Standards of Practice for California Community College ... - ASCCC

Standards of Practice forCalifornia CommunityCollege CounselingFaculty and ProgramsAdopted Spring 1997; Revised and adopted Fall 2008The Academic Senate for California Community Colleges

Standards of Practice forCalifornia CommunityCollege CounselingFaculty and ProgramsAdopted Spring 1997; Revised and adopted Fall 2008Counseling and Library Faculty Issues Committee 2006-2007Greg Granderson, Chair, Santa Rosa Junior CollegeJoseph Friedman, Library Science, Santa Rosa Junior CollegeLaura Mathis, Counseling, San Diego Mesa CollegeAudrey Moore, Counseling, Antelope Valley CollegeCheryl Stewart, Library Science, Coastline CollegeChris Sugiyama, Counseling, Cerritos CollegeCounseling and Library Faculty Issues Committee 2007-2008Michelle L. Pilati, Chair, Rio Hondo CollegeKevin Bontenbal, Library Science, Cuesta CollegeStephanie Dumont, Counseling, Golden West CollegeMaria Elena Gressel, Counseling, Evergreen Valley CollegeAngel Lujan, Counseling, Mount San Antonio CollegeChar Perlas, Counseling, Mission CollegeChris Sugiyama, Counseling, Cerritos CollegeSpecial thanks to Sylvia Bello-Gardner, Gloria Montenegro Bridges,Timothy Kyllingstad, and Belen Torres-Gil for their contribution to this document.The Academic Senate for California Community Colleges

Table of ContentsIntroduction. ............................................................ 1Core Functions. .......................................................... 3Academic Counseling. ................................................ 4Career Counseling.................................................... 6Personal Counseling.................................................. 6Crisis Intervention .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Outreach............................................................... 7Participation and Advocacy.......................................... 8Program Review and Research.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Training and Professional Development.............................. 9Ethical Standards .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11The Counseling Relationship........................................ 11Confidentiality, Privileged Communication, and Privacy.. . . . . . . . . . . 12Professional Responsibility......................................... 12Relationship With Other Professionals .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Evaluation, Assessment, and Interpretation.......................... 13Supervision, Training, and Teaching .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Research and Publication........................................... 13Resolving Ethical Issues .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Organization and Administration .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Human Resources. ....................................................... 15Physical Facilities ...................................................... 16New Technologies .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Review of Standards .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19References.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Appendix: American Counseling Association Code of Ethics .. . . . . . . . . . . . 23

Standards of Practice for California Community College Counseling Faculty and Programs| 1IntroductionCou n s e l i n g p r o g r a m s i n t h e Ca l i f o r n i a c o m m u n i t y colleges play a key role in helpingstudents succeed. Over the years, the functions counseling departments perform have increasedsignificantly, further exacerbating the ever-present pressure to serve more students in cost-effectiveways. As a result of the expansion of services absent the resources to ensure the provision of suchservices, the question has arisen as to what roles counseling faculty should play in the delivery ofservices to students. To clarify these roles, the Academic Senate for California Community Colleges(Academic Senate) developed a policy paper, The Role of Counseling Faculty in the CaliforniaCommunity Colleges, which was adopted at its Spring 1995 Plenary Session. This paper providesuseful background on counseling in the California community colleges. The reader is also referred toa paper adopted by the Academic Senate in 2003, Consultation Council Task Force on Counseling,which provides further discussion of the role of counseling faculty, the importance of counselingfaculty in facilitating student success, and information on perceptions of the state of counseling inour system.While The Role of Counseling Faculty in the California Community Colleges described therange of activities of counseling faculty, it did not set out standards for how those roles were tobe performed. Specific standards for some elements of counseling services have appeared inregulation, accreditation guidelines, and ethics statements; but nowhere had these standards beencollected, reviewed, and presented systematically to the community college counseling field untilthe first version of this paper, Standards of Practice for California Community College Counseling,was developed and adopted by the Academic Senate in 1997. The original paper and this revisionoutline effective practices, by addressing the issue of standards of practice and service for Californiacommunity college counseling faculty and programs. This revision serves as an update, reflectingchanges that have transpired in the student services area and incorporating philosophical changesin approaches to counseling. The document has also been renamed to recognize that counselingfaculty and counseling programs are separate entities; there are services that a counseling programmay provide but that may not be specifically a function of counseling faculty.

2 | Standards of Practice for California Community College Counseling Faculty and ProgramsThis paper was developed by the Counseling and Library Faculty Issues Committee of the AcademicSenate, with assistance from others in the field. The Academic Senate is dedicated to fosteringthe effective participation of all faculty in academic and professional matters and is directed in itsactivities by resolutions proposed by community college faculty throughout the state and consideredfor adoption by representatives of the various colleges. This paper, and the one that precedes it,were developed to address needs recognized by means of the Academic Senate for the CaliforniaCommunity College’s resolution process. Faculty seeking to effect change are encouraged to usetheir local senate, as well as the Academic Senate, to facilitate improvements in how we serve ourstudents.This paper asserts that there should be a set of universal standards of practice for all communitycollege counseling programs, regardless of institutional or departmental size or fiscal constraints.Complying with these standards requires both adequate staffing and support. These standards areset out in six areas:A. Core Functions,B. Ethical Standards,C. Organization and Administration,D. Human Resources,E. Physical Facilities, andF. New Technologies.These standards have been developed by counseling and other faculty through review of currentpractice, policy, and legislation; study of national standards for the counseling discipline; andprojection of needs for future practice. They are designed to be specific enough to be meaningful,yet general enough to allow flexibility in meeting local needs and constraints. They are intended tobe used in the design, development, and review of counseling department policies and practices.

Standards of Practice for California Community College Counseling Faculty and Programs| 3A. Core FunctionsTo a c c o m p l i s h t h e i r m i s s i o n i n p r o v i d i n g essential support to community college students,counseling programs perform a set of core functions through individual and group interactions, aswell as classroom instruction. While differences in student populations and institutional prioritiesmay affect the resources dedicated to these functions within individual counseling programs,nevertheless, these functions are so fundamental to the mission of community college counselingthat every program, whether general, categorical, or aimed at specific populations, should performthem. These functions are derived from Title 5 Regulations and from materials from the AmericanCounseling Association.1)2)3)4)5)6)7)8)Academic counseling, in which the student is assisted in assessing, planning, and implementinghis or her immediate and long-range academic goals.Career counseling, in which the student is assisted in assessing his or her aptitudes, abilities,and interests, and advised concerning current and future employment trends.Personal counseling, in which the student is assisted with personal, family or other socialconcerns, when that assistance is related to the student’s education.Crisis intervention, either directly or through cooperative arrangements with other resources oncampus or in the community.Conducting outreach to students and the community to encourage them to avail themselvesof services, focused on maximizing all students’ potential to benefit from the academicexperience.Participating in the college governance process and advocating to make the environment asbeneficial to the intellectual, emotional, and physical development of students as possible.Researching and reviewing counseling programs and services with the goal of improving theireffectiveness.Training and professional development for counseling staff, interns, and others in the collegecommunity.A detailed review of each function and its related standards follows this introduction. Althoughthe first three core functions—academic, career, and personal counseling—are described belowas separate and distinct functions, in practice they are often inextricably related. The structureof community college counseling programs should be based on the recognition of the student asa whole and complex human being with concerns and issues that are not completely distinct orseparate; academic issues intertwine with career issues, and with personal life-coping issues.An overarching principle that underlies all counseling activities is an appreciation of and respectfor the diversity of the student population. All students must be counseled with a respect for their

Standards of Practice for California Community College Counseling Faculty and Programs| 55)6)7)8)9)Counseling program services should include assisting students in transitioning tobaccalaureate-granting institutions through such services as transfer workshops, universityapplication workshops, university representative visitations, “college day” events, and coursestaught by counseling faculty. These transfer services should be offered through regularcounseling departmental activities as well as by transfer centers. It is important that transfercounseling be an integral part of the counseling program services and not relegated solely tothe transfer center on each college campus. Minimum program standards for transfer centersare established by Title 5 § 51027 and include the provision of academic planning for transfer,supporting and monitoring the progression of transfer students, and the provision of “aresource library of college catalogs, transfer guides, articulation information and agreements,applications to baccalaureate institutions, and related transfer information.”Counseling faculty should work closely with articulation officers to ensure that their college’sarticulation reflects the needs of students. Colleges should ensure that faculty articulationofficers are given enough reassigned time to perform their function. Counseling faculty musthave ready access to accurate, up-to-date articulation agreements established between theircollege and neighboring four-year colleges and universities.Counseling faculty must stay current on transfer requirements, including admission, generaleducation, and major requirements for the transfer institutions in their region. Counselingfaculty need to regularly participate in transfer conferences and workshops, such as thoseconducted by the University of California, California State University, and the Association ofIndependent Colleges and Universities.Counseling programs must work closely with their college’s matriculation program, especiallyin the areas of assessment interpretation, application of multiple measures, orientationprogram development, academic counseling and advising services, follow-up, and prerequisiteand corequisite implementation.Counseling faculty assist students through the processes of transcript valuation/interpretation, and general education transfer certification.10) Counseling faculty should develop curriculum and offer courses and workshops that teachthe skills needed for student development and academic success, such as study skills,note taking, and time management. In addition, counseling faculty and faculty in otherdepartments should collaborate to develop discipline-specific academic success courses.11) Counseling faculty should introduce students to Internet resources and software related tocollege services (i.e., registration, grade access), transfer, and career options in order to assistthem in becoming more self-reliant, critical, and independent researchers and learners.

6 | Standards of Practice for California Community College Counseling Faculty and ProgramsCareer Counseling1) Counseling faculty teach the career development process and its importance in setting andachieving academic and life goals.2)3)4)5)6)7)8)9)The career development process should be taught as holistic and lifelong. Counseling faculty teachstudents to examine their lives as a whole—values, interests, aptitudes, and life circumstances.Students need to be made aware that career skills learned now, such as career search anddecision-making methods, may be useful throughout a lifetime.Career counseling services should be delivered in a variety of ways, including online and face-tofaceindividual and group counseling, workshops, and college courses.Career counseling services include assisting students in clarifying career goals, through intakeinterviews and administration and interpretation of career assessment instruments; instructionin career exploration using the latest technology and methods; and instruction in career goalsettingand decision-making.Counseling departments should include a career center that houses up-to-date information oncareer research, labor market, educational programs, and all aspects of the career developmentprocess. Technical assistance, electronic resources, and equipment need to be available to helpstudents access this information.Services should include assistance with job placement and the job search process, includinginstruction in resume preparation and interviewing skills.Career counseling services should reach out to students who have not declared a major to assistthem in setting academic and career goals.Counseling faculty should serve on career technical education (CTE) program advisorycommittees and create on-going partnerships with CTE faculty for the purpose of staying currenton local labor market trends and employment demands.Counseling programs should establish liaison relationships with other career-related programs,such as Regional Occupational Centers and Programs (ROCPs), work experience programs,job-training programs, school-to-work initiatives, intersegmental projects, and private industrycouncils.Personal Counseling1) Personal counseling services must be available to students whose personal life issues interferewith their academic success. These include, but need not be limited to individual and groupcounseling, crisis intervention, support groups, and courses or workshops on personal life issues(e.g., dealing with self-esteem issues, stress management, and substance abuse prevention).While counseling faculty should be prepared to provide some of these services, referrals tomental health professionals should be made as needed.

