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Standards of Practice for California Community College Counseling Faculty and Programs The Academic Senate for California Community Colleges Adopted Spring 1997; Revised and adopted Fall 2008

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Standards of Practice for California Community College Counseling Faculty and Programs

Th e A c a d e m i c S e n at e f o r C a l i f o r n i a C o m m u n i t y C o l l e g e s

Adopted Spring 1997; Revised and adopted Fall 2008

Counseling and Library Faculty Issues Committee 2006-2007Greg Granderson, Chair, Santa Rosa Junior College

Joseph Friedman, Library Science, Santa Rosa Junior College

Laura Mathis, Counseling, San Diego Mesa College

Audrey Moore, Counseling, Antelope Valley College

Cheryl Stewart, Library Science, Coastline College

Chris Sugiyama, Counseling, Cerritos College

Counseling and Library Faculty Issues Committee 2007-2008Michelle L. Pilati, Chair, Rio Hondo College

Kevin Bontenbal, Library Science, Cuesta College

Stephanie Dumont, Counseling, Golden West College

Maria Elena Gressel, Counseling, Evergreen Valley College

Angel Lujan, Counseling, Mount San Antonio College

Char Perlas, Counseling, Mission College

Chris Sugiyama, Counseling, Cerritos College

Special thanks to Sylvia Bello-Gardner, Gloria Montenegro Bridges, Timothy Kyllingstad, and Belen Torres-Gil for their contribution to this document.

Standards of Practice for California Community College Counseling Faculty and Programs

T h e A c a d e m i c S e n at e f o r C a l i f o r n i a C o m m u n i t y C o l l e g e s

Adopted Spring 1997; Revised and adopted Fall 2008

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Core Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Academic Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Career Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Personal Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Crisis Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Participation and Advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Program Review and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Training and Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Ethical Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

The Counseling Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Confidentiality, Privileged Communication, and Privacy . . . . . . . . . . . 12

Professional Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Relationship With Other Professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Evaluation, Assessment, and Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . 13

Supervision, Training, and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Research and Publication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Resolving Ethical Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Organization and Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Physical Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

New Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Review of Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Appendix: American Counseling Association Code of Ethics . . . . . . . . . . . . 23

Introduction

Counseling programs in the California Community colleges play a key role in helping students succeed. Over the years, the functions counseling departments perform have increased significantly, further exacerbating the ever-present pressure to serve more students in cost-effective ways. As a result of the expansion of services absent the resources to ensure the provision of such services, the question has arisen as to what roles counseling faculty should play in the delivery of services to students. To clarify these roles, the Academic Senate for California Community Colleges (Academic Senate) developed a policy paper, The Role of Counseling Faculty in the California Community Colleges, which was adopted at its Spring 1995 Plenary Session. This paper provides useful background on counseling in the California community colleges. The reader is also referred to a paper adopted by the Academic Senate in 2003, Consultation Council Task Force on Counseling, which provides further discussion of the role of counseling faculty, the importance of counseling faculty in facilitating student success, and information on perceptions of the state of counseling in our system.

While The Role of Counseling Faculty in the California Community Colleges described the range of activities of counseling faculty, it did not set out standards for how those roles were to be performed. Specific standards for some elements of counseling services have appeared in regulation, accreditation guidelines, and ethics statements; but nowhere had these standards been collected, reviewed, and presented systematically to the community college counseling field until the first version of this paper, Standards of Practice for California Community College Counseling, was developed and adopted by the Academic Senate in 1997. The original paper and this revision outline effective practices, by addressing the issue of standards of practice and service for California community college counseling faculty and programs. This revision serves as an update, reflecting changes that have transpired in the student services area and incorporating philosophical changes in approaches to counseling. The document has also been renamed to recognize that counseling faculty and counseling programs are separate entities; there are services that a counseling program may provide but that may not be specifically a function of counseling faculty.

| 1 Standards of Practice for California Community College Counseling Faculty and Programs

This paper was developed by the Counseling and Library Faculty Issues Committee of the Academic Senate, with assistance from others in the field. The Academic Senate is dedicated to fostering the effective participation of all faculty in academic and professional matters and is directed in its activities by resolutions proposed by community college faculty throughout the state and considered for adoption by representatives of the various colleges. This paper, and the one that precedes it, were developed to address needs recognized by means of the Academic Senate for the California Community College’s resolution process. Faculty seeking to effect change are encouraged to use their local senate, as well as the Academic Senate, to facilitate improvements in how we serve our students.

This paper asserts that there should be a set of universal standards of practice for all community college counseling programs, regardless of institutional or departmental size or fiscal constraints. Complying with these standards requires both adequate staffing and support. These standards are set out in six areas:

A. Core Functions,

B. Ethical Standards,

C. Organization and Administration,

D. Human Resources,

E. Physical Facilities, and

F. New Technologies.

These standards have been developed by counseling and other faculty through review of current practice, policy, and legislation; study of national standards for the counseling discipline; and projection of needs for future practice. They are designed to be specific enough to be meaningful, yet general enough to allow flexibility in meeting local needs and constraints. They are intended to be used in the design, development, and review of counseling department policies and practices.

2 | Standards of Practice for California Community College Counseling Faculty and Programs

A . Core Functions

to aCComplish their mission in providing essential support to community college students, counseling programs perform a set of core functions through individual and group interactions, as well as classroom instruction. While differences in student populations and institutional priorities may affect the resources dedicated to these functions within individual counseling programs, nevertheless, these functions are so fundamental to the mission of community college counseling that every program, whether general, categorical, or aimed at specific populations, should perform them. These functions are derived from Title 5 Regulations and from materials from the American Counseling Association.

Academic counseling, in which the student is assisted in assessing, planning, and implementing 1) his or her immediate and long-range academic goals.

Career counseling, in which the student is assisted in assessing his or her aptitudes, abilities, 2) and interests, and advised concerning current and future employment trends.

Personal counseling, in which the student is assisted with personal, family or other social 3) concerns, when that assistance is related to the student’s education.

Crisis intervention, either directly or through cooperative arrangements with other resources on 4) campus or in the community.

Conducting outreach to students and the community to encourage them to avail themselves 5) of services, focused on maximizing all students’ potential to benefit from the academic experience.

Participating in the college governance process and advocating to make the environment as 6) beneficial to the intellectual, emotional, and physical development of students as possible.

Researching and reviewing counseling programs and services with the goal of improving their 7) effectiveness.

Training and professional development for counseling staff, interns, and others in the college 8) community.

A detailed review of each function and its related standards follows this introduction. Although the first three core functions—academic, career, and personal counseling—are described below as separate and distinct functions, in practice they are often inextricably related. The structure of community college counseling programs should be based on the recognition of the student as a whole and complex human being with concerns and issues that are not completely distinct or separate; academic issues intertwine with career issues, and with personal life-coping issues.

An overarching principle that underlies all counseling activities is an appreciation of and respect for the diversity of the student population. All students must be counseled with a respect for their

| 3 Standards of Practice for California Community College Counseling Faculty and Programs

origins and cultural values. Counseling faculty need to be aware of how their own unique cultural backgrounds and experiences may influence their attitudes, values, and biases about students’ psychological processes.

Counseling faculty need to develop knowledge about how oppression, discrimination, and stereotyping affect them personally and influence their work; and how such attitudes and behaviors might impinge upon the lives of their students. Counseling faculty should actively seek out educational and life experiences that enrich their cross-cultural knowledge, understanding, and skills in order to provide more culturally sensitive and effective counseling.

Counseling faculty should acquire specific knowledge about the characteristics of the student populations with which they work, as well as in the community as a whole. They should develop an understanding of how race, culture, ethnicity, gender, sexual orientation, age, physical or mental disability, religion, marital status, socioeconomic status and the like affect personality formation, career choices, learning styles, help-seeking behavior, and the appropriateness of counseling approaches. An understanding of the impact of unique life experiences, such as serving in the armed services or having been incarcerated, should also guide counseling faculty in their interactions with students.

In any given counseling session, counseling faculty use their understanding of human and student development, as well as counseling theories, to provide the combination of services that address each student’s particular needs in an integrated fashion. In recognition of the complexity of student needs and life circumstances, counseling services should be delivered in a variety of ways, including online and face-to-face individual and group counseling, workshops, and college courses.

Academic CounselingAcademic counseling services include assessment using multiple measures and diagnosis of 1) students’ academic abilities, disabilities, strengths and weaknesses; help in clarifying academic goals and selecting a program of study; educational planning for transfer, associate degree, and certificate programs; assisting with clarifying choices and actions, as well as decision-making, planning, and transitioning; making referrals to other support services when a need is indicated; intervening when students’ academic performance is at risk; and providing follow-up (e.g., academic mentoring, early alert processes, and probation counseling).

Counseling faculty must ensure that their knowledge of the nature and requirements of the 2) various disciplines offered at their college is accurate and current by establishing strong links

with other faculty, in order to effectively provide educational planning services for transfer, 3) career preparation, degree completion, and certificate programs.

Counseling faculty assist students in transitioning to college through pre-enrollment advising 4) during high school, and through re-entry and community outreach.

4 | Standards of Practice for California Community College Counseling Faculty and Programs

Counseling program services should include assisting students in transitioning to 5) baccalaureate-granting institutions through such services as transfer workshops, university application workshops, university representative visitations, “college day” events, and courses taught by counseling faculty. These transfer services should be offered through regular counseling departmental activities as well as by transfer centers. It is important that transfer counseling be an integral part of the counseling program services and not relegated solely to the transfer center on each college campus. Minimum program standards for transfer centers are established by Title 5 § 51027 and include the provision of academic planning for transfer, supporting and monitoring the progression of transfer students, and the provision of “a resource library of college catalogs, transfer guides, articulation information and agreements, applications to baccalaureate institutions, and related transfer information.”

Counseling faculty should work closely with articulation officers to ensure that their college’s 6) articulation reflects the needs of students. Colleges should ensure that faculty articulation officers are given enough reassigned time to perform their function. Counseling faculty must have ready access to accurate, up-to-date articulation agreements established between their college and neighboring four-year colleges and universities.

Counseling faculty must stay current on transfer requirements, including admission, general 7) education, and major requirements for the transfer institutions in their region. Counseling faculty need to regularly participate in transfer conferences and workshops, such as those conducted by the University of California, California State University, and the Association of Independent Colleges and Universities.

Counseling programs must work closely with their college’s matriculation program, especially 8) in the areas of assessment interpretation, application of multiple measures, orientation program development, academic counseling and advising services, follow-up, and prerequisite and corequisite implementation.

Counseling faculty assist students through the processes of transcript valuation/9) interpretation, and general education transfer certification.

Counseling faculty should develop curriculum and offer courses and workshops that teach 10) the skills needed for student development and academic success, such as study skills, note taking, and time management. In addition, counseling faculty and faculty in other departments should collaborate to develop discipline-specific academic success courses.

Counseling faculty should introduce students to Internet resources and software related to 11) college services (i.e., registration, grade access), transfer, and career options in order to assist them in becoming more self-reliant, critical, and independent researchers and learners.

| 5 Standards of Practice for California Community College Counseling Faculty and Programs

Career CounselingCounseling faculty teach the career development process and its importance in setting and 1) achieving academic and life goals.

The career development process should be taught as holistic and lifelong. Counseling faculty teach 2) students to examine their lives as a whole—values, interests, aptitudes, and life circumstances. Students need to be made aware that career skills learned now, such as career search and decision-making methods, may be useful throughout a lifetime.

Career counseling services should be delivered in a variety of ways, including online and face-to-3) face individual and group counseling, workshops, and college courses.

Career counseling services include assisting students in clarifying career goals, through intake 4) interviews and administration and interpretation of career assessment instruments; instruction in career exploration using the latest technology and methods; and instruction in career goal-setting and decision-making.

Counseling departments should include a career center that houses up-to-date information on 5) career research, labor market, educational programs, and all aspects of the career development process. Technical assistance, electronic resources, and equipment need to be available to help students access this information.

Services should include assistance with job placement and the job search process, including 6) instruction in resume preparation and interviewing skills.

Career counseling services should reach out to students who have not declared a major to assist 7) them in setting academic and career goals.

Counseling faculty should serve on career technical education (CTE) program advisory 8) committees and create on-going partnerships with CTE faculty for the purpose of staying current on local labor market trends and employment demands.

Counseling programs should establish liaison relationships with other career-related programs, 9) such as Regional Occupational Centers and Programs (ROCPs), work experience programs, job-training programs, school-to-work initiatives, intersegmental projects, and private industry councils.

Personal CounselingPersonal counseling services must be available to students whose personal life issues interfere 1) with their academic success. These include, but need not be limited to individual and group counseling, crisis intervention, support groups, and courses or workshops on personal life issues (e.g., dealing with self-esteem issues, stress management, and substance abuse prevention). While counseling faculty should be prepared to provide some of these services, referrals to mental health professionals should be made as needed.

6 | Standards of Practice for California Community College Counseling Faculty and Programs

Counseling faculty should develop curriculum and offer courses and workshops that 2) encourage the holistic development of the student as a functioning member of society (e.g., courses in personal development and life-coping skills).

Counseling programs should maintain up-to-date information on college and community 3) resources and should refer students to appropriate services as needed.

Crisis Intervention

As part of their mission to provide assistance with personal life issues, counseling programs 1) should have a system that assists students in acute emotional distress, including an intervention plan for students in personal crisis who require immediate attention.

For situations when a student is a potential danger to self or others, districts should have 2) a clear policy of who has authority to make such determinations, and specific procedures to be followed. Counseling faculty should verify that such policies exist and, if not, be a catalyst for policy development.

Counseling faculty should work closely with administration and outside agencies to ensure 3) that the needs of students in crisis are met and that personnel appropriate to assist in such situations are available.

Counseling faculty should participate in the creation and implementation of campus-wide 4) crisis intervention efforts.

Counseling faculty should be familiar with district disaster plans, and be prepared to assist 5) students in the event of a disaster on campus.

Outreach Counseling programs should make proactive efforts to reach out to both current and potential students. Such outreach should respond to the diversity of race, culture, ethnicity, gender, sexual orientation, life experiences, age, physical or mental disability, religion, marital status, and socioeconomic status among students, and to any groups in need that can be identified, such as undeclared, basic skills, and at-risk students. Counseling faculty may be involved in making visits to local schools to promote college-going, as well as on-campus activities that introduce primary students and community members to the college and its diverse educational opportunities. Extra effort should be made to identify and make contact with community members who may otherwise not avail themselves of needed services or who might be better served by nontraditional methods.

| 7 Standards of Practice for California Community College Counseling Faculty and Programs

Participation and AdvocacyConsultation regarding students should be provided as needed to other faculty and other 1) appropriate campus staff, within the limits of confidentiality, as defined by the Family Educational Right to Privacy Act (FERPA).

