Due Wednesday, July 5, 2023, 11:00 Pm USA Pacific Time Rules

Due Wednesday July 5 20231100pm Usa Pacific Timerules No Word Min

Due: Wednesday July 5, :00pm USA pacific time Rules: No word minimum Answer all questions Number and or label the answer corresponding to the question Be thorough *No plagiarism Course: School Group Counseling and Counseling Theories Read Instructions: Read and Watch the following Video: Week 2 - Discussion 1: Hope & Altruism In preparation for this assignment review the following: Yalom’s Therapeutic FactorsLinks to an external site. Prepare a substantive response to the following: Were interrelationships within school organization and the community reviewed? If so, how? Identify how the various stakeholders engaged in school, family, and community partnerships. Week 2 - Discussion 2: Boundaries In preparation for this assignment review the following: ASCA Ethical Standards for School CounselorsLinks to an external site. (Focus on the sections that address leadership and facilitator behaviors) Prepare a substantive response to the following: Which one specific ethics code, addressing boundaries, do you feel is important to be included in the standards? Why?

Paper For Above instruction

The integration of school organization and community relationships is a pivotal aspect of effective school counseling and educational support systems. In the context of school and community partnerships, it is crucial to examine how interrelationships are reviewed and facilitated within schools. These interrelationships encompass the interactions among school staff, students, families, and community agencies, all working collaboratively to foster supportive environments conducive to student development and well-being.

In reviewing whether these interrelationships are explored within schools, it becomes evident that many schools undertake structured assessments and strategic planning to ensure robust engagement with community and internal stakeholders. For instance, school counselors and administrators often utilize needs assessments, stakeholder surveys, and collaborative meetings to review and strengthen inter-organizational relationships. Such reviews help identify gaps in services, promote shared goals, and develop targeted interventions that align with the broader educational and community objectives.

The engagement of various stakeholders in school, family, and community partnerships is multifaceted. Teachers, counselors, school administrators, parents, community organizations, and local agencies all have roles in fostering a collaborative atmosphere. Schools often establish formal processes such as parent-teacher associations, community advisory councils, and outreach programs to facilitate open communication and mutual participation. Additionally, collaborative events, workshops, and service projects serve as avenues for stakeholders to engage dynamically, build trust, and coordinate efforts aimed at student success.

For example, family engagement initiatives provide parents with opportunities to participate in decision-making processes, attend educational workshops, and support their children's learning environments. Community organizations and local agencies partner with schools by providing additional resources, mentoring programs, and health services, thereby enhancing the support network for students and their families. These partnerships are essential for addressing social, emotional, and academic needs comprehensively.

Turning to the second discussion, the importance of ethical standards concerning boundaries in school counseling cannot be overstated. The American School Counselor Association (ASCA) Ethical Standards emphasize the necessity of maintaining professional boundaries to foster trust and ensure ethical practice. Among the various codes addressing boundaries, the emphasis on confidentiality—especially regarding the limits of disclosure—stands out as particularly vital.

The confidentiality clause in the ASCA Standards articulates that school counselors must clearly communicate the limits of confidentiality to students, parents, and teachers. This boundary ensures that students feel safe sharing sensitive information while understanding the circumstances under which confidentiality may be broken, such as cases involving harm to self or others. Including such an ethics code is essential because it safeguards the integrity of the counselor-student relationship, promotes ethical practice, and helps prevent boundary violations that could undermine trust and professionalism.

Furthermore, incorporating clear guidelines on maintaining emotional boundaries while fostering supportive relationships is equally critical. Professional boundaries prevent dual relationships or over-familiarity that can compromise objectivity and professional judgment. These boundaries encourage counselors to remain focused on the students' best interests, adhere to ethical standards, and promote a professional environment conducive to growth and trust.

Overall, the specific ethics code related to confidentiality and boundaries within the ASCA standards is fundamental for maintaining ethical integrity in school counseling. Formally including detailed boundary standards would reinforce the importance of clear, ethical relationships and support counselors in managing complex interpersonal dynamics effectively.

References

• American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors. Alexandria, VA: Author.
• Yalom, I. D. (1980). The theory and practice of group psychotherapy. Basic Books.
• Sanders, M. G. (2001). Community involvement in education: Toward redefining the partnership for learning. Journal of Educational Policy, 16(5), 559–578.
• Cosner, C., & Friedel, J. (2019). Connecting school-community relationships to student outcomes. Educational Administration Quarterly, 55(1), 85–110.
• Sawyer, R. K. (2019). The brain-vision of leadership and community engagement. Leadership and Policy in Schools, 18(2), 245–256.
• Hagedorn, L. S. (2016). Building school-community partnerships. The School Community Journal, 26(1), 245–266.
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