Running Head: GUIDANCE PROGRAM MANAGEMENT FINAL

Cassie Wolf
Guidance Program Management Final
EDCEP 857
Kansas State University

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Guidance Program Management Final
1. According to the Kansas State Department of Education “The mission of Kansas School
Counseling Programs is to prepare all students to be contributing and productive citizens while
supporting the academic mission of the school. School counseling programs are integral to the
mission of schools and designed to support and enhance student learning, achievement, college
and career readiness and facilitate the academic, career, and personal/social development of all
Kansas students. School counselors collaborate with other educators, parents/guardians, and the
community to ensure all students are prepared with the knowledge and competencies to be
successful in their future”
This mission lines up with the mission and goals of the school. The goal of the
counseling program puts emphasis on preparing all students to be productive members of society.
The school counselor collaborates with support of parents, teachers,
administrators, and the community in order to help benefit students. The school counselor helps
guide a program that is an integral part of the school system and not just a single job description.
A school counseling program does not only work with students but also with parents and teacher
in order to solve problems.
Another important aspect of the comprehensive school counseling program is that it aims
to reach ALL students on their developmental level. Through classroom guidance, small groups,
and individual counseling the program reaches all the students in the school based on their need.
Classroom guidance is a way for counselors to have contact with all students in the building by
teaching them developmentally appropriate lessons. Students that need further guidance may
meet with the counselor individually or in groups. The program is made to conform to the needs
of the school and the students.
2. In order for a school counselor to show accountability they have to be able to show the results of
what they have done. The three areas of this process are data analysis, program results, and

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evaluation and improvement. The counselor must decide what information would be useful and
go about collecting that data over time. The data can then be used to make informed decisions.
There are a lot of ways to obtain different kinds of data. An example is a needs assessment that
can be given out to a group with in a school such as teachers. The counselor will use this
information to decide what improvements they can make. Next, a school counseling program
should look at the program results. This is done by looking at the data that has been gathered and
decided what is working and what is not. Analyzing this data provides evidence to continue
certain programs and show what areas still need some work. It guides what the program does.
Finally, the program will use evaluation and improvement. During this time the counselor will
focus on preform analysis on their performance and on the programs performance, administrators
will evaluate the counselor, and all the goals will be reviewed for the following year. This is the
time to make any adjustments to the program that are needed through you evaluation of the data
that has been gathered all year.
When looking at all of this data that has been gathered a counselor should be able to
answer the question, “How are students different as a result of my program?”
Being able to answer this question is very important for the students and for the counselor. It lets
the counselor know that what they have done is making a positive impact or that there needs to
be some improvements in the program. It also lets administrators and other key stakeholders the
value you bring to the school. Simply making the results of the data you have collected available
to these stakeholders creates support for your program.
3. The prevalence of cyberbullying and sexting is on the rise in the US. A big idea about why
researchers think that this has become more popular is the student’s perceived anonymity. This
means that students hide behind the electronic device and do and say things that they would not
say to another in person. Due to the prefrontal cortex of children not being fully developed it is

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difficult for them to understand the full consequences of the things they put online. And on the
reverse side this can lead to harmful decisions by the victims of cyberbullying.
New ways of protecting students who become victims of cyberbullying need to be found.
Many cases have been brought to the courts. However, there are not clear guidelines when it
comes to what can be said on the internet. Although the attention in media has created some
change many of the people who use electronics to harm others have not been charged. The
courts also must define what rights to give school officials to regulate speech of the students off
campus when it disrupts the educational program. The child’s first amendment rights must also
be taken into account. It’s hard to decide on a balance what is considered a substantial
educational program disruption and honoring the child’s rights.
For counselors an important part of addressing cyberbullying is dealing with the
implications of it. When dealing with students who are at risk of self-harm there are important
steps to take. Suicide contracts are no longer considered helpful. Suicide assessments must be
done when someone reports a student or when a counselor feels in it necessary. Every time one
of these tests is administered parents must be called. This protects the student as well as the
counselor.
4. Use-of-time assessments may be a useful tool for counselors. In order to complete this
assessment a counselor must right now what they do each day in 15 or 30 minute increments.
They do this for a certain period of time in order to gain understanding of where there time is
being spent. The information gained will show the counselor if they need to make changes to
their daily schedule. If they feel the assessment has shown that they are spending too much or too
little time doing certain tasks they can then make changes. Adjustments can be made that
maximize time spent on things that the counselor feels are the most important. Another use of
the use-of-time assessment is showing your administrators what it is you do all day. This can

