Ethical Considerations of Adding Coaching to a … Considerations of Adding Coaching to a Counseling...

Ethical Considerations of Adding Coaching to a Counseling Private Practice Greta A. Davis, Ph.D.

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Ethical Considerations of Adding Coaching to a Counseling Private Practice Texas Counseling Association Professional Growth Conference

November 17, 2012 Greta A. Davis, Ph.D., LPC-S, NCC

Emergence of Coaching Conditions

∗ Economic downturn in 1980’s & 1990’s (Chung & Gfroerer, 2003) ∗ Learning economy ∗ Business reinvention & Career reinvention ∗ Professionalization of counseling

Solutions

∗ Intersection of psychology, business and human resources _________________________________________________________________________________________________________

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Business Needs Demand Service (Chung & Gfroerer, 2003; Hart, Blattner, & Leipsic, 2001) ∗ Performance improvement ∗ Talent management ∗ Succession planning ∗ Leadership development ∗ Globalism, multiculturalism

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Personal Needs Demand Service (Peltier, 2010) ∗ Market demand for coaching has increased

Positive focus Strengths based Assumes no pathology Action-oriented No stigma _________________________________________________________________________________________________________

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What’s trending? Personal growth is hot. Diagnosis is not. (K. Peterson, USA TODAY, 2008) Helping professionals as marketing target for coach training institutes:

∗ Mental health professionals ∗ Nurses ∗ Massage Therapists ∗ Clergy ∗ Educators

∗ International Coach Federation has 19,000 members ∗ Over 10,000 coaches in 2008 (K. Peterson, USA TODAY, 2008) ∗ Nearly 400,000 websites offering coaching services (Chung & Gfroerer, 2003) ∗ Credentialing conundrum

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Who are coaches? ∗ Diverse professional backgrounds ∗ Diverse educational backgrounds ∗ No clear standards ∗ No clear data

∗ Five percent of coaches have background in psychology and only 19% have training

in mental health fields (Grant & Zackon, 2004)

∗ Top three credential and experience criteria for executives in choosing coaches include (Wasylyshyn, 2003):

Training in psychology Understanding business Established coaching reputation _________________________________________________________________________________________________________

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Coaching Bandwagon

∗ Recognize market demand ∗ Unencumbered by manage care ∗ Service delivery flexibility ∗ Limited overhead costs


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∗ Higher professional fees Why are you considering adding coaching to your private practice?

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Product or Profession (Chung & Gfroerer, 2003) – See additional handout for comparisons Coaching has

∗ No generally accepted standards of practice ∗ No regulatory agency ∗ No registration requirement ∗ No grievance board

What are your thoughts about coaching as a product or profession?

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Defining Counseling The American Counseling Association defines professional counseling as a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (American Counseling Association, 2010) Defining Coaching The International Coach Federation defines coaching as partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. New Professional Credential Center for Credentialing and Education offers Board Certified Coach:

∗ First independent coach credential by recognized authority ∗ Offers credentialing fast track for professional counselors

From the BCC website: The Board Certified Coach credential (BCC), offered by the Center for Credentialing and Education, recognizes the strong foundation developed as part of an advanced degree program in the field of counseling, and its applicability to the profession of coaching. For


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those with a Master's degree in Counseling, licensed counselors, those who hold an NCC (National Certified Counselor) credential, or those who have a Ph.D., the 30-hour Board Certified Coach Training program provides strong grounding in the core coaching competencies, address “gap areas” not addressed in previous professional training, and clarifies the distinctions between coaching and counseling. Those with a master's degree in other social or behavioral sciences will want to choose the 60-hour Board Certified Coach Training program. Students pursuing this path to BCC credentialing w ill begin by registering for ILCT’s 20-hour Coach Approach course Other Credentials

∗ International Coach Federation Credentials Associate Certified Coach (ACC) Professional Certified Coach (PCC) Master Certified Coach (MCC) Ethical Parameters (see Peltier, 2010 for a balanced discussion of ethical considerations)

∗ Is coaching as product or profession? ∗ What licenses or certifications do you maintain? ∗ What are the differences between counseling/therapy and coaching? ∗ How do you distinguish between counseling in the developmental domain from

coaching?

