FOR THE

7th Edition
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ACA
Code of Ethics
As approved by the ACA Governing Council

AMERICAN COUNSELING
ASSOCIATION
counseling.org
Mission
The mission of the American Counseling Association
is to enhance the quality of life in society by promoting
the development of professional counselors, advancing
the counseling profession, and using the profession and
practice of counseling to promote respect for human
dignity and diversity.
© 2014 by the American Counseling Association.
All rights reserved. Note: This document may be reproduced in its entirety without permission for non-commercial
purposes only.

Contents
ACA Code of Ethics Preamble s3
ACA Code of Ethics Purpose s3
Section A
The Counseling Relationship s4
Section B
Confidentiality and Privacy s6
Section C
Professional Responsibility s8
Section D
Relationships With Other Professionals s10
Section E
Evaluation, Assessment, and
Interpretation s11
Section F
Supervision, Training, and Teaching s12
Section G
Research and Publication s15
Section H
Distance Counseling, Technology,
and Social Media s17
Section I
Resolving Ethical Issues s18

Glossary of Terms s20

Index s21

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ACA Code of Ethics Preamble
The American Counseling Association (ACA) is an educational, scientific, and professional organization whose members
work in a variety of settings and serve in multiple capacities. Counseling is a professional relationship that empowers diverse
individuals, families, and groups to accomplish mental health, wellness, education, and career goals.
Professional values are an important way of living out an ethical commitment. The following are core professional values
of the counseling profession:

1. enhancing human development throughout the life span;

2. honoring diversity and embracing a multicultural approach in support of the worth, dignity, potential, and
uniqueness of people within their social and cultural contexts;
3. promoting social justice;
4. safeguarding the integrity of the counselor–client relationship; and
5. practicing in a competent and ethical manner.

These professional values provide a conceptual basis for the ethical principles enumerated below. These principles are
the foundation for ethical behavior and decision making. The fundamental principles of professional ethical behavior are

s autonomy, or fostering the right to control the direction of one’s life;
s nonmaleficence, or avoiding actions that cause harm;
s beneficence, or working for the good of the individual and society by promoting mental health and well-being;
s justice, or treating individuals equitably and fostering fairness and equality;
s fidelity, or honoring commitments and keeping promises, including fulfilling one’s responsibilities of trust in
professional relationships; and
s veracity, or dealing truthfully with individuals with whom counselors come into professional contact.

ACA Code of Ethics Purpose

The ACA Code of Ethics serves six main purposes:

1. The Code sets forth the ethical obligations of ACA members and provides guidance intended to inform the ethical
practice of professional counselors.
2. The Code identifies ethical considerations relevant to professional counselors and counselors-in-training.
3. The Code enables the association to clarify for current and prospective members, and for those served by members,
the nature of the ethical responsibilities held in common by its members.
4. The Code serves as an ethical guide designed to assist members in constructing a course of action that best serves
those utilizing counseling services and establishes expectations of conduct with a primary emphasis on the role of
the professional counselor.
5. The Code helps to support the mission of ACA.
6. The standards contained in this Code serve as the basis for processing inquiries and ethics complaints
concerning ACA members.
The ACA Code of Ethics contains nine main sections that ad- When counselors are faced with ethical dilemmas that
dress the following areas: are difficult to resolve, they are expected to engage in a care-
fully considered ethical decision-making process, consulting
Section A: The Counseling Relationship available resources as needed. Counselors acknowledge
Section B: Confidentiality and Privacy that resolving ethical issues is a process; ethical reasoning
Section C: Professional Responsibility includes consideration of professional values, professional
Section D: Relationships With Other Professionals ethical principles, and ethical standards.
Section E: Evaluation, Assessment, and Interpretation Counselors’ actions should be consistent with the spirit
Section F: Supervision, Training, and Teaching as well as the letter of these ethical standards. No specific
Section G: Research and Publication ethical decision-making model is always most effective, so
Section H: Distance Counseling, Technology, and counselors are expected to use a credible model of deci-
Social Media sion making that can bear public scrutiny of its applica-
Section I: Resolving Ethical Issues tion. Through a chosen ethical decision-making process
and evaluation of the context of the situation, counselors
Each section of the ACA Code of Ethics begins with an work collaboratively with clients to make decisions that
introduction. The introduction to each section describes the promote clients’ growth and development. A breach of the
ethical behavior and responsibility to which counselors aspire. standards and principles provided herein does not neces-
The introductions help set the tone for each particular sec- sarily constitute legal liability or violation of the law; such
tion and provide a starting point that invites reflection on the action is established in legal and judicial proceedings.
ethical standards contained in each part of the ACA Code of The glossary at the end of the Code provides a concise
Ethics. The standards outline professional responsibilities and description of some of the terms used in the ACA Code
provide direction for fulfilling those ethical responsibilities. of Ethics.

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Section A A.1.d. Support Network

Involvement
Counselors recognize that support
A.2.c. Developmental and
Cultural Sensitivity
Counselors communicate information
networks hold various meanings in in ways that are both developmentally
The Counseling the lives of clients and consider en- and culturally appropriate. Counselors
Relationship listing the support, understanding, use clear and understandable language
and involvement of others (e.g., reli- when discussing issues related to
gious/spiritual/community leaders, informed consent. When clients have
Introduction family members, friends) as positive difficulty understanding the language
Counselors facilitate client growth resources, when appropriate, with that counselors use, counselors provide
and development in ways that foster client consent. necessary services (e.g., arranging for
the interest and welfare of clients and a qualified interpreter or translator)
promote formation of healthy relation- A.2. Informed Consent to ensure comprehension by clients.
In collaboration with clients, coun-
ships. Trust is the cornerstone of the in the Counseling selors consider cultural implications
counseling relationship, and counselors
have the responsibility to respect and
Relationship of informed consent procedures and,
safeguard the client’s right to privacy where possible, counselors adjust their
A.2.a. Informed Consent practices accordingly.
and confidentiality. Counselors actively Clients have the freedom to choose
attempt to understand the diverse cul- whether to enter into or remain in A.2.d. Inability to Give Consent
tural backgrounds of the clients they a counseling relationship and need When counseling minors, incapaci-
serve. Counselors also explore their own adequate information about the tated adults, or other persons unable
cultural identities and how these affect counseling process and the counselor. to give voluntary consent, counselors
their values and beliefs about the coun- Counselors have an obligation to re- seek the assent of clients to services
seling process. Additionally, counselors view in writing and verbally with cli- and include them in decision making
are encouraged to contribute to society ents the rights and responsibilities of as appropriate. Counselors recognize
by devoting a portion of their profes- both counselors and clients. Informed the need to balance the ethical rights
sional activities for little or no financial consent is an ongoing part of the of clients to make choices, their capac-
return (pro bono publico). counseling process, and counselors ity to give consent or assent to receive
appropriately document discussions services, and parental or familial legal
A.1. Client Welfare of informed consent throughout the rights and responsibilities to protect
counseling relationship. these clients and make decisions on
A.1.a. Primary Responsibility
The primary responsibility of counsel- their behalf.
A.2.b. Types of Information
ors is to respect the dignity and promote Needed A.2.e. Mandated Clients
the welfare of clients. Counselors explicitly explain to clients Counselors discuss the required
A.1.b. Records and the nature of all services provided. limitations to confidentiality when
Documentation They inform clients about issues such working with clients who have been
Counselors create, safeguard, and as, but not limited to, the follow- mandated for counseling services.
maintain documentation necessary ing: the purposes, goals, techniques, Counselors also explain what type
for rendering professional services. procedures, limitations, potential of information and with whom that
Regardless of the medium, counselors risks, and benefits of services; the information is shared prior to the
include sufficient and timely docu- counselor’s qualifications, credentials, beginning of counseling. The client
mentation to facilitate the delivery and relevant experience, and approach to may choose to refuse services. In this
continuity of services. Counselors counseling; continuation of services case, counselors will, to the best of
take reasonable steps to ensure that upon the incapacitation or death of their ability, discuss with the client
documentation accurately reflects cli- the counselor; the role of technol- the potential consequences of refusing
ent progress and services provided. ogy; and other pertinent information. counseling services.
If amendments are made to records Counselors take steps to ensure that
and documentation, counselors take clients understand the implications of A.3. Clients Served by Others
steps to properly note the amendments diagnosis and the intended use of tests When counselors learn that their clients
according to agency or institutional and reports. Additionally, counselors are in a professional relationship with
policies. inform clients about fees and billing other mental health professionals, they
arrangements, including procedures request release from clients to inform
A.1.c. Counseling Plans for nonpayment of fees. Clients have the other professionals and strive to
Counselors and their clients work the right to confidentiality and to be establish positive and collaborative
jointly in devising counseling plans provided with an explanation of its professional relationships.
that offer reasonable promise of limits (including how supervisors
success and are consistent with the and/or treatment or interdisciplinary A.4. Avoiding Harm and
abilities, temperament, developmental team professionals are involved), to Imposing Values
level, and circumstances of clients. obtain clear information about their
Counselors and clients regularly re- records, to participate in the ongoing A.4.a. Avoiding Harm
view and revise counseling plans to counseling plans, and to refuse any Counselors act to avoid harming their
assess their continued viability and services or modality changes and to clients, trainees, and research par-
effectiveness, respecting clients’ free- be advised of the consequences of ticipants and to minimize or to remedy
dom of choice. such refusal. unavoidable or unanticipated harm.

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A.4.b. Personal Values A.5.e. Personal Virtual significantly involved with the client
Counselors are aware of—and avoid Relationships With or former client, the counselor must
imposing—their own values, attitudes, Current Clients show evidence of an attempt to remedy
beliefs, and behaviors. Counselors Counselors are prohibited from such harm.
respect the diversity of clients, train- engaging in a personal virtual re-
ees, and research participants and lationship with individuals with A.6.d. Role Changes in the
seek training in areas in which they whom they have a current counseling Professional Relationship
are at risk of imposing their values relationship (e.g., through social and When counselors change a role from
onto clients, especially when the other media). the original or most recent contracted
counselor ’s values are inconsistent relationship, they obtain informed
with the client’s goals or are discrimina- A.6. Managing and consent from the client and explain the
tory in nature. client’s right to refuse services related
Maintaining Boundaries to the change. Examples of role changes
A.5. Prohibited and Professional include, but are not limited to
Noncounseling Roles Relationships 1. changing from individual to re-
and Relationships A.6.a. Previous Relationships lationship or family counseling,
Counselors consider the risks and or vice versa;
A.5.a. Sexual and/or benefits of accepting as clients those 2. changing from an evaluative
Romantic Relationships with whom they have had a previous role to a therapeutic role, or vice
Prohibited relationship. These potential clients versa; and
Sexual and/or romantic counselor– may include individuals with whom 3. changing from a counselor to a
client interactions or relationships with the counselor has had a casual, distant, mediator role, or vice versa.
current clients, their romantic partners, or past relationship. Examples include
or their family members are prohibited. mutual or past membership in a pro- Clients must be fully informed of
This prohibition applies to both in- fessional association, organization, or any anticipated consequences (e.g.,
person and electronic interactions or community. When counselors accept financial, legal, personal, therapeutic)
relationships. these clients, they take appropriate pro- of counselor role changes.
A.5.b. Previous Sexual and/or fessional precautions such as informed
Romantic Relationships consent, consultation, supervision, and A.6.e. Nonprofessional
Counselors are prohibited from engag- documentation to ensure that judgment Interactions
ing in counseling relationships with is not impaired and no exploitation or Relationships (Other
persons with whom they have had occurs. Than Sexual or Romantic
a previous sexual and/or romantic Interactions or
relationship.
A.6.b. Extending Counseling Relationships)
Boundaries Counselors avoid entering into non-
A.5.c. Sexual and/or Romantic Counselors consider the risks and professional relationships with former
Relationships With benefits of extending current counsel- clients, their romantic partners, or their
Former Clients ing relationships beyond conventional family members when the interaction is
Sexual and/or romantic counselor– parameters. Examples include attend- potentially harmful to the client. This
client interactions or relationships with ing a client’s formal ceremony (e.g., a applies to both in-person and electronic
former clients, their romantic partners, wedding/commitment ceremony or interactions or relationships.
or their family members are prohibited graduation), purchasing a service or
for a period of 5 years following the last product provided by a client (excepting A.7. Roles and Relationships
professional contact. This prohibition unrestricted bartering), and visiting a cli-
applies to both in-person and electronic ent’s ill family member in the hospital. In at Individual, Group,
interactions or relationships. Counsel- extending these boundaries, counselors Institutional, and
ors, before engaging in sexual and/or take appropriate professional precau-
tions such as informed consent, consul-
Societal Levels
romantic interactions or relationships
with former clients, their romantic tation, supervision, and documentation A.7.a. Advocacy
partners, or their family members, dem- to ensure that judgment is not impaired When appropriate, counselors advocate
onstrate forethought and document (in and no harm occurs. at individual, group, institutional, and
written form) whether the interaction or societal levels to address potential bar-
relationship can be viewed as exploitive A.6.c. Documenting Boundary riers and obstacles that inhibit access
in any way and/or whether there is still Extensions and/or the growth and development
potential to harm the former client; in If counselors extend boundaries as of clients.
cases of potential exploitation and/or described in A.6.a. and A.6.b., they
harm, the counselor avoids entering must officially document, prior to the A.7.b. Confidentiality and
into such an interaction or relationship. interaction (when feasible), the rationale Advocacy
for such an interaction, the potential Counselors obtain client consent prior
A.5.d. Friends or Family benefit, and anticipated consequences to engaging in advocacy efforts on be-
Members for the client or former client and other half of an identifiable client to improve
Counselors are prohibited from engaging individuals significantly involved with the provision of services and to work
in counseling relationships with friends the client or former client. When un- toward removal of systemic barriers
or family members with whom they have intentional harm occurs to the client or obstacles that inhibit client access,
an inability to remain objective. or former client, or to an individual growth, and development.

