Due to past and current legislation, performing in a dual capacity as a professional school counselor and Title IX Coordinator at Azle ISD, it is my responsibility to educate students, families, and stakeholders about the right to an equal education free from sexual harassment and sexual violence. Additionally, my legal, ethical, and moral responsibility directs me toward the importance of being proactive in reducing and/or preventing the prevalence of both sexual harassment and sexual violence through prevention and education activities.  This padlet presentation may be used by educators and stakeholders as a resource on sexual harassment, sexual violence response and prevention efforts.  

https://www.schoolcounselor.org/magazine/blogs/july-august-2012/sexual-violence-among-our-students-the-school-cou 

According to Camille Cooper, RAINN’s vice president for public policy, “Sexual and domestic violence increase during natural disasters and during the immediate post-disaster period when access to traditional support structures has been reduced.” Since we are currently facing the COVID-19 pandemic, RAINN provided several governmental agencies at the federal, state and local levels with an updated checklist of options for preventing and responding to sexual violence as governments oversee and maintain temporary medical facilities related to the COVID-19 responses. 
These response efforts are extremely important during this time frame because with limited resources and people being directed to stay at home, some victims can become more isolated and are at risk for being abused even more so especially if their abuser resides within their immediate and/or home. 

Reference: 

RAINN (2020, April 21) Preventing & Responding to Sexual Violence in Temporary Medical Facilities During COVID-19. Retrieved from https://www.rainn.org/news/rainn-releases-resources-preventing-responding-sexual-violence-temporary-medical-facilities 

Ø  More research needs to be done and more resources need to be provide in order to reach this population of victims and to identify and support students with disabilities who have been sexually harassed or assaulted 

Ø  More sexual harassment and sexual assault  programs needs to be all inclusive for students with disabilities

Ø  Students need to be educated on resources and supports available to them 

Ø  Educators and staff need to be trained and with frequent trainings throughout the year are sexual harassment and violence protocols and prevention 

Ø  Clear and concise procedures and protocols near to be developed specifically to address the disproportionality of sexual violence among student populations with disabilities. 

Ø  More accessibility to advocacy events to include presentations, printed fliers, and other activities need to accommodate students will various kinds of disabilities to include (students with dyslexia, immobile students, visually impaired, and auditory impaired, just to name a few)

Ø  Campus climate must be supportive and promote disability inclusivity and advocacy  

Reference:
Quilantan, B (2018, January 31) Students With Disabilities Are Largely Ignored by Colleges’ Assault Prevention, Study Finds.  The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/Students-With-Disabilities-Are/242400 

Ø  A survey completed in 2015 that was sponsored by the Association of American Universities, revealed finding that incited changes to improve how campuses respond to reports of sexual misconduct among students

Ø  The study utilized several campus climate surveys on sexual assault and misconduct to gather data

Ø  Response rate somewhat low, with only 19.3 percent of people who were contacted responded to the survey

Ø  The purpose of the research is primarily student safety and second reduction and prevention of sexual misconduct 

Ø  The first campus climate survey’s findings did prompt some institutions to change their policies and procedures on campus sexual assault

Ø  Universities and colleges that improved their policies and procedures include Harvard University, Tulane University, and Iowa University 

Ø   Each of the universities created and hired for new positions that will serve to help in the prevention and sexual assaults on their campus 

Ø  Harvard University has several staff members working in the Title IX Office and has placed about 55 or more Title IX coordinators across the university’s academic departments available to investigate sexual assault allegations campus wide 

Ø  Tulane University hired a health-promotions specialist to educate graduate and professional students on sexual assault

Ø  Iowa State University has hired a new Title IX investigator and is conducting final interviews for five more positions and has also brought in an associate director for its Office of Equal Opportunity, who will help Title IX investigators on an administrative level, additionally they have hired a specialist to perform compliance checks in cooperation with the American With Disabilities Act

These efforts by the universities are important in setting precedent for what other colleges, universities, and public education school systems should be doing to combat and sexual harassment and sexual violence. 

References:
Tsubasa, F. A (2018, October 11) How 3 Colleges Changed Their Sexual-Assault Practices in Response to a National Survey. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/How-3-Colleges-Changed-Their/244777 

Citation: https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter38&edition=prelim
Reference: 20 U.S.C. § 1681. 

