GUIDANCE COUNSELING

RECENT TRENDS AND ISSUES IN GUIDANCE AND COUNSELING

Among the many issues facing the school counseling profession are the following three: what the professional title should be, how counselors should be evaluated and to what extent counselors should work on prevention instead of remediation.

Professional Title. Some professional in the field prefer to be called guidance counselor, while an increasing number prefer the term school counselor. The growing trend is for counselors to be seen as professionals in the large system, working fluidly with all aspects within the system. The expected duties are more extensive that those practiced by vocational guidance counselors of the past, hence the feeling of many school counselors that the name of the profession should reflect its expanded roles.

Evaluation. A major trend in education is the demand of accountability and evaluation. School counselors have not been immune to this demand. Since the early 1970’s there has been growing concern with this issue and numerous criteria have been developed to help school counselors evaluate their specific intervention techniques.
The National Standards for Professional School Counselors adopted by ASCA in 1997. Similar to the academic standards used nationally by state departments of education, the counseling standards provide a blueprint of the tasks of the goals for the school counselors. The standards have not been adopted by every state. The average state student – counselor ratio varies from a high of about 1, 250 to a low of about 400, so the evaluation of counselor performance with different workloads is a difficult undertaking.

Prevention versus Remediation. A growing trend in the field of counseling in the focus on prevention instead of remediation. In the past it was not uncommon for counselors to have interaction with students only after some crisis had occurred. There is now a shift for school counselors to intercede prior to any incidents and become more proactive in developing and enacting school – wide prevention plans. The schools, community, and families are requesting assistance in preventing students for being involved with many difficulties, such as participating in gangs, dropping out school, becoming a teenage parent, using gangs, and participating in or becoming victims of cats of violence.

Gangs. Students as early as third grade are being taught gang-type activities. Students are more likely to end up with a gang of family members and peers are already involved in gang activity. It is difficult for children to live a gang once they have been actively involved. Anti- gang resources are often focused in fourth and fifth graders – an age before most students join a gang. Counselors are in a position to ascertain whether a child is “at risk” of gang – type activity. The counselors can also be influential in working with the family to help the child avoid gang activity.

Dropouts. In many large metropolitan school districts, over 25% of students do not complete their high education. Premature school termination is becoming an increasingly more difficult problem as more careers require education will beyond the high school level. Counselors are in a unique position to assist student with career guidance and help them establish meaningful goals including the completion of a basic education.

Teen Pregnancy. Teen pregnancy continues to be a societal concern. Precipitating factors are visible prior to middle school. Counselors are often the liaison with the community against that work to prevent students pregnancy and assist with students who do become pregnant.

Substance Abuse. Drugs, including alcohol and tobacco, continue to be a serious problem for youth. Despite national efforts to eradicate these problems, many students still find their way to these mind – altering chemicals. Counselors trained to understand the effect of different drugs and can assist with intervention or community referrals the counselor is also essential in developing substance abuse prevention problems in a school.

School Violence. School violence can range from bullying to gunfire. Counselors have training to assist teachers and students in case of violence and to establish violence prevention program. Counselor leadership in making teasing and bullying unacceptable school behaviors is a powerful way to provide a safer and more inclusive environment for students.

Diversity. Tolerance of diversity is an important goal in a multicultural society. School counselors help all students to be accepting of others regardless of sex, age, race, sexual orientation, culture, disability, or religious beliefs.

Child Abuse. Many states have mandatory reporting laws concerning child abuse. Students in all grades are susceptible to abuse by others, and the counselor is often the first person to discover these deplorable acts and then report them to the proper authorities.

Terrorism. Terrorism is becoming increasingly difficult problem in the word of the early twenty – first century. Children are affected, directly and indirectly by both massive and small – scale acts of terrorism. Counselors are able to ascertain the extent to which a student or teacher maybe adversely affected by terrorist acts. In their case the counselor can either intervene or direct the person to more intensive interventions (Retrieved June 07, 2010 from education, stateuniversity.com).

MULTICULTURAL COUNCELING. ERIC Digest.

Multiculturalism has been defined as the fourth forms in psychology, one which complements the psychodynamic, behavioral and humanistic explanations of human behavior. Pedersen (1991) defined multiculturalism as “a wide range of multiple groups without grading, comparing or ranking them as better or worse than one another and without denying the very distinct and complementary or even contradictory perspective that each group brings with it”. One of the most important debates within the field has to be with how this definition relates to specific groups within the context of a culture. Pedersen’s definition leads to the inclusion of a large number of variables, e.g., age, sex, place of residence, education, socioeconomic factors, affiliations, nationality, ethnicity, language, religion, making multiculturalism generic to all counseling relationship. Locke (1990), among others, advocates narrower definition of multiculturalism, particularly as it relates to counseling. The narrower view his one where attention is directed to work “the racial/ethnic minority groups within that culture”.

