American School Counselor Association Ethical Code Changes Relevant to Family Work

Bodenhorn, Nancy

doi:10.1177/1066480705276292

Cited by 5 publications

(5 citation statements)

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“…C.2.a.). Thus, to function in an ethical manner, school counselors working directly with families should seek out additional training in family counseling if this was not included in their education background (Bodenhorn, 2005). Over 55% of present school counselors did not have a family systems course requirement in their training.…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, school counselors are expected to consult and collaborate with families and community systems; yet, many counselor education programs only require clinically focused students to complete family systems courses (Magnuson & Norman, 1998). Counselor education programs may be placing school counselors at a disadvantage by allowing them to enter schools where they are expected to work with families without being adequately trained to incorporate a family systems approach with students and families (Bodenhorn, 2005). Present results support Bodenhorn’s contention that school counselors need to be adequately trained to incorporate a family systems perspective.…”

Section: Discussionmentioning

confidence: 99%

“…School children belong to large social system that encompasses both the family and the school (Bodenhorn, 2005; Caffery, Erdman, & Cook, 2000; Stone & Peeks, 1986). Experts note that the relationship between the school system, the student, and the student’s family could be considered just as important as the child’s academic and behavioral adjustment (Caffery et al, 2000).…”

mentioning

confidence: 99%

“…Yet, the code reminds school counselors to “function within the boundaries of individual professional competence” (ASCA Code of Ethics, Section E.1.a., 2004). Collaboration with families, although necessary to best meet the needs of children, may create a dilemma of competence if the school counselor is not versed in family perspective (Bodenhorn, 2005). Thus, to function ethically, school counselors working directly with families should seek additional training in family counseling if this training was not part of their educational background or should work collaboratively with someone who has this background (Bodenhorn, 2005).…”

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confidence: 99%

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School Counselors’ Perceptions of Family Systems Perspectives

Martin

2017

The Family Journal

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School counselors traditionally have been trained in individual models and often lack the training in a family systems perspective that is necessary to provide a comprehensive school counseling program. One project 10 years ago empirically studied school counselors' perceptions of the importance of utilizing a family systems perspective when working with children and families. The present study updated this information, and determined how prepared and competent they felt, and how frequently they use a family systems perspective. A total of 657 school counselors completed 56 online questions about a family systems approach, including its importance, their preparedness, rating of their own competency, frequency of use, how they learned about family systems, and barriers might prevent use. Less than half (39%) reported taking a course in family systems, but more than half (87%) said that such a course should be required. They used family systems daily or at least several times per week. Overall, the more methods they used to learn about family systems, the more important they rated it, the more prepared and competent they rated themselves, and the more frequently they used this approach. Many (79%) responded to the open-ended question about barriers and often mentioned barriers such as lack of training (23%), lack of parental involvement (18%), and time (18%). In both quantitative and qualitative data, most school counselors recognized the importance of requiring a family systems course in their training curriculum. Lack of this kind of course may be leaving counselors unprepared to respond to student needs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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School Counselors’ Perceptions of Family Systems Perspectives

Martin

2017

The Family Journal

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“…With an expectation that school counselors will consult and collaborate with families, many training programs only require clinically focused students to complete family systems courses (Magnuson & Norem, 1998). Counselor education programs may have placed school counselors at a disadvantage by allowing school counselors to enter schools where they are expected to work with families without being adequately trained to incorporate a family systems approach with students and families (Bodenhorn, 2005).…”

Section: Family Systems Training In the School Counseling Curriculummentioning

confidence: 99%

Preparing School Counseling Students to Aid Families: Integrating a Family Systems Perspective

Paylo

2011

The Family Journal

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In this article, the value of integrating family systems theory into a school counseling curriculum is explored. Some programs have historically placed school counselors in a difficult position by not adequately preparing them for the demands of incorporating family systems and community collaboration into clinical practice. The rationale for incorporating family systems theory, ethical and accreditation considerations, and three approaches to integrating family systems theory into a school counseling curriculum are addressed.

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Exploratory Study of Common and Challenging Ethical Dilemmas Experienced by Professional School Counselors

Bodenhorn

2006

Professional School Counseling

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Results of a survey asking public school counselors in Virginia to indicate their most common and most challenging ethical dilemmas are presented. Ninety-two school counselors reported that the most common and challenging ethical dilemmas included those involving student confidentiality, dual relationship with faculty, parental rights, and acting on information of student danger to themselves or others. Results are reported for differences in academic level. Implications for professional school counselors and counselor educators are discussed.

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American School Counselor Association Ethical Code Changes Relevant to Family Work

Abstract: Recent changes to the American School Counselor Association ethical codes relevant to working with families are outlined. Implications for school counselors, counselor educators, and other counselors working with school counselors are indicated.

Cited by 5 publications

References 6 publications

School Counselors’ Perceptions of Family Systems Perspectives

School Counselors’ Perceptions of Family Systems Perspectives

Preparing School Counseling Students to Aid Families: Integrating a Family Systems Perspective

Exploratory Study of Common and Challenging Ethical Dilemmas Experienced by Professional School Counselors

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