Specific Concerns for Teachers, School Counselors, and Administrators

Social Issues Surrounding Harassment and Assault ◽

10.4018/978-1-5225-7036-3.ch011 ◽

2019 ◽

pp. 191-209

Author(s):

David Edward Christopher

Keyword(s):

School Counselors ◽

Physical Space ◽

Sexual Misconduct ◽

Professional Conduct ◽

Inappropriate Behaviors ◽

Instructional Settings ◽

Inappropriate Relationships ◽

Professional Interactions

This chapter describes the types of sexual misconduct most prevalent in schools and the types of professional conduct needed by educators to counteract these inappropriate behaviors. Teachers, school counselors, and administrators will learn the best ways to organize the physical space in several types of instructional settings as well as maintain professional interactions with students in all settings. Additionally, educators will learn to evaluate their own behaviors and how they may inadvertently be promoting inappropriate relationships between themselves and the students in their schools.

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Exploring the Role of School Counselors in Preventing and Addressing Educator Sexual Misconduct in K-12 School Systems

Social Issues Surrounding Harassment and Assault ◽

10.4018/978-1-5225-7036-3.ch015 ◽

2019 ◽

pp. 270-287

Author(s):

Charles Charlton Edwards

Keyword(s):

School Counselors ◽

Student Development ◽

School Environment ◽

Sexual Misconduct ◽

Collective Responsibility ◽

Safe School ◽

Asca Model ◽

Educator Sexual Misconduct ◽

K 12

The American School Counselor Association (ASCA) National Model for School Counseling highlights the role of professional school counselors in supporting the academic, personal social and career development of students. The ASCA Model further emphasizes the role of school counselors as leaders, advocates, consultants and collaborators for student development. The 2010 Ethical Standards for School Counselors further highlights students' rights to be treated with respect and dignity as well as their entitlement to a safe school environment that is free from abuse. This chapter explores the role of school counselors in working collaboratively to prevent and address sexual misconduct in schools. The author takes the position that the existence of sexual misconduct in any form hinders student development and directly undermines the efforts of educators to support their growth. The chapter emphasizes the importance collaboration, collective responsibility and the adoption of policies that effectively prevent and address sexual misconduct in schools.

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Exploring the Role of School Counselors in Preventing and Addressing Educator Sexual Misconduct in K-12 School Systems

Sexual Misconduct in the Education and Human Services Sector - Advances in Human Services and Public Health ◽

10.4018/978-1-5225-0657-7.ch012 ◽

2017 ◽

pp. 203-220

Author(s):

Charles Charlton Edwards

Keyword(s):

School Counselors ◽

Student Development ◽

School Environment ◽

Sexual Misconduct ◽

Collective Responsibility ◽

Safe School ◽

Asca Model ◽

Educator Sexual Misconduct ◽

K 12

The American School Counselor Association (ASCA) National Model for School Counseling highlights the role of professional school counselors in supporting the academic, personal social and career development of students. The ASCA Model further emphasizes the role of school counselors as leaders, advocates, consultants and collaborators for student development. The 2010 Ethical Standards for School Counselors further highlights students' rights to be treated with respect and dignity as well as their entitlement to a safe school environment that is free from abuse. This chapter explores the role of school counselors in working collaboratively to prevent and address sexual misconduct in schools. The author takes the position that the existence of sexual misconduct in any form hinders student development and directly undermines the efforts of educators to support their growth. The chapter emphasizes the importance collaboration, collective responsibility and the adoption of policies that effectively prevent and address sexual misconduct in schools.

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Responding to the Kerr/Haslam Inquiry

Psychiatric Bulletin ◽

10.1192/pb.30.6.207 ◽

2006 ◽

Vol 30 (6) ◽

pp. 207-209 ◽

Cited By ~ 1

Author(s):

Fiona Subotsky

Keyword(s):

Psychiatric Hospitals ◽

Sexual Misconduct ◽

General Medical Council ◽

Medical Council ◽

Professional Conduct ◽

Professional Misconduct ◽

The Public

In 2004 I was asked by the College first to respond to the Inquiry's questions and later to attend a ‘stakeholders' meeting’. This was not so much in my capacity as Treasurer but as an officer with an interest in the issue of risk and professional difficulties for psychiatrists. A review of the public reports from the General Medical Council (GMC) of their determinations in the Professional Conduct Committee had made it evident that sexual misconduct was probably the single greatest cause of a finding of serious professional misconduct against a psychiatrist. In addition, I had contributed to an earlier debate on sexual safety for women in psychiatric hospitals (Subotsky, 1991, 1993).

