Page 13 - OSCA Ethical Guidelines - 2009.pdf

that may affect the continuance of the relationship.
The counsellor will attempt to protect individuals from physical and/or psychological trauma which might result from group interaction.
Acceptable Cases
a) The counsellor ensures that all the students in the group with which he is working are compatible in relation to the task. They have expressed a willingness to share with each other, and, in various ways, to assist each other to resolve difficulties.
b) Some members want their group to try some dynamic and intensive techniques with which they and the counsellor are not very familiar. The counsellor, who is not qualified in any of these techniques, considers the exercises to be potentially dangerous and ensures that they are not used.
c) Intheinitialstages,groupmembersbreakcertainrules
that are extremely important in group counselling, such
as confidentiality. The counsellor repeats the rules and re-emphasizes their importance. Members come to realize that the effectiveness and continuation of the group depend upon their adherence to these basic rules.
d) To prepare for peer helping training sessions, the counsellor explains the purposes and goals to everyone involved and gives each student a printed summary of the program. (See Leadership and Peer Support Programs, page 26.)
Unacceptable Cases
a) Thecounsellorisworkingwithagrouponaspecial program for building self-esteem. Despite the counsellor’s initial outline of guidelines and general procedures, one member of the group is very dominant and sets up her own procedure. The new process is contrary to the nature and purpose of the program. The counsellor is intimidated by the dominant member, fails to confront her and allows the group to continue.
b) The counsellor initially fails to make clear to the group the importance of attending every session. The attendance of many members becomes irregular, which leads to repetition of material. Several members who attend regularly become dissatisfied and decide to leave the group. The group fails as a result of a key rule not being stressed and enforced.
c) Acounsellorisawarethatamemberofthegroupis relatively sensitive and insecure. He does not intervene when other group members focus criticism and some hostility on the member. The individual becomes silent in the group and appears to lose confidence in himself. The counsellor tries to counsel him individually following the session, but the student is unwilling to discuss the situation.
Legally Speaking
In the event of a student being harmed in group counselling, the potential legal consequence could be a negligence
suit launched by the parent, or the student if he/she is over 18. Obviously, proper training in group counselling would minimize both the potential for negative outcomes as well as
legal actions resulting from such outcomes. It is important that counsellors ensure that their principals or school boards know about and approve of their group counselling programs. Counsellors should discuss with group members their responsibility for maintaining the confidentiality of information disclosed in the group. Counsellors must be aware that they cannot be held accountable if group participants breach their confidentiality obligations.
3. In providing orientation to prospective group participants, especially when the emphasis is on self-understanding and growth through self-disclosure, the counsellor is responsible for ensuring that the purposes of the group situation are appropriate to the needs of the counsellee(s).
Acceptable Cases
a) Inordertoensurethatagroupcounsellingprogramis suitable for the participants, the counsellor responsible interviews prospective participants to determine their suitability for the program.
b) A counsellor, realizing that a prospective group counselling participant has ulterior motives for being in the group, speaks to the student concerning the need to exclude her from the group.
c) Acounsellorworkingwithanewgroupgiveseach participant a printed outline of the aims of the group program. He proceeds to discuss the validity of the aims in conjunction with their needs.
d) Perceiving a need for group counselling, a counsellor arranges for interested students to meet. She then asks the group about specific needs in this area of concern. Together, they plan the objectives and the format of the group sessions.
Unacceptable Cases
a) Aseniorstudent,workingasavolunteerwithagroupof Grade 10 students experiencing academic difficulties, wants to encourage self-disclosure of a personal nature in his group. On the basis of the senior student’s judgment, the counsellor approves, even though the students involved were not selected with this new aspect of the program in mind.
b) In starting a new group-counselling program to assist students finding it difficult to express themselves in class, the counsellor does not explain the emphasis which will be placed on self-disclosure during the program. Participants were obtained by seeking referrals from teachers. Orientation consists primarily of claiming that participation will help to increase students’ marks.
Legally Speaking
In ensuring that group situations are appropriate to the needs of the counsellee(s), the counsellor should be aware of potential allegations of incompetence. As noted previously, there is an employment impact as well as the possibility of charges from the College of Teachers. In addition, there may be a possibility
OSCA Ethical Guidelines for Ontario School Counsellors 2010 • www.osca.ca ■ 13
Section B