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There is no way to give one absolute set of guidelines for documentation in a school counseling setting. Each district and each school may have its own policies, based on the needs of its students or community. Having said that, here are some things to consider.
First, check with your supervisor to find out if there is a specific procedure or set of guidelines already in place. If there is, please use it, but you may also want to consider the following items so you can be as efficient and effective as possible, and so you can be prepared in case legal or ethical dilemmas arise. Unlike social workers and clinical counselors, whose documentation is considered “case notes” and may be read by various people, school counselors often keep “anecdotal notes, ” which are separate from the student’s permanent record, and kept in folders in each counselor’s private filing cabinet.
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I would encourage you to ask your supervisor in advance who has access to your files and who is allowed to see them upon request. For instance, if a parent asks to see your notes, are you allowed (or required) to grant that request? Does your administration have the right to access your files? It’s important to know this ahead of time.
If your records are considered “anecdotal notes, ” then they are your personal property and are not to be shown to anyone, under any circumstances. When I worked in the public schools, I was taught that if I physically show my notes to one other person, the notes become public property and can no longer be considered confidential, so anyone can see them – they could even be printed in the newspaper. Even if I was subpoenaed, I was instructed to take my notes with me and read from them in court, but not to visually show them or turn them over to anyone. Want to be your own boss? Learn about starting your own business with the following Web resources. Lesson plans for business, economics, finance and law are also included below. Malcolm Alexander, the acclaimed dyslexic sculptor, tells a story about one of his teachers who made a difference. According to Malcolm, that teacher said, When I teach, when I look at a student's work, I always try to find something nice in it. And then go into the rest of it. This is a gift you can give all students, but particularly those who are dyslexic: find something positive, something they have done well, and acknowledge it. They will remember that comment and you. As a teacher, you most likely already have a print-rich environment in your classroom. We know that all teachers, whether they are new to the profession or seasoned veterans, continue to look for suggestions and tweak their skills so they are better able to help their students.
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