Regardless of how one defines the term of the degree to which the concept is restricted of broadened in a particular context, multiculturalism encompasses a word of complex detail. Hofstede (1984), identified four dimensions of cultures. These dimensions are:

Power distance – the extent to which a culture accepts that power in institutions and organizations is distributed unequally.
Uncertainty avoidance – the extent to which members of a culture feel threatened by uncertain or ambiguous situations.
Individualism – a social framework in which people are supposed to take care of themselves and of their immediate families only. Collectivism refers to a social framework in which people distinguish between in – group and out – groups, expecting their in – group after them, and in exchange for that owe loyalty to it.
Masculinity/Femininity – extent to which the dominant values within a culture are assertiveness, money and things, caring for others, quality of life, and people.

A number of generic counselor characteristics are necessary, but not sufficient, for those who engage in multicultural counseling. To be effective, a counselor must be able to:

Express respect for the client in a manner that is felt, understood, affected, and appreciated by the client. Respect maybe communicated either verbally or nonverbally with voice quietly or easy contacts.
Feel and express empathy for culturally different clients. This involves being able to place oneself in the place or the other to understand the point of view of the other.
Personally his/her observation. This means that the counselors recognize that his/her observation knowledge, or perceptions are “right” or “true” only for him/herself and that they do not generalize to the client.
Withhold judgment and remain objective until one has enough information and an understanding of the client.
Tolerate ambiguity. This refers to the ability to react to new, different, and at times, unpredictable situation with little visible discomfort of irritation.
Have patience and perseverance when unable to get things done immediately.

Counselors bring with them their own degree of effectiveness with these generic characteristics. They also bring with them their cultural manifestation as well as their unique personal and psychological black ground. These factors interact with the cultural and personal factors brought by the client. The interaction of these two factors must be explored along with other counseling – related considerations or each clients who comes for counseling. The effective counselors are one who can adopt the counseling models, theories, techniques to the unique individual needs of each client. This skill requires that the counselors be able to see the client as both and individual and as a member of a particular group. Multicultural counseling requires the recognition of: (1) the importance of racial ethnic group membership in the socialization of the client; (2) the importance of and the uniqueness of the individual; (3) the presence of the place of values in the counseling process; and (4) uniqueness of learning styles, vocational goals, and life purpose of clients, within the context of principles of democratic social justice (Locke, 1986).

The Multicultural awareness continuum (Locke, 1986) was designed to illustrate the areas of awareness through which a counselor must go in the process of counseling a cultural different client. The continuum is linear and the process is developmental, best understood as a lifelong process.

n Self – awareness. The first level through which counselors must pass is self awareness. Self – understanding is a necessary condition before one begins the process of understanding others. Both intrapersonal and interpersonal dynamics must be considered as important components in the projection of beliefs, attitudes, opinions and values. The examination of one’s own thoughts and feelings always the counselor a better understanding of the cultural “baggage” he/she brings to the situation.

n Awareness of one’s own culture. Counselors bring cultural baggage to the counseling situation; baggage that may cause certain things to be taken for granted or create expectations about behaviors and manners. For example, consider your own name and the meaning associated with it. Ask yourself the cultural significance for your name. Could your name have some historical significance to cultures other than the culture of your origin? There may be some relationship between your name and the other of your birth. There may have been a special ceremony conducted when you were name.
The naming process of a child is one of the many examples of how cultural influences are evident and varied. Language is specific to one’s cultural group with their formal, informal, verbal, or nonverbal. Language determines the cultural networks in which an individual participates and contributes specific values to the culture.

n Awareness of racism, sexism, and poverty. Racism, sexism, and poverty are all aspects of a culture that most be understood from the perspective of how one view their effect both upon oneself and upon others. The words themselves are obviously powerful terms and frequently evoke some defensiveness. Even when racism and sexism are denied as a part of one’s personal belief system, one most recognize that he/she never – the – less exists as a part of the lager cultural. Even when the anguish of poverty is not felt personally, the counselor most come to grips with his/her own beliefs regarding financially less fortunate people.

Exploration of the issues of racism, sexism, and poverty maybe facilitate by a “systems” approach. Such an exploration may lead to examination of the differences between individual behaviors and organizational behaviors, or that might be called the difference between personal prejudice and institutional prejudice. The influence of organizational prejudice can be seen in the attitudes and belief of the system in which the counselor works. Similarly, the awareness that frequently church memberships exist along racial lines, or that some social organization restrict their membership to one sex, should help counselors come to grips with the organizational prejudice which they be supporting solely in the basis of participation in a particular organization.

n Awareness of individual difference. Some of the greatest pitfalls of the novice counselors are to over generalize things learned about a specific culture as therefore applicable to all members of the culture. A single thread of communality is often presumed to exist as interwoven among the group simply because it is observed in one or a few member(s) of the culture. On the contrary, cultural group membership does not require one to sacrifice individualism or uniqueness in response to the counselor who feels all clients should be tried as “individuals,” I say clients must be tried as both individuals and members of their particular cultural group.