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Professional Conduct and Handling Misconduct in Psychotherapy: Ethical Practice between Boundaries, Relationships, and Reality

The Oxford Handbook of Psychotherapy Ethics ◽

10.1093/oxfordhb/9780198817338.013.81 ◽

2020 ◽

Author(s):

Irina Franke ◽

Anita Riecher-Rössler

Keyword(s):

Ethical Reasoning ◽

Code Of Conduct ◽

Sexual Misconduct ◽

Professional Conduct ◽

Ethical Practice ◽

Professional Relationship ◽

Professional Misconduct ◽

Professional Boundaries ◽

Boundary Violation ◽

Person Of The Therapist

The special nature of the professional relationship in psychotherapy requires a code of conduct that protects the patient, but also allows therapeutic flexibility. However, the limits of professional conduct are transgressed when a psychotherapist goes beyond his or her professional boundaries to satisfy his or her own needs. The implications of misconduct are considered to be particularly severe in psychotherapy. Misconduct has various faces and facets. Sexual misconduct is the most drastic form of boundary violation; however, this should not detract attention from other forms of misconduct, especially because they often precede the more severe boundary violations. Any form of misconduct is profoundly connected with the person of the therapist. Nevertheless, research often addresses the question of what professional misconduct is, rather than how ethical professional conduct can be facilitated. This chapter aims to give an overview of the current literature to (1) define professional conduct and outline ethical reasoning, (2) describe different forms of misconduct, (3) discuss options for prevention and intervention, and (4) discuss options for improving training of future psychotherapists.

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Prologue to the Forum: Vocabulary Across the School Grades

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00007 ◽

2019 ◽

Vol 50 (4) ◽

pp. 461-465 ◽

Cited By ~ 1

Author(s):

Suzanne M. Adlof

Keyword(s):

Word Learning ◽

Vocabulary Instruction ◽

Elementary Grades ◽

Reading Disorders ◽

Vocabulary Intervention ◽

New Words ◽

School Grades ◽

Grade Levels ◽

Ability Levels ◽

Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

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The Difficulties in Emotion Regulation Scale (DERS)

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000093 ◽

2013 ◽

Vol 72 (1) ◽

pp. 5-11 ◽

Cited By ~ 29

Author(s):

Elise S. Dan-Glauser ◽

Klaus R. Scherer

Keyword(s):

Emotion Regulation ◽

Well Being ◽

French Translation ◽

French Version ◽

Inappropriate Behaviors ◽

Initial Validation ◽

Difficulties In Emotion Regulation ◽

Instrument Measuring ◽

Highly Correlated ◽

Psychopathological Disorders

Successful emotion regulation is a key aspect of efficient social functioning and personal well-being. Difficulties in emotion regulation lead to relationship impairments and are presumed to be involved in the onset and maintenance of some psychopathological disorders as well as inappropriate behaviors. Gratz and Roemer (2004 ) developed the Difficulties in Emotion Regulation Scale (DERS), a comprehensive instrument measuring emotion regulation problems that encompasses several dimensions on which difficulties can occur. The aim of the present work was to develop a French translation of this scale and to provide an initial validation of this instrument. The French version was created using translation and backtranslation procedures and was tested on 455 healthy students. Congruence between the original and the translated scales was .98 (Tucker’s phi) and internal consistency of the translation reached .92 (Cronbach’s α). Moreover, test-retest scores were highly correlated. Altogether, the initial validation of the French version of the DERS (DERS-F) offers satisfactory results and permits the use of this instrument to map difficulties in emotion regulation in both clinical and research contexts.

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