∗ Who is the client? (ACA Code of Ethics, A.5., B) ∗ Organization/Company ∗ Individual client or executive

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∗ Confidentiality (ACA Code of Ethics, B.8; BCC Code of Ethics, C.3.) ∗ Reports to third parties? ∗ Handling proprietary secrets? ∗ Illegal activities proposed by a client?

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∗ Consent (ACA Code of Ethics, A.2; BCC Code of Ethics, C.6.) Organizational referral for coaching Belief that coaching will advance their careers

http://lifecoachtraining.com/index.php/programs/credentialing_path/60_hour_bcc_training1/

http://lifecoachtraining.com/index.php/programs/credentialing_path/60_hour_bcc_training1/

http://lifecoachtraining.com/index.php/programs/all_courses/coach_approach/


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∗ Boundaries (ACA Code of Ethics, A.5.d; BCC Code of Ethics, D.3.) Use of self-disclosure Attending events Participation in “in vivo” experiences Social networking _________________________________________________________________________________________________________

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∗ Role Changes in the Professional Relationship (ACA Code of Ethics, A.5.d., A.5.e) ∗ Avoid providing counseling, therapy, and psychotherapy (BCC Code of Ethics, C.8)

Who is the client? What is in the best interest of the person? What is the nature of the mental health concern? How do you shift from one role to the other? _________________________________________________________________________________________________________

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∗ Record Keeping (ACA Code of Ethics, A.1.b.; BCC Code of Ethics, A.6)

Content of records Record duration and dispensation _________________________________________________________________________________________________________

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∗ Termination (ACA Code of Ethics, A.11) Time’s up! Organization discontinues program _________________________________________________________________________________________________________

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∗ Assessment (ACA Code of Ethics, Section E) Reliable and valid assessments (E.6.a) Use and administration (E.2.b)


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Client interpretation _________________________________________________________________________________________________________

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∗ Duty to Protect or Warn (ACA Code of Ethics, B.2.a; BCC Code of Ethics, A.7)

Same responsibility? _________________________________________________________________________________________________________

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∗ Soliciting & Advertising (ACA Code of Ethics, C.3.a, C.3.b., A.5.d.) Social Networking – LinkedIn Endorsements on LinkedIn or websites Market competition with other coaches _________________________________________________________________________________________________________

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∗ New Specialty Areas of Practice (ACA Code of Ethics, C.2.a., C.2.b.) Obtaining appropriate training _________________________________________________________________________________________________________

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Case Discussions (Note: Cases will be provided onsite) Adding Coaching: Step-by-Step

∗ Step 1: Identify market demands for counseling & coaching services

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∗ Step 2: Explore and clarify coaching as product or profession in your practice


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_________________________________________________________________________________________________________

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∗ Step 3: Determine type of practice you will maintain and investigate liability considerations

Exclusive coaching practice

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Integrated practice

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Dual practice

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∗ Step 4: Accurately assess your coaching competencies _________________________________________________________________________________________________________

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∗ Step 5: Obtain appropriate training and credentials Training institutes Universities Ensure training meets credentialing requirements _________________________________________________________________________________________________________

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∗ Step 6: Seek mentoring, supervision, and/or consultation _________________________________________________________________________________________________________

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Practice Considerations

∗ Be clear on how you’re qualified to provide coaching services ∗ Identify relationship between your counseling education and your coaching service


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∗ Define the line between counseling and coaching for your practice and your clients ∗ Address apparent shifts in focus

∗ Need to establish clear agreements

Hourly rates vs. packaged services Clearly stated objectives & scope of service

∗ Define the limits of your practice _________________________________________________________________________________________________________

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Dr. Greta Davis is a career counselor, consultant, and executive coach with 12 years experience in career counseling and development providing services to individual clients, academic institutions, and the federal government. Dr. Davis currently works in a private practice helping clients with career related issues such as complex career decision-making, planned and unplanned career transitions, work/life balance, leadership development, stress management, job search, resume writing and interviewing skills, retirement, and more. She is an expert administrator of assessments such as the Strong Interest Inventory®, Myers-Briggs Type Indicator®, SkillScan, and

Values Driven Work. Dr. Davis is a frequent speaker at professional counseling conferences and workshops at local, state, and national meetings and delivers presentations on all facets of career development. Dr. Davis is the 2009 recipient of the TCDA Outstanding Career Practitioner Award.