Consultation with parents, spouses, and agencies that bear some responsibility for particular 2) students should be provided within the limits of confidentiality, as defined by FERPA.

Counseling programs should play an active role in interpreting and advocating the needs of 3) students to administrators, faculty, and staff. Such advocacy should include, but not be limited to curriculum, academic policies and practices, and student rights and responsibilities. Counseling faculty should participate actively in campus, regional and state governance processes to carry out such advocacy.

Counseling faculty should provide leadership in articulation and curriculum development 4) through consultation with other faculty.

Program Review and ResearchCounseling programs must undergo regularly scheduled reviews. Each review should be 1) performed a minimum of once per accreditation cycle and should be linked to the college program review, budgetary planning, and student learning outcomes processes. General information on accreditation, student learning outcomes, and the role of faculty can be found in various Academic Senate documents, such as Agents of Change: Examining The Role of Student Learning Outcomes and Assessment Coordinators in California Community Colleges and The 2002 Accreditation Standards: Implementation.

Data for the review process should be gathered from students, faculty, classified staff and 2) administration. At a minimum, data should include numbers of students served per year; types of services delivered and perceived quality of services; timeliness of student access to counseling; counseling curriculum; counseling faculty participation in campus decision making; and clarity and accuracy of counseling information.

Student learning outcomes for counseling programs should be developed by counseling faculty 3) and measurement data should be used to improve the effectiveness of services, increase student success, and advocate for needed resources.

Assistance in determining the appropriate methods for collecting, compiling and analyzing the 4) data should be provided by campus research professionals.

After being collected and analyzed, counseling program data should be reviewed by all counseling 5) personnel.

Counseling program strengths and weaknesses should be documented, shared, and integrated 6) with campus-wide student learning outcomes and planning. Staffing needs and resources

8 | Standards of Practice for California Community College Counseling Faculty and Programs

should also be communicated. A plan for program improvements to address weaknesses should be developed.

Plans should be reviewed annually to encourage progress toward counseling program goals.7)

Other research, whether to improve local programs or to further the goals of the counseling 8) program, should be encouraged and supported.

Training and Professional DevelopmentCounseling faculty and counseling programs share a responsibility to provide competent 1) academic, career, personal, and crisis intervention counseling services to students. Therefore, programs must ensure that professional development activities are made available to all counseling faculty.

Each program should assess its counseling faculty’s knowledge and skills in the core 2) functions, particularly academic, career, personal counseling and crisis intervention, as well as in multicultural/diversity awareness and use of technology. The program should provide opportunities to enhance knowledge and skills in each of those areas that need strengthening.

Counseling programs need to provide formal orientation and training for all new counseling 3) faculty, full or part-time, temporary or permanent, to ensure that they possess the essential knowledge to perform their counseling roles

If a counseling program uses paraprofessionals, it should follow the guidelines articulated in the 4) paper The Role of Counseling Faculty in the California Community Colleges:

While the specific qualifications for a given position might differ, three crucial issues must be considered: first, that the competencies expected of paraprofessionals need to be defined explicitly, with the full participation of the counseling faculty; second, that paraprofessionals need to be trained and supervised carefully with full participation of the counseling staff; and last that paraprofessionals not be expected to perform tasks beyond their qualifications. (ASCCC, 1995, p.8)

If a counseling program accepts graduate interns, they should be provided training and close 5) supervision during their internship to ensure quality service to students. Interns should be closely screened to determine their knowledge and readiness before they see students outside the presence of a counseling faculty member.

If a counseling program uses student workers, the same precautions listed in items 3, 4, and 5 6) above should apply to an even greater degree. Students should be selected carefully, provided intensive training as to their role and limitations, and continuously supervised.

When programs use interns, paraprofessionals, or student workers in the delivery of services, all 7) staff should wear identification or otherwise indicate their positions, in order to avoid confusion on the part of students.

| 9 Standards of Practice for California Community College Counseling Faculty and Programs

Where colleges use faculty advisors who are not counseling faculty, counseling programs 8) should provide training and maintain a close linkage with these faculty members in order to assure a high quality in information dissemination to students, and to clarify the differing roles of counseling and advising. Faculty advisors who are not counseling faculty should exercise great caution in providing guidance in areas in which they lack training, although students should be encouraged to seek guidance from a wide range of both counseling and discipline faculty members.

Counseling programs should offer training and development opportunities for counseling 9) department classified staff, to improve their skills and knowledge in providing quality services to students.

All faculty and staff, including interns, student workers, and paraprofessionals, should receive 10) training about confidentiality and the proper maintenance of records.

Counseling faculty should offer in11) -service training to the larger college community about counseling programs, services, and student experiences.

10 | Standards of Practice for California Community College Counseling Faculty and Programs

B . Ethical Standards

professional ethiCal praCtiCe forms the Cornerstone of high quality counseling services. As ethical and legal issues arise in the course of providing counseling services, it is no easy task to determine the legal requirements that pertain to each situation, to interpret those laws, or operationalize them within a counseling program. Thus, it is important that there be regular communication among the counseling faculty, the program administrator, and the district’s legal counsel about these matters.

Counseling faculty must know the laws and regulations relevant to their work, and should follow scrupulously the obligations and limitations these laws create. The counseling administrator, in particular, is responsible to see that the policies and procedures of a program follow both the law and the ethical standards of the profession.

Counseling faculty and staff should maintain strict adherence to the ethical code of the American Counseling Association (ACA), as adopted in 2005 and subsequently adopted by the California Counseling Association. The full text of the code has been reproduced as an appendix to this document. The ACA document delineates standards in eight areas of practice:

A. The Counseling Relationship

B. Confidentiality, Privileged Communication, and Privacy

C. Professional Responsibility

D. Relationship with Other Professionals

E. Evaluation, Assessment, and Interpretation

F. Supervision, Training, and Teaching

G. Research and Publication

H. Resolving Ethical Issues

The following highlights some of the standards that have particular applicability to community college counseling practice.

The Counseling RelationshipOne of the great strengths of the community colleges is the diversity of populations that they serve. Counseling faculty need to be mindful of the individuality and value of each person who seeks educational services. Therefore, counseling faculty must not condone or engage in discrimination based on age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, marital status or socioeconomic status.

| 11 Standards of Practice for California Community College Counseling Faculty and Programs

Counseling faculty must actively attempt to understand the diverse backgrounds of the students with whom they work. This should include, but not be limited to, learning how the counselor’s own cultural/ethnic and racial identity impacts her/his values and beliefs about the counseling process.

Counseling faculty should be mindful of their professional limitations, and the limitations of their counseling program’s services. If they determine that they, or their program, are unable to be of professional service, they must not abandon or neglect their students. Counseling faculty should make appropriate, informed referrals to alternative resources.

Counseling faculty are professionals and must maintain an appropriate professional relationship with all students. Counseling faculty must not engage in any type of sexual activity with those that they counsel. They should be cognizant of their positions of power, and thus should avoid dual relationships, such as business, personal, or familial relationships, that might impair their judgment or increase the risk of harm to students.

Confidentiality, Privileged Communication, and PrivacyCounseling faculty should keep confidential any information related to a student’s use of counseling services, avoiding unwarranted disclosure of information. However, there are exceptions. The rule of confidentiality does not apply when “disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed.” (ACA, 2005, p. 7) . Counseling faculty should consult with other professionals, the counseling program administrator, and legal counsel when in doubt as to the validity of an exception. Counseling faculty have the obligation to ensure that confidentiality is maintained by all support staff as well. The counseling program’s procedures should provide for confidentiality in creating, securing, accessing, transferring and disposing of all counseling records. Counselors should, to the degree possible, make students aware of circumstances in which the confidentiality of their communication may not be protected.

Professional ResponsibilityCounseling faculty have the responsibility of maintaining their professional competence by engaging in continuing education activities. Counseling faculty must not use their place of employment in the community college as a means of recruiting clients for their private practice. They must not use their professional positions to seek unjustified personal gain, sexual favor, or unearned goods and services. Counseling faculty must be mindful of the boundaries of their competence, referring students to other service providers as needed.

Relationship With Other ProfessionalsCounseling faculty should establish appropriate agreements with administrators, colleagues, and other staff regarding counseling relationships, confidentiality, and adherence to professional standards. Counseling faculty must not engage in practices that are illegal or unethical.

12 | Standards of Practice for California Community College Counseling Faculty and Programs

Evaluation, Assessment, and InterpretationCounseling faculty should provide only those assessment services for which they are competent. In particular, psychological testing should be conducted only by qualified personnel. Counseling faculty should apply professional standards in the selection of test instruments, administration of the tests, security of the tests, scoring, and interpretation. Before an assessment is conducted students need to be informed of its nature and purpose and use of the results. Accurate interpretation should be provided to the student after every assessment and accompany the release of assessment results.

Supervision, Training, and TeachingCounseling faculty must be knowledgeable about the ethical, legal, and regulatory aspects of their profession and should be skilled in applying that knowledge in their training of others. They should serve as role models of professional behavior. Counseling faculty who supervise the counseling services of others, such as interns, should take reasonable steps to ensure that the services provided are professional. They should clearly state in advance to the individuals they train, the levels of competency and responsibility expected, the appraisal methods, and the timing of evaluations.

Research and PublicationCounseling faculty should seek consultation and observe stringent safeguards to protect the rights of students and research participants. Information obtained from students or other research participants must be kept strictly confidential.

Resolving Ethical IssuesCounseling faculty have the responsibility of upholding the standards of their profession. As part of that responsibility, when counseling faculty possess reasonable cause to believe that a fellow counseling faculty member may not be acting in an ethical manner, appropriate action must be taken, which may include direct consultation with the counseling faculty member, others knowledgeable about professional ethics, administrators, legal advisors, and professional organizations.

| 13 Standards of Practice for California Community College Counseling Faculty and Programs

C . Organization and Administration

the organization and administration of a counseling program has great impact on its effectiveness. Therefore, the following standards should be applied:

A specific individual should be designated by the institution to administer the counseling program. 1) The administrator should possess the minimum qualifications of the counseling discipline.

The administrator should be skilled in leadership, research, fiscal management, interpersonal 2) relations, cultural sensitivity, staff selection and training, planning, public relations, and evaluation. He or she should also possess a thorough knowledge of student development theory and practice, as well as of the California Community College System.

The counseling faculty should have a primary role in developing the job description and in the 3) hiring of their administrators.

The administrators of counseling programs should be positioned in the administrative structure 4) to effectively interact with other administrators, as well as with the chief student services and chief instructional administrators.

Specific responsibilities of counseling programs need to be clearly delineated, published, and 5) disseminated to the entire college community.

Counseling services should be defined and structured primarily by the counseling faculty who 6) provide these services to ensure that those who are most knowledgeable about these issues will have the major role in making decisions that directly affect service delivery to students.

Counseling program services should be organized in a way that provides for the direct and 7) ongoing interaction of counseling faculty with other faculty, staff, and administrators.

Counseling services should be scheduled and funded adequately in order to accommodate the 8) needs of students, including evening, weekend, and online students. Services should also be scheduled to meet fluctuations in student demand. Accommodation should be made, however, to allow counseling faculty to participate in staff development activities offered to other faculty and staff.

Counseling sessions need to be of appropriate length to allow students to fully discuss plans, 9) programs, courses, academic progress, and other subjects related to their educational progress.

Counseling services should be delivered by a variety of methods, including individual sessions, 10) group sessions, workshops, online, and course offerings.

Adequate and equitable resources should be made available to counseling programs in order to 11) implement quality services.

14 | Standards of Practice for California Community College Counseling Faculty and Programs

D . Human Resources

the quality of a Counseling program is dependent upon the level of staffing and the qualifications of the professionals providing services. Districts must hire an adequate number of counseling faculty who are trained to handle the wide variety of concerns that affect community college students; as well as sufficient support staff to operate the program efficiently. The number of counseling faculty should be sufficient to provide students with suitable access to professional counseling services. In the 2003 document, Consultation Council Task Force on Counseling, the Academic Senate recommends a counselor/student ratio of 1:370 (ASCCC, 2003, p. 22).

Counseling faculty must meet the minimum qualifications of the California community college 1) counseling discipline as published in Minimum Qualifications for Faculty and Administrators in California Community Colleges. Their education and abilities should be those that are described in detail in the Academic Senate document, The Role of Counseling Faculty in the California Community Colleges.

Sufficient counseling faculty should be available to meet student needs and state mandates. 2) Ideally, staffing will be sufficient to ensure that students have access to non-emergency counseling services within one week of requesting such services. In addition, students should be able to obtain answers to brief questions within one day.

In concert with other appropriate campus personnel, counseling faculty trained in crisis 3) management should be available to respond to crisis situations within one hour.

Counseling programs should, whenever possible, ensure that the counseling faculty reflect the 4) cultural and ethnic diversity of the local community. Whenever possible, counseling faculty and classified staff who speak the primarylanguages of local populations should be available.

There should be sufficient numbers of full-time counseling faculty to allow for active counseling 5) faculty participation in college, regional, and state governance, as well as in professional development and professional organization activities, without disruption of a program’s services to students.

There should be standardized and consistent hiring and training for all counseling faculty, 6) regardless of full- or part-time status or assignment to a specific program. This training should include familiarization of all counseling faculty with all college programs and services, issues of student equity, specific campus populations, the campus student data system, and, as appropriate, instructional techniques.

Sufficient support staff should be available to maintain student records, organize resource 7) materials, receive students, make appointments, and handle other operational needs. Information technology staff should be available for research, data collection, systems development, and maintenance of electronic equipment and software to support the delivery of quality on campus and online services.

| 15 Standards of Practice for California Community College Counseling Faculty and Programs

E . Physical Facilities

Counseling serviCes should be readily aCCessible and visible to all students, including those who are physically challenged and those attending classes at off-site centers. Counseling programs should be located where students will feel at ease when seeking services; physically separate from administrative offices and campus police. Wherever counseling services are offered, including outreach and off-site centers, these minimum standards should be met:

Each full-time faculty member should be provided with a private office, in order to assure student 1) confidentiality. Part-time counseling faculty should be allowed use of private offices when they are counseling students. Each office should have a telephone with messaging capabilities, a computer with access to student records and other pertinent online information, an ergonomically designed desk and chair, and secure hard copy and electronic file storage. Overall, counseling faculty offices should create an inviting environment for students and a professional, safe, and functional work site which is accessible to all.

Counseling programs should have up-to-date computers, peripherals, copiers, and other 2) equipment to support record keeping, research, and publication activities. Technical resources for media presentations should also be available.

The reception area should provide a welcoming waiting area for students.3)

In order to ensure confidentiality, student records in hard copy should be maintained in a secure 4) location where only authorized staff have access.

