Proposed Code of Ethics

published by: CABAnata

on: Feb.05.2008 @ 6:04 pm

PHILIPPINE GUIDANCE AND COUNSELING ASSOCIATION, INC.

Accredited Professional Organization of Professional Regulatory Commission

PROPOSED CODE OF ETHICS

PREAMBLE

The Philippine Guidance and Counseling Association, Inc. (PGCA) is an organization of helping
professionals whose members are committed to the development of the well-functioning
individual in a society utilizing his/her potentials to the fullest. Members of the Association are
bound to uphold the dignity and worth of the individual throughout life in the following settings:
educational, community, clinical, hospital, or industry

This Code of Ethics in Guidance and Counseling expresses the ethical principles and values of
the Association and serves as a guide to the professional and personal conduct of all its members.
It also informs the public which they serve of the standards of ethical conduct for which
members are to be responsible and accountable. The Code reflects such values as integrity,
competence, responsibility and an understanding of and respect for the cultural diversity of
society.

Members have a responsibility to ensure that they are familiar with this Code of Ethics,
understand its application to their professional and personal conduct, and strive to adhere to its
principles and values. They should also be familiar with other sources of information which will
assist them in making informed professional decisions. These include the laws, rules and
regulations, and policies which are professionally relevant in their working environment.

Members are accountable to both the public and their peers and are therefore subject to the
complaints and disciplinary procedures of the Philippine Guidance and Counseling Association.
By accepting this statement of ethics, members of the Association are committing themselves to
act ethically in the provision of professional services.

ETHICAL PRINCIPLES

The expectations for ethical conduct as expressed in this Code are based on the following
fundamental principles:
• Respecting human rights and dignity
• Respect for the client’s right to be self-governing
• A commitment to promoting the client’s well being
• Fostering responsible caring
• Fair treatment of all clients and the provision of adequate services
• Equal opportunity to clients availing counseling services
• Ensuring the integrity of practitioner-client relationship
• Fostering the practitioner’s self-knowledge and care for self
• Enhancing the quality of professional knowledge and its application
• Responsibility to the society

CHAPTER I
PROFESSIONAL RESPONSIBILITY

1. General Responsibility. Counselors maintain a high standard of professional competence and

ethical behavior thereby recognizing the need for continuing education in order to meet this
responsibility.

2. Respect for Rights. Counselors respect the rights of a client and uphold the integrity of the
counseling profession. They participate in only those practices which are respectful of the legal,
civic, and moral rights of others, and act to safeguard the dignity and rights of their clients,
students, and research participants.

3. Boundaries of Competence. Counselors limit their practices within their professional

competence, educational background, and personal experience as what the laws, rules,
guidelines, accreditation and credential are concerned. If the counseling needs of a client are
beyond the counselor’s expertise and competence appropriate referral must be made.

4. Continuing Education. Counselors must be updated with the current trends and development
in the profession through active participation in scientific and professional endeavor.

5. Research and Development. Counselors must engage in research activities for the
advancement of the counseling profession. They have the responsibility to disseminate such
information through presentation and publication.

6. Ethical Behavior. Counselors must uphold the values and ethical principles operating in this
Code.

7. Sensitivity to Diversity. Counselors must recognize and respect client’s diversity in terms of
socio-economic status.
8. Equal Opportunity. Counselors must provide equal opportunity to everyone to avail of the
counseling services in various setting regardless of age, gender, socioeconomic status, civil
status, religion, culture, ethnicity, disability, and sexual orientation.

9. Good Quality of Practice. Counselors must provide quality service at all times.

10. They continually monitor their effectiveness as professionals and take steps to improve when
necessary.

11. Knowledge of Legislative Laws. Counselors have a responsibility to read, understand, and
follow Republic Act 9258 (Guidance and Counseling Act of 2004) and its Implementing Rules
and Regulations. Other mandated laws protecting the interest of clients’ rights should be known
to the practicing counselors.