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A.8. Multiple Clients lect fees from clients who do not pay for being harmed by continued counseling.
When a counselor agrees to provide services as agreed upon, they include Counselors may terminate counseling
counseling services to two or more such information in their informed when in jeopardy of harm by the client
persons who have a relationship, the consent documents and also inform or by another person with whom the cli-
counselor clarifies at the outset which clients in a timely fashion of intended ent has a relationship, or when clients do
person or persons are clients and the actions and offer clients the opportunity not pay fees as agreed upon. Counselors
nature of the relationships the counselor to make payment. provide pretermination counseling and
will have with each involved person. If recommend other service providers
A.10.e. Bartering when necessary.
it becomes apparent that the counselor Counselors may barter only if the bar-
may be called upon to perform poten- tering does not result in exploitation A.11.d. Appropriate Transfer of
tially conflicting roles, the counselor will or harm, if the client requests it, and Services
clarify, adjust, or withdraw from roles if such arrangements are an accepted When counselors transfer or refer clients
appropriately. practice among professionals in the to other practitioners, they ensure that
community. Counselors consider the appropriate clinical and administra-
A.9. Group Work cultural implications of bartering and tive processes are completed and open
A.9.a. Screening discuss relevant concerns with clients communication is maintained with both
Counselors screen prospective group and document such agreements in a clients and practitioners.
counseling/therapy participants. To clear written contract.
the extent possible, counselors select A.12. Abandonment and
A.10.f. Receiving Gifts
members whose needs and goals are Counselors understand the challenges Client Neglect
compatible with the goals of the group, of accepting gifts from clients and rec- Counselors do not abandon or neglect
who will not impede the group process, ognize that in some cultures, small gifts clients in counseling. Counselors assist in
and whose well-being will not be jeop- are a token of respect and gratitude. making appropriate arrangements for the
ardized by the group experience. When determining whether to accept continuation of treatment, when neces-
A.9.b. Protecting Clients a gift from clients, counselors take into sary, during interruptions such as vaca-
In a group setting, counselors take rea- account the therapeutic relationship, the tions, illness, and following termination.
sonable precautions to protect clients monetary value of the gift, the client’s

Section B
from physical, emotional, or psychologi- motivation for giving the gift, and the
cal trauma. counselor’s motivation for wanting to
accept or decline the gift.
A.10. Fees and Business
Practices A.11. Termination and Confidentiality
A.10.a. Self-Referral Referral and Privacy
Counselors working in an organization A.11.a. Competence Within
(e.g., school, agency, institution) that Termination and Referral
provides counseling services do not
Introduction
If counselors lack the competence to Counselors recognize that trust is a cor-
refer clients to their private practice be of professional assistance to clients, nerstone of the counseling relationship.
unless the policies of a particular orga- they avoid entering or continuing Counselors aspire to earn the trust of cli-
nization make explicit provisions for counseling relationships. Counselors ents by creating an ongoing partnership,
self-referrals. In such instances, the cli- are knowledgeable about culturally and establishing and upholding appropriate
ents must be informed of other options clinically appropriate referral resources boundaries, and maintaining confi-
open to them should they seek private and suggest these alternatives. If clients dentiality. Counselors communicate
counseling services. decline the suggested referrals, counsel- the parameters of confidentiality in a
A.10.b. Unacceptable Business ors discontinue the relationship. culturally competent manner.
Practices A.11.b. Values Within
Counselors do not participate in fee Termination and Referral B.1. Respecting Client Rights
splitting, nor do they give or receive Counselors refrain from referring pro-
commissions, rebates, or any other form B.1.a. Multicultural/Diversity
spective and current clients based solely Considerations
of remuneration when referring clients on the counselor’s personally held val-
for professional services. Counselors maintain awareness and sen-
ues, attitudes, beliefs, and behaviors. sitivity regarding cultural meanings of
A.10.c. Establishing Fees Counselors respect the diversity of confidentiality and privacy. Counselors
In establishing fees for professional clients and seek training in areas in respect differing views toward disclosure
counseling services, counselors con- which they are at risk of imposing their of information. Counselors hold ongo-
sider the financial status of clients and values onto clients, especially when the ing discussions with clients as to how,
locality. If a counselor’s usual fees cre- counselor’s values are inconsistent with when, and with whom information is
ate undue hardship for the client, the the client’s goals or are discriminatory to be shared.
counselor may adjust fees, when legally in nature.
permissible, or assist the client in locat- B.1.b. Respect for Privacy
ing comparable, affordable services. A.11.c. Appropriate Termination Counselors respect the privacy of
Counselors terminate a counseling re- prospective and current clients. Coun-
A.10.d. Nonpayment of Fees lationship when it becomes reasonably selors request private information from
If counselors intend to use collection apparent that the client no longer needs clients only when it is beneficial to the
agencies or take legal measures to col- assistance, is not likely to benefit, or is counseling process.

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B.1.c. Respect for without a client’s permission, coun- B.4.b. Couples and Family
Confidentiality selors seek to obtain written, informed Counseling
Counselors protect the confidential consent from the client or take steps to In couples and family counseling, coun-
information of prospective and current prohibit the disclosure or have it limited selors clearly define who is considered
clients. Counselors disclose information as narrowly as possible because of po- “the client” and discuss expectations and
only with appropriate consent or with tential harm to the client or counseling limitations of confidentiality. Counselors
sound legal or ethical justification. relationship. seek agreement and document in writing
such agreement among all involved parties
B.1.d. Explanation of B.2.e. Minimal Disclosure
regarding the confidentiality of informa-
Limitations To the extent possible, clients are
tion. In the absence of an agreement to the
At initiation and throughout the counsel- informed before confidential infor-
contrary, the couple or family is considered
ing process, counselors inform clients of mation is disclosed and are involved
to be the client.
the limitations of confidentiality and seek in the disclosure decision-making
to identify situations in which confiden- process. When circumstances require
tiality must be breached. the disclosure of confidential infor- B.5. Clients Lacking Capacity
mation, only essential information to Give Informed
B.2. Exceptions is revealed. Consent
B.2.a. Serious and Foreseeable B.3. Information Shared B.5.a. Responsibility to Clients
Harm and Legal When counseling minor clients or adult
Requirements With Others clients who lack the capacity to give
The general requirement that counsel- B.3.a. Subordinates voluntary, informed consent, counselors
ors keep information confidential does Counselors make every effort to ensure protect the confidentiality of informa-
not apply when disclosure is required that privacy and confidentiality of tion received—in any medium—in the
to protect clients or identified others clients are maintained by subordi- counseling relationship as specified by
from serious and foreseeable harm or nates, including employees, supervisees, federal and state laws, written policies,
when legal requirements demand that students, clerical assistants, and and applicable ethical standards.
confidential information must be re- volunteers.
vealed. Counselors consult with other B.5.b. Responsibility to Parents
professionals when in doubt as to the B.3.b. Interdisciplinary Teams and Legal Guardians
validity of an exception. Additional When services provided to the client Counselors inform parents and legal
considerations apply when addressing involve participation by an interdisci- guardians about the role of counselors
end-of-life issues. plinary or treatment team, the client and the confidential nature of the coun-
will be informed of the team’s existence seling relationship, consistent with cur-
B.2.b. Confidentiality Regarding and composition, information being rent legal and custodial arrangements.
End-of-Life Decisions shared, and the purposes of sharing Counselors are sensitive to the cultural
Counselors who provide services to such information. diversity of families and respect the
terminally ill individuals who are con- inherent rights and responsibilities of
sidering hastening their own deaths have B.3.c. Confidential Settings parents/guardians regarding the wel-
the option to maintain confidentiality, Counselors discuss confidential infor- fare of their children/charges according
depending on applicable laws and the mation only in settings in which they to law. Counselors work to establish,
specific circumstances of the situation can reasonably ensure client privacy. as appropriate, collaborative relation-
and after seeking consultation or super- ships with parents/guardians to best
B.3.d. Third-Party Payers serve clients.
vision from appropriate professional and
Counselors disclose information to
legal parties.
third-party payers only when clients B.5.c. Release of Confidential
B.2.c. Contagious, Life- have authorized such disclosure. Information
Threatening Diseases When counseling minor clients or
B.3.e. Transmitting Confidential adult clients who lack the capacity
When clients disclose that they have a Information
disease commonly known to be both to give voluntary consent to release
Counselors take precautions to ensure confidential information, counselors
communicable and life threatening, the confidentiality of all information
counselors may be justified in disclos- seek permission from an appropriate
transmitted through the use of any third party to disclose information.
ing information to identifiable third medium.
parties, if the parties are known to be In such instances, counselors inform
at serious and foreseeable risk of con- B.3.f. Deceased Clients clients consistent with their level of
tracting the disease. Prior to making a Counselors protect the confidentiality understanding and take appropriate
disclosure, counselors assess the intent of deceased clients, consistent with le- measures to safeguard client confi-
of clients to inform the third parties gal requirements and the documented dentiality.
about their disease or to engage in preferences of the client.
any behaviors that may be harmful to B.6. Records and
an identifiable third party. Counselors B.4. Groups and Families Documentation
adhere to relevant state laws concern-
ing disclosure about disease status. B.4.a. Group Work B.6.a. Creating and Maintaining
In group work, counselors clearly Records and Documentation
B.2.d. Court-Ordered Disclosure explain the importance and param- Counselors create and maintain records
When ordered by a court to release eters of confidentiality for the specific and documentation necessary for ren-
confidential or privileged information group. dering professional services.

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B.6.b. Confidentiality of Records B.6.i. Reasonable Precautions search methodologies. Counselors are
and Documentation Counselors take reasonable precautions encouraged to contribute to society by
Counselors ensure that records and to protect client confidentiality in the devoting a portion of their professional
documentation kept in any medium are event of the counselor’s termination of activity to services for which there is
secure and that only authorized persons practice, incapacity, or death and ap- little or no financial return (pro bono
have access to them. point a records custodian when identi- publico). In addition, counselors engage
fied as appropriate. in self-care activities to maintain and
B.6.c. Permission to Record promote their own emotional, physical,
Counselors obtain permission from cli- B.7. Case Consultation mental, and spiritual well-being to best
ents prior to recording sessions through meet their professional responsibilities.
electronic or other means. B.7.a. Respect for Privacy
Information shared in a consulting
B.6.d. Permission to Observe relationship is discussed for profes-
C.1. Knowledge of and
Counselors obtain permission from cli- sional purposes only. Written and oral Compliance With
ents prior to allowing any person to ob- reports present only data germane to the
serve counseling sessions, review session Standards
purposes of the consultation, and every Counselors have a responsibility to
transcripts, or view recordings of sessions effort is made to protect client identity
with supervisors, faculty, peers, or others read, understand, and follow the ACA
and to avoid undue invasion of privacy. Code of Ethics and adhere to applicable
within the training environment.
B.7.b. Disclosure of laws and regulations.
B.6.e. Client Access Confidential Information
Counselors provide reasonable access When consulting with colleagues, C.2. Professional Competence
to records and copies of records when counselors do not disclose confidential
requested by competent clients. Coun- C.2.a. Boundaries of
information that reasonably could lead Competence
selors limit the access of clients to their to the identification of a client or other
records, or portions of their records, Counselors practice only within the
person or organization with whom they boundaries of their competence, based
only when there is compelling evidence have a confidential relationship unless
that such access would cause harm to on their education, training, super-
they have obtained the prior consent vised experience, state and national
the client. Counselors document the of the person or organization or the
request of clients and the rationale for professional credentials, and appropri-
disclosure cannot be avoided. They ate professional experience. Whereas
withholding some or all of the records disclose information only to the extent
in the files of clients. In situations multicultural counseling competency is
necessary to achieve the purposes of the required across all counseling specialties,
involving multiple clients, counselors consultation.
provide individual clients with only counselors gain knowledge, personal
those parts of records that relate directly awareness, sensitivity, dispositions, and

