Erhan Ecevit Kilic

A: RESPONSIBILITY TO STUDENTS

A.1. Supporting Student Development

As counselors, we should prioritize students and expect to be treated with respect and dignity as private individuals.
We additionally provide the support that parents and students need by helping them find external sources. We are
concerned with each student's educational, and social/emotional needs. We should avoid imposing personal ideas
rooted in the person's religion, culture, or ethnicity on students and families, and we should respect their values. Our
occupation requires us to be informed about laws, rules, and policies that affect students and families. As counselors,
we respect students' privacy and know that any romantic interaction with them is unethical and prohibited regardless
of the student's age, regardless of whether it is permitted by state law.

A.2. Confidentiality
As school counselors, we provide information on privacy law requirements, moral obligations, and the appropriate
rationale and steps to disclose student information to school staff. School counselors seek student permission before
sharing sensitive information. Every young child in a school can experience severe and preventable harm. When we
believe that there is disagreement about the legality of an issue, we should consult with relevant professionals. We
acknowledge that our first duty of ethical secrecy is to students. School counselors recognize the need to strike a
balance between children's moral freedom to make decisions, their capacity to consent or consent, and the legal
rights and obligations of parents or family members to act on their children's behalf. We also support appropriate
safeguards and practices to prevent the unintentional disclosure of sensitive student information to people who do
not need to know.
A.3. Comprehensive Data-Informed Program
As school counselors, we collaborate on school improvement objectives with the administration, teachers, staff, and
decision-makers. We work to offer a comprehensive school counseling program that promotes academic, career, and
social/emotional growth. We review school and student data to identify needs, including gender, race, ethnicity,
socioeconomic status, and other categories. We use data to assess required actions to narrow information,
achievement, and opportunity gaps. We integrate yearly student outcome objectives and action plans with district
improvement goals and share data findings with stakeholders.
A.4. Academic, Career, and Social/Emotional Plans
As school counselors, we collaborate with administration, teachers, and decision-makers to create a postsecondary
readiness culture. We advocate for individual students' pre-K–postsecondary college and career awareness,
exploration, postsecondary planning, and decision-making, which supports the student's right to choose from a wide
array of options when they complete secondary education. We work to uncover inequalities in college and job
access and their implications for correcting deliberate and accidental biases in college and career counseling. We
help people to acquire job-related skills, resilience, tenacity, a good learning attitude, and a strong work ethic.
A.5. Dual Relationships and Managing Boundaries
As school counselors, we need to avoid bilateral ties that can endanger students. We should always be professional
with students and avoid multiple connections with school staff, parents/guardians, and other family members, as
these relationships may jeopardize the school counselor/student relationship. Ultimately, we should not use personal
social media, email, or text to interact with students unless the school district allows it.

A.6. Appropriate Referrals and Advocacy

Most school counselors collaborate with children, teachers, and parents/guardians to identify early warning
indicators of student boredom and provide children and parents/guardians with a list of outside agencies and
community options when they need extra help. We advise parents to consult other providers to find the best service
for their child. We should be aware of state laws and local area rules regarding students with special needs. We do
not recommend students based on their religion, culture, ethnicity, or worldview. Finally, we provide reliable,
unbiased student data to internal and external service providers.
A.7. Group Work
School counselors lead short-term groups to address students' problems and report to parents. For example, we
convey a desire for privacy in schools where privacy cannot be guaranteed for minors. When choosing themes for
groups, we should remember that some topics are not suitable for groups in schools and take appropriate security
measures to protect group members from injury and lead discussions.
A.8. Student Peer-Support Program
As school counselors we oversee students taking part in peer assistance and mediation groups and safeguard the
well-being of students taking part in peer-to-peer programs. We oversee helping students who participate in school
counseling programs as peer support develop the proper skills.
A.9. Serious and Foreseeable Harm to Self and Others
As school counselors, we notify parents/guardians and relevant authorities when a student poses a serious and
foreseeable risk of harming themselves or others. If a student poses a risk to himself or others, they are released once
they receive the necessary support. When students disclose a real or imagined threat to their physical or mental
health, we should let the student’s parents, guardians, and the appropriate authorities know. We abide by all relevant
local, state, and federal laws and school district regulations.
A.10. Underserved and At-Risk Populations
As school counselors one of our main goals is to contribute to a safe, respectful, non-discriminatory school
environment in which all members of the school community are respected and courteous, work with students to
ensure they are safe at home and at school, cooperate with parents, understand that students have the right to be free
from any form of discipline, harassment or discrimination, advocate for equal rights and access to free, and
acknowledge the strengths of students with disabilities as well as the challenges they face.
A.11. Bullying, Harassment, and Child Abuse
In schools, all cases of bullying, dating violence, and sexual harassment are reported to management. As school
counselors, our job is to provide appropriate services to victims and perpetrators, which may include reasonable
arrangements such as a safety plan and program change and reporting suspected cases of child abuse while
maintaining student privacy. We develop and maintain expertise in recognizing their indicators and indicators and
guiding and assisting students who are victims of abuse or neglect by providing appropriate services.