Greta A. Davis, Ph.D. [email protected] 972-841-7447

mailto:[email protected]

mailto:[email protected]


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References and Recommended Reading Chung, Y. B., & Gfroerer, M. C. A. (2003). Career coaching: Practice, training, professional, and ethical issues. Career Development Quarterly, 52, 141 – 152. Coutu, D., & Kauffman, C. (2009, January). What can coaches do for you? Harvard Business Review, 87(1), 93. Davison, M., & Gasiorowski, F. (2006, Summer). The Trend of Coaching: Adler, the Literature, and Marketplace Would Agree. The Journal of Individual Psychology, 62(2). Executive Coaching Forum. (2008). The executive coaching handbook. Available at: www.executivecoachingforum.com Grant, A. M., & Zackon, R. (2004). Executive, workplace and life coaching: Findings from a large-scale survey of International Coach Federation members. International Journal of Evidence Based Coaching and Mentoring, 2(2), 1-15. Hart, V., Blattner, J., & Leipsic, S. (2001). Coaching versus therapy. Consulting Psychology Journal: Practice and Research, 53(4), 229 – 237. Holtz, H. (1997). The complete guide to Consulting Contracts (2nd ed.). Chicago: Dearborn Financial Books. Johnson, R. P. Coaching vs. Counseling. Retrieved from http://jonesmediapro.com/coaching-vs-counseling/ on October 1, 2012. Passmore, J. (2009). Coaching ethics: Making ethical decisions – novices and experts. The Coaching Psychologist, (5)1. Peltier, B. (2010). The psychology of executive coaching: Theory and application (2nd ed.). New York, NY: Routledge. Peterson, D. (1996). Executive coaching at work: The art of one-on-one change. Consulting Psychology Journal: Practice and Research, 48(2). 78-86. Peterson, K. S. (2008). Life-coaches all the rage. Retrieved from: http://usatoday30.usatoday.com/news/health/2002-08-04-lifecoach_x.htm on October 10, 2012. Sperry, L. (1993, June). Working with executives: Consulting, counseling, coaching. Individual psychology, 49(2), 257-266. Tobias, L. (1996). Coaching executives. Consulting Psychology Journal: Practice and Research, 48(2), 87-95.

http://jonesmediapro.com/coaching-vs-counseling/

http://usatoday30.usatoday.com/news/health/2002-08-04-lifecoach_x.htm


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Wasylyshyn, K. M. (2003). Executive Coaching: An Outcome Study. Consulting Psychology Journal: Practice and Research, 55(2), 94–106. Williams, P. (2006). Coaching Vs. Psychotherapy: The Great Debate. Retrieved from: http://www.gutsycoaching.com/article5.html on October 15, 2012.

Seligman, M. E. P. (2007). Coaching and positive psychology. Australian Psychologist, 42(4), 266 – 267.

Coach Training for Professional Counselors Executive Coach College (founded by Dr. Jeffrey Auerbach) http://www.executivecoachcollege.com MentorCoach, LLC, Training Accomplished Professionals to Become Extraordinary Coaches www.mentorcoach.com

Coaching Books and Articles for Professional Counselors Auerbach, Jeffrey E. (2001). Personal and Executive Coaching: The Complete Guide for Mental Health Professionals. Hart, V., Blattner, J., & Leipsic, S. (2001). Coaching versus therapy. Consulting Psychology Journal: Practice and Research, 53(4), 229 – 237. Sperry, Len. (2004). Executive Coaching: The Essential Guide for Mental Health Professionals.

http://www.gutsycoaching.com/article5.html

Greta A. Davis, Ph.D. (2012). TCA Professional Growth Conference. Ethical Considerations of Adding Coaching to a Counseling Private Practice

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Perspectives on Differences Between Traditional Therapy & Coaching Davison, M., & Gasiorowski, F. (2006, Summer). The Trend of Coaching: Adler, the Literature, and Marketplace Would Agree. The Journal of Individual Psychology, 62(2).

