Hispanic Middle School Student: Case Study
In this case study Jeanette, is a Hispanic middle school student who has been referred to the school counselor for academic and social support by her homeroom teacher. Jeanette’s grades are declining and she is also experiencing social issues. There have been rumors that she is a lesbian, a claim which Jeanette denies. However, girls at school do not feel comfortable dressing for gym in front of her and her mother found a love letter from another female. The counselor has had a conversation with Jeanette where she denied being homosexual. However, when the second referral from the teacher about Jeanette’s sexuality was given to the counselor she immediately asked to be removed from Jeanette’s case due to a religious conflict. There are numerous ethical and legal concerns related to this
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situation on both the side of the parent and the counselor.
Professional School Counselors have a primary obligation to the students to treat them with dignity and respect and as unique individuals (ASCA, 2010). The initial meeting between the counselor and the student was at the request of the student’s mother. In my opinion the mother asked the counselor to seek information that was confidential. The counselor did seek the information and reported back to the parent with what she found. I understand that it is the counselor’s responsibility to provide parents/guardians with accurate, comprehensive information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student (ASCA, 2010). However, in this situation I do not feel that sharing the information was appropriate and violated the student’s right to privacy. The mother should have handled that situation at home. She essentially asked the counselor to spy on her daughter and report the information back to her. It was wrong for the parent to ask this of the counselor and it was even
more wrong for the counselor to agree to it. Another problem with this situation is the fact that the counselor has a bias against homosexuals and asked to be removed from Jeanette’s case. The Ethical Standards are clear regarding the school counselor’s role in providing equity, social justice and self-determination. It is the counselor’s responsibility to respect students’ values, beliefs and cultural background and not impose the school counselor’s personal values on students or their families (ASCA, 2010). The counselor as a professional should try to help every student no matter the race, ethnicity, or sexual orientation. They should not judge the student and refuse to provide services when they do not agree with one aspect of the student’s life.
The STEPS Model for School Settings to develop an approach to assessing, intervening, and advocating for the student.
Defining the problem emotionally and intellectually
Jeanette is an eighth grade student who has been a good student. Her grades have been all A’s so she has been excelling academically in school. Her grades have recently been declining. She has gone from getting all A’s to getting C’s and D’s. The academic decline is of concern to her teachers. In additional to her academic decline there have been issues about Jeanette’s sexuality. Jeanette’s teacher has heard rumors that Jeanette is a lesbian and her mother also has the same concerns. However, Jeanette has denied this. Jeanette’s counselor has asked to be removed from her case because of her religious beliefs. Her religion is against homosexuality.
Applying the ASCA ethical code and the legal issues
Professional school counselors:
a. Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals.
b. Are concerned with the educational, academic, career, personal and social needs and encourage the maximum development of every student.
c. Respect students’ values, beliefs and cultural background and do not impose the school counselor’s personal values on students or their families.
Confidentiality
c. Recognize the complicated nature of confidentiality in schools and consider each case in context. Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student. Serious and foreseeable harm is different for each minor in schools and is defined by students’ developmental and chronological age, the setting, parental rights and the nature of the harm. School counselors consult with appropriate professionals when in doubt as to the validity of an exception. E.2. Diversity
Professional school counselors:
a. Monitor and expand personal multicultural and social justice advocacy awareness, knowledge and skills. School counselors strive for exemplary cultural competence by ensuring personal beliefs or values are not imposed on students or other stakeholders.
Considering the student’s chronological and developmental levels
Middle school students are experiencing dramatic changes in physical development, although the rate at which this development occurs varies individually. Changes in height, and weight, and in body chemistry are taking place, along with rapid sexual development.Students of this age are sensitive and have a strong need forapproval from others; thus, deflating comments or criticism sometimeshave debilitating effects.
Considering the Setting, parental rights and minor’s rights
Jeanette’s parent is very involved in her personal life and may want more information than it is appropriate to share.