Section C
to them and do not include confidential skills pertinent to being a culturally
information related to any other client. competent counselor in working with a
diverse client population.
B.6.f. Assistance With Records
When clients request access to their re- Professional C.2.b. New Specialty Areas
of Practice
cords, counselors provide assistance and
consultation in interpreting counseling
Responsibility Counselors practice in specialty areas
records. new to them only after appropriate
Introduction education, training, and supervised
B.6.g. Disclosure or Transfer experience. While developing skills
Unless exceptions to confidentiality Counselors aspire to open, honest,
and accurate communication in deal- in new specialty areas, counselors
exist, counselors obtain written permis- take steps to ensure the competence
sion from clients to disclose or transfer ing with the public and other profes-
sionals. Counselors facilitate access to of their work and protect others from
records to legitimate third parties. Steps possible harm.
are taken to ensure that receivers of counseling services, and they practice
counseling records are sensitive to their in a nondiscriminatory manner within C.2.c. Qualified for Employment
confidential nature. the boundaries of professional and Counselors accept employment only
personal competence; they also have for positions for which they are quali-
B.6.h. Storage and Disposal a responsibility to abide by the ACA fied given their education, training,
After Termination Code of Ethics. Counselors actively supervised experience, state and
Counselors store records following ter- participate in local, state, and national national professional credentials, and
mination of services to ensure reasonable associations that foster the develop- appropriate professional experience.
future access, maintain records in ac- ment and improvement of counseling. Counselors hire for professional coun-
cordance with federal and state laws and Counselors are expected to advocate seling positions only individuals who
statutes such as licensure laws and policies to promote changes at the individual, are qualified and competent for those
governing records, and dispose of client group, institutional, and societal lev- positions.
records and other sensitive materials in a els that improve the quality of life for
manner that protects client confidentiality. individuals and groups and remove C.2.d. Monitor Effectiveness
Counselors apply careful discretion and potential barriers to the provision or Counselors continually monitor their effec-
deliberation before destroying records access of appropriate services being of- tiveness as professionals and take steps to
that may be needed by a court of law, such fered. Counselors have a responsibility improve when necessary. Counselors take
as notes on child abuse, suicide, sexual to the public to engage in counseling reasonable steps to seek peer supervision
harassment, or violence. practices that are based on rigorous re- to evaluate their efficacy as counselors.

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C.2.e. Consultations on may be vulnerable to undue influence. selves as “Dr.” in a counseling context
Ethical Obligations Counselors discuss with clients the when their doctorate is not in counsel-
Counselors take reasonable steps to implications of and obtain permission ing or a related field. Counselors do not
consult with other counselors, the for the use of any testimonial. use “ABD” (all but dissertation) or other
ACA Ethics and Professional Standards such terms to imply competency.
Department, or related professionals C.3.c. Statements by Others
when they have questions regarding When feasible, counselors make reason- C.4.e. Accreditation Status
their ethical obligations or professional able efforts to ensure that statements Counselors accurately represent the
practice. made by others about them or about accreditation status of their degree pro-
the counseling profession are accurate. gram and college/university.
C.2.f. Continuing Education
Counselors recognize the need for con- C.3.d. Recruiting Through C.4.f. Professional Membership
tinuing education to acquire and main- Employment Counselors clearly differentiate between
tain a reasonable level of awareness Counselors do not use their places of current, active memberships and former
of current scientific and professional employment or institutional affiliation to memberships in associations. Members
information in their fields of activity. recruit clients, supervisors, or consultees of ACA must clearly differentiate be-
Counselors maintain their competence for their private practices. tween professional membership, which
in the skills they use, are open to new implies the possession of at least a mas-
C.3.e. Products and Training ter’s degree in counseling, and regular
procedures, and remain informed re- Advertisements
garding best practices for working with membership, which is open to indi-
Counselors who develop products viduals whose interests and activities are
diverse populations. related to their profession or conduct consistent with those of ACA but are not
C.2.g. Impairment workshops or training events ensure qualified for professional membership.
Counselors monitor themselves for that the advertisements concerning
signs of impairment from their own these products or events are accurate C.5. Nondiscrimination
physical, mental, or emotional problems and disclose adequate information for Counselors do not condone or engage
and refrain from offering or providing consumers to make informed choices. in discrimination against prospective or
professional services when impaired. C.3.f. Promoting to Those Served current clients, students, employees, su-
They seek assistance for problems that Counselors do not use counseling, pervisees, or research participants based
reach the level of professional impair- teaching, training, or supervisory rela- on age, culture, disability, ethnicity, race,
ment, and, if necessary, they limit, tionships to promote their products or religion/spirituality, gender, gender
suspend, or terminate their professional training events in a manner that is de- identity, sexual orientation, marital/
responsibilities until it is determined ceptive or would exert undue influence partnership status, language preference,
that they may safely resume their on individuals who may be vulnerable. socioeconomic status, immigration
work. Counselors assist colleagues or However, counselor educators may status, or any basis proscribed by law.
supervisors in recognizing their own adopt textbooks they have authored for
professional impairment and provide instructional purposes. C.6. Public Responsibility
consultation and assistance when war-
C.6.a. Sexual Harassment
ranted with colleagues or supervisors C.4. Professional Qualifications Counselors do not engage in or condone
showing signs of impairment and
intervene as appropriate to prevent C.4.a. Accurate Representation sexual harassment. Sexual harassment
imminent harm to clients. Counselors claim or imply only profes- can consist of a single intense or severe act,
sional qualifications actually completed or multiple persistent or pervasive acts.
C.2.h. Counselor Incapacitation, and correct any known misrepresenta-
Death, Retirement, or C.6.b. Reports to Third Parties
tions of their qualifications by others. Counselors are accurate, honest, and
Termination of Practice Counselors truthfully represent the qual-
Counselors prepare a plan for the trans- objective in reporting their professional
ifications of their professional colleagues. activities and judgments to appropriate
fer of clients and the dissemination of Counselors clearly distinguish between
records to an identified colleague or third parties, including courts, health
paid and volunteer work experience insurance companies, those who are
records custodian in the case of the and accurately describe their continuing
counselor’s incapacitation, death, retire- the recipients of evaluation reports,
education and specialized training. and others.
ment, or termination of practice.
C.4.b. Credentials C.6.c. Media Presentations
C.3. Advertising and Counselors claim only licenses or certifica- When counselors provide advice or com-
tions that are current and in good standing. ment by means of public lectures, dem-
Soliciting Clients
C.4.c. Educational Degrees onstrations, radio or television programs,
C.3.a. Accurate Advertising Counselors clearly differentiate be- recordings, technology-based applica-
When advertising or otherwise rep- tween earned and honorary degrees. tions, printed articles, mailed material,
resenting their services to the public, or other media, they take reasonable
counselors identify their credentials C.4.d. Implying Doctoral-Level precautions to ensure that
in an accurate manner that is not false, Competence
misleading, deceptive, or fraudulent. Counselors clearly state their highest 1. the statements are based on ap-
earned degree in counseling or a closely propriate professional counsel-
C.3.b. Testimonials related field. Counselors do not imply ing literature and practice,
Counselors who use testimonials do doctoral-level competence when pos- 2. the statements are otherwise
not solicit them from current clients, sessing a master’s degree in counseling consistent with the ACA Code of
former clients, or any other persons who or a related field by referring to them- Ethics, and

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3. the recipients of the information with colleagues can influence the D.1.f. Personnel Selection and
are not encouraged to infer that a quality of services provided to clients. Assignment
professional counseling relation- They work to become knowledgeable When counselors are in a position
ship has been established. about colleagues within and outside requiring personnel selection and/or
the field of counseling. Counselors assigning of responsibilities to others,
C.6.d. Exploitation of Others develop positive working relation- they select competent staff and assign
Counselors do not exploit others in their ships and systems of communication responsibilities compatible with their
professional relationships. with colleagues to enhance services skills and experiences.
C.6.e. Contributing to the to clients.
D.1.g. Employer Policies
Public Good The acceptance of employment in an
(Pro Bono Publico) D.1. Relationships With
agency or institution implies that counsel-
Counselors make a reasonable effort Colleagues, Employers, ors are in agreement with its general poli-
to provide services to the public for
which there is little or no financial and Employees cies and principles. Counselors strive to
reach agreement with employers regard-
return (e.g., speaking to groups, shar- D.1.a. Different Approaches ing acceptable standards of client care
ing professional information, offering Counselors are respectful of approaches and professional conduct that allow for
reduced fees). that are grounded in theory and/or changes in institutional policy conducive
have an empirical or scientific founda- to the growth and development of clients.
C.7. Treatment Modalities tion but may differ from their own.
C.7.a. Scientific Basis for Counselors acknowledge the expertise D.1.h. Negative Conditions
Treatment of other professional groups and are Counselors alert their employers of inap-
When providing services, counselors use respectful of their practices. propriate policies and practices. They
techniques/procedures/modalities that attempt to effect changes in such policies
are grounded in theory and/or have an
D.1.b. Forming Relationships or procedures through constructive action
Counselors work to develop and within the organization. When such poli-
empirical or scientific foundation.
strengthen relationships with col- cies are potentially disruptive or damaging
C.7.b. Development and leagues from other disciplines to best to clients or may limit the effectiveness of
Innovation serve clients. services provided and change cannot be af-
When counselors use developing or fected, counselors take appropriate further
innovative techniques/procedures/
D.1.c. Interdisciplinary
Teamwork action. Such action may include referral to
modalities, they explain the potential appropriate certification, accreditation, or
Counselors who are members of in-
risks, benefits, and ethical considerations state licensure organizations, or voluntary
terdisciplinary teams delivering mul-
of using such techniques/procedures/ termination of employment.
tifaceted services to clients remain
modalities. Counselors work to minimize
focused on how to best serve clients. D.1.i. Protection From
any potential risks or harm when using
They participate in and contribute to Punitive Action
these techniques/procedures/modalities.
decisions that affect the well-being of Counselors do not harass a colleague
C.7.c. Harmful Practices clients by drawing on the perspectives, or employee or dismiss an employee
Counselors do not use techniques/pro- values, and experiences of the counsel- who has acted in a responsible and
cedures/modalities when substantial ing profession and those of colleagues ethical manner to expose inappropriate
evidence suggests harm, even if such from other disciplines. employer policies or practices.
services are requested.
D.1.d. Establishing
C.8. Responsibility to Professional and D.2. Provision of
Ethical Obligations Consultation Services
Other Professionals Counselors who are members of inter-
disciplinary teams work together with D.2.a. Consultant Competency
C.8.a. Personal Public team members to clarify professional Counselors take reasonable steps to
Statements and ethical obligations of the team as ensure that they have the appropri-
When making personal statements in a ate resources and competencies when
a whole and of its individual members.
public context, counselors clarify that they providing consultation services. Coun-
When a team decision raises ethical
are speaking from their personal perspec- selors provide appropriate referral
concerns, counselors first attempt to
tives and that they are not speaking on resources when requested or needed.
resolve the concern within the team.
behalf of all counselors or the profession.
If they cannot reach resolution among
team members, counselors pursue D.2.b. Informed Consent in

Section D other avenues to address their concerns

consistent with client well-being.
Formal Consultation
When providing formal consultation
services, counselors have an obligation to
D.1.e. Confidentiality review, in writing and verbally, the rights
Relationships With When counselors are required by law, and responsibilities of both counselors
Other Professionals institutional policy, or extraordinary and consultees. Counselors use clear
circumstances to serve in more than one and understandable language to inform
role in judicial or administrative pro- all parties involved about the purpose
Introduction ceedings, they clarify role expectations of the services to be provided, relevant
Professional counselors recognize and the parameters of confidentiality costs, potential risks and benefits, and
that the quality of their interactions with their colleagues. the limits of confidentiality.