Traditional Therapy Healing model Nurturing/supportive Formal No personal disclosure Focus on past and present Insight Process Medical model Remediation Problem focus Psychopathology Decrease symptoms Decrease distress Awareness Weakness Rehabilitation Intervention Exploration Face-to-face

Coaching Persuasion model Supportive/challenging Equal partnership Personal disclosure Focus on present and future Realization Outcome Resiliency model Development Solution focus Untapped potential Increase quality of life Increase balance in major life areas Expanded sense of possibilities Strength Enhancement Goal setting and attainment Action Telephone, video conferencing, etc


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Peltier, B. (2010). The psychology of executive coaching: Theory and application (2nd ed.). New York, NY: Routledge. Therapy Focus on the past Passive orientation (listening), reflective No presumption about client mental health Data from client Pathology or remediation orientation Therapist competency in mental health Personality orientation (examining and altering personality characteristics) Problem is intrapsychic (found in the person) Information not shared with others Client is clearly the person you work with Client (person) must feel enriched Confidentiality is clear, nearly absolute, legal 50-minute sessions typical Work in therapist’s office Rigid boundaries Work through (resolve) personality issues Client chooses therapist Client pays therapist (sometimes though health care plan)

Coaching Present and future focus Action orientation No psychopathology assumed to be present Data is information from key others, as well as from client Growth or skill development orientation Coach competency in facilitation and business Performance focus (enhancing performance) Problem is found in the person-environment mix Information sometimes fed back to key members of the organization (with great care) Definition of the client unclear (may be the organization that is paying the coach’s fees) Organization must feel enhanced by the coaching Confidentiality is complex, less absolute Meetings of variable length Meet in the executive’s workplace or a neutral site Flexible boundaries, including social settings Work around personality issues Organization often chooses the coach Sponsoring organization typically pays the coach


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Williams, Patrick (2006). Coaching Vs. Psychotherapy: The Great Debate. Retrieved from: http://www.gutsycoaching.com/article5.html on October 15, 2012.

THERAPY COACHING Deals with identifiable dysfunctions in a person

Deals with a healthy client desiring a better situation

Deals mostly with a person’s past and trauma, and seeks healing

Deals mostly with a person’s present and seeks to help them design a more desirable future

Helps patients resolve old pain Helps clients learn new skills and tools to build a more satisfying successful future

Doctor-patient relationship (The therapist has the answers)

Co-creative equal partnership (Coach helps the client discover own answers)

Assumes emotions are a symptom of something wrong Assumes emotions are natural and normalizes them

The Therapist diagnoses, and then provides professional expertise and guidelines to provide a path to healing.

The Coach stands with the client and helps him or her identify the challenges, then partners to turn challenges into victories, holding client accountable to reach desired goals

Progress is often slow and painful.

Growth and progress are rapid and usually enjoyable.

http://www.gutsycoaching.com/article5.html


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Johnson, R. P. Coaching vs. Counseling. Retrieved from http://jonesmediapro.com/coaching-vs-counseling/ on October 1, 2012.

Professional Counseling

Examination of the ‘past’

Developmental issues

Importance of emotions

Understanding/Insight

Emphasis on relationships

Internal

Patient – Client interactions

Diagnosis

Flexibility of practice

A Profession

Life Coaching

Present focused

Goals and objectives

Practical/common sense

Motivation/solutions & strategies

Focus on individual

External

Collegial – Client interactions

Life/career path & Strengths

Limits of practice

An Emerging Profession

http://jonesmediapro.com/coaching-vs-counseling/


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Perspectives on Similarities Between Traditional Therapy & Coaching Davison, M., & Gasiorowski, F. (2006, Summer). The Trend of Coaching: Adler, the Literature, and Marketplace Would Agree. The Journal of Individual Psychology, 62(2). It’s easier to draw distinctions between traditional therapy and coaching. However, it becomes much less distinct when drawing distinctions between counseling based in the developmental domain (such as career counseling, wellness counseling, prevention counseling). Both professional counselors and coaches: • look at people from an optimistic, holistic perspective, attempting to understand

