Mission of ACA
The mission of the American Counseling Association is to enhance the quality of life in society by promoting the development of professional counselors, advancing the counseling profession, and using the profession and practice of counseling to promote re
There are a number of resources and sources of information that can help guide professional counselors as they strive to assist clients in an ethical and legal manner:
~ Ethical standards created by professional associations
~ Federal and state laws and regulations
~Policies, guidelines, and procedures created by state boards of education and local school systems
Ethical standards are normally developed by professional associations to guide the behavior of a specific group of professionals. Ethical standards help to:
~Educate members about sound ethical conduct
~Provide a mechanism of accountability
~Improve professional practice
The ACA's Code of Ethics is based on Kitchener's five moral principles: autonomy, justice, beneficence, nonmaleficence, and fidelity.
~Autonomy refers to the concept of independence and the ability to make one's own decisions.
~Justice means treating each person fairly, but it does not mean treating each person the same way.
~Beneficence refers to doing good or what is in the best inter
TRUE
Laws are more prescriptive than ethical standards, have been incorporated into code, and carry greater sanctions or penalties for failure to comply.
TRUE
When ethics and laws appear to be in conflict with each other, the professional counselor must attempt to resolve the conflict in a responsible manner.
TRUE
Because there are greater penalties associated with laws, the counselor will often follow the legal course of action if there is no harm to the client.
When determining which code of ethics to follow, consider:
~What is the setting in which one is practicing, and is there a particular code that applies specifically to that setting?
~In what capacity (e.g., licensed professional counselor, marriage and family therapist, certified school counselor) is the professi
All ACA members must abide by the Code.
The Code has eight sections:
A) The Counseling Relationship,
B) Confidentiality, Privileged Communication, and Privacy, C) Professional Responsibility,
D) Relationships with Other Professionals,
E) Evaluation, Assessment, and Interpretation,
F) Supervision, Training, and Teaching,
G)
Section A: The Counseling Relationship
Counselors facilitate client growth and development in ways that foster the interest and welfare of clients and promote formation of healthy relationships. Trust is the cornerstone of the counseling relationship and counselors have the responsibility to r
Client Welfare - A.1.a - primary responsibility
To respect the dignity and promote welfare of client
A.1.b - Records and documentation
Create, safeguard and maintain documentation necessary for rendering professional services. Sufficient and timely documentation to facilitate the delivery and continuity of services. Should accurately reflect client's progress and services provided. Prope
A.1.c - Counseling Plans
Counselor and clients work jointly in devising counseling plans that offer reasonable promise of success and are consistent with the abilities, temperament, developmental level and circumstances of clients. Counselors and clients regularly review and revi
A.1.d - Support Network Involvement
Recognize that support networks hold various meanings in the lives of clients and consider enlisting the support, understanding and the involvement of others.
A.2 Informed consent in the counseling relationship
Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have the obligation to review in writing and verbally with clients the
A.2.b Types of information needed
Explain nature of all services provided. Issues such as purposes, goals, techniques, procedures, limitations, potential risks and benefits of services; counselor qualifications, credentials, relevant experience, and approach to counseling. Continuation of
A.2.c. Developmental and Cultural Sensitivity
Communicate information in ways that are both culturally and developmentally appropriate. Use clear and understandable language when discussing issues related to informed consent. If language barriers are present, provide necessary services to ensure comp
A.2.d Inability to give consent
When counseling minors, incapacitate adults or other persons unable to give voluntary consent, counselors seek the assent of clients to services and include them in decision making as appropriate. Recognize the need to balance the clients' ethical right t
A.2.e Mandated Clients
Discuss the required limitations to confidentiality when working with clients who have been mandated for counseling services. Explain what type of information and with whom that information is shared prior to the beginning of counseling. The client may ch
A.3. Clients served by others
If clients are in a professional relationship with other mental health professionals, they should request a release from clients to inform the other professional and strive to establish positive and collaborative professional relationships.
A.4 Avoiding Harm and Imposing Values
...
A.4.a Avoiding Harm
Act to avoid harm to clients, trainees and research participants and to minimize or to remedy unavoidable or anticipated harm.
A.4.b Personal Values
Be aware of and avoid imposing own values, attitudes, beliefs, behaviors. Respect diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the cou
A.5 Prohibited Non-counseling Roles and relationships
Covers Clients/family/friends
A.5.a Sexual and/or romantic relationships prohibited
sexual and/or romantic counselor/client interactions or relationships with current clients, their romantic partners or family member is prohibited. Applies to in person or electronic interactions.
A.5.b Previous Sexual and/or Romantic Relationships
Counselors prohibited from engaging in counseling relationships with persons with whom they have had previous sexual/romantic relations.
A.5.c Sexual and/or romantic relationships with former clients
Sexual and/or romantic counselor/client interactions or relationships with former clients, their romantic partners, or their family embers are prohibited for a period of 5 years following the last professional contact. Applies to electronic and in person.
A.5.d Friends or family members
Prohibited from engaging in counseling relationships with friends or family members with whom they have an inability to remain objective.
A.5.e Personal virtual relationships with current clients
Counselors are prohibited from engaging in a personal virtual relationship with individuals with whom they have a current counseling relationship(social and other media)
A.6 Managing and Maintaining Boundaries and Professional relationships
Previous relationships, extending counselor boundaries, documenting boundary extensions, role changes in professionals relationship and Nonprofessional interactions or relationships (other than sexual or romantic)
A.6.a Previous Relationships
Consider the risks and benefits of accepting clients with whom they have had previous relationships. Examples include casual, distant, or past relationship such as professional organizations, associations or community. When counselors accept these client,
A.6.b Extending Counseling Boundaries
Counselors consider the risks and benefits of extending current counseling relationships beyond the conventional parameter. Ex. include attending a client's formal ceremony or graduation, purchasing a service or product provide by a client (excepting unre
A.6.c Documenting boundary extensions
If counselors extend boundaries as described in A.6a and A.6.b, they must officially document, prior to the interaction(when feasible)the rationale for such an interaction, the potential benefit and the anticipated consequences for the client or former cl
A.6.d Role Changes in the Professional Relationship
When counselors change a role from the original or most recent contracted relationship, the obtain informed consent from the client and explain the client's right to refuse services related to the change. Examples of the role changes include but are not l
A.6.e. Nonprofessional interactions or relationships(other than sexual or romantic interactions or relationships
Counselors avoid entering into non-professional relationships with former clients, their romantic partners, or their family members when the interaction is potentially harmful to the client. This applies to both in-person and electronic interactions or re
A.7. Roles and relationships at individual, group, institutional and societal levels
Advocacy, Confidentiality and advocacy
A.7.a Advocacy
When appropriate, counselors advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles that inhibit access and/or the growth and development of clients
A.7.b Confidentiality and Advocacy
Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services to work toward removal of systemic barriers or obstacles that inhibit client access, growth and development
A.8 Multiple clients
When a counselor agrees to provide counseling services to two or more persons who have a relationship, the counselor clarifies at the outset which person or persons are clients and the nature of the relationships the counselor will have with each involved
A.9. Group Work
Screening and Protecting clients
A.9a Screening
screen prospective group counseling/therapy participants. To extent possible, select members whose needs and goals are compatible with goals of the groups, who will not impede the group process and whose well-being will not be jeopardized by the group exp
A.9.b Protecting clients
In a group setting counselors take reasonable precautions to protect clients from physical, emotional or psychological trauma
A.10 Fees and Business Practices
Self-referral, unacceptable business practices, fees, bartering and gifts
A.10.a Self-referral
Counselors that work in an organization may not refer clients to their private practice unless the policy of the organization makes explicit provisions for self-referrals. In such instances, the clients must be informed of other options open to them shoul
A.10.b Unacceptable business practices
Counselors do not participate in fee splitting, nor do they receive commissions, rebates or any other form of renumeration when referring clients from professional services
A.10.c Establishing fees
when establishing fees consider the financial status of clients and locality. If usual fees cause undue hardship, the counselor may adjust the fee, when legally permissible or assist the client in locating comparable, affordable services.
