ethics counselling essay

Counseling Ethics Code: 10 Common Ethical Issues & Studies

Despite their potentially serious consequences, ethical issues are common, and without preparation and reflection, many might be violated unwittingly and with good intentions.

In this article, you’ll learn how to identify and approach a variety of frequently encountered counseling ethical issues, and how a counseling ethics code can be your moral compass.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

Counseling & psychotherapy ethics code explained, 7 interesting case studies, 3 common ethical issues & how to resolve them, ethical considerations for group counseling, a take-home message.

Most of us live by a certain set of values that guide our behavior and mark the difference between right and wrong. These values almost certainly influence how you approach your work as a counselor .

Following these values might feel natural and even intuitive, and it might feel as though they don’t warrant closer examination. However, when practicing counseling or psychotherapy, working without a defined counseling code of ethics is a bit like sailing a ship without using a compass. You might trust your intuitive sense of direction, but more often than not, you’ll end up miles off course.

Fortunately, there are a variety of professional organizations that have published frameworks to help counselors navigate the challenging and disorienting landscape of ethics.

Members of these organizations are often recommended or required to adhere to a framework, so if you belong to one of them and you’re not familiar with their respective code of ethics, this should be your first port of call. However, these ethical frameworks are also often available online for anyone to read, and so you don’t need to join an organization to adhere to its principles.

Each organization takes a slightly different approach to their code of ethics, so you may find it useful to view several to find one that resonates best with your practice. As an example, the British Association of Counselling and Psychotherapy (2018) has a framework that emphasizes aspiring to a variety of different values and personal moral qualities.

Those values include protecting clients, improving the wellbeing and relationships of others, appreciating the diversity of perspectives, and honoring personal integrity. Personal moral qualities include courage, empathy , humility, and respect.

These values and qualities are not meant to be strict criteria, and there is no wholly objective way to interpret them. For example, two counselors might display the same legitimate values and qualities while arriving at different conclusions to an ethical problem. Instead, they reflect a general approach to how a counselor should think about ethics.

Nevertheless, this approach to ethics may be overly prescriptive for you, in which case a looser and more general framework may be better suited to the nature of your practice. Most professional organizations recognize this, and there is a set of foundational principles that feature widely across different frameworks and refine the collection of different values and qualities described above into simpler terms.

These principles are autonomy , beneficence, non-maleficence, fidelity, justice, veracity, and self-respect (American Counseling Association, 2014; British Association for Counselling and Psychotherapy, 2018). They are largely consistent across frameworks aside from some minor variations.

Autonomy is the respect for a client’s free will.
Beneficence and non-maleficence are the commitment to improve a client’s wellbeing and avoid harming them, respectively.
Fidelity is honoring professional commitments.
Veracity is a commitment to the truth.
Justice is a professional commitment to fair and egalitarian treatment of clients.
Self-respect is fostering a sense that the counselor is also entitled to self-care and respect.

Putting these principles into practice doesn’t require a detailed framework. Instead, as the British Association for Counselling and Psychotherapy (2018) recommends, you can simply ask yourself, “ Is this decision supported by these principles without contradiction? ” If so, the decision is ethically sound. If not, there may be a potential ethical issue that warrants closer examination.

Regardless of whether you navigate using values, qualities, or principles, it’s important to be prepared for how they might be challenged in practice. As explained above, these are not intended to be strict criteria, and it’s good to foster a healthy amount of flexibility and intuition when applying your ethical framework to real-life situations.

You might also interpret challenges to other principles. There is no correct or incorrect interpretation to any of these cases (Cottone & Tarvydas, 2016; Zur, 2008).

For each, consider where you think the problem lies and how you would respond.

A counselor has been seeing their client for several months to work through substance use issues. A good rapport has been formed, but the client has not complied with meeting goals set during therapy and has not reduced their substance use.

The counselor feels they may benefit from referring the client to a trusted colleague who specializes in helping individuals with substance use issues who are struggling to engage with therapy. The counselor contacts the colleague and arranges an appointment within their client’s schedule.

When the client is informed, the client is upset and does not wish to be seen by the colleague. The counselor replies that rescheduling is not possible, and they should consider the appointment a necessary part of therapy.

Beneficence

A counselor working as part of a university service is assigned a client expressing issues with their body image. The counselor lacks any knowledge in working with these issues, but feels as though they may help the client, given the extent of their experience with other issues.

On reflection, the counselor decides to contact a colleague outside the university service who specializes in body image issues and asks for supervision and advice.

Non-maleficence

A counselor developing a new exposure-based form of anxiety therapy is working with a client with severe post-traumatic stress. There is promising evidence suggesting the therapy is effective for reducing mild anxiety, but it is unknown whether the therapy is effective in more extreme cases.

As a result, the counselor recognizes that this client in particular would provide a particularly valuable case study for developing the therapy. The counselor recommends this therapy to the client.

A client with a history of depression and suicidal ideation has been engaging successfully with therapy for the last year. However, recently they have experienced an unfortunate coincidence of extremely challenging life events because of their unstable living arrangement.

The counselor has noticed problematic behaviors and thought patterns emerging, and is seriously concerned about the client’s mental health given the history.

In order to have the client moved from their challenging living environment, they decide to recommend that the client be hospitalized for suicidal ideation, despite there being no actual sign of suicidal ideation and their client previously expressing the desire to avoid hospitalization.

A school counselor sees two students who are experiencing stress regarding their final exams. The first is a high-achieving and popular student who is likable, whereas the second is a student with a history of poor attendance and engagement with their education.

The counselor agrees that counseling is appropriate for the first student, but recommends the second student does not attend counseling, instead addressing the “transient” exam stress by directing their energy into “working harder.”

A counselor is assigned a teenage client after both the client and their family consent to therapy for issues with low mood. After the first session together, it is apparent that the client has been withholding information about their mental health from their family and is showing symptoms typical of clinical depression.

The counselor knows that their client is a high-performing student about to enter a prestigious school and that the client’s family has high hopes for the future. The counselor reassures the family that there is no cause for serious concern in order to protect them from facing the negative implications of the client’s condition.

Self-interest

A counselor is working with a client who is a professional massage therapist. The client offers a free massage therapy session to the counselor as a gesture of gratitude. The client explains that this is a completely platonic and professional gesture.

The counselor has issues with close contact and also feels as though the client’s gesture may not be entirely platonic. The counselor respectfully declines the offer and suggests they continue their relationship as usual. However, the client discontinues therapy abruptly in response.

Ethics in counseling

Ethical issues do not occur randomly in a vacuum, but in particular situations where various factors make them more likely. As a result, although ethical issues can be challenging to navigate, they are not necessarily difficult to anticipate.

Learning to recognize and foresee common ethical issues may help you remain vigilant and not be taken unaware when encountering them.

Informed consent

Issues of consent are common in therapeutic contexts. The right to informed consent – to know all the pertinent information about a decision before it is made – is a foundational element of the relationship between a counselor and their client that allows the client to engage in their therapy with a sense of autonomy and trust.

In many ways, consent is not difficult at all. Ultimately, your client either does or does not consent. But informed consent can be deceptively difficult.

As a brief exercise, consider what “informed” means to you. What is the threshold for being informed? Is there a threshold? Is it more important to be informed about some aspects of a choice than others? These questions do not necessarily have a clearcut answer, but nevertheless it is important to consider them carefully. They may determine whether or not your client has given sufficient consent (West, 2002).

A related but distinct challenge to informed consent is that it is inherently subjective. For example, your client may have as much knowledge about a decision as you do and feel as though they fully understand what a decision entails. However, while you have both experience and knowledge of the decision, they only have knowledge.

That is to say, to some extent, it is not possible for your client to be informed about something they have not actually experienced, as their anticipated experience based on their knowledge may be wholly different from their actual experience.

The best resolution to these issues is to avoid treating informed consent like a checkbox that needs to be satisfied, where the client is required to ingest information and then give their consent.

Instead, encourage your client to appreciate the importance of their consent, reflect on their decision, and consider the limitations of their experience. In doing so, while they may not be able to become fully informed in an objective sense, they will achieve the nearest approximation.

Termination of therapy

Another time of friction when ethical issues can surface is at the conclusion of therapy , when the counselor and client go their separate ways. When this termination is premature or happens without a successful resolution of the client’s goals, it is understandable why this time is difficult.

This can be a challenging transition even when therapy is concluded after a successful result. Like any relationship, the one between a counselor and client can become strained when the time comes for it to end.

Your client may feel uncertain about their ability to continue independently or may feel rejected when reminded of the ultimately professional and transactional nature of the relationship (Etherington & Bridges, 2011).

A basic preemptive action that can be taken to reduce the friction between you and your client during this time is ‘pre-termination counseling,’ in which the topic of termination is explicitly addressed and discussed.

This can be anything from a brief conversation during one of the concluding appointments, to a more formal exploration of termination as a concept. Regardless, this can give your client the opportunity to acclimatize and highlight any challenges related to termination that may be important to explore before the conclusion of therapy.

These challenges may involve features of your client’s background such as their attachment history, which may predispose them toward feelings of abandonment, or their experience of anxiety, which may influence their perceived ability to cope independently after therapy.

If you already have knowledge of these features of your client’s background, it may be worth considering these potential challenges well in advance of the termination of therapy.

Online counseling

Remote forms of therapy are becoming increasingly common. This has many obvious benefits for clients and counselors alike; counseling is more accessible than ever, and counselors can offer their services to a broad and diverse audience. However, online counseling is also fraught with commonly encountered ethical issues (Finn & Barak, 2010).

As remote practice frequently takes place outside the structured contexts more typical of traditional counseling, ethical issues commonly encountered in online counseling are rooted in this relative informality.

Online counseling lacks the type of dedicated ethical frameworks described above, which means e-counselors may have no choice but to operate using their own ethical compass or apply ethical frameworks used in traditional counseling that may be less appropriate for remote practice.

Research suggests that some online counselors may not consider the unique challenges of working online (Finn & Barak, 2010). For example, online counselors may feel as though they do not have the same responsibility for mandatory reporting, as their relationship with their clients may not be as directly involved as in traditional counseling.

For online counselors who are aware of their duty to report safeguarding concerns, the inherent anonymity of online clients may present a barrier. Anonymity certainly has the benefit of improved discretion, but it also means a counselor may be unable to identify their client if they feel they are threatened or otherwise endangered.

Online counselors may also be unclear regarding the limits of their jurisdiction, as qualifications or professional memberships attained in one region may not be applicable in others. It can often seem like borders do not exist online, and while to some extent this is true, it is important to respect that jurisdictions exist for a reason, and it may be unethical to take on a client who you are not licensed to work with.

If you work as an e-counselor, the best way to resolve or preemptively prepare for these issues is to acknowledge they exist and engage with them. A good place to start may be to develop a personal framework for your practice that has a plan for issues of anonymity and confidentiality, and includes an indication of how you will report safeguarding concerns.

In a group setting, clients may no longer feel estranged from society or alone in their challenges, and instead view themselves as part of a community of people with shared experiences.

Clients may benefit from insights generated by other group members, and for some individuals, group counseling may literally amplify the benefits of a one-to-one approach.

However, group settings can also bring unique ethical issues. Just as some groups can bring out the best in us, and a therapeutic context can foster shared insights, other groups can become toxic and create a space in which counter-therapeutic behaviors are enabled by the implicit or explicit encouragement of other group members.

Similarly, just as some group leaders can inspire others and foster a productive community, it is also all too easy for group leaders to become victims of their status.

This is true for any relationship in which there is an inherent imbalance of power, such as traditional one-to-one practice, but in a group context, the counselor is naturally invested with a greater magnitude of influence and responsibility. This can lead to the judgment of the counselor becoming warped and increase the risk of overstepping ethical boundaries (Mashinter, 2020).

As a group counselor, first and foremost, you should foster a diligent practice of self-reflection to ensure you are mindful of the actions you take and remain alert to any blind spots in your judgment.

If possible, it may also be useful to examine ethical issues related to your authority by referring to another authority, in the form of supervision with one of your colleagues.

Finally, to prevent counter-therapeutic dynamics from developing within your group of clients, it may be useful to develop a clear code of conduct that emphasizes a commitment to group beneficence through mutual respect (Marson & McKinney, 2019).

Take a structured approach to preparing for and dealing with ethical issues, whether this is referring to a framework published by a professional organization or simply navigating by a set of core values.

Prepare for the most common types of ethical issues, while also keeping an open mind to the often complex nature of ethics in practice, as well as the specific ethical issues that may be unique to your practice. Case studies can be a useful tool for doing this.

If in doubt, refer to these five steps from Dhai and McQuiod-Mason (2010):

Formulate the problem.
Gather information.
Consult authoritative sources.
Consider the alternatives.
Make an ethical assessment.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

American Counseling Association. (2014). Ethical & professional standards . Retrieved July 22, 2021, from https://www.counseling.org/knowledge-center/ethics
British Association for Counselling and Psychotherapy. (2018). BACP ethical framework for the counselling professions . Retrieved from https://www.bacp.co.uk/events-and-resources/ethics-and-standards/ethical-framework-for-the-counselling-professions/
Cottone, R., & Tarvydas, V. (2016). Ethics and decision making in counseling and psychotherapy . Springer.
Dhai, A., & McQuoid-Mason, D. J. (2010). Bioethics, human rights and health law: Principles and practice . Juta and Company.
Etherington, K., & Bridges, N. (2011). Narrative case study research: On endings and six session reviews. Counseling and Psychotherapy Research , 11 (1), 11–22.
Finn, J., & Barak, A. (2010). A descriptive study of e-counselor attitudes, ethics, and practice. Counseling and Psychotherapy Research , 10 (4), 268–277.
Marson, S. M., & McKinney, R. E. (2019). The Routledge handbook of social work ethics and values . Routledge.
Mashinter, P. (2020). Is group therapy effective? BU Journal of Graduate Studies in Education , 12 (2), 33–36.
West, W. (2002). Some ethical dilemmas in counseling and counseling research. British Journal of Guidance & Counselling , 30 (3), 261–268.
Zur, O. (2008). Bartering in psychotherapy & counseling: Complexities, case studies and guidelines. New Therapist , 58 , 18–26.

Share this article:

Article feedback

What our readers think.

I enjoyed the lessons

I was recently at a social gathering where a former chemical dependency group counselor also attended. I tried to be polite, however I felt stalked. I was speaking with another person at the event, and he was within earshot of the conversation and hijacked my intent and the conversation. I had to literally seek an escape route. Before the event was over, he knocked my food from my plate and then ran to take the seat intended for me. This person knew that I am a retired professional and had access to my mental and physical health files. To say I was triggered is an understatement. What else could I have done in the moment to protect my psyche from the collateral damage that his inappropriate behaviors caused me? Is there any recourse? Do I now have to avoid the venue for fear he may show up there again and harass me further? Thank you in advance for your prompt attention.

I’m truly sorry to hear about your distressing experience. No one should ever feel cornered or unsafe, especially in social settings. In the moment, prioritizing your safety and well-being is paramount. If you ever find yourself in a similar situation, consider:

– Seeking Support : Approach a trusted friend or event organizer to stay with you, making it less likely for the individual to approach. – Setting Boundaries : Politely yet firmly assert your boundaries if you feel safe to do so. Let the person know their behavior is unwelcome. – Seeking Professional Advice : Consider discussing the situation with a legal professional or counselor to understand potential recourse.

Remember, you have every right to attend venues without fear. If you’re concerned about future encounters, perhaps inform the venue’s management about your experience.

Warm regards, Julia | Community Manager

Thanks for the reminder that group counseling is also a whole different thing compared to a more typical counseling session. I’d like to look for professional counseling services soon because I might need help in processing my grief. After my dog died a month ago, it’s still difficult for me to get on with my life and get on with life normally.

https://www.barbarasabanlcsw.net/therapy-with-me

Thanks the topic is well explained have learnt alot from it

Very informative article. I particularly enjoyed the case studies on the ethical principles

Thanks a lot

Ngini Nairobi, Kenya

very useful article .thank u very much. from… Sri Lanka

Let us know your thoughts Cancel reply

Your email address will not be published.

Save my name, email, and website in this browser for the next time I comment.

Youth Counseling: 17 Courses & Activities for Helping Teens

From a maturing body and brain to developing life skills and values, the teen years can be challenging, and mental health concerns may arise. Teens [...]

How To Plan Your Counseling Session: 6 Examples

Planning is crucial in a counseling session to ensure that time inside–and outside–therapy sessions is well spent, with the client achieving a successful outcome within [...]

Applied Positive Psychology in Therapy: Your Ultimate Guide

Without a doubt, this is an exciting time for positive psychology in therapy. Many academics and therapists now recognize the value of this fascinating, evolving [...]

