ICT Guidelines for Continued Guidance Counselling Delivery during Covid-19

A school may already have its own systems in place or consider

1. a)remote working during Covid-19 via MS 365 (1), and
2. b)a virtual school for ongoing care support via MS Teams (2).  Microsoft Teams is cloud-based team collaboration software that is part of the Office 365 suite of applications.  The core capabilities in Microsoft Teams include organisation messaging, calling, video meetings and file sharing. Organisations of all sizes can use Teams.  Chat enables private one-on-one or group conversations that are not in the public team channel.
3. Microsoft Teams integrates with other Office 365 applications, including Exchange, PowerPoint and SharePoint.

This is not written with the intention of saying that a) and b) are mandatory or the only way of working. They are offered as instances of what is possible.  The most important immediate task is to get up and running and familiar with whatever systems the management of the educational organisation has put in place. The purpose of mentioning MS Teams is to show that there are systems and applications which can make working with colleagues more integrated and seamless, and facilitate co-operative work and sharing.    However, no system is plain sailing and crossing over to a new system has to be well timed but there are always ways to get around difficulties including practical working together online with colleagues getting familiar with the new system and agreeing ways of working (3).

What follows are outlines of possibilities for working remotely.

Group Guidance

Continued curriculum via virtual classes for students using virtual classrooms to deliver guidance based items over Ms Teams, or, by adding from the list of education apps already in use in the Second Level and FET educational sectors (4).

Guidance Counselling

The guidance counsellor will find working within a virtual school MS Teams, is akin to their physical office within the normal school environment.  The guidance counsellor is contactable by email/phone call/SMS.  If the work email has changed, which is unlikely, a notice to that effect will be put on the old work email plus information on any extra new ongoing guidance counsellor contact methods and availability.  Other additions to remote practice include using Voice over Internet Practice (VoIP or digital voice) and protocol apps, like Zoom (5) or doxy.me (as listed in the Appendices), for one-to-one appointments, or, for group meetings, provided that screen sharing is disabled (6).  Zoom is not recommended if working from an Apple Mac/MacBook/ iPhone as there are possible security issues around use (7).

Care Team, Chaplain, Principal/Vice-Principal 

It is assumed that other members of the pastoral team, including Principal and Deputy Principal will also be on the same website domain of the school, and this will enable members of the whole school guidance group to be on its own protected individual MS Teams’ group and Chat in its own right.

Consent for Contacting Students

It is assumed that, with the approval of the Board of Management, the Principal of the school will have agreed with each member of staff the appropriate method(s) by which they may contact students in groups and individually and how students may contact members of staff.  This will have been conveyed to all parents/guardians, explaining the virtual school and new communications’ practices.                                                                                                                                 Should boards of management get advice to do so, they will have requested written (email) consent from parents/guardians to the new arrangements and possibly, email affirmation from students that they will comply with the new, additional school protocols now in place.

It is up to each guidance counsellor to ensure, from their side, in agreement with the Principal, that all their concerns regarding confidentiality in their work will be addressed.

It is worth remembering that, at the beginning of each school year, the School’s Rules of Conduct are sent to each home with the requirement that parent/guardian will sign and return, indicating understanding of, and willingness to support the Rules; the student also signs, indicating understanding of, and willingness to, abide by the Rules.   Most schools will require the School Rules, where applicable, to apply in the virtual school.

While the point regarding confidentiality for the work of the guidance counsellor has been made above, it is so important that it warrants its own space:                                                          

The key issue for the IGC is that the guidance counsellor works in cooperation with the Principal in agreeing what medium will be used, along with the scope of delivery for the duration of the Covid-19 emergency for that particular school; that a guidance counsellor works with due consideration to the limits of their own skill and competency and that each one is satisfied with regard to  the security and privacy of the tools/medium to be used.

Guidance Counsellor Contact re digital working 

Everyone is aware of theGeneral Data Protection Regulation (GDPR) (8), which came into effect 25 May 2018.

The first port of call for all guidance counsellors is the IGC Data Protection Handbook: A Guide to compliant management of personal data with reference to the GDPR (9), published 2018.  It covers comprehensively all aspects of GDPR and has a Q&A section that covers virtually all eventualities.

The Institute of Guidance Counsellor’s professional Code of Ethics (10) applies for its members irrespective of the medium of delivery, to include the practice of remote guidance counselling during the Covid-19 emergency.