A.10.d Nonpayment of Fees
If counselors intend to use collections agencies or take legal measures to collect fees not paid as agreed upon, they include such information in their informed consent documents and also inform clients in a timely fashion of intended actions and offer cl
A.10.e Bartering
May barter only if the bartering does not result in exploitation or her, if the client request it, and if such arrangements re an accepted practice among professionals in the community. Counselors consider the cultural implications of bartering and discus
A.10.f Receiving gifts
understand the challenges of receiving gifts and recognize that in some culture, small gifts are a token of gratitude. Take into account the therapeutic relations, the monetary value of the gift, the client's motivation for giving the gift and counselor's
A.11 Termination and referral
Competence, Values within, appropriate termination and transfer of services
A.11.a Competence within termination and referral
If counselor lacks the competence to be of professional assistance to clients, they avoid entering or continuing counseling relationships. Counselors are knowledgeable bout culturally and clinically appropriate referral resources and suggest these alterna
A.11.b Values within terminations and referral
Refrain from referring prospective and current clients based solely on the counselor's personally held values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients and seek training in areas in which they are at risk of imposing
A.11.c Appropriate termination
Counselors terminate a counseling relationship when it become reasonably apparent that the client no longer needs assistance, is not likely to benefit, or is being harmed by continued counseling. Counseling may be terminated when counselor is in jeopardy
A.11.d Appropriate Transfer of services
when counselors transfer or refer clients to other practitioners, they ensure that appropriate clinical and administrative processes are completed and open communication is maintained with both clients and practitioners.
Section B
Confidentiality and Privacy, Multicultural/diversity considerations, respect for privacy & confidentiality, explanation of limitations, and exceptions regarding disclosure and sharing of information within groups, family therapy, death, transmission of in
B.1.a. Multicultural/Diversity Considerations
Counselors maintain awareness and sensitivity regarding cultural meanings of confidentiality and privacy. Counselors respect differing views toward disclosure of information. Counselors hold ongoing discussions with clients as to how, when, and with whom
B.1.b. Respect for Privacy
Counselors respect the privacy of prospective and current clients. Coun- selors request private information from clients only when it is bene cial to the counseling process.
B.1.c. Respect for Confidentiality
Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification.
B.1.d. Explanation of Limitations
At initiation and throughout the counseling process, counselors inform clients of the limitations of con dentiality and seek to identify situations in which confidentiality must be breached.
B.2. Exceptions
Serious and Foreseeable Harm and Legal
Requirements, Confidentiality Regarding End-of-Life Decisions, Contagious, Life-Threatening Diseases,Court-Ordered Disclosure, Minimal Disclosure, permission to record/video, transmission of records, record keeping a
B.2.a. Serious and Foreseeable Harm and Legal
Requirements
The general requirement that counselors keep information con dential does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that con dential information must b
B.2.b. Confidentiality Regarding End-of-Life Decisions
Counselors who provide services to terminally ill individuals who are considering hastening their own deaths have the option to maintain confidentiality, depending on applicable laws and the specific circumstances of the situation and after seeking consul
B.2.c. Contagious, Life- Threatening Diseases
When clients disclose that they have a disease commonly known to be both communicable and life threatening, counselors may be justi ed in disclosing information to identifiable third parties, if the parties are known to be at serious and foreseeable risk
B.2.d. Court-Ordered Disclosure
When ordered by a court to release confidential or privileged information without a client's permission, coun-
selors seek to obtain written, informed consent from the client or take steps to prohibit the disclosure or have it limited as narrowly as possi
B.2.e. Minimal Disclosure
To the extent possible, clients are informed before confidential information is disclosed and are involved in the disclosure decision-making process. When circumstances require the disclosure of confidential information, only essential information is reve
B.3. Information Shared With Others
Subordinates. Interdisciplinary Teams,Confidential Settings,Third-Party Payers, Transmitting Confidential Information,Deceased Clients
B.3.a. Subordinates
Counselors make every effort to ensure that privacy and confidentiality of clients are maintained by subordinates, including employees, supervisees, students, clerical assistants, and volunteers.
B.3.b. Interdisciplinary Teams
When services provided to the client involve participation by an interdisciplinary or treatment team, the client will be informed of the team's existence and composition, information being shared, and the purposes of sharing such information.
B.3.c. Confidential Settings
Counselors discuss confidential information only in settings in which they can reasonably ensure client privacy.
B.3.d. Third-Party Payers
Counselors disclose information to third-party payers only when clients have authorized such disclosure.
B.3.e. Transmitting Confidential Information
Counselors take precautions to ensure the confidentiality of all information transmitted through the use of any medium.
B.3.f. Deceased Clients
Counselors protect the confidentiality of deceased clients, consistent with legal requirements and the documented preferences of the client.
B.4. Groups and Families
Group work, couples and family counseling
B.4.a. Group Work
In group work, counselors clearly explain the importance and parameters of con dentiality for the specific group.
B.4.b. Couples and Family Counseling
In couples and family counseling, counselors clearly de ne who is considered "the client" and discuss expectations and limitations of con dentiality. Counselors seek agreement and document in writing such agreement among all involved parties regarding the
B.5. Clients Lacking Capacity to Give Informed
Consent
Responsibility to clients, parents and legal guardians, release of confidential information...
B.5.a. Responsibility to Clients
When counseling minor clients or adult clients who lack the capacity to give voluntary, informed consent, counselors protect the confidentiality of information received�in any medium�in the counseling relationship as specified by federal and state laws, w
B.5.b. Responsibility to Parents and Legal Guardians
Counselors inform parents and legal guardians about the role of counselors and the con dential nature of the coun- seling relationship, consistent with current legal and custodial arrangements. Counselors are sensitive to the cultural diversity of familie
B.5.c. Release of Confidential Information
When counseling minor clients or adult clients who lack the capacity to give voluntary consent to release con dential information, counselors seek permission from an appropriate third party to disclose information. In such instances, counselors inform cli
B.6. Records and Documentation
CreatingandMaintaining Records and Documentation, Con- fidentiality of Records and Documentation, Permission to record, observe, client access,assistance with records, disclosure or transfer, storage and disposal after termination and reasonable precautio
B.6.a. CreatingandMaintaining Records and Documentation
Counselors create and maintain records and documentation necessary for rendering professional services.
