GROUP 1

How do you explain ethics?

In philosophy, ethical behavior is that which is “good.” The field of ethics or moral philosophy
involves developing, defending, and recommending concepts of right and wrong behavior. These
concepts do not change as one's desires and motivations change. They are not relative to the
situation

What are the ethics of Counselling profession?

The fundamental values of counselling and psychotherapy include a commitment to: Respecting
human rights and dignity. Protecting the safety of clients. Ensuring theintegrity of practitioner-
client relationships.

What are the ethical principles of counseling?

The fundamental principles of counseling include autonomy, beneficence, nonmaleficence,

justice, and fidelity. ... The counselor must respect the client as an autonomous individual,
including the right to privacy and informed consent.

Why a counselor should follow the code of ethics?

This code serves as a guideline for professional counselors, as well as a basis on which to process
complaints and ethical concerns against counselors. Ethics are important in counseling, as they
are a means to protect the welfare of the client andcounselors by clearly outlining what is
appropriate.

GROUP 2

Ethical Principles
Ethical principles are one framework that can be used to work through an ethical dilemma. All
principles are considered equal with generally, no one holding greater weight or importance than
another. Application of the ethical principles may provide sufficient scope and information to
either clarify the dimensions of the problem or even, formulate an acceptable action to address
an ethical dilemma.

There are five (5) ethical principles considered relevant to counselling:

1. Respect for Autonomy
2. Non-maleficence
3. Beneficence
4. Justice
5. Fidelity
Respect for Autonomy
The freedom of clients to choose their own direction – respecting that the client has the ability
to make choices free from the constraints of others (Welfel, 1998; Corey, Corey and Callanan,
2007). The role of the counsellor is to acknowledge client autonomy and to respect this right.

An autonomous action is one that cannot interfere with the autonomy of another. An individual
is to be aware of the choice taken and the effect/consequences it has on others (Welfel, 1998).

Limitations to client autonomy apply to those clients who are currently unable to understand the
repercussions of their action – for example children and mental health patients (Welfel, 1998).

Non-maleficence
This term means to do no harm. It is a concept derived from the medical profession. Autonomy
relates to the individual client, non-maleficence refers to the abilities of the counsellor.
Counsellors have a responsibility to avoid utilising interventions that could or have the potential
to harm clients (Welfel, 1998; Corey et al., 2007).

In practice counsellors are expected to undertake thorough evaluation of the client’s concerns
and apply appropriately determined and explained interventions.

Beneficence
Considered the responsibility to do good and to contribute to the welfare of the client (Forester-
Miller and Davis 1996). The counsellor is expected to do the best for the client and if unable to
assist, to offer alternatives as appropriate.

Welfel (1998, p36) also asserts that beneficence ‘requires that counselors engage in professional
activities that provide general benefit to the public.

Justice
Justice means to act in a fair or just manner. It is expected that counsellors will act in a non-
discriminatory manner to individuals or groups. Forester-Miller and Davis (1996) suggest that
although justice instructs counsellors to act fairly it does not mean treating all individuals the
same rather it relates to equity. It is the counsellor’s ability to acknowledge inequity and apply
intervention to suit.

Fidelity
This principle deals with the trust relationship between the counsellor and their client. The
interests of the client are placed before those of the counsellor even if such loyalty (towards the
client) is inconvenient or uncomfortable for the counsellor (Welfel, 1998).

A client needs to be able to trust that the words and actions of the counsellor are truthful and
reliable. The counsellor however, does not need to share every fleeting thought or reaction.

In summary
 Application of ethical principles may provide a counsellor with solution to an ethical dilemma.

 Counsellors acknowledge client autonomy and respect this right unless it interferes with the
autonomy of others.

 Non-maleficence is the principle of ‘do no harm’ in which counsellors do not undertake and
actively avoid activities that could be detrimental to clients.

 Beneficence involves doing good both within the counselling relationship and as a member of
the greater community.

 Justice entitles client to treatment based on fairness and equity. The counsellor acting a
manner that is non-discriminatory.
 Fidelity is based on trust within the client-counsellor relationship.

GROUP 3

Counseling Center Core Principles

We believe these principles are at the heart of every effective clinical interaction.
Individually and collectively, we strive to make sure that we adhere to these principles.
They shape our interventions as clinicians, our interactions as colleagues and our liaison,
consultation and outreach to the larger Skidmore College Community.