Standards of Practice for California Community College Counseling Faculty and Programs| 72)3)Counseling faculty should develop curriculum and offer courses and workshops thatencourage the holistic development of the student as a functioning member of society (e.g.,courses in personal development and life-coping skills).Counseling programs should maintain up-to-date information on college and communityresources and should refer students to appropriate services as needed.Crisis Intervention1)2)3)4)5)As part of their mission to provide assistance with personal life issues, counseling programsshould have a system that assists students in acute emotional distress, including anintervention plan for students in personal crisis who require immediate attention.For situations when a student is a potential danger to self or others, districts should havea clear policy of who has authority to make such determinations, and specific proceduresto be followed. Counseling faculty should verify that such policies exist and, if not, be acatalyst for policy development.Counseling faculty should work closely with administration and outside agencies to ensurethat the needs of students in crisis are met and that personnel appropriate to assist in suchsituations are available.Counseling faculty should participate in the creation and implementation of campus-widecrisis intervention efforts.Counseling faculty should be familiar with district disaster plans, and be prepared to assiststudents in the event of a disaster on campus.OutreachCounseling programs should make proactive efforts to reach out to both current and potentialstudents. Such outreach should respond to the diversity of race, culture, ethnicity, gender,sexual orientation, life experiences, age, physical or mental disability, religion, marital status,and socioeconomic status among students, and to any groups in need that can be identified,such as undeclared, basic skills, and at-risk students. Counseling faculty may be involved inmaking visits to local schools to promote college-going, as well as on-campus activities thatintroduce primary students and community members to the college and its diverse educationalopportunities. Extra effort should be made to identify and make contact with communitymembers who may otherwise not avail themselves of needed services or who might be betterserved by nontraditional methods.

8 | Standards of Practice for California Community College Counseling Faculty and ProgramsParticipation and Advocacy1) Consultation regarding students should be provided as needed to other faculty and otherappropriate campus staff, within the limits of confidentiality, as defined by the Family EducationalRight to Privacy Act (FERPA).2)3)4)Consultation with parents, spouses, and agencies that bear some responsibility for particularstudents should be provided within the limits of confidentiality, as defined by FERPA.Counseling programs should play an active role in interpreting and advocating the needs ofstudents to administrators, faculty, and staff. Such advocacy should include, but not be limited tocurriculum, academic policies and practices, and student rights and responsibilities. Counselingfaculty should participate actively in campus, regional and state governance processes to carryout such advocacy.Counseling faculty should provide leadership in articulation and curriculum developmentthrough consultation with other faculty.Program Review and Research1) Counseling programs must undergo regularly scheduled reviews. Each review should beperformed a minimum of once per accreditation cycle and should be linked to the collegeprogram review, budgetary planning, and student learning outcomes processes. Generalinformation on accreditation, student learning outcomes, and the role of faculty can be found invarious Academic Senate documents, such as Agents of Change: Examining The Role of StudentLearning Outcomes and Assessment Coordinators in California Community Colleges and The2002 Accreditation Standards: Implementation.2)3)4)5)6)Data for the review process should be gathered from students, faculty, classified staff andadministration. At a minimum, data should include numbers of students served per year; typesof services delivered and perceived quality of services; timeliness of student access to counseling;counseling curriculum; counseling faculty participation in campus decision making; and clarityand accuracy of counseling information.Student learning outcomes for counseling programs should be developed by counseling facultyand measurement data should be used to improve the effectiveness of services, increase studentsuccess, and advocate for needed resources.Assistance in determining the appropriate methods for collecting, compiling and analyzing thedata should be provided by campus research professionals.After being collected and analyzed, counseling program data should be reviewed by all counselingpersonnel.Counseling program strengths and weaknesses should be documented, shared, and integratedwith campus-wide student learning outcomes and planning. Staffing needs and resources

Standards of Practice for California Community College Counseling Faculty and Programs| 9should also be communicated. A plan for program improvements to address weaknesses shouldbe developed.7)8)Plans should be reviewed annually to encourage progress toward counseling program goals.Other research, whether to improve local programs or to further the goals of the counselingprogram, should be encouraged and supported.Training and Professional Development1) Counseling faculty and counseling programs share a responsibility to provide competentacademic, career, personal, and crisis intervention counseling services to students. Therefore,programs must ensure that professional development activities are made available to allcounseling faculty.2)3)4)Each program should assess its counseling faculty’s knowledge and skills in the corefunctions, particularly academic, career, personal counseling and crisis intervention, as wellas in multicultural/diversity awareness and use of technology. The program should provideopportunities to enhance knowledge and skills in each of those areas that need strengthening.Counseling programs need to provide formal orientation and training for all new counselingfaculty, full or part-time, temporary or permanent, to ensure that they possess the essentialknowledge to perform their counseling rolesIf a counseling program uses paraprofessionals, it should follow the guidelines articulated in thepaper The Role of Counseling Faculty in the California Community Colleges:While the specific qualifications for a given position might differ, three crucial issues mustbe considered: first, that the competencies expected of paraprofessionals need to be definedexplicitly, with the full participation of the counseling faculty; second, that paraprofessionalsneed to be trained and supervised carefully with full participation of the counseling staff;and last that paraprofessionals not be expected to perform tasks beyond their qualifications.(ASCCC, 1995, p.8)5)6)7)If a counseling program accepts graduate interns, they should be provided training and closesupervision during their internship to ensure quality service to students. Interns should beclosely screened to determine their knowledge and readiness before they see students outsidethe presence of a counseling faculty member.If a counseling program uses student workers, the same precautions listed in items 3, 4, and 5above should apply to an even greater degree. Students should be selected carefully, providedintensive training as to their role and limitations, and continuously supervised.When programs use interns, paraprofessionals, or student workers in the delivery of services, allstaff should wear identification or otherwise indicate their positions, in order to avoid confusionon the part of students.

10 | Standards of Practice for California Community College Counseling Faculty and Programs8)9)Where colleges use faculty advisors who are not counseling faculty, counseling programsshould provide training and maintain a close linkage with these faculty members in order toassure a high quality in information dissemination to students, and to clarify the differingroles of counseling and advising. Faculty advisors who are not counseling faculty shouldexercise great caution in providing guidance in areas in which they lack training, althoughstudents should be encouraged to seek guidance from a wide range of both counseling anddiscipline faculty members.Counseling programs should offer training and development opportunities for counselingdepartment classified staff, to improve their skills and knowledge in providing quality servicesto students.10) All faculty and staff, including interns, student workers, and paraprofessionals, should receivetraining about confidentiality and the proper maintenance of records.11) Counseling faculty should offer in-service training to the larger college community aboutcounseling programs, services, and student experiences.

Standards of Practice for California Community College Counseling Faculty and Programs | 11B. Ethical StandardsPro f e s s i o n a l e t h i c a l p r a c t i c e f o r m s t h e c o r n e r s t o n e of high quality counselingservices. As ethical and legal issues arise in the course of providing counseling services, it is noeasy task to determine the legal requirements that pertain to each situation, to interpret those laws,or operationalize them within a counseling program. Thus, it is important that there be regularcommunication among the counseling faculty, the program administrator, and the district’s legalcounsel about these matters.Counseling faculty must know the laws and regulations relevant to their work, and should followscrupulously the obligations and limitations these laws create. The counseling administrator, inparticular, is responsible to see that the policies and procedures of a program follow both the lawand the ethical standards of the profession.Counseling faculty and staff should maintain strict adherence to the ethical code of the AmericanCounseling Association (ACA), as adopted in 2005 and subsequently adopted by the CaliforniaCounseling Association. The full text of the code has been reproduced as an appendix to thisdocument. The ACA document delineates standards in eight areas of practice:A. The Counseling RelationshipB. Confidentiality, Privileged Communication, and PrivacyC. Professional ResponsibilityD. Relationship with Other ProfessionalsE. Evaluation, Assessment, and InterpretationF. Supervision, Training, and TeachingG. Research and PublicationH. Resolving Ethical IssuesThe following highlights some of the standards that have particular applicability to communitycollege counseling practice.The Counseling RelationshipOne of the great strengths of the community colleges is the diversity of populations that they serve.Counseling faculty need to be mindful of the individuality and value of each person who seekseducational services. Therefore, counseling faculty must not condone or engage in discriminationbased on age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation,marital status or socioeconomic status.

12 | Standards of Practice for California Community College Counseling Faculty and ProgramsCounseling faculty must actively attempt to understand the diverse backgrounds of the studentswith whom they work. This should include, but not be limited to, learning how the counselor’s owncultural/ethnic and racial identity impacts her/his values and beliefs about the counseling process.Counseling faculty should be mindful of their professional limitations, and the limitations of theircounseling program’s services. If they determine that they, or their program, are unable to be ofprofessional service, they must not abandon or neglect their students. Counseling faculty shouldmake appropriate, informed referrals to alternative resources.Counseling faculty are professionals and must maintain an appropriate professional relationshipwith all students. Counseling faculty must not engage in any type of sexual activity with those thatthey counsel. They should be cognizant of their positions of power, and thus should avoid dualrelationships, such as business, personal, or familial relationships, that might impair their judgmentor increase the risk of harm to students.Confidentiality, Privileged Communication, and PrivacyCounseling faculty should keep confidential any information related to a student’s use of counselingservices, avoiding unwarranted disclosure of information. However, there are exceptions. The ruleof confidentiality does not apply when “disclosure is required to protect clients or identified othersfrom serious and foreseeable harm or when legal requirements demand that confidential informationmust be revealed.” (ACA, 2005, p. 7) . Counseling faculty should consult with other professionals,the counseling program administrator, and legal counsel when in doubt as to the validity of anexception. Counseling faculty have the obligation to ensure that confidentiality is maintained byall support staff as well. The counseling program’s procedures should provide for confidentialityin creating, securing, accessing, transferring and disposing of all counseling records. Counselorsshould, to the degree possible, make students aware of circumstances in which the confidentiality oftheir communication may not be protected.Professional ResponsibilityCounseling faculty have the responsibility of maintaining their professional competence by engagingin continuing education activities. Counseling faculty must not use their place of employment inthe community college as a means of recruiting clients for their private practice. They must notuse their professional positions to seek unjustified personal gain, sexual favor, or unearned goodsand services. Counseling faculty must be mindful of the boundaries of their competence, referringstudents to other service providers as needed.Relationship With Other ProfessionalsCounseling faculty should establish appropriate agreements with administrators, colleagues, andother staff regarding counseling relationships, confidentiality, and adherence to professionalstandards. Counseling faculty must not engage in practices that are illegal or unethical.