B.6.b. Confidentiality of Records and Documentation
Counselors ensure that records and documentation kept in any medium are secure and that only authorized persons have access to them.
B.6.c. Permission to Record
Counselors obtain permission from clients prior to recording sessions through electronic or other means.
B.6.d. Permission to Observe
Counselors obtain permission from clients prior to allowing any person to ob- serve counseling sessions, review session transcripts, or view recordings of sessions with supervisors, faculty, peers, or others within the training environment.
B.6.e. Client Access
Counselors provide reasonable access to records and copies of records when requested by competent clients. Counselors limit the access of clients to their records, or portions of their records, only when there is compelling evidence that such access would
B.6.f. Assistance With Records
When clients request access to their records, counselors provide assistance and consultation in interpreting counseling records.
B.6.g. Disclosure or Transfer
Unless exceptions to confidentiality exist, counselors obtain written permission from clients to disclose or transfer records to legitimate third parties. Steps are taken to ensure that receivers of counseling records are sensitive to their con dential na
B.6.h. Storage and Disposal After Termination
Counselors store records following ter- mination of services to ensure reasonable future access, maintain records in ac- cordance with federal and state laws and statutes such as licensure laws and policies governing records, and dispose of client records
B.6.i. Reasonable Precautions
Counselors take reasonable precautions to protect client confidentiality in the event of the counselor's termination of practice, incapacity, or death and appoint a records custodian when identified as appropriate.
B.7. Case Consultation
Respect for privacy, disclosure of confidential information
B.7.a. Respect for Privacy
Information shared in a consulting relationship is discussed for professional purposes only. Written and oral reports present only data germane to the purposes of the consultation, and every effort is made to protect client identity and to avoid undue inv
B.7.b. Disclosure of Confidential Information
When consulting with colleagues, counselors do not disclose confidential information that reasonably could lead to the identi cation of a client or other person or organization with whom they have a con dential relationship unless they have obtained the p
Section C - Professional Responsibility
Counselors aspire to open, honest, and accurate communication in deal- ing with the public and other profes- sionals. Counselors facilitate access to counseling services, and they practice in a nondiscriminatory manner within the boundaries of professiona
C.1. Knowledge of and Compliance With
Standards
Counselors have a responsibility to read, understand, and follow the ACA Code of Ethics and adhere to applicable laws and regulations.
C.2. Professional Competence
Boundaries of Competence, New Specialty areas of practice, qualified for employment, monitor effectiveness, Consultations on ethical obligations, continuing education, impairment, counselor incantation, death, retirement, or termination of practice
C.2.a. Boundaries of Competence
Counselors practice only within the boundaries of their competence, based on their education, training, super- vised experience, state and national professional credentials, and appropri- ate professional experience. Whereas multicultural counseling compe
C.2.b. New Specialty Areas of Practice
Counselors practice in specialty areas new to them only after appropriate education, training, and supervised experience. While developing skills in new specialty areas, counselors take steps to ensure the competence of their work and protect others from
C.2.c. Qualified for Employment
Counselors accept employment only for positions for which they are qualiified given their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Counselors hire for professional co
C.2.d. Monitor Effectiveness
Counselors continually monitor their effec- tiveness as professionals and take steps to improve when necessary. Counselors take reasonable steps to seek peer supervision to evaluate their ef cacy as counselors.
C.2.e. Consultations on Ethical Obligations
Counselors take reasonable steps to consult with other counselors, the ACA Ethics and Professional Standards Department, or related professionals when they have questions regarding their ethical obligations or professional practice.
C.2.f. Continuing Education
Counselors recognize the need for con- tinuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. Counselors maintain their competence in the skills they use, a
C.2.g. Impairment
Counselors monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when impaired. They seek assistance for problems that reach the level of professional
C.2.h. Counselor Incapacitation, Death, Retirement, or
Termination of Practice
Counselors prepare a plan for the transfer of clients and the dissemination of records to an identified colleague or records custodian in the case of the counselor's incapacitation, death, retirement, or termination of practice.
C.3. Advertising and Soliciting Clients
Accurate advertising, testimonials, statements by others, recruiting through employment, products and training advertisements, promoting to those served
C.3.a. Accurate Advertising
When advertising or otherwise representing their services to the public, counselors identify their credentials in an accurate manner that is not false, misleading, deceptive, or fraudulent.
C.3.b. Testimonials
Counselors who use testimonials do not solicit them from current clients, former clients, or any other persons who may be vulnerable to undue influence.
Counselors discuss with clients the implications of and obtain permission for the use of any testimoni
C.3.c. Statements by Others
When feasible, counselors make reasonable efforts to ensure that statements made by others about them or about the counseling profession are accurate.
C.3.d. Recruiting Through Employment
Counselors do not use their places of employment or institutional affliation to recruit clients, supervisors, or consultees for their private practices.
C.3.e. Products and Training Advertisements
Counselors who develop products related to their profession or conduct workshops or training events ensure that the advertisements concerning these products or events are accurate and disclose adequate information for consumers to make informed choices.
C.3.f. Promoting to Those Served
Counselors do not use counseling, teaching, training, or supervisory relationships to promote their products or training events in a manner that is de- ceptive or would exert undue in uence on individuals who may be vulnerable. However, counselor educator
Professional qualifications
Accurate representation, credentials, educational degrees, implying doctoral-level competence, accreditation status, professional membership
C.4.a. Accurate Representation
Counselors claim or imply only professional qualifications actually completed and correct any known misrepresentations of their qualifications by others. Counselors truthfully represent the qual- i cations of their professional colleagues. Counselors clea
C.4.b. Credentials
Counselors claim only licenses or certifications that are current and in good standing.
C.4.c. Educational Degrees
Counselors clearly differentiate between earned and honorary degrees.
C.4.d. Implying Doctoral-Level Competence
Counselors clearly state their highest earned degree in counseling or a closely related eld. Counselors do not imply doctoral-level competence when pos- sessing a master's degree in counseling or a related eld by referring to themselves as "Dr." in a coun
C.4.e. Accreditation Status
Counselors accurately represent the accreditation status of their degree program and college/university.
C.4.f. Professional Membership
Counselors clearly differentiate between current, active memberships and former memberships in associations. Members of ACA must clearly differentiate between professional membership, which implies the possession of at least a master's degree in counselin
C.5. Nondiscrimination
Counselors do not condone or engage in discrimination against prospective or current clients, students, employees, su- pervisees, or research participants based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity,
C.6. Public Responsibility
Sexual harassment, reports to third parties, media presentations, exploitation of others, contributing to the public good
C.6.a. Sexual Harassment
Counselors do not engage in or condone sexual harassment. Sexual harassment can consist of a single intense or severe act, or multiple persistent or pervasive acts.
C.6.b. Reports to Third Parties
Counselors are accurate, honest, and objective in reporting their professional activities and judgments to appropriate third parties, including courts, health insurance companies, those who are the recipients of evaluation reports, and others.
C.6.c. Media Presentations
When counselors provide advice or comment by means of public lectures, demonstrations, radio or television programs, recordings, technology-based applications, printed articles, mailed material, or other media, they take reasonable precautions to ensure t
C.6.d. Exploitation of Others
Counselors do not exploit others in their professional relationships.