people within their current social field and across all domains of life; • purport they are most able to help a client when they are able to win his or her full

confidence; • view the practitioner-client relationship as an active collaborative relationship that

involves aligning goals, and they see the process as one of education and/or reeducation;

• hold the view that the more precisely goals are defined, the more rapid and effective the process will be;

• advocate hope and a supportive stance with the client; • view the practitioner as active, interested, noncritical, and respectful, and

emphasize relationship of equality; • see the relationship as safe, emotionally supportive, and respectful of the client's

current experience; • believe the main tasks are exploration with the intent to understand and appraise

old stereo-types (or beliefs) about self and the world and to experiment with feeling, thinking, and acting in novel ways to achieve movement toward preferred future outcomes;

• focus on helping individuals live lives that honor their highest priorities; and • view the challenges of daily living and their successful resolution as being

interpersonal in nature. Hart, V., Blattner, J., & Leipsic, S. (2001). Coaching Versus Therapy: A Perspective. Consulting Psychology Practice Journal: Practice and Research, 53(4), 229-237. Both therapists and coaches:

• have similar theoretical constructs • deal with similar practitioner-client issues • maintain ongoing, confidential, one-to-one relationships • have clients who present with a desire for change • believe change will occur over time

AMERICAN COUNSELING ASSOCIATIONwww.counseling.org

ACA Code of Ethics As approved by the ACA Governing Council

2005

MissionThe mission of the American Counseling Association is toenhance the quality of life in society by promoting thedevelopment of professional counselors, advancing thecounseling profession, and using the profession and prac-tice of counseling to promote respect for human dignityand diversity.© 2005 by the American Counseling Association.All rights reserved. Note: This document may be reproduced without permission for educational purposes.

ACA Code of Ethics Preamble 3ACA Code of Ethics Purpose 3

Section AThe Counseling Relationship 4

Section BConfidentiality, Privileged

Communication, and Privacy 7

Section CProfessional Responsibility 9

Section DRelationships With Other Professionals 11

Section EEvaluation, Assessment, and

Interpretation 11

Section FSupervision, Training, and Teaching 13

Section GResearch and Publication 16

Section HResolving Ethical Issues 18

Glossary of Terms 20

Contents

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

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

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

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

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

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

The ACA Code of Ethics contains eight main sections thataddress the following areas:Section A: The Counseling RelationshipSection B: Confidentiality, Privileged Communication,

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

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

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

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

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

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

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

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

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

A.2. Informed Consent in theCounseling Relationship

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

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

A.2.b. Types of InformationNeeded

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

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

A.2.c. Developmental and CulturalSensitivity

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

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

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

A.4. Avoiding Harm andImposing Values

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

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

Section AThe Counseling

Relationship

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

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

A.1. Welfare of Those Servedby Counselors

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

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

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

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

5ACA Code of Ethics

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

A.5. Roles and RelationshipsWith Clients

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

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

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

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

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

A.5.d. Potentially BeneficialInteractions

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

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

A.5.e. Role Changes in theProfessional Relationship

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Recognizing the personal, moral,and competence issues related to