Both Guidance Counselling: Core Competencies and Professional Practice, (IGC, 2018) (11) and the IGC’s The Data Protection Handbook (2020) (12) on all aspects of GDPR compliance as it applies to guidance counselling, as well as each school’s own policy on GDPR and acceptable internet use, are supporting guidelines for the guidance counsellor professional working remotely in the virtual classroom or with individual students.

N.B. Guidance Counsellors are encouraged to consult with IGC Protocols for Online Guidance Counselling beforeengaging with clients/students in online and remote guidance counselling.

The following extract below from the IGC GDPR, The Data Protection Handbook A Guide to compliant management of personal data with reference to the GDPR may prove useful.

The GDPR adopted the age of 16 years as the Digital Age of Consent. The requirements of GDPR also state that, “Where the child is below the age of 16 years, such (data) processing shall be lawful only if and to the extent that consent is given or authorised by the holder of parental responsibility over the child.”

However, “the GDPR stipulation that a child aged 16 or under requires parental or guardian permission to set up a social media account does not apply where that child is seeking counselling or support services.  An extension of that logic would imply that a child can avail of or approach a guidance counsellor without recourse to parental or guardian permission and, inversely that a guidance counsellor can engage with a student without needing separate permission to do so.” (13) p. 55

Social Media 

WhatsApp, Skype, Facebook and Twitter, are considered inappropriate communication media, among others, for engaging with clients in guidance counselling (14) (15). Social media is fraught with potential pitfalls for those working as guidance counsellors where confidentiality is paramount. There is a way to avoid what could be problematic and professionally unsound (16).

1. If schools do not already have MS 365, a licence is €10.50 per month (after a free month’s trial) and a school or training centre can create their Microsoft Teams (Virtual school model). Only people in the school can communicate with each other, likewise students to guidance counsellors and teachers, and may chat, video (via Zoom or doxy.me), and may also share documents.  It would not be wise to give student-to-student facility within MS Teams.

2. While it is likely that Managers/Principals, in consultation with in-house IT, will have decided the appropriate platform/s to use for classroom delivery/group work, options of remote platforms can be found at www.pdst.ie/DistanceLearning

3. It is essential to ensure that anti-virus software is always up to date on all devices being used.

4. Consider using a virtual private network (VPN) for security in the near future.  VPN is a network that is constructed using public wires — usually the Internet — to connect remote users to an organisation’s private, internal network as if their computing devices were directly connected to the private network (17).
5. In the case of a need to contact external services outside of the CFE/training website domain, for any one of a variety of reasons such as engaging in a remote meeting due to the need progress further a student’s presenting issue, or, due to concerns re child protection, to refer a matter in the first instance, to the Designated Liaison Person (DLP)(usually the Principal/Manager) or, to hold a case conference, webinar, or guidance practice-based supervision. Some guidance counsellors may consider using VoIP (voice over internet protocol) if the technology is available, via Zoom, doxy.me, or similar, in line with telephone provision and protocols and agreed CFE’s/Training Centre’s protocols.

6. Important to integrate each educational institution’s Internet Acceptable Usage policy, with practical considerations (protocols) for acceptable behaviour while on VoIP apps for guidance counselling.

7. Individual schools and ETBs will have their own Privacy, Staff & Service User IT Acceptable Use, and GDPR Policies in place.  This will cover taking of data and, storage of remote data in guidance working practice during Covid-19.                                          There will be additional considerations for specific guidance counselling interventions with clients, as per IGC Protocols for working remotely one-to-one with clients. This will direct with respect to hard copy data and files & soft copy data on CRM systems or devices. Schools may already be using, or wish to consider engaging external client relationship management software on secure cloud platforms (e.g.) CareersPortal, MyFuture+, REACH+, Salesforce or SalesPulse client platforms.

8. In some organisations, confidential records may not be stored digitally, but held securely.  Where a guidance counsellor is working in such conditions, initially, at least, the same procedure will apply at the remote working location. Such material will be returned to the secure setting within the workplace as soon as feasible.

9. All the following actions are carried out face to face when in the work place. When working remotely, however, the following options can be considered:

One-to-one: Telephone; video conferencing; email and SMS texts. One needs to be experienced and practised, as well as competent to work one-to-one with client via these media;

Interagency Face Meeting: Phone or agreed video conferencing platform;

One-to-One Supervision: Phone or video conferencing, as agreed;

Group Supervision:  Phone or video conferencing, as agreed;

CPD: Webinars via video conferencing or secure links from trusted providers;

Referrals to the guidance counsellor: depending on whether client/student, external agency or in workplace colleagues, email, phone or via MS 365.

