h. Refrain from the use of personal social media, text, and email accounts to interact with students unless sanctioned by the school district. Adhere to legal, ethical, district and school policies and guidelines when using technology with students and stakeholders. i. Avoid inappropriate roles and relationships such as providing direct discipline, teaching courses that involve grading students and accepting administrative duties in the absence of an administrator. j. Strive to avoid a conflict of interest through self-promotion that would benefit the school counselor personally and/or financially (e.g., advertising their products and/or services). B. Responsibilities to Parents/ Guardians, School, and Self B.3. Responsibilities to Self Discussion There are many factors to consider, including cultural differences that influence the client expectations, interpretations, and expressions of words and gestures. The client’s background, experiences, and perceptions influence how they interpret the counselor’s intent. The client’s responses in the counseling process must be carefully observed and interpreted to maintain appropriate professional relationships. The counselor may find that certain topics may not be black and white in terms of where they fall on the continuum of ethical boundaries as outlined in the rules and codes of ethics. The gray areas concerning potential boundary crossings may begin with a small word or action that maybe misinterpreted by one or both parties. For example, a small pat on the shoulder as a means of expressing concern or consoling the client may cause an unexpected reaction by the client. Sometimes, especially in a small community, it may be difficult to avoid contact with the client or their friends and family outside of the counseling setting. When this occurs, the counselor needs to remember they must act in a professional manner that reflects the values, principles, and standards of the profession as they interact in the community. There are rules for their conduct, as well as their responsibility to clients, self, and community presented by Texas law and association code of ethics. The client’s cultural background may include giving small gifts to the counselor as a sign of respect or appreciation, and to decline the gift may be viewed as an insult or rejection by the counselor. The same may be true for a simple handshake, request for eye contact, certain forms of dress, or moving into a person’s personal space. Careful observation of body language and movement, facial expression, changes in response patterns, or verbal exchanges may give subtle yet important clues to guide the counseling process. Interactions with clients are multifaceted, dynamic, and sometimes unpredictable, but the counselor has the responsibility to guide the process ensuring boundaries are maintained while building rapport. Here are some strategies to consider: Case Study 3: Boundary Issues Counselor Y. had a male client Z. who presented with indicators for depression and lack of self-esteem that affected his social skills at work and in his personal life. Y. and Z. had a positive client–counselor relationship and were successful in applying a shared decision- making process to address Zs feelings of inadequacy and anxiety in social settings. They developed strategies for desensitization to address his social anxiety, which were effective. The client began to feel more confident as he gained control and his attitude and outlook improved. Counselor Y. noticed a change in Z’s attitude toward her that went from complimentary to comments about her physical appearance with veiled sexual overtones. Counselor Y. tried to redirect the client through discussions of the importance of boundary issues and rules that must be followed to maintain
i. Monitor personal behaviors and recognize the high standard of care a professional in this critical position of trust must maintain on and off the job. School counselors are cognizant of and refrain from activity that may diminish their effectiveness within the school community. l. Have an awareness of and make clear distinctions between actions and statements (verbal or written) made as a private individual versus those made as a representative of the school counseling profession and of the school district/school entity. D. School Counseling Practicum/ Internship Site Supervisors e. Avoid supervisory relationships with individuals with whom they have the inability to remain objective (e.g., family members or close friend). ● Keep the primary focus on the goals of the counseling process to ensure client welfare. ● Set clear rules, expectations, and boundaries for conduct, goals, procedures, and outcomes to be reviewed with the client at the initial meeting, written and agreed upon with informed consent. Revisit these topics as the therapeutic relationship progresses to ensure boundaries are maintained. ● Monitor speech, methods, procedures, and policies to westablish and maintain a therapeutic environment. ● Adhere to rules and codes governing relationship boundaries outside of counseling setting. ● Identify and avoid potential conflicts of interest. ● Maintain appropriate counselor client relationships with the client’s friends and family as well. If it feels like a boundary crossing, stop and review the issue. ● Avoid discussion, contact, or any activity that may cross boundaries or be perceived by the client as crossing a boundary into nontherapeutic or personal relationships. ● Follow decision making steps to identify and address potential ethical violations. ● Assess any emotional or physical changes that may indicate client discomfort or stress. ● Always consider how words and actions will be received and perceived and if they will support the counseling goals for the welfare of the client. ● Consider the client’s ability to process information so that nothing is misconstrued or taken out of context. It is important to gather and review as much client history and background information as possible for planning the counseling approach. ● Maintain comprehensive documentation and case notes of all sessions and any inadvertent or planned contact that may occur outside of the counseling session. ● Always refer to the statutes and principles that govern boundary issues and take action to remediate the issue. Revisit the practice plan, rules for interaction, informed consent documents, goals, and outcomes agreed upon with clients to reset the focus within appropriate boundaries. ● Seek assistance from professional associations, supervisors, agency resources, or experienced colleagues if in doubt. an appropriate client–counselor relationship. She referred him back to the informed consent documents he signed concerning boundaries, communication and behavior rules, and the counseling plan. Those efforts failed, and Counselor Y. felt increasingly uncomfortable around the client who continued to use inappropriate comments and body language toward her. Counselor Y. was glad that the client was making progress and becoming more confident but disturbed by his responses and behaviors that were interfering with the counseling plan and her ability to communicate and work effectively with him. After consulting her supervisor and a trusted colleague, she decided to terminate counseling with Z. and made a referral to another qualified, licensed counselor practicing nearby.
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Book Code: PCTX1324
EliteLearning.com/Counselor
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