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Section E E.2.c. Decisions Based on pathologizing of certain individuals and

Results groups and strive to become aware of
Counselors responsible for decisions and address such biases in themselves
involving individuals or policies that are or others.
Evaluation, Assessment, based on assessment results have a thor-
E.5.d. Refraining From
and Interpretation ough understanding of psychometrics.
Diagnosis
E.3. Informed Consent Counselors may refrain from making
and/or reporting a diagnosis if they
Introduction in Assessment believe that it would cause harm to the
Counselors use assessment as one com-
E.3.a. Explanation to Clients client or others. Counselors carefully
ponent of the counseling process, taking
Prior to assessment, counselors explain consider both the positive and negative
into account the clients’ personal and
the nature and purposes of assessment implications of a diagnosis.
cultural context. Counselors promote the
well-being of individual clients or groups and the specific use of results by po-
of clients by developing and using ap- tential recipients. The explanation will E.6. Instrument Selection
propriate educational, mental health, be given in terms and language that E.6.a. Appropriateness of
psychological, and career assessments. the client (or other legally authorized Instruments
person on behalf of the client) can Counselors carefully consider the
E.1. General understand. validity, reliability, psychometric limi-
E.3.b. Recipients of Results tations, and appropriateness of instru-
E.1.a. Assessment ments when selecting assessments and,
The primary purpose of educational, Counselors consider the client’s and/
or examinee’s welfare, explicit under- when possible, use multiple forms of
mental health, psychological, and career
standings, and prior agreements in de- assessment, data, and/or instruments
assessment is to gather information
termining who receives the assessment in forming conclusions, diagnoses, or
regarding the client for a variety of
results. Counselors include accurate recommendations.
purposes, including, but not limited
to, client decision making, treatment and appropriate interpretations with E.6.b. Referral Information
planning, and forensic proceedings. As- any release of individual or group as- If a client is referred to a third party
sessment may include both qualitative sessment results. for assessment, the counselor provides
and quantitative methodologies. specific referral questions and suf-
E.1.b. Client Welfare
E.4. Release of Data to ficient objective data about the client
Counselors do not misuse assessment Qualified Personnel to ensure that appropriate assessment
results and interpretations, and they Counselors release assessment data in instruments are utilized.
take reasonable steps to prevent others which the client is identified only with
from misusing the information pro- the consent of the client or the client’s E.7. Conditions of
vided. They respect the client’s right legal representative. Such data are Assessment
to know the results, the interpretations released only to persons recognized Administration
made, and the bases for counselors’ by counselors as qualified to interpret
the data. E.7.a. Administration
conclusions and recommendations.
Conditions
E.5. Diagnosis of Counselors administer assessments
E.2. Competence to Use and under the same conditions that were
Interpret Assessment Mental Disorders established in their standardization.
Instruments E.5.a. Proper Diagnosis When assessments are not administered
Counselors take special care to provide under standard conditions, as may be
E.2.a. Limits of Competence proper diagnosis of mental disorders. necessary to accommodate clients with
Counselors use only those testing and as- Assessment techniques (including disabilities, or when unusual behavior
sessment services for which they have been personal interviews) used to determine or irregularities occur during the admin-
trained and are competent. Counselors client care (e.g., locus of treatment, type istration, those conditions are noted in
using technology-assisted test interpreta- of treatment, recommended follow-up) interpretation, and the results may be
tions are trained in the construct being are carefully selected and appropri- designated as invalid or of question-
measured and the specific instrument ately used. able validity.
being used prior to using its technology-
based application. Counselors take reason- E.5.b. Cultural Sensitivity E.7.b. Provision of Favorable
able measures to ensure the proper use of Counselors recognize that culture Conditions
assessment techniques by persons under affects the manner in which clients’ Counselors provide an appropriate
their supervision. problems are defined and experienced. environment for the administration
Clients’ socioeconomic and cultural of assessments (e.g., privacy, comfort,
E.2.b. Appropriate Use experiences are considered when diag- freedom from distraction).
Counselors are responsible for the nosing mental disorders.
appropriate application, scoring, inter- E.7.c. Technological
pretation, and use of assessment instru- E.5.c. Historical and Social Administration
ments relevant to the needs of the client, Prejudices in the Counselors ensure that technologi-
whether they score and interpret such Diagnosis of Pathology cally administered assessments func-
assessments themselves or use technol- Counselors recognize historical and so- tion properly and provide clients with
ogy or other services. cial prejudices in the misdiagnosis and accurate results.

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E.7.d. Unsupervised E.10. Assessment Security adults who lack the capacity to give
Assessments Counselors maintain the integrity voluntary consent are being evaluated,
Unless the assessment instrument is and security of tests and assessments informed written consent is obtained
designed, intended, and validated for consistent with legal and contractual from a parent or guardian.
self-administration and/or scoring, obligations. Counselors do not appro-
counselors do not permit unsupervised priate, reproduce, or modify published
E.13.c. Client Evaluation
use. assessments or parts thereof without
Prohibited
Counselors do not evaluate current or
acknowledgment and permission from
E.8. Multicultural Issues/ former clients, clients’ romantic partners,
the publisher.
or clients’ family members for forensic
Diversity in Assessment purposes. Counselors do not counsel
Counselors select and use with cau- E.11. Obsolete Assessment individuals they are evaluating.
tion assessment techniques normed and Outdated Results
on populations other than that of the Counselors do not use data or results E.13.d. Avoid Potentially
client. Counselors recognize the effects from assessments that are obsolete or Harmful Relationships
of age, color, culture, disability, ethnic outdated for the current purpose (e.g., Counselors who provide forensic
group, gender, race, language pref- noncurrent versions of assessments/ evaluations avoid potentially harmful
erence, religion, spirituality, sexual instruments). Counselors make every professional or personal relationships
orientation, and socioeconomic status effort to prevent the misuse of obsolete with family members, romantic part-
on test administration and interpre- measures and assessment data by others. ners, and close friends of individuals
tation, and they place test results in they are evaluating or have evaluated
proper perspective with other relevant E.12. Assessment in the past.
factors. Construction
E.9. Scoring and Interpretation
of Assessments
Counselors use established scientific
procedures, relevant standards, and
current professional knowledge for
Section F
E.9.a. Reporting
assessment design in the development, Supervision, Training,
publication, and utilization of assess-
When counselors report assessment re- ment techniques. and Teaching
sults, they consider the client’s personal
and cultural background, the level of E.13. Forensic Evaluation:
the client’s understanding of the results, Introduction
and the impact of the results on the Evaluation for Counselor supervisors, trainers, and
client. In reporting assessment results, Legal Proceedings educators aspire to foster meaningful
counselors indicate reservations that and respectful professional relation-
exist regarding validity or reliability E.13.a. Primary Obligations ships and to maintain appropriate
due to circumstances of the assessment When providing forensic evaluations, boundaries with supervisees and
or inappropriateness of the norms for the primary obligation of counselors is students in both face-to-face and elec-
the person tested. to produce objective findings that can be tronic formats. They have theoretical
substantiated based on information and and pedagogical foundations for their
E.9.b. Instruments With techniques appropriate to the evalua- work; have knowledge of supervision
Insufficient Empirical tion, which may include examination of models; and aim to be fair, accurate,
Data the individual and/or review of records. and honest in their assessments of
Counselors exercise caution when Counselors form professional opinions counselors, students, and supervisees.
interpreting the results of instruments based on their professional knowledge
not having sufficient empirical data to and expertise that can be supported F.1. Counselor Supervision
support respondent results. The specific by the data gathered in evaluations.
purposes for the use of such instruments Counselors define the limits of their
and Client Welfare
are stated explicitly to the examinee. reports or testimony, especially when F.1.a. Client Welfare
Counselors qualify any conclusions, di- an examination of the individual has A primary obligation of counseling
agnoses, or recommendations made that not been conducted. supervisors is to monitor the services
are based on assessments or instruments provided by supervisees. Counseling
with questionable validity or reliability. E.13.b. Consent for Evaluation supervisors monitor client welfare and
Individuals being evaluated are in- supervisee performance and profes-
E.9.c. Assessment Services formed in writing that the relationship sional development. To fulfill these
Counselors who provide assessment, is for the purposes of an evaluation and obligations, supervisors meet regularly
scoring, and interpretation services to is not therapeutic in nature, and enti- with supervisees to review the super-
support the assessment process confirm ties or individuals who will receive the visees’ work and help them become
the validity of such interpretations. evaluation report are identified. Coun- prepared to serve a range of diverse
They accurately describe the purpose, selors who perform forensic evalua- clients. Supervisees have a responsibil-
norms, validity, reliability, and applica- tions obtain written consent from those ity to understand and follow the ACA
tions of the procedures and any special being evaluated or from their legal Code of Ethics.
qualifications applicable to their use. representative unless a court orders
At all times, counselors maintain their evaluations to be conducted without F.1.b. Counselor Credentials
ethical responsibility to those being the written consent of the individuals Counseling supervisors work to ensure
assessed. being evaluated. When children or that supervisees communicate their

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qualifications to render services to their both in-person and electronic interac- F.5.b. Impairment
clients. tions or relationships. Students and supervisees monitor
themselves for signs of impairment
F.1.c. Informed Consent and F.3.c. Sexual Harassment from their own physical, mental, or
Client Rights Counseling supervisors do not con- emotional problems and refrain from
Supervisors make supervisees aware of done or subject supervisees to sexual offering or providing professional
client rights, including the protection harassment. services when such impairment is
of client privacy and confidentiality in likely to harm a client or others. They
the counseling relationship. Supervis- F.3.d. Friends or Family
Members notify their faculty and/or supervi-
ees provide clients with professional sors and seek assistance for problems
disclosure information and inform Supervisors are prohibited from engag-
ing in supervisory relationships with that reach the level of professional
them of how the supervision process impairment, and, if necessary, they
influences the limits of confidential- individuals with whom they have an
inability to remain objective. limit, suspend, or terminate their
ity. Supervisees make clients aware of professional responsibilities until it
who will have access to records of the F.4. Supervisor is determined that they may safely
counseling relationship and how these resume their work.
records will be stored, transmitted, or Responsibilities
otherwise reviewed. F.4.a. Informed Consent for F.5.c. Professional Disclosure
Supervision Before providing counseling services,
F.2. Counselor Supervision Supervisors are responsible for incor- students and supervisees disclose
Competence porating into their supervision the their status as supervisees and explain
principles of informed consent and how this status affects the limits of
F.2.a. Supervisor Preparation participation. Supervisors inform su- confidentiality. Supervisors ensure
Prior to offering supervision services, pervisees of the policies and procedures that clients are aware of the services
counselors are trained in supervision to which supervisors are to adhere and rendered and the qualifications of the
methods and techniques. Counselors the mechanisms for due process appeal students and supervisees rendering
who offer supervision services regularly of individual supervisor actions. The those services. Students and super-
pursue continuing education activities, issues unique to the use of distance visees obtain client permission before
including both counseling and supervi- supervision are to be included in the they use any information concerning
sion topics and skills. documentation as necessary. the counseling relationship in the
training process.
F.2.b. Multicultural Issues/ F.4.b. Emergencies and
Diversity in Supervision Absences
Counseling supervisors are aware of and F.6. Counseling Supervision
Supervisors establish and communi-
address the role of multiculturalism/ cate to supervisees procedures for con- Evaluation, Remediation,
diversity in the supervisory relationship. tacting supervisors or, in their absence, and Endorsement
F.2.c. Online Supervision alternative on-call supervisors to assist
in handling crises. F.6.a. Evaluation
When using technology in supervision, Supervisors document and provide
counselor supervisors are competent in
the use of those technologies. Supervi-
F.4.c. Standards for Supervisees supervisees with ongoing feedback
Supervisors make their supervisees regarding their performance and
sors take the necessary precautions schedule periodic formal evaluative
aware of professional and ethical
to protect the confidentiality of all sessions throughout the supervisory
standards and legal responsibilities.
information transmitted through any relationship.
electronic means. F.4.d. Termination of the
Supervisory Relationship F.6.b. Gatekeeping and
F.3. Supervisory Relationship Supervisors or supervisees have the Remediation
right to terminate the supervisory Through initial and ongoing evalua-
F.3.a. Extending Conventional
relationship with adequate notice. Rea- tion, supervisors are aware of super-
Supervisory Relationships
sons for considering termination are visee limitations that might impede
Counseling supervisors clearly define
discussed, and both parties work to performance. Supervisors assist su-
and maintain ethical professional,
resolve differences. When termination pervisees in securing remedial assis-
personal, and social relationships with
is warranted, supervisors make appro- tance when needed. They recommend
their supervisees. Supervisors con-
priate referrals to possible alternative dismissal from training programs,
sider the risks and benefits of extend-
supervisors. applied counseling settings, and state
ing current supervisory relationships
or voluntary professional credential-
in any form beyond conventional
parameters. In extending these bound- F.5. Student and Supervisee ing processes when those supervisees
are unable to demonstrate that they
aries, supervisors take appropriate Responsibilities can provide competent professional
professional precautions to ensure that
judgment is not impaired and that no F.5.a. Ethical Responsibilities services to a range of diverse clients.
Students and supervisees have a re- Supervisors seek consultation and
harm occurs.
sponsibility to understand and follow document their decisions to dismiss or
F.3.b. Sexual Relationships the ACA Code of Ethics. Students and refer supervisees for assistance. They
Sexual or romantic interactions or rela- supervisees have the same obligation to ensure that supervisees are aware of
tionships with current supervisees are clients as those required of professional options available to them to address
prohibited. This prohibition applies to counselors. such decisions.