Where district demographics warrant, information and assistance should be available, by phone, 5) electronically, and in hard copy, not only in English but other languages as well.

The counseling area should have informational resources that include appropriate professional 6) journals, books, and electronic resources. A collection of current occupational and career information should be readily accessible to counseling personnel and students in hard copy and electronically.

An area suitable for individual and group testing should be available. The space allocated for this 7) purpose should be designed to eliminate noise and visual distractions.

Counseling programs should maintain, or have ready access to, space suitable for group 8) counseling sessions, classes, and staff meetings.

A written disaster plan should be displayed outlining procedures for emergency evacuations for 9) both crime and natural disasters. A personal security system should be in place where police can be notified immediately in case of emergencies.

All offices, reception areas, work sites, and classrooms must be compliant with the Americans 10) with Disabilities Act.

16 | Standards of Practice for California Community College Counseling Faculty and Programs

F . New Technologies

it is essential that Counseling faCulty be provided with new technologies for continual adoption and use in doing their jobs. Counseling is by nature an interpersonal activity rather than an interaction between human and machine. While computers will never replace the skills of a counseling professional, nevertheless, computers have the capacity to dramatically improve access and accuracy in the delivery of information. Computers and printers are valuable and necessary tools needed for counseling faculty to be effective and efficient. Counseling programs need to take advantage of emerging technologies to meet the needs and expectations of students. Therefore, counseling faculty need to take the initiative to develop technology plans that add to the counseling relationship, rather than detract from it. Counseling faculty should take an active role in the development and implementation of campus and program technology plans in order to advocate for student data systems and features that will provide the information needed for counselors and students, in a user-friendly manner.

Technology use practices should incorporate the following principles:

Counseling programs should select only those technologies which enhance the delivery of 1) services to students. Electronic access to student educational plans, articulation information, transcripts, petitions, and the like should be provided.

To supplement on-campus student contacts, counseling programs should provide online services 2) (e.g. counseling and orientation) as appropriate, in order to increase access and accommodate distance education, remotely located, disabled, and other students who may not seek assistance during regular business hours. Distance education courses offered by counseling faculty should also be available.

Counseling faculty should use technology, when appropriate, to communicate directly 3) with students concerning the clarification of goals, decision making, and academic and life planning.

Counseling programs should use technology to enhance communication within the counseling 4) department, as well as to the college and to the community.

Counseling programs should use technology to accurately and efficiently document student use 5) of services. Such data are needed for program review, accreditation, and matriculation reporting purposes.

Counseling technology plans should be developed with significant input from users of the plans 6) (i.e., counseling faculty and personnel, counseling administrators, and students) in collaboration with external technology experts and information technology staff.

| 17 Standards of Practice for California Community College Counseling Faculty and Programs

Counseling technology plans should be reviewed regularly in order to assess the need for updating 7) computers and other electronic equipment and resources. Counseling technology plans should be closely integrated with college and district technology plans and should ensure the provision of all necessary support.

There should be adequate information technology support for maintenance of current technology 8) and development and implementation of new technologies.

Policies and procedures to maximize technology use and access, while ensuring safety of records 9) and appropriate confidentiality, should be developed and implemented. Electronic records should be secured with passwords and permissions.

Communicating with students on the Internet should be done so on an encrypted site to help 10) ensure confidentiality. Counselors, however, should be aware of and advise students that despite reasonable measures, there is some possibility that security could be compromised.

As counseling services require greater use of technolo11) gy, appropriate time, staff development, and on-going support must be provided for personnel to acquire and maintain skills to fully use these technologies.

Counseling faculty should be involved in ensuring that the information provided on all 12) departmental Web pages is accurate and up-to-date.

All students should have access to counseling faculty when they need counseling, whether on 13) campus or in an online environment. Technology should enhance and increase student access to counseling.

Counseling faculty should have access to classrooms equipped for multi-media instructional 14) presentations.

Students enrolled through distance education must be afforded the same level of counseling 15) and support services available to other students. The services should adhere to all the standards contained in this document.

All computer equipment, software, and online pages used by counseling faculty and available to 16) students must be barrier free and compliant with the American with Disabilities Act and Section 504 and 508 guidelines of the Rehabilitation Act.

18 | Standards of Practice for California Community College Counseling Faculty and Programs

Review of Standards

although these standards should stand for a number of years, they should be revisited periodically to address new developments in the field. Therefore, the Counseling and Library Faculty Issues Committee of the Academic Senate should review these standards at least every six years.

| 19 Standards of Practice for California Community College Counseling Faculty and Programs

References

Academic Senate for California Community Colleges. (ASCCC). (1994). The role of counseling faculty in the California community colleges. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Publications/Papers/Role_counselingfaculty.html.

Acaademic Senate for California Community Colleges. (2003). Consultation council task force on counseling. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Publications/Papers/ConsultationCouncil/ConsultationCouncil.pdf.

Academic Senate for California Community Colleges. (ASCCC). (2004). The 2002 accreditation standards: Implementation. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Publications/Papers/AccreditationStandards.html.

Academic Senate for California Community Colleges. (ASCCC). (2007). Agents of change: Examining the role of student learning outcomes and assessment coordinators in California community colleges. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Publications/Papers/AgentsOfChange.html.

American Counseling Association. (2005). American counseling association code of ethics and standards of practice. Alexandria, VA. Author. Retrieved January 20, 2009, from http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx.

Burns, K. (1989). This one’s for you: A manual of student services in the California community colleges. California Community Colleges Chief Student Services Administrators Association.

California Community Colleges Chancellor’s Office. (1995). Student Services and Technology Symposium: Symposium Summary. Sacramento, CA: Author.

California Education Code, section 51018, 1-4.

California Education Code, section 66701, a-b (AB 1725).

Chancellor’s Office California Community Colleges. (2003). The real cost project: Preliminary report. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Archives/realcost0903.pdf.

California Community College Chancellor’s Office. (2008). Minimum qualifications for faculty and administrators in California community colleges. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.cccco.edu/SystemOffice/Divisions/AcademicAffairs/MinimumQualifications/MQsforFacultyandAdministrators/tabid/753/Default.aspx.

Council for the Advancement of Standards for Student Services/Development Programs, CAS Standards and Guidelines for Student Services/Development Programs. ACPA Developments, Special Edition, Summer 1986.

20 | Standards of Practice for California Community College Counseling Faculty and Programs

Hirschinger, J., & Farland, R., et al. (1979). “Community College Counseling Services in California: A Report by the Statewide Task Force on Counseling with Commentary and Recommendations Provided by Staff.” Presented to the Board of Governors September 28, 1979.

Kiracofe, N., et al. (1994). Accreditation Standards for University and College Counseling Centers. Journal of Counseling & Development, (73).

| 21 Standards of Practice for California Community College Counseling Faculty and Programs

Appendix: American Counseling Association Code of Ethics Included with permission (Approved by the ACA Governing Council, 2005)

Available at http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx

3

ACA Code of Ethics PurposeThe ACA Code of Ethics serves five main purposes:

1. The Code enables the association to clarify to current andfuture members, and to those served by members, thenature of the ethical responsibilities held in common byits members.

2. The Code helps support the mission of the association.3. The Code establishes principles that define ethical behav-

ior and best practices of association members.4. The Code serves as an ethical guide designed to assist

members in constructing a professional course of actionthat best serves those utilizing counseling services andbest promotes the values of the counseling profession.

5. The Code serves as the basis for processing of ethicalcomplaints and inquiries initiated against membersof the association.

The ACA Code of Ethics contains eight main sections thataddress the following areas:

Section A: The Counseling RelationshipSection B: Confidentiality, Privileged Communication,

and PrivacySection C: Professional ResponsibilitySection D: Relationships With Other ProfessionalsSection E: Evaluation, Assessment, and InterpretationSection F: Supervision, Training, and TeachingSection G: Research and PublicationSection H: Resolving Ethical Issues

Each section of the ACA Code of Ethics begins with an Intro-duction. The introductions to each section discuss whatcounselors should aspire to with regard to ethical behav-ior and responsibility. The Introduction helps set the tonefor that particular section and provides a starting pointthat invites reflection on the ethical mandates con-tained in each part of the ACA Code of Ethics.

When counselors are faced with ethical dilemmas thatare difficult to resolve, they are expected to engage in acarefully considered ethical decision-making process.Reasonable differences of opinion can and do existamong counselors with respect to the ways in which val-ues, ethical principles, and ethical standards would beapplied when they conflict. While there is no specificethical decision-making model that is most effective,counselors are expected to be familiar with a crediblemodel of decision making that can bear public scrutinyand its application.

Through a chosen ethical decision-making processand evaluation of the context of the situation, counse-lors are empowered to make decisions that help expandthe capacity of people to grow and develop.

A brief glossary is given to provide readers with a con-cise description of some of the terms used in the ACACode of Ethics.

ACA Code of Ethics PreambleThe American Counseling Association is an educational, scientific, andprofessional organization whose members work in a variety of settings andserve in multiple capacities. ACA members are dedicated to the enhancementof human development throughout the life span. Association membersrecognize diversity and embrace a cross- cultural approach in support of theworth, dignity, potential, and uniqueness of people within their social andcultural contexts.

Professional values are an important way of living out an ethicalcommitment. Values inform principles. Inherently held values that guideour behaviors or exceed prescribed behaviors are deeply ingrained inthe counselor and developed out of personal dedication, rather than themandatory requirement of an external organization.

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4

networks hold various meanings inthe lives of clients and consider en-listing the support, understanding,and involvement of others (e.g.,religious/spiritual/community leaders,family members, friends) as positiveresources, when appropriate, withclient consent.

A.1.e. Employment NeedsCounselors work with their clientsconsidering employment in jobs thatare consistent with the overall abilities,vocational limitations, physical restric-tions, general temperament, interestand aptitude patterns, social skills,education, general qualifications, andother relevant characteristics andneeds of clients. When appropriate,counselors appropriately trained incareer development will assist in theplacement of clients in positions thatare consistent with the interest, culture,and the welfare of clients, employers,and/or the public.

A.2. Informed Consent in theCounseling Relationship

(See A.12.g., B.5., B.6.b., E.3., E.13.b.,F.1.c., G.2.a.)

A.2.a. Informed ConsentClients have the freedom to choosewhether to enter into or remain ina counseling relationship and needadequate information about the coun-seling process and the counselor. Coun-selors have an obligation to review inwriting and verbally with clients therights and responsibilities of both thecounselor and the client. Informedconsent is an ongoing part of thecounseling process, and counselorsappropriately document discussions ofinformed consent throughout thecounseling relationship.

A.2.b. Types of InformationNeeded

Counselors explicitly explain to clientsthe nature of all services provided.They inform clients about issues suchas, but not limited to, the following:the purposes, goals, techniques, pro-cedures, limitations, potential risks,and benefits of services; thecounselor’s qualifications, creden-tials, and relevant experience; con-tinuation of services upon the inca-pacitation or death of a counselor;and other pertinent information.Counselors take steps to ensure thatclients understand the implications ofdiagnosis, the intended use of tests andreports, fees, and billing arrangements.

Clients have the right to confidential-ity and to be provided with an expla-nation of its limitations (including howsupervisors and/or treatment teamprofessionals are involved); to obtainclear information about their records;to participate in the ongoing coun-seling plans; and to refuse any servicesor modality change and to be advisedof the consequences of such refusal.

A.2.c. Developmental and CulturalSensitivity

Counselors communicate informa-tion in ways that are both develop-mentally and culturally appropriate.Counselors use clear and understand-able language when discussing issuesrelated to informed consent. Whenclients have difficulty understandingthe language used by counselors, theyprovide necessary services (e.g., ar-ranging for a qualified interpreteror translator) to ensure comprehen-sion by clients. In collaboration withclients, counselors consider culturalimplications of informed consent pro-cedures and, where possible, counse-lors adjust their practices accordingly.

A.2.d. Inability to Give ConsentWhen counseling minors or personsunable to give voluntary consent, coun-selors seek the assent of clients to ser-vices, and include them in decisionmaking as appropriate. Counselorsrecognize the need to balance the ethi-cal rights of clients to make choices,their capacity to give consent or assentto receive services, and parental orfamilial legal rights and responsibili-ties to protect these clients and makedecisions on their behalf.

A.3. Clients Served by OthersWhen counselors learn that theirclients are in a professional relation-ship with another mental health pro-fessional, they request release fromclients to inform the other profession-als and strive to establish positive andcollaborative professional relationships.

A.4. Avoiding Harm andImposing Values

A.4.a. Avoiding HarmCounselors act to avoid harming theirclients, trainees, and research partici-pants and to minimize or to remedyunavoidable or unanticipated harm.

A.4.b. Personal ValuesCounselors are aware of their ownvalues, attitudes, beliefs, and behav-iors and avoid imposing values that

Section AThe Counseling

Relationship

IntroductionCounselors encourage client growth anddevelopment in ways that foster the inter-est and welfare of clients and promoteformation of healthy relationships.Counselors actively attempt to understandthe diverse cultural backgrounds of theclients they serve. Counselors also ex-plore their own cultural identities and howthese affect their values and beliefs aboutthe counseling process.

Counselors are encouraged to contrib-ute to society by devoting a portion oftheir professional activity to services forwhich there is little or no financial return(pro bono publico).

A.1. Welfare of Those Servedby Counselors

A.1.a. Primary ResponsibilityThe primary responsibility of counse-lors is to respect the dignity and topromote the welfare of clients.

A.1.b. RecordsCounselors maintain records necessaryfor rendering professional services totheir clients and as required by laws,regulations, or agency or institutionprocedures. Counselors include suf-ficient and timely documentation intheir client records to facilitate thedelivery and continuity of neededservices. Counselors take reasonablesteps to ensure that documentationin records accurately reflects clientprogress and services provided. If er-rors are made in client records, coun-selors take steps to properly note thecorrection of such errors accordingto agency or institutional policies.(See A.12.g.7., B.6., B.6.g., G.2.j.)

A.1.c. Counseling PlansCounselors and their clients workjointly in devising integrated counsel-ing plans that offer reasonable prom-ise of success and are consistent withabilities and circumstances of clients.Counselors and clients regularly reviewcounseling plans to assess their contin-ued viability and effectiveness, respect-ing the freedom of choice of clients.(See A.2.a., A.2.d., A.12.g.)

A.1.d. Support Network InvolvementCounselors recognize that support

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5ACA Code of Ethics

are inconsistent with counselinggoals. Counselors respect the diver-sity of clients, trainees, and researchparticipants.

A.5. Roles and RelationshipsWith Clients

(See F.3., F.10., G.3.)A.5.a. Current Clients

Sexual or romantic counselor–clientinteractions or relationships with cur-rent clients, their romantic partners, ortheir family members are prohibited.

