Slučajevi

I am a high school counselor in Texas, where state law requires me to notify a parent or guardian if I believe a student poses a danger to themselves. But the law and the ethics are not always aligned. A 16-year-old sophomore I have been seeing weekly for five months told me during a session that she has been cutting her forearms after exams. She showed me the marks — superficial, not life-threatening — and said she has no plan to go further. Then she looked me in the eye and said: 'If you tell my parents, I will never trust another adult again. I will just lie from now on.' She is right that her parents would overreact. They are the perfectionist type who grounded her older brother for a B+ and threatened military school for missing curfew. I have met them. Telling them could replace a coping mechanism with a punitive crackdown that drives the behavior deeper underground. Not telling them violates my legal duty and risks escalation if I misjudge the severity. The research on adolescent self-harm suggests that forced disclosure to parents improves safety outcomes in acute cases but damages the therapeutic alliance in non-acute cases, and that damage can reduce future help-seeking. But every study has a footnote: 'when the parent responds supportively.' I cannot guarantee that here. This is not the dramatic case of a student with a plan and a means. This is the quiet, daily dilemma of a counselor sitting with a kid who has trusted me, weighing the concrete harm of betraying that trust against the abstract duty of a mandatory reporter statute. When the student is not in imminent danger but has explicitly withheld consent, what should I do?

Across the fiber arts world, workshops in natural dyeing, spinning, and weaving techniques draw heavily on traditions rooted in Indigenous, African, and Asian communities - yet many classes teach these skills without naming where they come from. Proponents say acknowledgment is a basic ethical practice and a step toward decolonizing craft education. Opponents argue that skill-sharing should transcend cultural boundaries and that mandatory crediting creates gatekeeping and stifles creative exchange. Where is the line between appreciation and appropriation in the teaching studio?