COMPASSION

Students who come to the Counseling Center are typically in some kind of emotional pain,
distress or confusion. We strive to provide an empathic, nonjudgmental environment
where we listen to students carefully and without preconceptions and where students will
feel heard and validated.

COLLABORATION

Effective mental health interventions always involve good collaboration between

clinicians and clients. We strive to insure that our clients are equal participants in their
therapy, that they understand their treatment plan and that the relationships between
students and Counseling Center staff are open and respectful. We also strive to maintain
effective teamwork within the Counseling Center and to collaborate effectively acr oss
campus with other student services, with faculty and with parents.

EXPERTISE

As clinicians, we take our responsibility to provide expert care seriously. We take

responsibility for our continued growth as professionals. We are open about our
professional credentials and training and we use consultation services as needed and
appropriate.

RESPECT FOR AUTONOMY

We respect that the students coming to the Counseling Center are emerging adults, who
are taking responsibility for seeking help to solve their problems. We believe that
treatment is there to help students provide their own answers and solutions to their
questions and problems. We encourage students to work with us to meet their goals and
to assume responsibility for their current lives and future direction.

SENSITIVITY TO DIFFERENCE

We understand, appreciate and celebrate the differences that exist between individuals
at Skidmore. We are committed to insuring that the Counseling Center is a welcoming and
safe space for all.

CONFIDENTIALITY

Our staff recognizes the importance of privacy and safety as the basis of effective therapy.
We take student confidentiality very seriously. We do not share information about
students seeking help at the Counseling Center with anyone without written permis sion.
Exceptions to confidentiality are rare and specifically mandated by law and professional
ethics. We make sure to review confidentiality during our first contacts with all students
and are available to answer any questions about confidentiality as the y may arise in the
course of treatment.

GROUP 4

Why a counselor should follow the code of ethics?

This code serves as a guideline for professional counselors, as well as a basis on which to process
complaints and ethical concerns against counselors. Ethics are important in counseling, as they
are a means to protect the welfare of the client andcounselors by clearly outlining what is
appropriate.

The Code Of Ethics For Counselors

A. Qualifications and Competencies of Counselors’

1. KNOWLEDGE
Guidance counsellors should seek to possess and integrate the following competencies
in knowledge of:
1.1 Major theories of counselling and psychotherapy;
1.2 Major theories of the functioning and leadership of experiential groups;
1.3 Life span developmental psychology and its relationship to counselling;
1.4 The main factors underlying personal development;
1.5 Contextual and systemic factors that affect human functioning, including social,
biological and family factors;
1.6 Factors affecting wellbeing and distress;
1.7 The nature of human and cultural diversity with reference to such factors as age,
class, race, gender, ethnicity, levels of ability, language, spiritual and religious
beliefs, educational achievement and sexuality;
1.8 Current professional developments relevant to practice settings;
1.9 Research underlying effective practice.

GROUP 5
2. THE COUNSELLING RELATIONSHIP
Guidance counsellors should seek to exercise the following competencies when working
with client(s):
2.1 Explain the scope of practice and attend to clients’ expectations of counselling
including the responsibilities of both the guidance counsellor and client in the
counselling relationship;
2.2 Explain confidentiality and its limits and obtain informed consent where required;
2.4 Be able to contract and set boundaries appropriately;
2.4 Develop the ability and the confidence to establish and maintain a collaborative,
congruent and effective relationship with the client informed by a theoretical
framework;
2.5 Demonstrate core conditions of the counselling relationship (empathy, genuineness
and unconditional positive regard)
2.6 Employ an eclectic and balanced approach to assisting clients by attending to
sensations, feelings, thoughts and behavior;
2.7 Demonstrate a range of individual and group counselling and communication skills
such as active listening, clarifying, focusing, paraphrasing, questioning, probing,
reflecting feelings, and goal setting;
2.8 Pay attention to the significance of non-verbal communication and respond
appropriately;
2.9 Have the confidence to challenge clients when it is appropriate to do so, and to be
challenged in turn;
2.10 Recognize and manage conflict in the client counsellor relationship;
2.11 Monitor the quality of the client-counsellor relationship on an ongoing basis;
2.12 Be able to provide clients with accessible explanations about their approach and
techniques;
2.13 Demonstrate an ability to appropriately support clients on a range of issues such
as bereavement, bullying, health issues, relationship issues, suicide and self-
harm, transitional difficulties, stress, personal/sexual identity and peer pressure;
 2.14 Facilitate clients in identifying options, making decisions, resolving difficulties and
making a personal life plan;
2.15 Identify and respond to clients’ vulnerabilities, strengths, resilience and resources;
2.16 Demonstrate an awareness of and sensitivity to the unique familial, social,
cultural, and economic circumstances of clients and their racial/ethnic, gender,
age, physical, and learning differences;
2.17 Be aware when losing grounding and take appropriate action (which may include
re-grounding, seeking supervision, or referring the client to other professionals);
2.18 Recognize when to conclude counselling and facilitate effective closure process.