A.5.b. Former ClientsSexual or romantic counselor–clientinteractions or relationships withformer clients, their romantic part-ners, or their family members areprohibited for a period of 5 yearsfollowing the last professional con-tact. Counselors, before engaging insexual or romantic interactions orrelationships with clients, their ro-mantic partners, or client familymembers after 5 years following thelast professional contact, demon-strate forethought and document (inwritten form) whether the interac-tions or relationship can be viewed asexploitive in some way and/orwhether there is still potential to harmthe former client; in cases of poten-tial exploitation and/or harm, thecounselor avoids entering such an in-teraction or relationship.

A.5.c. Nonprofessional Interactionsor Relationships (Other ThanSexual or RomanticInteractions or Relationships)

Counselor–client nonprofessionalrelationships with clients, formerclients, their romantic partners, ortheir family members should beavoided, except when the interactionis potentially beneficial to the client.(See A.5.d.)

A.5.d. Potentially BeneficialInteractions

When a counselor–client nonprofes-sional interaction with a client orformer client may be potentiallybeneficial to the client or formerclient, the counselor must documentin case records, prior to the interac-tion (when feasible), the rationale forsuch an interaction, the potentialbenefit, and anticipated consequencesfor the client or former client andother individuals significantly involvedwith the client or former client. Suchinteractions should be initiated withappropriate client consent. Where

unintentional harm occurs to theclient or former client, or to an in-dividual significantly involved withthe client or former client, due tothe nonprofessional interaction,the counselor must show evidenceof an attempt to remedy suchharm. Examples of potentially ben-eficial interactions include, but arenot limited to, attending a formal cer-emony (e.g., a wedding/commitmentceremony or graduation); purchas-ing a service or product providedby a client or former client (except-ing unrestricted bartering); hospitalvisits to an ill family member; mutualmembership in a professional asso-ciation, organization, or community.(See A.5.c.)

A.5.e. Role Changes in theProfessional Relationship

When a counselor changes a rolefrom the original or most recent con-tracted relationship, he or she obtainsinformed consent from the client andexplains the right of the client torefuse services related to the change.Examples of role changes include

1. changing from individual to rela-tionship or family counseling, orvice versa;

2. changing from a nonforensicevaluative role to a therapeuticrole, or vice versa;

3. changing from a counselor to aresearcher role (i.e., enlistingclients as research participants),or vice versa; and

4. changing from a counselor to amediator role, or vice versa.

Clients must be fully informed of anyanticipated consequences (e.g., financial,legal, personal, or therapeutic) ofcounselor role changes.

A.6. Roles and Relationshipsat Individual, Group,Institutional, andSocietal Levels

A.6.a. AdvocacyWhen appropriate, counselors advo-cate at individual, group, institu-tional, and societal levels to examinepotential barriers and obstacles thatinhibit access and/or the growth anddevelopment of clients.

A.6.b. Confidentiality and AdvocacyCounselors obtain client consentprior to engaging in advocacy effortson behalf of an identifiable client to

improve the provision of services andto work toward removal of systemicbarriers or obstacles that inhibit cli-ent access, growth, and development.

A.7. Multiple ClientsWhen a counselor agrees to providecounseling services to two or morepersons who have a relationship, thecounselor clarifies at the outsetwhich person or persons are clientsand the nature of the relationshipsthe counselor will have with each in-volved person. If it becomes appar-ent that the counselor may be calledupon to perform potentially conflict-ing roles, the counselor will clarify,adjust, or withdraw from roles appro-priately. (See A.8.a., B.4.)

A.8. Group Work(See B.4.a.)

A.8.a. ScreeningCounselors screen prospective groupcounseling/therapy participants. Tothe extent possible, counselors selectmembers whose needs and goals arecompatible with goals of the group,who will not impede the group pro-cess, and whose well-being will not bejeopardized by the group experience.

A.8.b. Protecting ClientsIn a group setting, counselors takereasonable precautions to protectclients from physical, emotional, orpsychological trauma.

A.9. End-of-Life Care forTerminally Ill Clients

A.9.a. Quality of CareCounselors strive to take measuresthat enable clients

1. to obtain high quality end-of-lifecare for their physical, emotional,social, and spiritual needs;

2. to exercise the highest degree ofself-determination possible;

3. to be given every opportunitypossible to engage in informeddecision making regarding theirend-of-life care; and

4. to receive complete and adequateassessment regarding their ability tomake competent, rational decisionson their own behalf from a mentalhealth professional who is experi-enced in end-of-life care practice.

A.9.b. Counselor Competence,Choice, and Referral

Recognizing the personal, moral,and competence issues related to

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6 ACA Code of Ethics

end-of-life decisions, counselors maychoose to work or not work with ter-minally ill clients who wish to exploretheir end-of-life options. Counselorsprovide appropriate referral infor-mation to ensure that clients receivethe necessary help.

A.9.c. ConfidentialityCounselors who provide services toterminally ill individuals who are con-sidering hastening their own deathshave the option of breaking or notbreaking confidentiality, dependingon applicable laws and the specificcircumstances of the situation andafter seeking consultation or super-vision from appropriate professionaland legal parties. (See B.5.c., B.7.c.)

A.10. Fees and BarteringA.10.a. Accepting Fees From

Agency ClientsCounselors refuse a private fee orother remuneration for renderingservices to persons who are entitledto such services through thecounselor’s employing agency or in-stitution. The policies of a particularagency may make explicit provisionsfor agency clients to receive coun-seling services from members of itsstaff in private practice. In such in-stances, the clients must be informedof other options open to themshould they seek private counselingservices.

A.10.b. Establishing FeesIn establishing fees for professionalcounseling services, counselors con-sider the financial status of clients andlocality. In the event that the estab-lished fee structure is inappropriatefor a client, counselors assist clientsin attempting to find comparableservices of acceptable cost.

A.10.c. Nonpayment of FeesIf counselors intend to use collectionagencies or take legal measures tocollect fees from clients who do notpay for services as agreed upon, theyfirst inform clients of intended ac-tions and offer clients the opportu-nity to make payment.

A.10.d. BarteringCounselors may barter only if therelationship is not exploitive or harm-ful and does not place the counselorin an unfair advantage, if the clientrequests it, and if such arrangementsare an accepted practice among pro-fessionals in the community. Counse-lors consider the cultural implications

of bartering and discuss relevant concernswith clients and document such agree-ments in a clear written contract.

A.10.e. Receiving GiftsCounselors understand the chal-lenges of accepting gifts from clientsand recognize that in some cultures,small gifts are a token of respect andshowing gratitude. When determin-ing whether or not to accept a giftfrom clients, counselors take intoaccount the therapeutic relation-ship, the monetary value of the gift,a client’s motivation for giving thegift, and the counselor’s motivationfor wanting or declining the gift.

A.11. Termination and Referral

A.11.a. Abandonment ProhibitedCounselors do not abandon or ne-glect clients in counseling. Counse-lors assist in making appropriate ar-rangements for the continuation oftreatment, when necessary, during in-terruptions such as vacations, illness,and following termination.

A.11.b. Inability to Assist ClientsIf counselors determine an inabilityto be of professional assistance toclients, they avoid entering or con-tinuing counseling relationships.Counselors are knowledgeable aboutculturally and clinically appropriatereferral resources and suggest thesealternatives. If clients decline the sug-gested referrals, counselors shoulddiscontinue the relationship.

A.11.c. Appropriate TerminationCounselors terminate a counselingrelationship when it becomes reason-ably apparent that the client nolonger needs assistance, is not likelyto benefit, or is being harmed by con-tinued counseling. Counselors mayterminate counseling when in jeop-ardy of harm by the client, or anotherperson with whom the client has arelationship, or when clients do notpay fees as agreed upon. Counselorsprovide pretermination counselingand recommend other service pro-viders when necessary.

A.11.d. Appropriate Transfer ofServices

When counselors transfer or referclients to other practitioners, theyensure that appropriate clinical andadministrative processes are com-pleted and open communication ismaintained with both clients andpractitioners.

A.12. Technology ApplicationsA.12.a. Benefits and Limitations

Counselors inform clients of the ben-efits and limitations of using informa-tion technology applications in thecounseling process and in business/billing procedures. Such technologiesinclude but are not limited to computerhardware and software, telephones, theWorld Wide Web, the Internet, onlineassessment instruments and other com-munication devices.

A.12.b. Technology-AssistedServices

When providing technology-assisteddistance counseling services, counse-lors determine that clients are intel-lectually, emotionally, and physicallycapable of using the application andthat the application is appropriatefor the needs of clients.

A.12.c. Inappropriate ServicesWhen technology-assisted distancecounseling services are deemed in-appropriate by the counselor or cli-ent, counselors consider deliveringservices face to face.

A.12.d. AccessCounselors provide reasonable ac-cess to computer applications whenproviding technology-assisted dis-tance counseling services.

A.12.e. Laws and StatutesCounselors ensure that the use oftechnology does not violate the lawsof any local, state, national, or in-ternational entity and observe allrelevant statutes.

A.12.f. AssistanceCounselors seek business, legal, andtechnical assistance when using tech-nology applications, particularlywhen the use of such applicationscrosses state or national boundaries.

A.12.g. Technology and InformedConsent

As part of the process of establishinginformed consent, counselors do thefollowing:

1. Address issues related to the diffi-culty of maintaining the confiden-tiality of electronically transmittedcommunications.

2. Inform clients of all colleagues,supervisors, and employees, suchas Informational Technology (IT)administrators, who might haveauthorized or unauthorized accessto electronic transmissions.

3. Urge clients to be aware of allauthorized or unauthorized users

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7ACA Code of Ethics

including family members and fel-low employees who have access toany technology clients may use inthe counseling process.

4. Inform clients of pertinent legalrights and limitations governingthe practice of a profession overstate lines or internationalboundaries.

5. Use encrypted Web sites and e-mailcommunications to help ensureconfidentiality when possible.

6. When the use of encryption is notpossible, counselors notify clients ofthis fact and limit electronic trans-missions to general communicationsthat are not client specific.

7. Inform clients if and for how longarchival storage of transactionrecords are maintained.

8. Discuss the possibility of tech-nology failure and alternatemethods of service delivery.

9. Inform clients of emergency pro-cedures, such as calling 911 or alocal crisis hotline, when thecounselor is not available.

10. Discuss time zone differences,local customs, and cultural orlanguage differences that mightimpact service delivery.

11. Inform clients when technology-assisted distance counseling ser-vices are not covered by insurance.(See A.2.)

A.12.h. Sites on the World WideWeb

Counselors maintaining sites on theWorld Wide Web (the Internet) dothe following:

1. Regularly check that electroniclinks are working and profession-ally appropriate.

2. Establish ways clients can contactthe counselor in case of technol-ogy failure.

3. Provide electronic links to rel-evant state licensure and profes-sional certification boards to pro-tect consumer rights and facilitateaddressing ethical concerns.

4. Establish a method for verifyingclient identity.

5. Obtain the written consent of thelegal guardian or other authorizedlegal representative prior to render-ing services in the event the client isa minor child, an adult who is le-gally incompetent, or an adult in-capable of giving informed consent.

6. Strive to provide a site that is ac-cessible to persons with disabilities.

B.2. ExceptionsB.2.a. Danger and Legal

RequirementsThe general requirement that coun-selors keep information confidentialdoes not apply when disclosure isrequired to protect clients or identi-fied others from serious and foresee-able harm or when legal require-ments demand that confidential infor-mation must be revealed. Counselorsconsult with other professionals whenin doubt as to the validity of an excep-tion. Additional considerations applywhen addressing end-of-life issues.(See A.9.c.)

B.2.b. Contagious, Life-ThreateningDiseases

When clients disclose that they have adisease commonly known to be bothcommunicable and life threatening,counselors may be justified in disclos-ing information to identifiable thirdparties, if they are known to be atdemonstrable and high risk of con-tracting the disease. Prior to makinga disclosure, counselors confirm thatthere is such a diagnosis and assess theintent of clients to inform the thirdparties about their disease or to en-gage in any behaviors that may beharmful to an identifiable third party.

B.2.c. Court-Ordered DisclosureWhen subpoenaed to release confi-dential or privileged informationwithout a client’s permission, coun-selors obtain written, informed con-sent from the client or take steps toprohibit the disclosure or have it lim-ited as narrowly as possible due topotential harm to the client or coun-seling relationship.

B.2.d. Minimal DisclosureTo the extent possible, clients areinformed before confidential infor-mation is disclosed and are involvedin the disclosure decision-makingprocess. When circumstances re-quire the disclosure of confidentialinformation, only essential informa-tion is revealed.

B.3. Information Shared WithOthers

B.3.a. SubordinatesCounselors make every effort to ensurethat privacy and confidentiality ofclients are maintained by subordinates,including employees, supervisees,students, clerical assistants, andvolunteers. (See F.1.c.)

7. Strive to provide translation ca-pabilities for clients who have adifferent primary language whilealso addressing the imperfect na-ture of such translations.

8. Assist clients in determining the va-lidity and reliability of informationfound on the World Wide Web andother technology applications.

Section BConfidentiality,

PrivilegedCommunication,

and Privacy

IntroductionCounselors recognize that trust is a cor-nerstone of the counseling relationship.Counselors aspire to earn the trust ofclients by creating an ongoing partner-ship, establishing and upholding appro-priate boundaries, and maintaining con-fidentiality. Counselors communicatethe parameters of confidentiality in aculturally competent manner.

B.1. Respecting Client RightsB.1.a. Multicultural/Diversity

ConsiderationsCounselors maintain awareness andsensitivity regarding cultural mean-ings of confidentiality and privacy.Counselors respect differing viewstoward disclosure of information.Counselors hold ongoing discussionswith clients as to how, when, andwith whom information is to beshared.

B.1.b. Respect for PrivacyCounselors respect client rights toprivacy. Counselors solicit private in-formation from clients only when it isbeneficial to the counseling process.

B.1.c. Respect for ConfidentialityCounselors do not share confidentialinformation without client consentor without sound legal or ethicaljustification.

B.1.d. Explanation of LimitationsAt initiation and throughout thecounseling process, counselors in-form clients of the limitations ofconfidentiality and seek to identifyforeseeable situations in which con-fidentiality must be breached. (SeeA.2.b.)

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B.3.b. Treatment TeamsWhen client treatment involves a con-tinued review or participation by a treat-ment team, the client will be informedof the team’s existence and composi-tion, information being shared, and thepurposes of sharing such information.

B.3.c. Confidential SettingsCounselors discuss confidential infor-mation only in settings in which theycan reasonably ensure client privacy.

B.3.d. Third-Party PayersCounselors disclose information tothird-party payers only when clientshave authorized such disclosure.