C.6.e. Contributing to the Public Good
(Pro Bono Publico)
Counselors make a reasonable effort to provide services to the public for which there is little or no financial return (e.g., speaking to groups, shar- ing professional information, offering reduced fees).
C.7. Treatment Modalities
Scientific basis for treatment, development and innovation, harmful practices
C.7.a. Scientific Basis for Treatment
When providing services, counselors use techniques/procedures/modalities that are grounded in theory and/or have an empirical or scienti c foundation.
C.7.b. Development and Innovation
When counselors use developing or innovative techniques/procedures/ modalities, they explain the potential risks, bene ts, and ethical considerations of using such techniques/procedures/ modalities. Counselors work to minimize any potential risks or harm
C.7.c. Harmful Practices
Counselors do not use techniques/pro- cedures/modalities when substantial evidence suggests harm, even if such services are requested.
C.8. Responsibility to Other Professionals
Personal public statements
C.8.a. Personal Public Statements
When making personal statements in a public context, counselors clarify that they are speaking from their personal perspec- tives and that they are not speaking on behalf of all counselors or the profession.
Section D
Relationships With Other Professionals
Introduction
Professional counselors recognize that the quality of their interaction with colleagues can influence the
quality of services provided to clients. They work to become knowledgeable about colleagues within and outside the field of counseling. Counselors de
D.1. Relationships With Colleagues, Employers, and Employees
Different approaches, forming relationships, establishing professional and ethical obligations, confidentiality, personnel selection and assignment, employer policies, negative conditions, protection from punitive action.
D.1.a. Different Approaches
Counselors are respectful of approaches that are grounded in theory and/or have an empirical or scientific foundation but may differ from their own. Counselors acknowledge the expertise of other professional groups and are respectful of their practices.
D.1.b. Forming Relationships
Counselors work to develop and strengthen relationships with colleagues from other disciplines to best serve clients.
D.1.c. Interdisciplinary Teamwork
Counselors who are members of interdisciplinary teams delivering multifaceted services to clients remain focused on how to best serve clients. They participate in and contribute to decisions that affect the well-being of clients by drawing on the perspect
D.1.d. Establishing Professional and
Ethical Obligations
Counselors who are members of interdisciplinary teams work together with team members to clarify professional and ethical obligations of the team as a whole and of its individual members. When a team decision raises ethical concerns, counselors rst attemp
D.1.e. Confidentiality
When counselors are required by law, institutional policy, or extraordinary circumstances to serve in more than one role in judicial or administrative pro- ceedings, they clarify role expectations and the parameters of con dentiality with their colleagues
D.1.f. Personnel Selection and Assignment
When counselors are in a position requiring personnel selection and/or assigning of responsibilities to others, they select competent staff and assign responsibilities compatible with their skills and experiences.
D.1.g. Employer Policies
The acceptance of employment in an agency or institution implies that counselors are in agreement with its general policies and principles. Counselors strive to reach agreement with employers regard- ing acceptable standards of client care and professiona
D.1.h. Negative Conditions
Counselors alert their employers of inappropriate policies and practices. They attempt to effect changes in such policies or procedures through constructive action within the organization. When such policies are potentially disruptive or damaging to clien
D.1.i. Protection From Punitive Action
Counselors do not harass a colleague or employee or dismiss an employee who has acted in a responsible and ethical manner to expose inappropriate employer policies or practices.
D.2. Provision of Consultation Services
Consultation Competency, Informed consent in formal consultation
D.2.a. Consultant Competency
Counselors take reasonable steps to ensure that they have the appropriate resources and competencies when providing consultation services. Counselors provide appropriate referral resources when requested or needed.
D.2.b. Informed Consent in Formal Consultation
When providing formal consultation services, counselors have an obligation to review, in writing and verbally, the rights and responsibilities of both counselors and consultees. Counselors use clear and understandable language to inform all parties involv
Section E
Evaluation, Assessment, and Interpretation
Introduction
Counselors use assessment as one com- ponent of the counseling process, taking into account the clients' personal and cultural context. Counselors promote the well-being of individual clients or groups of clients by developing and using ap- propriate educ
E.1. General
Assessment and Client welfare
E.1.a. Assessment
The primary purpose of educational, mental health, psychological, and career assessment is to gather information regarding the client for a variety of purposes, including, but not limited to, client decision making, treatment planning, and forensic procee
E.1.b. Client Welfare
Counselors do not misuse assessment results and interpretations, and they take reasonable steps to prevent others from misusing the information pro- vided. They respect the client's right to know the results, the interpretations made, and the bases for co
E.2. Competence to Use and Interpret Assessment Instruments
Limits of competence, appropriate use, decisions based on results
E.2.a. Limits of Competence
Counselors use only those testing and as- sessment services for which they have been trained and are competent. Counselors using technology-assisted test interpretations are trained in the construct being measured and the specific instrument being used pr
E.2.b. Appropriate Use
Counselors are responsible for the appropriate application, scoring, interpretation, and use of assessment instruments relevant to the needs of the client, whether they score and interpret such assessments themselves or use technology or other services.
E.2.c. Decisions Based on Results
Counselors responsible for decisions involving individuals or policies that are based on assessment results have a thorough understanding of psychometrics.
E.3. Informed Consent in Assessment
Explanation to clients, recipients of results
E.3.a. Explanation to Clients
Prior to assessment, counselors explain the nature and purposes of assessment and the speci c use of results by potential recipients. The explanation will be given in terms and language that the client (or other legally authorized person on behalf of the
E.3.b. Recipients of Results
Counselors consider the client's and/ or examinee's welfare, explicit understandings, and prior agreements in determining who receives the assessment results. Counselors include accurate and appropriate interpretations with any release of individual or gr
E.4. Release of Data to Qualified Personnel
Counselors release assessment data in which the client is identified only with the consent of the client or the client's legal representative. Such data are released only to persons recognized by counselors as qualified to interpret the data.
E.5. Diagnosis of Mental Disorders
Proper diagnosis, cultural sensitivity, historical and social prejudices in the diagnosis of pathology, refraining from a diagnosis
E.5.a. Proper Diagnosis
Counselors take special care to provide proper diagnosis of mental disorders. Assessment techniques (including personal interviews) used to determine client care (e.g., locus of treatment, type of treatment, recommended follow-up) are carefully selected a
E.5.b. Cultural Sensitivity
Counselors recognize that culture affects the manner in which clients' problems are de ned and experienced. Clients' socioeconomic and cultural experiences are considered when diagnosing mental disorders.
E.5.c. Historical and Social Prejudices in the
Diagnosis of Pathology
Counselors recognize historical and social prejudices in the misdiagnosis and pathologizing of certain individuals and groups and strive to become aware of and address such biases in themselves or others.
E.5.d. Refraining From Diagnosis
Counselors may refrain from making and/or reporting a diagnosis if they believe that it would cause harm to the client or others. Counselors carefully consider both the positive and negative implications of a diagnosis.
Instrument Selection
Appropriateness of instruments, referral information
E.6.a. Appropriateness of Instruments
Counselors carefully consider the validity, reliability, psychometric limitations, and appropriateness of instruments when selecting assessments and, when possible, use multiple forms of assessment, data, and/or instruments in forming conclusions, diagnos
E.6.b. Referral Information
If a client is referred to a third party for assessment, the counselor provides specific referral questions and suf- cient objective data about the client to ensure that appropriate assessment instruments are utilized.