A.12. Student Records

As school counselors, we follow the Family Education Rights and Privacy Act (FERPA) and advocate for the ethical
use of student data and records. Acknowledging the difficulty of meeting the criteria for sole proprietorship records
and the possibility that sole proprietorship records and case notes will be sued, and create student records, sole
proprietorship records, or case notes. We devise a reasonable schedule for clearing our messages.

A.13. Evaluation, Assessment, and Interpretation

When choosing, implementing, and interpreting assessment criteria, we follow all professional standards, pay
attention to confidentiality policies, use valid and reliable tests and assessments, consider the level of an assessment,
use multiple data points, and think about the nature, objectives, outcomes, and potential of assessment measures. We
also exercise caution when assessing and diagnosing the performance of populations, and we take reasonable
precautions to stop others from abusing information.

A.14. Technical and Digital Citizenship

We demonstrate the appropriate selection and use of technology and software applications and pay attention to
ethical and legal evaluations of technological practices. We take proper and reasonable measures to protect the
confidentiality of student information and educational records using electronic technologies, promote their safe and
responsible use, and clarify their limitations. We use established, approved communication tools with students and
school counselors to help educate students on appropriate communication and boundaries and advocate for equal
access to technology for all students.

A.15. Virtual/Distance School Counseling

As school counselors we adhere to the same ethical guidelines when in a virtual/distance setting, we are aware of its
challenges and limitations, and follow the procedures that students would use if a school counselor were not present.
We educate both the student and the parent/guardian on the advantages and disadvantages of virtual/remote
counseling, and we also teach students to interact with their school counselors electronically to minimize and avoid
potential misunderstandings.

B. RESPONSIBILITIES TO PARENTS/GUARDIANS, SCHOOL, AND SELF

B.1. Responsibilities to Parents/Guardians

As school counselors we recognize that students require cooperation from their parents/guardians, respect the rights
and responsibilities of both custodial and unsupervised parents/guardians, and follow laws, local guidelines, and
ethical practices when assisting parents/guardians, who have specific rights and responsibilities for their children's
wellbeing. We inform parents/guardians of the confidential nature of the school counselor-student relationship and
respect the student's best interests. We continue to focus on the student in cases of divorce or separation.

B.2. Responsibilities to the School

We build and maintain professional relationships with faculty, staff, and administrators, and communication systems
and create and deliver comprehensive school counseling programs that are an essential part of the school's academic
mission. We advocate for a school counselor program free of non-school counselor duties as defined by the "ASCA
National Model: A Framework for School Counseling Programs" to provide leadership to create systemic change to
improve the school and collaborate with appropriate authorities, and advocates for school counselors to be placed in
school counselor positions. WE advocate for proper accommodation and accessibility.

B.3. Responsibilities to Self

For us, school counselors, a master's degree in school counseling is required, as is the completion of a psychological
counselor training program at an accredited institution. This is because we maintain our skills by utilizing current
interventions and best practices. We will only accept jobs for which they are qualified through education, training,
supervised experience, and state/national professional credentials. We follow the profession's ethical standards as
well as other official policy statements such as ASCA Position Statements and Role Statements, school board
policies, and applicable laws. Throughout our careers, we pursue professional and personal development. School
counselors seek physical or mental health assistance as needed to maintain professional competence.