B.3.e. Transmitting ConfidentialInformation

Counselors take precautions to ensurethe confidentiality of informationtransmitted through the use of com-puters, electronic mail, facsimile ma-chines, telephones, voicemail, an-swering machines, and other electronicor computer technology. (See A.12.g.)

B.3.f. Deceased ClientsCounselors protect the confidential-ity of deceased clients, consistent withlegal requirements and agency orsetting policies.

B.4. Groups and FamiliesB.4.a. Group Work

In group work, counselors clearlyexplain the importance and param-eters of confidentiality for the spe-cific group being entered.

B.4.b. Couples and FamilyCounseling

In couples and family counseling, coun-selors clearly define who is considered“the client” and discuss expectationsand limitations of confidentiality.Counselors seek agreement and docu-ment in writing such agreement amongall involved parties having capacity togive consent concerning eachindividual’s right to confidentiality andany obligation to preserve the confi-dentiality of information known.

B.5. Clients Lacking Capacityto Give Informed Consent

B.5.a. Responsibility to ClientsWhen counseling minor clients oradult clients who lack the capacity togive voluntary, informed consent,counselors protect the confidential-ity of information received in thecounseling relationship as specified byfederal and state laws, written policies,and applicable ethical standards.

B.5.b. Responsibility to Parents andLegal Guardians

Counselors inform parents and legalguardians about the role of counse-lors and the confidential nature ofthe counseling relationship. Counse-lors are sensitive to the cultural di-versity of families and respect the in-herent rights and responsibilities ofparents/guardians over the welfareof their children/charges accordingto law. Counselors work to establish,as appropriate, collaborative rela-tionships with parents/guardians tobest serve clients.

B.5.c. Release of ConfidentialInformation

When counseling minor clients oradult clients who lack the capacityto give voluntary consent to releaseconfidential information, counselorsseek permission from an appropri-ate third party to disclose informa-tion. In such instances, counselorsinform clients consistent with theirlevel of understanding and take cul-turally appropriate measures to safe-guard client confidentiality.

B.6. RecordsB.6.a. Confidentiality of Records

Counselors ensure that records arekept in a secure location and thatonly authorized persons have accessto records.

B.6.b. Permission to RecordCounselors obtain permission fromclients prior to recording sessionsthrough electronic or other means.

B.6.c. Permission to ObserveCounselors obtain permission fromclients prior to observing counselingsessions, reviewing session transcripts,or viewing recordings of sessions withsupervisors, faculty, peers, or otherswithin the training environment.

B.6.d. Client AccessCounselors provide reasonable ac-cess to records and copies of recordswhen requested by competent cli-ents. Counselors limit the access ofclients to their records, or portionsof their records, only when there iscompelling evidence that such accesswould cause harm to the client.Counselors document the request ofclients and the rationale for with-holding some or all of the record inthe files of clients. In situations in-volving multiple clients, counselorsprovide individual clients with onlythose parts of records that related

directly to them and do not includeconfidential information related toany other client.

B.6.e. Assistance With RecordsWhen clients request access to theirrecords, counselors provide assis-tance and consultation in interpret-ing counseling records.

B.6.f. Disclosure or TransferUnless exceptions to confidentialityexist, counselors obtain written per-mission from clients to disclose ortransfer records to legitimate thirdparties. Steps are taken to ensure thatreceivers of counseling records aresensitive to their confidential nature.(See A.3., E.4.)

B.6.g. Storage and Disposal AfterTermination

Counselors store records followingtermination of services to ensure rea-sonable future access, maintainrecords in accordance with state andfederal statutes governing records,and dispose of client records andother sensitive materials in a mannerthat protects client confidentiality.When records are of an artistic na-ture, counselors obtain client (orguardian) consent with regards tohandling of such records or docu-ments. (See A.1.b.)

B.6.h. Reasonable PrecautionsCounselors take reasonable precau-tions to protect client confidential-ity in the event of the counselor’stermination of practice, incapacity,or death. (See C.2.h.)

B.7. Research and TrainingB.7.a. Institutional Approval

When institutional approval is re-quired, counselors provide accurateinformation about their researchproposals and obtain approval priorto conducting their research. Theyconduct research in accordance withthe approved research protocol.

B.7.b. Adherence to GuidelinesCounselors are responsible for under-standing and adhering to state, federal,agency, or institutional policies or ap-plicable guidelines regarding confi-dentiality in their research practices.

B.7.c. Confidentiality ofInformation Obtained inResearch

Violations of participant privacy andconfidentiality are risks of partici-pation in research involving humanparticipants. Investigators maintain allresearch records in a secure manner.

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They explain to participants the risksof violations of privacy and confiden-tiality and disclose to participants anylimits of confidentiality that reason-ably can be expected. Regardless ofthe degree to which confidentialitywill be maintained, investigators mustdisclose to participants any limits ofconfidentiality that reasonably canbe expected. (See G.2.e.)

B.7.d. Disclosure of ResearchInformation

Counselors do not disclose confiden-tial information that reasonablycould lead to the identification of aresearch participant unless they haveobtained the prior consent of theperson. Use of data derived fromcounseling relationships for purposesof training, research, or publicationis confined to content that is dis-guised to ensure the anonymity of theindividuals involved. (See G.2.a., G.2.d.)

B.7.e. Agreement for IdentificationIdentification of clients, students, orsupervisees in a presentation or pub-lication is permissible only when theyhave reviewed the material andagreed to its presentation or publi-cation. (See G.4.d.)

B.8. ConsultationB.8.a. Agreements

When acting as consultants, counse-lors seek agreements among all par-ties involved concerning eachindividual’s rights to confidentiality,the obligation of each individual topreserve confidential information,and the limits of confidentiality ofinformation shared by others.

B.8.b. Respect for PrivacyInformation obtained in a consult-ing relationship is discussed for pro-fessional purposes only with personsdirectly involved with the case. Writ-ten and oral reports present onlydata germane to the purposes of theconsultation, and every effort is madeto protect client identity and to avoidundue invasion of privacy.

B.8.c. Disclosure of ConfidentialInformation

When consulting with colleagues,counselors do not disclose confiden-tial information that reasonablycould lead to the identification of aclient or other person or organiza-tion with whom they have a confi-dential relationship unless they haveobtained the prior consent of theperson or organization or the disclo-

C.2.b. New Specialty Areas ofPractice

Counselors practice in specialty ar-eas new to them only after appropri-ate education, training, and super-vised experience. While developingskills in new specialty areas, counse-lors take steps to ensure the compe-tence of their work and to protectothers from possible harm. (See F.6.f.)

C.2.c. Qualified for EmploymentCounselors accept employment onlyfor positions for which they are quali-fied by education, training, supervisedexperience, state and national profes-sional credentials, and appropriateprofessional experience. Counselorshire for professional counseling posi-tions only individuals who are quali-fied and competent for those positions.

C.2.d. Monitor EffectivenessCounselors continually monitor theireffectiveness as professionals andtake steps to improve when necessary.Counselors in private practice takereasonable steps to seek peer super-vision as needed to evaluate their ef-ficacy as counselors.

C.2.e. Consultation on EthicalObligations

Counselors take reasonable steps toconsult with other counselors or re-lated professionals when they havequestions regarding their ethical ob-ligations or professional practice.

C.2.f. Continuing EducationCounselors recognize the need for con-tinuing education to acquire and main-tain a reasonable level of awareness ofcurrent scientific and professional in-formation in their fields of activity. Theytake steps to maintain competence inthe skills they use, are open to new pro-cedures, and keep current with the di-verse populations and specific popula-tions with whom they work.

C.2.g. ImpairmentCounselors are alert to the signs ofimpairment from their own physical,mental, or emotional problems andrefrain from offering or providingprofessional services when such im-pairment is likely to harm a client orothers. They seek assistance for prob-lems that reach the level of professionalimpairment, and, if necessary, theylimit, suspend, or terminate their pro-fessional responsibilities until such timeit is determined that they may safelyresume their work. Counselors assistcolleagues or supervisors in recogniz-ing their own professional impairment

sure cannot be avoided. They dis-close information only to the extentnecessary to achieve the purposes ofthe consultation. (See D.2.d.)

Section CProfessional

Responsibility

IntroductionCounselors aspire to open, honest,and accurate communication indealing with the public and otherprofessionals. They practice in a non-discriminatory manner within theboundaries of professional and per-sonal competence and have a re-sponsibility to abide by the ACA Codeof Ethics. Counselors actively partici-pate in local, state, and national as-sociations that foster the develop-ment and improvement of counsel-ing. Counselors advocate to promotechange at the individual, group, in-stitutional, and societal levels that im-prove the quality of life for individu-als and groups and remove potentialbarriers to the provision or access ofappropriate services being offered.Counselors have a responsibility tothe public to engage in counselingpractices that are based on rigorousresearch methodologies. In addition,counselors engage in self-care activi-ties to maintain and promote theiremotional, physical, mental, and spiri-tual well-being to best meet their pro-fessional responsibilities.

C.1. Knowledge of StandardsCounselors have a responsibility toread, understand, and follow the ACACode of Ethics and adhere to applicablelaws and regulations.

C.2. Professional CompetenceC.2.a. Boundaries of Competence

Counselors practice only within theboundaries of their competence,based on their education, training,supervised experience, state and na-tional professional credentials, andappropriate professional experience.Counselors gain knowledge, personalawareness, sensitivity, and skills perti-nent to working with a diverse clientpopulation. (See A.9.b., C.4.e., E.2., F.2.,F.11.b.)

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and provide consultation and assis-tance when warranted with colleaguesor supervisors showing signs of impair-ment and intervene as appropriate toprevent imminent harm to clients. (SeeA.11.b., F.8.b.)

C.2.h. Counselor Incapacitation orTermination of Practice

When counselors leave a practice,they follow a prepared plan fortransfer of clients and files. Counse-lors prepare and disseminate to anidentified colleague or “records cus-todian” a plan for the transfer ofclients and files in the case of theirincapacitation, death, or termina-tion of practice.

C.3. Advertising and SolicitingClients

C.3.a. Accurate AdvertisingWhen advertising or otherwise repre-senting their services to the public,counselors identify their credentials inan accurate manner that is not false,misleading, deceptive, or fraudulent.

C.3.b. TestimonialsCounselors who use testimonials donot solicit them from current clientsnor former clients nor any otherpersons who may be vulnerable toundue influence.

C.3.c. Statements by OthersCounselors make reasonable effortsto ensure that statements made byothers about them or the professionof counseling are accurate.

C.3.d. Recruiting ThroughEmployment

Counselors do not use their placesof employment or institutional affili-ation to recruit or gain clients,supervisees, or consultees for theirprivate practices.

C.3.e. Products and TrainingAdvertisements

Counselors who develop productsrelated to their profession or con-duct workshops or training eventsensure that the advertisements con-cerning these products or events areaccurate and disclose adequate in-formation for consumers to make in-formed choices. (See C.6.d.)

C.3.f. Promoting to Those ServedCounselors do not use counseling,teaching, training, or supervisory re-lationships to promote their prod-ucts or training events in a mannerthat is deceptive or would exert un-due influence on individuals whomay be vulnerable. However, coun-

selor educators may adopt textbooksthey have authored for instructionalpurposes.

C.4. Professional QualificationsC.4.a. Accurate Representation

Counselors claim or imply only pro-fessional qualifications actually com-pleted and correct any known mis-representations of their qualificationsby others. Counselors truthfully rep-resent the qualifications of their pro-fessional colleagues. Counselorsclearly distinguish between paid andvolunteer work experience and ac-curately describe their continuingeducation and specialized training.(See C.2.a.)

C.4.b. CredentialsCounselors claim only licenses or cer-tifications that are current and ingood standing.

C.4.c. Educational DegreesCounselors clearly differentiate be-tween earned and honorary degrees.

C.4.d. Implying Doctoral-LevelCompetence

Counselors clearly state their highestearned degree in counseling or closelyrelated field. Counselors do not im-ply doctoral-level competence whenonly possessing a master’s degree incounseling or a related field by refer-ring to themselves as “Dr.” in a coun-seling context when their doctorateis not in counseling or related field.

C.4.e. Program Accreditation StatusCounselors clearly state the accredi-tation status of their degree programsat the time the degree was earned.

C.4.f. Professional MembershipCounselors clearly differentiate be-tween current, active membershipsand former memberships in associa-tions. Members of the American Coun-seling Association must clearly differ-entiate between professional mem-bership, which implies the possessionof at least a master’s degree in coun-seling, and regular membership,which is open to individuals whose in-terests and activities are consistentwith those of ACA but are not quali-fied for professional membership.

C.5. NondiscriminationCounselors do not condone or engagein discrimination based on age, culture,disability, ethnicity, race, religion/spirituality, gender, gender identity,sexual orientation, marital status/partnership, language preference,

socioeconomic status, or any basis pro-scribed by law. Counselors do not dis-criminate against clients, students, em-ployees, supervisees, or research partici-pants in a manner that has a negativeimpact on these persons.

C.6.Public ResponsibilityC.6.a. Sexual Harassment

Counselors do not engage in or con-done sexual harassment. Sexual ha-rassment is defined as sexual solici-tation, physical advances, or verbalor nonverbal conduct that is sexualin nature, that occurs in connectionwith professional activities or roles,and that either

1. is unwelcome, is offensive, or cre-ates a hostile workplace or learn-ing environment, and counselorsknow or are told this; or

2. is sufficiently severe or intense tobe perceived as harassment to areasonable person in the contextin which the behavior occurred.

Sexual harassment can consist of asingle intense or severe act or mul-tiple persistent or pervasive acts.

C.6.b. Reports to Third PartiesCounselors are accurate, honest, andobjective in reporting their profes-sional activities and judgments to ap-propriate third parties, includingcourts, health insurance companies,those who are the recipients of evalua-tion reports, and others. (See B.3., E.4.)

C.6.c. Media PresentationsWhen counselors provide advice orcomment by means of public lec-tures, demonstrations, radio or tele-vision programs, prerecorded tapes,technology-based applications,printed articles, mailed material, orother media, they take reasonableprecautions to ensure that

1. the statements are based on ap-propriate professional counsel-ing literature and practice,

2. the statements are otherwise consis-tent with the ACA Code of Ethics, and

3. the recipients of the informationare not encouraged to infer thata professional counseling rela-tionship has been established.

C.6.d. Exploitation of OthersCounselors do not exploit others in theirprofessional relationships. (See C.3.e.)

C.6.e. Scientific Bases forTreatment Modalities

Counselors use techniques/ procedures/modalities that are grounded in

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They participate in and contribute todecisions that affect the well-being ofclients by drawing on the perspectives,values, and experiences of the counsel-ing profession and those of colleaguesfrom other disciplines. (See A.1.a.)