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F.6.c. Counseling for F.7.d. Integration of Study site supervisors are qualified to provide
Supervisees and Practice supervision in the formats in which
If supervisees request counseling, the In traditional, hybrid, and/or online services are provided and inform site
supervisor assists the supervisee in formats, counselor educators establish supervisors of their professional and
identifying appropriate services. Su- education and training programs that ethical responsibilities in this role.
pervisors do not provide counseling integrate academic study and super-
services to supervisees. Supervisors vised practice. F.8. Student Welfare
address interpersonal competencies in
terms of the impact of these issues on
F.7.e. Teaching Ethics F.8.a. Program Information and
clients, the supervisory relationship,
Throughout the program, counselor Orientation
educators ensure that students are Counselor educators recognize that
and professional functioning.
aware of the ethical responsibilities program orientation is a developmen-
F.6.d. Endorsements and standards of the profession and the tal process that begins upon students’
Supervisors endorse supervisees for ethical responsibilities of students to the initial contact with the counselor educa-
certification, licensure, employment, profession. Counselor educators infuse tion program and continues throughout
or completion of an academic or train- ethical considerations throughout the the educational and clinical training
ing program only when they believe curriculum. of students. Counselor education fac-
that supervisees are qualified for the ulty provide prospective and current
F.7.f. Use of Case Examples students with information about the
endorsement. Regardless of qualifi- The use of client, student, or supervisee
cations, supervisors do not endorse counselor education program’s expecta-
information for the purposes of case ex-
supervisees whom they believe to be tions, including
amples in a lecture or classroom setting
impaired in any way that would inter- is permissible only when (a) the client,
fere with the performance of the duties 1. the values and ethical principles
student, or supervisee has reviewed the of the profession;
associated with the endorsement. material and agreed to its presentation 2. the type and level of skill and
or (b) the information has been suf- knowledge acquisition required
F.7. Responsibilities of ficiently modified to obscure identity. for successful completion of the
Counselor Educators F.7.g. Student-to-Student training;
F.7.a. Counselor Educators Supervision and 3. technology requirements;
Counselor educators who are respon- Instruction 4. program training goals, objectives,
sible for developing, implementing, When students function in the role of and mission, and subject matter to
and supervising educational programs counselor educators or supervisors, be covered;
are skilled as teachers and practitio- they understand that they have the 5. bases for evaluation;
ners. They are knowledgeable regard- same ethical obligations as counselor 6. training components that encour-
ing the ethical, legal, and regulatory educators, trainers, and supervisors. age self-growth or self-disclosure
aspects of the profession; are skilled Counselor educators make every effort as part of the training process;
in applying that knowledge; and to ensure that the rights of students are 7. the type of supervision settings
make students and supervisees aware not compromised when their peers lead and requirements of the sites for
of their responsibilities. Whether in experiential counseling activities in tra- required clinical field experiences;
traditional, hybrid, and/or online ditional, hybrid, and/or online formats 8. student and supervisor evalua-
formats, counselor educators conduct (e.g., counseling groups, skills classes, tion and dismissal policies and
counselor education and training clinical supervision). procedures; and
programs in an ethical manner and 9. up-to-date employment pros-
serve as role models for professional F.7.h. Innovative Theories and pects for graduates.
behavior. Techniques
Counselor educators promote the use F.8.b. Student Career Advising
of techniques/procedures/modalities Counselor educators provide career
F.7.b. Counselor Educator advisement for their students and make
Competence that are grounded in theory and/or
have an empirical or scientific founda- them aware of opportunities in the field.
Counselors who function as counselor
educators or supervisors provide in- tion. When counselor educators discuss F.8.c. Self-Growth Experiences
struction within their areas of knowl- developing or innovative techniques/ Self-growth is an expected component
edge and competence and provide procedures/modalities, they explain the of counselor education. Counselor edu-
instruction based on current informa- potential risks, benefits, and ethical con- cators are mindful of ethical principles
tion and knowledge available in the siderations of using such techniques/ when they require students to engage
profession. When using technology to procedures/modalities. in self-growth experiences. Counselor
deliver instruction, counselor educators educators and supervisors inform stu-
develop competence in the use of the
F.7.i. Field Placements dents that they have a right to decide
Counselor educators develop clear
technology. what information will be shared or
policies and provide direct assistance
withheld in class.
F.7.c. Infusing Multicultural within their training programs regard-
Issues/Diversity ing appropriate field placement and F.8.d. Addressing Personal
Counselor educators infuse material other clinical experiences. Counselor Concerns
related to multiculturalism/diver- educators provide clearly stated roles Counselor educators may require stu-
sity into all courses and workshops and responsibilities for the student or dents to address any personal concerns
for the development of professional supervisee, the site supervisor, and the that have the potential to affect profes-
counselors. program supervisor. They confirm that sional competency.

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F.9. Evaluation and members discuss with former students F.11.b. Student Diversity
potential risks when they consider Counselor educators actively attempt
Remediation engaging in social, sexual, or other in- to recruit and retain a diverse student
F.9.a. Evaluation of Students timate relationships. body. Counselor educators demonstrate
Counselor educators clearly state to stu- commitment to multicultural/diversity
dents, prior to and throughout the train-
F.10.d. Nonacademic competence by recognizing and valuing
ing program, the levels of competency
Relationships the diverse cultures and types of abili-
Counselor educators avoid nonacademic ties that students bring to the training
expected, appraisal methods, and timing
relationships with students in which experience. Counselor educators pro-
of evaluations for both didactic and clini-
there is a risk of potential harm to the vide appropriate accommodations that
cal competencies. Counselor educators
student or which may compromise the enhance and support diverse student
provide students with ongoing feedback
training experience or grades assigned. well-being and academic performance.
regarding their performance throughout
In addition, counselor educators do not
the training program.
accept any form of professional services, F.11.c. Multicultural/Diversity
F.9.b. Limitations fees, commissions, reimbursement, or Competence
Counselor educators, through ongoing remuneration from a site for student or Counselor educators actively infuse
evaluation, are aware of and address supervisor placement. multicultural/diversity competency in
the inability of some students to achieve their training and supervision practices.
counseling competencies. Counselor F.10.e. Counseling Services They actively train students to gain
educators do the following: Counselor educators do not serve awareness, knowledge, and skills in the
as counselors to students currently competencies of multicultural practice.
1. assist students in securing reme- enrolled in a counseling or related pro-
dial assistance when needed, gram and over whom they have power
2. seek professional consultation
and document their decision to
dismiss or refer students for
and authority.
F.10.f. Extending Educator–
Section G
Student Boundaries
assistance, and Counselor educators are aware of the Research and
3. ensure that students have recourse
in a timely manner to address
power differential in the relationship Publication
between faculty and students. If they
decisions requiring them to seek believe that a nonprofessional relation-
assistance or to dismiss them and
provide students with due process
ship with a student may be potentially Introduction
beneficial to the student, they take pre- Counselors who conduct research are
according to institutional policies cautions similar to those taken by encouraged to contribute to the knowl-
and procedures. counselors when working with clients. edge base of the profession and promote
F.9.c. Counseling for Students Examples of potentially beneficial in- a clearer understanding of the condi-
If students request counseling, or if teractions or relationships include, but tions that lead to a healthy and more
counseling services are suggested as are not limited to, attending a formal just society. Counselors support the
part of a remediation process, counselor ceremony; conducting hospital visits; efforts of researchers by participating
educators assist students in identifying providing support during a stressful fully and willingly whenever possible.
appropriate services. event; or maintaining mutual mem- Counselors minimize bias and respect
bership in a professional association, diversity in designing and implement-
F.10. Roles and Relationships organization, or community. Coun- ing research.
selor educators discuss with students
Between Counselor the rationale for such interactions, the G.1. Research Responsibilities
Educators and Students potential benefits and drawbacks, and
the anticipated consequences for the G.1.a. Conducting Research
F.10.a. Sexual or Romantic student. Educators clarify the specific Counselors plan, design, conduct, and
Relationships nature and limitations of the additional report research in a manner that is con-
Counselor educators are prohibited role(s) they will have with the student sistent with pertinent ethical principles,
from sexual or romantic interactions or prior to engaging in a nonprofessional federal and state laws, host institutional
relationships with students currently relationship. Nonprofessional relation- regulations, and scientific standards
enrolled in a counseling or related pro- ships with students should be time governing research.
gram and over whom they have power limited and/or context specific and
and authority. This prohibition applies initiated with student consent.
G.1.b. Confidentiality in
to both in-person and electronic interac- Research
tions or relationships. Counselors are responsible for under-
F.11. Multicultural/Diversity standing and adhering to state, federal,
F.10.b. Sexual Harassment Competence in agency, or institutional policies or appli-
Counselor educators do not condone or cable guidelines regarding confidential-
subject students to sexual harassment. Counselor Education ity in their research practices.
and Training Programs
F.10.c. Relationships With G.1.c. Independent Researchers
Former Students F.11.a. Faculty Diversity When counselors conduct independent
Counselor educators are aware of the Counselor educators are committed research and do not have access to an
power differential in the relationship to recruiting and retaining a diverse institutional review board, they are
between faculty and students. Faculty faculty. bound to the same ethical principles and

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federal and state laws pertaining to the G.2.b. Student/Supervisee G.2.i. Research Records
review of their plan, design, conduct, Participation Custodian
and reporting of research. Researchers who involve students or As appropriate, researchers prepare and
supervisees in research make clear to disseminate to an identified colleague or
G.1.d. Deviation From them that the decision regarding par- records custodian a plan for the transfer
Standard Practice ticipation in research activities does of research data in the case of their inca-
Counselors seek consultation and ob- not affect their academic standing or pacitation, retirement, or death.
serve stringent safeguards to protect supervisory relationship. Students or
the rights of research participants when supervisees who choose not to partici- G.3. Managing and
research indicates that a deviation from pate in research are provided with an
standard or acceptable practices may be Maintaining Boundaries
appropriate alternative to fulfill their
necessary. academic or clinical requirements. G.3.a. Extending Researcher–
G.1.e. Precautions to Participant Boundaries
G.2.c. Client Participation Researchers consider the risks and ben-
Avoid Injury Counselors conducting research involv-
Counselors who conduct research are efits of extending current research rela-
ing clients make clear in the informed tionships beyond conventional param-
responsible for their participants’ wel- consent process that clients are free to
fare throughout the research process eters. When a nonresearch interaction
choose whether to participate in re- between the researcher and the research
and should take reasonable precautions search activities. Counselors take neces-
to avoid causing emotional, physical, or participant may be potentially ben-
sary precautions to protect clients from eficial, the researcher must document,
social harm to participants. adverse consequences of declining or prior to the interaction (when feasible),
G.1.f. Principal Researcher withdrawing from participation. the rationale for such an interaction, the
Responsibility G.2.d. Confidentiality of potential benefit, and anticipated con-
The ultimate responsibility for ethical Information sequences for the research participant.
research practice lies with the principal Information obtained about research Such interactions should be initiated
researcher. All others involved in the re- participants during the course of re- with appropriate consent of the research
search activities share ethical obligations search is confidential. Procedures are participant. Where unintentional harm
and responsibility for their own actions. implemented to protect confidentiality. occurs to the research participant, the
researcher must show evidence of an
G.2. Rights of Research G.2.e. Persons Not attempt to remedy such harm.
Participants Capable of Giving
Informed Consent G.3.b. Relationships With
G.2.a. Informed Consent in When a research participant is not Research Participants
Research capable of giving informed consent, Sexual or romantic counselor–research
Individuals have the right to decline counselors provide an appropriate participant interactions or relationships
requests to become research partici- explanation to, obtain agreement for with current research participants are
pants. In seeking consent, counselors participation from, and obtain the ap- prohibited. This prohibition applies to
use language that propriate consent of a legally authorized both in-person and electronic interactions
person. or relationships.
1. accurately explains the purpose
and procedures to be followed; G.3.c. Sexual Harassment and
2. identifies any procedures that G.2.f. Commitments to Research Participants
are experimental or relatively Participants Researchers do not condone or subject re-
untried; Counselors take reasonable measures
search participants to sexual harassment.
3. describes any attendant discom- to honor all commitments to research
participants.
forts, risks, and potential power G.4. Reporting Results
differentials between researchers G.2.g. Explanations After
and participants; G.4.a. Accurate Results
Data Collection Counselors plan, conduct, and report
4. describes any benefits or changes After data are collected, counselors
in individuals or organizations research accurately. Counselors do not
provide participants with full clarifi- engage in misleading or fraudulent re-
that might reasonably be expected; cation of the nature of the study to re-
5. discloses appropriate alternative search, distort data, misrepresent data,
move any misconceptions participants or deliberately bias their results. They
procedures that would be advan- might have regarding the research.
tageous for participants; describe the extent to which results are
Where scientific or human values applicable for diverse populations.
6. offers to answer any inquiries justify delaying or withholding infor-
concerning the procedures; mation, counselors take reasonable G.4.b. Obligation to Report
7. describes any limitations on measures to avoid causing harm. Unfavorable Results
confidentiality; Counselors report the results of any
8. describes the format and potential G.2.h. Informing Sponsors research of professional value. Results
target audiences for the dissemi- Counselors inform sponsors, insti- that reflect unfavorably on institutions,
nation of research findings; and tutions, and publication channels programs, services, prevailing opinions,
9. instructs participants that they regarding research procedures and or vested interests are not withheld.
are free to withdraw their con- outcomes. Counselors ensure that
sent and discontinue participa- appropriate bodies and authorities G.4.c. Reporting Errors
tion in the project at any time, are given pertinent information and If counselors discover significant errors
without penalty. acknowledgment. in their published research, they take