Standards of Practice for California Community College Counseling Faculty and Programs | 13Evaluation, Assessment, and InterpretationCounseling faculty should provide only those assessment services for which they are competent. Inparticular, psychological testing should be conducted only by qualified personnel. Counseling facultyshould apply professional standards in the selection of test instruments, administration of the tests,security of the tests, scoring, and interpretation. Before an assessment is conducted students needto be informed of its nature and purpose and use of the results. Accurate interpretation should beprovided to the student after every assessment and accompany the release of assessment results.Supervision, Training, and TeachingCounseling faculty must be knowledgeable about the ethical, legal, and regulatory aspects of theirprofession and should be skilled in applying that knowledge in their training of others. They shouldserve as role models of professional behavior. Counseling faculty who supervise the counselingservices of others, such as interns, should take reasonable steps to ensure that the services providedare professional. They should clearly state in advance to the individuals they train, the levels ofcompetency and responsibility expected, the appraisal methods, and the timing of evaluations.Research and PublicationCounseling faculty should seek consultation and observe stringent safeguards to protect the rightsof students and research participants. Information obtained from students or other researchparticipants must be kept strictly confidential.Resolving Ethical IssuesCounseling faculty have the responsibility of upholding the standards of their profession. As partof that responsibility, when counseling faculty possess reasonable cause to believe that a fellowcounseling faculty member may not be acting in an ethical manner, appropriate action must be taken,which may include direct consultation with the counseling faculty member, others knowledgeableabout professional ethics, administrators, legal advisors, and professional organizations.

14 | Standards of Practice for California Community College Counseling Faculty and ProgramsC. Organization and AdministrationThe o r g a n i z a t i o n a n d a d m i n i s t r a t i o n o f a counseling program has great impact on itseffectiveness. Therefore, the following standards should be applied:1)2)3)4)5)6)7)8)9)A specific individual should be designated by the institution to administer the counseling program.The administrator should possess the minimum qualifications of the counseling discipline.The administrator should be skilled in leadership, research, fiscal management, interpersonalrelations, cultural sensitivity, staff selection and training, planning, public relations, andevaluation. He or she should also possess a thorough knowledge of student development theoryand practice, as well as of the California Community College System.The counseling faculty should have a primary role in developing the job description and in thehiring of their administrators.The administrators of counseling programs should be positioned in the administrative structureto effectively interact with other administrators, as well as with the chief student services andchief instructional administrators.Specific responsibilities of counseling programs need to be clearly delineated, published, anddisseminated to the entire college community.Counseling services should be defined and structured primarily by the counseling faculty whoprovide these services to ensure that those who are most knowledgeable about these issues willhave the major role in making decisions that directly affect service delivery to students.Counseling program services should be organized in a way that provides for the direct andongoing interaction of counseling faculty with other faculty, staff, and administrators.Counseling services should be scheduled and funded adequately in order to accommodate theneeds of students, including evening, weekend, and online students. Services should also bescheduled to meet fluctuations in student demand. Accommodation should be made, however,to allow counseling faculty to participate in staff development activities offered to other facultyand staff.Counseling sessions need to be of appropriate length to allow students to fully discuss plans,programs, courses, academic progress, and other subjects related to their educational progress.10) Counseling services should be delivered by a variety of methods, including individual sessions,group sessions, workshops, online, and course offerings.11) Adequate and equitable resources should be made available to counseling programs in order toimplement quality services.

Standards of Practice for California Community College Counseling Faculty and Programs | 15D. Human ResourcesThe q u a l i t y o f a c o u n s e l i n g p r o g r a m is dependent upon the level of staffing and thequalifications of the professionals providing services. Districts must hire an adequate number ofcounseling faculty who are trained to handle the wide variety of concerns that affect communitycollege students; as well as sufficient support staff to operate the program efficiently. The numberof counseling faculty should be sufficient to provide students with suitable access to professionalcounseling services. In the 2003 document, Consultation Council Task Force on Counseling, theAcademic Senate recommends a counselor/student ratio of 1:370 (ASCCC, 2003, p. 22).1)2)3)4)5)6)7)Counseling faculty must meet the minimum qualifications of the California community collegecounseling discipline as published in Minimum Qualifications for Faculty and Administratorsin California Community Colleges. Their education and abilities should be those that aredescribed in detail in the Academic Senate document, The Role of Counseling Faculty in theCalifornia Community Colleges.Sufficient counseling faculty should be available to meet student needs and state mandates.Ideally, staffing will be sufficient to ensure that students have access to non-emergency counselingservices within one week of requesting such services. In addition, students should be able toobtain answers to brief questions within one day.In concert with other appropriate campus personnel, counseling faculty trained in crisismanagement should be available to respond to crisis situations within one hour.Counseling programs should, whenever possible, ensure that the counseling faculty reflect thecultural and ethnic diversity of the local community. Whenever possible, counseling faculty andclassified staff who speak the primarylanguages of local populations should be available.There should be sufficient numbers of full-time counseling faculty to allow for active counselingfaculty participation in college, regional, and state governance, as well as in professionaldevelopment and professional organization activities, without disruption of a program’s servicesto students.There should be standardized and consistent hiring and training for all counseling faculty,regardless of full- or part-time status or assignment to a specific program. This training shouldinclude familiarization of all counseling faculty with all college programs and services, issuesof student equity, specific campus populations, the campus student data system, and, asappropriate, instructional techniques.Sufficient support staff should be available to maintain student records, organize resourcematerials, receive students, make appointments, and handle other operational needs. Informationtechnology staff should be available for research, data collection, systems development, andmaintenance of electronic equipment and software to support the delivery of quality on campusand online services.

16 | Standards of Practice for California Community College Counseling Faculty and ProgramsE. Physical FacilitiesCou n s e l i n g s e r v i c e s s h o u l d b e r e a d i l y a c c e s s i b l e and visible to all students, includingthose who are physically challenged and those attending classes at off-site centers. Counselingprograms should be located where students will feel at ease when seeking services; physicallyseparate from administrative offices and campus police. Wherever counseling services are offered,including outreach and off-site centers, these minimum standards should be met:1)2)3)4)5)6)7)8)9)Each full-time faculty member should be provided with a private office, in order to assure studentconfidentiality. Part-time counseling faculty should be allowed use of private offices when theyare counseling students. Each office should have a telephone with messaging capabilities, acomputer with access to student records and other pertinent online information, an ergonomicallydesigned desk and chair, and secure hard copy and electronic file storage. Overall, counselingfaculty offices should create an inviting environment for students and a professional, safe, andfunctional work site which is accessible to all.Counseling programs should have up-to-date computers, peripherals, copiers, and otherequipment to support record keeping, research, and publication activities. Technical resourcesfor media presentations should also be available.The reception area should provide a welcoming waiting area for students.In order to ensure confidentiality, student records in hard copy should be maintained in a securelocation where only authorized staff have access.Where district demographics warrant, information and assistance should be available, by phone,electronically, and in hard copy, not only in English but other languages as well.The counseling area should have informational resources that include appropriate professionaljournals, books, and electronic resources. A collection of current occupational and careerinformation should be readily accessible to counseling personnel and students in hard copy andelectronically.An area suitable for individual and group testing should be available. The space allocated for thispurpose should be designed to eliminate noise and visual distractions.Counseling programs should maintain, or have ready access to, space suitable for groupcounseling sessions, classes, and staff meetings.A written disaster plan should be displayed outlining procedures for emergency evacuations forboth crime and natural disasters. A personal security system should be in place where police canbe notified immediately in case of emergencies.10) All offices, reception areas, work sites, and classrooms must be compliant with the Americanswith Disabilities Act.

Standards of Practice for California Community College Counseling Faculty and Programs | 17F. New TechnologiesIt i s e s s e n t i a l t h a t c o u n s e l i n g f a c u l t y be provided with new technologies for continualadoption and use in doing their jobs. Counseling is by nature an interpersonal activity rather thanan interaction between human and machine. While computers will never replace the skills of acounseling professional, nevertheless, computers have the capacity to dramatically improve accessand accuracy in the delivery of information. Computers and printers are valuable and necessarytools needed for counseling faculty to be effective and efficient. Counseling programs need to takeadvantage of emerging technologies to meet the needs and expectations of students. Therefore,counseling faculty need to take the initiative to develop technology plans that add to the counselingrelationship, rather than detract from it. Counseling faculty should take an active role in thedevelopment and implementation of campus and program technology plans in order to advocatefor student data systems and features that will provide the information needed for counselors andstudents, in a user-friendly manner.Technology use practices should incorporate the following principles:1)2)3)4)5)6)Counseling programs should select only those technologies which enhance the delivery ofservices to students. Electronic access to student educational plans, articulation information,transcripts, petitions, and the like should be provided.To supplement on-campus student contacts, counseling programs should provide online services(e.g. counseling and orientation) as appropriate, in order to increase access and accommodatedistance education, remotely located, disabled, and other students who may not seek assistanceduring regular business hours. Distance education courses offered by counseling faculty shouldalso be available.Counseling faculty should use technology, when appropriate, to communicate directlywith students concerning the clarification of goals, decision making, and academic and lifeplanning.Counseling programs should use technology to enhance communication within the counselingdepartment, as well as to the college and to the community.Counseling programs should use technology to accurately and efficiently document student useof services. Such data are needed for program review, accreditation, and matriculation reportingpurposes.Counseling technology plans should be developed with significant input from users of the plans(i.e., counseling faculty and personnel, counseling administrators, and students) in collaborationwith external technology experts and information technology staff.

18 | Standards of Practice for California Community College Counseling Faculty and Programs7)8)9)Counseling technology plans should be reviewed regularly in order to assess the need for updatingcomputers and other electronic equipment and resources. Counseling technology plans shouldbe closely integrated with college and district technology plans and should ensure the provisionof all necessary support.There should be adequate information technology support for maintenance of current technologyand development and implementation of new technologies.Policies and procedures to maximize technology use and access, while ensuring safety of recordsand appropriate confidentiality, should be developed and implemented. Electronic recordsshould be secured with passwords and permissions.10) Communicating with students on the Internet should be done so on an encrypted site to helpensure confidentiality. Counselors, however, should be aware of and advise students that despitereasonable measures, there is some possibility that security could be compromised.11) As counseling services require greater use of technology, appropriate time, staff development,and on-going support must be provided for personnel to acquire and maintain skills to fully usethese technologies.12) Counseling faculty should be involved in ensuring that the information provided on alldepartmental Web pages is accurate and up-to-date.13) All students should have access to counseling faculty when they need counseling, whether oncampus or in an online environment. Technology should enhance and increase student accessto counseling.14) Counseling faculty should have access to classrooms equipped for multi-media instructionalpresentations.15) Students enrolled through distance education must be afforded the same level of counselingand support services available to other students. The services should adhere to all the standardscontained in this document.16) All computer equipment, software, and online pages used by counseling faculty and available tostudents must be barrier free and compliant with the American with Disabilities Act and Section504 and 508 guidelines of the Rehabilitation Act.

Standards of Practice for California Community College Counseling Faculty and Programs | 19Review of StandardsAlt h o u g h t h e s e s t a n d a r d s s h o u l d s t a n d f o r a number of years, they should be revisitedperiodically to address new developments in the field. Therefore, the Counseling and Library FacultyIssues Committee of the Academic Senate should review these standards at least every six years.