E.7. Conditions of Assessment Administration
Administration conditions, provision of favorable conditions, technological administration, unsupervised assessments
E.7.a. Administration Conditions
Counselors administer assessments under the same conditions that were established in their standardization. When assessments are not administered under standard conditions, as may be necessary to accommodate clients with disabilities, or when unusual beha
E.7.b. Provision of Favorable Conditions
Counselors provide an appropriate environment for the administration of assessments (e.g., privacy, comfort, freedom from distraction).
E.7.c. Technological Administration
Counselors ensure that technologically administered assessments function properly and provide clients with accurate results.
E.7.d. Unsupervised Assessments
Unless the assessment instrument is designed, intended, and validated for self-administration and/or scoring, counselors do not permit unsupervised use.
E.8. Multicultural Issues/Diversity in Assessment
Counselors select and use with caution assessment techniques normed on populations other than that of the client. Counselors recognize the effects of age, color, culture, disability, ethnic group, gender, race, language preference, religion, spirituality,
E.9. Scoring and Interpretation of Assessments
Reporting, instruments with insufficient empirical data, assessment services
E.9.a. Reporting
When counselors report assessment results, they consider the client's personal and cultural background, the level of the client's understanding of the results, and the impact of the results on the client. In reporting assessment results, counselors indica
E.9.b. Instruments With Insufficient Empirical Data
Counselors exercise caution when interpreting the results of instruments not having suf cient empirical data to support respondent results. The speci c purposes for the use of such instruments are stated explicitly to the examinee. Counselors qualify any
E.9.c. Assessment Services
Counselors who provide assessment, scoring, and interpretation services to support the assessment process confirm the validity of such interpretations. They accurately describe the purpose, norms, validity, reliability, and applications of the procedures
E.10. Assessment Security
Counselors maintain the integrity and security of tests and assessments consistent with legal and contractual obligations. Counselors do not appro- priate, reproduce, or modify published assessments or parts thereof without acknowledgment and permission f
E.11. Obsolete Assessment and Outdated Results
Counselors do not use data or results from assessments that are obsolete or outdated for the current purpose (e.g., noncurrent versions of assessments/ instruments). Counselors make every effort to prevent the misuse of obsolete measures and assessment da
E.12. Assessment Construction
Counselors use established scientific procedures, relevant standards, and current professional knowledge for assessment design in the development, publication, and utilization of assess- ment techniques.
E.13. Forensic Evaluation: Evaluation for
Legal Proceedings
Primary obligations, consent for evaluation, client evaluation prohibited, avoid potentially harmful relationships
E.13.a. Primary Obligations
When providing forensic evaluations, the primary obligation of counselors is to produce objective ndings that can be substantiated based on information and techniques appropriate to the evaluation, which may include examination of the individual and/or re
E.13.b. Consent for Evaluation
Individuals being evaluated are informed in writing that the relationship is for the purposes of an evaluation and is not therapeutic in nature, and enti- ties or individuals who will receive the evaluation report are identi ed. Counselors who perform for
E.13.c. ClientEvaluation Prohibited
Counselors do not evaluate current or former clients, clients' romantic partners, or clients' family members for forensic purposes. Counselors do not counsel individuals they are evaluating.
E.13.d. Avoid Potentially Harmful Relationships
Counselors who provide forensic evaluations avoid potentially harmful professional or personal relationships with family members, romantic part- ners, and close friends of individuals they are evaluating or have evaluated in the past.
Section F
Supervision, Training, and Teaching
Introduction
Counselor supervisors, trainers, and educators aspire to foster meaningful and respectful professional relation- ships and to maintain appropriate boundaries with supervisees and students in both face-to-face and elec- tronic formats. They have theoretica
F.1. Counselor Supervision and Client Welfare
Client welfare, counselor credentials, informed consent and client rights
F.1.a. Client Welfare
A primary obligation of counseling supervisors is to monitor the services provided by supervisees. Counseling supervisors monitor client welfare and supervisee performance and professional development. To fulfill these obligations, supervisors meet regula
F.1.b. Counselor Credentials
Counseling supervisors work to ensure that supervisees communicate their qualifications to render services to their clients
F.1.c. Informed Consent and Client Rights
Supervisors make supervisees aware of client rights, including the protection of client privacy and con dentiality in the counseling relationship. Supervis- ees provide clients with professional disclosure information and inform them of how the supervisio
F.2. Counselor Supervision Competence
supervisor preparation, multicultural issues/diversity in supervision, online supervision
F.2.a. Supervisor Preparation
Prior to offering supervision services, counselors are trained in supervision methods and techniques. Counselors who offer supervision services regularly pursue continuing education activities, including both counseling and supervi- sion topics and skills
F.2.b. Multicultural Issues/ Diversity in Supervision
Counseling supervisors are aware of and address the role of multiculturalism/ diversity in the supervisory relationship.
F.2.c. Online Supervision
When using technology in supervision, counselor supervisors are competent in the use of those technologies. Supervi- sors take the necessary precautions to protect the confidentiality of all information transmitted through any electronic means.
F.3. Supervisory Relationship
Extending conventional supervisory, sexual relationships, sexual harassment, friends or family members
F.3.a. Extending Conventional Supervisory
Relationships Counseling supervisors clearly define
and maintain ethical professional, personal, and social relationships with their supervisees. Supervisors con- sider the risks and bene ts of extend- ing current supervisory relationships in any form bey
F.3.b. Sexual Relationships
Sexual or romantic interactions or relationships with current supervisees are prohibited. This prohibition applies to both in-person and electronic interac-
tions or relationships.
F.3.c. Sexual Harassment
Counseling supervisors do not condone or subject supervisees to sexual harassment.
F.3.d. Friends or Family Members
Supervisors are prohibited from engaging in supervisory relationships with individuals with whom they have an inability to remain objective.
F.4. Supervisor Responsibilities
Informed consent for supervision, emergencies and absences, standards for supervises
F.4.a. Informed Consent for Supervision
Supervisors are responsible for incorporating into their supervision the principles of informed consent and participation. Supervisors inform su- pervisees of the policies and procedures to which supervisors are to adhere and the mechanisms for due proces
F.4.b. Emergencies and Absences
Supervisors establish and communi- cate to supervisees procedures for con- tacting supervisors or, in their absence, alternative on-call supervisors to assist in handling crises.
F.4.c. Standards for Supervisees
Supervisors make their supervisees aware of professional and ethical standards and legal responsibilities.
F.4.d. Termination of the Supervisory Relationship
Supervisors or supervisees have the right to terminate the supervisory relationship with adequate notice. Reasons for considering termination are discussed, and both parties work to resolve differences. When termination is warranted, supervisors make appr
F.5. Student and Supervisee Responsibilities
Ethical responsibilities, impairment, professional disclosure
F.5.a. Ethical Responsibilities
Students and supervisees have a responsibility to understand and follow the ACA Code of Ethics. Students and supervisees have the same obligation to clients as those required of professional counselors.