Search Menu
Browse content in Arts and Humanities
Browse content in Archaeology
Anglo-Saxon and Medieval Archaeology
Archaeological Methodology and Techniques
Archaeology by Region
Archaeology of Religion
Archaeology of Trade and Exchange
Biblical Archaeology
Contemporary and Public Archaeology
Environmental Archaeology
Historical Archaeology
History and Theory of Archaeology
Industrial Archaeology
Landscape Archaeology
Mortuary Archaeology
Prehistoric Archaeology
Underwater Archaeology
Urban Archaeology
Zooarchaeology
Browse content in Architecture
Architectural Structure and Design
History of Architecture
Residential and Domestic Buildings
Theory of Architecture
Browse content in Art
Art Subjects and Themes
History of Art
Industrial and Commercial Art
Theory of Art
Biographical Studies
Byzantine Studies
Browse content in Classical Studies
Classical History
Classical Philosophy
Classical Mythology
Classical Literature
Classical Reception
Classical Art and Architecture
Classical Oratory and Rhetoric
Greek and Roman Papyrology
Greek and Roman Epigraphy
Greek and Roman Law
Greek and Roman Archaeology
Late Antiquity
Religion in the Ancient World
Digital Humanities
Browse content in History
Colonialism and Imperialism
Diplomatic History
Environmental History
Genealogy, Heraldry, Names, and Honours
Genocide and Ethnic Cleansing
Historical Geography
History by Period
History of Emotions
History of Agriculture
History of Education
History of Gender and Sexuality
Industrial History
Intellectual History
International History
Labour History
Legal and Constitutional History
Local and Family History
Maritime History
Military History
National Liberation and Post-Colonialism
Oral History
Political History
Public History
Regional and National History
Revolutions and Rebellions
Slavery and Abolition of Slavery
Social and Cultural History
Theory, Methods, and Historiography
Urban History
World History
Browse content in Language Teaching and Learning
Language Learning (Specific Skills)
Language Teaching Theory and Methods
Browse content in Linguistics
Applied Linguistics
Cognitive Linguistics
Computational Linguistics
Forensic Linguistics
Grammar, Syntax and Morphology
Historical and Diachronic Linguistics
History of English
Language Evolution
Language Reference
Language Acquisition
Language Variation
Language Families
Lexicography
Linguistic Anthropology
Linguistic Theories
Linguistic Typology
Phonetics and Phonology
Psycholinguistics
Sociolinguistics
Translation and Interpretation
Writing Systems
Browse content in Literature
Bibliography
Children's Literature Studies
Literary Studies (Romanticism)
Literary Studies (American)
Literary Studies (Asian)
Literary Studies (European)
Literary Studies (Eco-criticism)
Literary Studies (Modernism)
Literary Studies - World
Literary Studies (1500 to 1800)
Literary Studies (19th Century)
Literary Studies (20th Century onwards)
Literary Studies (African American Literature)
Literary Studies (British and Irish)
Literary Studies (Early and Medieval)
Literary Studies (Fiction, Novelists, and Prose Writers)
Literary Studies (Gender Studies)
Literary Studies (Graphic Novels)
Literary Studies (History of the Book)
Literary Studies (Plays and Playwrights)
Literary Studies (Poetry and Poets)
Literary Studies (Postcolonial Literature)
Literary Studies (Queer Studies)
Literary Studies (Science Fiction)
Literary Studies (Travel Literature)
Literary Studies (War Literature)
Literary Studies (Women's Writing)
Literary Theory and Cultural Studies
Mythology and Folklore
Shakespeare Studies and Criticism
Browse content in Media Studies
Browse content in Music
Applied Music
Dance and Music
Ethics in Music
Ethnomusicology
Gender and Sexuality in Music
Medicine and Music
Music Cultures
Music and Media
Music and Religion
Music and Culture
Music Education and Pedagogy
Music Theory and Analysis
Musical Scores, Lyrics, and Libretti
Musical Structures, Styles, and Techniques
Musicology and Music History
Performance Practice and Studies
Race and Ethnicity in Music
Sound Studies
Browse content in Performing Arts
Browse content in Philosophy
Aesthetics and Philosophy of Art
Epistemology
Feminist Philosophy
History of Western Philosophy
Metaphysics
Moral Philosophy
Non-Western Philosophy
Philosophy of Language
Philosophy of Mind
Philosophy of Perception
Philosophy of Science
Philosophy of Action
Philosophy of Law
Philosophy of Religion
Philosophy of Mathematics and Logic
Practical Ethics
Social and Political Philosophy
Browse content in Religion
Biblical Studies
Christianity
East Asian Religions
History of Religion
Judaism and Jewish Studies
Qumran Studies
Religion and Education
Religion and Health
Religion and Politics
Religion and Science
Religion and Law
Religion and Art, Literature, and Music
Religious Studies
Browse content in Society and Culture
Cookery, Food, and Drink
Cultural Studies
Customs and Traditions
Ethical Issues and Debates
Hobbies, Games, Arts and Crafts
Lifestyle, Home, and Garden
Natural world, Country Life, and Pets
Popular Beliefs and Controversial Knowledge
Sports and Outdoor Recreation
Technology and Society
Travel and Holiday
Visual Culture
Browse content in Law
Arbitration
Browse content in Company and Commercial Law
Commercial Law
Company Law
Browse content in Comparative Law
Systems of Law
Competition Law
Browse content in Constitutional and Administrative Law
Government Powers
Judicial Review
Local Government Law
Military and Defence Law
Parliamentary and Legislative Practice
Construction Law
Contract Law
Browse content in Criminal Law
Criminal Procedure
Criminal Evidence Law
Sentencing and Punishment
Employment and Labour Law
Environment and Energy Law
Browse content in Financial Law
Banking Law
Insolvency Law
History of Law
Human Rights and Immigration
Intellectual Property Law
Browse content in International Law
Private International Law and Conflict of Laws
Public International Law
IT and Communications Law
Jurisprudence and Philosophy of Law
Law and Politics
Law and Society
Browse content in Legal System and Practice
Courts and Procedure
Legal Skills and Practice
Primary Sources of Law
Regulation of Legal Profession
Medical and Healthcare Law
Browse content in Policing
Criminal Investigation and Detection
Police and Security Services
Police Procedure and Law
Police Regional Planning
Browse content in Property Law
Personal Property Law
Study and Revision
Terrorism and National Security Law
Browse content in Trusts Law
Wills and Probate or Succession
Browse content in Medicine and Health
Browse content in Allied Health Professions
Arts Therapies
Clinical Science
Dietetics and Nutrition
Occupational Therapy
Operating Department Practice
Physiotherapy
Radiography
Speech and Language Therapy
Browse content in Anaesthetics
General Anaesthesia
Neuroanaesthesia
Clinical Neuroscience
Browse content in Clinical Medicine
Acute Medicine
Cardiovascular Medicine
Clinical Genetics
Clinical Pharmacology and Therapeutics
Dermatology
Endocrinology and Diabetes
Gastroenterology
Genito-urinary Medicine
Geriatric Medicine
Infectious Diseases
Medical Toxicology
Medical Oncology
Pain Medicine
Palliative Medicine
Rehabilitation Medicine
Respiratory Medicine and Pulmonology
Rheumatology
Sleep Medicine
Sports and Exercise Medicine
Community Medical Services
Critical Care
Emergency Medicine
Forensic Medicine
Haematology
History of Medicine
Browse content in Medical Skills
Clinical Skills
Communication Skills
Nursing Skills
Surgical Skills
Browse content in Medical Dentistry
Oral and Maxillofacial Surgery
Paediatric Dentistry
Restorative Dentistry and Orthodontics
Surgical Dentistry
Medical Ethics
Medical Statistics and Methodology
Browse content in Neurology
Clinical Neurophysiology
Neuropathology
Nursing Studies
Browse content in Obstetrics and Gynaecology
Gynaecology
Occupational Medicine
Ophthalmology
Otolaryngology (ENT)
Browse content in Paediatrics
Neonatology
Browse content in Pathology
Chemical Pathology
Clinical Cytogenetics and Molecular Genetics
Histopathology
Medical Microbiology and Virology
Patient Education and Information
Browse content in Pharmacology
Psychopharmacology
Browse content in Popular Health
Caring for Others
Complementary and Alternative Medicine
Self-help and Personal Development
Browse content in Preclinical Medicine
Cell Biology
Molecular Biology and Genetics
Reproduction, Growth and Development
Primary Care
Professional Development in Medicine
Browse content in Psychiatry
Addiction Medicine
Child and Adolescent Psychiatry
Forensic Psychiatry
Learning Disabilities
Old Age Psychiatry
Psychotherapy
Browse content in Public Health and Epidemiology
Epidemiology
Public Health
Browse content in Radiology
Clinical Radiology
Interventional Radiology
Nuclear Medicine
Radiation Oncology
Reproductive Medicine
Browse content in Surgery
Cardiothoracic Surgery
Gastro-intestinal and Colorectal Surgery
General Surgery
Neurosurgery
Paediatric Surgery
Peri-operative Care
Plastic and Reconstructive Surgery
Surgical Oncology
Transplant Surgery
Trauma and Orthopaedic Surgery
Vascular Surgery
Browse content in Science and Mathematics
Browse content in Biological Sciences
Aquatic Biology
Biochemistry
Bioinformatics and Computational Biology
Developmental Biology
Ecology and Conservation
Evolutionary Biology
Genetics and Genomics
Microbiology
Molecular and Cell Biology
Natural History
Plant Sciences and Forestry
Research Methods in Life Sciences
Structural Biology
Systems Biology
Zoology and Animal Sciences
Browse content in Chemistry
Analytical Chemistry
Computational Chemistry
Crystallography
Environmental Chemistry
Industrial Chemistry
Inorganic Chemistry
Materials Chemistry
Medicinal Chemistry
Mineralogy and Gems
Organic Chemistry
Physical Chemistry
Polymer Chemistry
Study and Communication Skills in Chemistry
Theoretical Chemistry
Browse content in Computer Science
Artificial Intelligence
Computer Architecture and Logic Design
Game Studies
Human-Computer Interaction
Mathematical Theory of Computation
Programming Languages
Software Engineering
Systems Analysis and Design
Virtual Reality
Browse content in Computing
Business Applications
Computer Security
Computer Games
Computer Networking and Communications
Digital Lifestyle
Graphical and Digital Media Applications
Operating Systems
Browse content in Earth Sciences and Geography
Atmospheric Sciences
Environmental Geography
Geology and the Lithosphere
Maps and Map-making
Meteorology and Climatology
Oceanography and Hydrology
Palaeontology
Physical Geography and Topography
Regional Geography
Soil Science
Urban Geography
Browse content in Engineering and Technology
Agriculture and Farming
Biological Engineering
Civil Engineering, Surveying, and Building
Electronics and Communications Engineering
Energy Technology
Engineering (General)
Environmental Science, Engineering, and Technology
History of Engineering and Technology
Mechanical Engineering and Materials
Technology of Industrial Chemistry
Transport Technology and Trades
Browse content in Environmental Science
Applied Ecology (Environmental Science)
Conservation of the Environment (Environmental Science)
Environmental Sustainability
Environmentalist Thought and Ideology (Environmental Science)
Management of Land and Natural Resources (Environmental Science)
Natural Disasters (Environmental Science)
Nuclear Issues (Environmental Science)
Pollution and Threats to the Environment (Environmental Science)
Social Impact of Environmental Issues (Environmental Science)
History of Science and Technology
Browse content in Materials Science
Ceramics and Glasses
Composite Materials
Metals, Alloying, and Corrosion
Nanotechnology
Browse content in Mathematics
Applied Mathematics
Biomathematics and Statistics
History of Mathematics
Mathematical Education
Mathematical Finance
Mathematical Analysis
Numerical and Computational Mathematics
Probability and Statistics
Pure Mathematics
Browse content in Neuroscience
Cognition and Behavioural Neuroscience
Development of the Nervous System
Disorders of the Nervous System
History of Neuroscience
Invertebrate Neurobiology
Molecular and Cellular Systems
Neuroendocrinology and Autonomic Nervous System
Neuroscientific Techniques
Sensory and Motor Systems
Browse content in Physics
Astronomy and Astrophysics
Atomic, Molecular, and Optical Physics
Biological and Medical Physics
Classical Mechanics
Computational Physics
Condensed Matter Physics
Electromagnetism, Optics, and Acoustics
History of Physics
Mathematical and Statistical Physics
Measurement Science
Nuclear Physics
Particles and Fields
Plasma Physics
Quantum Physics
Relativity and Gravitation
Semiconductor and Mesoscopic Physics
Browse content in Psychology
Affective Sciences
Clinical Psychology
Cognitive Psychology
Cognitive Neuroscience
Criminal and Forensic Psychology
Developmental Psychology
Educational Psychology
Evolutionary Psychology
Health Psychology
History and Systems in Psychology
Music Psychology
Neuropsychology
Organizational Psychology
Psychological Assessment and Testing
Psychology of Human-Technology Interaction
Psychology Professional Development and Training
Research Methods in Psychology
Social Psychology
Browse content in Social Sciences
Browse content in Anthropology
Anthropology of Religion
Human Evolution
Medical Anthropology
Physical Anthropology
Regional Anthropology
Social and Cultural Anthropology
Theory and Practice of Anthropology
Browse content in Business and Management
Business Ethics
Business Strategy
Business History
Business and Technology
Business and Government
Business and the Environment
Comparative Management
Corporate Governance
Corporate Social Responsibility
Entrepreneurship
Health Management
Human Resource Management
Industrial and Employment Relations
Industry Studies
Information and Communication Technologies
International Business
Knowledge Management
Management and Management Techniques
Operations Management
Organizational Theory and Behaviour
Pensions and Pension Management
Public and Nonprofit Management
Strategic Management
Supply Chain Management
Browse content in Criminology and Criminal Justice
Criminal Justice
Criminology
Forms of Crime
International and Comparative Criminology
Youth Violence and Juvenile Justice
Development Studies
Browse content in Economics
Agricultural, Environmental, and Natural Resource Economics
Asian Economics
Behavioural Finance
Behavioural Economics and Neuroeconomics
Econometrics and Mathematical Economics
Economic History
Economic Systems
Economic Methodology
Economic Development and Growth
Financial Markets
Financial Institutions and Services
General Economics and Teaching
Health, Education, and Welfare
History of Economic Thought
International Economics
Labour and Demographic Economics
Law and Economics
Macroeconomics and Monetary Economics
Microeconomics
Public Economics
Urban, Rural, and Regional Economics
Welfare Economics
Browse content in Education
Adult Education and Continuous Learning
Care and Counselling of Students
Early Childhood and Elementary Education
Educational Equipment and Technology
Educational Strategies and Policy
Higher and Further Education
Organization and Management of Education
Philosophy and Theory of Education
Schools Studies
Secondary Education
Teaching of a Specific Subject
Teaching of Specific Groups and Special Educational Needs
Teaching Skills and Techniques
Browse content in Environment
Applied Ecology (Social Science)
Climate Change
Conservation of the Environment (Social Science)
Environmentalist Thought and Ideology (Social Science)
Natural Disasters (Environment)
Social Impact of Environmental Issues (Social Science)
Browse content in Human Geography
Cultural Geography
Economic Geography
Political Geography
Browse content in Interdisciplinary Studies
Communication Studies
Museums, Libraries, and Information Sciences
Browse content in Politics
African Politics
Asian Politics
Chinese Politics
Comparative Politics
Conflict Politics
Elections and Electoral Studies
Environmental Politics
European Union
Foreign Policy
Gender and Politics
Human Rights and Politics
Indian Politics
International Relations
International Organization (Politics)
International Political Economy
Irish Politics
Latin American Politics
Middle Eastern Politics
Political Behaviour
Political Economy
Political Institutions
Political Methodology
Political Communication
Political Philosophy
Political Sociology
Political Theory
Politics and Law
Public Policy
Public Administration
Quantitative Political Methodology
Regional Political Studies
Russian Politics
Security Studies
State and Local Government
UK Politics
US Politics
Browse content in Regional and Area Studies
African Studies
Asian Studies
East Asian Studies
Japanese Studies
Latin American Studies
Middle Eastern Studies
Native American Studies
Scottish Studies
Browse content in Research and Information
Research Methods
Browse content in Social Work
Addictions and Substance Misuse
Adoption and Fostering
Care of the Elderly
Child and Adolescent Social Work
Couple and Family Social Work
Developmental and Physical Disabilities Social Work
Direct Practice and Clinical Social Work
Emergency Services
Human Behaviour and the Social Environment
International and Global Issues in Social Work
Mental and Behavioural Health
Social Justice and Human Rights
Social Policy and Advocacy
Social Work and Crime and Justice
Social Work Macro Practice
Social Work Practice Settings
Social Work Research and Evidence-based Practice
Welfare and Benefit Systems
Browse content in Sociology
Childhood Studies
Community Development
Comparative and Historical Sociology
Economic Sociology
Gender and Sexuality
Gerontology and Ageing
Health, Illness, and Medicine
Marriage and the Family
Migration Studies
Occupations, Professions, and Work
Organizations
Population and Demography
Race and Ethnicity
Social Theory
Social Movements and Social Change
Social Research and Statistics
Social Stratification, Inequality, and Mobility
Sociology of Religion
Sociology of Education
Sport and Leisure
Urban and Rural Studies
Browse content in Warfare and Defence
Defence Strategy, Planning, and Research
Land Forces and Warfare
Military Administration
Military Life and Institutions
Naval Forces and Warfare
Other Warfare and Defence Issues
Peace Studies and Conflict Resolution
Weapons and Equipment

The Oxford Handbook of Counseling Psychology

< Previous chapter
Next chapter >

10 Ethics in Counseling Psychology

Melba J. T. Vasquez Independent Practice Austin, Texas

Rosie Phillips Bingham Student Affairs University of Memphis Memphis, Tennessee

Published: 18 September 2012
Cite Icon Cite
Permissions Icon Permissions

This chapter focuses on the contributions that counseling psychology has made to the evolution of professional ethics. Kitchener’s moral principles and Meara, Schmidt, and Day’s (1996) virtue ethics are examples of contributors whose work has influenced the ethics discourse. Changes to the 2002 American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct are discussed, as are mechanisms for accountability and key areas of concern for psychologists. Counseling psychology’s unique contribution to social justice as an ethical imperative is addressed, and an ethical decision-making model is suggested. Finally, future directions in ethics, especially in regard to the social milieu, are described, including the direction of ethics training.

In this chapter, we discuss the evolution of the American Psychological Association (APA) ethics codes, including an overview of counseling psychologists’ contribution to the ethics discourse, such as Kitchener’s ( 1984 , 2000 ) moral principles and Meara, Schmidt, and Day’s ( 1996 ) virtue ethics. Throughout the chapter, we discuss changes to the APA 2002 Ethical Principles of Psychologists and Code of Conduct. We describe the mechanisms for accountability, and identify key areas of concern based on the areas of most common violation by psychologists. We suggest a decision-making model for use with ethical dilemmas. We also discuss counseling psychology’s unique contribution to social justice as an ethical imperative, and describe several of the aspirational guidelines that have been developed in large part through the contributions of various counseling psychologists. The final section identifies our concluding thoughts on key dilemmas yet to be fully addressed in the ethical realm of professional responsibilities and ethics education.

Counseling Psychologists and the Ethics Codes

The influence of counseling psychologists on the development of the last couple of revisions of the APA Ethical Principles of Psychologists and Code of Conduct (1992, 2002) has been significant, although counseling psychologists were not involved in the early development of the ethical discourse for various reasons. The Division of Counseling Psychology was founded in 1943, as Division 17 of the American Psychological Association with the name of Division of Counseling and Guidance. The first tentative draft of an APA ethics code occurred in 1951. The early drafters of the code were operating in a climate that questioned the need for an ethics code (Hall, 1952 ). The APA Ethics Committee was founded in 1938, 46 years after the APA was founded. Given the increasing ethical questions and dilemmas in the profession, the APA Council of Representatives adopted the first official Ethical Standards for Psychologists in 1953. The current Ethical Principles of Psychologists and Code of Conduct (APA, 2002 ) is the tenth revision, and was amended in 2010.

During the development of the first APA Ethics Code, counseling psychology was very inwardly focused on establishing itself as a discipline, to the extent that it even concerned itself with finding an appropriate name. The professionals of the time worked to distinguish counseling psychology from clinical psychology and to establish it as a viable discipline. Several national counseling psychology conferences, including the 1951 Northwestern Conference, the 1964 Greystone Conference, and the 1987 Atlanta Conference, firmly solidified counseling psychology as a legitimate field of study in psychology. During the conferences, there appears to have been minimal attention paid to discussions of ethics.

Although there are no reported major publications on ethics from these early counseling psychology conferences, there were discussions of issues that would have bearing on the content of later ethics codes and guidelines. As early as the Northwestern Conference in 1951, the discourse referred to the need for counseling psychologists to be concerned with culture (APA, 1952). The Greystone Conference was specifically charged to examine emerging diversity in the field (Thompson & Super, 1964 ). Participants of the 1987 Atlanta Conference identified five major areas of concern, including the call for more multicultural research and the integration of diversity, gender, and multiculturalism throughout the curricula and training. In 2001, the Houston Conference on counseling psychology firmly and definitively staked a claim in the discipline’s commitment to social justice and acknowledged the implications of that commitment. In addition to the general focus of helping individuals with emotional and psychological problems, Bingham ( 2002 ) surmised that counseling psychology had these four foci: multiculturalism, because culture is important and there is more than one culture; social justice, because of the emphasis on development and growth and environmental/ situation influences; vocational issues, because counseling psychology has long held vocational issues as one of the core components of the field; and fostering human strengths, because counseling psychology unequivocally proclaims a focus on “healthy aspects and strengths of clients.” These were some major themes that have been addressed in more recent versions of the ethics code, which includes diversity issues such as sexual harassment and unfair discrimination.

Although the counseling psychology conferences did not address ethics per se, several counseling psychologists have promoted key concepts in the field of ethics. Schmidt and Meara ( 1984 ) provided a framework for understanding ethical, legal, and professional issues for counseling psychology. Their framework for discussing these issues through the lens of human services, research, teaching/training, and public policy provided a useful method for effectively writing about and discussing ethics across the rather broad counseling psychology specialty. The Schmidt and Meara ( 1984 ) contribution served as an ethics educational tool for counseling psychologists and as a reminder that counseling psychology was a young field, struggling for credibility and legitimacy. The authors clarified certain areas, such as the difference between privileged communication and confidential communication. In their roles as educators for counseling psychologists, they also highlighted portions of the Ethics Code that dealt with matters such as informed consent, confidentiality with clients and research subjects, sexual exploitation and sexual harassment, research subjects and the role of deceit and debriefing, and so on.

It is interesting to note that the Schmidt and Meara ( 1984 ) contribution reflects some of counseling psychology’s struggle for identity and legitimacy in the early years. In several sections in which the authors highlighted the ethical concerns for clients and students, they also offered cautions that the consequences of certain behaviors could adversely affect counseling psychology as a whole. For example, Schmidt and Meara ( 1984 ) cautioned, “If the belief developed that counseling psychologists misled subjects in their research, doubts might also arise over their treatment of clients in counseling relationships. This clearly is to be avoided, both for the sake of the individual and the profession at large” (p. 69). Schmidt and Meara ( 1984 ) also talked about the “reputation and credibility of counseling psychologists” when they discussed the role and ethics of placebo treatments in research.

Evidence that counseling psychology was a young field was reflected in the Schmidt and Meara ( 1984 ) statements that very few counseling psychologists were called as expert witnesses. Fretz and Mills ( 1980 ) indicated that, throughout the 1970s, counseling psychology was fairly closed and insular. These statements may explain why the Schmidt and Meara ( 1984 ) contribution was written in such a way that it served almost as a primer on ethics.

During the time that Schmidt and Meara ( 1984 ) were concerned with writing about ethics for counseling psychologists, it is important to note that at least two other substantive developments were taking root in the field. One focused on women. The Division 17 Ad Hoc Committee was formed in 1970. The committee developed a set of principles for counseling and therapy with women (Farmer, 2002 ), Also at the close of the 1970s, the Division adopted a position paper on cross-cultural competencies (Sue et al., 1982 ). These two documents represented the cementing of part of counseling psychology’s identity and its focus on multiculturalism and social justice. These two documents were significant contributions, and serve as forerunners to the APA’s development and adoption of guidelines in these two areas: The APA Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists (APA, 2003 ), and the APA Guidelines for Psychological Practice with Girls and Women (APA, 2007 ). Counseling psychologists were key authors in the development of these and other important guidelines, which provide guidance in the provision of the highest quality of care. Such guidelines are important because they have implications for ethical standards to speak to competence and admonitions against discrimination.

In 1992, Fretz and Simon ( 1992 ) summarized views that indicated a maturing of counseling psychologists on matters of ethics. The discussion moved toward what it means to be an ethical person, rather than focusing more narrowly on the codes that provided the essential rules about ethical conduct. By 1992, the APA Ethics Code had been through several revisions, including those that ended APA’s restrictive practices on advertising. However, other challenges to the 1981 code resulted in the courts’ ruling that the code was so ambiguous that it was difficult to apply. So, although the mindset of counseling psychologists had undergone an ethical maturing process, the code was about to experience a major revision.

Perhaps Fretz and Simon ( 1992 ) could depart from the more explanatory focus on the content of the Ethics Code because Hall ( 1987 ) had reported that 85% of all APA accredited programs had some form of ethics education. Welfel and Lipsitz ( 1984 ) maintained that knowledge was not enough to produce an ethical psychologist. Furthermore, Fretz and Simon ( 1992 ) reported that there had been significant increases in the number of ethics articles and books being published. More significantly, a number of counseling psychologists had begun to make notable forays into the ethics literature. Kitchener and Anderson ( 2000 ) suggested that “The intensified involvement of state legislatures to regulate psychology, the increased number of civil suits filed against psychologists, and the public’s increased awareness and expectations that psychologists act ethically calls for the profession to see good counseling, research, and training as impossible without good or virtuous ethical behavior” (Kitchener & Anderson, 2000 , p. 75).

Several counseling psychologists have indeed made significant contributions to the literature on psychological ethics. Karen Kitchener ( 1984 , 2000 ) adapted the Beauchamp and Childress ( 1979 ) conceptualization of principle ethics for decision making in medicine to the field of psychology. Beauchamp and Childress conceptualized the principles of autonomy, nonmalefience, beneficence, and justice as well-established standards for bioethical medicine in the United States. Kitchener ( 1984 ) added the principle of fidelity and applied those to psychology ethics. Since then, those principles have shaped the general principles of the APA’s Ethical Principles of Psychology and Code of Conduct (1992, 2002). These principles are particularly helpful in resolving ethical dilemmas. Ethical dilemmas evolve when ethical principles sometimes compete against each other, or an ethical principle may conflict with law. Kitchener ( 1984 , 2000 ) suggested that a critical-evaluative level or moral reasoning could be developed by applying the five ethical principles as a foundation for ethical decision making in psychology. These principles are often used in society to establish policy, such as in the court system. The APA 2002 Ethics Code was reorganized so that the introductory General Principles are more consistent with these bioethical principles. Thus, we see that counseling psychology has had an enduring impact on the APA Ethics Code.

Meara, Schmidt, and Day ( 1996 ) have also had an impact on the conceptualization of ethics in psychology. They described how virtue ethics focuses on character traits and nonobligatory ideals that facilitate the development of ethical individuals. They suggested that these were complementary ethical perspectives that helped provide a coherent structure for enhancing the ethical competence of psychologists and counselors and the level of public trust in the character and actions of these professions and their members. Virtue ethics, rooted in the narratives, aspirations, and ideals of specific communities, can be particularly helpful to professionals in discerning appropriate ethical conduct in multicultural settings and interactions.

Meara and her colleagues (Meara, Schmidt, & Day, 1996 , Jordan & Meara, 1990 ) moved the ethics discussion beyond codification, rules, and regulations to a focus on the person, rather than on cognitive analyses such as those embodied in the principled ethics described by Kitchener. Jordan and Meara ( 1990 ) championed a message about the kind of ethical persons counseling psychologists should be. Such discussions led Fretz and Simon ( 1992 ) to assert that training programs would need to move beyond the mere teaching of ethics content to more foundational discussion of ethics philosophy and ethical decision-making models. Another implication has been validation of the attention to the selection of students into the field of counseling psychology. That is, that character is a critical element in ethical behavior and that the selection of future psychologists should assess for those aspects of character that support ethical behavior.

Like Schmidt and Meara ( 1984 ), Fretz and Simon ( 1992 ) highlighted ethical issues that were receiving considerable attention at the close of 1980s. These issues included informed consent in supervision, research, and professional writing. Furthermore, as the human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS) epidemic burst onto the scene, new problems of confidentiality arose regarding the relationship, obligations, and responsibility of the counseling psychologist to an HIV-infected client who maintained a physical relationship with a person to whom the client had not disclosed his or her HIV status. Fretz and Simon ( 1992 ) also raised issues of a client’s right to end his or her own life. These authors were making it clear that ethical issues were becoming more nuanced and complex. In addition, the number of cases being referred to the APA Ethics Committee experienced a steep rise. It seemed that counseling psychologists and clients were becoming more ethically sophisticated and more aware of problems in the field. Fretz and Simon ( 1992 ) also conveyed their understanding of the increasing importance of cultural diversity and the implication of cultural competence as a key ethical requirement.