We need to become aware of the high standard of care that a professional in this critical position of trust must
maintain both on and off the job by monitoring personal behavior. Therefore, we track and develop their personal
multicultural and social justice advocacy awareness, knowledge, and skills to become an effective, culturally
competent school counselor. We avoid refusing to serve students solely because of our personal religious, cultural,
or ethnic values. We respect others' intellectual property, follow copyright laws, and accurately quote others' work
when using it.

C. SCHOOL COUNSELOR ADMINISTRATORS/SUPERVISORS

School counselor administrators/supervisors support school counselors in their charge by advocating for
adequate resources both inside and outside their school or district to implement a comprehensive school counseling
program and meet the needs of their students, advocate for the fair and open distribution of resources among
supervised programs, take reasonable steps to ensure appropriate staff supervision and training, and provide
opportunities for professional development; and take steps to eliminate any deterrent or obstructive situation in their
school or organization.

D. SCHOOL COUNSELING INTERN SITE SUPERVISORS

Field/intern site supervisors:
As Licensed or certified school counselors, we have the knowledge of comprehensive school counseling programs
and school counselor ethical practices, have the education and training to provide clinical supervision, use a
collaborative supervision model, are culturally competent, and consider cultural factors that may impact the
supervisory relationship they believe. We recognize that there are differences between face-to-face and virtual
communication that can affect virtual audit, provide information on how and when virtual audit services will be
used, ensure that supervisees are aware of surveillance and evaluation policies and procedures, and conduct timely
performance reviews using data based on specified criteria. We ensure fair and thoughtful completion, use
assessment tools to measure the competence of school counselor trainees, assist supervisors in obtaining needed
improvement and professional development, and are school counselors as defined by ASCA School Counselor
Professional Standards and Qualifications, as well as state and national standards. Supervisors contact their
university/university supervisors and recommend expulsion.

E. MAINTENANCE OF STANDARDS
When there is serious doubt about the ethical behavior of a colleague(s), the following procedures can be used as a
guide:
As school counselors we consult with our professional colleagues to discuss potentially unethical behavior, and if
the professional colleague sees the situation as an ethical violation, we will meet directly with the colleague whose
behavior is in question and seek a resolution. If the problem cannot be resolved at the school, school district, or state
professional practice/standards commission, it should be referred for review and appropriate action in the following
order: State School Counselor Association and then American School Counselor Association

F. ETHICAL DECISION MAKING

School counselors and directors/supervisors of school counseling programs make ethical decisions using a model
like Solutions to Ethical Problems in Schools (STEPS) (Stone, 2001):
As school counselors, we see the issue on an intellectual and emotional level and apply the law and the ASCA
Ethical Standards for School Counselors. We consider the students' developmental and chronological stages,
primarily. In addition, we consider the environment, parental rights, and the rights of minors, apply the ethical
principles of beneficence, autonomy, nonmaleficence, loyalty, and justice, ascertain actions and their effects, assess
the chosen course of action, consult, and carry out the plan of action.

MY PERSONAL APPROACH
My counseling approach is focused on providing a comprehensive, and education and personal development-
focused school counseling program for all students across the board. I care about the cooperation of students,
teachers, and parents, and I believe that happiness at school will be reflected in every aspect of life. Students who
discover the happiness of learning will first enlighten their environment and then the world. In this context, I adopt a
supportive, encouraging, holistic, and responsible consultancy that will help each student realize himself. I prioritize
students' ability to know themselves, to establish and maintain friendships, to strengthen their critical thinking,
decision-making, and problem-solving skills, and to become responsible people who are sensitive to their
environment, and have developed self-awareness. I adopt a student-centered, holistic, and solution-focused approach
that defends the right of all students to education and supports them based on guidance appropriate to their needs,
interests, abilities, and success.

The link to my website:

https://erhanecevit.weebly.com/