20 | Standards of Practice for California Community College Counseling Faculty and ProgramsReferencesAcademic Senate for California Community Colleges. (ASCCC). (1994). The role of counselingfaculty in the California community colleges. Sacramento, CA: Author. Retrieved January 20,2009, from http://www.asccc.org/Publications/Papers/Role_counselingfaculty.html.Acaademic Senate for California Community Colleges. (2003). Consultation council task force oncounseling. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Publications/Papers/ConsultationCouncil/ConsultationCouncil.pdf.Academic Senate for California Community Colleges. (ASCCC). (2004). The 2002 accreditationstandards: Implementation. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Publications/Papers/AccreditationStandards.html.Academic Senate for California Community Colleges. (ASCCC). (2007). Agents of change: Examiningthe role of student learning outcomes and assessment coordinators in California communitycolleges. Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Publications/Papers/AgentsOfChange.html.American Counseling Association. (2005). American counseling association code of ethics andstandards of practice. Alexandria, VA. Author. Retrieved January 20, 2009, from http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx.Burns, K. (1989). This one’s for you: A manual of student services in the California communitycolleges. California Community Colleges Chief Student Services Administrators Association.California Community Colleges Chancellor’s Office. (1995). Student Services and TechnologySymposium: Symposium Summary. Sacramento, CA: Author.California Education Code, section 51018, 1-4.California Education Code, section 66701, a-b (AB 1725).Chancellor’s Office California Community Colleges. (2003). The real cost project: Preliminary report.Sacramento, CA: Author. Retrieved January 20, 2009, from http://www.asccc.org/Archives/realcost0903.pdf.California Community College Chancellor’s Office. (2008). Minimum qualifications for facultyand administrators in California community colleges. Sacramento, CA: Author. RetrievedJanuary 20, 2009, from http://www.cccco.edu/SystemOffice/Divisions/AcademicAffairs/MinimumQualifications/MQsforFacultyandAdministrators/tabid/753/Default.aspx.Council for the Advancement of Standards for Student Services/Development Programs, CASStandards and Guidelines for Student Services/Development Programs. ACPA Developments,Special Edition, Summer 1986.

Standards of Practice for California Community College Counseling Faculty and Programs | 21Hirschinger, J., & Farland, R., et al. (1979). “Community College Counseling Services in California:A Report by the Statewide Task Force on Counseling with Commentary and RecommendationsProvided by Staff.” Presented to the Board of Governors September 28, 1979.Kiracofe, N., et al. (1994). Accreditation Standards for University and College Counseling Centers.Journal of Counseling & Development, (73).

Appendix: American Counseling Association Code of EthicsIncluded with permission (Approved by the ACA Governing Council, 2005)Available at http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx

Standards of Practice for California Community College Counseling Faculty and Programs | 25ACA 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.The ACA Code of Ethics serves five main purposes:ACA Code of Ethics Purpose1. 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 behaviorand best practices of association members.4. The Code serves as an ethical guide designed to assistmembers 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 IssuesEach section of the ACA Code of Ethics begins with an Introduction.The introductions to each section discuss whatcounselors should aspire to with regard to ethical behaviorand responsibility. The Introduction helps set the tonefor that particular section and provides a starting pointthat invites reflection on the ethical mandates containedin 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 values,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, counselorsare empowered to make decisions that help expandthe capacity of people to grow and develop.A brief glossary is given to provide readers with a concisedescription of some of the terms used in the ACACode of Ethics.3

26 | Standards of Practice for California Community College Counseling Faculty and Programs4Section AThe CounselingRelationshipIntroductionCounselors encourage client growth anddevelopment in ways that foster the interestand welfare of clients and promoteformation of healthy relationships.Counselors actively attempt to understandthe diverse cultural backgrounds of theclients they serve. Counselors also exploretheir own cultural identities and howthese affect their values and beliefs aboutthe counseling process.Counselors are encouraged to contributeto 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 CounselorsA.1.a. Primary ResponsibilityThe primary responsibility of counselorsis 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 sufficientand 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 errorsare made in client records, counselorstake 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 counselingplans that offer reasonable promiseof success and are consistent withabilities and circumstances of clients.Counselors and clients regularly reviewcounseling plans to assess their continuedviability and effectiveness, respectingthe freedom of choice of clients.(See A.2.a., A.2.d., A.12.g.)A.1.d. Support Network InvolvementCounselors recognize that supportnetworks hold various meanings inthe lives of clients and consider enlistingthe 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 restrictions,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 counselingprocess and the counselor. Counselorshave 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 InformationNeededCounselors 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, procedures,limitations, potential risks,and benefits of services; thecounselor’s qualifications, credentials,and relevant experience; continuationof services upon the incapacitationor 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 confidentialityand to be provided with an explanationof its limitations (including howsupervisors and/or treatment teamprofessionals are involved); to obtainclear information about their records;to participate in the ongoing counselingplans; and to refuse any servicesor modality change and to be advisedof the consequences of such refusal.A.2.c. Developmental and CulturalSensitivityCounselors communicate informationin ways that are both developmentallyand culturally appropriate.Counselors use clear and understandablelanguage when discussing issuesrelated to informed consent. Whenclients have difficulty understandingthe language used by counselors, theyprovide necessary services (e.g., arrangingfor a qualified interpreteror translator) to ensure comprehensionby clients. In collaboration withclients, counselors consider culturalimplications of informed consent proceduresand, where possible, counselorsadjust their practices accordingly.A.2.d. Inability to Give ConsentWhen counseling minors or personsunable to give voluntary consent, counselorsseek the assent of clients to services,and include them in decisionmaking as appropriate. Counselorsrecognize the need to balance the ethicalrights of clients to make choices,their capacity to give consent or assentto receive services, and parental orfamilial legal rights and responsibilitiesto protect these clients and makedecisions on their behalf.A.3. Clients Served by OthersWhen counselors learn that theirclients are in a professional relationshipwith another mental health professional,they request release fromclients to inform the other professionalsand strive to establish positive andcollaborative professional relationships.A.4. Avoiding Harm andImposing ValuesA.4.a. Avoiding HarmCounselors act to avoid harming theirclients, trainees, and research participantsand to minimize or to remedyunavoidable or unanticipated harm.A.4.b. Personal ValuesCounselors are aware of their ownvalues, attitudes, beliefs, and behaviorsand avoid imposing values that

Standards of Practice for California Community College Counseling Faculty and Programs | 27ACA Code of Ethics5are inconsistent with counselinggoals. Counselors respect the diversityof clients, trainees, and researchparticipants.A.5. Roles and RelationshipsWith Clients(See F.3., F.10., G.3.)A.5.a. Current ClientsSexual or romantic counselor–clientinteractions or relationships with currentclients, their romantic partners, ortheir family members are prohibited.A.5.b. Former ClientsSexual or romantic counselor–clientinteractions or relationships withformer clients, their romantic partners,or their family members areprohibited for a period of 5 yearsfollowing the last professional contact.Counselors, before engaging insexual or romantic interactions orrelationships with clients, their romanticpartners, or client familymembers after 5 years following thelast professional contact, demonstrateforethought and document (inwritten form) whether the interactionsor relationship can be viewed asexploitive in some way and/orwhether there is still potential to harmthe former client; in cases of potentialexploitation and/or harm, thecounselor avoids entering such an interactionor 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 BeneficialInteractionsWhen a counselor–client nonprofessionalinteraction with a client orformer client may be potentiallybeneficial to the client or formerclient, the counselor must documentin case records, prior to the interaction(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. Whereunintentional harm occurs to theclient or former client, or to an individualsignificantly involved withthe client or former client, due tothe nonprofessional interaction,the counselor must show evidenceof an attempt to remedy suchharm. Examples of potentially beneficialinteractions include, but arenot limited to, attending a formal ceremony(e.g., a wedding/commitmentceremony or graduation); purchasinga service or product providedby a client or former client (exceptingunrestricted bartering); hospitalvisits to an ill family member; mutualmembership in a professional association,organization, or community.(See A.5.c.)A.5.e. Role Changes in theProfessional RelationshipWhen a counselor changes a rolefrom the original or most recent contractedrelationship, he or she obtainsinformed consent from the client andexplains the right of the client torefuse services related to the change.Examples of role changes include1. changing from individual to relationshipor 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; and4. 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 LevelsA.6.a. AdvocacyWhen appropriate, counselors advocateat individual, group, institutional,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 toimprove the provision of services andto work toward removal of systemicbarriers or obstacles that inhibit clientaccess, 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 involvedperson. If it becomes apparentthat the counselor may be calledupon to perform potentially conflictingroles, the counselor will clarify,adjust, or withdraw from roles appropriately.(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 process,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 ClientsA.9.a. Quality of CareCounselors strive to take measuresthat enable clients1. 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; and4. to receive complete and adequateassessment regarding their ability tomake competent, rational decisionson their own behalf from a mentalhealth professional who is experiencedin end-of-life care practice.A.9.b. Counselor Competence,Choice, and ReferralRecognizing the personal, moral,and competence issues related to

28 | Standards of Practice for California Community College Counseling Faculty and Programs6 ACA Code of Ethicsend-of-life decisions, counselors maychoose to work or not work with terminallyill clients who wish to exploretheir end-of-life options. Counselorsprovide appropriate referral informationto ensure that clients receivethe necessary help.A.9.c. ConfidentialityCounselors who provide services toterminally ill individuals who are consideringhastening their own deathshave the option of breaking or notbreaking confidentiality, dependingon applicable laws and the specificcircumstances of the situation andafter seeking consultation or supervisionfrom appropriate professionaland legal parties. (See B.5.c., B.7.c.)A.10. Fees and BarteringA.10.a. Accepting Fees FromAgency ClientsCounselors refuse a private fee orother remuneration for renderingservices to persons who are entitledto such services through thecounselor’s employing agency or institution.The policies of a particularagency may make explicit provisionsfor agency clients to receive counselingservices from members of itsstaff in private practice. In such instances,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 considerthe financial status of clients andlocality. In the event that the establishedfee 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 actionsand offer clients the opportunityto make payment.A.10.d. BarteringCounselors may barter only if therelationship is not exploitive or harmfuland does not place the counselorin an unfair advantage, if the clientrequests it, and if such arrangementsare an accepted practice among professionalsin the community. Counselorsconsider the cultural implicationsof bartering and discuss relevant concernswith clients and document such agreementsin a clear written contract.A.10.e. Receiving GiftsCounselors understand the challengesof accepting gifts from clientsand recognize that in some cultures,small gifts are a token of respect andshowing gratitude. When determiningwhether or not to accept a giftfrom clients, counselors take intoaccount the therapeutic relationship,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 andReferralA.11.a. Abandonment ProhibitedCounselors do not abandon or neglectclients in counseling. Counselorsassist in making appropriate arrangementsfor the continuation oftreatment, when necessary, during interruptionssuch 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 continuingcounseling relationships.Counselors are knowledgeable aboutculturally and clinically appropriatereferral resources and suggest thesealternatives. If clients decline the suggestedreferrals, counselors shoulddiscontinue the relationship.A.11.c. Appropriate TerminationCounselors terminate a counselingrelationship when it becomes reasonablyapparent that the client nolonger needs assistance, is not likelyto benefit, or is being harmed by continuedcounseling. Counselors mayterminate counseling when in jeopardyof 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 providerswhen necessary.A.11.d. Appropriate Transfer ofServicesWhen counselors transfer or referclients to other practitioners, theyensure that appropriate clinical andadministrative processes are completedand open communication ismaintained with both clients andpractitioners.A.12. Technology ApplicationsA.12.a. Benefits and LimitationsCounselors inform clients of the benefitsand limitations of using informationtechnology 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 communicationdevices.A.12.b. Technology-AssistedServicesWhen providing technology-assisteddistance counseling services, counselorsdetermine that clients are intellectually,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 inappropriateby the counselor or client,counselors consider deliveringservices face to face.A.12.d. AccessCounselors provide reasonable accessto computer applications whenproviding technology-assisted distancecounseling services.A.12.e. Laws and StatutesCounselors ensure that the use oftechnology does not violate the lawsof any local, state, national, or internationalentity and observe allrelevant statutes.A.12.f. AssistanceCounselors seek business, legal, andtechnical assistance when using technologyapplications, particularlywhen the use of such applicationscrosses state or national boundaries.A.12.g. Technology and InformedConsentAs part of the process of establishinginformed consent, counselors do thefollowing:1. Address issues related to the difficultyof maintaining the confidentialityof 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