B.1. Parents Rights and Responsibilities
Professional school counselors:
a. Respect the rights and responsibilities of parents/guardians for their children and endeavor to establish, as appropriate, a collaborative relationship with parents/guardians to facilitate students’ maximum
A.1. Responsibilities to Students
Professional school counselors:
a. Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals development.
Applying the moral principle
The student is obviously experiencing problems relating to her sexuality. It is the counselors responsibility to put personal moral beliefs aside and work with the student to find a resolution.
Beneficence: A counselor involved in this situation must stay focused on protecting and promoting the good for the student in this case.
Justice: Justice does not mean treating all individuals the same. Points out that the formal meaning of justice is "treating equals equally and unequals unequally but in proportion to their relevant differences". If an individual is to be treated differently, the counselor needs to be able to offer a rationale that explains the necessity and appropriateness of treating this individual differently (Kitchener, 1984).
Determining a potential course of action and its consequences
It will be necessary to set up an individual counseling session with Jeanette. Because the original counselor expressed an inability to work with Jeanette I feel that she would be biased in her approach with her. I would have Jeanette meet with another counselor to discuss her academic and social issues. Jeanette may also need to meet with other students her age who are going through the same things as her. Referring Jeanette to a support group may be beneficial.
Evaluation the selected action
You must consider at what point to get Jeanette’s parents involved. Initially the first group counseling session will be with Jeanette alone. After Jeanette feels more comfortable with the issues she is dealing with contacting the parent to get them involved would be a good idea.
Consulting with peers
Consulting with peers would be beneficial to you are Jeanette. Select professionals who have knowledge of the topic and the laws. Someone else may have already experienced this situation and be able to guide you through the process.
Implementing the selected course of action
Contact Jeanette to schedule a meeting with her to start to get to the bottom of the issues that are affecting her grades and attitude toward school. Be sure to document every consultation and how you made your decision.
References
1 Characteristics of Young Adolescents. (WWW document).
URL:http://www.etsd.org/ems/endorsement/characteristics.htm
Forester-Miller, H. & Rubenstein, R.L. (1992). Group Counseling: Ethics and
Professional Issues. In D. Capuzzi & D. R. Gross (Eds.) Introduction to Group
Counseling (307-323). Denver, CO: Love Publishing Co.
Kitchener, K. S. (1984). Intuition, critical evaluation and ethical principles: The foundation for ethical decisions in counseling psychology. Counseling Psychologist,
12(3), 43-55.
situation on both the side of the parent and the counselor.
Professional School Counselors have a primary obligation to the students to treat them with dignity and respect and as unique individuals (ASCA, 2010). The initial meeting between the counselor and the student was at the request of the student’s mother. In my opinion the mother asked the counselor to seek information that was confidential. The counselor did seek the information and reported back to the parent with what she found. I understand that it is the counselor’s responsibility to provide parents/guardians with accurate, comprehensive information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student (ASCA, 2010). However, in this situation I do not feel that sharing the information was appropriate and violated the student’s right to privacy. The mother should have handled that situation at home. She essentially asked the counselor to spy on her daughter and report the information back to her. It was wrong for the parent to ask this of the counselor and it was even
more wrong for the counselor to agree to it. Another problem with this situation is the fact that the counselor has a bias against homosexuals and asked to be removed from Jeanette’s case. The Ethical Standards are clear regarding the school counselor’s role in providing equity, social justice and self-determination. It is the counselor’s responsibility to respect students’ values, beliefs and cultural background and not impose the school counselor’s personal values on students or their families (ASCA, 2010). The counselor as a professional should try to help every student no matter the race, ethnicity, or sexual orientation. They should not judge the student and refuse to provide services when they do not agree with one aspect of the student’s life.
The STEPS Model for School Settings to develop an approach to assessing, intervening, and advocating for the student.
Defining the problem emotionally and intellectually
Jeanette is an eighth grade student who has been a good student. Her grades have been all A’s so she has been excelling academically in school. Her grades have recently been declining. She has gone from getting all A’s to getting C’s and D’s. The academic decline is of concern to her teachers. In additional to her academic decline there have been issues about Jeanette’s sexuality. Jeanette’s teacher has heard rumors that Jeanette is a lesbian and her mother also has the same concerns. However, Jeanette has denied this. Jeanette’s counselor has asked to be removed from her case because of her religious beliefs. Her religion is against homosexuality.
