The first case study
presented in the Froeschle and Crews (2010) article definitely touched upon something
I encountered while in high school. Some
friends had noticed that I had been engaging in self-injury and reported this
to the school counselor in order to help.
The school counselor asked to talk to me, and my teacher allowed me to
go with the school counselor. Once in her office, she immediately asked if I
was a "cutter." After hearing this be the first time I had personally
talked to the school counselor, I immediately denied the accusation. The school counselor then went on to say that
my grades were really good and allowed me to return back to class. It is with
this memory of something that personally affected me, that I find intrinsic
motivation to become the best school counselor I can be.
Case study 2 definitely
had me immediately begin to get angered.
Our responsibilities as a school counselor is to help students. I can envision myself being asked to
administer a test when my duty as a school counselor is to help students in
need of my expertise. ASCA even lists
that test coordination is an inappropriate duty to be assigned as a school
counselor. I didn't go through the
courses I have taken in the School Counseling Program to prepare myself for
being an organizer of tests. The school
counselor would be making an ethical decision if they were to tell the principal
that there is an urgent need for them elsewhere. I know that the component I
would find most challenging if I was in this situation would be to decline a
request asked my administration within the school. I know that this is something I already deal
with in the present. It is hard for me
to say no when I am asked by anyone for help whether it be me being asked to
drive a friend to work, take out the neighbors garbage. or work on projects
outside of school where I gain no experience or feeling of achievement.
Case study 5 touched
upon me similar to case study 2. Once
again, I would be asked to help individuals within the school that are not the
population I am focused on helping. In
addition, I can only imagine the drama that would be created working with
teachers rather than students. Luckily,
the ASCA Ethical Standards for School Counselors forbids me from creating dual
relationships with associates within the educational environment. My habit of
saying yes to anything I am asked to do will challenge me. I would also be concerned with the
relationship I would have with teachers if I decline to help them with stress
management.
Case study 8 was also an
event that would challenge me to set boundaries with requests I may encounter
as a school counselor. The first
question that was posited to see if the student had a school counselor to talk
to already took me by surprise. With the information that a school counselor is
present at the student's school made me question why an out of state counselor
would be asked by a counselor friend. In
addition, states require particular licensure procedures. With the advent of using technology as a
prime form of communication, it is something I will need to gain more knowledge
on but it is not a method to utilize to help students.
Dollarhide, C.T., & Saginak, K.A. (2012). Comprehensive
school counseling programs (2nd Ed.). New York: Pearson, Inc.
Froeschle & Crews, (2010). An ethics challenge for
school counselors, p. 1-25.
Romley (2012). An ethics quiz for school counselors.
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