6 ACA Code of Ethics

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

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

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

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

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

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

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

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

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

A.11. Termination and Referral

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

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

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

A.11.d. Appropriate Transfer ofServices

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

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

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

A.12.b. Technology-AssistedServices

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

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

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

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

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

A.12.g. Technology and InformedConsent

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

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

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

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

7ACA Code of Ethics

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

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

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

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

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

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

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

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

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

A.12.h. Sites on the World WideWeb

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

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

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

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

4. Establish a method for verifyingclient identity.

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

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

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

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

B.2.b. Contagious, Life-ThreateningDiseases

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

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

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

B.3. Information Shared WithOthers

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

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

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

Section BConfidentiality,

PrivilegedCommunication,

and Privacy

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

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

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

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

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

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


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

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

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

B.3.e. Transmitting ConfidentialInformation

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

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

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

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

B.4.b. Couples and FamilyCounseling

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

B.5. Clients Lacking Capacityto Give Informed Consent

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

B.5.b. Responsibility to Parents andLegal Guardians

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

B.5.c. Release of ConfidentialInformation

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

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

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

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

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

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

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

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

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

B.6.g. Storage and Disposal AfterTermination

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

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

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

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

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

B.7.c. Confidentiality ofInformation Obtained inResearch

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

9ACA Code of Ethics

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

B.7.d. Disclosure of ResearchInformation

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

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

B.8. ConsultationB.8.a. Agreements

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

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

B.8.c. Disclosure of ConfidentialInformation

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

C.2.b. New Specialty Areas ofPractice

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

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

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

C.2.e. Consultation on EthicalObligations

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

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

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

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

Section CProfessional

Responsibility

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

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

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

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


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

C.2.h. Counselor Incapacitation orTermination of Practice

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

C.3. Advertising and SolicitingClients

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

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

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

C.3.d. Recruiting ThroughEmployment

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

C.3.e. Products and TrainingAdvertisements

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

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

selor educators may adopt textbooksthey have authored for instructionalpurposes.

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

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

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

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

C.4.d. Implying Doctoral-LevelCompetence

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

C.6.e. Scientific Bases forTreatment Modalities

Counselors use techniques/ procedures/modalities that are grounded in

11ACA Code of Ethics

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

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

D.1.e. Establishing Professionaland Ethical Obligations

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

D.1.f. Personnel Selection andAssignment

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

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

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

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

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

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

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

Section DRelationships With

Other Professionals

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

D.1. Relationships WithColleagues, Employers,and Employees

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

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

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

to expose inappropriate employerpolicies or practices.

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

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

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

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

D.2.d. Informed Consent inConsultation

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

Section EEvaluation,

Assessment, andInterpretation

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


E.1. GeneralE.1.a. Assessment

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

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

E.2. Competence to Use andInterpret AssessmentInstruments

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

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

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

E.3. Informed Consent inAssessment

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

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

E.4. Release of Data toQualified Professionals

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

E.5. Diagnosis of MentalDisorders

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

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

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

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

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

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

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

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

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

E.6.c. Culturally DiversePopulations

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

E.7. Conditions of AssessmentAdministration

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

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

E.7.b. TechnologicalAdministration

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

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


counselors do not permit inadequatelysupervised use.

E.7.d. Disclosure of FavorableConditions

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

E.8. Multicultural Issues/Diversity in Assessment

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

E.9. Scoring and Interpretationof Assessments

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

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

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

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

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

E.11. Obsolete Assessments and Outdated Results

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

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

E.13. Forensic Evaluation: Evaluation for Legal Proceedings

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

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

consent is obtained from a parentor guardian.

E.13.c. Client EvaluationProhibited

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

E.13.d. Avoid Potentially HarmfulRelationships

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

Section FSupervision, Training,

and Teaching

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

F.1. Counselor Supervisionand Client Welfare

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

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


F.1.c. Informed Consent and ClientRights

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

F.2. Counselor SupervisionCompetence

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

F.2.b. Multicultural Issues/Diversityin Supervision

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

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

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

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

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

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

F.3.e. Potentially BeneficialRelationships

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

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

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

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

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

F.4.d. Termination of theSupervisory Relationship

Supervisors or supervisees have theright to terminate the supervisory

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

F.5. Counseling SupervisionEvaluation, Remediation,and Endorsement

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

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

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

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


F.6. Responsibilities ofCounselor Educators

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

F.6.b. Infusing Multicultural Issues/Diversity

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

F.6.c. Integration of Study andPractice

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

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

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

F.6.f. Innovative Theories andTechniques

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

F.9. Evaluation andRemediation of Students

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


with ongoing performance appraisaland evaluation feedback throughoutthe training program.