In 1992, the Ethics Code underwent a major revision. This revision occurred in part because consumers and psychologists were beginning to understand the complexities of psychological relationships, raising more questions about the impact of psychologists’ behaviors and their consequences in psychotherapy, research, educational, and other business settings. There was growing diversity in the U.S. demographics and in the clientele seeking psychological services. These changes occurred at a time when society was becoming more litigious. The number of cases brought before the APA ethics committees and state psychology boards increased, and the number of suits filed against psychologists rose dramatically. Additionally, more psychologists were objecting to sanctions being imposed by ethics bodies. Change was needed. The 1992 revision of the ethics code was designed to be a utilitarian document that would provide simple, straightforward, and direct guidance to psychologists (Canter, Bennett, Jones, & Nagy, 1994 ). Principled ethics, like those espoused by Kitchener, were deemed ambiguous and therefore were separated out as aspirational and not enforceable. The code then delineated a series of topically divided declarative statements that would act as enforceable standards.

Kitchener and Anderson ( 2000 ) raised the question of whether such a collection of standards could help an individual become a truly ethical counseling psychologist. They argued for the inclusion of virtue ethics in the training of counseling psychologists. Virtue ethics had been proposed by Meara ( 1996 ) to examine the characteristics, emotions, motivation, prudence, and moral habits of individuals. Kitchener and Anderson maintained that “Moral behavior is complex; these philosophical and psychologically sophisticated models are necessary to understand it” (p. 72.) Of course, such models were considered far too complex to include in an ethics code.

But Kitchener and Anderson ( 2000 ) advocated for counseling psychologists to at least include such training in educational programs and then research their effectiveness. The authors seemed to be concerned about the fact that no such research was being conducted in psychology. They did report on Bebeau’s (1994) work with dental students, whose data indicated that moral sensitivity and reasoning can be improved with training. Kitchener and Anderson believed that such research is necessary for counseling psychology students because data suggests that, even after an ethics course, students will still make serious errors in deciding on ethical issues (Fly, vanBark, Weinman, Kitchener, & Lang, 1997 ). Furthermore, they pointed to the increasing complexity of multiple relationships; the complication of competence, bias, and justice at the intersection of race, ethnicity, and gender; and even the problems of confidentiality in various settings as examples of why a simple compendium of utilitarian standards was insufficient in today’s psychological environment. Kitchener and Anderson ( 2000 ) made such a compelling argument for virtue ethics that it was clear that the ethics code would shortly require another revision.

Werth, Cummings, and Thompson ( 2008 ) provided an overview of select ethical and legal issues affecting counseling psychologists, including risk management and competence. They focused on the APA Ethics Code, professional regulations, state statutes, and federal laws. They emphasized the importance of consultation and exposure to the literature in order to monitor competence and biases in every professional situation. Werth et al. and other counseling psychologists cited here challenged the profession to view ethics as more than a codification of rules and regulations. They demonstrated that ethics must be pervasive in all that psychologists do, if they are to be competent and accountable.

Thus, counseling psychologists have contributed to the discourse and direction of professional ethics in psychology. Considerations of key professional obligations are integrated into the fabric of counseling psychology teaching, training and supervision, our publications, and in the research and practice of psychology.

Mechanisms of Accountability

Four major mechanisms hold psychologists and other mental health professionals accountable to an explicit set of professional standards and legal requirements, including professional ethics committees, state licensing boards, civil malpractice courts, and criminal courts. Although considerable overlap exists, each of these mechanisms may use different formulations of standards. Our profession has a social contract with society, based on attitudes of mutual respect and trust, that the discipline will do everything it can to assure that its members will act ethically in conducting the affairs of the profession within society. The “contract” implies a commitment to place the welfare of society and individual members of the society above the welfare of the discipline and its professionals. So, psychologists have a higher duty of care to members of society than the general duty of care that all members of society have to each other, including taking care that psychologists not abuse power, and in fact use it to help others. This is the basis on which mechanisms of accountability are established; that is, to be committed to ensuring that professions meet minimal standards as their members carry out their work, and that those who are served by professionals are protected from harm in the case of incompetent, negligent, and/or unscrupulous practitioners (Pope & Vasquez, 2007 ). Counseling psychologists may have an even higher duty of care because of our emphasis on social justice. A commitment to social justice implies that the discipline is intentional and purposeful in its attention to issues of relationships, justice, and fairness for all individuals. So, although the accountability mechanism ensures that the profession meets minimal standards, the social justice emphasis suggests that counseling psychologists must challenge themselves to go beyond these minimum requirements.

The APA Ethics Code and Areas of Concern

Pope and Vasquez ( 2007 ) reported a compilation of data from the major areas of most frequently reported disciplinary action as described by the APA Ethics Committee, the Association of State and Provincial Psychology Boards (ASPPB), and the APA Insurance Trust. Based on those data, we will describe issues involved in the following categories: multiple relationships, including sexual intimacy/sexual misconduct and nonsexual boundary violations; confidentiality; insurance and fees; record keeping; child custody; and terminations.

Multiple Relationships: Sexual Misconduct and Nonsexual Boundary Violations

Sexual intimacies with current clients/patients have been explicitly prohibited since the 1977 APA Ethics Code; however, the standard of practice prior to that inclusion precluded a sexual relationship between therapist and client. The prohibition had been indirectly implied by other standards before that time (Pope &Vasquez, 2007 ). Several of the general principles and standards in the 2002 Ethics Code prohibit sexual relationships and involvements with clients and students.

General Principle A, Beneficence and Nonmalefience, states that, “psychologists strive to benefit those with whom they work and take care to do no harm” (APA, p. 1062). Psychologists are cautioned to avoid inflicting intentional harm and not to engage in actions that risk harming others. Ethics Code Standard 10.05 most directly addresses sexual intimacies with current therapy clients/patients, and 10.08 prohibits sexual intimacies with former therapy clients and patients for at least 2 years after termination of professional services. Even then, the burden is on the psychologist to demonstrate that no exploitation exists, based on several factors. Standard 10.06, a new standard in the 2002 Ethics Code, prohibits sexual intimacies with relatives or significant others of current therapy clients/patients, and 10.07 prohibits therapy with former sexual partners. Other standards relevant to the prohibition include 3.04, Avoiding Harm, and 3.08 Exploitative Relationships. In addition, Ethics Code Standard 7.07 prohibits sexual relationships with students and supervisees over whom psychologists have or are likely to have evaluative authority.

The evidence is clear that sexual contact with clients/patients and students has a high potential for harm, partly because the power differential and influence that psychologists possess result in exploitation of the vulnerabilities of those with whom they work (Pope & Vasquez, 2007 ). It also harms the public image of psychologists, and the prevalence of sexual involvement of mental health providers with clients/patients has resulted in an increasing criminalization of this behavior in over half of the states in the United States (Haspel, Jorgenson, Wincze, & Parsons, 1997 ). Sex with clients is the highest risk behavior in which a psychologist can engage. The behavior is risky in terms of the reported harm to clients/patients, as well as in the risk to the psychologist. At one point, sexual impropriety constituted over half (53.2%) of all costs of violations for professional liability insurance for psychologists, although a recent APA Insurance Trust evaluation reported that the percentage of claims for sexual misconduct had decreased, based on a “snapshot” review of the data (Bruce Bennett, personal correspondence, December 19, 2005). Hopefully, this means that psychologists have taken to heart the risks such relationships pose to clients and to themselves.

Self-awareness is a key to avoidance. We all have to accept the fact that psychologists can become emotionally and sexually attracted to a client. In one survey, 87% of all therapists (95% of men, 75% of women) reported that they have been attracted to their clients, at least on occasion (Bernsen, Tabachnick, & Pope, 1994 ; Pope, Keith-Spiegel, & Tabachnick, 1986 )). Social psychological literature informs us that “proximity” is the most salient variable predicting who gets together with whom. The skill of managing romantic/sexual feelings toward clients throughout the course of therapy can help identify inappropriate feelings of attraction toward clients.

A complicating issue is that, although the Ethics Code does not prohibit nonsexual touching, risk management strategies encourage psychologists to be cautious about how easily touch can be misunderstood as a sexual overture by some clients/patients, perhaps particularly those with a history of incest or other similar violations. Cultural and theoretical orientations also inform this behavior; for example, some clients and therapists have cultural or other orientations that allow for nonsexual hugs, handshakes, or other forms of affectionate communication. Because of cultural variations in behavior around matters such as touching, it is recommended that psychologists must be knowledgeable about relevant guidelines (for example, the Guidelines for Psychological Practice with Girls and Women, APA, 2007 , and the Multicultural Guidelines, APA, 2003 ) that provide further direction on appropriate therapist behavior.

It is important to note that “sex therapy” does not include romantic or erotic interaction between the therapist and client/patient, although it may involve communication about explicitly sexual information, instructions, or readings. Psychologists must still be cautious because clients/patients may perceive comments as erotic, without regard to the psychologist’s intent. The use of sexual surrogates is controversial, but if the psychologist endorses the use of surrogates, the surrogate may never be the psychologist.

Judgments about nonsexual dual or multiple relationships are more complex for all psychologists. The new Ethics Code acknowledges that not all multiple or dual relationships are problematic, or avoidable. These behaviors are not specifically prohibited. Instead, in Standard 3.05, Multiple Relationships, psychologists are warned to avoid relationships that, “could reasonably be expected to impair the psychologist’s objectivity, competence, or effectiveness in performing his or her functions as a psychologist, or otherwise risk exploitation or harm to the person with whom the professional relationship exists”

(APA, 2002 , p. 1065). Authors of the code tried to indicate the risk factors and situations that can lead to risk of harm. However, “Multiple relationships that would not reasonably be expected to cause impairment or risk exploitation or harm are not unethical” (APA, 2002 , p. 1065). It is important to note that most risk management guidelines would strongly discourage even the appearance of a conflict.

Kitchener ( 2000 ) relied on social role therapy to explain the problems with multiple role relationships. Responsibilities, needs, and expectations are very different with a business partner than with a client, for example. Trying to maintain two different roles with someone, especially a client, increases the potential for misunderstanding and harm because the incompatibility of all these expectations is higher. As the obligations of different roles diverge, the potential for divided loyalties and loss of objectivity increases. As the power and prestige difference increases, so does the potential for exploitation and lowered objectivity and autonomy of the consumer.

Confidentiality

Confidentiality, privacy, and privilege are three overlapping concepts. In almost all states, privilege belongs to the client. Confidentiality, considered a primary ethical obligation, is a commitment to clients, research participants, and others that private information will not be divulged without their consent. This obligation is embedded in the moral principles of autonomy, fidelity, beneficence, and nonmaleficence. Individuals have the right to make decisions about those with whom they wish to share private information and those from whom they wish to withhold it (Kitchener, 2000 ).

With some exceptions, only the client can permit the therapist to release records to others. Psychologists sometimes have the obligation to ascertain whether the client is clear about the potential consequences of the release of such records, but the client holds the legal privilege. Psychologists have the ethical and legal obligation to maintain the confidentiality of records, including after the death of a client. Privacy speaks to the responsibility to share only that information that is vital to the purpose of the release of the information, such as to managed care utilization reviewers, when one has the client’s signed release to do so. Key topics related to confidentiality are the exceptions to confidentiality, coping with subpoenas and compelled testimony, and the obligation of informed consent.

Exceptions to Confidentiality

One of the common conflicts or dilemmas that arises from the two moral principles of nonmalefience and autonomy occurs in the situation in which the right to privacy and confidentiality conflicts with the restriction that autonomous rights do not extend to infringing on the autonomous rights of others. Several limits to confidentiality exist, and it is the psychologist’s responsibility to inform clients of those limits. Exceptions to confidentiality encompass situations in which the client is a danger to self or others (e.g., the Tarasoff decision, including the duty to warn and/or protect a third party from a threatening client) and the legal responsibility to report child, elderly, or disability abuse. Limits of confidentiality generally exist if the client files suit against the therapist for breach of duty, or if a court order requires disclosure.

Bongar ( 1992 ) suggested that suicidal clients are the most stressful of all clinical endeavors. A national survey found that psychologists responded to the loss of a patient to suicide in a manner akin to the death of a family member. Psychologists have a greater than 20% chance of losing a patient to suicide at some time during their professional careers. Psychiatrists have a 50% chance of losing a patient to suicide. Rudd, Joiner, and Rajab ( 2001 ) identified a trend of increasing attention to the assessment and treatment of suicidal behavior. This reflects a heightened level of awareness of the complexity of the issues—clinical, ethical, and legal—facing clinicians when working with suicidal patients. Most would argue that the main goal of suicidal therapy (therapy for suicide prevention) is to defuse the potentially lethal situation, and that to hold to the principle of confidentiality is contradictory to a basic tenets of an ethical psychotherapeutic relationship and the principle of helping clients.

Bongar ( 1992 ) suggested that therapists have a professional duty to take appropriate affirmative measures to prevent patients from harming themselves, including communicating with families about the specifics of a patient’s case, attempting to ameliorate toxic family interactions with the patient, or mobilizing support from the family and significant others. However, the scope of the disclosure should be limited to what is necessary to provide appropriate care; thus, for example, disclosures made in good faith while seeking a civil commitment for the patient would largely be protected.

Psychologists also have ethical and legal obligations to address the situation if a client is a danger to others. The nature of the legal obligations varies from state to state, and it is critical for practitioners to be familiar with the requirements of their state practice laws. In 1974, the California Supreme Court issued an opinion stating that California therapists have a duty to warn potential victims of their patients’ threats of violence ( Tarasoff I), rather than simply doing something with the client, such as hospitalization or arrest. Two years later, the Court revised its opinion to state that California therapists have a duty to protect potential victims if their clients are dangerous ( Tarasoff II). This legal responsibility conflicts with the obligation to maintain confidentiality. An additional issue is that the prediction of dangerousness is still a problematic one for most therapists. Various states are increasingly adopting the duty to protect, but with variations in some of the specifics. Some states indicate that mental health providers may warn or protect potential victims, or take other actions such as notifying officials. It is vital that each therapist become familiar with the requirements and obligations of his or her jurisdiction.

Coping with Subpoenas or Compelled Testimony for Client Records or Test Data

The concerns involved with coping with subpoenas or compelled testimony for client records or test data was addressed by APA’s Committee on Legal Issues (American Psychological Association Committee on Legal Issues [APA COLI], 1996 ). Members of COLI prepared an article in response to a large number of inquires. As a general principle of law, all citizens are required to provide information necessary for deciding issues before a court; the trier of fact is a judge or jury. The basic assumption is that the more relevant information available, the fairer the decision. Subpoenas (legal commands to provide testimony) or subpoenas duces tecum (legal commands to appear and bring along specific documents) are issued to obtain relevant material. A psychologist must respond to a subpoena in a timely matter, but the request may be modified or made void or invalid if the client chooses not to provide a release. Federal law and most state jurisdictions allow the client to prevent confidential material from being communicated. However, a court order to provide testimony or produce documents must be honored regardless of client’s preference, or the psychologist may be held in contempt of court. So, if a client provides a release, or if a court order is issued, psychologists are required to release therapy notes, process notes, client information forms, billing records, and other information, unless the psychologist engages in attempts to quash the order.

Strategies for dealing with subpoenas include verifying whether it is enforceable. A recommendation is to have an attorney review it and to contact the client in question to ensure that he fully understands that he is putting his entire file into the public record. Often, the client wishes the records to be released. In either case, the psychologist must obtain a written consent and make sure that the client understands the purposes and scope of disclosure. A psychologist may wish to negotiate with the requester and/or may also wish to seek a ruling from the court, preferably through the client’s attorney, or with the psychologist’s attorney.

In addition to requests for compelled testimony and subpoenas for client records, test data may also be requested. The Committee on Psychological Tests and Assessment of the APA published a “Statement on the Disclosure of Test Data” that was then incorporated as an addendum into the same article that addressed strategies for dealing with subpoenas (APA COLI, 1996 ). The statement was developed as a result of confusion regarding what is ethical and/or legal in the release of test data. A release from a client did not at the time resolve the potential confidentiality claims of third parties, such as test publishers, and psychologists continued to hold obligations to withhold test data or protocols. Such dilemmas have been very controversial in a number of cases, especially when courts want to see items related to IQ testing of particular populations. Attorneys sometimes misuse test data, for example, by selecting specific responses to the Minnesota Multiphasic Personality Index (MMPI) and asking questions about the client’s/patients specific responses to specific items (e.g., “I have engaged in strange sexual behaviors,” asked of a sexual harassment complainant). The Task Force for revisions of the 2002 Ethics Code struggled with this issue more than any other. Forensic psychologists tended to want protection/support for withholding test data; other practitioners wanted to avoid the expense of hiring attorneys to protect test publishers and the validity of the tests, since the information is readily available through libraries and other sources. The new Standard 9.04, Release of Test Data, defined test data as “raw and scaled scores, client/patient responses to test questions or stimuli, and psychologists’ notes and recordings concerning client/patient statements and behavior during an examination. Those portions of test materials that include client/patient responses are included in the definition of test data .” The APA Ethics Code ( 2002 ) Standard 9.04 Release of Test Data essentially states that psychologists may provide test data upon client/patient release, or may refrain from doing so if they judge that substantial harm, misuse, or misrepresentation of the data may occur.

Informed Consent

Related to the issue of confidentiality is the issue of informed consent. Emerging issues in informed consent include duty to assess and protect against client dangerousness (to self and others), obligations to third parties (third-party payers, managed care, etc.), and issues of deception. The primary moral principle underlying the obligation to obtain informed consent involves the promotion of autonomy. Any procedure performed on or on behalf of a patient without his or her consent diminishes the patient’s autonomy or capacity to act in a free and self-determining manner. Therefore, giving the person an opportunity to make a choice emphasizes his or her autonomy.

Pope and Vasquez ( 2007 ) suggested that information provided during the consent process will differ according to the professional service, whether it is an assessment, psychotherapy, forensic evaluation, or the like. They suggested the following questions to address in a form, as well as on an ongoing basis (informed consent is an ongoing process):

Does the client understand who is providing the service, the clinician’s qualifications , and whether supervision is involved?

Does the client understand the reason for the initial session (self-initiated, court-or physician-referred)?

Does the client understand the nature, extent, and possible consequences of the services the clinician is offering?

Does the client understand the degree to which there may be alternatives to the services provided by the clinician?

Does the client understand actual or potential limitations to the services (a managed care plan’s limitation of four to six sessions unless a major mental illness diagnosis is given); does the client understand how services may be terminated?

Does the client understand fee policies and procedures, including information about missed or canceled appointments, use of fee collection services, etc.?

Does the client understand policies and procedures concerning access to the clinician, to those providing coverage for the clinician, and to emergency services? For example, under what conditions, if any, will a therapist be available by phone between sessions?

Does the client understand limits to confidentiality in situations involving partner, family, or group psychotherapy? Does the client understand the conditions under which the clinician might be required to disclose information to an insurance company, utilization reviewers, the police, child protective services, the courts?

The information should be presented in a language reasonably understandable to the client/patient. Consent may be written or oral, but in any case, must be documented by the psychologist. Psychologists who are “covered entities” under the Health Insurance Portability and Accountability Act (HIPAA) must also provide clients/patients with written information (Notice of Privacy Practices) about their rights regarding the use and disclosure of their health information, including information about their rights to access to their protected health information (PHI), excluding psychotherapy notes. Other information should include explanations of the uses and disclosures of the PHI, their individual rights, and the psychologist’s legal duties in regard to the PHI. The APA Practice Directorate and APA Insurance Trust have developed authorization model Notice of Privacy Practice forms to be compatible with the laws governing practice in each state; these are available at http://apa.org/practice and http://apait.org/hipaa .

Custody Evaluations

Professionals get into trouble with child custody evaluations in a number of ways. The paramount obligation in custody evaluations is to assess and report factors that affect the best psychological interests of the child. Moral principles involved include Principle A, Beneficence and Nonmalefience, which involves helping others and doing no harm, and Principle B, Fidelity, which involves honest communication and obligation to fulfill certain functions. Principle E, Respect for People’s Rights and Dignity is involved because the therapist must respect parental rights to share in the raising of their children. Generally, a forensic child custody expert is employed to evaluate all persons involved. The biggest error psychotherapists make is to testify on behalf of their client, and to make negative comments about the other parent without ever having seen, diagnosed, or assessed that other parent. It is not recommended that psychotherapists (as opposed to objective child custody evaluators) serve as the evaluator, since objectivity will always be a challenge in such cases.

According to Ackerman and Ackerman ( 1997 ), 90% of divorce custody situations agree to a restructuring arrangement. However, when a dispute occurs, the court must help to determine the relative allocation of decision-making authority and the physical contact each parent will have with the child. The courts typically apply a “best interest of the child” standard in determining this restructuring of rights and responsibilities. Psychologists are thus called upon to provide a competent, objective, impartial assessment. Often, in these disputes, one of the two parties will be unhappy with the results and blame the psychologist. Therefore, those who are called upon to testify and/or who provide assessment services for child custody evaluations must be clear about duties and responsibilities. Although specific instructions about custody evaluations are not provided in the ethics code, several principles apply. The APA Guidelines for Child Custody Evaluations in Divorce Proceedings (APA, 2004 ) provide helpful guidance.

Insurance and Fee Problems

Insurance fraud is a major area of violation, including billing insurance for services delivered by others; billing insurance for missed sessions; waiving copayments (this may be an option on an individual basis in most states, but not as a rule, and the option may have a requirement to inform the third party); billing couple, family, or group sessions as individual sessions; falsifying diagnostic categories to fit reimbursement criteria; and changing the date of the onset of the client’s episode or the beginning of therapy to fit third-party reimbursement criteria, to try to prevent denial of services based on preexisting condition. Often, well-meaning therapists try to provide financial relief by, in effect, colluding with a client to violate the client’s contract with his insurance company. Although continuously frustrated by insurance companies, psychologists must fight those battles in the legislature through organizational advocacy efforts—or potentially end up in trouble with insurance companies and the law. Such dilemmas are also a therapeutic issue in that, if this ethic is violated, psychologists model and communicate lack of respect for the role of honesty and fidelity in relationships.

It is critical to ensure the accuracy of billings and payments. Record keeping and documentation from a billing and payment frame of reference may include the reflection of transactions with private insurance companies, managed care companies, government entities including Medicare and Medicaid, individual client billing, organizational billing, and forms of presenting services rendered, date of service, treatment, diagnosis, and other information requested. Accurate and understandable records that can explain the essential elements of services rendered are an excellent protection against misinterpretations of services and resulting difficulties in billing questions and payment. The amount and type of information included in records for billing and payment can be challenging to determine. Psychologists may be asked for information for billing purposes that would not otherwise be included in the record and which the psychologist may think is detrimental to the welfare of the client. Therefore it becomes necessary for the psychologist to accurately provide details for billing purposes while at the same time not including statements that would potentially harm the client.

Record Keeping

Several obligations are involved in the new clear requirement to maintain records. The APA ( 2002 ) Ethics Code Standard 6.01 requires for the first time that records be kept in written form. The Committee on Professional Practice & Standards (COPPS) of the APA published guidelines regarding the maintenance of records in 1993 and updated them in 2007. The Guidelines were revised by the COPPS, partly to incorporate the HIPAA guidelines; these new guidelines were approved by the APA Council of Representatives in 2007.

The content of psychotherapy notes should minimally include identifying data, dates of services, types of services, fees, any assessment, plan for intervention, consultation, summary reports, and/or testing reports, supporting data, and any release of information obtained. It is also recommended that a record be made of any unusual struggles and dilemmas that surface during the therapeutic process as part of an overall risk management strategy. The HIPAA legislation allows for two sets of notes: one with basic information, and another set with the therapist’s process notes. Notes for psychotherapy group, family, and relationship therapy should also be kept. Complications regarding confidentiality can surface. Most recommend that group therapy notes be kept per individual, in order to maintain confidentiality of other group members should the records be requested.