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reasonable steps to correct such errors G.5.e. Agreement of additional concerns related to the use
in a correction erratum or through other Contributors of distance counseling, technology, and
appropriate publication means. Counselors who conduct joint research social media and make every attempt
with colleagues or students/supervi- to protect confidentiality and meet any
G.4.d. Identity of Participants sors establish agreements in advance re- legal and ethical requirements for the
Counselors who supply data, aid in garding allocation of tasks, publication use of such resources.
the research of another person, report credit, and types of acknowledgment
research results, or make original data
available take due care to disguise the
that will be received. H.1. Knowledge and
identity of respective participants in G.5.f. Student Research Legal Considerations
the absence of specific authorization Manuscripts or professional presen-
from the participants to do otherwise. tations in any medium that are sub- H.1.a. Knowledge and
In situations where participants self- stantially based on a student’s course Competency
identify their involvement in research papers, projects, dissertations, or theses Counselors who engage in the use of
studies, researchers take active steps are used only with the student’s permis- distance counseling, technology, and/
to ensure that data are adapted/ sion and list the student as lead author. or social media develop knowledge and
changed to protect the identity and skills regarding related technical, ethical,
welfare of all parties and that discus- G.5.g. Duplicate Submissions and legal considerations (e.g., special
sion of results does not cause harm to Counselors submit manuscripts for con- certifications, additional course work).
participants. sideration to only one journal at a time.
Manuscripts that are published in whole H.1.b. Laws and Statutes
G.4.e. Replication Studies or in substantial part in one journal or Counselors who engage in the use of dis-
Counselors are obligated to make published work are not submitted for tance counseling, technology, and social
available sufficient original research publication to another publisher with- media within their counseling practice
information to qualified professionals out acknowledgment and permission understand that they may be subject to
who may wish to replicate or extend from the original publisher. laws and regulations of both the coun-
the study. selor’s practicing location and the client’s
G.5.h. Professional Review place of residence. Counselors ensure
G.5. Publications and Counselors who review material sub- that their clients are aware of pertinent
mitted for publication, research, or legal rights and limitations governing the
Presentations other scholarly purposes respect the practice of counseling across state lines
G.5.a. Use of Case Examples confidentiality and proprietary rights or international boundaries.
The use of participants’, clients’, stu- of those who submitted it. Counselors
dents’, or supervisees’ information make publication decisions based on H.2. Informed Consent
valid and defensible standards. Coun-
for the purpose of case examples in a
selors review article submissions in a and Security
presentation or publication is permis-
sible only when (a) participants, clients, timely manner and based on their scope H.2.a. Informed Consent
students, or supervisees have reviewed and competency in research methodolo- and Disclosure
the material and agreed to its presenta- gies. Counselors who serve as reviewers Clients have the freedom to choose
tion or publication or (b) the informa- at the request of editors or publishers whether to use distance counseling,
tion has been sufficiently modified to make every effort to only review ma- social media, and/or technology within
obscure identity. terials that are within their scope of the counseling process. In addition to
competency and avoid personal biases. the usual and customary protocol of
G.5.b. Plagiarism informed consent between counselor
Counselors do not plagiarize; that is, and client for face-to-face counseling,
they do not present another person’s
work as their own. Section H the following issues, unique to the use of
distance counseling, technology, and/
or social media, are addressed in the
G.5.c. Acknowledging Distance Counseling,
Previous Work informed consent process:
In publications and presentations, Technology, and s DISTANCECOUNSELINGCREDENTIALS
counselors acknowledge and give rec-
ognition to previous work on the topic Social Media physical location of practice, and
by others or self. contact information;
s RISKSANDBENElTSOFENGAGINGIN
G.5.d. Contributors Introduction the use of distance counseling,
Counselors give credit through joint Counselors understand that the profes- technology, and/or social media;
authorship, acknowledgment, foot- sion of counseling may no longer be s POSSIBILITYOFTECHNOLOGYFAILURE
note statements, or other appropriate limited to in-person, face-to-face inter- and alternate methods of service
means to those who have contributed actions. Counselors actively attempt to delivery;
significantly to research or concept understand the evolving nature of the s ANTICIPATEDRESPONSETIME
development in accordance with such profession with regard to distance coun- s EMERGENCY PROCEDURES TO FOLLOW
contributions. The principal contribu- seling, technology, and social media and when the counselor is not available;
tor is listed first, and minor technical how such resources may be used to bet- s TIMEZONEDIFFERENCES
or professional contributions are ac- ter serve their clients. Counselors strive s CULTURALANDORLANGUAGEDIFFER-
knowledged in notes or introductory to become knowledgeable about these ences that may affect delivery of
statements. resources. Counselors understand the services;

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s POSSIBLE DENIAL OF INSURANCE and establish professional boundaries H.5.b. Client Rights
benefits; and with clients regarding the appropriate Counselors who offer distance counseling
s SOCIALMEDIAPOLICY use and/or application of technology services and/or maintain a professional
and the limitations of its use within website provide electronic links to rel-
H.2.b. Confidentiality the counseling relationship (e.g., lack evant licensure and professional certifica-
Maintained by the of confidentiality, times when not ap- tion boards to protect consumer and client
Counselor propriate to use). rights and address ethical concerns.
Counselors acknowledge the limitations
of maintaining the confidentiality of H.4.c. Technology-Assisted H.5.c. Electronic Links
electronic records and transmissions. Services Counselors regularly ensure that elec-
They inform clients that individuals When providing technology-assisted tronic links are working and are profes-
might have authorized or unauthorized services, counselors make reasonable sionally appropriate.
access to such records or transmissions efforts to determine that clients are
(e.g., colleagues, supervisors, employ- intellectually, emotionally, physically, H.5.d. Multicultural and
ees, information technologists). linguistically, and functionally capable Disability Considerations
of using the application and that the ap- Counselors who maintain websites
H.2.c. Acknowledgment plication is appropriate for the needs of provide accessibility to persons with
of Limitations the client. Counselors verify that clients disabilities. They provide translation ca-
Counselors inform clients about the understand the purpose and operation pabilities for clients who have a different
inherent limits of confidentiality when of technology applications and follow primary language, when feasible. Coun-
using technology. Counselors urge up with clients to correct possible mis- selors acknowledge the imperfect nature
clients to be aware of authorized and/ conceptions, discover appropriate use, of such translations and accessibilities.
or unauthorized access to information and assess subsequent steps.
disclosed using this medium in the H.6. Social Media
counseling process. H.4.d. Effectiveness of Services
When distance counseling services are H.6.a. Virtual Professional
H.2.d. Security deemed ineffective by the counselor or Presence
Counselors use current encryption stan- client, counselors consider delivering In cases where counselors wish to
dards within their websites and/or tech- services face-to-face. If the counselor is maintain a professional and personal
nology-based communications that meet not able to provide face-to-face services presence for social media use, separate
applicable legal requirements. Counselors (e.g., lives in another state), the coun- professional and personal web pages
take reasonable precautions to ensure the selor assists the client in identifying and profiles are created to clearly distin-
confidentiality of information transmitted appropriate services. guish between the two kinds of virtual
through any electronic means. presence.
H.4.e. Access
H.3. Client Verification Counselors provide information to H.6.b. Social Media as Part of
Counselors who engage in the use of clients regarding reasonable access to Informed Consent
pertinent applications when providing Counselors clearly explain to their clients,
distance counseling, technology, and/
technology-assisted services. as part of the informed consent procedure,
or social media to interact with clients
the benefits, limitations, and boundaries
take steps to verify the client’s identity
at the beginning and throughout the
H.4.f. Communication of the use of social media.
therapeutic process. Verification can
Differences in
Electronic Media H.6.c. Client Virtual Presence
include, but is not limited to, using Counselors respect the privacy of
Counselors consider the differences be-
code words, numbers, graphics, or other their clients’ presence on social media
tween face-to-face and electronic com-
nondescript identifiers. unless given consent to view such
munication (nonverbal and verbal cues)
and how these may affect the counseling information.
H.4. Distance Counseling process. Counselors educate clients on H.6.d. Use of Public
Relationship how to prevent and address potential Social Media
misunderstandings arising from the Counselors take precautions to avoid
H.4.a. Benefits and Limitations lack of visual cues and voice intonations
Counselors inform clients of the benefits disclosing confidential information
when communicating electronically. through public social media.
and limitations of using technology ap-
plications in the provision of counseling
services. Such technologies include, but are H.5. Records and
not limited to, computer hardware and/or
software, telephones and applications, so-
cial media and Internet-based applications
Web Maintenance
H.5.a. Records
Section I
and other audio and/or video communi- Counselors maintain electronic records Resolving Ethical
cation, or data storage devices or media. in accordance with relevant laws and
statutes. Counselors inform clients on Issues
H.4.b. Professional how records are maintained electroni-
Boundaries in Distance cally. This includes, but is not limited
Counseling to, the type of encryption and security Introduction
Counselors understand the necessity of assigned to the records, and if/for how Professional counselors behave in an
maintaining a professional relationship long archival storage of transaction ethical and legal manner. They are
with their clients. Counselors discuss records is maintained. aware that client welfare and trust in

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the profession depend on a high level of erning legal authority, counselors make of Ethics, with colleagues, or with
professional conduct. They hold other known their commitment to the ACA appropriate authorities, such as the
counselors to the same standards and Code of Ethics and take steps to resolve ACA Ethics and Professional Stan-
are willing to take appropriate action the conflict. If the conflict cannot be re- dards Department.
to ensure that standards are upheld. solved using this approach, counselors,
Counselors strive to resolve ethical acting in the best interest of the client, I.2.d. Organizational Conflicts
dilemmas with direct and open commu- may adhere to the requirements of the If the demands of an organization with
nication among all parties involved and law, regulations, and/or other govern- which counselors are affiliated pose
seek consultation with colleagues and ing legal authority. a conflict with the ACA Code of Ethics,
supervisors when necessary. Counselors counselors specify the nature of such
incorporate ethical practice into their I.2. Suspected Violations conflicts and express to their supervi-
daily professional work and engage sors or other responsible officials their
in ongoing professional development I.2.a. Informal Resolution commitment to the ACA Code of Ethics
regarding current topics in ethical and When counselors have reason to believe and, when possible, work through the
legal issues in counseling. Counselors that another counselor is violating or has appropriate channels to address the
become familiar with the ACA Policy violated an ethical standard and substan- situation.
and Procedures for Processing Com- tial harm has not occurred, they attempt
plaints of Ethical Violations1 and use to first resolve the issue informally with I.2.e. Unwarranted Complaints
the other counselor if feasible, provided Counselors do not initiate, participate
it as a reference for assisting in the
such action does not violate confidential- in, or encourage the filing of ethics com-
enforcement of the ACA Code of Ethics.
ity rights that may be involved. plaints that are retaliatory in nature or are
made with reckless disregard or willful
I.1. Standards and the Law I.2.b. Reporting Ethical ignorance of facts that would disprove
I.1.a. Knowledge Violations the allegation.
Counselors know and understand the If an apparent violation has substantially
ACA Code of Ethics and other applicable harmed or is likely to substantially harm I.2.f. Unfair Discrimination
ethics codes from professional organiza- a person or organization and is not ap- Against Complainants
tions or certification and licensure bod- propriate for informal resolution or is not and Respondents
ies of which they are members. Lack of resolved properly, counselors take fur- Counselors do not deny individuals
knowledge or misunderstanding of an ther action depending on the situation. employment, advancement, admission
ethical responsibility is not a defense Such action may include referral to state to academic or other programs, tenure,
against a charge of unethical conduct. or national committees on professional or promotion based solely on their
ethics, voluntary national certification having made or their being the subject
I.1.b. Ethical Decision Making bodies, state licensing boards, or ap- of an ethics complaint. This does not
When counselors are faced with an eth- propriate institutional authorities. The preclude taking action based on the
ical dilemma, they use and document, confidentiality rights of clients should be outcome of such proceedings or con-
as appropriate, an ethical decision- considered in all actions. This standard sidering other appropriate information.
making model that may include, but does not apply when counselors have
is not limited to, consultation; consid- been retained to review the work of I.3. Cooperation With
eration of relevant ethical standards, another counselor whose professional
principles, and laws; generation of conduct is in question (e.g., consultation, Ethics Committees
potential courses of action; deliberation expert testimony). Counselors assist in the process of
of risks and benefits; and selection of enforcing the ACA Code of Ethics.
an objective decision based on the cir- I.2.c. Consultation Counselors cooperate with investiga-
cumstances and welfare of all involved. When uncertain about whether a tions, proceedings, and requirements
particular situation or course of ac- of the ACA Ethics Committee or eth-
I.1.c. Conflicts Between Ethics tion may be in violation of the ACA ics committees of other duly consti-
and Laws Code of Ethics, counselors consult with tuted associations or boards having
If ethical responsibilities conflict with other counselors who are knowledge- jurisdiction over those charged with
the law, regulations, and/or other gov- able about ethics and the ACA Code a violation.

