School Counselors

According to the American School Counseling Association, school counselors are responsible for providing direct and indirect student services through the delivery of school counseling curriculum, individual student planning, responsive services, referrals, consultation, and collaboration. Additionally, they develop programs for students, faculty, and parents while also building a network of connections and resources for students, families, and the staff.

In regard to comprehensive sexuality education, the role of a school counselor varies based on multiple factors which include state certification requirements and expectations, individual school district expectations, individual principal expectations, school counselors’ training and expectations, and the influence of the counselors’ environment and community.

Ethical and Legal Considerations
Ethical and legal issues may arise when working with minors around sexuality and sexual health. Miller and Upton (2016) identified two major areas school counselors should take into consideration when working with this population, which include the areas of imminent risk and confidentiality.

Just as school counselors are responsible for assessing for imminent risk related to suicidal and homicidal behavior, they are also responsible for assessing for imminent risk in the area of sexual health related issues. When determining imminent risk, school counselors should consider chronological age, developmental age, and frequency and intensity of risk behavior to determine whether to disclose confidential client information.

School counselors may also encounter issues related to confidentiality due to the fact they are working with students, who are minors, around topics of sexuality and sexual activity. Miller and Upton (2016) note that in addition to the issue of minor and guardian confidentiality rights, some states and school boards might have policies that dictate a school counselor’s behavior in relation to sexuality and sexual health related issues. Depending on the policies enacted by the school board or state, this could potentially place a school counselor in opposition with their ethical codes.

Ethical decision-making models can guide and support school counselors when dealing with ethical issues. One such model is Carolyn Stone’s Solutions to Ethical Problems in Schools (STEPS). This nine-step process includes:
1. Defining the problem emotionally and intellectually
2. Applying the ASCA ethical code and the legal issues
3. Considering the student’s chronological and developmental levels
4. Considering the setting, parental rights and minor’s rights
5. Applying the moral principle
6. Determining a potential course of action and its consequences
7. Evaluating the selected action
8. Consulting with peers
9. Implementing the selected course of action

When working with youth around sexuality and sexual health issues in the schools, it is imperative for school counselors to determine and follow a model for ethical decision making, have knowledge of the state laws, school district policies, engage in continuing education opportunities, join professional organizations, and consult with other professionals when ethical issues occur.

Creating a CSE Network
School counselors collaborate with many school health personnel (e.g. school nurse, health instructors, physical education instructors and/or life science instructors) to support the delivery of CSE curriculum in the schools. In addition to creating a supportive network within the schools, it is equally important for school counselors to build a supportive network in the larger community that can assist the school counselor and educators with resources for students and families. Learning for Action (2018) identified several tips for building a sustaining a CSE network, which include:

Identify the key players: Who are the administrators, counselors, educators, and community members that should be included in your network?
Do an assets and needs assessment: What are the local needs and local assets?
Start small and build momentum: Start cultivating relationships with key players and continue to expand.
Hold space for sharing and learning: Create time in the network meeting to identify successes and challenges and ask each other questions.
Get creative to overcome geographical barriers: Consider adding an option for people to attend through video or by phone.

Through education, collaboration, and advocacy, school counselors can create a positive school environment that will deliver comprehensive sexuality education to students and build a larger CSE network within the community to support and advocates for the sexual health and wellness of youth.

Resources for School-based Counselors

Future of Sex Education Initiative. (2012). National Sexuality Education Standards: Core Content and Skills, K-12 [a special publication of the Journal of School Health]. Retrieved from http://www.futureofsexeducation. org/documents/josh-fose-standards-web.pdf

Williams, R. (2007). Solutions to ethical problems in schools. American School Counseling Association. Retrieved from: https://www.schoolcounselor.org/Magazines/November-December-2007/Solutions-to-Ethical-Problems-in-Schools

ASCA (2018). The school counselor and prevention of sexually transmitted infections. Retrieved from: https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Prevention-of-Sexually-Tr

Learning for Action (2018). Strengthening sex ed through comprehensive sex ed networks: A case study from WISE California. Retrieved from: https://cardeaservices.org/wp-content/uploads/2021/09/WISECACaseStudy.pdf

American School Counselor Association. (2012b). The ASCA national model: A framework for school counseling programs (3rd. ed.). Alexandria, VA: Author.
Miller, V. & Upton, A. (2016). Sexually active and sexually questioning students: The role of school counselors.
Retrieved from: https://www.counseling.org/docs/default-source/vistas/article_2309c024f16116603abcacff0000bee5e7.pdf?sfvrsn=6
Dodson, T. (2009). Advocacy and Impact: A comparison of administrators’ perceptions of the high school counselor role. Professional School Counseling, 12(6), 480– 487. doi:10.5330/PSC.n.2010-12.480
Monteiro-Leitner, J., Asner-Self, K. K., Milde, C., Leitner, D. W., & Skelton, D. (2006). The role of the rural school counselor: Counselor, counselor-in-training, and principal perceptions. Professional School Counseling, 9(3), 248–251. doi:10.5330/prsc.9.3.g108486473q49kh1
Vaughn, L., Bynum, R., & Hooten, M. A. (2007). Perceptions of the school counselor’s role: A challenge for the profession. Alabama Counseling Association Journal, 33(2), 8–18. Retrieved from http://files.eric.ed.gov/fulltext/EJ901592.pdf
Miller, V. & Upton, A. (2016). Sexually active and sexually questioning students: The role of school counselors.
Retrieved from: https://www.counseling.org/docs/default-source/vistas/article_2309c024f16116603abcacff0000bee5e7.pdf?sfvrsn=6

Miller, V. & Upton, A. (2016). Sexually active and sexually questioning students: The role of school counselors.
Retrieved from: https://www.counseling.org/docs/default-source/vistas/article_2309c024f16116603abcacff0000bee5e7.pdf?sfvrsn=6
Miller, V. & Upton, A. (2016). Sexually active and sexually questioning students: The role of school counselors.
Retrieved from: https://www.counseling.org/docs/default-source/vistas/article_2309c024f16116603abcacff0000bee5e7.pdf?sfvrsn=6
Stone, C. (2013). School counseling principles: Ethics and law (3rd ed.). Alexandria, VA: American School Counselor Association.
Miller, V. & Upton, A. (2016). Sexually active and sexually questioning students: The role of school counselors.
Retrieved from: https://www.counseling.org/docs/default-source/vistas/article_2309c024f16116603abcacff0000bee5e7.pdf?sfvrsn=6