The Freedom of Information Act (1966) is a law requiring that U.S. government agencies release their records to the public on request, unless the information sought falls into a category specifically exempted, such as national security, an individual’s right to privacy, or internal agency management. This typically means that clients legally have access to their records. Various options are provided by therapists—reviewing notes in a session(s) for therapeutic benefit is one option, as is the provision of a summary. Ultimately, if clients choose to obtain their notes, they can do so. However, most jurisdictional administrative practice laws have a clause that allows psychologists to withhold notes if they may be deemed harmful to the client.

States, provinces, and territories vary in the period of time that psychologists are required to maintain records. The revised APA Record Keeping Guidelines (2007) suggest retaining full records for no less than 7 years after the last date of service delivery for adults or until 3 years after a minor reaches the age of majority, whichever is longest, or the number of years required by one’s licensing board, whichever is longest. Jurisdictional licensing boards, other state and federal laws, and institutional requirements may determine the length of time that psychologists must keep records. Psychologists should always retain the complete record to comply with the more stringent of the applicable requirements. Psychologists may legally destroy their records after that time, but psychologists may at times wish to keep some records longer than the length required, for example, in situation in which records may be sought to illuminate some future legal issue, or when a minor may have long-term developmental difficulties.

It is wise to make arrangements for the storage of records when leaving one’s practice, and/or in case of disability or death. Arrangements should be made so that, in the case of death, someone, preferably a mental health professional, knows how to access information about current clients and notify them. With clients’ permission, some psychologists make reciprocal arrangements with colleagues to exchange lists of patients’ names, phone numbers, and information about their treatment. In case of death or incapacitation, the covering therapist would notify patients/clients, and serve as a referral person or “bridge therapist” for continuation of care, and to deal with the death or incapacitation of the therapist. Some therapists arrange for a notice to be placed in the newspaper, informing former clients of the death and letting them know who holds their records.

Terminations

Terminations are an important part of the therapeutic process, and there are ethical responsibilities to termination appropriately. Research indicates that 30% to 57% of all psychotherapy patients drop out prematurely (Garfield, 1994 ). Premature termination is a vexing problem and a subject of research investigation (Vasquez, Bingham, & Barnett, 2008 ). Some clients/patients simply stop coming, despite the recommendation of a “pretermination counseling process,” and do not get the benefit of that process. Multiple factors influence how long a client/patient remains in psychotherapy. What are those factors, and what can be done to facilitate successful separations and psychotherapeutic terminations?

Vasquez, Bingham, and Barnett ( 2008 ) provided practice recommendations for helping to ensure the clinically appropriate and effective termination of each client.

At the beginning of psychotherapy, and throughout the treatment, psychologists have responsibilities to provide informed consent about psychotherapy. That is, clients/patients should be educated about the process of psychotherapy, including the factors involved in deciding when to stop. Ending therapy usually depends on the nature of the case, the condition of the client/patient, the evolution and attainment of goals as set forth by the client/patient and psychotherapist, and the client’s/patient’s financial situation (either personal or managed care limitations).

Ethical responsibilities include the responsibility to terminate when the client/patient no longer needs the service, isn’t benefiting, or is being harmed by the service (APA 2002 Ethical Principles of Psychologists and Code of Conduct Standard 10.10a). Psychologists are also required to make reasonable efforts to provide pretermination counseling and suggest alternative service providers as appropriate (APA Standards 10.10c, 10.09 and 3.12). A new APA Ethics Code standard indicates that therapists have the right to terminate psychotherapy when threatened (10.10b). It is probably not appropriate to terminate when a client is in crisis. Some clients are able to easily announce that they are ready to stop coming, or that their employer has switched insurance providers, and that they’d like the current psychologist’s help to choose their next therapist from their new provider list. Others may be panicked at the notion of stopping without appropriate preparation.

The issue becomes complex if the psychotherapist perceives that the treatment is progressing well, and the client/patient either is not clear about how long to continue, or no longer wishes to continue, but has difficulty raising the issue. Often, these clients just stop coming. They either indicate that they will call to schedule the next appointment, or cancel and do not reschedule. In addition, many people currently utilize psychotherapy in short installments, “stop out” for a while, and later return to either the same practitioner, or to another. A key psychotherapeutic strategy is to review the presenting concerns, goals, and progress from time to time. This helps clarify how much has been accomplished, as well as what still needs to be addressed, and whether the client/patient and psychotherapist collaboratively wish to continue or not. When clients who seem successfully engaged in psychotherapy stop coming, a note or call to provide them with options can yield helpful and interesting information.

Counseling Psychology’s Unique Contribution of Social Justice As an Ethical Imperative

Counseling psychology has a long history of interest and commitment to social justice and multicultural issues (Ivey & Collins, 2003 ), and it has moved to the forefront to join community and liberation psychologists in engaging more systematically in social justice work (Goodman et al., 2004 ; Vera & Speight, 2003 ). Goodman et al. ( 2004 ) conceptualized the social justice work of counseling psychologists as scholarship and professional action designed to change societal values, structures, policies, and practices, such that disadvantaged or marginalized groups gain increased access to these tools of self-determination. Goodman et al. ( 2004 ) drew upon an ecological model of social analysis to propose that social justice work occurs on three different levels, including the micro level (individuals and families); the meso level (including communities and organization); and the macro level (including social structures, ideologies, and policies). The authors also proposed several tenets, derived from feminist and multicultural counseling theories and including ongoing self-examination, sharing power, giving voice, facilitating consciousness raising, building on strengths, and giving clients with the tools to work toward social change. The authors provided an illustration of a thoughtful process for developing, managing, and evaluating a faculty-led collaboration with community-based projects as a training experience in social justice.

An application of the micro level is the emphasis on cultural competence in the psychotherapeutic process. Cultural competence is no longer a marginal topic of interest, and cultural competence in today’s mental health care environment requires far more knowledge and sophistication on the part of the professional. It is becoming part of the mainstream fundamental knowledge and skill set required for effective practice. Therefore, multicultural competency is a core social justice value, as well as an ethical responsibility. Diversity training in general should be more incorporated into the fabric of training programs, continuing education, and life-long learning for psychologists (Vasquez, 2009 ).

Vera and Speight ( 2003 ) argued that counseling psychology’s operationalization of multicultural competence must be grounded in a commitment to social justice that includes an expansion of professional activities beyond counseling and psychotherapy. Vera and Speight ( 2003 ) suggested that engaging in advocacy, prevention, and outreach are activities critical to social justice efforts. They suggested that grounding teaching and research in collaborative and social action processes are ways to expand roles.

Toporek and Williams ( 2006 ) believe that even the most recent 2002 APA Ethics Code needs to be revised because it does not provide enough guidance for the social justice philosophy of counseling psychologists. The 2001 National Conference on Counseling Psychology advocated for social justice as a primary foundation of the field. The Social Justice Ethics Work Group from the conference defined social justice as:

A concept that advocates engaging individuals as co-participants in decisions which directly affect their lives; it involves taking some action, and educating individuals in order to open possibilities, and to act with value and respect for individuals and their group identities, considering power differentials in all areas of counseling practice and research. (Blustein, Elman, & Gerstein, 2001 , p. 9)

Toporek and Williams ( 2006 ) argued that, implied in this definition, are the themes of respect, responsibility, and action. They then looked at the ethical issues of competence, multiple relationships, informed consent, and the do-no-harm tenet through the social justice principles of respect, responsibility and action. The authors concluded that, although attention to these issues was implicit in some of the 2002 APA Ethics Code principles, the language was not explicit enough and therefore did not provide enough guidance to counseling psychologists. For example, because a social justice approach would dictate that a counseling psychologist should intervene on behalf of a client to end discrimination or oppression, the client and therapist could work together outside the counseling office and the traditional counseling hour. The client and counselor could inadvertently end up in a dual relationship, and the client may not be fully informed of the possible consequences of such action or alliance. Toporek and Williams argued that the APA Ethics Code did not provide enough guidance to the therapist about how to make a virtuous social justice–oriented ethical decision.

Toporek and Williams ( 2006 ) did advise that more guidance could be found in other codes, such as those of the Association of Black Psychologists and the National Association of Social Workers. These codes go far beyond those of the APA code in directing psychologists about advocacy matters. The NASW Ethics Code 6.04 even states, for example, that “Social workers should engage in social and political action.…” (NASW, 1996 ). At best, the APA code relegates such strong statements to the nonenforceable aspirational principles section of the ethics document. Structural limitations, such as the APA’s tax status as a c(3) is limiting in that regard; NASW maintains a c(6) tax status, which allows for more political advocacy.

Counseling psychologists may find more help by reviewing the various practice guidelines that are designed to help practitioners across specializations to provide ethically competent service. The guidelines include the Guidelines for Psychological Practice with Girls and Women (APA, 2007 ); Guidelines for Psychotherapy with Lesbian, Gay, and Bisexual Clients (APA, 2000 ); Guidelines on Multicultural Education, Training, Research, Practice and Organizational Change for Psychologists (APA, 2003 ); and Guidelines for Psychological Practice with Older Adults (APA, 2004 ). All of these guidelines tend to have social justice themes, and counseling psychologists were intimately involved in drafting most of these documents. The guidelines for practice with girls and women, for example, were spearheaded by a joint group from the Society of Counseling Psychology (Division 17) and the Society for the Psychology of Women (Division 35), and the guidelines for practice with racial/ethnic minorities by a joint task group from Division 17 and the Society for the Psychological Study of Ethnic Minority Issues (Division 45). These guidelines tend to have a social justice emphasis that addresses issues of marginalization, discrimination, and oppression for certain groups, and the responsibilities that psychologists have to monitor those concerns in their work with clients. In the introduction to the guidelines for girls and women, for example, is the statement that “the changing and increasingly complex life experiences of girls and women and the intersection of their gender roles with ethnicity, sexual orientation, ability, SES etc. demonstrate compelling evidence and need for professional guidance for helping psychologists (a) avoid harm in psychological practice with girls and women, (b) improve research, teaching, consultation, and psychotherapeutic and counseling training and practice; and (c) develop and enhance treatment efforts, research, prevention, teaching and other areas of practice that will benefit women and girls” (see http://www.apa.org/about/division/girlsandwomen.pdf ). So, while Toporek and Williams maintain that the APA Ethics Code does not provide sufficient guidance for ethical decision making, guidelines such as those listed above can be used to enhance a psychologist’s ethical decision-making process and competence in providing the highest standard of care to members of certain groups.

Decision-making Models

Using the APA Ethics Code and all of the guidelines listed above, can one arrive at an ethical decision? Clearly Jordan and Meara ( 1990 ) and Kitchener and Anderson ( 2000 ) would argue that one must combine knowledge gleaned from all of the standards, principles, and guidelines with one’s virtuous character. Kitchener ( 2000 ) suggested that information about the situation and one’s ordinary moral sense leads to an immediate level of impressions, but that a critical-evaluative level of decision making, including ethical rules (codes, guidelines, laws) combined with foundational ethical principles and ethical theory is important. Kitchener proposed the following five foundational moral principles as essential to making virtuous ethical decisions:

Autonomy : Psychologists must make free decisions, understand the consequences, and treat others in the same way. This means a fundamental respect for the rights of others to make choices, unless those choices infringe on the rights of others.

Nonmalefience : Above all psychologists must not do harm. This generally means neither inflicting intentional harm nor engaging in actions that risk harming others.

Beneficence : Psychologists must strive to do good or benefit others. At its core, psychology is committed to contributing to the health and welfare of others.

Justice : Psychologists must treat all fairly and equally and be concerned with issues of social justice.

Fidelity : Psychologist must strive for truth, honor, faithfulness, and loyalty. Fidelity is at the core of the fiduciary relationship between psychologists and the people with whom they work.

Models for ethical decision making tend to list steps that an individual might follow when a dilemma arises. The Ethics Resource Center ( http://www.ethics.org/decision-making-model.asp ) uses a six-step model entitled The PLUS Decision-Making Model. PLUS is a mnemonic for Policies, Legal, Universal, and Self. PLUS is applied at steps 1, 3, and 6. At step 1, the problem is identified and the therapist asks whether there are policy issues, legal issues, universal principles, and values to consider, especially of his or her professional organization. In addition, the therapist considers self issues of rightness, goodness, or fairness. At step 2, the therapist lists alternative solutions to the dilemma. Step 3 requires that the therapist evaluates the alternatives using PLUS questions. Step 4 asks for a decision. Step 5 is implementation, and step 6 is an evaluation of the decision, again using PLUS questions. This model further advises the use of empathy, patience, integrity, and courage.

Other decision-making models essentially follow the same step-wise pattern (Bersoff, 1995 ; Canter et al., 1994 ; Clabon & Morris, 2004 ; Koocher & Keith-Spiegel, 1998 ). Psychologists often argue that knowing the Ethics Code, their jurisdictional administrative and practice laws, and guidelines provide a good starting point for making an ethical decisions. They sometimes add a step that suggests consulting with a trusted colleague, ethics expert, or mental health attorney on the matter. These two suggestions would fit in well with any of the decision-making models that were reviewed for this chapter. Welfel ( 2002 ) proposed a ten-step model that begins with becoming ethically sensitive as the first step and includes, at step 7, consultation with a supervisor or respected colleague. Houser, Wilczenski, and Ham ( 2006 ) declared that few if any of these decision-making models have been empirically investigated or grounded in theory. They argued that one thing missing from the models is context. Houser et al. ( 2006 ) asserted that ethic codes and ethical models are generally lists of rules and principles that are stated as if they exist in a cultural vacuum. They believe that, to make ethical decisions, ethical decision-making models must be situated in a cultural context and there must be a general understanding of various worldviews. Also, the ethics must have some theoretical underpinnings.

Basically, it is important for counseling psychologists to develop a plan for ethical decision making before an ethical dilemma occurs. We recommend these steps:

Regularly review the APA Ethics Code and be knowledgeable and/or review your jurisdictional rules. It is helpful to refer to relevant guidelines as endorsed by the APA.

Define and understand the ethical dilemma. Why is the situation problematic? What principles, rules, laws, or obligations are at issue? One’s theoretical orientation may sometimes enter into the conceptualization of the problem, and sometimes it is important to try to distinguish between a therapeutic issue/dilemma and whether the dilemma potentially reaches the threshold of a potential ethical and/or legal violation.

Understand the key moral principles in psychology, as described above, and apply those principles.

Determine alternative solutions. If the options increase the potential for harm, the psychologist should increase vigilance and attention. Whose interests are involved in the problem? What would be the positive and negative consequences of each choice?

Consult with others to help clarify the issues. Ethics experts and/or ethics bodies can be helpful. Consider whether there is a need for legal advice from lawyers who specialize in mental health law.

Decide on a solution based on the code, the culture, your moral principles, and your understanding of probable consequences. Document the process and the results. Keeping track of the process through documentation can help one remain clear about the elements of the problem, the options and potential consequences, the guidance provided by others, and the rationale for the decision.

Clabon and Morris ( 2004 ) claim that making good ethical decisions helps to build character. Hopefully good character helps to make virtuous ethical decisions.

Concluding Thoughts on Ethical Dilemmas and Ethics Education

Counseling psychologists have had significant input into the evolution of professional ethics in psychology, and we provided a brief summary of those contributions. In addition, we described the various methods of accountability in our profession, and identified key areas of vulnerability for psychologists in ethical practice, including multiple relationships, confidentiality, custody evaluations, insurance and fee problems, record keeping, and terminations. Finally, we described the role of counseling psychology in promoting social justice as an ethical imperative. The following section identifies our concluding thoughts on key dilemmas yet to be fully addressed in the ethical realm of professional responsibilities and ethics education.

The social milieu affects the ethics code. Over time, society has dealt with cultural and legal issues such as discrimination, sexual harassment, divorce. These topics influence changes in the ethics code, and the code changes as society changes. With the advent of the World Wide Web, the Internet, e-mail, listservs, blogs, and chat rooms, social issues and conditions are communicated far more rapidly and therefore pressure may emerge for the ethics code to change more frequently.

For example, during the United States’ war with Iraq, serious questions were raised about the role psychologists should play in the interrogation of detainees from the war, especially if individuals were being held in places considered illegal. The United States entered into war against the Taliban in Afghanistan in 2002, and into war with Iraq in 2003. As a result of these wars, many individuals were imprisoned or “detained” at Guantanamo Bay, Cuba, and in Abu Ghraib, in Iraq. Subsequent to their detainment, numerous allegations were made of detainee abuse and illegal detention. Questions arose regarding the role of psychologists in assisting the government in questioning detainees, providing psychological services to these individuals, and consulting with the government about these matters; it was even questioned if it was legal for psychologists to work in some of these facilities. Psychologists and members of the public turned to the APA Ethics Code and the Ethics Committee for guidance. Some thought they found answers in the code; others thought the code was left wanting. Counseling psychologists were actively involved on the APA governing bodies, the Council of Representatives, and the Board of Directors as the organization grappled with ethical, legal, and professional questions about the detainee issue. Some were involved in the actual intervention to ensure that interrogations were conducted in safe, moral, and effective ways (James, 2008 ).

The answer to whether or not the code provided sufficient guidance is beyond the scope of this chapter. However, the situation did shine light on the need for guiding ethical principles and standards, and the need for effective ethical decision-making models and processes. Psychologists and members of the public demanded that the ethics code provide much more direction about the role of psychologists. Their demands led to a referendum on the matter. The APA Public Affairs Office released this announcement about the APA members’ approval of the petition resolution on detainee settings (September 17, 2008 from http://www.apa.org/releases/petition0908.html ):

The petition resolution stating that psychologists may not work in settings where “persons are held outside of, or in violation of, either International Law (e.g., the UN Convention Against Torture and the Geneva Conventions) or the U.S. Constitution (where appropriate), unless they are working directly for the persons being detained or for an independent third party working to protect human rights” was approved by a vote of the APA membership. The final vote tally was 8,792 voting in favor of the resolution; 6,157 voting against the resolution. To become policy, a petition resolution needs to be approved by a majority of those members voting. Per the Association’s Rules and Bylaws, the resolution became official APA policy as of the Association’s August 2009 annual convention. The approval of the petition resolution represented a significant change in APA’s policy regarding the involvement of psychologists in interrogations. The petition resolution limits the roles of psychologists in certain defined settings where persons are detained to working directly for detainees or for an independent third party to protect human rights, or to providing treatment to other military personnel. This resolution expanded on the 2007 APA resolution, which called on the U.S. government to ban at least 19 specific abusive interrogation techniques, including waterboarding, that are regarded as torture by international standards. The 2007 resolution also recognized that “torture and other cruel, inhuman or degrading treatment or punishment can result not only from the behavior of individuals, but also from the conditions of confinement,” and expressed “grave concern over settings in which detainees are deprived of adequate protection of their human rights.” APA will continue to call upon the Department of Defense and Congress to safeguard the welfare and human rights of detainees held outside of the United States and to investigate their treatment to ensure the highest ethical standards are being upheld.

The question remains as to whether and how the ethics code reflects the dictates of the referendum and how quickly the code can change if necessary. These situations are likely to become even more prevalent as members of the profession look to the Ethics Code and relevant policy development for guidance.

Several other key dilemmas and issues are yet to be fully addressed in the profession, and thus comprise “future directions.” Those include the use of the Internet or other electronic communication methods, practicing across jurisdictional boundaries, distance learning, testing for continued competencies for initial licensure, and for expansion of practice into emerging areas.

The use of telecommunications and information technology to provide assessment, diagnosis, and intervention (psychotherapy, forensic and consultation services) information has increased in the past few years. Yet, clear guidelines have not been developed. Pope and Vasquez ( 2005 ) suggested the importance of confidentiality in considering the location of computers, as well as the use of “strong” passwords, encryption (software that adds an extra layer of protection and safeguards), firewalls (software or hardware to help prevent break-ins), and other technological safeguards. Other challenges include the importance of being aware of standard ethical, regulatory, and legal obligations if work crosses jurisdictional boundaries. Questions asked by DeMers, Van Horne, and Rodolfa ( 2008 ) include: How will an emergency be handled? What are the limits of confidentiality? How are the HIPAA regulations (1996) applicable? How are charges and payments handled? Will professional liability insurance cover practice across jurisdictional lines? How will a complaint be handled?

Distance education has rapidly expanded, and this has implications for the definition of quality assurance and regulation of student performance. The APA ( 2006 ) Accreditation Guidelines and Principles require that each student serves a minimum of 3 full-time academic years of graduate study, at least 2 of which must be at the institution from which the doctoral degree is granted, and at least 1 year of which must be in “full-time residence or the equivalent thereof” (p. 10). This requirement is assumed to allow for faculty and supervisors to assess student competence. The dilemma of providing greater flexibility in meeting residency requirements versus the obligation to assess student competency is an ethical challenge and responsibility to be faced by psychology education in the future.

Assessment of competency has been an issue and theme in the profession for the past few years. The Association of Psychology Postdoctoral and Internship Centers (APPIC) sponsored a Competencies Conference that focused on the identification of the mutually agreed upon set of competencies underlying professional psychology practice (Kaslow et al., 2004 ). One of the issues is whether a competency-based approach to the assessment of progress through training and readiness for practice, as well as for expansion of practice into emerging areas, might be applied. Continuing education and life-long learning for the ethical requirement to maintain and develop competence is a goal embraced by professionals. The potential requirement of some kind of demonstration of competence in the knowledge, judgment, and technical and interpersonal skills relevant to a therapist’s job throughout his or her career is more controversial (DeMers et al., 2008 ).

What is the future role of education in ensuring that counseling psychologists receive quality ethical training and that programs produce ethical psychologists? The future of the teaching of psychological ethics will continue to evolve, as psychology evolves as a growing field. Ethics education requires the ability to help learners “think well about doing good” (Kitchener, 2000 ). For example, vignettes and case presentations help us all think through dilemmas. The reality is that a particular dilemma may have a different outcome depending on various factors (e.g., therapist factors, client factors, theoretical orientation, etc.). Teaching the distinctions and overlaps, for example, between ethics and the law, ethics and values, ethics and professional behavior, ethics and conscience are important to promote critical thinking and understanding (Kitchener, 2000 ). Promoting knowledge of ethical theory, foundational ethical principles and values, ethical rules, and related laws in order to develop a critical evaluative judgment that involves evaluation, analysis, and reasoned judgment are important tasks of ethics education.

Meara and her colleagues, who emphasize virtue ethics, seem to suggest that educational programs must seek to select ethical students to be a part of each incoming class. The challenge is that there is no evidence that psychologists know how to select ethical individuals. There is some evidence to suggest that one can improve ethical decision making. It could be that programs must be more intentional in training those skills. Forrest, Elman, Gizara, and Vacha-Haase ( 1999 ) suggest various issues involved in evaluating and ensuring the competence and professional behavior of trainees in professional psychology training programs and internships. This is a start in the academy’s responsibility in ensuring the production of ethical, competent professionals.