1
See the American Counseling Association web site at http://www.counseling.org/knowledge-center/ethics

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Glossary of Terms
Abandonment – the inappropriate ending or arbitrary ter- Gatekeeping – the initial and ongoing academic, skill, and
mination of a counseling relationship that puts the client dispositional assessment of students’ competency for pro-
at risk. fessional practice, including remediation and termination
Advocacy – promotion of the well-being of individuals, groups, as appropriate.
and the counseling profession within systems and organiza- Impairment – a significantly diminished capacity to perform
tions. Advocacy seeks to remove barriers and obstacles that professional functions.
inhibit access, growth, and development. Incapacitation – an inability to perform professional functions.
Assent – to demonstrate agreement when a person is oth- Informed Consent – a process of information sharing as-
erwise not capable or competent to give formal consent sociated with possible actions clients may choose to take,
(e.g., informed consent) to a counseling service or plan. aimed at assisting clients in acquiring a full appreciation
Assessment – the process of collecting in-depth information and understanding of the facts and implications of a given
about a person in order to develop a comprehensive plan action or actions.
that will guide the collaborative counseling and service Instrument – a tool, developed using accepted research
provision process. practices, that measures the presence and strength of a
Bartering – accepting goods or services from clients in ex- specified construct or constructs.
change for counseling services. Interdisciplinary Teams – teams of professionals serving
Client – an individual seeking or referred to the professional clients that may include individuals who may not share
services of a counselor. counselors’ responsibilities regarding confidentiality.
Confidentiality – the ethical duty of counselors to protect a Minors – generally, persons under the age of 18 years, un-
client’s identity, identifying characteristics, and private less otherwise designated by statute or regulation. In
communications. some jurisdictions, minors may have the right to consent
Consultation – a professional relationship that may include, to counseling without consent of the parent or guardian.
but is not limited to, seeking advice, information, and/ Multicultural/Diversity Competence – counselors’ cul-
or testimony. tural and diversity awareness and knowledge about
Counseling – a professional relationship that empowers self and others, and how this awareness and knowledge
diverse individuals, families, and groups to accomplish are applied effectively in practice with clients and cli-
mental health, wellness, education, and career goals. ent groups.
Counselor Educator – a professional counselor engaged Multicultural/Diversity Counseling – counseling that recog-
primarily in developing, implementing, and supervising nizes diversity and embraces approaches that support the
the educational preparation of professional counselors. worth, dignity, potential, and uniqueness of individuals
Counselor Supervisor – a professional counselor who en- within their historical, cultural, economic, political, and
gages in a formal relationship with a practicing counselor psychosocial contexts.
or counselor-in-training for the purpose of overseeing that Personal Virtual Relationship – engaging in a relationship
individual’s counseling work or clinical skill development. via technology and/or social media that blurs the profes-
Culture – membership in a socially constructed way of liv- sional boundary (e.g., friending on social networking
ing, which incorporates collective values, beliefs, norms, sites); using personal accounts as the connection point for
boundaries, and lifestyles that are cocreated with others the virtual relationship.
who share similar worldviews comprising biological, Privacy – the right of an individual to keep oneself and one’s
psychosocial, historical, psychological, and other factors. personal information free from unauthorized disclosure.
Discrimination – the prejudicial treatment of an individual Privilege – a legal term denoting the protection of confidential
or group based on their actual or perceived membership information in a legal proceeding (e.g., subpoena, deposi-
in a particular group, class, or category. tion, testimony).
Distance Counseling – The provision of counseling services Pro bono publico – contributing to society by devoting a por-
by means other than face-to-face meetings, usually with tion of professional activities for little or no financial return
the aid of technology. (e.g., speaking to groups, sharing professional information,
Diversity – the similarities and differences that occur within offering reduced fees).
and across cultures, and the intersection of cultural and Professional Virtual Relationship – using technology and/
social identities. or social media in a professional manner and maintain-
Documents – any written, digital, audio, visual, or artistic ing appropriate professional boundaries; using business
recording of the work within the counseling relationship accounts that cannot be linked back to personal accounts
between counselor and client. as the connection point for the virtual relationship (e.g., a
Encryption – process of encoding information in such a way business page versus a personal profile).
that limits access to authorized users. Records – all information or documents, in any medium, that
Examinee – a recipient of any professional counseling ser- the counselor keeps about the client, excluding personal
vice that includes educational, psychological, and career and psychotherapy notes.
appraisal, using qualitative or quantitative techniques. Records of an Artistic Nature – products created by the client
Exploitation – actions and/or behaviors that take advantage as part of the counseling process.
of another for one’s own benefit or gain. Records Custodian – a professional colleague who agrees to
Fee Splitting – the payment or acceptance of fees for client serve as the caretaker of client records for another mental
referrals (e.g., percentage of fee paid for rent, referral fees). health professional.
Forensic Evaluation – the process of forming professional opin- Self-Growth – a process of self-examination and challeng-
ions for court or other legal proceedings, based on professional ing of a counselor’s assumptions to enhance professional
knowledge and expertise, and supported by appropriate data. effectiveness.

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Serious and Foreseeable – when a reasonable counselor is being overseen in a formal supervisory relationship by
can anticipate significant and harmful possible conse- a qualified trained professional.
quences. Supervision – a process in which one individual, usually a
Sexual Harassment – sexual solicitation, physical advances, senior member of a given profession designated as the
or verbal/nonverbal conduct that is sexual in nature; oc- supervisor, engages in a collaborative relationship with
curs in connection with professional activities or roles; another individual or group, usually a junior member(s)
is unwelcome, offensive, or creates a hostile workplace of a given profession designated as the supervisee(s) in
or learning environment; and/or is sufficiently severe order to (a) promote the growth and development of the
or intense to be perceived as harassment by a reason- supervisee(s), (b) protect the welfare of the clients seen by
able person. the supervisee(s), and (c) evaluate the performance of the
Social Justice – the promotion of equity for all people and supervisee(s).
groups for the purpose of ending oppression and injustice Supervisor – counselors who are trained to oversee the profes-
affecting clients, students, counselors, families, communi- sional clinical work of counselors and counselors-in-training.
ties, schools, workplaces, governments, and other social Teaching – all activities engaged in as part of a formal edu-
and institutional systems. cational program that is designed to lead to a graduate
Social Media – technology-based forms of communica- degree in counseling.
tion of ideas, beliefs, personal histories, etc. (e.g., social Training – the instruction and practice of skills related
networking sites, blogs). to the counseling profession. Training contributes to
Student – an individual engaged in formal graduate-level the ongoing proficiency of students and professional
counselor education. counselors.
Supervisee – a professional counselor or counselor-in-train- Virtual Relationship – a non–face-to-face relationship (e.g.,
ing whose counseling work or clinical skill development through social media).

Index
ACA Code of Ethics Preamble........................ 3 A.6.a. Previous Relationships ..................... 5 Section B: Confidentiality and Privacy .... 6
ACA Code of Ethics Purpose .......................... 3 A.6.b. Extending Counseling Section B: Introduction ................................ 6
Section A: The Counseling Boundaries .............................................. 5 B.1. Respecting Client Rights....................... 6
Relationship ............................................ 4 A.6.c. Documenting Boundary B.1.a. Multicultural/Diversity
Section A: Introduction ................................ 4 Extensions ............................................... 5 Considerations ........................................ 6
A.1. Client Welfare ........................................ 4 A.6.d. Role Changes in the B.1.b. Respect for Privacy ............................ 6
A.1.a. Primary Responsibility ..................... 4 Professional Relationship ...................... 5 B.1.c. Respect for Confidentiality ............... 7
A.1.b. Records and Documentation ........... 4 A.6.e. Nonprofessional Interactions or B.1.d. Explanation of Limitations .............. 7
A.1.c. Counseling Plans ............................... 4 Relationships (Other Than Sexual or B.2. Exceptions ............................................... 7
A.1.d. Support Network Involvement ...... 4 Romantic Interactions or B.2.a. Serious and Foreseeable Harm
A.2. Informed Consent in the Relationships) ......................................... 5 and Legal Requirements ....................... 7
Counseling Relationship ....................... 4 A.7. Roles and Relationships at B.2.b. Confidentiality Regarding
A.2.a. Informed Consent ............................. 4 Individual, Group, Institutional, End-of-Life Decisions ............................ 7
A.2.b. Types of Information Needed ......... 4 and Societal Levels .................................. 5 B.2.c. Contagious, Life-Threatening
A.2.c. Developmental and A.7.a. Advocacy ............................................ 5 Diseases ................................................... 7
Cultural Sensitivity ................................ 4 A.7.b. Confidentiality and Advocacy ........ 5 B.2.d. Court-Ordered Disclosure ................ 7
A.2.d. Inability to Give Consent ................. 4 A.8. Multiple Clients .................................... 6 B.2.e. Minimal Disclosure ........................... 7
A.2.e. Mandated Clients .............................. 4 A.9. Group Work ........................................... 6 B.3. Information Shared With Others ......... 7
A.3. Clients Served by Others .................... 4 A.9.a. Screening ............................................ 6 B.3.a. Subordinates ....................................... 7
A.4. Avoiding Harm and A.9.b. Protecting Clients .............................. 6 B.3.b. Interdisciplinary Teams .................... 7
Imposing Values ...................................... 4 A.10. Fees and Business Practices ............... 6 B.3.c. Confidential Settings ......................... 7
A.4.a. Avoiding Harm .................................. 4 A.10.a. Self-Referral ..................................... 6 B.3.d. Third-Party Payers ............................ 7
A.4.b. Personal Values ................................. 5 A.10.b. Unacceptable Business B.3.e. Transmitting Confidential
A.5. Prohibited Noncounseling Roles Practices ................................................... 6 Information ............................................. 7
and Relationships ................................... 5 A.10.c. Establishing Fees ............................. 6 B.3.f. Deceased Clients ................................. 7
A.5.a. Sexual and/or Romantic A.10.d. Nonpayment of Fees ...................... 6 B.4. Groups and Families ............................ 7
Relationships Prohibited ....................... 5 A.10.e. Bartering ........................................... 6 B.4.a. Group Work ........................................ 7
A.5.b. Previous Sexual and/or A.10.f. Receiving Gifts ................................. 6 B.4.b. Couples and Family Counseling .........7
Romantic Relationships ......................... 5 A.11. Termination and Referral ................... 6 B.5. Clients Lacking Capacity to
A.5.c. Sexual and/or Romantic A.11.a. Competence Within Give Informed Consent ......................... 7
Relationships With Former Termination and Referral ...................... 6 B.5.a. Responsibility to Clients ................... 7
Clients ....................................................... 5 A.11.b. Values Within Termination B.5.b. Responsibility to Parents and
A.5.d. Friends or Family Members ............ 5 and Referral ............................................. 6 Legal Guardians ..................................... 7
A.5.e. Personal Virtual Relationships A.11.c. Appropriate Termination ............... 6 B.5.c. Release of Confidential
With Current Clients .............................. 5 A.11.d. Appropriate Transfer of Information ............................................. 7
A.6. Managing and Maintaining Services .................................................... 6 B.6. Records and Documentation................ 7
Boundaries and Professional A.12. Abandonment and B.6.a. Creating and Maintaining Records
Relationships............................................ 5 Client Neglect ......................................... 6 and Documentation ....................................7