GROUP 6

3. COUNSELLING SKILLS
Guidance counsellors should seek to exercise the following competencies in the process
of working with client(s):
3.1 Employ a mode of counselling, with both individuals and groups that is based on a
framework of counselling theory and lifespan developmental psychology;
3.2 Work within their level of skill and knowledge in addressing the concerns of clients
3.3 Be able to prioritize issues, structure and summarize a session, and review the
process of counselling periodically with the client;
3.5 Monitor progress toward goals;
3.5 Assist clients in developing a sense of awareness and self- worth;
3.6 Develop an ability to assist individuals and groups to deal with conflict;
3.7 Take into consideration culturally relevant resources for use with clients.
3.8 Identify community resources relevant to client needs.
3.9 Be able to remain grounded in the presence of client distress (including grief, fear,
shame and anger);
3.10 valuate overall outcomes and the practitioner’s role in the process.

GROUP 7

4. PROFESSIONAL AND ETHICAL ATTITUDES AND PRACTICE

Guidance counsellors should seek to exercise the following competencies in professional

practice:
4.1 Recognize the professional responsibility of the guidance counsellor to engage with
ongoing supervision;
4.2 Demonstrate evidence of evaluating and enhancing their counselling practice by
engaging in ongoing supervision, proportional to the counselling workload;
4.3 Develop and implement methods to assess the overall effectiveness of their
counselling role;
4.4 Be open to ongoing reflection and dialogue on their own life narrative and its impact
on the counselling relationship and have dealt with, and continue to deal with on an
ongoing basis, major unresolved issues in their own lives through appropriate
means.
4.5 Take note of the philosophy/mission of the institution where they are working and
develop a professional philosophy consistent with this setting;
4.6 Demonstrate knowledge of the professional standards, policies, and practices which
govern practice in their work setting;
4.7 Engage in appropriate continuing professional development on an ongoing basis;
4.8 Recognize their own personal and professional limitations and act appropriately to
seek supervision or professional support;
4.9 Establish secure, effective and ethical systems for maintaining the confidentiality of
client records;
4.10 Establish procedures to deal effectively with client crisis and emergency
situations;
4.11 Resolve ethical dilemmas in a manner consistent with professional standards;
4.12 Comply with any legal requirements governing the practice of counselling.

GROUP 8

5. QUALIFICATIONS AND FUNCTIONS OF THE GUIDANCE COUNSELOR

Qualifications of the Guidance Counselor

1. Maintain proper certification and license as required by the Department of Public
Instruction
2. Possess the ability to work with students, parents, faculty, administrators, and the
community.
 3. Demonstrate a thorough understanding of the developmental guidance process and
career development theory.
4. Possess the ability to generate, analyze, and synthesize data about the behavior,
progress, and needs of students individually and with groups.