Most state licensure laws now require that psychologist obtain some hours of ethics training during each licensure reissue period. Such practice suggests that educational programs might want to consider offering more ethics training. It may be that we should seek to have ethics education integrated into most of the courses that are taught, rather than the addition of one course on legal and ethical issues. Ethics could be included in counseling theories courses, marriage and family courses, multicultural courses, and more. We encourage more intentional training experiences at all levels of training and for life-long learning.

Ackerman, M. J., & Ackerman, M. C. ( 1997 ). Custody evaluation practices: A survey of experienced professionals (revisited). Professional Psychology: Research and Practice , 28 , 137–145.

American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist , 57 , 1060–1073. Retrieved from www.apa.org/ethics .

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct with the 2010 amendments . Retrieved from http://www.apa.org/ethics/code/index.aspx .

American Psychological Association. ( 1994 ). Guidelines for child custody evaluations in divorce proceedings. American Psychologist , 49 , 677–680.

American Psychological Association. (2007). Guidelines for psychological practice with girls and women: A joint task force of APA Divisions 17 and 35 . Retrieved November 2, 2008, from http://www.apa.org/about/division/girlsandwomen.pdf .

American Psychologial Association ( 2004 ). Guidelines for psychological practice with older adults. American Psychologist , 59 (4), 236–260.

American Psychological Association. ( 2003 ). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist , 58 , 377–402.

American Psychological Association. (2003). Guidelines for psychological practice with older adults . Retrieved from http://www.apa.org/practice/Guidelines_for_Psychological_Practice_with_Older_Adults.pdf .

American Psychological Association. ( 2000 ). Guidelines for psychotherapy with lesbian, gay and bisexual clients. American Psychologist , 55 , 1440–1451.

American Psychological Association. (2007). Record keeping guidelines . Retrieved November 2, 2008, from http://apapractice.org/apo/insider/professional/apaapproved/revised_apa_record.html .

American Psychological Association. (2006, August 9). Resolution against torture and other cruel, inhuman, and degrading treatment or punishment . Retrieved from http://www.apa.org/about/governance/council/policy/chapter-3.aspx .

American Psychological Association Committee on Legal Issues. ( 1996 ). Strategies for private practitioners coping with subpoenas or compelled testimony for client records or test data. Professional Psychology: Research and Practice , 27 , 245–251.

Beauchamp, T. L., & Childress, J. F. ( 1979 ). Principles of biomedical ethics . Oxford, UK: Oxford University Press.

Google Scholar

Google Preview

Bebeau, M. J. ( 1995 ). Can ethics be taught? A look aat the evidence: Revisited. The New York State Dental Journal , 50 , 51–57.

Bernsen, A., Tabachnick, B. G., & Pope, K. S. ( 1994 ). National survey of social workers’ sexual attraction to their clients: Results, implications, and comparison to psychologists. Ethics and Behavior , 4 , 369–388.

Bersoff, D. ( 1995 ). Ethical conflicts in psychology . Washington, DC: American Psychological Association.

Bingham, R. P. ( 2002 ). The issue may be the integration of personal and career issues, A reaction to “The reintegrating of vocational psychology and counseling psychology.” The Counseling Psychologist , 30 , 933–936.

Blustein, D., Elman, N., & Gerstein, L. ( 2001 , August). Executive report: Social action groups National Counseling Psychology Conference . Houston, TX: Authors.

Bongar, B. ( 1992 ). Suicide: Guidelines for assessment, management, & treatment . New York: Oxford University Press.

Canter, M. B., Bennett, B. E., Jones, S. E., Nagy, T. F. ( 1994 ). Ethics for psychologists: A commentary on the APA ethics code. Washington, DC: American Psychological Association.

Clabon, S., & Morris, J. F. ( 2004 ). A consensus model for making ethical decisions in a less-than-ideal world. The ASHA Leader.

DeMers, S. T., Van Horne, B. A., & Rodolfa, E. R. ( 2008 ). Changes in training and practice of psychologists: Current challenges for licensing boards. Professional Psychology: Research and Practice , 29 , 473–479.

Ethics Resource Center. The PLUS decision making model . Retrieved October 23, 2008 from http://www.ethics.org/decision-making-model.asp .

Farmer, H. ( 2002 ). Focus on division 17’s Committee on Women/Section for the Advancement of Women (SAW) 1970–2030: Achievement challenges. The Counseling Psychologist , 30 , 417–440.

Fly, B. J., van Bark, W. P., Weinman, L., Kitchener, K. S., & Lanf, P. R. ( 1997 ). Ethical transgressions of psychology graduate students: Critical incidents with implications for training. Professional Psychology: Research and Practice , 28, 492–495.

Forrest, L., Elman, N., Gizara, S., Vacha-Haase, T. ( 1999 ). Trainee impairment: A review of identification, dismissal, and legal issues. The Counseling Psychologist , 27 , 627–686.

Fretz, B. R. & Mills, D. H. ( 1980 ). Licensing and certification of psychologists and counselors: A guide to current policies, procesures and legislation . San Francisco: Jossey-Bass.

Fretz, B. R., & Simon, N. P. ( 1992 ). Professional issues in counseling psychology: Continuity, change, and challenge. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology (2nd ed., pp. 3–36). New York: Wiley.

Garfield, S. L. ( 1994 ). Research on client variables in psychotherapy. In A. E. Bergen, & S. L. Garfield (Eds.), Handbook of psychotherapy and behavior change (4th ed., pp. 190–228). New York: Wiley.

Goodman, L. A., Liang, B., Helms, J. E., Latta, R. E., Sparks, E., & Weintraub, S. R. ( 2004 ). Training counseling psychologists as social justice agents: Feminist and multicultural principles in action. The Counseling Psychologist , 32 , 793–837.

Hall, C. S. ( 1952 ). Crooks, codes, and cant. American Psychologist , 7 , 430–431.

Hall, J. E. ( 1987 ). Gender-related ethical dilemmas and ethics education. Professional Psychology: Research and Practice , 18 , 573–579.

Haspel, K. C., Jorgenson, L. M., Wincze, J. P., & Parsons, J. P. ( 1997 ). Legislative intervention regarding sexual misconduct: An overview. Professional Psychology: Research and Practice , 28 , 58–62.

Houser, R., Wilczenski, F. L., & Ham, M. ( 2006 ). Culturally relevant ethical decision-making in counseling . Thousand Oaks, CA: Sage.

Ivey, A. E., & Collins, N. M. ( 2003 ). Social justice: A long-term challenge for counseling psychology. The Counseling Psychologist , 31 , 290–298.

James, L. C. ( 2008 ). Fixing hell: An army psychologist confronts Abu Ghraib . New York: Grand Central Publishing.

Jordan, A. E., & Meara, N. M. ( 1990 ). Ethics and the professional practice of psychologists. Professional Psychology: Research and Practice , 21 , 107–114.

Kaslow, N. J., Borden, K. A., Collins, F. L., Forrest, L., Illfelder-Kaye, J., Nelson, P. D., et al. ( 2004 ). Competencies conference: Future directions in education and credentialing in professional psychology. Journal of Clinical Psychology , 60 , 699–712.

Kitchener, K. S. ( 1984 ). Intuition, critical evaluation and ethical principles: The foundation for ethical decisions in counseling psychology. The Counseling Psychologist , 12 , 43–55.

Kitchener, K. S. ( 2000 ). Foundations of ethical practice, research, and teaching in psychology . Mahwah, NJ: Lawrence Erlbaum Associates.

Kitchener, K. S., & Anderson, S. K. ( 2000 ). Ethical issues in counseling psychology: Old themes—New problems. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology (3rd ed., pp. 50–82). New York: Wiley.

Koocher, G. P., & Keith-Spiegel, P. ( 1998 ). Ethics in psychology: Professionals standards and cases (2nd ed.). New York: Oxford University Press.

Meara, N., Schmidt, L., & Day, J. ( 1996 ). Principles and virtues: A foundation for ethical decisions, policies, and character. The Counseling Psychologist , 24 , 4–77.

National Association of Social Workers. (1996). Code of ethics of the National Association of Social Workers . Retrieved on November 2, 2008, from http://www.socialworkers.org/pubs/code/code.asp.

Pope, K. S., Keith-Spiegel, P., & Tabachnick, B. G. ( 1986 ). Sexual attraction to patients: The human therapist and the (sometimes) inhuman training system. American Psychologist , 41 , 147–158.

Pope, K. S., & Vasquez, M. J. T. ( 2007 ). Ethics in psychotherapy and counseling: A practical guide (3rd ed.). San Francisco: Jossey-Bass/John Wiley.

Pope, K., & Vasquez, M. J. T. ( 2005 ). How to survive and thrive as a therapist: Information, ideas and resources for psychologists in practice . Washington, DC: American Psychological Association.

Rudd, M. D., Joiner, T., & Rajab, M. H. ( 2001 ). Treating suicidal behavior: An effective, time-limited approach . New York: Guilford Press.

Schmidt, L. D., & Meara, N. M. ( 1984 ). Ethical, professional and legal issues in counseling psychology. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology . New York: Wiley.

Sue, D. W., Bernier, J. E., Durran, A., Feinberg, L., Pedersen, P., Smith, E., & Vasquez-Nutall, E. ( 1982 ). Position paper: Cross-cultural counseling competencies. The Counseling Psychologist , 10 , 45–52.

Thompson, A. S., & Super, D. E. (Eds.). ( 1964 ). The professional preparation of counseling psychologists (Greystone Conference) . New York: Columbia University. Teachers College, Bureau of Publications.

Toporek, R. L., & Williams, R. A. ( 2006 ). Ethics and professional issues related to the practice of social justice in counseling psychology. In R. L. Toporek, L. H. Gerstein, N. A. Fouad, G. Roysircar, & T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action . Thousand Oaks, CA: Sage.

Vasquez, J. J. T. ( 2009 ). Ethics in multicultural counseling practice. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.). Handbook of Multicultural Counseling (3 rd ed., pp. 127–136). Thousand Oaks, CA: Sage.

Vasquez, M. J. T., Bingham, R. P., Barnett, J. E. ( 2008 ). Psychotherapy termination: Clinical and ethical responsibilities. Journal of Clinical Psychology: In Session , 64 , 653–665.

Vera, E. M., & Speight, S. L. ( 2003 ). Multicultural competence, social justice and counseling psychology: Expanding our roles. The Counseling Psychologist , 31 , 253–272.

Werth, J. L., Cummings, D. L., & Thompson, M. N. ( 2008 ). Legal and ethical issues affecting counseling psychologists. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology (4th ed., pp. 3–20).

Welfel, E. ( 2002 ). Ethics in counseling and psychotherapy: Standards, research and emerging issues . Pacific Grove, CA: Brooks/Cole.

Welfel, E. R., & Lipsitz, M. E. ( 1984 ). The ethical behavior of professional psychologists: A critical analysis of the research. The Counseling Psychologist , 12 (3), 31–42.

This Feature Is Available To Subscribers Only

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

We're Hiring!
Help Center

Social, Legal & Ethical Issues in Counselling - A Reflection

The most important function of counselling is to provide a service to the client that promotes the client’s autonomy and development which must take priority in the relationship within an ethical framework. Having good intentions is not good enough as the counsellor’s awareness of the relationship into which the client and counsellor enter together and awareness of the impacts between the two people on each other is what facilitates the effectiveness and outcome (Bond, 2010). The counsellor themselves is an instrument and their willingness to be a real person in the relationship (Corey, 2001).

Related Papers

Tracey Fuller

Canadian Journal of Counselling and Psychotherapy Revue Canadienne De Counseling Et De Psychotherapie

John Sumarah , Ron Lehr

Marilyn Raffensperger

Maureen McEvoy

gigil george

est.indire.it

Simona Luca

TARASHIKA MASHAMBA

British Journal of Guidance and Counselling

Gary Hermansson

RELATED PAPERS

Fareed Khan

Ray Donnelly

British Journal of Cancer

Leif Gustafsson

Nano letters

Alexey Zozulya

Illusions perdues? Droit et expertise dans un monde ingouvernable

Nour Benghellab

Jose Antonio Peña

The Astrophysical Journal

رنا غانم حامد

BMC Health Services Research

Darshit Parikh

Windy Hermawan Mitrakusuma

The Journal of pediatrics

Catherine Brunel-Guitton

Rohana Tair

Kimitake Hasuike

Advances in Computational Mathematics

jorge Delgado

Εισήγηση στο Πρόγραμμα Μεταπτυχιακών Σπουδών (ΠΜΣ), Οκτώβριος 2022, Τμήμα Ιατρικής Ταφικά έθιμα στην αρχαιότητα: Ενταφιασμοί και καύσεις II

Kalliopi Chatzinikolaou

Tiara Savira

Gustavo Teixeira Ferreira Da Silva

claudio bendazzoli

Operative Neurosurgery

Ossama Al-mefty

Multimedia Tools and Applications

Dr. Wasnaa Jaafar Witwit

Emotion, Space and Society

Michelle Duffy

Gastroenterología y Hepatología

Francesc Devesa Jordà

Inga Dailidienė

InFo Neurologie & Psychiatrie

Karl Bechter

See More Documents Like This

Aca Code of Ethics for Group Counselling

Categories: Code of Ethics Counseling

About this sample

Words: 508 |

Published: Jan 30, 2024

Words: 508 | Page: 1 | 3 min read

Overview of the aca code of ethics, application of the aca code of ethics in group counseling, benefits of the aca code of ethics in group counseling, challenges and limitations of the aca code of ethics in group counseling.

ACA Code of Ethics. (2014).
Corey, G., Corey, M. S., & Callanan, P. (2015). Issues and ethics in the helping professions.
Glosoff, H. L., & Pate, R. (2016). Group work and ACA ethical standards, 2014: An integration of counseling theories and the ACA 2014 code of ethics.

Cite this Essay

Let us write you an essay from scratch

450+ experts on 30 subjects ready to help
Custom essay delivered in as few as 3 hours

Get high-quality help

Prof Ernest (PhD)

Verified writer

Expert in: Business Psychology

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

1 pages / 614 words

18 pages / 8042 words

4 pages / 2303 words

2 pages / 874 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Code of Ethics

What is ethics? Most people would simplify it as a moral standard that people rely on when making decisions whether it’s in business or in your personal life. I believe a set of ethics should be created when conducting business [...]

Substance Abuse and Mental Health Services Administration. (2018). The Importance of Mental Health: Parity for Mental Health and Substance Use.

Religion has been intertwined with therapy for centuries, influencing the way individuals seek treatment and the approach therapists take in addressing their clients' needs. This essay aims to explore the ethical considerations [...]

Ray code of ethics comprises of ten rules of ethical behaviors and conducts that govern the operations within and outside Ray Bakery premises. The ten elements that make up the code of ethics ensures that the employer and the [...]

Andrea, D. M. (2017, February 2). Code of Ethics Enforcement Procedures | LISA. Retrieved from 225–242.

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

Instructions Followed To The Letter
Deadlines Met At Every Stage
Unique And Plagiarism Free

TOP CATEGORIES
AS and A Level
University Degree
International Baccalaureate
Uncategorised
5 Star Essays
Study Tools
Study Guides
Meet the Team
Religious Studies & Philosophy
Philosophy & Ethics
Ethics and Morality
Practical Questions

In this essay I will be looking at Ethics and the importance of using a code of Ethics.

Introduction

In this essay I will be looking at Ethics and the importance of using a code of Ethics. I will look at our personal values and also professional values that we as counsellors should use when counselling. I will then go on to explain the ethical principles of counselling. I will then look at a counselling Dilemma which as counsellors we could face at any time. I will then apply the values and principles to this Dilemma.

At the end of this essay I hope to have a clearer understanding of Ethics in counselling.

Why is a code of Ethics so important?

The code of Ethics is not a law it is not something that we MUST adhere to, it is a set of guidelines a framework to help and advise us, ultimately it remains the responsibility of the individual.

Most professions, agencies and organisations follow a code of Ethics, such as Nurses, Solicitors, Doctors, Social workers and we as counsellors.

A code of Ethics is there to protect us as Counsellors and our Clients.

I will explain some of the benefits of adhering to a code of ethics.

The code provides a framework for counsellors to consult when an ethical dilemma occurs, it will provide guidance. This guidance serves also to improve the quality of service given to the client. The framework also helps the counsellor and client to identify malpractice. The code also enhances the image of counselling practise in general. The code has left itself open and can be added to for future improvement. The initiators of the code are self regulating and self governing.

Each counsellor has their own personal moral qualities which are of the utmost importance to the client. I will discuss these qualities but it must be stated that not all counsellors possess all of these qualities. The following are some of the personal qualities to which counsellors are encouraged to aim for by the B.A.C.P

Empathy - To have a deep understanding of the client’s issues and the ability to stay within the client’s frame of reference. Mearns and Thorne describe Empathy as “ Empathy is a continuing process whereby the counsellor lays aside her own way of experiencing and perceiving reality, preferring to sense and respond to the experiences and perceptions of the client” (Mearns and Thorne 2001:41)

Confidentiality - The counsellor needs to discuss and clarify confidentiality with the client in the beginning when the contract is set. ”Communication between counsellor and client shall be confidential and treated as privileged information unless the client gives consent to any particular information being disclosed. Exceptions to this principle occur when in the professional judgement of the counsellor, there is clear and imminent danger to the client and others” Turton, J.(2002) Online Counsellor. viewed 1 st December 2002

Integrity - The counsellor needs to be honest with himself and the client and show a commitment to being moral to others. He also needs to be congruent - genuine

Respect - The counsellor needs to accept the client and there issues being none judgemental and give the client unconditional positive regard.

Trust - The client must have trust in the counsellor thus enabling the therapeutic process to take place. The counsellor must also trust himself.

This is a preview of the whole essay

Competence - The counsellor must have the relevant skills and knowledge and be able to apply these in a beneficial way to the client. The counsellor should also monitor and endeavour to improve there own competence.

The B.A.C.P recommends than we work within the following Ethical principles.

None - Maleficence - “What will cause least harm” (Bond.1998:33). The counsellor should be insured. He should take all reasonable steps to protect the client from harm, whether it be physical injury or psychological harm. If a counsellor feels that another counsellor is acting unethically it is his moral responsibility to challenge this malpractice. Counsellors should be competent at all times.

Beneficence - “ What will achieve the greatest good” (Bond.1998:33). Counselling is a helping profession which expects Counsellors to act in ways that promote the welfare and growth of their clients. The counselor should act in the best interests of the client.

Justice - “ What will be fairest” (Bond.1998:34) Counsellors shall respect the dignity and worth of every client. Also the client’s human rights regardless of any colour, race, religion etc. and must ensure that the client gets the best possible support for their needs.

Autonomy - The counsellor should help the client realise their own potential giving them the ability to move forward and help themselves without imposing his own views.

Fidelity - Trust is one of the main foundations on which a good counsellor/client relationship is built. A client that doesn’t trust his counsellor is unlikely to make any personal disclosures or even move forward in their therapy. Once the client has trust in the counsellor, it is important that this trust is reciprocated.

Self respect - The counsellor will encounter lots of very emotional issues throughout their work. This principle is in place to protect the counsellor from any emotional/ physical harm. There is also an ethical responsibility to use supervision for personal and professional support and development.

I will now look at a dilemma in counselling that anyone of us as counsellors could face at any time. The dilemma is.

Sexual Attraction with Clients

You are a counsellor in private practice. A new client has come for an initial assessment interview for which they do not pay. You find him/her very attractive and you interpret some of his/her behaviour as flirting with you. Neither of you is in a relationship.

With this dilemma the following points need to be considered.

Professional code of ethics. What does the B.A.C.P say?

Your own personal morals and ethics.

Is the client flirting or is just your perception?

Do you make the client aware of this issue?

First and foremost we need to act in the best interest of our client (Benificence) we must very quickly decide on the best course of action and stay within the B.A.C.P framework.

We need to look at what will cause the least harm to the client. We as counsellors should always behave in a competent way and the clients needs should come first. It is a counsellor’s responsibility to protect the client from harm and in this case possible psychological harm.

In the event of a complaint there is a possibility of expulsion from counselling associations. Therefore adequate insurance must be held by the counsellor (None – Maleficence).

We need to look at what will be the fairest course of action for the clients well being. We as counsellors must respect the dignity and worth of every client. We must also ensure that the client gets the best possible support for their needs. In the case of this dilemma could we be fair to this client. Would it be appropriate to counsel this client (Justice)?

We as counsellors need to help the client realise their own potential and empower them to move forward without imposing our own thoughts and views (Autonomy).

With this dilemma we will encounter emotional issues and as counsellors we have an ethical responsibility to take this issue to supervision for support and advice.

We also need to consider our own morals and ethics. “It is not unethical to feel attraction to a client. The ethical response is to acknowledge the feeling to yourself and to consult your supervisor” (Bond.1998:113) You as a counsellor need to consider whether or not you could counsel this person effectively owing to your own attraction to them (Unconditional Positive Regard) Could you put your own attraction to one side and continue counselling this person? This is a personal decision, we are all different. You would also need to look at your own sexuality and your views on this, for example, how would you feel if you were attracted to a client of the same sex, would you then need to question your own sexuality? How would you feel if the client was of the opposite sex, if they were married or single? If you continued with the counselling are you showing true integrity and could we build up a good trusting relationship. Are we able stay within the client’s frame of reference (Empathy) and does our own attraction have some bearing on this? The B.A.C.P framework states that “Practitioners must not abuse their clients trust in order to gain sexual, emotional, financial or any other kind of personal advantage. Sexual relations with clients are prohibited ” B.A.C.P. (2002:7.18).

We also need to consider, is the client flirting or is it just your perception. Your perception of flirting may not be the same as your clients. Are you aware of any mental problems your client may have. Do you make the client aware of this issue for clarification? (Congruence) This is a matter of your own judgement.

Again these are all questions that only the individual could answer you as an individual will have to look at your own limitations as only the individual knows what their limitations are.

Our Options.

We report back to our supervisor, Because of your sexual attraction you cannot be totally objective in deciding the correct course of action.
Discuss the issue with the client, once this issue is brought into the clients awareness it could help the client move forward in their therapy.
Continue with the counselling but only with the full support and backing of your supervisor. If you as a counsellor are able continue then this would be an excellent learning curve and personal development.
If our attraction towards the client was too influential then we would have to refer the client to another counsellor.

I feel that we simply have two choices with this dilemma. We either go ahead with the counselling or we don’t. If we felt that it was inappropriate for us to counsel the client then we could refer them to another counsellor then there isn’t a dilemma. However, if we decide to counsel the client we must feel confident and competent enough to be able to put our attraction to one side to enable us to stay with the client. A counsellor should make it clear what their role is when setting the contract with the client, this will include a number of issues, fees, confidentiality, time, harm to self or others clause etc. When setting the contract in the beginning with their client.

Both the client and counsellor have a responsibility but the counsellor has a greater responsibility. It is the counsellor’s responsibility to monitor and maintain safe boundaries within a counselling situation. If this is not adhered to your reputation as a counsellor will diminish it could also damage the profession as a whole. The important point to remember is that you must make use of your supervisor. Your supervisor is there to support your emotional and professional needs also to reinforce your own moral values and decisions.

My personal view of this dilemma is that I would have to refer the client. I could not continue the counselling beneficially. I see many problems arising. I don’t feel as if I could be totally there for the client because of my attraction. This I feel would be detrimental to both the client and myself. I feel by taking this course of action I am being person centred. I am being (Genuine) and honest. I am showing the client (Empathy) by understanding that this would not be in their best interests.