F.5.b. Impairment
Students and supervisees monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. They notify
F.5.c. Professional Disclosure
Before providing counseling services, students and supervisees disclose their status as supervisees and explain how this status affects the limits of confidentiality. Supervisors ensure that clients are aware of the services rendered and the quali cations
F.6. Counseling Supervision Evaluation, Remediation, and Endorsement
Evaluation, gatekeeping and remediation
F.6.a. Evaluation
Supervisors document and provide supervisees with ongoing feedback regarding their performance and schedule periodic formal evaluative sessions throughout the supervisory relationship.
F.6.b. Gatekeeping and Remediation
Through initial and ongoing evaluation, supervisors are aware of supervisee limitations that might impede performance. Supervisors assist supervisees in securing remedial assistance when needed. They recommend dismissal from training programs, applied cou
F.6.c. Counseling for Supervisees
If supervisees request counseling, the supervisor assists the supervisee in identifying appropriate services. Supervisors do not provide counseling services to supervisees. Supervisors address interpersonal competencies in terms of the impact of these iss
F.6.d. Endorsements
Supervisors endorse supervisees for certification, licensure, employment, or completion of an academic or training program only when they believe that supervisees are qualified for the endorsement. Regardless of qualifications, supervisors do not endorse
F.7. Responsibilities of Counselor Educators
Counselor educators, counselor educator competence, infusing multicultural issues/diversity, integration of study and practice, teaching ethics, use of case examples, student to student supervision and instruction, innovative theories and techniques, fiel
F.7.a. Counselor Educators
Counselor educators who are responsible for developing, implementing, and supervising educational programs are skilled as teachers and practitioners. They are knowledgeable regarding the ethical, legal, and regulatory aspects of the profession; are skille
F.7.b. Counselor Educator Competence
Counselors who function as counselor educators or supervisors provide instruction within their areas of knowl- edge and competence and provide instruction based on current information and knowledge available in the profession. When using technology to del
F.7.c. Infusing Multicultural Issues/Diversity
Counselor educators infuse material related to multiculturalism/diversity into all courses and workshops for the development of professional counselors.
F.7.d. Integration of Study and Practice
In traditional, hybrid, and/or online formats, counselor educators establish education and training programs that integrate academic study and super- vised practice.
F.7.e. Teaching Ethics
Throughout the program, counselor educators ensure that students are aware of the ethical responsibilities and standards of the profession and the ethical responsibilities of students to the profession. Counselor educators infuse ethical considerations th
F.7.f. Use of Case Examples
The use of client, student, or supervisee information for the purposes of case ex- amples in a lecture or classroom setting is permissible only when (a) the client, student, or supervisee has reviewed the material and agreed to its presentation or (b) the
F.7.g. Student-to-Student Supervision and
Instruction
When students function in the role of counselor educators or supervisors, they understand that they have the same ethical obligations as counselor educators, trainers, and supervisors. Counselor educators make every effort to ensure that the rights of stu
F.7.h. Innovative Theories and Techniques
Counselor educators promote the use of techniques/procedures/modalities that are grounded in theory and/or have an empirical or scientific foundation. When counselor educators discuss developing or innovative techniques/ procedures/modalities, they explai
F.7.i. Field Placements
Counselor educators develop clear policies and provide direct assistance within their training programs regarding appropriate field placement and other clinical experiences. Counselor educators provide clearly stated roles and responsibilities for the stu
F.8. Student Welfare
program info and orientation, career advising, self-growth experiences, addressing personal concerns
F.8.a. Program Information and Orientation
Counselor educators recognize that program orientation is a developmental process that begins upon students' initial contact with the counselor education program and continues throughout the educational and clinical training of students. Counselor educati
F.8.b. Student Career Advising
Counselor educators provide career advisement for their students and make them aware of opportunities in the field.
F.8.c. Self-Growth Experiences
Self-growth is an expected component of counselor education. Counselor educators are mindful of ethical principles when they require students to engage in self-growth experiences. Counselor educators and supervisors inform stu- dents that they have a righ
F.8.d. Addressing Personal Concerns
Counselor educators may require stu- dents to address any personal concerns that have the potential to affect profes- sional competency.
F.9 Evaluation and remediation
evaluation of students, limitations, counseling for students
F.9.a. Evaluation of Students
Counselor educators clearly state to students, prior to and throughout the training program, the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and clinical competencies. Counselor educators provide students
F.9.b. Limitations
Counselor educators, through ongoing evaluation, are aware of and address the inability of some students to achieve counseling competencies.
Counselor educators do the following:
1. assist students in securing remedial assistance when needed,
2. seek professional consultation
and document their decision to dismiss or refer students for assistance, and
3. ensure that students have recourse in a
F.10. Roles and Relationships Between Counselor Educators and Students
Sexual or romantic relationships, sexual harassment, relationships with former students, nonacademic relationships, counseling services, extending educator-student boundaries
F.10.a. Sexual or Romantic Relationships
Counselor educators are prohibited from sexual or romantic interactions or relationships with students currently enrolled in a counseling or related program and over whom they have power and authority. This prohibition applies to both in-person and electr
F.10.b. Sexual Harassment
Counselor educators do not condone or subject students to sexual harassment.
F.10.c. Relationships With Former Students
Counselor educators are aware of the power differential in the relationship between faculty and students. Faculty members discuss with former students
potential risks when they consider engaging in social, sexual, or other intimate relationships.
F.10.d. Nonacademic Relationships
Counselor educators avoid nonacademic relationships with students in which there is a risk of potential harm to the student or which may compromise the training experience or grades assigned. In addition, counselor educators do not accept any form of prof
F.10.e. Counseling Services
Counselor educators do not serve as counselors to students currently enrolled in a counseling or related pro- gram and over whom they have power and authority.
F.11. Multicultural/Diversity Competence in Counselor Education and Training Programs
Faculty diversity, student diversity, multicultural/diversity competence
F.10.f. Extending Educator- Student Boundaries
Counselor educators are aware of the power differential in the relationship between faculty and students. If they believe that a nonprofessional relationship with a student may be potentially bene cial to the student, they take pre- cautions similar to th
F.11.a. Faculty Diversity
Counselor educators are committed to recruiting and retaining a diverse faculty.
F.11.b. Student Diversity
Counselor educators actively attempt to recruit and retain a diverse student body. Counselor educators demonstrate commitment to multicultural/diversity competence by recognizing and valuing the diverse cultures and types of abilities that students bring
F.11.c. Multicultural/Diversity Competence
Counselor educators actively infuse multicultural/diversity competency in their training and supervision practices. They actively train students to gain awareness, knowledge, and skills in the competencies of multicultural practice.
Section G Research and Publication
Research and Publication
Introduction
Counselors who conduct research are encouraged to contribute to the knowl- edge base of the profession and promote a clearer understanding of the condi- tions that lead to a healthy and more just society. Counselors s
G.1.a. Conducting Research
Counselors plan, design, conduct, and report research in a manner that is consistent with pertinent ethical principles, federal and state laws, host institutional regulations, and scientific standards governing research
G.1.b. Confidentiality in Research
Counselors are responsible for understanding and adhering to state, federal, agency, or institutional policies or applicable guidelines regarding con dentiality in their research practices.