D.1.d. ConfidentialityWhen counselors are required by law,institutional policy, or extraordinarycircumstances to serve in more thanone role in judicial or administrativeproceedings, they clarify role expec-tations and the parameters of confi-dentiality with their colleagues. (SeeB.1.c., B.1.d., B.2.c., B.2.d., B.3.b.)

D.1.e. Establishing Professionaland Ethical Obligations

Counselors who are members of inter-disciplinary teams clarify professionaland ethical obligations of the team asa whole and of its individual members.When a team decision raises ethicalconcerns, counselors first attempt toresolve the concern within the team.If they cannot reach resolution amongteam members, counselors pursueother avenues to address their con-cerns consistent with client well-being.

D.1.f. Personnel Selection andAssignment

Counselors select competent staff andassign responsibilities compatiblewith their skills and experiences.

D.1.g. Employer PoliciesThe acceptance of employment inan agency or institution implies thatcounselors are in agreement with itsgeneral policies and principles. Coun-selors strive to reach agreement withemployers as to acceptable standardsof conduct that allow for changes ininstitutional policy conducive to thegrowth and development of clients.

D.1.h. Negative ConditionsCounselors alert their employers ofinappropriate policies and practices.They attempt to effect changes insuch policies or procedures throughconstructive action within the orga-nization. When such policies are po-tentially disruptive or damaging toclients or may limit the effectivenessof services provided and change can-not be effected, counselors take ap-propriate further action. Such actionmay include referral to appropriatecertification, accreditation, or statelicensure organizations, or voluntarytermination of employment.

D.1.i. Protection From Punitive ActionCounselors take care not to harassor dismiss an employee who has actedin a responsible and ethical manner

theory and/or have an empirical orscientific foundation. Counselors whodo not must define the techniques/procedures as “unproven” or “devel-oping” and explain the potential risksand ethical considerations of usingsuch techniques/procedures and takesteps to protect clients from possibleharm. (See A.4.a., E.5.c., E.5.d.)

C.7. Responsibility to OtherProfessionalsC.7.a. Personal Public Statements

When making personal statements ina public context, counselors clarifythat they are speaking from theirpersonal perspectives and that theyare not speaking on behalf of allcounselors or the profession.

Section DRelationships With

Other Professionals

IntroductionProfessional counselors recognizethat the quality of their interactionswith colleagues can influence thequality of services provided to clients.They work to become knowledgeableabout colleagues within and outsidethe field of counseling. Counselorsdevelop positive working relation-ships and systems of communicationwith colleagues to enhance servicesto clients.

D.1. Relationships WithColleagues, Employers,and Employees

D.1.a. Different ApproachesCounselors are respectful of ap-proaches to counseling services thatdiffer from their own. Counselors arerespectful of traditions and practicesof other professional groups withwhich they work.

D.1.b. Forming RelationshipsCounselors work to develop andstrengthen interdisciplinary relationswith colleagues from other disciplinesto best serve clients.

D.1.c. Interdisciplinary TeamworkCounselors who are members of in-terdisciplinary teams delivering mul-tifaceted services to clients, keep thefocus on how to best serve the clients.

to expose inappropriate employerpolicies or practices.

D.2. ConsultationD.2.a. Consultant Competency

Counselors take reasonable steps toensure that they have the appropriateresources and competencies when pro-viding consultation services. Counselorsprovide appropriate referral resourceswhen requested or needed. (See C.2.a.)

D.2.b. Understanding ConsulteesWhen providing consultation, coun-selors attempt to develop with theirconsultees a clear understanding ofproblem definition, goals for change,and predicted consequences of in-terventions selected.

D.2.c. Consultant GoalsThe consulting relationship is one inwhich consultee adaptability andgrowth toward self-direction are con-sistently encouraged and cultivated.

D.2.d. Informed Consent inConsultation

When providing consultation, coun-selors have an obligation to review,in writing and verbally, the rights andresponsibilities of both counselorsand consultees. Counselors use clearand understandable language to in-form all parties involved about thepurpose of the services to be pro-vided, relevant costs, potential risksand benefits, and the limits of confi-dentiality. Working in conjunctionwith the consultee, counselors at-tempt to develop a clear definitionof the problem, goals for change, andpredicted consequences of interven-tions that are culturally responsiveand appropriate to the needs ofconsultees. (See A.2.a., A.2.b.)

Section EEvaluation,

Assessment, andInterpretation

IntroductionCounselors use assessment instruments asone component of the counseling process,taking into account the client personal andcultural context. Counselors promote thewell-being of individual clients or groupsof clients by developing and using ap-propriate educational, psychological,and career assessment instruments.

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E.1. GeneralE.1.a. Assessment

The primary purpose of educational,psychological, and career assessmentis to provide measurements that arevalid and reliable in either compara-tive or absolute terms. These include,but are not limited to, measurementsof ability, personality, interest, intelli-gence, achievement, and perfor-mance. Counselors recognize theneed to interpret the statements inthis section as applying to both quan-titative and qualitative assessments.

E.1.b. Client WelfareCounselors do not misuse assessmentresults and interpretations, and theytake reasonable steps to preventothers from misusing the informationthese techniques provide. They re-spect the client’s right to know theresults, the interpretations made, andthe bases for counselors’ conclusionsand recommendations.

E.2. Competence to Use andInterpret AssessmentInstruments

E.2.a. Limits of CompetenceCounselors utilize only those testingand assessment services for which theyhave been trained and are competent.Counselors using technology assistedtest interpretations are trained in theconstruct being measured and thespecific instrument being used priorto using its technology based applica-tion. Counselors take reasonable mea-sures to ensure the proper use of psy-chological and career assessment tech-niques by persons under their super-vision. (See A.12.)

E.2.b. Appropriate UseCounselors are responsible for theappropriate application, scoring,interpretation, and use of assess-ment instruments relevant to theneeds of the client, whether theyscore and interpret such assess-ments themselves or use technologyor other services.

E.2.c. Decisions Based on ResultsCounselors responsible for decisionsinvolving individuals or policies thatare based on assessment results havea thorough understanding of educa-tional, psychological, and careermeasurement, including validationcriteria, assessment research, andguidelines for assessment develop-ment and use.

E.3. Informed Consent inAssessment

E.3.a. Explanation to ClientsPrior to assessment, counselors explainthe nature and purposes of assessmentand the specific use of results by poten-tial recipients. The explanation will begiven in the language of the client (orother legally authorized person onbehalf of the client), unless an explicitexception has been agreed upon inadvance. Counselors consider theclient’s personal or cultural context, thelevel of the client’s understanding ofthe results, and the impact of the re-sults on the client. (See A.2., A.12.g., F.1.c.)

E.3.b. Recipients of ResultsCounselors consider the examinee’swelfare, explicit understandings, andprior agreements in determiningwho receives the assessment results.Counselors include accurate andappropriate interpretations with anyrelease of individual or group assess-ment results. (See B.2.c., B.5.)

E.4. Release of Data toQualified Professionals

Counselors release assessment data inwhich the client is identified only withthe consent of the client or the client’slegal representative. Such data arereleased only to persons recognizedby counselors as qualified to interpretthe data. (See B.1., B.3., B.6.b.)

E.5. Diagnosis of MentalDisorders

E.5.a. Proper DiagnosisCounselors take special care to pro-vide proper diagnosis of mentaldisorders. Assessment techniques(including personal interview) usedto determine client care (e.g., locusof treatment, type of treatment, orrecommended follow-up) are care-fully selected and appropriately used.

E.5.b. Cultural SensitivityCounselors recognize that cultureaffects the manner in which clients’problems are defined. Clients’ socio-economic and cultural experiencesare considered when diagnosingmental disorders. (See A.2.c.)

E.5.c. Historical and SocialPrejudices in the Diagnosisof Pathology

Counselors recognize historical andsocial prejudices in the misdiagnosisand pathologizing of certain indi-

viduals and groups and the role ofmental health professionals in per-petuating these prejudices throughdiagnosis and treatment.

E.5.d. Refraining From DiagnosisCounselors may refrain from makingand/or reporting a diagnosis if theybelieve it would cause harm to theclient or others.

E.6. Instrument SelectionE.6.a. Appropriateness of

InstrumentsCounselors carefully consider thevalidity, reliability, psychometric limi-tations, and appropriateness of in-struments when selecting assessments.

E.6.b. Referral InformationIf a client is referred to a third partyfor assessment, the counselor pro-vides specific referral questions andsufficient objective data about theclient to ensure that appropriate as-sessment instruments are utilized. (SeeA.9.b., B.3.)

E.6.c. Culturally DiversePopulations

Counselors are cautious when select-ing assessments for culturally diversepopulations to avoid the use of in-struments that lack appropriate psy-chometric properties for the clientpopulation. (See A.2.c., E.5.b.)

E.7. Conditions of AssessmentAdministration

(See A.12.b., A.12.d.)E.7.a. Administration Conditions

Counselors administer assessmentsunder the same conditions that wereestablished in their standardization.When assessments are not adminis-tered under standard conditions, asmay be necessary to accommodateclients with disabilities, or when un-usual behavior or irregularities occurduring the administration, those con-ditions are noted in interpretation,and the results may be designated asinvalid or of questionable validity.

E.7.b. TechnologicalAdministration

Counselors ensure that administra-tion programs function properly andprovide clients with accurate re-sults when technological or otherelectronic methods are used for as-sessment administration.

E.7.c. Unsupervised AssessmentsUnless the assessment instrument is de-signed, intended, and validated forself-administration and/or scoring,

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counselors do not permit inadequatelysupervised use.

E.7.d. Disclosure of FavorableConditions

Prior to administration of assess-ments, conditions that produce mostfavorable assessment results are madeknown to the examinee.

E.8. Multicultural Issues/Diversity in Assessment

Counselors use with caution assess-ment techniques that were normedon populations other than that of theclient. Counselors recognize the ef-fects of age, color, culture, disability,ethnic group, gender, race, languagepreference, religion, spirituality,sexual orientation, and socioeco-nomic status on test administrationand interpretation, and place test re-sults in proper perspective with otherrelevant factors. (See A.2.c., E.5.b.)

E.9. Scoring and Interpretationof Assessments

E.9.a. ReportingIn reporting assessment results, coun-selors indicate reservations that existregarding validity or reliability dueto circumstances of the assessmentor the inappropriateness of thenorms for the person tested.

E.9.b. Research InstrumentsCounselors exercise caution wheninterpreting the results of researchinstruments not having sufficienttechnical data to support respon-dent results. The specific purposesfor the use of such instruments arestated explicitly to the examinee.

E.9.c. Assessment ServicesCounselors who provide assessmentscoring and interpretation services tosupport the assessment process confirmthe validity of such interpretations. Theyaccurately describe the purpose, norms,validity, reliability, and applications ofthe procedures and any special qualifi-cations applicable to their use. Thepublic offering of an automated testinterpretations service is considered aprofessional-to-professional consulta-tion. The formal responsibility of theconsultant is to the consultee, but theultimate and overriding responsibility isto the client. (See D.2.)

E.10. Assessment SecurityCounselors maintain the integrity andsecurity of tests and other assessment

techniques consistent with legal andcontractual obligations. Counselorsdo not appropriate, reproduce, ormodify published assessments or partsthereof without acknowledgment andpermission from the publisher.

E.11. Obsolete Assessments and Outdated Results

Counselors do not use data or resultsfrom assessments that are obsoleteor outdated for the current purpose.Counselors make every effort to pre-vent the misuse of obsolete measuresand assessment data by others.

E.12. Assessment ConstructionCounselors use established scientificprocedures, relevant standards, andcurrent professional knowledge forassessment design in the develop-ment, publication, and utilization ofeducational and psychological as-sessment techniques.

E.13. Forensic Evaluation: Evaluation for Legal Proceedings

E.13.a. Primary ObligationsWhen providing forensic evaluations,the primary obligation of counselorsis to produce objective findings thatcan be substantiated based on infor-mation and techniques appropriateto the evaluation, which may includeexamination of the individual and/or review of records. Counselors areentitled to form professional opinionsbased on their professional knowl-edge and expertise that can be sup-ported by the data gathered in evalu-ations. Counselors will define the lim-its of their reports or testimony, espe-cially when an examination of the in-dividual has not been conducted.

E.13.b. Consent for EvaluationIndividuals being evaluated are in-formed in writing that the relationshipis for the purposes of an evaluationand is not counseling in nature, andentities or individuals who will re-ceive the evaluation report areidentified. Written consent to beevaluated is obtained from thosebeing evaluated unless a court or-ders evaluations to be conductedwithout the written consent of in-dividuals being evaluated. Whenchildren or vulnerable adults arebeing evaluated, informed written

consent is obtained from a parentor guardian.

E.13.c. Client EvaluationProhibited

Counselors do not evaluate individu-als for forensic purposes they cur-rently counsel or individuals theyhave counseled in the past. Counse-lors do not accept as counseling cli-ents individuals they are evaluatingor individuals they have evaluated inthe past for forensic purposes.

E.13.d. Avoid Potentially HarmfulRelationships

Counselors who provide forensicevaluations avoid potentially harm-ful professional or personal relation-ships with family members, romanticpartners, and close friends of indi-viduals they are evaluating or haveevaluated in the past.

Section FSupervision, Training,

and Teaching

IntroductionCounselors aspire to foster meaningfuland respectful professional relationshipsand to maintain appropriate boundarieswith supervisees and students. Counse-lors have theoretical and pedagogicalfoundations for their work and aim tobe fair, accurate, and honest in theirassessments of counselors-in-training.

F.1. Counselor Supervisionand Client Welfare

F.1.a. Client WelfareA primary obligation of counselingsupervisors is to monitor the servicesprovided by other counselors orcounselors-in-training. Counselingsupervisors monitor client welfareand supervisee clinical performanceand professional development. Tofulfill these obligations, supervisorsmeet regularly with supervisees to re-view case notes, samples of clinicalwork, or live observations. Superviseeshave a responsibility to understandand follow the ACA Code of Ethics.

F.1.b. Counselor CredentialsCounseling supervisors work to en-sure that clients are aware of thequalifications of the superviseeswho render services to the clients.(See A.2.b.)

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F.1.c. Informed Consent and ClientRights

Supervisors make supervisees awareof client rights including the protec-tion of client privacy and confidenti-ality in the counseling relationship.Supervisees provide clients with pro-fessional disclosure information andinform them of how the supervisionprocess influences the limits of con-fidentiality. Supervisees make clientsaware of who will have access torecords of the counseling relation-ship and how these records will beused. (See A.2.b., B.1.d.)

F.2. Counselor SupervisionCompetence

F.2.a. Supervisor PreparationPrior to offering clinical supervisionservices, counselors are trained insupervision methods and techniques.Counselors who offer clinical super-vision services regularly pursue con-tinuing education activities includingboth counseling and supervision top-ics and skills. (See C.2.a., C.2.f.)