12. Extension of Ethical Responsibilities. Counseling services and products provided by

counselors through classroom instruction, public lectures, demonstrations, publications, radio
and television programs, computer technology and other media must meet the appropriate ethical
standards of this Code of Ethics.

CHAPTER II
COUNSELING RELATIONSHIP

1. General Responsibility. Counselors have a primary responsibility to respect the integrity and
promote the welfare of their clients. They work collaboratively with clients in creating
counseling that are consisted with client abilities and needs.

2. Confidentiality. The counselor must preserve and safeguard the confidentiality of the clients
except:

2.1 When disclosure is required to prevent clear and imminent danger to the client or others;
2.2 When legal requirements demand that confidential matter be revealed;

3. TO BE INCORPORATED WITH RESEARCH Children and Persons with Diminished

Capacity. Counselors conduct the informed consent process with those legally appropriate to
give consent when counseling, assessing, and having as research subjects’ children and/or
persons with diminished capacity. These clients also give consent to such services or
involvement commensurate with their capacity to do so.

4. Maintenance of Records. Counselors must maintain records in sufficient detail to track the
sequence and nature of professional services rendered and consistent with any legal, regulatory,
agency, or institutional requirement. They secure the safety of such records and, create, maintain,
transfer, and dispose of them in a manner complaint with the requirements of confidentiality and
other articles of this Code of Ethics.
5. Access to Records. Counselors must understand that clients have the right to access their
counseling records. Disclosure of such information to others is possible only through the clients
informed consent or when mandated by law

6. Dual Relationships. Counselors must avoid personal, intimate and / or business relationships
with clients that may jeopardize this Code of Ethics

7. REFER TO CHAPTER I NUMBER 8 Respecting Diversity. Counselors actively work to

understand the diverse cultural background of the clients with whom they work, and do not
condone or engage in discrimination based on age, color, culture, ethnicity, disability, gender,
religion, sexual orientation, marital, or socioeconomic status.

8. INCLUDE CHAPTER 4Consulting with other Professionals. Counselors may consult with
other professionally competent persons about the client. However, if the identity of the client is
to be revealed, it is done with the written consent of the client. Counselors choose professional
consultants in a manner which will avoid placing the consultant in a conflict of interest situation.

9. Relationships with Former Clients. Counselors remain accountable for any relationships
established with former clients. Those relationships could include, but are not limited to those of
a friendship, social, financial, and business nature. Counselors exercise caution about entering
any such relationships and take into account whether or not the issues and relational dynamics
present during the counseling have been fully resolved and properly terminated.

10. REFER CHAPTER 2 NUMBER 8Sexual Intimacies. Counselors avoid any type of sexual
intimacies with clients and they do not counsel persons with whom they have had a sexual
relationship. Counselors do not engage in sexual intimacies with former clients within a
minimum of three years after terminating the counseling the counseling relationship. This
prohibition is not limited to the three year period but extends indefinitely if the client is clearly
vulnerable, by reason of emotional or cognitive disorder, to exploitative influence by the
counselor. Counselors, in all such circumstances, clearly bear the burden to ensure that no such
exploitative influence has occurred, and to seek consultative assistance.

11. Termination of Counseling. Counselors must terminate the counseling relationships when it
is deemed necessary. More specifically terminating the counseling relationships should be done
when

11.1. goals of counseling have been met.

11.2. clients condition is beyond the counselors expertise.
11.3. transference or counter-transference issues are evident.

12. Computer Use. When computer applications are used as a component of counseling services,
as in testing or assessment, counselors must ensure that: (a) client is capable of using the
computer application; (b) the computer application is appropriate to the needs of the client; and
(c) the client understands the purpose and operation of computer application. Pertinent records
stored in the computer such as counseling transcription, test data and personal information data
must be kept with confidentiality. In any case, computer applications do not diminish the
counselor’s responsibility to act in accordance with the PGCA Code of Ethics, and in particular,
to ensure adherence to the principles of confidentiality, informed consent, and safeguarding
against harmful effects.