G.1.c. Independent Researchers
When counselors conduct independent research and do not have access to an institutional review board, they are bound to the same ethical principles and federal and state laws pertaining to the review of their plan, design, conduct, and reporting of resear
G.1.d. Deviation From Standard Practice
Counselors seek consultation and ob- serve stringent safeguards to protect the rights of research participants when research indicates that a deviation from standard or acceptable practices may be necessary.
G.1.e. Precautions to Avoid Injury
Counselors who conduct research are responsible for their participants' wel- fare throughout the research process and should take reasonable precautions to avoid causing emotional, physical, or social harm to participants.
G.1.f. Principal Researcher Responsibility
The ultimate responsibility for ethical research practice lies with the principal researcher. All others involved in the re- search activities share ethical obligations and responsibility for their own actions.
G.2. Rights of Research Participants
Informed consent in research, student/supervisee participation, client participation, confidentiality of information, persons not capable of giving informed consent, commitments to participants explanations after data collection, informing spongers, resea
G.2.a. Informed Consent in Research
Individuals have the right to decline requests to become research participants. In seeking consent, counselors use language that
1. accurately explains the purpose and procedures to be followed;
2. identifies any procedures that are experimental or relati
G.2.b. Student/Supervisee Participation
Researchers who involve students or supervisees in research make clear to them that the decision regarding par- ticipation in research activities does not affect their academic standing or supervisory relationship. Students or supervisees who choose not t
G.2.c. Client Participation
Counselors conducting research involving clients make clear in the informed consent process that clients are free to choose whether to participate in re search activities. Counselors take necessary precautions to protect clients from adverse consequences
G.2.d. Confidentiality of Information
Information obtained about research participants during the course of research is con dential. Procedures are implemented to protect confidentiality.
G.2.e. Persons Not Capable of Giving Informed Consent
When a research participant is not capable of giving informed consent, counselors provide an appropriate explanation to, obtain agreement for participation from, and obtain the appropriate consent of a legally authorized person.
G.2.f. Commitments to Participants
Counselors take reasonable measures to honor all commitments to research participants.
G.2.g. Explanations After Data Collection
After data are collected, counselors provide participants with full clarification of the nature of the study to remove any misconceptions participants might have regarding the research. Where scientific or human values justify delaying or withholding info
G.2.h. Informing Sponsors
Counselors inform sponsors, insti- tutions, and publication channels regarding research procedures and outcomes. Counselors ensure that appropriate bodies and authorities are given pertinent information and acknowledgment.
G.2.i. Research Records Custodian
As appropriate, researchers prepare and disseminate to an identified colleague or records custodian a plan for the transfer of research data in the case of their incapacitation, retirement, or death.
G.3. Managing and Maintaining Boundaries
Extending researcher-participant boundaries, relationships with research participants, sexual harassment and research participants
G.3.a. Extending Researcher- Participant Boundaries
Researchers consider the risks and ben- e ts of extending current research rela- tionships beyond conventional param- eters. When a nonresearch interaction between the researcher and the research participant may be potentially ben- e cial, the researcher
G.3.b. Relationships With Research Participants
Sexual or romantic counselor-research participant interactions or relationships with current research participants are prohibited. This prohibition applies to both in-person and electronic interactions or relationships.
G.3.c. Sexual Harassment and Research Participants
Researchers do not condone or subject re-search participants to sexual harassment.
G.4. Reporting Results
Accurate results, obligation to report unfavorable results, reporting errors, identity of participants, replication studies
G.4.a. Accurate Results
Counselors plan, conduct, and report research accurately. Counselors do not engage in misleading or fraudulent re- search, distort data, misrepresent data, or deliberately bias their results. They describe the extent to which results are applicable for di
G.4.b. Obligation to Report Unfavorable Results
Counselors report the results of any research of professional value. Results that reflect unfavorably on institutions, programs, services, prevailing opinions, or vested interests are not withheld.
G.1.Research responsibilities
conducting research, confidentiality in research, independent researchers, deviation from standard practice, precautions to avoid injury, principal researcher responsibility.
G.4.d. Identity of Participants
Counselors who supply data, aid in the research of another person, report research results, or make original data available take due care to disguise the identity of respective participants in the absence of specific authorization from the participants to
G.4.c. Reporting Errors
If counselors discover significant errors in their published research, they take reasonable steps to correct such errors in a correction erratum or through other appropriate publication means.
G.5. Publications and Presentations
Use of case examples, plagiarism, acknowledging previous work, contributions, agreement of contributors, student research, duplicate submissions, professional review.
G.5.a. Use of Case Examples
The use of participants', clients', students', or supervisees' information for the purpose of case examples in a presentation or publication is permissible only when (a) participants, clients, students, or supervisees have reviewed the material and agreed
G.5.b. Plagiarism
Counselors do not plagiarize; that is, they do not present another person's work as their own.
G.5.c. Acknowledging Previous Work
In publications and presentations, counselors acknowledge and give recognition to previous work on the topic by others or self.
G.5.d. Contributors
Counselors give credit through joint authorship, acknowledgment, foot- note statements, or other appropriate means to those who have contributed significantly to research or concept development in accordance with such contributions. The principal contribu
G.5.e. Agreement of Contributors
Counselors who conduct joint research with colleagues or students/supervi- sors establish agreements in advance re- garding allocation of tasks, publication credit, and types of acknowledgment that will be received.
G.5.f. Student Research
Manuscripts or professional presen- tations in any medium that are substantially based on a student's course papers, projects, dissertations, or theses are used only with the student's permission and list the student as lead author.
G.5.g. Duplicate Submissions
Counselors submit manuscripts for con- sideration to only one journal at a time. Manuscripts that are published in whole or in substantial part in one journal or published work are not submitted for publication to another publisher with- out acknowledgmen
G.5.h. Professional Review
Counselors who review material submitted for publication, research, or other scholarly purposes respect the con dentiality and proprietary rights of those who submitted it. Counselors make publication decisions based on valid and defensible standards. Cou
Section H
Distance Counseling, Technology, and Social Media
Introduction
Counselors understand that the profes- sion of counseling may no longer be limited to in-person, face-to-face inter- actions. Counselors actively attempt to understand the evolving nature of t
H.1. Knowledge and Legal Considerations
Knowledge and competency, laws and statutes
H.1.a. Knowledge and Competency
Counselors who engage in the use of distance counseling, technology, and/ or social media develop knowledge and skills regarding related technical, ethical, and legal considerations (e.g., special certifications, additional course work).
H.1.b. Laws and Statutes
Counselors who engage in the use of distance counseling, technology, and social media within their counseling practice understand that they may be subject to laws and regulations of both the counselor's practicing location and the client's place of reside
H.2. Informed Consent and Security
Informed consent and disclosure, confidentiality maintained by the counselor, acknowledgement of limitations, security
H.2.a. Informed Consent and Disclosure
Clients have the freedom to choose whether to use distance counseling, social media, and/or technology within the counseling process. In addition to the usual and customary protocol of informed consent between counselor and client for face-to-face counsel
H.2.b. Confidentiality Maintained by the Counselor
Counselors acknowledge the limitations of maintaining the con dentiality of electronic records and transmissions. They inform clients that individuals might have authorized or unauthorized access to such records or transmissions (e.g., colleagues, supervi
H.2.c. Acknowledgment of Limitations
Counselors inform clients about the inherent limits of con dentiality when using technology. Counselors urge clients to be aware of authorized and/ or unauthorized access to information disclosed using this medium in the counseling process.
