happens, a complex ethical dilemma results.”  “ Ethical decisions can be difficult for school counselors because they are constantly seeking to minimize any harm while maximizing benefit to students. ” Using an Ethical Decision-Making Model to Address Ethical Dilemmas in School Counseling Brown, Armstrong, Bore, & Simpson (2017)

SETTING THE STAGE  “Supervision, by nature, is a risky endeavor in that it holds a unique degree of liability by the supervisor.”  “ Supervision at its finest protects client welfare and enhances the professional functioning and competence of [school] counselors. It has been shown to increase counselor skill levels, decrease risk to clients, and facilitate professional development and ethical functioning. ” Practical Clinical Supervision for Counselors: An Experiential Guide Aasheim (2012)

GLOSSARY  Ethics : the norms and principles of conduct and philosophy governing the profession.  School Counseling Supervisor : a qualified professional who provides guidance, teaching and support for the professional development of school counselors and school counseling candidates.  Supervision : a collaborative relationship in which one person promotes and/or evaluates the development of another. Professional Ethical Standards American School Counselor Association (2016)

P-12 SUPERVISION Aspects of the P-12 Setting Ethical Dilemmas within the P-12 Setting Role of Site Supervisor

ASPECTS OF PRACTICING IN P-12  Primarily working with minors  Limited parental/guardian contact  Limited time frame (e.g., duration, frequency) with client  Experiencing life “with” clients Monday -Friday  Institutional focus distinct from counseling (i.e., academics)  Communication/documentation as public record  Other duties as assigned

COMMON P-12 ETHICAL DILEMMAS  Confidentiality  Student Safety  District Policies  Parental Rights  Behavior of Colleagues/Other Educators  Faith/Spirituality  Social Media Brown, Armstrong, Bore & Simpson (2017)

SUPERVISION IN P-12 Field/Internship site supervisors  Are trained in supervision, and continue to seek training. D.b  Are collaborative & developmental with interns. D.c  Pursue cultural competence. D.d  Remain objective avoided dual/multiple relationships. D.e  Are aware of intern limitations. D.l  Help with remediation and/or dismissal if necessary. D.m; D.n Professional Ethical Standards ASCA (2016)

DECISION-MAKING Ethical Decision-Making Models Elements of Ethical Dilemmas

RESOURCES FOR MODELS  Professional Ethical Standards ACA | ACES | ASCA  Professional Online Resources  Google Online Search  Scholarly Online Search

RESOURCSE FOR MODELS

RESOURCES FOR MODELS

RESOURCES FOR MODELS

REMLEY & HERLIHY (2014)  Identify & define the problem  Consider the principles & virtues  Tune in to your feelings  Consult with Colleagues or experts  Involve your client in the decision-making process  Consider possible actions  Choose and act on your choice

SCOTT, BOYLAN, & JUNGERS (2015) Potential steps to add into the mix  Consider how personal feelings, bias, or self-interest are affecting you  Honestly assess your competence in this situation

STEPS MODEL (STONE, 2001) Solutions to Ethical Problems in Schools (STEPS) a. Define the problem emotionally & intellectually b. Apply the ASCA Ethical Standards for School Counselors and the law c. Consider the students’ chronological & developmental levels d. Consider the setting, parental rights, and minor’s rights e. Apply the ethical principles of beneficence, autonomy, nonmaleficence, loyalty, and justice f. Determine potential courses of action & their consequences g. Evaluate the selected action h. Consult i. Implement the course of action

CLEVELAND (Now) Concluding any ethical decision-making model with  Evaluate. Taking time afterwards to reflect on the dilemma and how it resolved. Adequate? Changes to consider for next time?

You are supervising a school counseling intern and have assigned the intern to meet with a newly enrolled student named Juli. During the course of their visit, Juli tells the intern her dad is in jail. Juli also says she and her mom have been living in hotels or in people’s living rooms when mom can’t afford a hotel. Juli begs your intern not to tell anyone because she will get in trouble if her mom finds out she told. Your intern says they have met mom once, and believe mom would be receptive to help. Your intern is also aware of a local charity that helps with short-term housing, food, clothing. In supervision time, your intern asks about calling the mom to offer help. The intern is worried about breaching confidentiality, as well as the student getting in trouble. At the same time, the intern is worried about the student’s wellbeing. Adapted from Brown et al. (2017)

ELEMENTS Factors/Considerations  Breaching confidentiality  Client safety, well-being, housing Supervision Considerations  Mom responding favorably or  Intern skill/experience level upset  Intern emotions  Client relationship damaged  Solving “for” intern vs teaching  Client relationship with Mom  My own licensure/certification

SMALL-GROUP ACTIVITY Reviewing Ethical Dilemma Case Studies Applying Ethical Decision-Making Models Consulting with Peers

REPORTING TO SOCIAL SERVICES Kari, an intern from a CACREP-accredited program, is completing her internship with Robyn; a veteran counselor with 30 years experience who has served as mentor for more than one or two interns. On Monday Kari met with Lori, a 9 th grader who relayed quite a story of woe centering around chaos at home. Lori was already familiar to Robyn as she had worked extensively with the family throughout the years, particularly with Lori’s older siblings. On this occasion, there is an edge in what Lori shares which alarms Kari the intern. After checking several details of the situation with Lori, Kari decides that the chaos in the home was at a level requiring a report to county social services. Although Lori had not directly stated anything cementing suspicions for a mandated report, Kari was more uneasy about what was not said than what had been said. Per agreement with Lori, Kari would discuss the matter with Robyn as professional consultation prior to contacting social services. After listening to Kari’s concerns, Robyn said they would meet sometime later. Not until after school did Robyn get back to meet with Kari, and it became clear Robyn was not going to bring up the matter. When Kari mentions this Robyn states, “It’s nothing. I’ve known the family as long as I’ve been here. The parents are nuts, but they wouldn’t do anything to them. Just let it go.” Kari is dumbfounded. On the drive home she contacts her university supervisor, who in no uncertain terms indicates she should contact social services. Critical Incidents in Clinical Supervision Tyson, Culbreth, & Harrington (2008)