Standards of Practice for California Community College Counseling Faculty and Programs | 29ACA Code of Ethics7including family members and fellowemployees 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 transmissionsto general communicationsthat are not client specific.7. Inform clients if and for how longarchival storage of transactionrecords are maintained.8. Discuss the possibility of technologyfailure and alternatemethods of service delivery.9. Inform clients of emergency procedures,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 technologyassisteddistance counseling servicesare not covered by insurance.(See A.2.)A.12.h. Sites on the World WideWebCounselors maintaining sites on theWorld Wide Web (the Internet) dothe following:1. Regularly check that electroniclinks are working and professionallyappropriate.2. Establish ways clients can contactthe counselor in case of technologyfailure.3. Provide electronic links to relevantstate licensure and professionalcertification boards to protectconsumer 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 renderingservices in the event the client isa minor child, an adult who is legallyincompetent, or an adult incapableof giving informed consent.6. Strive to provide a site that is accessibleto persons with disabilities.7. Strive to provide translation capabilitiesfor clients who have adifferent primary language whilealso addressing the imperfect natureof such translations.8. Assist clients in determining the validityand reliability of informationfound on the World Wide Web andother technology applications.Section BConfidentiality,PrivilegedCommunication,and PrivacyIntroductionCounselors recognize that trust is a cornerstoneof the counseling relationship.Counselors aspire to earn the trust ofclients by creating an ongoing partnership,establishing and upholding appropriateboundaries, and maintaining confidentiality.Counselors communicatethe parameters of confidentiality in aculturally competent manner.B.1. Respecting Client RightsB.1.a. Multicultural/DiversityConsiderationsCounselors maintain awareness andsensitivity regarding cultural meaningsof 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 informationfrom 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 informclients of the limitations ofconfidentiality and seek to identifyforeseeable situations in which confidentialitymust be breached. (SeeA.2.b.)B.2. ExceptionsB.2.a. Danger and LegalRequirementsThe general requirement that counselorskeep information confidentialdoes not apply when disclosure isrequired to protect clients or identifiedothers from serious and foreseeableharm or when legal requirementsdemand that confidential informationmust be revealed. Counselorsconsult with other professionals whenin doubt as to the validity of an exception.Additional considerations applywhen addressing end-of-life issues.(See A.9.c.)B.2.b. Contagious, Life-ThreateningDiseasesWhen clients disclose that they have adisease commonly known to be bothcommunicable and life threatening,counselors may be justified in disclosinginformation to identifiable thirdparties, if they are known to be atdemonstrable and high risk of contractingthe 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 engagein any behaviors that may beharmful to an identifiable third party.B.2.c. Court-Ordered DisclosureWhen subpoenaed to release confidentialor privileged informationwithout a client’s permission, counselorsobtain written, informed consentfrom the client or take steps toprohibit the disclosure or have it limitedas narrowly as possible due topotential harm to the client or counselingrelationship.B.2.d. Minimal DisclosureTo the extent possible, clients areinformed before confidential informationis disclosed and are involvedin the disclosure decision-makingprocess. When circumstances requirethe disclosure of confidentialinformation, only essential informationis revealed.B.3. Information Shared WithOthersB.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.)

30 | Standards of Practice for California Community College Counseling Faculty and Programs8 ACA Code of EthicsB.3.b. Treatment TeamsWhen client treatment involves a continuedreview or participation by a treatmentteam, the client will be informedof the team’s existence and composition,information being shared, and thepurposes of sharing such information.B.3.c. Confidential SettingsCounselors discuss confidential informationonly 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 ConfidentialInformationCounselors take precautions to ensurethe confidentiality of informationtransmitted through the use of computers,electronic mail, facsimile machines,telephones, voicemail, answeringmachines, and other electronicor computer technology. (See A.12.g.)B.3.f. Deceased ClientsCounselors protect the confidentialityof deceased clients, consistent withlegal requirements and agency orsetting policies.B.4. Groups and FamiliesB.4.a. Group WorkIn group work, counselors clearlyexplain the importance and parametersof confidentiality for the specificgroup being entered.B.4.b. Couples and FamilyCounselingIn couples and family counseling, counselorsclearly define who is considered“the client” and discuss expectationsand limitations of confidentiality.Counselors seek agreement and documentin writing such agreement amongall involved parties having capacity togive consent concerning eachindividual’s right to confidentiality andany obligation to preserve the confidentialityof information known.B.5. Clients Lacking Capacityto Give Informed ConsentB.5.a. Responsibility to ClientsWhen counseling minor clients oradult clients who lack the capacity togive voluntary, informed consent,counselors protect the confidentialityof information received in thecounseling relationship as specified byfederal and state laws, written policies,and applicable ethical standards.B.5.b. Responsibility to Parents andLegal GuardiansCounselors inform parents and legalguardians about the role of counselorsand the confidential nature ofthe counseling relationship. Counselorsare sensitive to the cultural diversityof families and respect the inherentrights and responsibilities ofparents/guardians over the welfareof their children/charges accordingto law. Counselors work to establish,as appropriate, collaborative relationshipswith parents/guardians tobest serve clients.B.5.c. Release of ConfidentialInformationWhen counseling minor clients oradult clients who lack the capacityto give voluntary consent to releaseconfidential information, counselorsseek permission from an appropriatethird party to disclose information.In such instances, counselorsinform clients consistent with theirlevel of understanding and take culturallyappropriate measures to safeguardclient confidentiality.B.6. RecordsB.6.a. Confidentiality of RecordsCounselors 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 accessto records and copies of recordswhen requested by competent clients.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 withholdingsome or all of the record inthe files of clients. In situations involvingmultiple clients, counselorsprovide individual clients with onlythose parts of records that relateddirectly to them and do not includeconfidential information related toany other client.B.6.e. Assistance With RecordsWhen clients request access to theirrecords, counselors provide assistanceand consultation in interpretingcounseling records.B.6.f. Disclosure or TransferUnless exceptions to confidentialityexist, counselors obtain written permissionfrom 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 AfterTerminationCounselors store records followingtermination of services to ensure reasonablefuture 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 nature,counselors obtain client (orguardian) consent with regards tohandling of such records or documents.(See A.1.b.)B.6.h. Reasonable PrecautionsCounselors take reasonable precautionsto protect client confidentialityin the event of the counselor’stermination of practice, incapacity,or death. (See C.2.h.)B.7. Research and TrainingB.7.a. Institutional ApprovalWhen institutional approval is required,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 understandingand adhering to state, federal,agency, or institutional policies or applicableguidelines regarding confidentialityin their research practices.B.7.c. Confidentiality ofInformation Obtained inResearchViolations of participant privacy andconfidentiality are risks of participationin research involving humanparticipants. Investigators maintain allresearch records in a secure manner.

Standards of Practice for California Community College Counseling Faculty and Programs | 31ACA Code of Ethics9They explain to participants the risksof violations of privacy and confidentialityand disclose to participants anylimits of confidentiality that reasonablycan 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 ResearchInformationCounselors do not disclose confidentialinformation 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 disguisedto 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 publicationis permissible only when theyhave reviewed the material andagreed to its presentation or publication.(See G.4.d.)B.8. ConsultationB.8.a. AgreementsWhen acting as consultants, counselorsseek agreements among all partiesinvolved 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 consultingrelationship is discussed for professionalpurposes only with personsdirectly involved with the case. Writtenand 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 ConfidentialInformationWhen consulting with colleagues,counselors do not disclose confidentialinformation that reasonablycould lead to the identification of aclient or other person or organizationwith whom they have a confidentialrelationship unless they haveobtained the prior consent of theperson or organization or the disclo-sure cannot be avoided. They discloseinformation only to the extentnecessary to achieve the purposes ofthe consultation. (See D.2.d.)Section CProfessionalResponsibilityIntroductionCounselors aspire to open, honest,and accurate communication indealing with the public and otherprofessionals. They practice in a nondiscriminatorymanner within theboundaries of professional and personalcompetence and have a responsibilityto abide by the ACA Codeof Ethics. Counselors actively participatein local, state, and national associationsthat foster the developmentand improvement of counseling.Counselors advocate to promotechange at the individual, group, institutional,and societal levels that improvethe quality of life for individualsand 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 activitiesto maintain and promote theiremotional, physical, mental, and spiritualwell-being to best meet their professionalresponsibilities.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 CompetenceCounselors practice only within theboundaries of their competence,based on their education, training,supervised experience, state and nationalprofessional credentials, andappropriate professional experience.Counselors gain knowledge, personalawareness, sensitivity, and skills pertinentto working with a diverse clientpopulation. (See A.9.b., C.4.e., E.2., F.2.,F.11.b.)C.2.b. New Specialty Areas ofPracticeCounselors practice in specialty areasnew to them only after appropriateeducation, training, and supervisedexperience. While developingskills in new specialty areas, counselorstake steps to ensure the competenceof 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 qualifiedby education, training, supervisedexperience, state and national professionalcredentials, and appropriateprofessional experience. Counselorshire for professional counseling positionsonly individuals who are qualifiedand 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 supervisionas needed to evaluate their efficacyas counselors.C.2.e. Consultation on EthicalObligationsCounselors take reasonable steps toconsult with other counselors or relatedprofessionals when they havequestions regarding their ethical obligationsor professional practice.C.2.f. Continuing EducationCounselors recognize the need for continuingeducation to acquire and maintaina reasonable level of awareness ofcurrent scientific and professional informationin their fields of activity. Theytake steps to maintain competence inthe skills they use, are open to new procedures,and keep current with the diversepopulations and specific populationswith 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 impairmentis likely to harm a client orothers. They seek assistance for problemsthat reach the level of professionalimpairment, and, if necessary, theylimit, suspend, or terminate their professionalresponsibilities until such timeit is determined that they may safelyresume their work. Counselors assistcolleagues or supervisors in recognizingtheir own professional impairment

