1. + ETHICAL DILEMMA KRISTIN HODNEFIELD

2. + My Ethical Dilemma Laura is a 15 year old sophomore in High School and has come to you regarding the relationship issues she has been having with her boyfriend, Aaron. Laura began dating her boyfriend when she was a freshman and he was a senior in High School. He has since graduated and is now a freshman in College and is 19 years old. During your session Laura says she is contemplating having sex for the first time. Your concern as her counselor is that she may be in a situation where she would not otherwise feel pressured to move forward with a sexual relationship.

3. + Things to Consider You have known Aaron all throughout his High School life and know him to be very manipulative and not always the greatest influence on those around him. Throughout your investigation on Laura, you have learned that she is a vulnerable girl, which has a tendency to cause her to have low self-esteem. She also has a past history of depression and is easily coerced or influenced. You are worried she is not making the decision on her own, but is instead, being influenced by her boyfriend.

4. + Things to Consider Are you ethically held to disclose this information even though the relationship is consensual? Do you talk with the student about the possible legal ramifications of her decision, if she decides to move forward with the relationship?

5. + Step 1: Define the Problem Intellectually (the facts) She is underage, a sexual relationship could pose a legal risk for her boyfriend. The consequences of moving forward with a relationship. She is possibly being influenced in her decision by her significant other. Emotionally (personal feelings) I’m concerned for the student’s safety. I’m worried she isn’t making the decision for herself. Worried about possible legal ramifications for him.

6. + Step 2: Apply Ethics and Law ASCA & ACA Code of Ethics Standard A.1: Responsibilities to Students Your primary obligation is to the student. Standard A. 2: Confidentiality Making the student aware of times you will need to break confidentiality. Standard A. 7: Danger to Self or Others Your responsibility to report if you feel she is at risk. Standard B.2: Parents/Guardians and Confidentiality Collaborating with parents/guardians when necessary. Standard F.1: Professionalism Adhering to Ethical standards

7. + Step 2: Apply Ethics and Law Minnesota’s Consent and Confidentiality Legal Guidelines Minnesota State Statutes says that if an adolescent reveals having consensual sex with someone considerably older you do not have to report this under the mandated reporting as statutory rape. The only time you would have to mandate report, is if it the relationship also falls under child/sexual abuse. However, if the parents were to move forward with pressing charges with the police, he could face legal consequences.

8. + Step 3: Consider the Students’ Developmental Level How does the student’s developmental level affect the dilemma? She is a young girl in High School. She could be feeling pressured by her peers. She has a history of a depressive personality, which could be affecting her judgment. Her boyfriend has been known to manipulate, this could also be affecting her decision making process. She may not be fully aware of the emotional stressors of her decision. She is a minor, her parents may need to be involved if you felt that she was moving forward with a sexual relationship and she was being influenced or pressured into it.

9. + Step 4: Consider the Setting, Parental Rights and Minors’ Rights The Setting High School (Ages 14-18) Parental Rights Parents of minors have the right to be the guiding voice in their children’s lives, especially if it’s potentially harmful to herself or others. Minor Rights She has a right to confidentiality. She should also be aware of when confidentiality may need to be broken.

10. + Step 5: Apply Kitchener's Moral Principles Autonomy Self determination Helping the student to realize the different outcomes of her decision, help her to make her own decision on what she wants to do. Is she making this decision? Empowering and supporting the decision she makes. Beneficence Promoting the good of others Promote growth in the student and assist them with making the best decision for them. Keeping both him and her in mind

11. + Step 5: Apply Kitchener's Moral Principles Non-Maleficence Avoiding harm Is the decision she is choosing going to put her or others in any danger? Are you making this decision for you? Whatever, she decides, is the potential consequences worth it? Justice Equal treatment to all Would you have the same reaction with another student? Loyalty Student-focused Do you have the students’ best interest at heart?

12. + Step 6: Determine Potential Courses of Action and Their Consequences Speaking with her parents Could lose her trust. May not seek your help in the future. Trying to talk her out of it She could feel like you are pressuring her into a decision she may not want. Reporting the boyfriend Although not legally required to report, it could be considered statutory if they move forward with a sexual relationship. This would bring on potential backlash from school and student.

13. + Step 6: Determine Potential Courses of Action and Their Consequences Let her talk about it She may not make the decision you think is right, or in her best interest. If her parents find out they were not consulted, could bring on backlash. Discussing the topic of sex with her Could bring on issues with the school policy Keeping in mind community standards May not align with what they want discussed

14. + Step 7: Evaluate the Actions The option you selected that best fits your situation? My decision in this situation will be to let the student discuss the problems and issues she is having in her relationship and what she is considering in a judgment free environment. Discuss the potential risks and consequences of the courses of action she is considering. As well as the positives of the courses of actions she is considering Consult with the parents and make them aware of the situation, if necessary. While allowing the student to have input on how it is discussed. Support her decision Offer continued support to the student

15. + Step 7: Evaluate the Actions Stadler Test: If my choice was made public, would I stand by it? Yes, I believe this is going to be the best solution to the dilemma. Would I recommend my choice to a colleague? Yes, collaborating with the parents and the talking with the student multiple times and reviewing the options she has will help ensure she is making the decision that is right for her. Does this option raise new dilemmas? Parents upset if they weren’t consulted. Legal issues for him if the parents move forward with prosecution.

16. + Step 8: Consultation Jennifer Fingarson Big Lake High School (10 th and 11 th Grade) She suggested talking with the student, asking her if her parents are aware of the relationship. Meet with her several times to build a relationship, which would make her more likely to open up and take your advice towards the situation. Contacting the parents, she believes it’s very important to keep communication with the student and parents. Pat Morningstar Big Lake High School (11 th and 12 th Grade) She suggested talking with the student. Explaining the consequences and potential emotional risks. Last resort would be contacting parents.

17. + Step 9: Implement the Course of Action Meet with the student several times. This will allow her to discuss the problems she may be having in detail. This will also give you the opportunity to assess if she is making the decision for herself, or being influenced. Make sure she is aware of emotional risks that can potentially come from it. Also making her aware of the potential health risks. Making sure she is aware of safe sex practices. Offer support and understanding. Let her know that you will be there for her regardless of her decision.

18. + Step 9: Implement the Course of Action Does she want to tell her parents? Offer support and ways she can have a conversation with her parents. If you feel they need to be contacted after consulting with her. Give her input on how she would like her parents notified. Potentially give her a time frame in which she can tell them by. Conference call with parent and student. Offer to meet with both the parents and student together.