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Exploring Ethical Requirements of Group Counseling

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Exploring Ethical Requirements of Group Counseling

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A counselor's ethical responsibilities far exceed the confines of the school setting. A counselor is ethically bound to serve and protect their students.  School Counselors are often the first to detect possible signs of abuse or neglect due to the nature of closely working with students and their specialized training.  During my group counseling sessions, if I don't see improvement, note decline of the child's self-esteem or have serious concerns, it is my ethical responsibility to the child to report my findings to the proper authorities. In some instances, this may be the child's parents/guardians, school administrators or legal authorities (including CPS).

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Exploring Legal Requirements in Group Counseling

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Exploring Legal Requirements in Group Counseling

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It is a school counselors' legal responsibility to act in good fair and without malicious intent towards their students (TEA, 2022).  Counselors employed by a Texas public school system are subject to the same laws that govern educators, to provide free and appropriate education to their students.  It is the legal responsibility of the school counselor to stay abreast of laws and rulings that may affect their students.  It is my legal responsibility to all group members that they are in a safe environment free of threat or harm.

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In Yalom's Therapeutic Factors (Yalom, 1995) I have identified three factors I can potentially see during my sessions, universality, altruism and intrapersonal learning.  Universality is the demonstration that we are not alone in our problems (Yalom, 1995).  I believe through shared experiences and open dialog students will connect in their struggles with self-esteem and be encouraged that they are not alone in their struggles.  Altruism is the ability to be useful to others by rising out of oneself to aide others (Yalom, 1995).  Through altruism students will be empowered that they are a contributing member to the group, and they have value as contributors to society.  Finally, I believe through interpersonal learning, receiving feedback from others (Yalom, 1995), students will begin to discover new ways to relate to others. This will benefit their self-esteem by building social skills.

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Participative leadership style is a highly effective style.  Group members are the primary driving force behind the group's interactions, school counselors serve as guidance in this participant directed style. I believe this will be the most effective style of leadership because it causes participants to self-direct and self-regulate their contributions to the group through shared challenges and successes. It also helps facilitate an environment of inclusion that all members benefit from.

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Stage 1- At our first session we will introduce ourselves, participate in an ice-breaker activity, and discuss the importance of and limits to confidentially.  Anything shared in group that does not put group members or anyone else at risk or in danger will be kept confidential.  I will let members know that it is my job to keep them safe and if at any time I feel they are a threat to themselves or others I will only share my concerns with the proper authorities.  It is the personal responsibility of the group members to keep others personal information confidential.  If they break that trust, they will be asked to leave the group.

Stage 2- At the beginning of each session I will clearly state the sessions objectives. I plan to facilitate a nurturing environment of acceptance through continuous uplifting and positive feedback of participants.  To conclude each session, I will ask for participant feedback on meeting the sessions objectives.  Based on this feedback I will deem the session successful or readdress the objectives at future sessions.

Stage 3- At the last session I will encourage each participant to share a positive take-away from their time spent in the group.  We will discuss ways and independent practices that members can use as tools when they feel themselves self-doubting or discouraged with themselves. Finally, we will discuss that the rules of confidentiality last long after the sessions have ended.  I will communicate with each member that if confidentiality is broken there will be consequences for their actions. If it is deemed that they had malicious intent in breaking confidentiality, then disciplinary action will be taken.  I am planning monthly check-ins with teachers and students to check for progress or concerns.

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At the first session I will make it known that above all we are here to uplift each other, be respectful and whatever is said in group, stays in the group!  Confidentiality is key to establishing trust and facilitating an environment where everyone feels comfortable and secure.  As a group students will establish rules that they think are important to the success of the group.  A scribe will take down the rules and they will be posted for all members to view at subsequent sessions as a reminder.

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FISD requires all students have a guardian signed consent to counsel on file prior to any student visiting with the counselor. These consents are signed electronically upon student enrollment. All student's selected for this group have a consent to counsel on file. I plan to send home a permission slip informing guardians of my intention and the purpose of the group. Attached is the permission slip I intend to send home.

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I plan to send home a permission slip informing the student’s guardians of my intention and the purpose of the group.  All of the student’s guardians have a consent to counsel on file with the school but I intend seek their approval for this specific group. Based on the guardian's response, I will meet as a group with the girls informally, prior to our first session to make them aware of my intent and the plan for the group sessions and answer any questions they may have.  I will communicate with all the students that this is a voluntary group.  If at any time I feel a student is hesitant to participate in the group sessions I will individually visit with that student to address the cause of their hesitancy.

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This is a small, closed group of 4 female second graders. The group members have been preselected by classroom teachers and the counselor based on individual student's needs for improved self-esteem, therefore no recruitment of members is necessary. Teachers will be sent weekly emails reminding them of the Wednesday sessions. Students will receive notes reminding them of upcoming sessions. All sessions will be added to the campus calendar.

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B-LS 4. Self-motivation and self- direction for learning.
B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary

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M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.

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Wednesday’s Warriors are a group of four, second grade girls that will meet on Wednesday’s to uplift each other, identify their internal warrior princess power (super reader power, mathematician power, listening power, friendship power, etc.) and focus on trials and tribulations of adolescence, how it can negatively affect one’s self-esteem and methods for promoting self-empowerment.  As the leader I make suggestions and introduce exercises to boost positive self-esteem.