32 | Standards of Practice for California Community College Counseling Faculty and Programs10 ACA Code of Ethicsand provide consultation and assistancewhen warranted with colleaguesor supervisors showing signs of impairmentand intervene as appropriate toprevent imminent harm to clients. (SeeA.11.b., F.8.b.)C.2.h. Counselor Incapacitation orTermination of PracticeWhen counselors leave a practice,they follow a prepared plan fortransfer of clients and files. Counselorsprepare and disseminate to anidentified colleague or “records custodian”a plan for the transfer ofclients and files in the case of theirincapacitation, death, or terminationof practice.C.3. Advertising and SolicitingClientsC.3.a. Accurate AdvertisingWhen advertising or otherwise representingtheir 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 ThroughEmploymentCounselors do not use their placesof employment or institutional affiliationto recruit or gain clients,supervisees, or consultees for theirprivate practices.C.3.e. Products and TrainingAdvertisementsCounselors who develop productsrelated to their profession or conductworkshops or training eventsensure that the advertisements concerningthese products or events areaccurate and disclose adequate informationfor consumers to make informedchoices. (See C.6.d.)C.3.f. Promoting to Those ServedCounselors do not use counseling,teaching, training, or supervisory relationshipsto promote their productsor training events in a mannerthat is deceptive or would exert undueinfluence on individuals whomay be vulnerable. However, counseloreducators may adopt textbooksthey have authored for instructionalpurposes.C.4. Professional QualificationsC.4.a. Accurate RepresentationCounselors claim or imply only professionalqualifications actually completedand correct any known misrepresentationsof their qualificationsby others. Counselors truthfully representthe qualifications of their professionalcolleagues. Counselorsclearly distinguish between paid andvolunteer work experience and accuratelydescribe their continuingeducation and specialized training.(See C.2.a.)C.4.b. CredentialsCounselors claim only licenses or certificationsthat are current and ingood standing.C.4.c. Educational DegreesCounselors clearly differentiate betweenearned and honorary degrees.C.4.d. Implying Doctoral-LevelCompetenceCounselors clearly state their highestearned degree in counseling or closelyrelated field. Counselors do not implydoctoral-level competence whenonly possessing a master’s degree incounseling or a related field by referringto themselves as “Dr.” in a counselingcontext when their doctorateis not in counseling or related field.C.4.e. Program Accreditation StatusCounselors clearly state the accreditationstatus of their degree programsat the time the degree was earned.C.4.f. Professional MembershipCounselors clearly differentiate betweencurrent, active membershipsand former memberships in associations.Members of the American CounselingAssociation must clearly differentiatebetween professional membership,which implies the possessionof at least a master’s degree in counseling,and regular membership,which is open to individuals whose interestsand activities are consistentwith those of ACA but are not qualifiedfor 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 proscribedby law. Counselors do not discriminateagainst clients, students, employees,supervisees, or research participantsin a manner that has a negativeimpact on these persons.C.6.Public ResponsibilityC.6.a. Sexual HarassmentCounselors do not engage in or condonesexual harassment. Sexual harassmentis defined as sexual solicitation,physical advances, or verbalor nonverbal conduct that is sexualin nature, that occurs in connectionwith professional activities or roles,and that either1. is unwelcome, is offensive, or createsa hostile workplace or learningenvironment, and counselorsknow or are told this; or2. 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 multiplepersistent or pervasive acts.C.6.b. Reports to Third PartiesCounselors are accurate, honest, andobjective in reporting their professionalactivities and judgments to appropriatethird parties, includingcourts, health insurance companies,those who are the recipients of evaluationreports, and others. (See B.3., E.4.)C.6.c. Media PresentationsWhen counselors provide advice orcomment by means of public lectures,demonstrations, radio or televisionprograms, prerecorded tapes,technology-based applications,printed articles, mailed material, orother media, they take reasonableprecautions to ensure that1. the statements are based on appropriateprofessional counselingliterature and practice,2. the statements are otherwise consistentwith the ACA Code of Ethics, and3. the recipients of the informationare not encouraged to infer thata professional counseling relationshiphas 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 ModalitiesCounselors use techniques/ procedures/modalities that are grounded in

Standards of Practice for California Community College Counseling Faculty and Programs | 33ACA Code of Ethics11theory and/or have an empirical orscientific foundation. Counselors whodo not must define the techniques/procedures as “unproven” or “developing”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 StatementsWhen 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 WithOther ProfessionalsIntroductionProfessional 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 relationshipsand systems of communicationwith colleagues to enhance servicesto clients.D.1. Relationships WithColleagues, Employers,and EmployeesD.1.a. Different ApproachesCounselors are respectful of approachesto 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 interdisciplinaryteams delivering multifacetedservices to clients, keep thefocus on how to best serve the clients.They participate in and contribute todecisions that affect the well-being ofclients by drawing on the perspectives,values, and experiences of the counselingprofession 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 expectationsand the parameters of confidentialitywith their colleagues. (SeeB.1.c., B.1.d., B.2.c., B.2.d., B.3.b.)D.1.e. Establishing Professionaland Ethical ObligationsCounselors who are members of interdisciplinaryteams 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 concernsconsistent with client well-being.D.1.f. Personnel Selection andAssignmentCounselors 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. Counselorsstrive 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 organization.When such policies are potentiallydisruptive or damaging toclients or may limit the effectivenessof services provided and change cannotbe effected, counselors take appropriatefurther 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 mannerto expose inappropriate employerpolicies or practices.D.2. ConsultationD.2.a. Consultant CompetencyCounselors take reasonable steps toensure that they have the appropriateresources and competencies when providingconsultation services. Counselorsprovide appropriate referral resourceswhen requested or needed. (See C.2.a.)D.2.b. Understanding ConsulteesWhen providing consultation, counselorsattempt to develop with theirconsultees a clear understanding ofproblem definition, goals for change,and predicted consequences of interventionsselected.D.2.c. Consultant GoalsThe consulting relationship is one inwhich consultee adaptability andgrowth toward self-direction are consistentlyencouraged and cultivated.D.2.d. Informed Consent inConsultationWhen providing consultation, counselorshave an obligation to review,in writing and verbally, the rights andresponsibilities of both counselorsand consultees. Counselors use clearand understandable language to informall parties involved about thepurpose of the services to be provided,relevant costs, potential risksand benefits, and the limits of confidentiality.Working in conjunctionwith the consultee, counselors attemptto develop a clear definitionof the problem, goals for change, andpredicted consequences of interventionsthat are culturally responsiveand appropriate to the needs ofconsultees. (See A.2.a., A.2.b.)Section EEvaluation,Assessment, andInterpretationIntroductionCounselors 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 appropriateeducational, psychological,and career assessment instruments.

34 | Standards of Practice for California Community College Counseling Faculty and Programs12 ACA Code of EthicsE.1. GeneralE.1.a. AssessmentThe primary purpose of educational,psychological, and career assessmentis to provide measurements that arevalid and reliable in either comparativeor absolute terms. These include,but are not limited to, measurementsof ability, personality, interest, intelligence,achievement, and performance.Counselors recognize theneed to interpret the statements inthis section as applying to both quantitativeand 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 respectthe client’s right to know theresults, the interpretations made, andthe bases for counselors’ conclusionsand recommendations.E.2. Competence to Use andInterpret AssessmentInstrumentsE.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 application.Counselors take reasonable measuresto ensure the proper use of psychologicaland career assessment techniquesby persons under their supervision.(See A.12.)E.2.b. Appropriate UseCounselors are responsible for theappropriate application, scoring,interpretation, and use of assessmentinstruments relevant to theneeds of the client, whether theyscore and interpret such assessmentsthemselves 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 educational,psychological, and careermeasurement, including validationcriteria, assessment research, andguidelines for assessment developmentand use.E.3. Informed Consent inAssessmentE.3.a. Explanation to ClientsPrior to assessment, counselors explainthe nature and purposes of assessmentand the specific use of results by potentialrecipients. 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 resultson 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 assessmentresults. (See B.2.c., B.5.)E.4. Release of Data toQualified ProfessionalsCounselors 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 MentalDisordersE.5.a. Proper DiagnosisCounselors take special care to provideproper diagnosis of mentaldisorders. Assessment techniques(including personal interview) usedto determine client care (e.g., locusof treatment, type of treatment, orrecommended follow-up) are carefullyselected and appropriately used.E.5.b. Cultural SensitivityCounselors recognize that cultureaffects the manner in which clients’problems are defined. Clients’ socioeconomicand cultural experiencesare considered when diagnosingmental disorders. (See A.2.c.)E.5.c. Historical and SocialPrejudices in the Diagnosisof PathologyCounselors recognize historical andsocial prejudices in the misdiagnosisand pathologizing of certain individualsand groups and the role ofmental health professionals in perpetuatingthese 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 ofInstrumentsCounselors carefully consider thevalidity, reliability, psychometric limitations,and appropriateness of instrumentswhen selecting assessments.E.6.b. Referral InformationIf a client is referred to a third partyfor assessment, the counselor providesspecific referral questions andsufficient objective data about theclient to ensure that appropriate assessmentinstruments are utilized. (SeeA.9.b., B.3.)E.6.c. Culturally DiversePopulationsCounselors are cautious when selectingassessments for culturally diversepopulations to avoid the use of instrumentsthat lack appropriate psychometricproperties 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 ConditionsCounselors administer assessmentsunder the same conditions that wereestablished in their standardization.When assessments are not administeredunder standard conditions, asmay be necessary to accommodateclients with disabilities, or when unusualbehavior or irregularities occurduring the administration, those conditionsare noted in interpretation,and the results may be designated asinvalid or of questionable validity.E.7.b. TechnologicalAdministrationCounselors ensure that administrationprograms function properly andprovide clients with accurate resultswhen technological or otherelectronic methods are used for assessmentadministration.E.7.c. Unsupervised AssessmentsUnless the assessment instrument is designed,intended, and validated forself-administration and/or scoring,

Standards of Practice for California Community College Counseling Faculty and Programs | 35ACA Code of Ethics13counselors do not permit inadequatelysupervised use.E.7.d. Disclosure of FavorableConditionsPrior to administration of assessments,conditions that produce mostfavorable assessment results are madeknown to the examinee.E.8. Multicultural Issues/Diversity in AssessmentCounselors use with caution assessmenttechniques that were normedon populations other than that of theclient. Counselors recognize the effectsof age, color, culture, disability,ethnic group, gender, race, languagepreference, religion, spirituality,sexual orientation, and socioeconomicstatus on test administrationand interpretation, and place test resultsin proper perspective with otherrelevant factors. (See A.2.c., E.5.b.)E.9. Scoring and Interpretationof AssessmentsE.9.a. ReportingIn reporting assessment results, counselorsindicate 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 respondentresults. 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 qualificationsapplicable to their use. Thepublic offering of an automated testinterpretations service is considered aprofessional-to-professional consultation.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 assessmenttechniques consistent with legal andcontractual obligations. Counselorsdo not appropriate, reproduce, ormodify published assessments or partsthereof without acknowledgment andpermission from the publisher.E.11. Obsolete Assessmentsand Outdated ResultsCounselors do not use data or resultsfrom assessments that are obsoleteor outdated for the current purpose.Counselors make every effort to preventthe misuse of obsolete measuresand assessment data by others.E.12. Assessment ConstructionCounselors use established scientificprocedures, relevant standards, andcurrent professional knowledge forassessment design in the development,publication, and utilization ofeducational and psychological assessmenttechniques.E.13. Forensic Evaluation:Evaluation for LegalProceedingsE.13.a. Primary ObligationsWhen providing forensic evaluations,the primary obligation of counselorsis to produce objective findings thatcan be substantiated based on informationand techniques appropriateto the evaluation, which may includeexamination of the individual and/or review of records. Counselors areentitled to form professional opinionsbased on their professional knowledgeand expertise that can be supportedby the data gathered in evaluations.Counselors will define the limitsof their reports or testimony, especiallywhen an examination of the individualhas not been conducted.E.13.b. Consent for EvaluationIndividuals being evaluated are informedin writing that the relationshipis for the purposes of an evaluationand is not counseling in nature, andentities or individuals who will receivethe evaluation report areidentified. Written consent to beevaluated is obtained from thosebeing evaluated unless a court ordersevaluations to be conductedwithout the written consent of individualsbeing evaluated. Whenchildren or vulnerable adults arebeing evaluated, informed writtenconsent is obtained from a parentor guardian.E.13.c. Client EvaluationProhibitedCounselors do not evaluate individualsfor forensic purposes they currentlycounsel or individuals theyhave counseled in the past. Counselorsdo not accept as counseling clientsindividuals they are evaluatingor individuals they have evaluated inthe past for forensic purposes.E.13.d. Avoid Potentially HarmfulRelationshipsCounselors who provide forensicevaluations avoid potentially harmfulprofessional or personal relationshipswith family members, romanticpartners, and close friends of individualsthey are evaluating or haveevaluated in the past.Section FSupervision, Training,and TeachingIntroductionCounselors aspire to foster meaningfuland respectful professional relationshipsand to maintain appropriate boundarieswith supervisees and students. Counselorshave theoretical and pedagogicalfoundations for their work and aim tobe fair, accurate, and honest in theirassessments of counselors-in-training.F.1. Counselor Supervisionand Client WelfareF.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 reviewcase 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 ensurethat clients are aware of thequalifications of the superviseeswho render services to the clients.(See A.2.b.)

