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
https://richardcleveland.me
@RichieKinz
THANK YOUHEY GUESS WHAT?!
LUNCH IS NEXT!
WHOO HOO!