Total belief in individualism fails to take into account the “collective family – community” relationship with exists in many cultural group. A real danger lines in the possibility that counselor may unwittingly discount cultural influence and subconsciously belief they understand the culturally different when, in fact they view others from their own culture’s point of view. In practice, that is put forth as a belief in individualism can become a disregard for any culturally specific behaviors that influence client behaviors. In sum, counselors must be aware of individual difference and come to believe in the uniqueness of the individual before moving to the level of awareness of other cultures.

n Awareness of other culture. The four previously discussed level of the continuum provide the background and foundation necessary for counselor to explore the varied dynamics of other cultural groups. Most cross – cultural emphasis is currently placed upon African Americans, Native Americans, Mexican Americans or Hispanics, and Asian Americans. Language is of great significance and uniqueness to each of these cultural groups, rendering standard English less than complete in communication of ideas. It is necessary for counselors to be sensitive to words which are unique to a particular culture as well as body language and other non verbal behaviors to which cultural significance is attached.

n Awareness of diversity. The culture of the United States has often been referred to as a “ melting pot.” These characterizations suggest that people come to the United States from many different countries and blended into one culture. Thus, old world practice were altered, discarded, or maintained within the context of the new cultures. For the most part, many cultural groups did not fully participate in the melting pot process. Thus, many African American, Native American, Mexican American, and Asian American cultural practice were not welcomed as the new culture formed.

Of more recent vintage in the term “salad bowl” which implies that the culture of the United State is capable of retaining aspects from all cultures (the values ingredients). Viewed in this manner, we are seen as capable of living, working, and growing together while maintaining a unique cultural identity. “Rainbow coalition” is other term used in a recent political campaign to represent the same idea. Such concepts reflect that many have come to refer to as a multicultural or pluralistic society, where certain futures of other culture are encouraged and appreciated by other cultural groups.

n Skills/Techniques. The final level on the continuum is to implement that has been learned about working with culturally different groups and add specific techniques to the repertoire of counseling skill. Before a counselor can effectively work with clients of diverse cultural heritage, he/she must have developed general competence as a counselor. Passage through the awareness continuum constitutes professional growth and will contribute to an increase in overall counseling effectiveness, but goes much further than that. Counselors must be aware of learning theory and hoe theory relates to the development of psychological – cultural factors. Counselors must understand the relationship between theory and counselors’ strategies or practices. Most importantly, counselors must have developed a sense or worth in their own cultures before attaining competence in counseling the culturally different.

ETHICS AND REGULATIONS OF CYBER – COUNSELING. Eric Digest.

Cyber Counseling, or Web Counseling, as it is called by the national board of Certified Counselors (NBCC), is defined by NBCC as “the practice of professional counseling and information delivery that occurs when client(s) and counselor(s) are in separate of remote locations and utilize electronic means to communicate over the internet. “This definition would seem to include Webpage, email, and chat rooms but nit telephones and faxes. The NBCC makes a statement that it does not advocate for or against Web Counseling (NBCC, 1998). Some therapists who say that cyber counseling is not counseling have Web sites available to people. Most of the Web sites have some kind of disclaimer stating that the information further is only advice, e – therapy, information and education, or a supplement to therapy.

One of the counseling profession’s main concerns will be of those who are unlicensed persons promoting themselves as competent Internet counselors. When a counselor is unlicensed, a state has no regulatory authority, unless there is a law in that state that will allow prosecution as a criminal act for practicing counseling without a license, or gives the board regulatory authority. Unlicensed Cyber counselors are almost legally untouchable especially when a disclaimer statement is displayed stating when they are doing is not therapy.

What are critical issues in cyber counseling?

1. Truth in advertising – does the site deliver what it promises?

2. Confidentially and privileged communication – are your transmissions safe? Who else in the counselee’s home or workplace (use of workplace computers for cyber counseling is not advised) has access to messages?

3. Duty to warn – is the cyber counselors able to discern when a person is a threat to self or others, and what is the cyber counselor’s obligation?

4. Competence – is the cyber counselor competent and licensed? What protection exists for the counselee?

5. Dual relationships – a predator type of cyber counselor could use the internet to take advantage of counselees, or to arrange subsequent meetings.

6. How does a counselee know that the assigned homework or specific directions are valid for the type of problem presented?