36 | Standards of Practice for California Community College Counseling Faculty and Programs14 ACA Code of EthicsF.1.c. Informed Consent and ClientRightsSupervisors make supervisees awareof client rights including the protectionof client privacy and confidentialityin the counseling relationship.Supervisees provide clients with professionaldisclosure information andinform them of how the supervisionprocess influences the limits of confidentiality.Supervisees make clientsaware of who will have access torecords of the counseling relationshipand how these records will beused. (See A.2.b., B.1.d.)F.2. Counselor SupervisionCompetenceF.2.a. Supervisor PreparationPrior to offering clinical supervisionservices, counselors are trained insupervision methods and techniques.Counselors who offer clinical supervisionservices regularly pursue continuingeducation activities includingboth counseling and supervision topicsand skills. (See C.2.a., C.2.f.)F.2.b. Multicultural Issues/Diversityin SupervisionCounseling supervisors are awareof and address the role ofmulticulturalism/diversity in thesupervisory relationship.F.3. Supervisory RelationshipsF.3.a. Relationship Boundaries WithSuperviseesCounseling supervisors clearly defineand maintain ethical professional,personal, and social relationshipswith their supervisees. Counseling supervisorsavoid nonprofessional relationshipswith current supervisees.If supervisors must assume otherprofessional roles (e.g., clinical andadministrative supervisor, instructor)with supervisees, they work tominimize potential conflicts and explainto supervisees the expectationsand responsibilities associatedwith each role. They do not engagein any form of nonprofessional interactionthat 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 condoneor subject supervisees to sexualharassment. (See C.6.a.)F.3.d. Close Relatives and FriendsCounseling supervisors avoid acceptingclose relatives, romantic partners,or friends as supervisees.F.3.e. Potentially BeneficialRelationshipsCounseling supervisors are aware of thepower differential in their relationshipswith supervisees. If they believe nonprofessionalrelationships with a superviseemay be potentially beneficial to thesupervisee, they take precautions similarto those taken by counselors whenworking with clients. Examples of potentiallybeneficial interactions orrelationships include attending a formalceremony; hospital visits; providingsupport during a stressful event; or mutualmembership in a professionalassociation, organization, or community.Counseling supervisors engage inopen discussions with supervisees whenthey consider entering into relationshipswith them outside of their roles asclinical and/or administrative supervisors.Before engaging in nonprofessionalrelationships, supervisors discusswith supervisees and document therationale for such interactions, potentialbenefits or drawbacks, and anticipatedconsequences 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 forSupervisionSupervisors are responsible for incorporatinginto their supervision theprinciples of informed consent andparticipation. Supervisors informsupervisees of the policies and proceduresto which they are to adhere andthe mechanisms for due process appealof individual supervisory actions.F.4.b. Emergencies and AbsencesSupervisors establish and communicateto 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 RelationshipSupervisors or supervisees have theright to terminate the supervisoryrelationship with adequate notice.Reasons for withdrawal are providedto the other party. When cultural,clinical, or professional issues arecrucial to the viability of the supervisoryrelationship, both parties makeefforts to resolve differences. Whentermination is warranted, supervisorsmake appropriate referrals to possiblealternative supervisors.F.5. Counseling SupervisionEvaluation, Remediation,and EndorsementF.5.a. EvaluationSupervisors document and providesupervisees with ongoing performanceappraisal and evaluation feedbackand schedule periodic formalevaluative sessions throughout thesupervisory relationship.F.5.b. LimitationsThrough ongoing evaluation andappraisal, supervisors are aware ofthe limitations of supervisees thatmight impede performance. Supervisorsassist supervisees in securing remedialassistance when needed. Theyrecommend dismissal from trainingprograms, applied counseling settings,or state or voluntary professionalcredentialing processes whenthose supervisees are unable to providecompetent 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 acceptablereferrals. Counselors do not providecounseling services to supervisees.Supervisors address interpersonalcompetencies in terms of the impactof these issues on clients, the supervisoryrelationship, and professionalfunctioning. (See F.3.a.)F.5.d. EndorsementSupervisors endorse supervisees for certification,licensure, employment, orcompletion of an academic or trainingprogram only when they believesupervisees are qualified for the endorsement.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.

Standards of Practice for California Community College Counseling Faculty and Programs | 37ACA Code of Ethics15F.6. Responsibilities ofCounselor EducatorsF.6.a. Counselor EducatorsCounselor educators who areresponsible for developing, implementing,and supervising educationalprograms are skilled as teachers andpractitioners. They are knowledgeableregarding the ethical, legal, andregulatory aspects of the profession,are skilled in applying that knowledge,and make students andsupervisees aware of their responsibilities.Counselor educators conductcounselor education and trainingprograms in an ethical mannerand serve as role models for professionalbehavior. (See C.1., C.2.a., C.2.c.)F.6.b. Infusing Multicultural Issues/DiversityCounselor educators infuse materialrelated to multicultluralism/diversity intoall courses and workshops for the developmentof professional counselors.F.6.c. Integration of Study andPracticeCounselor educators establish educationand training programs thatintegrate academic study and supervisedpractice.F.6.d. Teaching EthicsCounselor educators make studentsand supervisees aware of the ethicalresponsibilities and standards of theprofession and the ethical responsibilitiesof students to the profession. Counseloreducators infuse ethical considerationsthroughout the curriculum.(See C.1.)F.6.e. Peer RelationshipsCounselor educators make every effortto ensure that the rights of peersare not compromised when studentsor supervisees lead counseling groupsor provide clinical supervision. Counseloreducators take steps to ensurethat students and supervisees understandthey have the same ethical obligationsas counselor educators,trainers, and supervisors.F.6.f. Innovative Theories andTechniquesWhen counselor educators teach counselingtechniques/procedures that areinnovative, without an empirical foundation,or without a well-groundedtheoretical foundation, they define thecounseling techniques/procedures as“unproven” or “developing” and explainto 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 educatorsprovide clearly stated roles andresponsibilities for the student or supervisee,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 confidentiality.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 clientpermission before they use anyinformation concerning the counselingrelationship in the training process.(See A.2.b.)F.7. Student WelfareF.7.a. OrientationCounselor educators recognize thatorientation is a developmental processthat continues throughout theeducational and clinical training ofstudents. Counseling faculty provideprospective students with informationabout the counselor educationprogram’s expectations:1. the type and level of skill andknowledge acquisition requiredfor successful completion of thetraining;2. program training goals, objectives,and mission, and subjectmatter to be covered;3. bases for evaluation;4. training components that encourageself-growth or self-disclosureas part of the training process;5. the type of supervision settings andrequirements of the sites for requiredclinical field experiences;6. student and supervisee evaluationand dismissal policies andprocedures; and7. up-to-date employment prospectsfor graduates.F.7.b. Self-Growth ExperiencesCounselor education programs delineaterequirements for self-disclosureor self-growth experiences in theiradmission and program materials.Counselor educators use professionaljudgment when designing trainingexperiences they conduct thatrequire student and supervisee selfgrowthor 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. Evaluativecomponents of experientialtraining experiences explicitly delineatepredetermined academic standardsthat are separate and do notdepend on the student’s level of selfdisclosure.Counselor educatorsmay require trainees to seek professionalhelp to address any personalconcerns that may be affecting theircompetency.F.8. Student ResponsibilitiesF.8.a. Standards for StudentsCounselors-in-training have a responsibilityto understand and follow theACA Code of Ethics and adhere to applicablelaws, regulatory policies, andrules and policies governing professionalstaff 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 serviceswhen 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 effectivelyprovide 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 StudentsF.9.a. EvaluationCounselors clearly state to students,prior to and throughout the trainingprogram, the levels of competencyexpected, appraisal methods,and timing of evaluations for bothdidactic and clinical competencies.Counselor educators provide students

38 | Standards of Practice for California Community College Counseling Faculty and Programs16 ACA Code of Ethicswith ongoing performance appraisaland evaluation feedback throughoutthe training program.F.9.b. LimitationsCounselor educators, throughoutongoing evaluation and appraisal,are aware of and address the inabilityof some students to achievecounseling competencies thatmight impede performance. Counseloreducators1. assist students in securing remedialassistance when needed,2. seek professional consultation anddocument their decision to dismissor refer students for assistance, and3. ensure that students have recoursein a timely manner to addressdecisions to require themto seek assistance or to dismissthem and provide students withdue process according to institutionalpolicies 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, counseloreducators provide acceptablereferrals.F. 10. Roles and RelationshipsBetween CounselorEducators and StudentsF.10.a. Sexual or RomanticRelationshipsSexual or romantic interactions orrelationships with current studentsare prohibited.F.10.b. Sexual HarassmentCounselor educators do not condoneor subject students to sexualharassment. (See C.6.a.)F.10.c. Relationships WithFormer StudentsCounselor educators are aware ofthe power differential in the relationshipbetween faculty and students.Faculty members foster opendiscussions with former studentswhen considering engaging in a social,sexual, or other intimate relationship.Faculty members discusswith the former student how theirformer relationship may affect thechange in relationship.F.10.d. Nonprofessional RelationshipsCounselor educators avoid nonprofessionalor ongoing professional relationshipswith students in whichthere is a risk of potential harm tothe student or that may compromisethe training experience or grades assigned.In addition, counselor educatorsdo not accept any form of professionalservices, fees, commissions,reimbursement, or remunerationfrom a site for student or superviseeplacement.F.10.e. Counseling ServicesCounselor educators do not serve ascounselors to current students unlessthis is a brief role associated witha training experience.F.10.f. Potentially BeneficialRelationshipsCounselor educators are aware ofthe power differential in the relationshipbetween faculty and students.If they believe a nonprofessionalrelationship with a student maybe potentially beneficial to the student,they take precautions similar to thosetaken by counselors when working withclients. Examples of potentially beneficialinteractions or relationships include,but are not limited to, attendinga formal ceremony; hospital visits;providing support during astressful event; or mutual membershipin a professional association,organization, or community. Counseloreducators engage in open discussionswith 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 consequencesfor the student. Educatorsclarify the specific nature and limitationsof the additional role(s) they willhave with the student prior to engagingin a nonprofessional relationship.Nonprofessional relationships withstudents should be time-limited andinitiated with student consent.F.11. Multicultural/DiversityCompetence in CounselorEducation and TrainingProgramsF.11.a. Faculty DiversityCounselor educators are committedto recruiting and retaining a diversefaculty.F.11.b. Student DiversityCounselor educators actively attemptto recruit and retain a diversestudent body. Counselor educatorsdemonstrate commitment tomulticultural/diversity competenceby recognizing and valuing diversecultures and types of abilities studentsbring to the training experience.Counselor educators provide appropriateaccommodations that enhance andsupport diverse student well-being andacademic performance.F.11.c. Multicultural/DiversityCompetenceCounselor educators actively infusemulticultural/diversity competencyin their training and supervision practices.They actively train students togain awareness, knowledge, and skillsin the competencies of multiculturalpractice. Counselor educators includecase examples, role-plays, discussionquestions, and other classroom activitiesthat promote and represent variouscultural perspectives.Section GResearch andPublicationIntroductionCounselors 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 participatingfully and willingly wheneverpossible. Counselors minimize biasand respect diversity in designing andimplementing research programs.G.1. Research ResponsibilitiesG.1.a. Use of Human ResearchParticipantsCounselors plan, design, conduct,and report research in a manner thatis consistent with pertinent ethicalprinciples, federal and state laws,host institutional regulations, and scientificstandards governing researchwith human research participants.G.1.b. Deviation From StandardPracticeCounselors seek consultation andobserve stringent safeguards to protectthe rights of research participantswhen a research problem suggests adeviation from standard or acceptablepractices.