Ø  General provisions covered under this act include several topics and subheadings such as: reporting procedures 

Ø  Confidentiality 

Ø  Grants and funding 

Ø  Special projects 

Ø  Certification and rules 

Ø  Audits 

Citation: https://statutes.capitol.texas.gov/docs/GV/htm/GV.420.htm 
Reference: Texas Government Code § 420.001

Texas Administrative Code requires public school districts to adopt policies and procedures for addressing sexual harassment and sexual violence directed towards students. The policy states the following below:

Citation: http://ritter.tea.state.tx.us/rules/tac/chapter061/ch61ee.html
Reference: 19 Tex. Admin. Code § 61.1051

Determination: A private Title IX damages action may lie against a school board in cases of student-on-student harassment, but only where the funding recipient is deliberately indifferent to sexual harassment, of which the recipient has actual knowledge, and that harassment is so severe, pervasive, and objectively offensive that it can be said to deprive the victims of access to the educational opportunities or benefits provided by the school.  Retrieved from https://tile.loc.gov/storage-services/service/ll/usrep/usrep526/usrep526629/usrep526629.pdf

Citation: https://www.loc.gov/item/usrep526629/ 
Reference: Davis v. Monroe County School Board, 526 US 629 (1999).

Citation: https://www.mcallenisd.org/apps/pages/index.jsp?uREC_ID=1103656&type=d&pREC_ID=1386083 

In theASCA's Ethical Standards for School Counselors Preamble (2016), it notes one of the requirements of school counselor and other counseling educators that specifically mentions that “Each person has the right to feel safe in school environments that school counselors help create, free from abuse, bullying, neglect, harassment or other forms of violence” (ASCA, 2016).  These ethical standards apply to and include sexual harassment and acts of sexual violence and/or discrimination on the basis of sex. There are several ethical standards that a school counselor should adhere. Although this list is not exhaustive, these are some that especially important. 

As a school counselor are required to put first and foremost the needs of our students first. This is especially important when it comes to a student’s safety. As a counselor there exists a responsibility to continually stay up to date on both previous and current laws, pending legislation, regulations, and policies and procedures that apply to students in public education. 

A.1. Responsibilities to Students
d. Are knowledgeable of laws, regulations and policies relating to students and strive to protect and inform students regarding their rights (ASCA, 2016). 

One key component that counselors must be sure to uphold is confidentiality. Confidentiality is not a black and white matter and can become complicated very quickly. A counselor must be well aware of the limitations and legal requirements surrounding concerns of confidentially. This is extremely important because depending on the circumstances, disclosing students’ personal information told in confidence could potentially save a student’s life or bring harm to the student and/or legal ramifications to the counselor and school district.  

A.2. Confidentiality
a. Inform individual students of the purposes, goals, techniques and rules of procedure under which they may receive counseling. Disclosure includes the limits of confidentiality in a developmentally appropriate manner. Informed consent requires competence on the part of students to understand the limits of confidentiality and Ethical Standards for School Counselors therefore, can be difficult to obtain from students of a certain developmental level. Professionals are aware that even though every attempt is made to obtain informed consent it is not always possible and when needed will make counseling decisions on students’ behalf.
b. Explain the limits of confidentiality in appropriate ways such as classroom guidance lessons, the student handbook, school counseling brochures, school Web site, verbal notice or other methods of student, school and community communication in addition to oral notification to individual students. (ASCA, 2016)

A well rounded school counselor is knowledgeable of resources available in their community. When a situation rises that is well out of the scope of expertise of a counselor, they should possess the knowledge and/or resourcefulness needed to secure appropriate referral linkage services for students in need especially as it relates to matters of sexual harassment, sexual assault and/or other sexual violence response efforts.  

A.5. Appropriate Referrals
a. Make referrals when necessary or appropriate to outside resources for student and/or family support. Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transitions with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time.
b. Help educate about and prevent personal and social concerns for all students within the school counselor’s scope of education and competence and make necessary referrals when the counseling needs are beyond the individual school counselor’s education and training. Every attempt is made to find appropriate specialized resources for clinical therapeutic topics that are difficult or inappropriate to address in a school setting such as eating disorders, sexual trauma, chemical dependency and other addictions needing sustained clinical duration or assistance. (ASCA, 2016)

Effective professional school counselors can recognize and determine when it is appropriate to involve secular authorities (police, CPS,) and/or parents in unique situations when students have either have already been victimized or harmed, potentially a danger to themselves or others. This done through various risk assessments, observations, and interviews.   

A.7. Danger to Self or Others
a. Inform parents/guardians and/or appropriate authorities when a student poses a danger to self or others. This is to be done after careful deliberation and consultation with other counseling professionals.
b. Report risk assessments to parents when they underscore the need to act on behalf of a child at risk; never negate a risk of harm as students sometimes deceive in order to avoid further scrutiny and/or parental notification.
c. Understand the legal and ethical liability for releasing a student who is in danger to self or others without proper and necessary support for that student. (ASCA, 2016)

School counselors recognize and adhere to both federal and state laws as it relates to a student’s ability to obtain a fair and equitable education. This includes ensuring a student’s safety while on campus. By educating and providing advocacy activities surrounding sexual violence and prevention efforts, the school counselor would be following the ethical standards outlines in a counselor’s duty to serve their school district by ensuring students’ safety and access to education. 

