Fairness

Artifacts for Fairness:

KBreen-Using Normed, Valid, and Reliable Tests to Guide Decision-Making 

Reflection:

Reflecting on my development as a school counselor in training, I have become increasingly aware of the importance of promoting social justice and equity in various contexts. As a future school counselor, I recognize that creating an inclusive and equitable school environment is crucial for supporting all students, particularly those from historically marginalized or underserved backgrounds. Social justice in my role involves advocating for policies that promote equal access to opportunities and ensuring that each student feels valued, heard, and supported regardless of race, gender, socioeconomic status, or ability. I aim to challenge systemic inequities by dismantling barriers within the school community, such as addressing biases in academic tracking or advocating for resources in underfunded schools. In practical terms, this could be like facilitating group discussions on diversity and inclusion or implementing programs that provide access to mental health resources for students who face socio-economic challenges. 

Confidentiality is another critical aspect of my growth as a school counselor. I have learned that maintaining appropriate standards of confidentiality is not just an ethical obligation but also a way to build trust with students and their families. As a counselor, I know the sensitive nature of the information I may encounter. I understand the importance of respecting privacy in individual counseling sessions and when handling records. Confidentiality is not absolute; I must always be prepared to navigate complex ethical dilemmas, such as disclosing information to protect a student's well-being. In maintaining confidentiality, I rely on clear communication with students about the limits of confidentiality and work diligently to keep their trust while complying with legal and ethical obligations. 

Fairness is another cornerstone of my development as a counselor in training. I understand that fairness extends beyond treating every student the same. It is about giving each student what they need to succeed. This also applies to assessment practices, where I strive to create an environment where all students have equal opportunities to showcase their strengths. Fairness in assessment means I must be conscious of biases in standardized tests and observational evaluations. I recognize that factors such as language barriers, cultural differences, and socioeconomic status can affect the performance of particular students. I aim to use diverse, culturally responsive assessment methods considering each student's strengths and challenges. By doing so, I ensure that assessments are used to support, not penalize, students in their academic and personal growth. 

In summary, my journey as a school counselor in training is marked by a deep commitment to social justice, confidentiality, and fairness. These principles guide my actions in creating a supportive and equitable environment for all students, ensuring that their rights are upheld and their voices are heard. As I continue to grow, I am committed to integrating these principles into my practice and positively impacting the lives of the students I serve. 

Professional and Ethical Standards:

ASCA Standard: M2. Every student should have access to and opportunity for a high-quality education.

ASCA Ethical Standards for School Counselors: A.10. Marginalized populations, A.2. Confidentiality, E. Maintenance of standards

CACREP Standard: G.3.14. Use of accountability data to inform decision-making

Guiding Questions:

1. How does the school counselor in training (SCIT) promote social justice and equity in multiple contexts? 

As a school counselor in training, I promote social justice and equity by creating a safe, inclusive environment where all students feel valued and supported, regardless of their background or circumstances. This involves facilitating programs that encourage empathy, understanding, and appreciation for differences while collaborating with teachers to prevent bullying and discrimination. I also advocate for students facing challenges related to socioeconomic status, disabilities, or language barriers, helping connect them with necessary resources and support. Additionally, I ensure that counseling services are accessible to all students and families, reaching out to those who may not seek help independently. Ultimately, my role is to ensure that every student has equal access to opportunities and the support they need to succeed. 

2. What does it look like for the SCIT to maintain appropriate standards of confidentiality?

As a school counselor in training (SCIT), maintaining appropriate standards of confidentiality is essential to building trust with students and their families. It means ensuring that the sensitive information shared during counseling sessions is kept private unless there is a concern for the student's safety or well-being. For example, I would make it clear to students at the start of our sessions that while I will keep most of what they share confidential, there are times when I must break confidentiality if they are at risk of harm or if a trusted adult needs to be involved to support them. I would also keep any records, notes, or documentation related to counseling sessions secure and only share this information with authorized personnel, such as other school staff or parents, when necessary and with the appropriate consent. By respecting and maintaining confidentiality, I create a safe space where students feel comfortable sharing their thoughts and concerns, knowing their privacy will be respected. 

 3. How does the SCIT exercise fairness in all areas, including assessment? 

As a school counselor in training (SCIT), exercising fairness in all areas, including assessment, involves ensuring that every student is treated equitably and has an equal opportunity to succeed. When it comes to evaluations, I aim to recognize and address any factors that could impact a student’s performance, such as language barriers, learning differences, or cultural backgrounds. This means using various assessment tools and strategies to ensure I capture a holistic view of each student’s strengths and needs rather than relying solely on standardized tests. I also ensure that my assessments are inclusive and accessible to all students, providing accommodations when necessary to ensure every child is allowed to demonstrate their abilities. Additionally, I work to ensure that my observations or evaluations are free of bias, being mindful of how factors like race, gender, or socioeconomic status might influence my perceptions. By striving for fairness in assessments, I aim to provide all students with the support and resources they need to succeed and thrive.