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create a better understanding of your position as a school counselor. You can also use this
assessment to demonstrate that your time is being spent on thing unrelated to your job title and
promote adjustments.
5. Three principles to consider when making ethical decisions are autonomy, non-maleficence, and
beneficence. (Forester-Miller & Davis, 1997) Autonomy essentially means allowing the freedom
of choice and action. For a counselor to honor this principal they would not impose their own
values or beliefs, but instead encourage the client to make their own decisions. When working
with a client the counselor must instead the client about the implications of their own decisions.
Unless the client is unfit to make a decision or is at risk of harming themselves or another then it
becomes necessary to keep the client from acting on these decisions.
The idea of non-maleficence is to cause no harm. This should always be at the forefront
of the counselors mind when making decisions concerning a student or client. Anything that
may cause any sort of emotional or physical harm should be carefully thought through. It is our
responsibility to protect all students in a school.
The final principal to consider is beneficence. Where non-maleficence focuses on not
acting in ways that cause harm, beneficence focuses on acting in ways that prevent harm. When
there is a sign of something that is wrong with a student a counselor must not ignore the
problem. They must act in ways that prevent any foreseeable harm to students as best as possible.
In this situation doing nothing is unethical and possibly illegal.
6. Ethical Standards
a. A Believing that humor would ease student anxiety during administration of the ACT, a
counselor developed and used several jokes pertinent to testing and college admissions. The
counselor carefully worked the jokes into the reading of the standardized test directions, and
the students appeared to appreciate the attempt to humanize the test.
Applicable ethical standard(s) A.1. b

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Rationale: I believe this counselor had the best interest of the student in mind and was only
trying to ease the stress for students. As long as the instructions for testing were given
appropriately I think adding in the jokes would be fine.
b. D You are conducting a group for children who have been unable or unwilling to make
friends at school. These five students are so isolated from their peers that it is affecting their
attendance, class participation, academic success, and from all appearances, their happiness.
You decide not to obtain parental permission or inform parents of this group since it is
intended to help the children and the parents are very busy.
Applicable ethical standard(s) A.1. b, B.1.d, A.6. b
Rationale: This group seems to be doing more harm than help. This group does not encourage the
maximum development of the students involved in the areas of academics and social needs. The
parents of these students also must be informed of the service that their children are receiving.
c. D A student is discouraged by a low math score on the ACT. In an effort to boost the
student’s morale, the counselor named several former students who had also scored low on
the math section and were currently performing well in college.
Applicable ethical standard: A.8.a, A.8.e
Rationale: The grades of a student should not be given out to anyone besides that student and the
parents of students under the age of 18.

7. B. When a student is reported to a counselor for having threatened suicide not acting upon this
threat poses both and ethical and legal dilemma. When you do not take these reports seriously
there is always the chance that something will happen. Ethically that slim chance that the
student may harm themselves after seeing you creates an obligation for the counselor to act. In
order to create non-maleficence you must do everything in your power to prevent harm. Legally,

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letting the student go without further evaluation ignores the guidelines laid out in the ASCA
Ethical Standards. Careful consideration and assessment must take place. Along with this,
anytime a student is given one of these assessments the counselor must notify the parents.
8. A. If a teacher was asking about personal information about a student there are a few things that I
might respond with that still protect the child confidentiality. First of all, if the teacher was
adamant about getting information about the student I would not feel uncomfortable quickly
explaining my obligation to not give out certain information about the students that I work with.
I think that this would create the understanding that I want to help, but that I must also protect
the child’s right to privacy. Next I might offer some suggestions on how to work accordingly
with this child. This would help the teacher with their problem without giving out too much
information. As state in ethical standard C.2.e, when dealing with confidential information other
professionals must only be given what they need to know in order to help the student. Finally, I
might encourage the teacher to be patient with the student and come to me if any other concerns
come up.

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Resources
American School Counselor Association. (2010). Ethical standards for school counselors.
Rerieved from: http://www.schoolcousnelor.org/files/EthicalStandards2012.pdf
Forester-Miller, H & Davis, T. (1996). A practitioner’s guide to ethical decision making.
America Counseling Association.
KSDE. (2015). Retrieved May 12, 2015, from http://www.ksde.org/Home

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