In this essay I feel I have achieved what I set out to achieve I have looked at Ethics and the importance of using a code of ethics both for the protection of the professional and the public. I have explained both personal and professional Ethical values and the importance of applying these in a counselling situation. I feel I have explained the ethical principles of counselling. I have looked at a dilemma and have applied the values and principles to this dilemma. I have also given my own personal views.

Bibliography

MEARNS, D & THORNE, B (2001) Person Centred Counselling in Action Sage Publications, London.

BOND, T (1998) Standards and Ethics for Counselling in Action Sage Publications, London.

Turton, J. (2002) Online Counsellor. viewed 1 st December 2002.

(B.A.C.P. (2002) Ethical Framework for good practice in Counselling and Psychotherapy.

In this essay I will be looking at Ethics and the importance of using a code of Ethics.

Document Details

Word Count 2118
Page Count 5
Level AS and A Level
Subject Religious Studies & Philosophy

Related Essays

What we mean by code of ethics? Explain how can high ethics standards maint...

Ethics in Business

The Ethics of Stealing

Philosophy and Ethics: A look at Confucianism and Taoism and their Affects...

Ethical Issues in Counselling Work

Introduction.

Ethics can be defined as a philosophical treatment of a moral order (Bonhoeffer, 2009). There are various codes of ethics established to govern different practices for example nursing, teaching, and counselling codes of ethics. Counselling is an act of helping a person in need where a counsellor meets a client usually in a private and confidential area to look into a problem faced by the client after the client request for the service. The problem may be in a form of anguish suffered by the client, frustrations in life matters or even disappointments where the clients may lose taste in life as nothing seems fulfilling (Anonymous, 2009).

The counsellor listens to the clients and uses his or her psychology skills to get the problem from the client’s point of view and thereafter suggests points of change of the client’s attitude towards the specific situation thereby reducing confusion and introducing a sense of direction. There are various ethics in line with counselling, for instance; confidentiality in handling of clients’ information, safety of the client and those surrounding him/ her, lack of discrimination under all circumstances, and not being involved in sexual or other social affiliation with the clients. In this paper, I will look into confidentiality and dual or multiple relations as the main ethical issues of concern in my counselling work (Waichler, 2010).

The American Counsel Association

The American counsel association is the body that governs the operation of counsellors. It intends at promoting the society’s quality of life through nurturing young counsellors and upholding integrity (Anonymous, 2005). The American counsel association stipulates the American counsel association (ACA) codes of ethics that should be followed by the counsellors in their day to day practices.

The purposes of the ACA codes of ethics include; enabling the association to make it clear to present and future members and also the people served by the members the ethical responsibilities of all its members, supporting the mission of the association stated above, establishing principles that outline ethical behaviour and best practices to be followed by members of the association, acting as a basis for dealing with ethical complaints and other issues raised against members of the association and acting as an ethical guide that aid members in establishing a professional course of action that best serves the people in need of counselling services and also enhances the values of counselling as a profession (Kocet, 2005).

The ACA codes of ethics are subdivided into eight main parts where each deal with an aspect(s) in regard to ethical issues governing the counselling profession. The first section deals with the counselling relationship, the second one covers aspects of confidentiality, privacy and privileged communication, the third one deals with professional responsibility, the fourth deals with a counsellor’s relationship with other professionals, the fifth with evaluation, assessment and interpretation, the sixth with supervision, teaching and training, the seventh one with research and publication and the last one covering ways of resolving ethical issues.

General Standards of Counselling Associations

Many associations have been set in regard to the practice of counselling process. There are usually set standards by which the members of the associations should abide to throughout their term of service as counsellors. For example, the counselor should offer professional services to clients with respect to individuality of each client, establish helpful relationship with the client so as to uphold dignity and integrity and at the same time empower the client without using advise, ensure confidentiality and inform the client the extent of the duty of care, inform the clients of the process of counseling, its boundaries and purpose, make suitable referral services where the needs of the clients cannot be met sufficiently, carry out some supervision so as to develop counseling skills, keep track of performance and maintain professional accountability, and have no personal or sexual relationships with clients (Collins, 1991).

A good counselor should also cooperate with other counselors and enhance his or her skills by being at per with what is happening in the field of counseling. Ethical standards aim at ensuring competent professional behaviour where the counselors instil trust on the public and keep track of their behaviour and that of peer counselors. It also avoids the controversies brought about by development of the ethical codes. The ethical principles advocates for independence and self determination, avoidance of harm, promotion of welfare, fairness, and fidelity (Reynolds and Welfel, 2009).

A counselor

According to Lambie , Hagedorn, & Ieva (2010), a counselor is a very important person in the society due to the services he or she provides. Counseling being an intimate kind of exercise needs a person to do away with personal attributes and be authentic in carrying out the counseling process. A Counselor should do anything necessary to help the client by being friendly and showing the will to assist.

A good counselor should posses most if not all of this characteristics; he or she should have an identity where he or she understands his/her strengths and weaknesses and how to deal with them, should be honest sincere and authentic, should be able to put life aspects into perspective, maintain healthy boundaries, be passionate, and have the courage to pursue his or her work passionately so as to deliver effectively, should be deeply involved in his or her work so as to gain meaning from it and be of help to people, have effective interpersonal skills so that he or she can easily intermingle with different clients, fit into their conditions and try help them overcome their problems, be sensitive on matters concerning people’s welfare by exercising aspects like care, trust, respect and value for others, be responsive on matters regarding culture by having the understanding that there is diversity in culture and different clients will portray different cultures and hence have respect to all and consider differences in social classes, race etc and treat them equally, he or she should always be at per with what is happening in the world so as to solve client’s problems adequately and sufficiently, should embrace change by making adjustment to his or her lifestyle to have job satisfaction by doing what is right and resourceful and make good choices that can yield good results when implemented (Norcross, 2002).

Making Ethical Decisions

Anonymous (2010) asserts that it is usually a hard task for counselors to make ethical and informed decisions. Forester- Miller and Davis (1996) states that one should first identify the problem and gather adequate and relevant information about it to know its nature, assess the issues associated with the problem including all the parties involved, consider relevant ethic codes that may guide in making the decision to avoid the violation of the codes of ethics, look into the responsible laws and regulations and determine their influence on the problem, seek views from various sources to come up with the best way to deal with the problem, making record of the received suggestions, integrate the client in searching for possible solutions to the problem, consider consequences of each decision made and evaluate the impact they would make in solving the problem and finally deciding on the best course of actions after considering the many options, implementing the course of action and undertaking a follow up to gauge the performance and making necessary adjustments is then done. The whole process of decision making should be documented for future reference (Corey, Corey, & Callan, 2003).

Counseling Ethics

The counseling code of ethics ensures that counselors do not in any way harm the clients. It also assists counselors to enhance their counseling practices and therefore improve the image of the counseling profession. It as well gives information on what should be done to the counselors in case of any form of violation of the ethics hence offering guidelines to be followed and protecting client’s right. In general, the counseling codes of ethics aims at producing excellent performance by giving standards of practice to be followed in the counseling exercise (Cathrein, 1909).

According to Sanders (1997), there are various aspects that a counselor should adhere to, for example, its is unethical to use strict persuasion as a means of probing information from a client or making the clients adopt your measures in regard to the problem, a counselor should not use his relationship with the client to promote any form of interest for example personal, religious or even business interests. There should be no extra fee charged on a client apart from the agreed charge, a counselor should not go beyond the boundaries stated by the client unless the client introduces new aspects within the counseling process and should always protect citizens against unethical practices by challenging the practices.

The counseling should be undertaken professionally and the counselors should uphold integrity and respect when dealing with others especially the clients so as to protect their welfare. There should be no discrimination in offering counseling services regardless of gender, political and religious grounds, race or any other factor and in case a counsel cannot be able to maintain this due to some connections with the client, he or she is expected to pass the case to someone else (Foster and Black, 2007).

A counselor should be careful while giving his or her point of view to avoid direct influence on the behaviour of the client but rather to provide options from which the client should choose and make a decision. Confidentiality is also another aspect that is highly regarded in the counseling field and should be maintained to the highest level. Supervision of the counselled clients should be done to ensure they improve positively (Bostock, 2000).

Confidentiality

Corey (2004) states that a counselor should keep the trust the client have on him or her by maintaining privacy and confidentiality in handling the client’s details given during the counseling sessions. The information should not be leaked without written permission given by the client. Confidentiality is essential in promoting a productive and trusting relationship between the client and the counselor. The counselor should define the degree of confidentiality to be maintained so as to set the client at ease to enhance disclosure of any necessary information that aid in solving the problem.

The counselor should discuss with the client the nature and purpose of the aspect of confidentiality at the initial stages of the counseling process (Barclar, 1996). However, a counselor should take rational action if the client is likely to harm him or herself or/and inform people who may fall victims of harm from the clients and accountable authorities whenever there is a possibility of danger as stipulated by the National Board for Certified Counselors (NBCC).

Information that can jeopardize the counselor if withheld may also be revealed, when the client needs hospitalization, or in case the court orders that the information be revealed for example in case of child abuse like in cases of rape, incest etc. In determining whether to reveal the clients information or not, a counselor should consider the legal requirements, the requirements of the institution in which they work and the most important aspect, the client in question (Pope and Vasquez, 2010).

Confidentiality and HIV/AIDS Related Issues

In my work as a counselor I consider confidentiality a very essential aspect especially in dealing with HIV/AIDS related issues since it’s a personal problem and sensitivity is crucial. HIV/AIDS is treated as a deadly disease and many people prefer their HIV/AIDS status especially when positive to be known to them only. It is usually a traumatizing disease most especially because of the negative perceptions that people associate it with and the means through which it is contracted.

It is mainly associated with immorality and lack of carefulness on sexual matters and it’s hard to convince someone that you never got the disease through immorality even if you got it through other means like blood transfusion or contact with an infected person through open areas or cuts. It is just recently that people have come to accept the disease like any other and learnt to deal with its effects positively. During the voluntary counseling and testing process, I would first make it known to my client that the discussion concerning the sexual practices, the number of partners and also the results of the test will be treated with high confidentiality level and that the information will not be revealed to anyone else whatsoever.

I will also not need the specific personal information of the client like name and identification number so as to instil trust, create a relaxed mode and an atmosphere that will allow the client to discuss the issue comfortably and at ease. HIV/AIDS is a personal aspect and should be treated with privacy and confidentiality. There should be an agreement between me, as a counselor, and the client on the condition that may lead to breach of confidentiality, for example, when the patient is advised for referral services like collection of Antiretroviral medication which is for her or his own good. I would undertake the counseling process prior to the testing with care showing the client the possibility of the test being either negative or positive and the various ways of responding to it.

I would clearly inform the client of the whole process of HIV/AIDS counseling and testing, how the test is conducted, the interpretation of the result and where one should access follow-up and other support facilities, the benefits of being tested and the importance of disclosure of the information to people concerned for example sexual partners or family members. Post test counseling is essential as it helps the client to accept the results, either positive or negative, and deal with the condition appropriately. Risk minimization information and emotional support should be offered to all and referral services advocated to those found infected.

In my practice I would always adhere to the three principles of HIV/AIDS testing and counseling which are consent, counseling, and confidentiality. The HIV and AIDS prevention and control Act (2006) asserts that people should not be tested without their consent unless the test is required to be done under a written law or when the clients is unconscious and the test is needed for immediate diagnosis. They should give accurate and sufficient information voluntarily without use of force and the counselor should also give adequate information that aid the client in making decision in regard to the test (Corey, 2009).

As a counselor, I may be faced with the challenge of warning and protecting the third party from the risk involved especially when I try my best to convince the client to share the HIV/AIDS status information with those at risk without success. I would therefore use the chance to disclose the information to the sex partners or other people exposed to the risk as a means of avoiding instances of more infection to many people. This is however done as the last resort after the client completely fails to disclose the information even after persistent request by the counselor. Failure to disclose the information is a denial of the right to the health and well being of the persons in risk (National AIDS and STI Control Programme, 2008).

Dual or Multiple Relationships (Non professional interactions)

There are usually high chances of occurrence of dual or multiple relationships which may be either sexual or nonsexual (Bruhn and Levine, 1993). Dual or multiple relationships occur especially when the counselor takes up more roles with a client or combination of professional and unprofessional roles leading to loss of direction and breach of the code of ethics of the counselors. The relationships take various forms for instance; having sexual relationships with the client or ex-client, borrowing money from a client, giving and acceptance of gifts, touching or physical comforting of the client, or going into business deals with the client (Gutherl and Gabbard, 1998).

Since the counselor is vulnerable to situations that may result in dual or multiple relationships due to possibility of combination of roles, it is advisable to be careful when dealing with clients and think of the complexities involved in the unethical practices. One should reflect on the code of ethics to enhance ethical judgment and decision making in any particular situation and always carry out multiple roles and responsibilities in an ethical manner. Dual or multiple relationships are considered difficult to identify, unavoidable, harmful but not always since they are sometimes beneficial and generally controversial.

They usually tamper with the objectivity of the counseling process; enhance misuse of power and exploitation of clients. Boundaries are rules that govern our physical and emotional limits of our relationship with others. There should be a distinct boundary between me and my clients to protect privacy and reflect individualism. This ensures objectivity and professionalism in the counseling process (Cook-Greuter and Soulen, 2007). In my work as a counselor, I would consider contact time a very crucial aspect. In this, the time spent together should be considerable to avoid going past the agenda set and should also ensure that the meeting juncture is official to facilitate objectivity and does not draw the minds out of the problem to be discussed. The topics of discussion should also be limited and the extent of discussion defined to avoid going into matters that were not planned for and which could form a basis of social relationships between the counselor and the clients.

I would also check into the physical closeness when together with my clients, for example, touching each other should not be allowed and the non verbal communication mechanism should be controlled. I would also ensure that there is an emotional space between me and my clients such that there is a limit of expressing my feelings towards my clients especially in regard to sensitive topics (Skovholt and Ronnestad, 1992).

A clear boundary defines the counselor roles giving clarity regarding the range and limits of the roles, acts as a basis from which a counselor makes decisions on how and when to cross physical and psychological boundaries, acts as a reference point that reminds a counselors of the legal consequences of violating boundaries and also acts as a source of security as it helps counselors to abide by the stipulated boundary rules. To the client, a clear boundary gives him or her a strong sense of individuality due to the control accorded to him or her, acts as a basis to determine when or whether the counselor is crossing certain boundaries and if it is acceptable, creates a safe and conducive environment for the client such that he or she can give information comfortably and with ease and finally it establishes a good relationship between the counselor and the client where the client feels appreciated, empowered, and respected (Walsh, 2000).

There has been a change in perspective of dual relationships due to the complexity of the issues concerned with it. Different ethical scholars and professionals have made it clear that not all dual or multiple relationships should be avoided or perceived to be harmful. It is argued that sometimes when a dual or multiple relationships occurs in the counseling context, it is very fruitful and promotes growth and development (Kocet, 2005).

Social network sites have become very popular in modern days and everybody feels obligated to be in one or more social network groups for socialization and fun purposes. A counselor could find him or herself in the dilemma of whether he or she should be involved in socialization through the social networks with his or her client. A good example is when a counselor receives a friend request from a client on face book social network. Here, the counselor has the option of accepting, rejecting or ignoring the friend request based on his judgment of the ethical issues associated with the act of either accepting or ignoring the request.

As a counselor, I would first weight the consequences of any act bearing in mind the codes of ethics governing the counseling profession. First, accepting the friend’s request would bring our social relationship closer which is not recommended. This is because I will be giving my client the power to know much information about me through the wall post and comments and personal information in my profile in the social network and I will also know much about the client through the same. It would interfere with the boundary set and may lead to lack of respect and objectivity in the subsequent counseling sessions.

Ignoring the friend request can also create hostility between the counselor and the client and this will affect the counseling process negatively as the client may consider this as an undermining attitude or lack of importance of the counselor towards the client. This argument shows the complexity that may be posed by dual relationships. As a counselor, I would either ignore the friend request and if the client insist of the acceptance, give logical reasons like am no longer an active member on face book or may be am planning to quit or even tell her or him that my face book account is experiencing some problems and that accepting a friends request is not possible. The other option is that of accepting the friend’s request, this is tough though.

Before accepting the request I would make sure that my wall page is clear and very minimal information about me can be accessed through use of security measures and in all ways try to limit my interaction with the client through face book bearing in mind that our relationship should not be social in nature and should have boundaries. Another form of reacting to this problem is by accepting the request and still maintaining a formal relationship where I can use the social network site as a means of serious communication for example passing information on the next dates of counseling, and constantly monitoring the performance of the client hence mutual benefits (Corey, Corey, & Callan, 2007).

Reducing Risks of Dual or Multiple Relationships

Multiple relationships affect counselors and mental practitioners irrespective of the setting and clients they are associated with. This has been acknowledged in various professional codes of ethics and they warn against the effects involved in dual relationships since they affect counselors in making rational decisions in their practices. Since the dual or multiple relationships seem inevitable and there are no stipulated ways of dealing with them, it is good to check onto the ways in which the incidences of dual or multiple relationships can be minimized (Curtis and Hodge, 1994).

One should also weigh between the positive effects and the negative effects that are associated with dual or mutual relationships. Some of the ways include; defining and maintaining a healthy boundary between the counselor and the client at the beginning of the counseling session, discussing with the client the potential risks and benefits associated with dual relationships and interrelatedness of roles, be open to talk about the possibilities of arising problems and conflicts to help solve them early enough to avoid major unethical consequences.

A counselor should also seek help from other peer counselors whenever the tendency of harm due to dual relationships becomes high or when the multiple relationships go out of control since a problem shared is usually a problem half solved. Details concerning the multiple relationships should also be documented for reference in case a case arises about them, and where it is completely impossible to undertake the counseling process objectively due to the relationship with a client, it is logical to refer the client to another counselor for support and also perform a self monitoring process so as to gauge whether the motivation of the counseling process is in line with the objectives of counseling and referring to the codes of ethics where necessary (Herlihy and Corey, 2006).

Counseling involves a private interaction between the counselor and the client creating an understanding of the problem in question in a conducive environment that enhances interaction and is a very essential feature in our day to day life as human are vulnerable to things that may cause disturbance in their functioning thereby needing counseling. It is however a very sensitive aspect as the client is usually on trying moments and shares a lot of information with a stranger (Spinoza, 2010).The counselor should therefore take caution when handling the clients by exercising their skills gained through training and adhering to the counseling code of ethics, which gives a standard way of performance in counseling, to ensure that they satisfy their client’s quench and avoid worsening their condition.

Any form of counseling should always make sense at any given time and help the client overcome the problem easily without use of force. Confidentiality should be maintained at the highest level possible and multiple relationships avoided or handled carefully whenever they occur since some are considered to be helpful but only to a certain degree when integrity and rational measures are considered. It is always important for a counselor to establish a way of dealing with ethical dilemmas since they are inevitable and complex. A good idea is consulting with colleagues as this helps in combination of different ideas to come up with the best way to solve a problem that could otherwise be very difficult to solve when handled by one person.

Reference List

Anonymous (2005). ACA code of Ethics. American Counseling Association . 3-20.

Anonymous (2009). What is Counseling? Web.

Anonymous (2010). Counseling Ethics. Web.

Backlar, P. (1996). The three Rs: Roles’ Relationships and Rules. Community Mental Health Journal , 32, 505- 509.

Bonhoeffer, D. (2009). Ethics. London: Fortress Press.

Bostock, D. (2000). Aristotle’s Ethics . Oxford: Oxford University Press.

Bruhn, J.G, Levine, H.G, & Levine, P.L (1993). Managing Boundaries in the Helping Professions . Springfield, IL: Charles C Thomas.

Cathrein, V. (1909). Ethics. Web.

Collins, G.R (1991). Excellence and Ethics in Counseling . London: Word Publishers.

Cook- Greuter, S.R and Soulen, J. (2007). The Development Perspective in Integral Counseling. Counseling and values , 51, 180 -192.

Corey, G; Corey, M.S., & Callan, P. (2003). Issues and Ethics in the Helping Professions . 6th ed. Pacific Grove, CA: Brooks.

Corey, G, Corey, M.S and Callan, P (2007). Issues and Ethics in the Helping Professions . 7th ed. USA: Cengage Learning.

Corey, G. (2004). Case Approach to Counseling and Psychotherapy . 6th ed. USA: Cengage Learning.

Corey, G., (2009). Theory and Practice of Counseling and Psychotherapy . 8th ed. USA: Cengage Learning.

Curtis, L.C., & Hodges, M. (1994). Old Standards, New dilemmas: Ethics and Boundaries in Community Support Services. In l. Spanial (Ed), Introduction to Psychiatric Rehabilitation (pp 340-354). Columbia, MD: International Association of Psychosocial Rehabilitation Services.

Forester- Miller, H., & Davis, J. (1996). A Practitioner’s Guide to Ethical Decisions Making . Alexandria, VA: American Counseling Association.

Foster, D and Black, G.T (2007). Counseling and Values. Falls Church Vol. 51, Iss. 3; p. 221.

Gutherl, T.G, and Gabbard, G.O (1998). Misuse and Misunderstandings of Boundary Theory in Clinical and Regular Settings. American Journal of Psychiatry , 155, 409 – 415.

Herlihy, B and Corey, G (2006). Boundary Issues in Counseling: Multiple Roles and Responsibilities.2nd ed. American Counseling Association.

Kocet, M.M. (2005). Highlights of the ACA Code of Ethics. American Counseling Association .

Lambie, W.G, Hagedorn, B.W and Ieva, P.K. (2010). Counselor Education and Supervision. Washington Vol. 49, Iss. 4; p. 228.

National AIDS and STI Control Programme, Ministry of Public Health and Sanitation Kenya (2008). Guidelines for HIV Testing and Counseling in Kenya . Nairobi: NASCOP.

Norcross, J.C. (2002). Psychotherapy Relationships that Work: Therapist Contributions and Responsiveness to Patients . USA: Oxford University Press.

Pope, S.K., & Vasquez, J.M. (2010). Ethics in Psychotherapy and Counseling: A Practical Guide . 4th ed. United Kingdom: John Wiley and Sons.

Reynolds, E., & Welfel, E. (2009). Ethics in Counseling and Psychotherapy: Standards, Research, and Emerging Issues . 4th ed. Northwestern University: Brooks/Cole Cengage Learning.

Sanders, K.R. (1997). Christian counseling Ethics: A Handbook for Therapists, Pastors & Counselors . UK: Intervarsity Press.

Skovholt, J.M., & Ronnestand, M.H. (1992). Themes in Therapist and Counselor Development. Journal of Counseling and Development, 70, 505 – 515.

Spinoza, B. (2010 ). Ethics, Part 4, Part 1 . England: ICON Group International.

Waichler, I. (2010). The Counseling Code of Ethics . Web.

Walsh, J. (2002). Recognizing and Managing Boundary Issues in Case Management. Case Management Journals , vol. 2. No. 2. Springer Publishing Company.

Cite this paper

Select a referencing style

Chicago (N-B)
Chicago (A-D)

AssignZen. (2023, May 9). Ethical Issues in Counselling Work. https://assignzen.com/ethical-issues-in-counselling-work/

"Ethical Issues in Counselling Work." AssignZen , 9 May 2023, assignzen.com/ethical-issues-in-counselling-work/.