D.1. Responsibility to the School
a. Support and protect students’ best interest against any infringement of their educational program. (ASCA, 2016)

Culturally diverse counselors are needed because America is a melting pot of people from varying countries, ethnicities, races, religions, socio-economic statuses, and cultures, just to list a few differences. Knowing this, each student and their family is unique in their own way and a counselor must culturally adept at perceiving, understanding, and advocating for each student. By continually exploring and researching various competencies surrounding diversity and people’s differences, a counselor is more prepared in effectively serving a diverse student body. 

E.2. Diversity
b. Develop competencies in how prejudice, power and various forms of oppression, such as ableism, ageism, classism, familyism, genderism, heterosexism, immigrationism, linguicism, racism, religionism and sexism, affect self, students and all stakeholders.
c. Acquire educational, consultation and training experiences to improve awareness, knowledge, skills and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. (ASCA, 2016).

Citation: https://counselors.k12.sd.us/ethics.html
Reference: American School Counselor Association. (2016). Ethical standards for school counselors. Alexandria, VA: Author. Retrieved May 2, 2020, from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

This research brief is applicable to the response efforts of reducing sexual harassment and assault and sexual violence. By being aware of precipitating factors leading to child sexual abuse, school counselors and educators can be made aware of what signs to look for, thus resulting in the reduction and prevention of sexual violence and/or assault. 

Citation: https://www.nsvrc.org/sites/default/files/201203/Publications_NSVRC_ResearchBrief_Child-sexual-abuse-prevention.pdf
Reference: Whitaker, D. J., Le, B., Hanson, B. R., Baker, C. K., McMahon, P. M., Ryan, G., Klein, A., & Rice, D. D. (2008). Risk factors for the perpetration of child sexual abuse: A review and meta-analysis. Child Abuse and Neglect, 32, 529-548. doi:10.1016/j.chiabu.2007.08.005

Ø  Research suggests that there are several variables that increase the risk of a child sexual abuse perpetration. Knowing this, prevention begins with addressing the problem by targeting and educating current or potential sexual offenders by providing them with the appropriate treatments and rehabilitation needed (Becker, J. V., 1994).

Ø  Education efforts should identify and distribute information to students on the potential lifestyle risks associated with becoming a victim and too, provide them with realistic strategies to avoid becoming a victim when possible. More indepth research needs to be done in these areas. 

Ø  Advocacy efforts should be emphasized towards bystanders who witness sexual assault and sexual violence to improve the chances of identifying victims and giving them support and services and also identification of sexual predators and offenders. This will help in a prevention and possibly reduction of repeated incidents of sexual violence  (Tabachnick, J., 2008)

Ø  Increased efforts should made to accommodate diverse populations. With an emphasis on cultural and other difference such as language barriers, disabled or handicapped individuals, etc. (Anand, R. & Shipler, L.K, 2018)

Ø  Guidance could include informing students of potential factors (coming and going late night alone, being under the influence of drugs or alcohol, interacting with new persons unfamiliar to them, etc…) possibly contributing to the likelihood of a victims being more susceptible to being sexually assaulted.  

Ø  Provide sexual assault victims more support through referral linkage to direct client services, increase community education on the topic and reduce stigma, and most importantly create coordinated community response to the crime of sexual assault that can be triaged from school campuses for student victims (Briere, J. & Miles, D., 2004).  

Ø  Create an environment that fosters strong relationships amongst the student body and staff that display and embody values such as respect, empathy, compassion, inclusivity, diversity, sincerity, and exhibits appropriate boundaries and non-judgmental in nature, that is welcoming to all student victims (Colorado Coalition Against Sexual Assault, 2011)

 

References

Anand, R. & Shipler, L.K. (1998). Cultural considerations in assisting victims of crime. US Department of Justice National Multicultural Institute

Becker, J. V. (1994). Offenders: Characteristics and treatment. The Future of Children, 4, 177-197. doi:10.2307/1602530 

Briere, J. & Miles, D. (2004). Post sexual abuse trauma: Data and implications for clinical practice. Journal of Interpersonal Violence, 2(4): 367-379. doi: 10.1177/088626058700200403. 

Colorado Coalition Against Sexual Assault. (2011). Sexual assault advocacy and crisis line training guide. Denver, CO: Author.

National Sexual Violence Resource Center. (2019) We Can Stop Sexual Assault, Harassment, and Abuse Before They Happen. Retrieved from https://www.nsvrc.org/sites/default/files/publications/2019-12/PreventionHandout2020_Final508.pdf

Tabachnick, J. (2008). Engaging Bystanders in Sexual Violence Prevention. Enola, PA: National Sexual Violence Resource Center