H.2.d. Security
Counselors use current encryption standards within their websites and/or technology-based communications that meet applicable legal requirements. Counselors take reasonable precautions to ensure the con dentiality of information transmitted through any el
H.3. Client Verification
Counselors who engage in the use of distance counseling, technology, and/ or social media to interact with clients take steps to verify the client's identity at the beginning and throughout the therapeutic process. Verification can include, but is not lim
H.4. Distance Counseling Relationship
Benefits and limitations, professional boundaries in distance counseling, technology-assisted services, effectiveness of services, access, communication in differences in electronic media.
H.4.a. Benefits and Limitations
Counselors inform clients of the bene ts and limitations of using technology ap- plications in the provision of counseling services. Such technologies include, but are not limited to, computer hardware and/or software, telephones and applications, so- cia
H.4.b. Professional Boundaries in Distance
Counseling
Counselors understand the necessity of maintaining a professional relationship with their clients. Counselors discuss and establish professional boundaries
with clients regarding the appropriate use and/or application of technology and the limitations of
H.4.c. Technology-Assisted Services
When providing technology-assisted services, counselors make reasonable efforts to determine that clients are intellectually, emotionally, physically, linguistically, and functionally capable of using the application and that the application is appropriat
H.4.d. Effectiveness of Services
When distance counseling services are deemed ineffective by the counselor or client, counselors consider delivering services face-to-face. If the counselor is not able to provide face-to-face services (e.g., lives in another state), the coun- selor assist
H.4.e. Access
Counselors provide information to clients regarding reasonable access to pertinent applications when providing technology-assisted services.
G.4.e. Replication Studies
Counselors are obligated to make available suf cient original research information to quali ed professionals who may wish to replicate or extend the study.
H.5. Records and Web Maintenance
Records, clients rights, electronic links, multicultural and disability considerations
H.5.a. Records
Counselors maintain electronic records in accordance with relevant laws and statutes. Counselors inform clients on how records are maintained electroni- cally. This includes, but is not limited to, the type of encryption and security assigned to the recor
H.5.b. Client Rights
Counselors who offer distance counseling services and/or maintain a professional website provide electronic links to relevant licensure and professional certification boards to protect consumer and client rights and address ethical concerns.
H.5.c. Electronic Links
Counselors regularly ensure that electronic links are working and are professionally appropriate.
H.5.d. Multicultural and Disability Considerations
Counselors who maintain websites provide accessibility to persons with disabilities. They provide translation ca- pabilities for clients who have a different primary language, when feasible. Counselors acknowledge the imperfect nature of such translations
H.6. Social Media
Virtual professional presence, social media as part of informed consent, client virtual presence, use of public social media
H.6.a. Virtual Professional Presence
In cases where counselors wish to maintain a professional and personal presence for social media use, separate professional and personal web pages and pro les are created to clearly distin- guish between the two kinds of virtual presence.
H.6.b. Social Media as Part of Informed Consent
Counselors clearly explain to their clients, as part of the informed consent procedure, the bene ts, limitations, and boundaries of the use of social media.
Privileged communication is a legal term.
Describes the privacy of the counselor-client communication
Exists by statute and applies only to testifying in a court of law Belongs to the client
Not all counselor-client communications are protected (varies by state)
Minor consent laws
Allow certain minors to seek treatment for certain conditions without parental consent or notification, usually involving substance abuse, mental health, and some reproductive health areas.
Based on federal regulation
Varies by state
Section I - Resolving Ethical Issues
Introduction
Professional counselors behave in an ethical and legal manner. They are aware that client welfare and trust in
the profession depend on a high level of professional conduct. They hold other counselors to the same standards and are willing to
I.1. Standards and the Law
Knowledge, ethical decision making, conflicts between ethics and laws
I.1.a. Knowledge
Counselors know and understand the ACA Code of Ethics and other applicable ethics codes from professional organizations or certification and licensure bodies of which they are members. Lack of knowledge or misunderstanding of an ethical responsibility is
I.1.b. Ethical Decision Making
When counselors are faced with an ethical dilemma, they use and document, as appropriate, an ethical decision- making model that may include, but is not limited to, consultation; consideration of relevant ethical standards, principles, and laws; generatio
H.6.c. Client Virtual Presence
Counselors respect the privacy of their clients' presence on social media unless given consent to view such information.
I.2. Suspected Violations
Informal resolutions, reporting ethical violations, consultation, organizational conflicts, unwarranted complaints, unfair discrimination against complainants and respondents.
I.2.a. Informal Resolution
When counselors have reason to believe that another counselor is violating or has violated an ethical standard and substantial harm has not occurred, they attempt to first resolve the issue informally with the other counselor if feasible, provided such ac
H.6.d. Use of Public Social Media
Counselors take precautions to avoid disclosing confidential information through public social media
I.2.b. Reporting Ethical Violations
If an apparent violation has substantially harmed or is likely to substantially harm a person or organization and is not appropriate for informal resolution or is not resolved properly, counselors take further action depending on the situation. Such actio
H.4.f. Communication Differences in
Electronic Media
Counselors consider the differences be- tween face-to-face and electronic com- munication (nonverbal and verbal cues) and how these may affect the counseling process. Counselors educate clients on how to prevent and address potential misunderstandings ari
I.2.c. Consultation
When uncertain about whether a particular situation or course of action may be in violation of the ACA Code of Ethics, counselors consult with other counselors who are knowledgeable about ethics and the ACA Code
of Ethics, with colleagues, or with appropr
I.1.c. Conflicts Between Ethics and Laws
If ethical responsibilities conflict with the law, regulations, and/or other governing legal authority, counselors make
known their commitment to the ACA Code of Ethics and take steps to resolve the conflict. If the conflict cannot be resolved using this
I.2.d. Organizational Conflicts
If the demands of an organization with which counselors are affiliated pose a conflict with the ACA Code of Ethics, counselors specify the nature of such conflicts and express to their supervisors or other responsible of officials their commitment to the
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I.2.e. Unwarranted Complaints
Counselors do not initiate, participate in, or encourage the ling of ethics com- plaints that are retaliatory in nature or are made with reckless disregard or willful ignorance of facts that would disprove the allegation.
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I.2.f. Unfair Discrimination Against Complainants
and Respondents
Counselors do not deny individuals employment, advancement, admission to academic or other programs, tenure, or promotion based solely on their having made or their being the subject of an ethics complaint. This does not preclude taking action based on th
Limitations to confidentiality include:
Duty to warn
Subordinates
Treatment teams
Consultation
Group and families
Third-party payers
Minors
Contagious, life-threatening diseases
Court-ordered disclosure
I.3. Cooperation With Ethics Committees
Counselors assist in the process of enforcing the ACA Code of Ethics. Counselors cooperate with investigations, proceedings, and requirements of the ACA Ethics Committee or ethics committees of other duly constituted associations or boards having jurisdic