Applying the ASCA ethical code and the legal issues
Professional school counselors:
a. Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals.
b. Are concerned with the educational, academic, career, personal and social needs and encourage the maximum development of every student.
c. Respect students’ values, beliefs and cultural background and do not impose the school counselor’s personal values on students or their families.
Confidentiality
c. Recognize the complicated nature of confidentiality in schools and consider each case in context. Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student. Serious and foreseeable harm is different for each minor in schools and is defined by students’ developmental and chronological age, the setting, parental rights and the nature of the harm. School counselors consult with appropriate professionals when in doubt as to the validity of an exception. E.2. Diversity
Professional school counselors:
a. Monitor and expand personal multicultural and social justice advocacy awareness, knowledge and skills. School counselors strive for exemplary cultural competence by ensuring personal beliefs or values are not imposed on students or other stakeholders.
Considering the student’s chronological and developmental levels
Middle school students are experiencing dramatic changes in physical development, although the rate at which this development occurs varies individually. Changes in height, and weight, and in body chemistry are taking place, along with rapid sexual development.Students of this age are sensitive and have a strong need forapproval from others; thus, deflating comments or criticism sometimeshave debilitating effects.
Considering the Setting, parental rights and minor’s rights
Jeanette’s parent is very involved in her personal life and may want more information than it is appropriate to share.
B.1. Parents Rights and Responsibilities
Professional school counselors:
a. Respect the rights and responsibilities of parents/guardians for their children and endeavor to establish, as appropriate, a collaborative relationship with parents/guardians to facilitate students’ maximum
A.1. Responsibilities to Students
Professional school counselors:
a. Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals development.
Applying the moral principle
The student is obviously experiencing problems relating to her sexuality. It is the counselors responsibility to put personal moral beliefs aside and work with the student to find a resolution.
Beneficence: A counselor involved in this situation must stay focused on protecting and promoting the good for the student in this case.
Justice: Justice does not mean treating all individuals the same. Points out that the formal meaning of justice is "treating equals equally and unequals unequally but in proportion to their relevant differences". If an individual is to be treated differently, the counselor needs to be able to offer a rationale that explains the necessity and appropriateness of treating this individual differently (Kitchener, 1984).
Determining a potential course of action and its consequences
It will be necessary to set up an individual counseling session with Jeanette. Because the original counselor expressed an inability to work with Jeanette I feel that she would be biased in her approach with her. I would have Jeanette meet with another counselor to discuss her academic and social issues. Jeanette may also need to meet with other students her age who are going through the same things as her. Referring Jeanette to a support group may be beneficial.
Evaluation the selected action
You must consider at what point to get Jeanette’s parents involved. Initially the first group counseling session will be with Jeanette alone. After Jeanette feels more comfortable with the issues she is dealing with contacting the parent to get them involved would be a good idea.
Consulting with peers
Consulting with peers would be beneficial to you are Jeanette. Select professionals who have knowledge of the topic and the laws. Someone else may have already experienced this situation and be able to guide you through the process.
Implementing the selected course of action
Contact Jeanette to schedule a meeting with her to start to get to the bottom of the issues that are affecting her grades and attitude toward school. Be sure to document every consultation and how you made your decision.
References
1 Characteristics of Young Adolescents. (WWW document).
URL:http://www.etsd.org/ems/endorsement/characteristics.htm
Forester-Miller, H. & Rubenstein, R.L. (1992). Group Counseling: Ethics and
Professional Issues. In D. Capuzzi & D. R. Gross (Eds.) Introduction to Group
Counseling (307-323). Denver, CO: Love Publishing Co.
Kitchener, K. S. (1984). Intuition, critical evaluation and ethical principles: The foundation for ethical decisions in counseling psychology. Counseling Psychologist,
12(3), 43-55.