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• W16034637 abstract "Intervention, consultation, and programming for families experiencing divorce have been areas of emphasis within school settings for many years. With increases in incidence of divorce and single-parent homes, sensitivity to such familial concerns has been prominent within school settings. The primary focus of the professional literature has been on work with the parent and children as well as interventions with step-parents and step-children (Little, 1992; Nickerson, 1986; Wilcoxon, 1994). By contrast, commentary concerning parents has been focused more on personal concerns of the adult such as loss, reduced contacts with their children, and similar issues (Brody & Forehand, 1990; Wallerstein & Kelly, 1980). Counseling and programming in school settings that would involve the parent has been noted only occasionally in the professional literature (cf. Aiello & Humes, 1987; Frieman, 1994). The inclusion of parents in considerations by school counselors is reflected in Standard B.7 of the American School Counselors Association (ASCA) Ethical Standards (ASCA, 1992), which states: The school counselor is sensitive to changes in the family and recognizes that all parents, and noncustodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their position and according to the law. Such recognition of custodial and noncustodial in Standard B.7 is unique among ACA-affiliate groups regarding ethical precepts of practice. Because of the specific mention of the parent in this ethical premise, Standard B.1 of the ASCA Ethical Standards becomes particularly pertinent: The school counselor respects the inherent rights and responsibilities of parents for their children and endeavors to establish a cooperative relationship with parents to facilitate maximum development of the counselee. Wilcoxon (1994) noted specific examples of concerns affecting parents and their children, including adjustments to loss and separation in the early stages of divorce adjustment, issues related to relocation, parenting during visitation, remarriage, and similar developmental needs peculiar to parents. Considering these and related issues affecting the relationship between children and their parent as well as the ASCA Ethical Standards concerning services to and parents, school counselors are faced with some rather distinct questions concerning counseling, consulting, and programming to include parents. Of particular significance in this matter is whether the role and function of the school counselor might serve to assist in recognizing, involving, encouraging, and supporting the parent in order to minimize such inequities. This article offers commentary and suggestions for school counselors seeking to maximize inclusive efforts to involve parents in their plans for counseling services in the school setting. Custody: Definitions and Distinctions As an initial point of discussion, school counselors should have an understanding of the meaning of custody relative to children in their systems. Custody is a term used to reflect legal recognition of the decisionmaking rights of adults concerning the care of a minor child (Beis, 1984). In all states, custody is a legal right equally established with birth parents at the time of the birth of a child. Unless otherwise disrupted, custody rights are equivalent between birth parents. Custody rights will remain with birth parents until the child is no longer considered a minor, according to state definitions based upon age or other indices (Schweitzgebel & Schweitzgebel, 1980). However, in instances of departures from typical parental relationships (e.g., divorce, abandonment, death of both parents, etc.), formal changes in custody recognition are rendered by court decision. …" @default.
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• W16034637 title "Considerations for School Counselors Serving Noncustodial Parents: Premises and Suggestions." @default.
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