Page 27 - OSCA Ethical Guidelines - 2009.pdf

Suggested Topics for Training Sessions
It is fundamental that peer assistants receive as much training and preparation as possible before they are thrust into a helping situation. Essential topics for training include:
• Confidentiality
• Communication skills
• Empathy vs. sympathy
• Assertiveness
• Volunteerism
• Diversity
• Suicide awareness
• Various social/emotional/physical issues • Study techniques
• Education and career research strategies
Ongoing Support
Regular meetings with students for the purpose of training, supervision, sharing and personal growth are essential responsibilities of the teacher who implements the program. Teachers who neglect to monitor and supervise the actions of their students could be subject to criticism or in the worst-case scenario, dismissal by their District School Board administration.
Appropriate Roles and/or Activities
Peer assistants are effective communicators with their peers. Their strength lies in their proximity to the problems and events that face their fellow students. As long as peer assistants listen and open the lines of communication, they serve an important function.
Some examples of appropriate activities for any assistance program are: guidance clubs, orientation of new students, newsletters, tutoring, mediation, mentoring, community outreach projects, i.e., food drives, helping senior citizens, presentation of workshops, organization of relevant awareness days and displays, i.e., anti-bullying, study skills, celebration of diversity, teenage stress, alcohol and drug abuse, etc.
Ontario Student Records/Personal Information
The question of O.S.R.s and their use is one area that is very specifically addressed by The Education Act. Because of the privileged nature of the information that is contained in the school record folder, its access is restricted to supervisory officers, principals and teachers of the school, never to peer helpers. To ensure there is no disclosure to third parties,
peer assistants cannot have any access to other student’s school records (either paper or electronic); Annual Education Plans (AEPs), Individual Education Plans (IEPs); or reports, counselling summaries, school/board system computer(s), or programs that have student information.
Referrals and Confidentiality
The critical issue of confidentiality is reinforced in Choices Into Action, p.22-23.
See also Confidentiality, page 22.
Although the Peer Assistant Program is not designed for helpers to deal with serious personal problems of other students, at times such problems may be confided to them.
Peer assistants are obligated to respect the confidentiality of information gained in the assisting relationship. However, peer assistants must recognize their limitations. The following guidelines are offered to peer assistants in decisions about when to refer a student to a professional school Guidance counsellor.
Referrals “must” occur when:
• the client shows or expresses thoughts or symptoms of depression and/or suicide
• physical or emotional danger to students or other persons is known or suspected
• acts or activities which are illegal become known
• a peer assistant feels unable to deal in a caring and responsible way with a student’s concern
• a peer assistant needs some assistance or direction in dealing with a student’s concern
Keeping Informed
It is important to keep the community aware of the existence and benefits of leadership and peer support programs. This can easily be achieved through a course selection guide, student handbook, pamphlets, school website, and the media, i.e., photographs and newspaper coverage of all community events.
The Peer Assisting Programs in Ontario schools serve many different functions. Each of them, however, must set its program objectives and constantly evaluate whether it is meeting its goals within the framework of the law, guidelines of the Ministry of Education and ethical standards as set
out by the College of Teachers and the Ontario School Counsellors’ Association.
Legally Speaking
As noted, Section 266 of the Education Act states that student records are privileged and are available only to supervisory officers, the principals and teachers for the improvement
and instruction of the student. The records are not available to other parties without written permission of the parent or guardian of the pupil, or, where the pupil is an adult, the written permission of the student. Consequently, lack of conformity with these instructions would be grounds for action by District School Boards. In addition, civil actions might be launched on the basis of liability or negligence.
Ethical Guidelines for Leadership and Peer Support Programs
OSCA Ethical Guidelines for Ontario School Counsellors 2010 • www.osca.ca ■ 27