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

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

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

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

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

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

F.10.a. Sexual or RomanticRelationships

Sexual or romantic interactions orrelationships with current studentsare prohibited.

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

F.10.c. Relationships With Former Students

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

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

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

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

F.10.f. Potentially BeneficialRelationships

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

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

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

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

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

F.11.c. Multicultural/DiversityCompetence

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

Section GResearch and

Publication

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

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

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

G.1.b. Deviation From StandardPractice

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


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

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

G.1.e. Principal ResearcherResponsibility

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

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

G.1.g. Multicultural/DiversityConsiderations in Research

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

G.2. Rights of ResearchParticipants

(See A.2, A.7.)

G.2.a. Informed Consent inResearch

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

1. accurately explains the purposeand procedures to be followed,

2. identifies any procedures that areexperimental or relatively untried,

3. describes any attendant discom-forts and risks,

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

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

6. offers to answer any inquiriesconcerning the procedures,

7. describes any limitations onconfidentiality,

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

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

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

G.2.c. Student/SuperviseeParticipation

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

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

G.2.e. Confidentiality ofInformation

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

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

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

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

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

G.2.h. Explanations After DataCollection

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

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

G.2.j. Disposal of ResearchDocuments and Records

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

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

G.3.a. NonprofessionalRelationships

Nonprofessional relationships with re-search participants should be avoided.

G.3.b. Relationships With ResearchParticipants

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

G.3.c. Sexual Harassment andResearch Participants

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


G.3.d. Potentially BeneficialInteractions

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

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

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

G.4.b. Obligation to ReportUnfavorable Results

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

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

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

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

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

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

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

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

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

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

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

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

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

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

without acknowledgment and permis-sion from the previous publication.

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

Section HResolving

Ethical Issues

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

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

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

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


defense against a charge of unethi-cal conduct.

H.1.b. Conflicts Between Ethicsand Laws

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

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

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

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

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

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

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

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

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

H.2.g. Unfair DiscriminationAgainst Complainants andRespondents

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

H.3. Cooperation With EthicsCommittees

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

20

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

BCC Code of Ethics: Approved September 17, 2010 Page 1 of 4

BOARD CERTIFIED COACH (BCC)CODE OF ETHICS

INTRODUCTION

The Board Certified Coach (BCC), a certification developed by the Center for Credentialing & Education (CCE), identifies qualified individuals who have satisfied the established knowledge standards in coaching. Coaching is a career in which professionals have specialized education, training and experience to assess needs of clients, collaborate with clients on solutions, and offer strategies that assist individuals and organizations in reaching identified goals.

Regardless of any other affiliations or credentials, this BCC Code of Ethics (Code) applies to each individual certified by CCE as a BCC (certificant), and each individual seeking BCC certification (applicant). The Code is designed to provide appropriate practice guidelines and enforceable standards of conduct for all certificants and applicants. The Code also serves as a resource for those served by BCC certificants and applicants (individuals and organizations), with respect to such standards and requirements. For the purposes of this policy, “client” refers to the person who receives direct services from the coach. “Sponsor” refers to the individual(s) or employer(s) who hire a coach to provide services to employees or other individuals.

BCC certificants and applicants have the obligation to maintain high standards of integrity and conduct; act in a manner that protects the welfare and interests of clients; accept responsibility for their actions; act consistent with accepted ethical and legal standards; continually seek to enhance their occupational capabilities; and practice with fairness and honesty.

SECTION A:COMPLIANCE WITH LEGAL REQUIREMENTS AND CONDUCT STANDARDS

BCC certificants and applicants shall:

1. Comply with all applicable laws and governmental regulations relating to occupational activities.

2. Refrain from conduct or behavior that is contrary to legal or regulatory requirements.


3. Refrain from behavior involving dishonesty or fraud.

4. Refrain from unlawful discrimination in occupational activities, including age, race, gender, ethnicity, sexual orientation, gender orientation, religion, national origin or disability.

5. Avoid condoning or engaging in harassment, including deliberate or repeated unwelcomed comments, gestures or physical contact.

