Page 26 - OSCA Ethical Guidelines - 2009.pdf

Cyber-Ethics
Acceptable Case
The cybercounsellor saves client notes and email interactions in a secure, password-protected file on her computer.
Unacceptable Case
Because the cybercounsellor is not always available, he saves his client notes and email interactions of an identified student in a shared server file so that the other counsellors can access the information in case the client comes into Counselling Services unexpectantly.
Alternative Emergency Access Points
The counsellor is to provide the client with alternative access points (phone, fax or mail) in the event of email service disruption.
Acceptable Case
The Counselling Services homepage on the school’s Website also lists the school’s telephone and fax numbers.
Unacceptable Case
In an effort to reduce the amount of telephone and fax
traffic to the school, and to aggressively market this new Cybercounsellor Service, only the email address of Counselling Services is provided on the school’s website.
Inappropriate Web Applications
If the counsellor provides follow-up websites for further
client research (e.g. career and educational sites), the counsellor must confirm that these are still active and accurate.
Acceptable Case
A counsellor is assigned to constantly update the Counselling Services homepage with current and appropriate links to career, educational and personal-support websites.
Unacceptable Case
The Counselling Services homepage lists links to popular commercial gateway sites that direct users to a full range of topical websites. However, these links are not periodically re-assessed to determine their existence and their level of commercialization.
Ethical Guidelines for Leadership and Peer Support Programs
Peer assisting programs exist within a number of secondary and elementary schools, colleges and universities. These programs have enhanced the effectiveness of existing services by increasing the outreach programs available to students and enhancing Guidance services. Peer assistants offer friendship, encouragement and support to their fellow students and they can assist with school and community events.
There are two types of Leadership/Peer Assisting programs in high school: volunteer or extra curricular and GPP3O – Leadership and Peer Support, a grade 11 open course. (For more information about this credit course, please access the guidance and Career Education curriculum from www. osca.ca.) While the two types of programs are similar
in their outcomes, it is important to refer to the course expectations for completion of the GPP3O credit. Teachers who are conducting peer assisting programs must accept the responsibility of ensuring that their programs fall within the legal framework as defined by The Education Act, as well as meeting the ethical standards as set forth by the College of Teachers and the Ontario School Counsellors’ Association.
Selection, Training, and Support
Selection
Establishing specific guidelines/criteria for selecting volunteer peer helping programs is imperative. A personal interview
either in an individual or group format should take place.
The following information may be obtained as part of the selection process:
• a detailed written application asking for examples of leadership, volunteering, helping situations, and what confidentiality means to the applicant
• teacher references
• proof of good attendance; exemplary “work ethic”; and good grades.
• the intent of the applicant as to interest in pursuing this program
Training
Since Peer Assistance Programs are constantly open to scrutiny, it is imperative that the students are adequately prepared for the tasks they undertake. Training and instruction are, therefore, of paramount importance (Choices Into Action - Peer Assistance Programs, p.21). We have an ethical obligation to provide them with the skills necessary to meet their objectives. See Course Profile for specific expectations of GPP3O.
26 ■ OSCA Ethical Guidelines for Ontario School Counsellors 2010 • www.osca.ca