F.2.b. Multicultural Issues/Diversityin Supervision

Counseling supervisors are awareof and address the role ofmulticulturalism/diversity in thesupervisory relationship.

F.3. Supervisory RelationshipsF.3.a. Relationship Boundaries With

SuperviseesCounseling supervisors clearly defineand maintain ethical professional,personal, and social relationshipswith their supervisees. Counseling su-pervisors avoid nonprofessional re-lationships with current supervisees.If supervisors must assume otherprofessional roles (e.g., clinical andadministrative supervisor, instruc-tor) with supervisees, they work tominimize potential conflicts and ex-plain to supervisees the expecta-tions and responsibilities associatedwith each role. They do not engagein any form of nonprofessional in-teraction that may compromise thesupervisory relationship.

F.3.b. Sexual RelationshipsSexual or romantic interactions orrelationships with current superviseesare prohibited.

F.3.c. Sexual HarassmentCounseling supervisors do not con-done or subject supervisees to sexualharassment. (See C.6.a.)

F.3.d. Close Relatives and FriendsCounseling supervisors avoid accept-ing close relatives, romantic part-ners, or friends as supervisees.

F.3.e. Potentially BeneficialRelationships

Counseling supervisors are aware of thepower differential in their relationshipswith supervisees. If they believe nonpro-fessional relationships with a superviseemay be potentially beneficial to thesupervisee, they take precautions simi-lar to those taken by counselors whenworking with clients. Examples of po-tentially beneficial interactions orrelationships include attending a for-mal ceremony; hospital visits; providingsupport during a stressful event; or mu-tual membership in a professionalassociation, organization, or commu-nity. Counseling supervisors engage inopen discussions with supervisees whenthey consider entering into relationshipswith them outside of their roles asclinical and/or administrative supervi-sors. Before engaging in nonprofes-sional relationships, supervisors discusswith supervisees and document therationale for such interactions, poten-tial benefits or drawbacks, and antici-pated consequences for the supervisee.Supervisors clarify the specific natureand limitations of the additional role(s)they will have with the supervisee.

F.4. Supervisor ResponsibilitiesF.4.a. Informed Consent for

SupervisionSupervisors are responsible for incor-porating into their supervision theprinciples of informed consent andparticipation. Supervisors informsupervisees of the policies and proce-dures to which they are to adhere andthe mechanisms for due process ap-peal of individual supervisory actions.

F.4.b. Emergencies and AbsencesSupervisors establish and communi-cate to supervisees procedures forcontacting them or, in their absence,alternative on-call supervisors toassist in handling crises.

F.4.c. Standards for SuperviseesSupervisors make their supervisees awareof professional and ethical standards andlegal responsibilities. Supervisors ofpostdegree counselors encourage thesecounselors to adhere to professionalstandards of practice. (See C.1.)

F.4.d. Termination of theSupervisory Relationship

Supervisors or supervisees have theright to terminate the supervisory

relationship with adequate notice.Reasons for withdrawal are providedto the other party. When cultural,clinical, or professional issues arecrucial to the viability of the supervi-sory relationship, both parties makeefforts to resolve differences. Whentermination is warranted, supervisorsmake appropriate referrals to pos-sible alternative supervisors.

F.5. Counseling SupervisionEvaluation, Remediation,and Endorsement

F.5.a. EvaluationSupervisors document and providesupervisees with ongoing perfor-mance appraisal and evaluation feed-back and schedule periodic formalevaluative sessions throughout thesupervisory relationship.

F.5.b. LimitationsThrough ongoing evaluation andappraisal, supervisors are aware ofthe limitations of supervisees thatmight impede performance. Super-visors assist supervisees in securing re-medial assistance when needed. Theyrecommend dismissal from trainingprograms, applied counseling set-tings, or state or voluntary profes-sional credentialing processes whenthose supervisees are unable to pro-vide competent professional services.Supervisors seek consultation anddocument their decisions to dismissor refer supervisees for assistance.They ensure that supervisees areaware of options available to themto address such decisions. (See C.2.g.)

F.5.c. Counseling for SuperviseesIf supervisees request counseling,supervisors provide them with accept-able referrals. Counselors do not pro-vide counseling services to supervisees.Supervisors address interpersonalcompetencies in terms of the impactof these issues on clients, the supervi-sory relationship, and professionalfunctioning. (See F.3.a.)

F.5.d. EndorsementSupervisors endorse supervisees for cer-tification, licensure, employment, orcompletion of an academic or trainingprogram only when they believesupervisees are qualified for the en-dorsement. Regardless of qualifications,supervisors do not endorse superviseeswhom they believe to be impaired inany way that would interfere with theperformance of the duties associatedwith the endorsement.

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F.6. Responsibilities ofCounselor Educators

F.6.a. Counselor EducatorsCounselor educators who areresponsible for developing, imple-menting, and supervising educationalprograms are skilled as teachers andpractitioners. They are knowledge-able regarding the ethical, legal, andregulatory aspects of the profession,are skilled in applying that knowl-edge, and make students andsupervisees aware of their responsi-bilities. Counselor educators con-duct counselor education and train-ing programs in an ethical mannerand serve as role models for profes-sional behavior. (See C.1., C.2.a., C.2.c.)

F.6.b. Infusing Multicultural Issues/Diversity

Counselor educators infuse materialrelated to multicultluralism/diversity intoall courses and workshops for the de-velopment of professional counselors.

F.6.c. Integration of Study andPractice

Counselor educators establish edu-cation and training programs thatintegrate academic study and super-vised practice.

F.6.d. Teaching EthicsCounselor educators make studentsand supervisees aware of the ethicalresponsibilities and standards of theprofession and the ethical responsibili-ties of students to the profession. Coun-selor educators infuse ethical consid-erations throughout the curriculum.(See C.1.)

F.6.e. Peer RelationshipsCounselor educators make every ef-fort to ensure that the rights of peersare not compromised when studentsor supervisees lead counseling groupsor provide clinical supervision. Coun-selor educators take steps to ensurethat students and supervisees under-stand they have the same ethical ob-ligations as counselor educators,trainers, and supervisors.

F.6.f. Innovative Theories andTechniques

When counselor educators teach coun-seling techniques/procedures that areinnovative, without an empirical foun-dation, or without a well-groundedtheoretical foundation, they define thecounseling techniques/procedures as“unproven” or “developing” and ex-plain to students the potential risks andethical considerations of using suchtechniques/procedures.

F.6.g. Field PlacementsCounselor educators develop clearpolicies within their training programsregarding field placement and otherclinical experiences. Counselor edu-cators provide clearly stated roles andresponsibilities for the student or su-pervisee, the site supervisor, and theprogram supervisor. They confirmthat site supervisors are qualified toprovide supervision and inform sitesupervisors of their professional andethical responsibilities in this role.

F.6.h. Professional DisclosureBefore initiating counseling services,counselors-in-training disclose theirstatus as students and explain how thisstatus affects the limits of confidenti-ality. Counselor educators ensure thatthe clients at field placements areaware of the services rendered andthe qualifications of the students andsupervisees rendering those services.Students and supervisees obtain cli-ent permission before they use anyinformation concerning the counsel-ing relationship in the training pro-cess. (See A.2.b.)

F.7. Student WelfareF.7.a. Orientation

Counselor educators recognize thatorientation is a developmental pro-cess that continues throughout theeducational and clinical training ofstudents. Counseling faculty provideprospective students with informa-tion about the counselor educationprogram’s expectations:

1. the type and level of skill andknowledge acquisition requiredfor successful completion of thetraining;

2. program training goals, objec-tives, and mission, and subjectmatter to be covered;

3. bases for evaluation;4. training components that encour-

age self-growth or self-disclosureas part of the training process;

5. the type of supervision settings andrequirements of the sites for re-quired clinical field experiences;

6. student and supervisee evalua-tion and dismissal policies andprocedures; and

7. up-to-date employment pros-pects for graduates.

F.7.b. Self-Growth ExperiencesCounselor education programs delin-eate requirements for self-disclosureor self-growth experiences in their

admission and program materials.Counselor educators use profes-sional judgment when designing train-ing experiences they conduct thatrequire student and supervisee self-growth or self-disclosure. Studentsand supervisees are made aware ofthe ramifications their self-disclosuremay have when counselors whoseprimary role as teacher, trainer, orsupervisor requires acting on ethicalobligations to the profession. Evalu-ative components of experientialtraining experiences explicitly delin-eate predetermined academic stan-dards that are separate and do notdepend on the student’s level of self-disclosure. Counselor educatorsmay require trainees to seek profes-sional help to address any personalconcerns that may be affecting theircompetency.

F.8. Student ResponsibilitiesF.8.a. Standards for Students

Counselors-in-training have a respon-sibility to understand and follow theACA Code of Ethics and adhere to ap-plicable laws, regulatory policies, andrules and policies governing profes-sional staff behavior at the agency orplacement setting. Students have thesame obligation to clients as thoserequired of professional counselors.(See C.1., H.1.)

F.8.b. ImpairmentCounselors-in-training refrain fromoffering or providing counseling ser-vices when their physical, mental, oremotional problems are likely toharm a client or others. They arealert to the signs of impairment, seekassistance for problems, and notifytheir program supervisors when theyare aware that they are unable to ef-fectively provide services. In addition,they seek appropriate professionalservices for themselves to remediatethe problems that are interferingwith their ability to provide servicesto others. (See A.1., C.2.d., C.2.g.)

F.9. Evaluation andRemediation of Students

F.9.a. EvaluationCounselors clearly state to students,prior to and throughout the train-ing program, the levels of compe-tency expected, appraisal methods,and timing of evaluations for bothdidactic and clinical competencies.Counselor educators provide students

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with ongoing performance appraisaland evaluation feedback throughoutthe training program.

F.9.b. LimitationsCounselor educators, throughoutongoing evaluation and appraisal,are aware of and address the inabil-ity of some students to achievecounseling competencies thatmight impede performance. Coun-selor educators

1. assist students in securing reme-dial assistance when needed,

2. seek professional consultation anddocument their decision to dismissor refer students for assistance, and

3. ensure that students have re-course in a timely manner to ad-dress decisions to require themto seek assistance or to dismissthem and provide students withdue process according to institu-tional policies and procedures.(See C.2.g.)

F.9.c. Counseling for StudentsIf students request counseling or ifcounseling services are required aspart of a remediation process, coun-selor educators provide acceptablereferrals.

F. 10. Roles and Relationships Between Counselor Educators and Students

F.10.a. Sexual or RomanticRelationships

Sexual or romantic interactions orrelationships with current studentsare prohibited.

F.10.b. Sexual HarassmentCounselor educators do not con-done or subject students to sexualharassment. (See C.6.a.)

F.10.c. Relationships With Former Students

Counselor educators are aware ofthe power differential in the rela-tionship between faculty and stu-dents. Faculty members foster opendiscussions with former studentswhen considering engaging in a so-cial, sexual, or other intimate rela-tionship. Faculty members discusswith the former student how theirformer relationship may affect thechange in relationship.

F.10.d. Nonprofessional RelationshipsCounselor educators avoid nonpro-fessional or ongoing professional re-lationships with students in which

there is a risk of potential harm tothe student or that may compromisethe training experience or grades as-signed. In addition, counselor edu-cators do not accept any form of pro-fessional services, fees, commissions,reimbursement, or remunerationfrom a site for student or superviseeplacement.

F.10.e. Counseling ServicesCounselor educators do not serve ascounselors to current students un-less this is a brief role associated witha training experience.

F.10.f. Potentially BeneficialRelationships

Counselor educators are aware ofthe power differential in the rela-tionship between faculty and stu-dents. If they believe a nonprofes-sional relationship with a student maybe potentially beneficial to the student,they take precautions similar to thosetaken by counselors when working withclients. Examples of potentially benefi-cial interactions or relationships in-clude, but are not limited to, attend-ing a formal ceremony; hospital vis-its; providing support during astressful event; or mutual member-ship in a professional association,organization, or community. Coun-selor educators engage in open dis-cussions with students when theyconsider entering into relationshipswith students outside of their roles asteachers and supervisors. They discusswith students the rationale for suchinteractions, the potential benefits anddrawbacks, and the anticipated con-sequences for the student. Educatorsclarify the specific nature and limita-tions of the additional role(s) they willhave with the student prior to engag-ing in a nonprofessional relationship.Nonprofessional relationships withstudents should be time-limited andinitiated with student consent.

F.11. Multicultural/Diversity Competence in Counselor Education and Training Programs

F.11.a. Faculty DiversityCounselor educators are committedto recruiting and retaining a diversefaculty.

F.11.b. Student DiversityCounselor educators actively at-tempt to recruit and retain a diversestudent body. Counselor educators

demonstrate commitment tomulticultural/diversity competenceby recognizing and valuing diversecultures and types of abilities studentsbring to the training experience.Counselor educators provide appropri-ate accommodations that enhance andsupport diverse student well-being andacademic performance.

F.11.c. Multicultural/DiversityCompetence

Counselor educators actively infusemulticultural/diversity competencyin their training and supervision prac-tices. They actively train students togain awareness, knowledge, and skillsin the competencies of multiculturalpractice. Counselor educators includecase examples, role-plays, discussionquestions, and other classroom activi-ties that promote and represent vari-ous cultural perspectives.

Section GResearch and

Publication

IntroductionCounselors who conduct researchare encouraged to contribute to theknowledge base of the profession andpromote a clearer understanding ofthe conditions that lead to a healthyand more just society. Counselorssupport efforts of researchers by par-ticipating fully and willingly wheneverpossible. Counselors minimize biasand respect diversity in designing andimplementing research programs.

G.1. Research ResponsibilitiesG.1.a. Use of Human Research

ParticipantsCounselors plan, design, conduct,and report research in a manner thatis consistent with pertinent ethicalprinciples, federal and state laws,host institutional regulations, and sci-entific standards governing researchwith human research participants.

G.1.b. Deviation From StandardPractice

Counselors seek consultation andobserve stringent safeguards to pro-tect the rights of research participantswhen a research problem suggests adeviation from standard or accept-able practices.

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G.1.c. Independent ResearchersWhen independent researchers donot have access to an InstitutionalReview Board (IRB), they shouldconsult with researchers who arefamiliar with IRB procedures to pro-vide appropriate safeguards.

G.1.d. Precautions to Avoid InjuryCounselors who conduct research withhuman participants are responsible forthe welfare of participants throughoutthe research process and should takereasonable precautions to avoid caus-ing injurious psychological, emotional,physical, or social effects to participants.

G.1.e. Principal ResearcherResponsibility

The ultimate responsibility for ethicalresearch practice lies with the principalresearcher. All others involved in the re-search activities share ethical obligationsand responsibility for their own actions.

G.1.f. Minimal InterferenceCounselors take reasonable precau-tions to avoid causing disruptions inthe lives of research participants thatcould be caused by their involvementin research.

