Remote Counseling

Special Education Compliance and Training LLC (SECT LLC), through TeleHealth remote counseling, provides remote (virtual) counseling delivered by Licensed Specialists in School Psychology (LSSPs), Licensed Social Workers, Social Workers Interns, and Licensed Specialists in School Psychology and school psychologists. The service is provided during the school day, and the client must be in special education.

Remote counseling, often referred to as tele-counseling or e-counseling, allows therapists and students to connect through virtual platforms like video calls, phone calls, chat, or email. This approach enables interactions from virtually anywhere, provided there’s a reliable internet connection and a device such as a computer, tablet, or smartphone. Its growing popularity stems from the convenience, accessibility, and cost-effectiveness it offers, making it easier for agencies seeking mental health support for their students during the school day.

This procedure outlines all required steps, compliance expectations, documentation rules, and safeguards for delivering counseling services during the school day.
1. Pre‑Implementation Requirements
  • Obtain written authorization from the school district or charter school before providing remote counseling.
  • Secure informed written parent/guardian consent explaining purpose, confidentiality, technology, and limitations.
  • Confirm student eligibility for telecounseling and alignment with IEP counseling or behavioral goals.
  •  Verify technology access, including device, bandwidth, and private environment for the student.
2. Virtual Environment Setup and Security
• Use FERPA- and HIPAA‑aligned secure platforms (e.g., Zoom for Education, Google Meet Workspace, MS Teams for Education).
• Enable waiting rooms, unique meeting IDs, passwords, and locked sessions to prevent unauthorized access.
• Do not record sessions unless explicitly authorized in writing and required for instructional purposes.
• Ensure both psychologist and student use private environments and headphones to maintain confidentiality.
• Disable chat logging and file sharing unless needed for therapeutic activities.
3. Scheduling and Coordination
  • Coordinate schedules with teachers to ensure counseling does not conflict with core instructional minutes.
  • Notify parents and campus staff of scheduled counseling sessions.
  • Ensure the student is released from class at the correct time for counseling attendance.
  • Provide teachers with general non-confidential updates about scheduling or needed accommodations.
4. Counseling Session Procedures
  • Verify student identity at the start of the session.
  • Ensure the student is in a safe, private environment before beginning therapeutic discussion.
  • Open with a structured emotional/behavioral check‑in.
  • Deliver intervention aligned with student IEP, BIP, or counseling goals.
  • Engage students in reflection, skill practice, or application activities.
  • Close the session with a summary, coping strategies, and next steps.
  • Maintain therapeutic boundaries and avoid dual roles or non‑professional conversations.
5. Crisis Intervention and Emergency Protocols
  • Follow district crisis protocol when a student expresses self‑harm, harm to others, or immediate danger.
  • Stay connected with the student while another staff member contacts parents/guardians or campus leadership.
  • Call emergency services (911) if there is an imminent risk and no caregiver is at home.
  • Document all crisis actions thoroughly and notify appropriate administrators.
6. Documentation Requirements
  •  Record date, start/end time, session format, goals addressed, and student engagement/progress.
  • Enter service logs into the district’s secure platform (e.g., Frontline, PowerSchool).
  • Maintain confidential case notes separately from educational records, stored securely.
  • Document missed sessions, cancellations, or no‑shows.
  • For IEP students, complete required service tracking logs in accordance with IDEA.
7. Ethical and Legal Compliance
• Adhere to NASP, APA, and Texas State Board of Examiners of Psychologists ethics codes.
• Practice only within state lines unless licensed in both states involved.
• Maintain confidentiality except when safety concerns require reporting.
• Do not use personal devices unless secured with district privacy controls.
• Ensure ongoing professional development in telehealth practices.
8. Quality Assurance and Continuous Improvement
  • • Collect feedback from students, families, and staff to evaluate service efficacy.
  • • Review session data trends for progress monitoring.
  • • Regularly revise materials and interventions to enhance remote delivery quality.
  • • Participate in district or SECT LLC training on new telehealth tools.
  • • Ensure accessibility for students with disabilities including captions, visual supports, or interpreters.
9. References / Source Citations
  • Texas Education Agency. (2020). COVID‑19 Remote Counseling and Student Support Services Guidance.
    • National Association of School Psychologists. (2020–2023). Telehealth: Virtual Service Delivery Recommendations.
    • American Psychological Association. (2013). Guidelines for the Practice of Telepsychology.
    • ESC Region 13 (Texas). Guidance on Counseling as a Related Service.
    • Individuals with Disabilities Education Act (IDEA, 2004).
    • Family Educational Rights and Privacy Act (FERPA, 34 CFR §99).
    • HIPAA Privacy
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