1. AssignZen . "Ethical Issues in Counselling Work." May 9, 2023. https://assignzen.com/ethical-issues-in-counselling-work/.

Bibliography

AssignZen . "Ethical Issues in Counselling Work." May 9, 2023. https://assignzen.com/ethical-issues-in-counselling-work/.

AssignZen . 2023. "Ethical Issues in Counselling Work." May 9, 2023. https://assignzen.com/ethical-issues-in-counselling-work/.

AssignZen . (2023) 'Ethical Issues in Counselling Work'. 9 May.

This report on Ethical Issues in Counselling Work was written and submitted by your fellow student. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly.

If you are the original creator of this paper and no longer wish to have it published on Asignzen, request the removal .

288 Counseling Essay Topics & Sample Papers on Counseling Topics

Welcome to our list of best counseling research topics and essay ideas! Here, we’ve collected plenty of current issues to write about. It doesn’t matter if you’re a college student or a psychology professional: you will definitely find suitable counseling topics for your project here!

🔝 Top 10 Counseling Research Topics for 2024

🏆 best counseling topic ideas & essay examples, 👍 good counseling topics for essays, 🥇 most interesting counseling topics to write about, 📌 simple & easy counseling essay topics, 🔎 school counseling research topics, 💡 research topics for counseling students, ❓ research questions about counseling.

Cultural Competence in Counseling
Importance of Empathy in Counseling
CBT Techniques and Their Effectiveness
Use of Social Media in Counseling
How Counselors Support LGBTQ+ Clients
Best Practices for Effective Group Therapy
Mindfulness and Meditation in Counseling
Confidentiality and Boundaries in Counseling
Solution-Focused Brief Therapy in Counseling
Strategies for Working with Clients with Trauma
Contributions in Psychological Clinical Counseling Owing to the fact that some of his ideas are beingconsidered in the current application of clinical counseling, Alfred can be considered as a significant contributor to the field of clinical counseling.
Pre Marriage Counseling: One Year Before Getting Married On the other hand, pre-marriage counseling may lead to the end of a relationship. Unfortunately, some people refrain from consulting pre-marriage counselors due to breach of privacy or if the counselor is not in a […]
What Theory or Theories of Counseling are Observed in the Film Good Will Hunting? It is crucial to state that there are too many therapists who refused to work with Will Hunting because of a number of reasons, the main of which was the character’s contempt to them.
The Essential Qualities and Knowledge for Effective Counseling During the conversations the counselor should look at the client in the eyes because this will build a sense of trust in the client.
The Importance of Premarital Counseling Before Marriage It is thus essential for couples contemplating to enter into a binding contract to go through premarital counseling program in order to get skills and knowledge on how to maintain their marriage.
Medical Model Versus Counseling Model Depression is a medical problem and it is caused not only by the problems with the surrounding people and events, but also by means of the processes which in human organism.
Mentoring and Counseling The counselor together with the client use the experiences of the client that took place in the past and taking place in the present to address challenges that are present and those that might happen […]
Comparison of Codes of Ethics: The American Counseling Association and the American Psychological Association Both the Psychologist and the counselor abide to the same codes of conduct with regard to terminating their services to a client.
Premarital Counseling Premarital counseling explores and emphasizes on the importance of communication and conflict resolution in marriage. Nevertheless, premarital counseling rebuts all the misconceptions surrounding communication and conflict resolution in marriage and outlines amicable ways of handling […]
Christian Counseling for Children Nevertheless, the parent and the institutional counselors should stay close to the children in order to take the required action in case a child is going through an acute problem.
Counseling Practice in Organization This presents itself as prime situation where a counselor is needed in order to get to the heart of the matter, identify what the employee truly wants to do and create some form of action […]
Importance of Group Counseling It introduces the counselor to the major expectations of the members facilitating the ability to ensure that the counseling session is in line with the expectations and needs of group members.
Multicultural Counseling Theory and Multicultural Counselors This could be due to the fact that the two clients are from different origins and the counselor in question could be familiar to the culture of one of them hence he was able to […]
Theory of Counseling: Solution Focused Therapy It is usually designed to aid the client to picture him/herself in a realistic future that is different to the present and past and when the problem the client is experiencing is non-existent.
Mental Health Counseling Admission Essay The decision to apply for the clinical counseling in mental health program was mainly influenced by an internship that I had at the Carter Center of Mental Health.
Prayer in Christian Counseling One of the goals of counseling is to provoke the client to view situation in a different light and scriptures are a rich source that can be used to provoke the client to adopt a […]
The Practice of Counseling in the US and Indian Culture Owing the varied nature of the constituents of this culture, there is a large and continually expanding evolution of the Indian culture especially as regards religion, beliefs and societal values that is quite influential to […]
Theories of Addiction: General Counseling Methods The two methods chosen are useful in the addiction treatment due to their applicability, convenience, relevancy, and conventionality in counseling and addressing the provisions of drug addiction. This relates to the aspects of addiction mentioned […]
Adventure Based Counseling In the discussion, it is argued that the method of adventure based counseling, which takes place in a group context is very effective in helping clients to increase the levels of awareness of themselves thus […]
Accountability and Outcome in the Counseling Profession A client involvement in the therapy process will determine the therapy outcome in addition to quality of the treatment choice. For a counselor, it is crucial to approach this process with honesty and responsibility in […]
Evaluation of Anger Management Counseling and Treatment of Domestic Violence by the Capital Area Michigan Works These aspects include: the problem that the program intends to solve, the results produced by the program, the activities of the program, and the resources that are used to achieve the overall goal.
Group Counseling and Ethics Section 10 of the Code of Conduct stipulates that when psychologists or group counselors provide therapeutic services to members in a group counseling session, they have to explain the roles and responsibilities of all the […]
Ethical Decision-Making Tools: Chemical Dependency and Counseling The point is that those people who suffer from chemical addiction are not always ready to cope with anxiety, passion, and weaknesses caused by the required cessation of using drugs, and the main task of […]
Personal Theory of Counseling Many scholars have come up with various theories that try to explain the nature of human behavior and the factors that cause the differences in the same.
The Role of Hispanic Americans in Counseling Family structure and gender roles Family commitment in different cultures is an indispensable characteristic, which involves loyalty, a strong support system, the behavior of a child, which is associated with the honor of the family, […]
Psychological Science: Counseling Essay (Theory of Counseling) Another important aspect is the counseling process; this depends on the individual counselor and client and the urgency of the issue in question.
Counseling Psychology in Dealing With Divorce One of the end results of divorce is the change of the emotional and mental state of an individual. Counseling was introduced in the country in the 1950s owing to the recognition of the vitality […]
Houston Texas School’s Counseling Program The changing education demands have attracted the need to revisit the existing standards of professional practice in counseling at the HISD- Houston Texas School.
A Major Challenge to Counseling the Culturally Diverse McCoy argues that this might be caused by unfamiliarity on how to express their emotions and how to reveal their problems to a person they are not sure of the reaction; in this case, the […]
Counseling Techniques Used to Help an Unemployed Client Being unemployed forces you to make rapid and unexpected changes to your lifestyle; thereby affecting not only you but also the people close to you. In the meantime you can use volunteership as a way […]
Group Counseling in the Schools According to the article, the practice is extremely beneficial for the learners since in the course of group interaction they help each other to cope with some personal traumas and learn from each others’ mistakes.
Counseling in the Workplace Another issue in the workplace that leads to the increase in stress levels in the employees and the need for professional help is workplace bullying.
Attachment Dimensions and Adolescence Drug Addiction in Relation to School Counseling A meta-analysis of numerous studies relating to attachment and parental rearing behaviors have revealed that the quality of rapport between children and their caregivers is of intrinsic importance to the children’s development, and some studies, […]
Predicting Premature Termination From Counseling Using the Butcher Treatment Planning Inventory The article’s discussion notes that according to the study’s results, ‘BTPI is a valid tool in the prediction of premature termination from counseling’.
Ethics in Group Counseling According to Crespi, it is important for the counselor and learners to learn the legal principles that guide the process of counseling by governing the standards to be observed by the counselor and the client.
Spiritual Discernment and Vocational Counseling Spiritual discernment is the ultimate secret weapon that can be used by Christians who are interested in drawing closer to the Lord as they progress in life as it guides them to make the most […]
Importance of Counseling Skills Essay As earlier mentioned, counseling is a vocational process that requires a lot of passion and application of certain skills by a counselor, in order to achieve success. Therefore, I foresee struggle to master the skill […]
Drug Addictions Counseling: Assessment and Diagnosing Therefore, denial should be seen as “…a reflection of the interpersonal relationship between the counselor and the client”. In this respect, the task of a counselor is to develop the clients’ intrinsic motivation and enhance […]
Biblical Word Study: Counseling and Addiction Categories In the bible, the word counsel is the Aramaic translation of wouldethabar’ in the Old Testament and the Greek word ‘bouleutes’ in the New Testament.
Marci: Analysis of a Counseling Situation Therefore, it will be reasonable to assume that the case in point is the exact representation of what is defined in the DSM-V as a dual diagnosis, with the elements of a “substance-related diagnosis” and […]
Psychology, Theology, and Spirituality in Christian Counseling The author adds that the counselor needs spiritual maturity in a bid to get the client to the same level of maturity.
Cultural Bias in Counseling Practices Among other factors, cultural biases result from the fact that most of the counseling practices were created in the context of the dominant Euro-American culture.
‘Psychology, Theology and Spirituality in Christian Counseling’ by Mark McMinn Psychologists’ work is to guide people into unraveling the reality of life by pushing them to discover the self in a bid to get to the bottom of their own troubles.
Addiction Counseling and Psychosocial Crisis in Elderly For Marie, she is at the onset of the elderly stage, and this is the most appropriate time to guide her on how to live a healthy elderly life.
Cultural Diversity in Counseling: Multiculturalism as an Important Part of Our Lives This limits the counselor’s ability to learn religious and spiritual beliefs of other cultures in regards to religious beliefs and values.
Multicultural Counseling and the Orthodox Jew The incompatibility of Western mental health care and the needs of the Orthodox Jews arise because of the differences in these cultures.
“The Counseling Profession’s Relationship to Jews and the Issues That Concern Them: More Than a Case of Selective Awareness” The insightful article by Weinrach, titled The Counseling Profession’s Relationship to Jews and the Issues that Concern Them: More than a Case of Selective Awareness, sets out to not only illuminate the anti-Semitic issue among […]
Counseling Jewish Women: A Phenomenological Study They examine their perceptions of the Jewish identity and the world view to inform counselors about the Jewish women. The results reveal consistency with the theory in terms of Jewishness being a complex factor that […]
Effective Mental Health Counseling It implies that the counselors must always be ready to bear with such clients to be able to help them to achieve the goals and objectives of counseling.
Advantages of Group Counseling In gestalt theory, there are various techniques that are used in order to achieve the objectives of the counseling group. Challenges in group counseling occur both to the client and the counselor.
Anger Management Counseling and Treatment of Domestic Violence by the Capital Area Michigan Works These aspects include: the problem that the program intends to solve, the results produced by the program, the activities of the program, and the resources that are used to achieve the overall goal.
Psychology Issues: Health Counseling Sometimes, I really feel that I should not talk with people of different color, although the institution I am in encourages me and my fellow Africans that we are now living in a world dominated […]
Adlerian Theory in the Group Counseling As the chairperson of the group, I started the meeting with my co-facilitator by establishing the rules and informing members that everything to be discussed should be confidential.
The Practice and Training of Counseling Psychologists Striving for the introduction of changes necessary for eliminating the social problems, putting efforts in contributing to the reputation and effectiveness of social services, and advocating for those who suffer from the inequality and injustice […]
Cognitive Behavioral Therapy: Theories of Counseling As such, this implies that people have to be careful to recognize the sequence of their events and response to them.
Psychological Counseling Using Behavioral Theory Counseling theories have played a great role in increasing understanding of the behavioral patterns of people, and the importance of counseling in treating psychological problems of people.
School Counseling in the Modern Day USA The role of the teachers and the administration is to put in place the right framework in terms of policy with regard to running the school.
Counseling and Mentorship Program for Hispanic Children The purpose of the mentorship program was to educate and widen their learning skills of the targeted children. The program also targeted to inform these individuals about the relevance of schooling in the Hispanic society.
Implicit Expectations in Rehabilitation and Counseling It is with this perception that the society fully trusts the health practitioners in the rehabilitation of the mentally ill patients.
Counseling Psychology: Career Choice Moreover, it will cover the recent news that helped in polishing of the career choice, and finally, the study will also outline vital issues learnt from the career choice and how it will help after […]
Multicultural Counseling Importance and Challenges The authors attribute this shift to the responsibilities bestowed on them to be knowledgeable in order to understand the outcomes that researchers have come up with in the ESTs. In addition, the importance and significance […]
Motivational Counseling and Interviewing Techniques Consequently, it is important for the counselors to demonstrate persuasion and support in the process of guiding the patients through the stages of conduct change that extend from the level of precontemplation to relapse.
Counseling Theories on Elementary School Students This paper explores the validity of the idea that school-counselors are indeed being in the position to combine the provisions of the methodologically incompatible theories of counseling, while designing a specific counseling-strategy.
Counseling Low Self-Esteem and Decision Making John was allowed to go out and meet with his friends, and the aunt was less concerned about the kind of company that he kept.
Career Guidance and Counseling Additionally, significant contributions in career guidance and counseling have helped develop career guidance and counseling. Davis introduced guidance and counseling in public schools in 1907.
Multicultural Career Counseling Method These steps are to establish a rapport of the cultural relationship, identify the career issues, assess the impact of the cultural variables, develop the goals of the counseling, make the appropriate interventions, make a decision, […]
Counseling Process and Communication Ethics For instance, the children living in low-income families may face problems related to the basic needs such as the need for food and clothing; it will be essential for the counselor to take into account […]
Counseling Ethics in 5-Step Decision-Making Model The failure to meet various needs of clients and the inability to perform according to the level of professional expertise interferes with the course of assessment and treatment.
Personal Counseling and Development Theory The nature of counseling is an intricate combination of personal character and values and theoretical research to create a comprehensive approach to the responsibilities of the profession.
Counseling Ethical Codes and Diversity Issues The guidelines in the code of conduct are vague and generalized, which further encourages counselors and practitioners to use their criteria in assessing culturally diverse clients.
Personal Frameworks and Boundaries in Counseling Even though there are professional guidelines regarding this aspect, few service providers adhere to them, and this exposes this profession to criticism in the manner in which its members perform their duties. However, this department […]
Professional and Barter Relationships in Counseling Professional ethics are the hardest to adhere to compare to other codes of conduct. The first option is to terminate counseling and let the client know that without money, no services will be offered.
Psychology and Theology in Christian Counseling On the negative side is that prayers might enhance the relationship between the client and the counselor to the level of the patient thinking the counseling prayers are enough to sustain him.
Wellness Concept in Counseling One existing theoretical connection to wellness involves the concept of the wheel of wellness. This model is a simplification of the previous wheel of wellness and WEL models.
Case Management and Rehabilitation Counseling In such a scenario, it can be hard to convince the colleague that the targeted client should be supported and guided using the best approaches.
Counseling Native Americans vs. White Population A counselor should be ready to deal with tribal considerations and diversity in general to offer quality services to the client.
Anxiety Evaluation in Rehabilitation Counseling The research study sought to demystify the facts on the relationships among the stress appraisal process, coping disposition and the level of acceptance of disability on a selected sample for study.
American Counseling, Ethical and Cultural Issues He/she must have a clear knowledge of the group and ready to deal with their culture. The representative or the group leader must choose the group that brings the best out of the members.
Self-Efficacy in On & Offline Counseling Programs The research question guiding the study is, “what are the differences in perceptions of self-efficacy among counseling students in online and land-based counseling graduate degree program?” Initially coined by Albert Bandura in 1977, the “self-efficacy” […]
Genetic Testing & Counseling and Their Value The segment most likely to be disturbed is that of people who have a strong family health history of particular cancer.
School Counseling Specifications School counselors are expected to uphold the basic ethics and professional standards of the counseling profession as well as the American School Counseling Association.
Rehabilitation Counseling Associations’ Membership In terms of factors that can help predict the membership status, the main hypothesis was that “rehabilitation counseling professional identity salience” was a factor of positive correlation; the greater it is, the higher the chances […]
Counseling Ethics in Tarasoff vs. Regents Case Therefore, the ethical dilemma of the issue is that under the new rule, it has become therapists’ responsibility to decide how serious their patients’ threats are and whether it is necessary to inform potential victims […]
School Counseling Programs and Student Achievements The school CSCP will be adapted to the diverse abilities and developmental levels of the students determined via a needs assessment.
Counseling Job Seekers’ Communication Theories In the case of an interview, one of the basic desires of the job seeker in the course of the conversation is to please the interviewer and make a good impression.
Disaster Response and Counseling Evaluation The analysis of the series of Haitian disasters demonstrates that rescue and crisis management efforts may be undermined because of such reasons as under-funding and collapsed infrastructure that substantially interfered with the fulfillment of the […]
Abortion Counseling and Psychological Support One recurrence is a woman’s lack of autonomy which can directly pressure the decision to have an abortion. Women may be driven by a number of influences and ideological factors to have a certain level […]
Counseling: Poor Attention and Communication Skills First of all, the issue of low concentration can be addressed through games connected to the use of one’s memory and attentiveness.
The Counseling Services Value in Dubai Public Prosecution In the current Dubai public prosecution system, non-legal counseling is not a service that is offered either to the victim or the accused.
Counseling and Social Work Challenges Also, it may be important to try to work with different people and assess the impact that individual differences have on the work results.
Counseling Profession in Special Education The relationships involved in the counseling profession depend on the unique needs of the individual seeking intervention. Special education counseling specializes in the aspect of psychotherapy in the school setting with an emphasis on facilitating […]
Career Counseling Program for High-School Students In turn, it is vital to indicate that the program will also discuss the role of diversity and globalization in different industries and help select the most suitable career path, as these aspects may define […]
Wellness in Theoretic Modeling and Counseling Practice This model was also employed to create a test evaluating the wellness of an individual; the Wellness Evaluation of Lifestyle Inventory, abbreviated as WEL, was used for several years in order to further explore the […]
Wellness and Counseling in Family Systems Therapy At the same time, the work with a client presupposes the ability to meet his/her diverse needs and be ready to determine the theory of counseling that should be used to guarantee the improvement of […]
Life After Sexual Abuse. Counseling Intervention The latter implies the analysis of the problem from the perspective of a sexual abuse survivor who has experienced the lack of attachment in infancy and, therefore, is incapable of handling the issue of their […]
Active Listening Skill Essene in Counseling To facilitate the establishment of a trustful relationship with a client, a counselor should implement active listening techniques and develop the right attitude to the work process and people with whom he or she interacts.
Pre-Mental Health Counseling Assessment for Child The counselor who assesses the client for perception of Relationship Test has to ascertain the closeness of the child with either of the parents.
Bender Visual-Motor Gestalt Test II in Counseling The reliability of the given test refers to the fact that graphic movements are marked by the highest degree of regulation, and the violations of the mechanisms of spatial analysis and synthesis are primarily reflected […]
Coercion in Counseling of Addicted Clients The central areas of concern include the impact of coercion on motivation, the effectiveness of coercion and existing alternatives, ethical and legal challenges to the use of coercion, and mandated clients’ perspectives on the matter.
Features of Assessment During the Counseling Process Also, it interprets the primary presenting concern, which is the change in the behavior of the client and the consequences of this change, and personal details of the client.
Pre-Discharge Medication Counseling Implementation At the fourth stage, the knowledge translation strategies should be selected by administrative staff to facilitate understanding of the change. At the last stage, the outcomes of the change on patients and medical staff need […]
Counseling: Attention Deficit and Its Functional Impact These interviews are meant to study the impact of ADHD on the behavior and function of children while parents were evaluated for the observability of these measures.
Child Counseling and Parenting Problems To describe an ongoing problem from the Cooper family’s perspective briefly, it would be proper to state that Matthew does not seem to be the head of the family as this role belongs to his […]
Counseling Session Transcription: Kenry Lambert Case The investigation of the given cases presupposes the creation of the specific theoretical framework that can be applied to the case to help the student to eliminate undesired behaviors and achieve success in socialization.
Rehabilitation Counseling for Older Disabled Adults Rehabilitation counseling can offer help to older adults with a disability, as it provides essential tools and support for developing coping mechanisms and improving the quality of life.
Breastfeeding Counseling for Low-Income Latino Population The purpose of the study was to evaluate the effectiveness of the breastfeeding peer counseling program that is currently used in the United States for improving breastfeeding rates among low-income young women from a predominantly […]
Counseling and Therapy for Couples: Family Resilience Was the child the reason for their marriage? What is the reason for the difference in their present-day income?
Patient Empowerment: Education and Counseling In the age of technologies, the Internet, social media, and the extensive use of electronic health records, patients are presented with opportunities to take their health under control and become more active in choosing, implementing, […]
Group Counseling for Children of Addicted Parents In this respect, my role as a leader and group counselor is to explain to the children other ways of relieving grief, angriness, and hatred.
Addiction Counseling and Certification in Arizona I have also defined the roles of the counselor in my area of specialization, that is, addiction counseling described the characteristics of an effective professional counselor in my field of specialization, and identified the licensing […]
Crisis and Trauma Counseling In the event that death occurs, the bereaved find it difficult to accept the loss at first, but when it dawns on them that it is true they have lost a loved one, anger takes […]
Clinical and Counseling Psychologist’s Interview In this interview, I used the word of mouth approach, and the following is a summary of the psychologist’s response to my questionnaires.
“School Counseling Video EP” Evaluation At the beginning of the conversation, the counselor asks the girl some questions to make sure that she realizes what she can gain from the talk.
Drug Abuse Diagnostics in Counseling If either the client or the professional wishes to determine the extent to which an individual is dependent on drugs, the only thing he or she would have to do is read the individual’s behavior.
Counseling and Psychotherapy of Work Dysfunctions Given the fact that, due to specifics of today’s highly dynamic and secularized post-industrial living, more and more people grow to perceive psychological therapy as the key to ensuring their existential well-being, it represents the […]
Counseling Services in K-12 Schools Good decision-making ensures that both the interests of the students and educational stakeholders are respected in the course of student counseling. The tiered model of action in regards to school counseling begins with the students’ […]
Group Counseling, Leadership and Facilitation The respondent further indicates that through group leadership, one can easily stir and cause the transformation to occur within the general society.
Sexually Abused Child’s Treatment and Counseling I developed a lot of interest in the case and, therefore, decided to explore it by seeking a deeper understanding of the problems being experienced by the boy.
Counseling in the Initial Stages of Psychopharmacological Intervention It is the role of a counselor to advice the patient on how to deal with some of the expected side-effects of the antidepressant medication.
Counseling Theoretical Approaches At the beginning of the therapy, I make assessments to enable the therapy to be optimally effective. The sessions of this therapy are usually precise and less in number as compared to the REBT sessions.
Theories of Counseling and Psychotherapy The cognitive and behavioral intervention strategies mentioned in the chapter can be used not only by a school social worker, but any clinician to improve the quality of life of the client. The multicultural theory […]
Counseling Research: Quantitative, Qualitative, Mixed Methods The main aim of quantitative research is to determine the correlation between the number of trials in general and cases of judges interventions.
Counseling Interview in Family and Relationship Therapy My choice of questions for the interviewees on matters related to life, relationship and family will be designed as linear and systematic questions to aid in formulating an assessment.
Women’s Emotional Health: Counseling Approaches The anthropological stance on women is a deviation from the traditional methods because it does not require the patient’s historical information and its main techniques are listening, understanding, empathizing, and responding to the patient’s counseling […]
Group Counseling Session in Personal Reflection The opening was consistent with the group’s purpose, and my use of tone and volume was appropriate for the setting; however, I think that I showed little evidence of self-reflection or self-correction.
Professional Competencies in General Counseling In order to be an effective counselor, I need to place my feelings on the periphery and focus on the clients’.
Counseling Competencies and Developing Strategies This paper highlights a few strategies of enhancing my proficiency and competence as a counselor in a bid to have an upper hand in the crowded field of counseling.
Clinical and Counseling Psychology as Career Fields The subject matters of the common clinical psychology are the common factors of the psychology of the patient and of the health care professional; the psychological peculiarities of the patient and the doctor; the influence […]
Professional School Counseling: Interview Reflection This means that the school counselors utilize the statistics to illustrate the effect of the school counseling program on the overall enhancements and student success.
Certification in Clinical or Counseling Psychology The main drawback of pursuing a doctorate degree is the time required for one to complete the education and obtain it.
Support Group Counseling Session Under Observation The focus for the session was substance withdrawal to help the clients realize the importance and the process of abandoning the behavior.
School Counseling & Problem Conceptualization The ultimatum that the parents of the student present to Janeen may further affect her mental health. The possible reaction of the student’s parents to her gender concerns is unknown.
Empirically Supported Relationships in Counseling In counseling, this variable is essential since it helps to reduce the power distance between therapists and their clients. There is a strong link between the background diversity of clients and the attainment of better […]
Career Counseling Program for Disadvantaged Youth Moreover, the lack of understanding of why they are doing the things that they are told to do might decrease their motivation and engagement.
Counseling and Professional Ethics in California Professional ethics is a system of moral standards and moral principles inherent in a certain professional community, which performs the functions of regulating the interaction of specialists in the professional environment, determining the individual’s attitude […]
Ethical Principles and Concepts in Counseling The notions of privacy, confidentiality, and privilege are central to the process of counseling and have to be adhered to so that rapport could be established between a patient and a counselor.
Positive Outcomes in Breastfeeding Women Who Receive Counseling Admittedly, if a nurse handles postpartum women in his or her daily practice, it is imperative that he or she possesses scientific and technical knowledge of the challenges and particularities of breastfeeding.
Cognitive Behavioral Therapy and Professional Counseling The main duty of a counselor is to offer services to deal with specific issues affecting a patient and enhancing individual growth.
Effective Group Work Counseling for Academic Success Also, behavioral changes can be evaluated to check the impact of group counseling on students’ self-perception and their position in a class, which is crucial for adolescents.
Group Counseling: Change in Relationships The specified analysis is possible due to the use of the Thinking, Feeling, and Behaving Model, which allows one to explore the affective and emotional domain of the participants.
Job Loss and Career Counseling Strategies Key components of the assignment the introduction, the discussion on the subjects’ stages of career development, the identification of job loss consequences, recommendations for appropriate assessment and counseling strategies, and considerations of client advocacy.
Counseling Session With a Seventh-Grade Student The counselor is trying to analyze the student’s behavior without scolding and criticizing her. The professional is aware of the fact that her family environment is stressful and makes an effort to change it.
Counseling Profession: Examining the Current State of the Profession A counselor needs to adhere to the standards of service and make sure that the client is receiving the recognition that they deserve.
School Counseling Group Functions Analysis By articulating the issues during the individual sessions or group meetings, the counselor will be able to single out the particular problems of each child and will make corrections in the plan to meet the […]
Counseling Model Review and Analysis The rational emotive behavior theory plays a dominant role in the foundation of the basic philosophy of the model because it prioritizes the dysfunctional feelings and behaviors as the core of therapy.
Transcription of Counseling Session The purpose of this paper is to present the analysis of the verbatim transcription of a session with the client along with discussing the theoretical framework and providing reflection.
Mental Health and Grief Counseling Issues One of the objectives of grief counseling is getting an individual to the last and most important stage of the process where someone accepts the reality of the loss they experienced. This would play a […]
Certification in Substance Abuse Counseling Therefore, the presence of tolerance to alcohol is clear from the interview. In summary, the assessment generated substantial evidence that the client has a problematic pattern of alcohol use leading to clinically significant impairment or […]
Genetic Counseling Preventing Pulmonary Arterial Hypertension The hypothesis is that PAH specialists possess low knowledge and understanding of the benefits of genetic testing and counseling in regards to PAH treatment.
The Influence of Contraceptive Counseling on Adolescent Women’s Use of Contraception The understanding of the given terms is critical for the improved understanding of the selected problem and how it affects the health of the nation.
Grief Counseling With Multicultural Clients The grievance process is to help the griever to accept the loss and move on with their lives. Firstly, the client should be able to accept the loss and adjust to the changes in their […]
Personality Assessment in Counseling The origin of personality traits is investigated, as well as their role in biological and social processes and the consequences they have for a person’s health.
Counseling Assessment Reliability and Validity In order to determine the level of content validity, one has to examine whether the scale is developed appropriately in that he/she has to examine items such as the level of reading necessary to understand […]
Postmodern Psychology and Counseling It is a way of self-actualization and self-realization of the person. The internal biological human nature is a specific characteristic of the mankind.
Ethical Issues of Counseling: Abortion and Divorce Personal values and beliefs, world views, and attitudes of both a counselor and a client have a great impact on the therapeutic relationship and effective treatment.
A Critical Review of the Counseling Modalities The advantage of this therapy is that the relationship between the clients and the counseling is friendly and intimate and that it is more eclectic than other approaches of therapy.
Burnout and Staff Turnover: Substance Abuse Counseling The counselor explains the rules and procedures to the patient, monitors the patient’s performance, and participates in the use of sanctions to obtain patient compliance.
Five Moral Principles of ACA vs. Seven Virtues of Christian Counseling It is clear, however, that the ACA principles advocate a higher degree of autonomy while Christian counseling suggests that the counselor should suffer from the client, not just feel for them.
Achieving Success in a Counseling Session I have experienced that the most favored solutions pertain to situations where the client is open to resourcefulness and motivation, which further depends on the competence level of the counselor or therapist and whether there […]
Psychoanalytic Therapy Approach in Group Counseling This system of interpretation and therapeutic treatment of psychological disorders is also known as the “talk therapy” as it is based on the intercourse of the Analysand and the Analyst who listens to the patient’s […]
Self Disclosure in the Counseling Process
Work-Based Counseling in Companies
Biblical Concepts for Christian Counseling
Book Critique “Substance Abuse Counseling”
International Students’ Attitude and Counseling Service
Marfan Syndrome in Genetic Counseling
Personal Values and Counseling Sessions
Intentional Interviewing and Counseling
Client Experiences of Counseling and Treatment Interventions
Developmental School Counseling and Pupil Services
Concept Problem of School Counseling
Clinical Counseling Psychology: Research and Statistics
Methods Used by Psychoeducational Groups for Counseling Therapy
Counseling Principles and Paradigms in Practice
The American Counseling Association and the American Psychological Association Websites
Counseling Theories in the Management of Alcoholics
Ethics in the Counseling Profession: Personal Case
School Counseling Specialization
Case Conceptualization: Counseling Adolescents
School Counseling: A Challenge, an Opportunity
About Counseling Cross-Culturally
Systemic Oppression & Traditional Counseling Ethics
Counseling Process: Trustworthiness and Expertness
The Counseling Dynamics Between a White Client and a Counselor of Color
Jay E. Adams: A Theology of Christian Counseling
Notion of Counseling: Personality Assessment Techniques
HIV Counseling and Testing: Lifetime Treatment Program
Developing Multicultural Counseling Competencies
The Problems of Adolescents: The Importance of Counseling
Counseling and Education Session in Type II Diabetes
Genetic Counseling Analysis
Genetic Counseling – Tay Sachs Disease
The Importance of School Counseling Program
An Orientation to Group Counseling
Adolescent’s Counseling About Health
Counseling on Bone Marrow Transplantation History and Process
Counseling on Euthanasia and End-of-Life Decision
Counseling on Mental Health & Disorders in Children
Theories and Applications of Counseling and Psychotherapy
The Use of Cognitive-Behavioral Therapy in Rehabilitation Counseling
Stages and Skills of Counseling
Career Counseling for People With Disabilities
Psychodynamic Theoretical Approach to Counseling and Psychotherapy
Eye Contact, Active Listening, and Nonverbal Empathy in Counseling Process
Chapter 24 of “Affirmative Counseling With LGBTQI+ People” by Ginicola et al.
A Career in Counseling Psychology
Group Counseling With Adolescents
Guiding and Counseling Practices in England and Nigeria
A Loss of a Family Member and Counseling
Mental Health Counseling and Ethical Standards
The American Counseling Association: Code of Ethics
Counseling of a Client With Heroin Addiction
Mental Health Counseling Licensure and Certification in Florida
Counseling Suffering Clients
Humanistic Approach to Career Counseling
Mental Health Counseling Settings
Counseling Intervention Ethical Concerns
Pastoral Counseling in the Military
The Reasons for Genetic Counseling
Researching of Rape Counseling
Strength-Based Approach to Counseling: Pros and Cons
Counseling Clients With HIV-AIDS
Parenting Counseling in the New York City Community
Genetic Counseling, Its Role, and Candidates
Therapy and Mental Health Counseling: Speech
Premarital Counseling Discussion
Cooper Mental Health Counseling Advertising
Drawing a Care-Seeker Through Phase One in Pastoral Counseling
Sexual Orientation in Counseling
Cultural Differences in Counseling
Code of Ethics in Clinical Mental Health Counseling
Cultural Diversity in Counseling
Counseling for Family Conflicts Resolution
Counseling Program Reducing Cognitive Distortions
Psychological Counseling and Psychotherapy
Managing Resistance in Correctional Counseling
Self-Care Strategies or Interventions for Counseling Professionals
Addressing Single Parents’ Needs in Professional Counseling
Clinical and Counseling Psychology
Social Justice in Counseling Psychology
Counseling: Strengths and Weaknesses
Theoretical Approaches to Counseling Children
Counseling and Teaching: Comparative Discussion
The Significance of Lifespan Development in the Practice of Counseling Psychology
Challenges and Approaches to Family Counseling
Power and Privilege in Intercultural Counseling
Intercultural Counseling: Cultural Competence in Therapy With African Americans
Modern Psychological Counseling
Which Factors Contributed to the Development of Counseling Psychology?
What Are the Types of Counseling?
What Is the Difference Between Counseling and Therapist?
Who Was the First Psychological Counselling?
How Is Active Listening Used in Counseling?
When Is It More Appropriate to Use Group Counseling?
How Competent Is Christian Counseling?
What Are the Emotional and Behavioral Problems of Counseling?
Why Is It Important to Talk to a Premarital Counselor Before Getting Married?
In Which Crisis Situations Is Counseling Recommended?
How Is Counseling Culturally Sensitive?
What Is the Most Popular Counseling Theory?
How Are the Diagnosis and Treatment Planning in the Counseling?
What Factors Affect the Effectiveness of Counseling?
Can Counseling Be Unethical?
What Are the Basic Skills Needed in Counseling?
How Does Counseling for Children Differ From Counseling for Adults?
What Ethical and Legal Dilemmas Can Arise in Counseling?
In Which Situations Is It Advisable to Turn To Family Counseling?
How Is Counselling Different From Coaching?
What Is the Essence of Genetic Counseling?
What Is the Significance of Counseling for an Individual and Organization?
What Are Some of the Major Challenges Facing the Counseling Profession Today?
How Many People Are Allowed in Group Counseling?
What Are the Geological and Psychological Foundations of Counseling?
What Is the Role of HR in Employee Counseling?
What Issues Does High School Counseling Address?
How to Improve the Legal Level of Consulting?
What Does Integrative Mean in Counselling?
What Are the Challenges of Multicultural Counseling of American Indians?
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2024, February 26). 288 Counseling Essay Topics & Sample Papers on Counseling Topics. https://ivypanda.com/essays/topic/counseling-essay-topics/

