Discussion Questions
Questions you might ask a group to consider to help your organization decide what behavior requirements and expectations should apply when one adult works individually with a participant to support skills, development, or performance:
- In what settings do we currently offer one-on-one sessions (e.g., tutoring, music, coaching, counseling)?
- What risks arise when an adult and participant are alone for skill-building or feedback, even when intentions are good?
- Are all individual sessions observable and interruptible? Are our current physical spaces and scheduling practices designed for this?
- Should these sessions always be documented or approved in advance? If not, when is it acceptable to make exceptions?
- What feedback do we collect from participants and families about their experience in one-on-one sessions?
- How do we know when a one-on-one dynamic has drifted into overfamiliarity or emotional dependency?
- Should there be a limit to how many one-on-one sessions a single adult can have with the same participant?
- Are there safeguards in place for transportation, transitions, and post-session follow-up?
- Are staff aware that feedback, supervision, and transparency are part of protecting the relationship, not just oversight?
Behavioral Requirements & Expectations
Options to potentially help your organization describe safe, structured expectations for individual sessions that prioritize growth, transparency, and protection for all parties:
- Individual training sessions must be scheduled in advance, approved by a supervisor, and take place in observable, interruptible spaces. No informal or spontaneous one-on-one meetings may occur.
- We recognize that individualized attention can support development. But all sessions must be time-limited, clearly goal-oriented, and backed by structural safeguards.
- No session may occur behind closed doors or in secluded spaces. Doors must be open or have unobstructed windows. Supervisors must be aware of the session location and timing.
- All individual sessions must be documented in a log that includes the time, purpose, location, and who approved the session. Any deviation must be explained and reported immediately.
- Staff may not share personal stories, provide emotional support beyond their role, or allow sessions to become socially or emotionally intimate. The purpose is skill development, not relationship building.
- Supervisors must periodically review sessions and gather participant, caregiver, and other relevant feedback to monitor safety, appropriateness, and effectiveness. Feedback is not punitive—it’s protective.
- If a participant becomes emotionally dependent or shows signs of attachment to a particular adult, the situation must be reviewed. Adjusting assignments may be necessary to maintain healthy boundaries.
- We foster a culture where one-on-one sessions are never treated as private space. Supervisors, peers, and families are encouraged to observe, question, and support these sessions as a normal part of healthy program oversight.
- Transportation to or from sessions may not occur one-on-one unless pre-approved and documented. Transitions and waiting periods must be supervised or relocated to public settings.
- Virtual one-on-one sessions must follow the same rules: documented, observable, and reviewed. Private DMs, unsupervised video calls, or spontaneous messaging are not permitted.
- When in doubt, involve a second adult, reschedule, or move to a group format. No skill is worth sacrificing boundary clarity.