G.1.g. Multicultural/DiversityConsiderations in Research

When appropriate to research goals,counselors are sensitive to incorporat-ing research procedures that take intoaccount cultural considerations. Theyseek consultation when appropriate.

G.2. Rights of ResearchParticipants

(See A.2, A.7.)

G.2.a. Informed Consent inResearch

Individuals have the right to consentto become research participants. Inseeking consent, counselors use lan-guage that

1. accurately explains the purposeand procedures to be followed,

2. identifies any procedures that areexperimental or relatively untried,

3. describes any attendant discom-forts and risks,

4. describes any benefits or changesin individuals or organizations thatmight be reasonably expected,

5. discloses appropriate alternativeprocedures that would be advan-tageous for participants,

6. offers to answer any inquiriesconcerning the procedures,

7. describes any limitations onconfidentiality,

8. describes the format and potentialtarget audiences for the dissemina-tion of research findings, and

9. instructs participants that they arefree to withdraw their consent andto discontinue participation in theproject at any time without penalty.

G.2.b. DeceptionCounselors do not conduct researchinvolving deception unless alternativeprocedures are not feasible and theprospective value of the research jus-tifies the deception. If such deceptionhas the potential to cause physical oremotional harm to research partici-pants, the research is not conducted,regardless of prospective value. Whenthe methodological requirements ofa study necessitate concealment ordeception, the investigator explainsthe reasons for this action as soon aspossible during the debriefing.

G.2.c. Student/SuperviseeParticipation

Researchers who involve students orsupervisees in research make clear tothem that the decision regardingwhether or not to participate inresearch activities does not affect one’sacademic standing or supervisoryrelationship. Students or superviseeswho choose not to participate in edu-cational research are provided with anappropriate alternative to fulfill theiracademic or clinical requirements.

G.2.d. Client ParticipationCounselors conducting research in-volving clients make clear in the in-formed consent process that clientsare free to choose whether or not toparticipate in research activities.Counselors take necessary precau-tions to protect clients from adverseconsequences of declining or with-drawing from participation.

G.2.e. Confidentiality ofInformation

Information obtained about re-search participants during the courseof an investigation is confidential.When the possibility exists that oth-ers may obtain access to such infor-mation, ethical research practice re-quires that the possibility, togetherwith the plans for protecting confi-dentiality, be explained to partici-pants as a part of the procedure forobtaining informed consent.

G.2.f. Persons Not Capable ofGiving Informed Consent

When a person is not capable of giv-ing informed consent, counselors

provide an appropriate explanation to,obtain agreement for participationfrom, and obtain the appropriate con-sent of a legally authorized person.

G.2.g. Commitments to ParticipantsCounselors take reasonable measuresto honor all commitments to re-search participants. (See A.2.c.)

G.2.h. Explanations After DataCollection

After data are collected, counselorsprovide participants with full clarifica-tion of the nature of the study to re-move any misconceptions participantsmight have regarding the research.Where scientific or human valuesjustify delaying or withholding infor-mation, counselors take reasonablemeasures to avoid causing harm.

G.2.i. Informing SponsorsCounselors inform sponsors, institu-tions, and publication channels re-garding research procedures andoutcomes. Counselors ensure thatappropriate bodies and authoritiesare given pertinent information andacknowledgement.

G.2.j. Disposal of ResearchDocuments and Records

Within a reasonable period of time fol-lowing the completion of a researchproject or study, counselors take stepsto destroy records or documents(audio, video, digital, and written) con-taining confidential data or informationthat identifies research participants.When records are of an artistic nature,researchers obtain participant consentwith regard to handling of such recordsor documents. (See B.4.a, B.4.g.)

G.3. Relationships WithResearch Participants(When Research InvolvesIntensive or ExtendedInteractions)

G.3.a. NonprofessionalRelationships

Nonprofessional relationships with re-search participants should be avoided.

G.3.b. Relationships With ResearchParticipants

Sexual or romantic counselor–researchparticipant interactions or relation-ships with current research partici-pants are prohibited.

G.3.c. Sexual Harassment andResearch Participants

Researchers do not condone or sub-ject research participants to sexualharassment.

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G.3.d. Potentially BeneficialInteractions

When a nonprofessional interactionbetween the researcher and the re-search participant may be potentiallybeneficial, the researcher must docu-ment, prior to the interaction (whenfeasible), the rationale for such an in-teraction, the potential benefit, andanticipated consequences for the re-search participant. Such interactionsshould be initiated with appropriateconsent of the research participant.Where unintentional harm occurs tothe research participant due to thenonprofessional interaction, the re-searcher must show evidence of an at-tempt to remedy such harm.

G.4. Reporting ResultsG.4.a. Accurate Results

Counselors plan, conduct, and re-port research accurately. They pro-vide thorough discussions of the limi-tations of their data and alternativehypotheses. Counselors do not en-gage in misleading or fraudulent re-search, distort data, misrepresentdata, or deliberately bias their results.They explicitly mention all variablesand conditions known to the investi-gator that may have affected the out-come of a study or the interpreta-tion of data. They describe the ex-tent to which results are applicablefor diverse populations.

G.4.b. Obligation to ReportUnfavorable Results

Counselors report the results of anyresearch of professional value. Resultsthat reflect unfavorably on institutions,programs, services, prevailing opinions,or vested interests are not withheld.

G.4.c. Reporting ErrorsIf counselors discover significant errorsin their published research, they takereasonable steps to correct such errorsin a correction erratum, or throughother appropriate publication means.

G.4.d. Identity of ParticipantsCounselors who supply data, aid inthe research of another person, re-port research results, or make origi-nal data available take due care todisguise the identity of respective par-ticipants in the absence of specificauthorization from the participantsto do otherwise. In situations whereparticipants self-identify their involve-ment in research studies, research-ers take active steps to ensure thatdata is adapted/changed to protect

the identity and welfare of all partiesand that discussion of results does notcause harm to participants.

G.4.e. Replication StudiesCounselors are obligated to makeavailable sufficient original researchdata to qualified professionals whomay wish to replicate the study.

G.5. PublicationG.5.a. Recognizing Contributions

When conducting and reporting re-search, counselors are familiar withand give recognition to previouswork on the topic, observe copyrightlaws, and give full credit to those towhom credit is due.

G.5.b. PlagiarismCounselors do not plagiarize, that is,they do not present another person’swork as their own work.

G.5.c. Review/Republication ofData or Ideas

Counselors fully acknowledge andmake editorial reviewers aware ofprior publication of ideas or datawhere such ideas or data are submit-ted for review or publication.

G.5.d. ContributorsCounselors give credit through jointauthorship, acknowledgment, foot-note statements, or other appropriatemeans to those who have contributedsignificantly to research or conceptdevelopment in accordance withsuch contributions. The principalcontributor is listed first and minortechnical or professional contribu-tions are acknowledged in notes orintroductory statements.

G.5.e. Agreement of ContributorsCounselors who conduct joint re-search with colleagues or students/supervisees establish agreements inadvance regarding allocation oftasks, publication credit, and typesof acknowledgement that will bereceived.

G.5.f. Student ResearchFor articles that are substantiallybased on students course papers,projects, dissertations or theses, andon which students have been the pri-mary contributors, they are listed asprincipal authors.

G.5.g. Duplicate SubmissionCounselors submit manuscripts forconsideration to only one journal ata time. Manuscripts that are pub-lished in whole or in substantial partin another journal or published workare not submitted for publication

without acknowledgment and permis-sion from the previous publication.

G.5.h. Professional ReviewCounselors who review material sub-mitted for publication, research, orother scholarly purposes respect theconfidentiality and proprietaryrights of those who submitted it.Counselors use care to make publi-cation decisions based on valid anddefensible standards. Counselors re-view article submissions in a timelymanner and based on their scopeand competency in research meth-odologies. Counselors who serve asreviewers at the request of editorsor publishers make every effort toonly review materials that are withintheir scope of competency and usecare to avoid personal biases.

Section HResolving

Ethical Issues

IntroductionCounselors behave in a legal, ethical, andmoral manner in the conduct of theirprofessional work. They are aware thatclient protection and trust in the pro-fession depend on a high level of pro-fessional conduct. They hold othercounselors to the same standards andare willing to take appropriate action toensure that these standards are upheld.

Counselors strive to resolve ethicaldilemmas with direct and open commu-nication among all parties involved andseek consultation with colleagues andsupervisors when necessary. Counselorsincorporate ethical practice into theirdaily professional work. They engage inongoing professional development re-garding current topics in ethical andlegal issues in counseling.

H.1. Standards and the Law(See F.9.a.)

H.1.a. KnowledgeCounselors understand the ACACode of Ethics and other applicableethics codes from other profes-sional organizations or from certi-fication and licensure bodies ofwhich they are members. Lack ofknowledge or misunderstanding ofan ethical responsibility is not a

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defense against a charge of unethi-cal conduct.

H.1.b. Conflicts Between Ethicsand Laws

If ethical responsibilities conflict withlaw, regulations, or other governinglegal authority, counselors makeknown their commitment to the ACACode of Ethics and take steps to resolvethe conflict. If the conflict cannotbe resolved by such means, counse-lors may adhere to the requirementsof law, regulations, or other govern-ing legal authority.

H.2. Suspected ViolationsH.2.a. Ethical Behavior Expected

Counselors expect colleagues to ad-here to the ACA Code of Ethics. Whencounselors possess knowledge thatraises doubts as to whether anothercounselor is acting in an ethical man-ner, they take appropriate action. (SeeH.2.b., H.2.c.)

H.2.b. Informal ResolutionWhen counselors have reason to be-lieve that another counselor is vio-lating or has violated an ethical stan-dard, they attempt first to resolve theissue informally with the other coun-selor if feasible, provided such actiondoes not violate confidentiality rightsthat may be involved.

H.2.c. Reporting Ethical ViolationsIf an apparent violation has substan-tially harmed, or is likely to substan-tially harm a person or organization

and is not appropriate for informalresolution or is not resolved properly,counselors take further action appro-priate to the situation. Such actionmight include referral to state or na-tional committees on professional eth-ics, voluntary national certificationbodies, state licensing boards, or tothe appropriate institutional authori-ties. This standard does not apply whenan intervention would violate confi-dentiality rights or when counselorshave been retained to review the workof another counselor whose profes-sional conduct is in question.

H.2.d. ConsultationWhen uncertain as to whether a par-ticular situation or course of actionmay be in violation of the ACA Codeof Ethics, counselors consult with othercounselors who are knowledgeableabout ethics and the ACA Code of Eth-ics, with colleagues, or with appro-priate authorities

H.2.e. Organizational ConflictsIf the demands of an organization withwhich counselors are affiliated pose aconflict with the ACA Code of Ethics,counselors specify the nature of suchconflicts and express to their supervi-sors or other responsible officials theircommitment to the ACA Code of Eth-ics. When possible, counselors worktoward change within the organiza-tion to allow full adherence to theACA Code of Ethics. In doing so, theyaddress any confidentiality issues.

H.2.f. Unwarranted ComplaintsCounselors do not initiate, partici-pate in, or encourage the filing ofethics complaints that are made withreckless disregard or willful igno-rance of facts that would disprovethe allegation.

H.2.g. Unfair DiscriminationAgainst Complainants andRespondents

Counselors do not deny persons em-ployment, advancement, admissionto academic or other programs, ten-ure, or promotion based solely upontheir having made or their being thesubject of an ethics complaint. Thisdoes not preclude taking action basedupon the outcome of such proceed-ings or considering other appropri-ate information.

H.3. Cooperation With EthicsCommittees

Counselors assist in the process of en-forcing the ACA Code of Ethics. Counse-lors cooperate with investigations, pro-ceedings, and requirements of theACA Ethics Committee or ethics com-mittees of other duly constituted asso-ciations or boards having jurisdictionover those charged with a violation.Counselors are familiar with the ACAPolicy and Procedures for Processing Com-plains of Ethical Violations and use it as areference for assisting in the enforce-ment of the ACA Code of Ethics.

| 41 Standards of Practice for California Community College Counseling Faculty and Programs

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Advocacy – promotion of the well-being of individuals andgroups, and the counseling profession within systems andorganizations. Advocacy seeks to remove barriers and ob-stacles that inhibit access, growth, and development.

Assent – to demonstrate agreement, when a person is other-wise not capable or competent to give formal consent(e.g., informed consent) to a counseling service or plan.

Client – an individual seeking or referred to the professionalservices of a counselor for help with problem resolutionor decision making.

Counselor – a professional (or a student who is a counselor-in-training) engaged in a counseling practice or othercounseling-related services. Counselors fulfill manyroles and responsibilities such as counselor educators,researchers, supervisors, practitioners, and consultants.

Counselor Educator – a professional counselor engagedprimarily in developing, implementing, and supervisingthe educational preparation of counselors-in-training.

Counselor Supervisor – a professional counselor who en-gages in a formal relationship with a practicing coun-selor or counselor-in-training for the purpose of over-seeing that individual’s counseling work or clinical skilldevelopment.

Culture – membership in a socially constructed way ofliving, which incorporates collective values, beliefs,norms, boundaries, and lifestyles that are cocreatedwith others who share similar worldviews comprisingbiological, psychosocial, historical, psychological, andother factors.

Diversity – the similarities and differences that occur withinand across cultures, and the intersection of cultural andsocial identities.

Glossary of TermsDocuments – any written, digital, audio, visual, or artistic

recording of the work within the counseling relationshipbetween counselor and client.

Examinee – a recipient of any professional counseling servicethat includes educational, psychological, and career ap-praisal utilizing qualitative or quantitative techniques.

Forensic Evaluation – any formal assessment conducted forcourt or other legal proceedings.

Multicultural/Diversity Competence – a capacity wherebycounselors possess cultural and diversity awareness andknowledge about self and others, and how this aware-ness and knowledge is applied effectively in practicewith clients and client groups.

Multicultural/Diversity Counseling – counseling that recog-nizes diversity and embraces approaches that support theworth, dignity, potential, and uniqueness of individualswithin their historical, cultural, economic, political, andpsychosocial contexts.

Student – an individual engaged in formal educational prepa-ration as a counselor-in-training.

Supervisee – a professional counselor or counselor-in-trainingwhose counseling work or clinical skill development isbeing overseen in a formal supervisory relationship by aqualified trained professional.

Supervisor – counselors who are trained to oversee the profes-sional clinical work of counselors and counselors-in-training.

Teaching – all activities engaged in as part of a formal educa-tional program designed to lead to a graduate degree incounseling.

Training – the instruction and practice of skills related to thecounseling profession. Training contributes to the ongoingproficiency of students and professional counselors.

42 | Standards of Practice for California Community College Counseling Faculty and Programs

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