"288 Counseling Essay Topics & Sample Papers on Counseling Topics." IvyPanda , 26 Feb. 2024, ivypanda.com/essays/topic/counseling-essay-topics/.

IvyPanda . (2024) '288 Counseling Essay Topics & Sample Papers on Counseling Topics'. 26 February.

IvyPanda . 2024. "288 Counseling Essay Topics & Sample Papers on Counseling Topics." February 26, 2024. https://ivypanda.com/essays/topic/counseling-essay-topics/.

1. IvyPanda . "288 Counseling Essay Topics & Sample Papers on Counseling Topics." February 26, 2024. https://ivypanda.com/essays/topic/counseling-essay-topics/.

Bibliography

IvyPanda . "288 Counseling Essay Topics & Sample Papers on Counseling Topics." February 26, 2024. https://ivypanda.com/essays/topic/counseling-essay-topics/.

Career Development Topics
Dissociative Identity Disorder Essay Topics
Cognitive Psychology Topics
Family Therapy Questions
Cognitive Therapy Essay Topics
Forensic Psychology Research Topics
Cultural Identity Research Topics
Personal Values Ideas
Self-Reflection Research Topics
Psychotherapy Paper Topics
Social Justice Essay Ideas
Mentorship Topics
Leadership Essay Ideas
Mental Health Essay Ideas
Performance Management Ideas

IMAGES

Ethics in counselling Free Essay Example
Sample essay on ethics
Sample Ethics Essay
Professional Ethics and Ethical Practice In Counselling Free Essay Example
Essay on Ethics for All
Sample essay on ethics

VIDEO

Intro To Ethics: Essay Video, Exam 1
Professional ethics quick revision Part A
ethics issues
Ethics Essay 1 Assignment Sp24
Professional ethics of a counsellor
Ethics in Counselling

COMMENTS

Ethics in Counselling Essay
Ethics in Counselling Essay. Decent Essays. 1601 Words. 7 Pages. Open Document. I intend to show an understanding of the ethical framework for good practice in counselling, relating it to practice and also my own beliefs and opinions, how this influences the counselling relationship, I will also show the need for protection of self and client.
COU405 C2 Essay
The BACP Ethical Framework for the Counselling Professions Standards and Ethics (2018) state numerous values of Counselling and Psychotherapy, for this text the author will refer to two, Ensuring the integrity of practitioner-client relationships and striving for the fair and adequate provision of services.
PDF The ETHICS Model: Comprehensive, Ethical Decision Making
The ETHICS model is a theoretical grounded ethical decision-making model that draws from the latest relevant literature in ethics and integrates multiple theoretical perspectives. Specifically, the model is comprehensive and accessible, and can be used with a wide range of cases. This model organizes a decision-making process for new and ...
The ethical practice of psychotherapy: Clearly within our reach
This introductory article to the special section on ethics in psychotherapy highlights the challenges and ethical dilemmas psychotherapists regularly face throughout their careers, and the limits of the American Psychological Association Ethics Code in offering clear guidance for how specifically to respond to each of these situations. Reasons for the Ethics Code's naturally occurring ...
Ethics in Counselling [PDF
Ethical bodies have three main functions: (1) to provide information on counselling and psychotherapy services and set standards which give the general public confidence in the profession. (2) a route to complain if they feel dissatisfied with the service they have received from a counsellor. (3) if the complaint is upheld then a therapist can ...
The Importance of Ethics in Counselling Free Essay Example
The Importance of Ethics in Counselling. Ethics can be an extremely difficult subject to define and discuss as it closely related to one's own unique moral, cultural, and spiritual values. Within the counselling profession however there is a strict ethical framework which must be adhered to. This framework has been developed over the years to ...
Counseling Ethics Code: 10 Common Ethical Issues & Studies
Counseling Ethics Code: 10 Common Ethical Issues & Studies. 30 Jul 2021 by William Smith, Ph.D. Scientifically reviewed by Gabriella Lancia, Ph.D. Most counselors have an appreciation for the possibility and diversity of ethical issues, but it's easy to think they'll never happen to you. Despite their potentially serious consequences ...
10 Ethics in Counseling Psychology
Abstract. This chapter focuses on the contributions that counseling psychology has made to the evolution of professional ethics. Kitchener's moral principles and Meara, Schmidt, and Day's (1996) virtue ethics are examples of contributors whose work has influenced the ethics discourse. Changes to the 2002 American Psychological Association ...
Ethics in the Counseling Profession: Personal Case Essay
Ethics. Ethics is defined as the norms or standards of behavior that guide moral choices about the conduct of the personnel in any organization and in this case the conduct of the doctors in relation with their patients. The goal of counseling ethics in the mental health nursing is to ensure the safety of the patients with mental illnesses ...
Social, Legal & Ethical Issues in Counselling
REFLECTIVE ESSAY SOCIAL, LEGAL & ETHICAL ISSUES KARYN KRAWFORD 04/2012 Introduction The most important function of counselling is to provide a service to the client that promotes the client's autonomy and development which must take priority in the relationship within an ethical framework. Having good intentions is not good enough 1 fas the ...
Ethics in Group Counseling
Ethical issues in Counseling. Ethics can be defined in various ways depending on one's profession and context. It refers to the code of conduct that is supposed to be followed by a person or a group of persons especially in regards to their duties. Ethics demands the observance of high levels of moral values.
(PDF) ETHICS IN COUNSELING
In this article, the process and the issues in creating ethical guidelines for forensic practitioners are discussed. Distinctions are made between ethical and practice guidelines, among ethical ...
Essay on Ethics in Counseling
Essay on Ethics in Counseling. In "How Good People Make Tough Choices: Resolving the Dilemmas of Ethical Living," author Rushworth M. Kidder defined ethics as: "The capacity to recognize the nature of moral challenges and respond with a will tuned conscience." Counselors are continually faced with the realization that ethical decision ...
Reflection on Professional Ethics of Counselors Essay
The code of ethics provides counselors with a yardstick, which is used to measure the quality of their personal interactions, such as the rule that you should not start a romantic or sexual connection with a client until the counseling relationship has come to an end. References. Francis, P. C. (2020). Legal and ethical issues in college ...
Professionalism and Ethics in Counselling
Professionalism and ethics both relate to proper conduct. I view the ethical framework as a list of qualities for how the counsellor should 'be' and a list of behaviours for what the counsellor should 'do' and 'not do'. Examples of the desired attitudes include possessing empathy, sincerity, integrity, resilience, respect, humility ...
PDF UNIT 4 ETHICS IN COUNSELING Counseling
Kitchener (1984) has identified five moral principles which often help to clarify the issues involved in a given situation. The five principles are: autonomy, justice, beneficence, non-maleficence. Being trustworthy (fidelity): It involves the notions of loyalty, faithfulness, and honoring commitments.
Essay On Ethics In Counselling
Essay On Ethics In Counselling. Ethics is established in counseling to protect all those involved in the process, to ensure that confidentiality and the rights of the patient are upheld. The client welfare is really important The American Counseling Association (ACA) mandates that counselor promote the welfare of the clients and to avoid any ...
Aca Code of Ethics for Group Counselling
Conclusion. In conclusion, the ACA Code of Ethics plays a significant role in guiding ethical group counseling practices. It provides a necessary framework for counselors to navigate the unique ethical considerations of group counseling, ultimately benefiting both counselors and group members.
Ethical Concepts in Counselling
Ethics pertains to beliefs we hold about what constitutes right conduct. They are moral principles adopted by an individual or group to provide rules for right conduct and represent aspirational goals or the maximum standards which are set and enforced by professional associations. The American Counseling Association's (2005) Code of Ethics ...
Counseling Essay (Theory of Counseling)
Introduction. Counselling generally refers to the provision of assistance or guidance that eventually helps solve personal, social or mental problems. A professional individual typically administers it. It usually takes a number of forms, including individual counselling, group counselling, and couples counselling.
In this essay I will be looking at Ethics and the importance of using a
ETHICS. Introduction. In this essay I will be looking at Ethics and the importance of using a code of Ethics. I will look at our personal values and also professional values that we as counsellors should use when counselling. I will then go on to explain the ethical principles of counselling.
Ethical Issues in Counselling Work
In this paper, I will look into confidentiality and dual or multiple relations as the main ethical issues of concern in my counselling work (Waichler, 2010). We'll create an entirely exclusive & plagiarism-free paper for 13.00 11.05/page 569 certified experts on site View More.
288 Counseling Essay Topics & Sample Papers on Counseling Topics
Anxiety Evaluation in Rehabilitation Counseling. The research study sought to demystify the facts on the relationships among the stress appraisal process, coping disposition and the level of acceptance of disability on a selected sample for study. American Counseling, Ethical and Cultural Issues.

Counseling Ethics Code: 10 Common Ethical Issues & Studies

This Article Contains:

Beneficence

Non-maleficence

Self-interest

Ethics in counseling

Informed consent

Termination of therapy

Online counseling

Article feedback

Let us know your thoughts Cancel reply

Related articles

Youth Counseling: 17 Courses & Activities for Helping Teens

How To Plan Your Counseling Session: 6 Examples

Applied Positive Psychology in Therapy: Your Ultimate Guide

Read other articles by their category

10 Ethics in Counseling Psychology

Counseling Psychologists and the Ethics Codes

Mechanisms of Accountability

The APA Ethics Code and Areas of Concern

Multiple Relationships: Sexual Misconduct and Nonsexual Boundary Violations

Confidentiality

Exceptions to Confidentiality

Coping with Subpoenas or Compelled Testimony for Client Records or Test Data

Informed Consent

Custody Evaluations

Insurance and Fee Problems

Record Keeping

Terminations

Counseling Psychology’s Unique Contribution of Social Justice As an Ethical Imperative

Decision-making Models

Concluding Thoughts on Ethical Dilemmas and Ethics Education

Further Reading

This Feature Is Available To Subscribers Only

Social, Legal & Ethical Issues in Counselling - A Reflection

Related Papers

RELATED PAPERS

RELATED TOPICS

Aca Code of Ethics for Group Counselling

Table of contents

Cite this Essay

Related Essays

Still can’t find what you need?

Related Essays on Code of Ethics

Related Topics

Get Your Personalized Essay in 3 Hours or Less!

In this essay I will be looking at Ethics and the importance of using a code of Ethics.

This is a preview of the whole essay

Document Details

Related Essays

What we mean by code of ethics? Explain how can high ethics standards maint...

Ethics in Business

The Ethics of Stealing

Philosophy and Ethics: A look at Confucianism and Taoism and their Affects...

Ethical Issues in Counselling Work

The American Counsel Association

General Standards of Counselling Associations

A counselor

Making Ethical Decisions

Counseling Ethics

Confidentiality

Confidentiality and HIV/AIDS Related Issues

Dual or Multiple Relationships (Non professional interactions)

Reducing Risks of Dual or Multiple Relationships

Reference List

Cite this paper

288 Counseling Essay Topics & Sample Papers on Counseling Topics

🔝 Top 10 Counseling Research Topics for 2024

IMAGES

VIDEO

COMMENTS