1. Sharing Your Expertise: The Ethical Implications Of Being A Site Supervisor Tamara Tribitt, M.Ed. Kristen Lister, M.Coun., LPC, NCC Idaho School Counseling Association October 2015

2. Supervision Requirements In order to be a registered supervisor in the state of Idaho, a school counselor must have: Two (2) years experience as a licensed counselor One thousand five hundred (1,500) hours direct client contact as a counselor Fifteen (15) contact hours of education in supervisor training as approved by the Board Your local university Idaho Bureau of Occupational Licenses (IBOL)

3. ASCA ETHICAL STANDARDS F.3 Supervision of School Counselor Candidates Pursuing Practicum and Internship Experiences: Professional school counselors: a. Provide support for appropriate experiences in academic, career, college access and personal/social counseling for school counseling interns. b. Ensure school counselor candidates have experience in developing, implementing and evaluating a data- driven school counseling program model, such as the ASCA National Model. c. Ensure the school counseling practicum and internship have specific, measurable service delivery, foundation, management and accountability systems. d. Ensure school counselor candidates maintain appropriate liability insurance for the duration of the school counseling practicum and internship experiences. e. Ensure a site visit is completed by a school counselor education faculty member for each practicum or internship student, preferably when both the school counselor trainee and site supervisor are present.

4. ACA ETHICAL STANDARDS F.2. Counselor Supervision Competence F.2.a. Supervisor Preparation-Prior to offering supervision services, counselors are trained in supervision methods and techniques. Counselors who offer supervision services regularly pursue continuing education activities, including both counseling and supervision topics and skills. F.2.b. Multicultural Issues/Diversity in Supervision-Counseling supervisors are aware of and address the role of multiculturalism/ diversity in the supervisory relationship. F.2.c. Online Supervision-When using technology in supervision, counselor supervisors are competent in the use of those technologies. Supervisors take the necessary precautions to protect the confidentiality of all information transmitted through any electronic means. F.3. Supervisory Relationship F.3.a. Extending Conventional- Supervisory Relationships Counseling supervisors clearly define and maintain ethical professional, personal, and social relationships with their supervisees. Supervisors consider the risks and benefits of extending current supervisory relationships in any form beyond conventional parameters. In extending these boundaries, supervisors take appropriate professional precautions to ensure that judgment is not impaired and that no harm occurs. F.3.b. Sexual Relationships-Sexual or romantic interactions or relationships with current supervisees are prohibited. This prohibition applies to both in person and electronic interactions or relationships.

5. ACA ETHICAL STANDARDS F.6. Counseling Supervision Evaluation, Remediation, and Endorsement F.6.a. Evaluation-Supervisors document and provide supervisees with ongoing feedback regarding their performance and schedule periodic formal evaluative sessions throughout the supervisory relationship F.6.b. Gatekeeping and Remediation-Through initial and ongoing evaluation, supervisors are aware of supervisee limitations that might impede performance. Supervisors assist supervisees in securing remedial assistance when needed. They recommend dismissal from training programs, applied counseling settings, and state or voluntary professional credential- ing processes when those supervisees are unable to demonstrate that they can provide competent professional services to a range of diverse clients. Supervisors seek consultation and document their decisions to dismiss or refer supervisees for assistance. They ensure that supervisees are aware of options available to them to address such decisions.

6. ETHICAL AND LEGAL DECISION MAKING Legal decision making Know school policies regarding legal matters Same with malpractice insurance Know what if any policies there are regarding risk management Conduct risk analysis if need to Ethical Decision Making requirement per ACA Code of Ethics. Standard I.1.b. Ethical Decision Making Must use a decision making model and document its use No one ethical model is most effective

7. ETHICAL AND LEGAL DECISION MAKING G.3. When faced with any ethical dilemma school counselors, school counseling program directors/supervisors and school counselor educators use an ethical decision-making model such as Solutions to Ethical Problems in Schools (STEPS) (Stone, 2001): 1. Define the problem emotionally and intellectually 2. Apply the ASCA Ethical Standards and the law 3. Consider the students’ chronological and developmental levels 4. Consider the setting, parental rights and minors’ rights 5. Apply the moral principles 6. Determine Your potential courses of action and their consequences 7. Evaluate the selected action 8. Consult 9. Implement the course of action

8. Why do counselors-in-training need site supervisors? (Discuss your ideas in groups of 2-4) What do you need as a site supervisor to provide adequate training to developing counselors?

9. ACTIVITY!

10. STEPS DECISION MAKING MODEL 1. Define the problem emotionally and intellectually 2. Apply the ASCA Ethical Standards and the law 3. Consider the students’ chronological and developmental levels 4. Consider the setting, parental rights and minors’ rights 5. Apply the moral principles 6. Determine Your potential courses of action and their consequences 7. Evaluate the selected action 8. Consult 9. Implement the course of action