7. Some cyber counselor may do inadequate pre-screening of potential counselees.

8. There may be a lack of cyber counselor knowledge of the circumstances or culture of the client.

9. The anonymity of the counselee may be problematic for the cyber counselor.

10. Fee structures – vary how does a counselee determine a fair price?

11. Is the counselee actually receiving advice from the person who is on the web page? In text counseling how does one verify this?

STATE REGULATIONS AND CYBER COUNSELING

Similar to telemedicine, the issues of licensure and jurisdiction arise, except that counseling boards have not become to address the problem. A client who obtain counseling service via the Internet from a counselor licensed in the same state has recourse to that state’s regulatory board for any violations against either the state code or standards of practice. However, if a client has a complaint about a counselor license in another state, it is unclear in which state to register the complaint. As indicated earlier, state medical boards have addressed this issue, but not in a uniform manner.

The Federation of State Medical Boards (FSMB) produced model legislation regarding telemedicine. This proposal is less then helpful as a guide, as the main responsibility for who can and cannot practice telemedicine in the state is left to each state (Orbuch, 1997). The Health on the Net Foundation has a Code of Conduct for medical and health web site which might be a guide to those counselors who have Web pages, but counseling is nit specifically mentioned in any of their eight principles. (Health on the Net Foundation Code Conduct for medical and health web sites). The International Society for Mental Health Online was formed in 1997 “to promote understanding, use and development of online communication, information and technology for the international mental health community.” The principles are broad and not of the nature regulation. The American Telemedical Association has a policy that is compromise between having a national medical license and restrictive state regulation. It proposes that the state should not restrict “virtual travel” of its patients to seek medical advice outside of the state. It is also states that non-face-to-face encounter by a patient with a physician in another state is regulated by the physician’s home state.

The next step, then would be making a decision as a state whether or not to allow cyber counseling to be part of the definition of counseling within that state. On the other hand, not saying anything about cyber counseling may already allow it. States could follow the of the Telemedicine Development Act (Orbuch, 1997) and spell out, in detail, how reimbursement, confidentiality informed consent, and licensure specifically apply to electronic communications. As opposed to individual Internet therapists, some of the more credible counseling services are received through established intra-state networks, formed from telemedicine grants, when mental health centers network with referral from primary physicians. In these cases, there are no questions of credential or licensure, or client protection from ethics violations, because everyone is under the same state’s regulation and often use VTC. These networks, in some cases, are also eligible for Medical reimbursement (Health Care Financing, 1998).

Some states are requiring that doctors must be licensed in that particular state, even if holding license in the states of residence, to practice telemedicine. Credentials, length and type of post graduate experience, exams and fees vary substantially by state. If counseling were to follow this model, holding licenses could mean multiple exams, extra courses and expensive fees that would all serves s deterrents and drive the counselor out of cyber counseling. The counselor should be liable in differing standard in practice if license in two or more states, and would possibly have differing procedures regarding the reporting of abuse, billing issues, keeping records, and other standards of conduct (Whelan & Wood).

OTHER SALIENT ISSUES

1. Many colleges and universities are now offering distance courses and degrees via Internet. Will a counseling degree obtained via Internet be considered valid for a state license?
2. When using the Web for information purposes, how does one discern the validity of the information gathered, particularly that information which is health-related?
3. As technology become more sophisticated and more accessible, will video conferring become a standard, just as phone calls are now, not just in regular communications, but in cyber counseling as well?
4. Will the poor and underserved be part of the technological advances, or will they be increasingly left behind?

5. Data on counselors who have been sanctioned should become easier to access via states’ Web sites, and therefore, the public protection factor should increase.
6. Telemedicine has not yet solved the issue of being license in one state and operating via Internet in others; cyber counseling will find itself in the same vague positions.
7. NBCC, CACREP, the Ethics Committee of ACA and the AASCB should work together to develop a draft of standards for acceptable cyber counseling standards and practices and address Internet-based distance education courses for counselor licensure. National standards, endorsed by these organizations, might prevent disparity among state boards regarding cyber counseling.

CONCLUSION

Regulation is a complex issue. In telemedicine, some have advocated an international worldwide license. The hurdles are many, such as variety of educational standards and legal codes, not to mention determining who would administer this license. It would seem that a start might be a national counselor certificate in cyber counseling with states accepting that certificate and thus allowing its already licensed counselors to participate in cyber counseling, with the counselor subject to the jurisdiction of the state of license.

Cyber counseling in one form or another is upon us. (Lee, 1998). To dismiss it is unrealistic. We cannot ignore it, for to do is to allow it to progress unregulated and open to charlatans, with the result of diminishing the profession of counseling. To change the quagmire into a quest will require risk-takers who are willing to be forward thinkers, embracing technology as having the possibility of a positive effect on the profession, and bringing wellbeing to a greater number of people.

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