supervision ethics · 2/8/2019  · participants will learn about ethical decision making models...

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.

SCHOOL COUNSELING OUTCOMES

MINDFULNESS BASED INTERVENTIONS

SCHOLARSHIP

Using a Quantitative lens I explore research interests including

School Counseling, Client Spirituality, Comprehensive School

Counseling Program Data, Mindfulness-Based Interventions,

and Cognitive/Physical Stress Response. These interests fuse into 2 dominant research strands

MINDFULNESS

SCHOOL COUNSELING OUTCOMES

RICHARD E CLEVELAND PhD LPC NCC ACS

OUTLINEFoundation

Ethical standards & professional expectations

P-12 SupervisionUnique aspects of the school setting

Decision-MakingEthical decision-making models

Small Group ActivityEthical dilemma case studies

DialogueDiscussing ethics in supervision

PowerPoint slides, handouts, & presentation materials available at:

http://richardcleveland.me

FOUNDATIONProfessional 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 MediaBrown, 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-MAKINGEthical 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

Mom responding favorably or upset

Client relationship damaged

Client relationship with Mom

Supervision Considerations

Intern skill/experience level

Intern emotions

Solving “for” intern vs teaching

My own licensure/certification

SMALL-GROUP ACTIVITYReviewing Ethical Dilemma Case Studies

Applying Ethical Decision-Making Models

Consulting with Peers

REPORTING TO SOCIAL SERVICESKari, 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 9th 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)

ETHICAL DILEMMA

Factors/Considerations Client welfare

───

Supervisee/Intern welfare───

STEPS Modela. Define the problem emotionally & intellectually

b. Apply the ASCA Ethical Standards

c. Consider students chrono & devel levels

d. Consider setting, parent rights, & minor’s rights

e. Apply ethical principles of beneficence, autonomy, nonmaleficence, loyalty, & justice

f. Determine courses of action & consequences

g. Evaluate the selected action

h. Consult

i. Implement the course of action

SUPERVISION ETHICAL DILEMMA

1. CREATE A PROBLEMAs a small group, create an ethical dilemma

Incorporate supervision into this dilemma

2. APPLY STEPS MODELAs a group, now apply Stone’s STEPS model

Only complete steps (a) through (f)

3. CHOOSE & DEFEND YOUR ACTIONAs a group, choose 1 of the actions listed

Prepare a rationale/defense for your choice

DIALOGUEDiscussing Our Role as Supervisor

Questions, Comments, Concerns

PROCESSING & DISCUSSING

1. What strikes you as most challenging about ethics in supervision?

2. What has worked for you resolving ethical dilemmas?

3. What preventative steps insure a healthy internship supervision?

4. What’s something you found surprising?

5. What criticisms exist against using ethical decision-making models?

6. Who do you most frequently consult with re: ethical dilemmas?

7. Is it healthy and/or a necessity interns experience an ethical dilemma?

8. How do you conceptualize your identity as supervisor?

Richard E. ClevelandPhD, LPC, NCC, ACS

Assistant Professor

Program Coordinator, School Counseling MEd

Counselor Education Program

Georgia Southern University

rcleveland@georgiasouthern.edu

https://richardcleveland.me

@RichieKinz

THANK YOUHEY GUESS WHAT?!

LUNCH IS NEXT!

WHOO HOO!