GROUP 9

THE GUIDANCE COUNSELOR SHALL: (FUNCTION)

1. Interpret student information to students, parents/guardians, and teachers.

2. Arrange for and coordinate visits from outside speakers;
3. Maintain a working relationship with personnel of other agencies providing student
services such as social workers and parole and probation officers;
4. Maintain a daily log of daily activities and student conferences;
5. Answer mail, complete surveys, request college catalogs and occupational
information, order test materials, and handle appropriate phone calls,
6. Provide information to parents through the news media and mailings;
7. Make presentations in orientation/registration programs prior to student registration;
8. Administer and/or interpret tests, surveys, and inventories that deal with high school
student achievement, aptitudes, and vocational interests;
9. Work cooperatively with other staff to develop and implement a K-12 developmental
guidance program;
10. Participate in the development of the district guidance and counseling plan;
11. Coordinate with administration the completion of reports on a timely basis, ie:
dropout, children-at-risk, etc.;
12. Prepare and administer the high school guidance budget;

GROUP 10

6. ETHICAL ISSUES IN COUNSELING

Ethical Problems An ethical problem is : .....complex situation that will often involve an
apparent mental conflict between moral imperatives, in which to obey one would result in
transgressing another
Ethical_dilemma  you are caught between two possible choices in a situation where
both could be considered "ethical" (right or moral choices) but the goodness of one cancels
out the other.
Example 1: Business is business...? You are a school principal in a secondary school
in Warszaw and your spouse is a manager at T-mobile. Fearful of staff cutbacks, you start up
a jewelry sales business for the evenings and are surprised when it quickly starts to make a
profit. You know that you can double your regular salary if you recruit more sales staff. Some
of your own teaching staff might like to join you.
You:
recruit any teachers who would be good at sales
recruit only teachers who need the money
recruit staff only from your spouse's office
avoid recruiting any staff to avoid conflict

Example 2: Making a better deal You are on the District School Board and also own
a small computer store. The Board issued a Request for Proposals for a large number of PC's
to two big suppliers. After listening to their competing proposals you believe you could offer a
better deal yourself.
You:
offer a better deal to the Board
express the opinion that both proposals are high
say nothing because it is a conflict of interest
absent yourself from all discussion on the deal

Example 3: From the school settings... Amanda is a bright student in your class but
has done very badly in a recent test and has not been behaving well. Her parents are divorcing.
Her mother who is a vocal critic on the school council has arranged an interview with you to
"see what can be done about Amanda's test results".

You:
review the test to look for potential upgrades
ask the principal for help with the politics
explain that your marking was fair, and firm
discuss the impact of the divorce on Amanda
Anything else...?
 Some examples of the most frequent ethical dilemmas among counselling:
-The client asked me not to tell about his theft in the supermarket to his parents...
- I know that my client started „to taste drugs“ .Feel embaressed to contact his
parents...
- I was dealing with the case of a drug abuse (the young boy came
voluntarily),however, the problem was to receive his approval on contacting his
parents, or doctor, what he strongly rejected...
- The client insisted on taking no steps on behalf of his drug abuse - he was afraid of
a dealer /threat of death) and me too...
- A secondary school girl confided her troubles with being abused in the family and
did not want anybody learnt about it. After long talks she agreed we started the
family therapy.

GROUP 11

7. CHARACTERISTICS OF EFFECTIVE COUNSELORS

1. Patient
2. Good listener
3. Compassionate
4. Non-judgmental
5. Research-oriented
6. Emphatic
7. Discrete
8. Encouraging
9. Self-aware
10. Authenticity

GROUP 12

8. CHARACTERISTICS OF EFFECTIVE COUNSELORS

8.1- Openness toward self
- willingness to learn
- willingness to try new things and to see alternatives.
- viewing then as individuals seeking assistance,
- as complex individuals who are not helpless,
- as partners in the process.
- viewing them as colleagues, not competitors, with experiences and ideas that
are valuable.
- viewing them as colleagues with unique and relevant experiences.
- the counseling process is often a developing, evolving process wherein the
client’s skills and resources are developed.
- The counselor does not solve the problem, but offers alternatives and
teaches/facilitates the client’s problem- solving process.

9. CODE OF ETHICS

Why it is important to have a specific Code of Ethics for a counsellor ? The challenge
of working ethically means that practitioners will inevitably encounter situations where there
are competing obligations. In such situations it is tempting to retreat from all ethical analysis
in order to escape a sense of what may appear to be unresolvable ethical tension. In these
circumstances the professionals can adhere to the assistance of variety of ethical factors that
may need to be taken into consideration and to alternative ways of approaching ethics that
may prove more useful. At any case, each counsellor should respect, (except of relevant laws),
the ethical standards developed and accepted by particup national Counselling Association .