10. Please note the concerns raised, and the protocols suggested, on the use of mobile phones in the IGC Interim Protocol Document, p. 2 (18) 

Access in each FET Centre/Guidance Service to Microsoft Office 365, will ensure capacity to access Microsoft Teams, supported by Zoom, doxy.me or other voice/video meeting, enabling the creation of virtual remote working services & centres. See list of options in the Appendices.

A Virtual Education & Training Centre/Guidance service 

• Virtual classes for students/postal correspondence of learning work/or remote platforms of education & guidance (e.g.) MyFuture+ or other secure cloud based client platforms to monitor client work remotely over Client Relationship Management (CRM).

• Guidance counsellors with classroom responsibilities can also create and use virtual classrooms to deliver career-based items over MS Teams, or, by adding from the list of education apps (19); some are in use already across education in FET.

• An MS Teams group can be created as FET centre/Adult Education service (Class or Centre advocate). Within a MS Team group would be the guidance counsellor and information officer, akin to their physical office within the normal service environment.

• The guidance counsellor would be added to the MS Team group under the adult education service domain as a specific group. Then contactable by email/ phone (addition on Outlook of out of office email in Outlook mailbox for incoming internal & external emails, stating ongoing guidance contact methods).

• The Guidance service, would also be on the same domain,(e.g.) www.cdetb.ie and thus able to be an individual MS Teams group in their own right, contactable by tutors for guidance queries via phone, email, chat function, SMS, or VoIP call or video.  External contacts for clients seeking information or guidance appointments can be booked via main Guidance service phone, email contacts.

Consent for Contacting 

All ETB training and service organisations such as Colleges of Further Education (CFE) and Outreach Young Adult may create their own, additional protocols to deal with online remote working.  It is up to each guidance counsellor to ensure, from their side, in agreement with management, that all concerns regarding confidentiality in their work are addressed.

It is assumed that all FET/Training Centres will already have policies on codes of behaviour and will have them adapted as necessary to address remote working with students/clients, including working with minors.  In the remote chance that they do not already exist, it is a reminder that, to cover ALL FET communications on VoIP (voice/video), and to ensure that career guidance counselling service communications can continue, an email note to parents/guardians, if under 18 years, to gain consent, or to client if over 18 years.

Key Issue                                                                                                                                                        

The key issue for the IGC is that, for the duration of the Covid-19 emergency, members continue to work in cooperation with  their Principal/Manager in agreeing what medium will be used to deliver the scope of service for the particular context or institution; that guidance counsellors work with due consideration to the limits of their own skill and competency, as per the IGC Code of Ethics, and that there is due consideration with regard to  the security and privacy of the tools/medium to be used. 

Considerations on the Digital Age of Consent 

The first port of call for all guidance counsellors is the IGC Data Protection Handbook: A Guide to compliant management of personal data with referenceto the GDPR, published 2018.  It covers comprehensively all aspects of GDPR (20) and has a Q&A section that addresses virtually all eventualities.

Further information regarding working with under 16’s:  The following extract below from the IGC GDPR, The Data Protection Handbook: A Guide to compliant management of personal data with reference to the GDPR, may prove useful.

 “The GDPR stipulation that a child aged 16 or under requires parental or guardian permission to set up a social media account does not apply where that child is seeking counselling or support services.  An extension of that logic would imply that a child can avail of, or approach a guidance counsellor without recourse to parental or guardian permission and, inversely that a guidance counsellor can engage with a student without needing separate permission to do so.” (21) (IGC Data Protection Handbook, p. 55)

WhatsApp, Skype, Facebook or Twitter, are considered inappropriate communication media for engaging with clients in guidance counselling. (22)(23) 

Consider Integrating each ETB’s own guidance service and Staff & Service User Internet Acceptable Use Policy with practical considerations for acceptable behaviour while on VoIP apps for guidance counselling.

Guidance Counsellor Contracting  

A statement of informed consent & contracting will be reviewed and signed by an adult client of online guidance service (See also Contracting at the introduction to this document). 

1. If FET centres & guidance counselling services do not have Ms365, a licence is €10.50 per month (after 1 free month’s trial), a CFE/training centre can create their Microsoft teams (Virtual service model). Only people on the service domain (e.g.) www.cdetb.ie  can communicate with each other.