Standards of Practice for California Community College Counseling Faculty and Programs | 39ACA Code of Ethics17G.1.c. Independent ResearchersWhen independent researchers donot have access to an InstitutionalReview Board (IRB), they shouldconsult with researchers who arefamiliar with IRB procedures to provideappropriate 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 causinginjurious psychological, emotional,physical, or social effects to participants.G.1.e. Principal ResearcherResponsibilityThe ultimate responsibility for ethicalresearch practice lies with the principalresearcher. All others involved in the researchactivities share ethical obligationsand responsibility for their own actions.G.1.f. Minimal InterferenceCounselors take reasonable precautionsto avoid causing disruptions inthe lives of research participants thatcould be caused by their involvementin research.G.1.g. Multicultural/DiversityConsiderations in ResearchWhen appropriate to research goals,counselors are sensitive to incorporatingresearch 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 inResearchIndividuals have the right to consentto become research participants. Inseeking consent, counselors use languagethat1. accurately explains the purposeand procedures to be followed,2. identifies any procedures that areexperimental or relatively untried,3. describes any attendant discomfortsand risks,4. describes any benefits or changesin individuals or organizations thatmight be reasonably expected,5. discloses appropriate alternativeprocedures that would be advantageousfor participants,6. offers to answer any inquiriesconcerning the procedures,7. describes any limitations onconfidentiality,8. describes the format and potentialtarget audiences for the disseminationof research findings, and9. 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 justifiesthe deception. If such deceptionhas the potential to cause physical oremotional harm to research participants,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/SuperviseeParticipationResearchers 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 educationalresearch are provided with anappropriate alternative to fulfill theiracademic or clinical requirements.G.2.d. Client ParticipationCounselors conducting research involvingclients make clear in the informedconsent process that clientsare free to choose whether or not toparticipate in research activities.Counselors take necessary precautionsto protect clients from adverseconsequences of declining or withdrawingfrom participation.G.2.e. Confidentiality ofInformationInformation obtained about researchparticipants during the courseof an investigation is confidential.When the possibility exists that othersmay obtain access to such information,ethical research practice requiresthat the possibility, togetherwith the plans for protecting confidentiality,be explained to participantsas a part of the procedure forobtaining informed consent.G.2.f. Persons Not Capable ofGiving Informed ConsentWhen a person is not capable of givinginformed consent, counselorsprovide an appropriate explanation to,obtain agreement for participationfrom, and obtain the appropriate consentof a legally authorized person.G.2.g. Commitments to ParticipantsCounselors take reasonable measuresto honor all commitments to researchparticipants. (See A.2.c.)G.2.h. Explanations After DataCollectionAfter data are collected, counselorsprovide participants with full clarificationof the nature of the study to removeany misconceptions participantsmight have regarding the research.Where scientific or human valuesjustify delaying or withholding information,counselors take reasonablemeasures to avoid causing harm.G.2.i. Informing SponsorsCounselors inform sponsors, institutions,and publication channels regardingresearch procedures andoutcomes. Counselors ensure thatappropriate bodies and authoritiesare given pertinent information andacknowledgement.G.2.j. Disposal of ResearchDocuments and RecordsWithin a reasonable period of time followingthe completion of a researchproject or study, counselors take stepsto destroy records or documents(audio, video, digital, and written) containingconfidential 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. NonprofessionalRelationshipsNonprofessional relationships with researchparticipants should be avoided.G.3.b. Relationships With ResearchParticipantsSexual or romantic counselor–researchparticipant interactions or relationshipswith current research participantsare prohibited.G.3.c. Sexual Harassment andResearch ParticipantsResearchers do not condone or subjectresearch participants to sexualharassment.

40 | Standards of Practice for California Community College Counseling Faculty and Programs18 ACA Code of EthicsG.3.d. Potentially BeneficialInteractionsWhen a nonprofessional interactionbetween the researcher and the researchparticipant may be potentiallybeneficial, the researcher must document,prior to the interaction (whenfeasible), the rationale for such an interaction,the potential benefit, andanticipated consequences for the researchparticipant. Such interactionsshould be initiated with appropriateconsent of the research participant.Where unintentional harm occurs tothe research participant due to thenonprofessional interaction, the researchermust show evidence of an attemptto remedy such harm.G.4. Reporting ResultsG.4.a. Accurate ResultsCounselors plan, conduct, and reportresearch accurately. They providethorough discussions of the limitationsof their data and alternativehypotheses. Counselors do not engagein misleading or fraudulent research,distort data, misrepresentdata, or deliberately bias their results.They explicitly mention all variablesand conditions known to the investigatorthat may have affected the outcomeof a study or the interpretationof data. They describe the extentto which results are applicablefor diverse populations.G.4.b. Obligation to ReportUnfavorable ResultsCounselors 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, reportresearch results, or make originaldata available take due care todisguise the identity of respective participantsin the absence of specificauthorization from the participantsto do otherwise. In situations whereparticipants self-identify their involvementin research studies, researcherstake active steps to ensure thatdata is adapted/changed to protectthe 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 ContributionsWhen conducting and reporting research,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 IdeasCounselors fully acknowledge andmake editorial reviewers aware ofprior publication of ideas or datawhere such ideas or data are submittedfor review or publication.G.5.d. ContributorsCounselors give credit through jointauthorship, acknowledgment, footnotestatements, 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 contributionsare acknowledged in notes orintroductory statements.G.5.e. Agreement of ContributorsCounselors who conduct joint researchwith 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 primarycontributors, they are listed asprincipal authors.G.5.g. Duplicate SubmissionCounselors submit manuscripts forconsideration to only one journal ata time. Manuscripts that are publishedin whole or in substantial partin another journal or published workare not submitted for publicationwithout acknowledgment and permissionfrom the previous publication.G.5.h. Professional ReviewCounselors who review material submittedfor publication, research, orother scholarly purposes respect theconfidentiality and proprietaryrights of those who submitted it.Counselors use care to make publicationdecisions based on valid anddefensible standards. Counselors reviewarticle submissions in a timelymanner and based on their scopeand competency in research methodologies.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 HResolvingEthical IssuesIntroductionCounselors behave in a legal, ethical, andmoral manner in the conduct of theirprofessional work. They are aware thatclient protection and trust in the professiondepend on a high level of professionalconduct. 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 communicationamong all parties involved andseek consultation with colleagues andsupervisors when necessary. Counselorsincorporate ethical practice into theirdaily professional work. They engage inongoing professional development regardingcurrent 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 professionalorganizations or from certificationand licensure bodies ofwhich they are members. Lack ofknowledge or misunderstanding ofan ethical responsibility is not a

Standards of Practice for California Community College Counseling Faculty and Programs | 41ACA Code of Ethics19defense against a charge of unethicalconduct.H.1.b. Conflicts Between Ethicsand LawsIf 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, counselorsmay adhere to the requirementsof law, regulations, or other governinglegal authority.H.2. Suspected ViolationsH.2.a. Ethical Behavior ExpectedCounselors expect colleagues to adhereto the ACA Code of Ethics. Whencounselors possess knowledge thatraises doubts as to whether anothercounselor is acting in an ethical manner,they take appropriate action. (SeeH.2.b., H.2.c.)H.2.b. Informal ResolutionWhen counselors have reason to believethat another counselor is violatingor has violated an ethical standard,they attempt first to resolve theissue informally with the other counselorif feasible, provided such actiondoes not violate confidentiality rightsthat may be involved.H.2.c. Reporting Ethical ViolationsIf an apparent violation has substantiallyharmed, or is likely to substantiallyharm a person or organizationand is not appropriate for informalresolution or is not resolved properly,counselors take further action appropriateto the situation. Such actionmight include referral to state or nationalcommittees on professional ethics,voluntary national certificationbodies, state licensing boards, or tothe appropriate institutional authorities.This standard does not apply whenan intervention would violate confidentialityrights or when counselorshave been retained to review the workof another counselor whose professionalconduct is in question.H.2.d. ConsultationWhen uncertain as to whether a particularsituation 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 Ethics,with colleagues, or with appropriateauthoritiesH.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 supervisorsor other responsible officials theircommitment to the ACA Code of Ethics.When possible, counselors worktoward change within the organizationto allow full adherence to theACA Code of Ethics. In doing so, theyaddress any confidentiality issues.H.2.f. Unwarranted ComplaintsCounselors do not initiate, participatein, or encourage the filing ofethics complaints that are made withreckless disregard or willful ignoranceof facts that would disprovethe allegation.H.2.g. Unfair DiscriminationAgainst Complainants andRespondentsCounselors do not deny persons employment,advancement, admissionto academic or other programs, tenure,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 proceedingsor considering other appropriateinformation.H.3. Cooperation With EthicsCommitteesCounselors assist in the process of enforcingthe ACA Code of Ethics. Counselorscooperate with investigations, proceedings,and requirements of theACA Ethics Committee or ethics committeesof other duly constituted associationsor boards having jurisdictionover those charged with a violation.Counselors are familiar with the ACAPolicy and Procedures for Processing Complainsof Ethical Violations and use it as areference for assisting in the enforcementof the ACA Code of Ethics.

42 | Standards of Practice for California Community College Counseling Faculty and ProgramsAdvocacy – promotion of the well-being of individuals andgroups, and the counseling profession within systems andorganizations. Advocacy seeks to remove barriers and obstaclesthat inhibit access, growth, and development.Assent – to demonstrate agreement, when a person is otherwisenot 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 counselorin-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 engagesin a formal relationship with a practicing counseloror counselor-in-training for the purpose of overseeingthat 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 artisticrecording of the work within the counseling relationshipbetween counselor and client.Examinee – a recipient of any professional counseling servicethat includes educational, psychological, and career appraisalutilizing 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 awarenessand knowledge is applied effectively in practicewith clients and client groups.Multicultural/Diversity Counseling – counseling that recognizesdiversity 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 preparationas 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 professionalclinical work of counselors and counselors-in-training.Teaching – all activities engaged in as part of a formal educationalprogram 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.20

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