6. Maintain accurate records related to the coaching relationship for a period of five (5) years. Records must include current data identifying the client and sponsor; fees schedule and payment documentation; coaching service agreement; purpose and goals of services; progress notes; referrals made; and date of coaching relationship termination. At the conclusion of the five year record maintenance period, certificants and applicants may dispose of coaching records in a manner that protects client privacy.

7. Disclose to appropriate governmental agencies and sponsors when a client appears to be a danger to or is otherwise unable to act safely concerning self or others. Such disclosures shall be consistent with the coaching service agreement as well as legal and occupational requirements.

SECTION B:COMPLIANCE WITH CCE ORGANIZATIONAL POLICIES AND RULES


1. Comply with all applicable CCE policies and procedures, including the BCC Code of Ethics and CCE Ethics Case Procedures, as amended or revised.

2. Provide accurate information to CCE.

3. Maintain the security of confidential CCE information and materials, including examination materials.

4. Cooperate with CCE concerning ethics matters, including the collection of information.

5. Inform and support others, such as employers, sponsors or coaches, regarding the responsibilities established by this Code.

6. Report an apparent violation of the BCC Code of Ethics by a certificant or an applicant upon a factual basis.

BCC Code of Ethics: Approved September 17, 2010 Page � of 4

SECTION C:PERFORMANCE OF SERVICES AND OTHER OCCUPATIONAL ACTIVITIES


1. Conduct all occupational activities in a responsible manner.

2. Recognize the limitations of coaching practice and qualifications, and provide services only when qualified. Certificants and applicants are responsible for determining the limits of their competency based on education, knowledge, skills, experience, credentials and other relevant considerations.

3. Protect the privacy of information obtained in the course of providing services, including electronic files and communications. Certificants and applicants shall not disclose this information unless authorized to do so by applicable legal requirements, client authorization or the written coaching agreement. The limits of privacy shall be clearly identified before coaching services begin.

4. Properly use occupational credentials, titles and degrees; and provide accurate information concerning education, experience, qualifications and the performance of services.

5. Avoid coaching techniques that are harmful or have been shown to be ineffective. Certificants and applicants are responsible for ensuring that the techniques used are consistent with clients’ emotional, intellectual and physical needs. Certificants and applicants shall inform clients regarding the purpose, application and results of the techniques, assessments and strategies.

6. Obtain a written coaching service agreement before initiating a coaching relationship. This agreement shall include the rights, roles and responsibilities of the parties involved, as well as the manner in which private information will be protected.

7. Seek supervision from qualified professionals when necessary, and provide referrals when unable to provide appropriate assistance to a client as well as when terminating a service relationship.

8. Ensure that clients, sponsors and colleagues understand that coaching services are not counseling, therapy or psychotherapy services, and avoid providing counseling, therapy and psychotherapy.


SECTION D:AVOIDANCE OF CONFLICTS OF INTEREST AND THE APPEARANCE OF IMPROPRIETY


1. Disclose to others, including sponsors, clients or colleagues, significant circumstances that could be construed as a potential or real conflict of interest, or any having an appearance of impropriety.

2. Avoid conduct that could cause a conflict of interest regarding clients or sponsors. If a conflict of interest occurs, certificants and applicants shall take reasonable steps to resolve the conflict.

3. Avoid engaging in multiple relationships with clients or sponsors. In situations where multiple relationships cannot be avoided, certificants and applicants shall discuss the potential effects of the relationships with the affected individuals and shall take reasonable steps to avoid any harm. This discussion should also be noted in the client’s record.

4. Avoid sexual or romantic relationships with current clients. Certificants and applicants shall not engage in sexual or romantic interactions with former clients for a minimum of two (2) years following the date of termination.

5. Refrain from offering or accepting significant payments, gifts or other forms of compensation or benefits outside of the written coaching service agreement.

6. Acknowledge accurately the intellectual property of others with respect to all activities.

Approved by the CCE Board of Directors: September 17, 2010.© 2010 Center for Credentialing & Education, Inc. (CCE)

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