2. It is essential to ensure that anti-virus software is always up to date on all devices being used.

3. Consider using a virtual private network (VPN) for security in the near future.  VPN is a network that is constructed using public wires — usually the Internet — to connect remote users to an organisation’s private, internal network as if their computing devices were directly connected to the private network (24).

4. VoIP (voice/video over internet): While there is video available, which is integrated via Skype on the MS Teams apps platform, for security reasons, it is advisable not to use it, and Zoom or doxy.me are alternative  platforms, provided that screen sharing is disabled.  This gives the host control over which screens are shared, preventing outsiders invading the meeting.  Zoom or doxy.me also have features including, raise hand, mute voice/video, along with other voice/video options referenced in the Appendices.

5. In the case of a need to contact external services outside of the CFE/training website domain, for any one of a variety of reasons such as engaging in a remote meeting due to the need progress further a student’s presenting issue, or, due to concerns re child protection, to refer a matter in the first instance, to the Designated Liaison Person (DLP)(usually the Principal/Manager) or, to hold a case conference, webinar, or guidance practice-based supervision. Some guidance counsellors may consider using VoIP (voice over internet protocol) if the technology is available, via Zoom, doxy.me, or similar, in line with telephone provision and protocols and agreed CFE’s/Training Centre’s protocols.

6. Those working in adult guidance should continue to use the online system agreed with management for the logging of guidance counselling notes. If a guidance service does not have access to Adult Guidance Management System (AGMS) consider alternative, Customer Relationship Management (CRM) databases, or remote working guidance platforms (e.g.) MyFuture+, CareersPortal, REACH+, Salesforce or SalesPulse.

7. All the following actions are carried out face to face when in the work place. When working remotely, however, the following options can be considered:

   One-to-one: Telephone; video conferencing; email and SMS texts. One needs to be experienced and practised, as well as competent, to work one-to-one with client via these media;Interagency Face Meeting: (25) Phone or agreed video conferencing platform;One-to-One Supervision: Phone or video conferencing, as agreed; Group Supervision:  Phone or video conferencing, as agreed; CPD: Webinars via video conferencing or secure links from trusted providers;  Referrals to the guidance counsellor: depending on whether client/student, external agency or in-school colleagues, email, phone or via MS 365.

8. Please note the concerns raised, and the protocols suggested, on the use of mobile phones in the IGC Interim Protocol Document, p. 2 (26) 

See also Appendix 2 for Further Information

Options to Consider if Remote Working and/or using Community Building Applications and/or Communications options  

Communications

• LinkedIn for professional peers & interagency non-client contact & posts www.linkedin.com

• Outlook: Microsoft 365 based cloud Email for incoming & outgoing queries & contacts  https://products.office.com/en-ie/products

Outgoing notifications newsletters 

• Mailchimp www.mailchimp.com

Virtual School hosting platforms 

• Microsoft 365 Teams    https://products.office.com/en-ie/microsoft-teams/group-chat-software

https://www.linkedin.com/pulse/6-pitfalls-avoid-when-using-microsoft-teams-matt-wade

Voice & Video Communications platforms 

• Zoom

https://www.zoom.us/

https://www.youtube.com/watch?v=ZWkdsgTlbeM  For help with setting up Zoom 

https://www.youtube.com/watch?v=nhYJYm6KSZg  Re security issues when using Apple Mac/MacBook/iPhone 

• Doxy.me

https://help.doxy.me/en/articles/3654221-doxy-me-internationally

https://help.doxy.me/en/articles/95911-is-doxy-me-secure                                              https://doxy.me

Client Relationship Management (CRM) and Data Recording Platforms 

Client relationship management systems (CRM) are used by guidance counsellors to record client notes, interventions, actions and plans following appointments.

Active data recording systems

Active data recording & Client Relationship Management (CRM) Systems allow the guidance counsellor oversight of client counselling progress on actions set through cloud based admin function 

• Work experience+

https://careersportal.ie/guidance/index.php

• Reach+

https://careersportal.ie/guidance/index.php

• My Futures+

https://careersportal.ie/guidance/index.php

Passive data recording systems

Passive Client relationship management systems do not allow the guidance counselloroversight of progress in client counselling actions, only the recording of actions and next steps until the client is in contact again. 

• Salesforce

https://www.salesforce.com/

• SalesPulse AGMS / (Adult Guidance Data Management System) https://www.salespulse1.com/ncgesystem3/

• MindaClient

www.mindaclient.com