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B.6.b. Confidentiality of Records D.1.f. Personnel Selection and F.2.b. Multicultural Issues/Diversity
and Documentation ............................... 8 Assignment ........................................... 10 in Supervision ....................................... 13
B.6.c. Permission to Record ......................... 8 D.1.g. Employer Policies ........................... 10 F.2.c. Online Supervision............................ 13
B.6.d. Permission to Observe ...................... 8 D.1.h. Negative Conditions ...................... 10 F.3. Supervisory Relationship .................... 13
B.6.e. Client Access ....................................... 8 D.1.i. Protection From Punitive Action F.3.a. Extending Conventional
B.6.f. Assistance With Records ................... 8 D.2. Provision of Consultation Services ... 10 Supervisory Relationships ................... 13
B.6.g. Disclosure or Transfer ....................... 8 D.2.a. Consultant Competency ................ 10 F.3.b. Sexual Relationships ........................ 13
B.6.h. Storage and Disposal D.2.b. Informed Consent in F.3.c. Sexual Harassment ........................... 13
After Termination ................................... 8 Formal Consultation ............................ 10 F.3.d. Friends or Family Members ........... 13
B.6.i. Reasonable Precautions ..................... 8 Section E: Evaluation, Assessment, F.4. Supervisor Responsibilities................. 13
B.7. Case Consultation .................................. 8 and Interpretation ............................... 11 F.4.a. Informed Consent for
B.7.a. Respect for Privacy ............................ 8 Section E: Introduction .............................. 11 Supervision ........................................... 13
B.7.b. Disclosure of Confidential E.1. General ................................................. 11 F.4.b. Emergencies and Absences ............. 13
Information ............................................. 8 E.1.a. Assessment ........................................ 11 F.4.c. Standards for Supervisees ............... 13
Section C: Professional Responsibility ........8 E.1.b. Client Welfare ................................... 11 F.4.d. Termination of the Supervisory
Section C: Introduction................................. 8 E.2. Competence to Use and Relationship .......................................... 13
C.1. Knowledge of and Compliance Interpret Assessment Instruments ...... 11 F.5. Student and Supervisee
With Standards ....................................... 8 E.2.a. Limits of Competence ..................... 11 Responsibilities ...................................... 13
C.2. Professional Competence .................... 8 E.2.b. Appropriate Use .............................. 11 F.5.a. Ethical Responsibilities .................... 13
C.2.a. Boundaries of Competence .............. 8 E.2.c. Decisions Based on Results ............ 11 F.5.b. Impairment ....................................... 13
C.2.b. New Specialty Areas of Practice ..... 8 E.3. Informed Consent in Assessment ..... 11 F.5.c. Professional Disclosure .................... 13
C.2.c. Qualified for Employment ............... 8 E.3.a. Explanation to Clients ..................... 11 F.6. Counseling Supervision Evaluation,
C.2.d. Monitor Effectiveness ....................... 8 E.3.b. Recipients of Results ....................... 11 Remediation, and Endorsement ......... 13
C.2.e. Consultations on Ethical E.4. Release of Data to Qualified F.6.a. Evaluation ......................................... 13
Obligations ............................................... 9 Personnel ............................................... 11 F.6.b. Gatekeeping and Remediation ....... 13
C.2.f. Continuing Education ....................... 9 E.5. Diagnosis of Mental Disorders .......... 11 F.6.c. Counseling for Supervisees ............. 14
C.2.g. Impairment ........................................ 9 E.5.a. Proper Diagnosis .............................. 11 F.6.d. Endorsements ................................... 14
C.2.h. Counselor Incapacitation, E.5.b. Cultural Sensitivity ......................... 11 F.7. Responsibilities of Counselor
Death, Retirement, or Termination E.5.c. Historical and Social Prejudices Educators ................................................ 14
of Practice ................................................ 9 in the Diagnosis of Pathology ............ 11 F.7.a. Counselor Educators ........................ 14
C.3. Advertising and Soliciting Clients ...... 9 E.5.d. Refraining From Diagnosis ............ 11 F.7.b. Counselor Educator Competence .. 14
C.3.a. Accurate Advertising ........................ 9 E.6. Instrument Selection............................ 11 F.7.c. Infusing Multicultural
C.3.b. Testimonials ....................................... 9 E.6.a. Appropriateness of Instruments .... 11 Issues/Diversity ................................... 14
C.3.c. Statements by Others ........................ 9 E.6.b. Referral Information ....................... 11 F.7.d. Integration of Study and Practice .... 14
C.3.d. Recruiting Through E.7. Conditions of Assessment F.7.e. Teaching Ethics ................................. 14
Employment ............................................ 9 Administration ..................................... 11 F.7.f. Use of Case Examples ...................... 14
C.3.e. Products and Training E.7.a. Administration Conditions ............ 11 F.7.g. Student-to-Student Supervision
Advertisements ....................................... 9 E.7.b. Provision of Favorable and Instruction ..................................... 14
C.3.f. Promoting to Those Served .............. 9 Conditions ............................................. 11 F.7.h. Innovative Theories and
C.4. Professional Qualifications .................. 9 E.7.c. Technological Administration ........ 11 Techniques ............................................. 14
C.4.a. Accurate Representation .................. 9 E.7.d. Unsupervised Assessments ........... 12 F.7.i. Field Placements ................................ 14
C.4.b. Credentials ......................................... 9 E.8. Multicultural Issues/Diversity F.8. Student Welfare ................................... 14
C.4.c. Educational Degrees ......................... 9 in Assessment ....................................... 12 F.8.a. Program Information and
C.4.d. Implying Doctoral-Level E.9. Scoring and Interpretation Orientation ............................................. 14
Competence ............................................ 9 of Assessments ...................................... 12 F.8.b. Student Career Advising ................. 14
C.4.e. Accreditation Status .......................... 9 E.9.a. Reporting .......................................... 12 F.8.c. Self-Growth Experiences ................. 14
C.4.f. Professional Membership ................. 9 E.9.b. Instruments With Insufficient F.8.d. Addressing Personal Concerns ...... 14
C.5. Nondiscrimination ............................... 9 Empirical Data ....................................... 12 F.9. Evaluation and Remediation .............. 15
C.6. Public Responsibility ........................... 9 E.9.c. Assessment Services ........................ 12 F.9.a. Evaluation of Students .................... 15
C.6.a. Sexual Harassment ............................ 9 E.10. Assessment Security .......................... 12 F.9.b. Limitations ........................................ 15
C.6.b. Reports to Third Parties ................... 9 E.11. Obsolete Assessment and F.9.c. Counseling for Students .................. 15
C.6.c. Media Presentations .......................... 9 Outdated Results ................................... 12 F.10. Roles and Relationships
C.6.d. Exploitation of Others .................... 10 E.12. Assessment Construction ................ 12 Between Counselor Educators
C.6.e. Contributing to the Public Good E.13. Forensic Evaluation: Evaluation and Students .......................................... 15
(Pro Bono Publico) .................................. 10 for Legal Proceedings .......................... 12 F.10.a. Sexual or Romantic
C.7. Treatment Modalities .......................... 10 E.13.a. Primary Obligations ...................... 12 Relationships ......................................... 15
C.7.a. Scientific Basis for Treatment ......... 10 E.13.b. Consent for Evaluation ................. 12 F.10.b. Sexual Harassment ........................ 15
C.7.b. Development and Innovation ....... 10 E.13.c. Client Evaluation F.10.c. Relationships With Former
C.7.c. Harmful Practices ............................ 10 Prohibited .............................................. 12 Students ................................................. 15
C.8. Responsibility to Other E.13.d. Avoid Potentially Harmful F.10.d. Nonacademic Relationships ......... 15
Professionals .......................................... 10 Relationships ......................................... 12 F.10.e. Counseling Services ....................... 15
C.8.a. Personal Public Statements ............ 10 Section F: Supervision, Training, F.10.f. Extending Educator–Student
Section D: Relationships With and Teaching ........................................ 12 Boundaries ............................................. 15
Other Professionals ............................ 10 Section F: Introduction ............................... 12 F.11. Multicultural/Diversity Competence
Section D: Introduction ............................. 10 F.1. Counselor Supervision and in Counselor Education and
D.1. Relationships With Colleagues, Client Welfare ........................................ 12 Training Programs................................. 15
Employers, and Employees ................. 10 F.1.a. Client Welfare .................................... 12 F.11.a. Faculty Diversity ............................ 15
D.1.a. Different Approaches ..................... 10 F.1.b. Counselor Credentials ..................... 12 F.11.b. Student Diversity ........................... 15
D.1.b. Forming Relationships ................... 10 F.1.c. Informed Consent and F.11.c. Multicultural/Diversity
D.1.c. Interdisciplinary Teamwork .......... 10 Client Rights ......................................... 13 Competence .......................................... 15
D.1.d. Establishing Professional and F.2. Counselor Supervision Section G: Research and Publication ..... 15
Ethical Obligations ............................... 10 Competence .......................................... 13 Section G: Introduction ............................. 15
D.1.e. Confidentiality ................................. 10 F.2.a. Supervisor Preparation .................... 13 G.1. Research Responsibilities .................. 15

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G.1.a. Conducting Research ...................... 15 G.4.d. Identity of Participants .................. 17 H.4.e. Access ................................................ 18
G.1.b. Confidentiality in Research ........... 15 G.4.e. Replication Studies ......................... 17 H.4.f. Communication Differences in
G.1.c. Independent Researchers ............... 15 G.5. Publications and Presentations ......... 17 Electronic Media .................................... 18
G.1.d. Deviation From Standard G.5.a. Use of Case Examples ..................... 17 H.5. Records and Web Maintenance......... 18
Practice ................................................... 16 G.5.b. Plagiarism ........................................ 17 H.5.a. Records .............................................. 18
G.1.e. Precautions to Avoid Injury ........... 16 G.5.c. Acknowledging Previous Work ...... 17 H.5.b. Client Rights ..................................... 18
G.1.f. Principal Researcher G.5.d. Contributors .................................... 17 H.5.c. Electronic Links ............................... 18
Responsibility ....................................... 16 G.5.e. Agreement of Contributors ............ 17 H.5.d. Multicultural and Disability
G.2. Rights of Research Participants......... 16 G.5.f. Student Research .............................. 17 Considerations ...................................... 18
G.2.a. Informed Consent in Research ...... 16 G.5.g. Duplicate Submissions ................... 17 H.6. Social Media......................................... 18
G.2.b. Student/Supervisee G.5.h. Professional Review ....................... 17 H.6.a. Virtual Professional Presence ........ 18
Participation .......................................... 16 Section H: Distance Counseling, H.6.b. Social Media as Part of
G.2.c. Client Participation ......................... 16 Technology, and Informed Consent ................................. 18
G.2.d. Confidentiality of Information ....... 16 Social Media.......................................... 17 H.6.c. Client Virtual Presence ................... 18
G.2.e. Persons Not Capable of Giving Section H: Introduction .............................. 17 H.6.d. Use of Public Social Media ............ 18
Informed Consent ................................. 16 H.1. Knowlede and Section I: Resolving Ethical Issues ......... 18
G.2.f. Commitments to Participants ........ 16 Legal Considerations ........................... 17 Section I: Introduction ................................ 18
G.2.g. Explanations After Data H.1.a. Knowledge and Competency ........ 17 I.1. Standards and the Law ........................ 19
Collection ............................................... 16 H.1.b. Laws and Statutes ........................... 17 I.1.a. Knowledge ......................................... 19
G.2.h. Informing Sponsors ........................ 16 H.2. Informed Consent and Security ........ 17 I.1.b. Ethical Decision Making .................. 19
G.2.i. Research Records Custodian .......... 16 H.2.a. Informed Consent and Disclosure.... 17 I.1.c. Conflicts Between Ethics
G.3. Managing and Maintaining H.2.b. Confidentiality Maintained by and Laws ............................................... 19
Boundaries ............................................ 16 the Counselor ........................................ 18 I.2. Suspected Violations ............................ 19
G.3.a. Extending Researcher– H.2.c. Acknowledgment of I.2.a. Informal Resolution .......................... 19
Participant Boundaries ........................ 16 Limitations ............................................. 18 I.2.b. Reporting Ethical Violations ........... 19
G.3.b. Relationships With Research H.2.d. Security ............................................. 18 I.2.c. Consultation ....................................... 19
Participants ........................................... 16 H.3. Client Verification .............................. 18 I.2.d. Organizational Conflicts .................. 19
G.3.c. Sexual Harassment and H.4. Distance Counseling I.2.e. Unwarranted Complaints
Research Participants ........................... 16 Relationship .......................................... 18 I.2.f. Unfair Discrimination Against
G.4. Reporting Results ................................ 16 H.4.a. Benefits and Limitations ................. 18 Complainants and
G.4.a. Accurate Results .............................. 16 H.4.b. Professional Boundaries in Respondents .......................................... 19
G.4.b. Obligation to Report Distance Counseling ............................. 18 I.3. Cooperation With Ethics
Unfavorable Results ............................. 16 H.4.c. Technology-Assisted Services ........ 18 Committees ........................................... 19
G.4.c. Reporting Errors .............................. 16 H.4.d. Effectiveness of Services ................. 18 Glossary of Terms ...................................... 20

Ethics Related Resources

From ACA!
s Free consultation on ethics for ACA Members
s Bestselling publications revised in accordance with the
2014 Code of Ethics, including ACA Ethical Standards
Casebook, Boundary Issues in Counseling, Ethics Desk
Reference for Counselors, and The Counselor and the Law
s Podcast and six-part webinar series on the 2014 Code
s The latest information on ethics at counseling.org/ethics

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