CHAPTER III
CONSULTING AND PRIVATE PRACTICE

1. General Responsibility. Counselors provide consultative services only in those areas in which
they have demonstrated competency by virtue of their education and experience.

2. Undiminished Responsibility and Liability. Counselors who work in private practice, whether
incorporated or not, must ensure that there is no diminishing of their individual professional
responsibility to act in accordance with the PGCA Code of Ethics, or in their liability for any
failure to do so.

3. Consultative Relationships. Counselors ensure that consultation occurs within a voluntary

relationship between a counselor and a client, group, or organization, and that the goals are
understood by all parties concerned.

4. Informed Consent. Counselors, who provide services for the use of third parties, acknowledge
and clarify for the informed consent of clients, all obligations of such consulting relationships,
including the purpose, entitlement to information, and any restrictions on confidentiality. Third
parties may include public and private institutions, funding agencies, employees, and so forth.

5. Accurate Advertising. Counselors, when advertising services as private practitioners, do so in

a manner that accurately and clearly informs the public of their services, areas of expertise,
credentials such as licensure and accreditation in an accurate manner that is not false, misleading,
deceptive, or fraudulent.

6. Respect for Privacy. Counselors limit any discussion of client information obtained from a
consulting relationship to persons clearly involved with the case. Any written and oral reports
must be restricted to the purposes of the consultation and, every effort is made to protect client
identity and to avoid undue invasion of privacy.

7. Cooperating Agencies. Before sharing information, counselors must make efforts to ensure
that these other agencies have defined policies that serves the clients interest other agencies
serving the counselor’s clients that effectively protect the confidentiality of information.

8. Conflict of Interest. Counselors who engage in consultation avoid circumstances where the
duality of relationships or the prior possession of information could lead to a conflict of interest.
9. Professional Fees. Professional fees are based on standards prescribed by the existing laws,
ordinances, promulgations, and resolutions. Counselors consider the financial status of clients
and locality in establishing fees for professional counseling services.

10. Pro Bono Service. Counselors render professional services in the community or society for
which there is little or no financial return (pro bono).

CHAPTER IV
RELATIONSHIPS WITH OTHER PROFESSIONALS

1. General Responsibility. Counselors must maintain harmonious working relationships with

their colleges and other professionals in their work setting and affiliated organizations.

2. Roles and Functions. Counselors must set the parameters and levels of their professional roles
and functions.

3. Working Agreement. Professional relationships must be conducted with mutual respect and
adherence the professional standard.

4. Evaluation. Counselors must be open professional review and evaluation by their employer
and peer.

5. In-Service. Counselors must participate in in-service training for professional growth and
development.

6. Damage Control. Counselors must alert their employers to conditions that may be potentially
disruptive or damaging to the counselor’s professional responsibilities or that may limit their
effectiveness.

7. Supervisory Relationships. Supervising Counselors must treat all colleagues fairly and must
foster good working relationships and system of community.

8. Client Advocate. Counselors strive to reach agreement with employers as to acceptable

standards of conduct that allow for changes in institutional policy conducive to the growth and
development of clients.

9. Coordination. Counselors maintain proper coordination with fellow professionals in relation to

counseling services and programs implemented in their workplace.

10. Networking and Linkages. Counselors establish a good system of networking and linkages
with other sectors to promote public and social awareness as well as for the enhancement of the
profession.
11. Professional Conduct. Counselors have a responsibility both to clients and the institution
within which services are performed to maintain high standards of professional conduct.

CHAPTER V
EVALUATION, ASSESSMENT, AND INTERPRETATION

1. Test Selection. Counselors must have adequate training in the selection of psychological test
and other assessment tools following:

(a) appropriateness of the test to the purpose of testing (b) reliability and validity (c)
appropriateness of level of difficulty to clients (d) appropriateness of norms

2. Test Administration. Counselors must have adequate training and competence in test
administration.

3. Test Data Utilization. Counselors must use assessment data by taking into account various
factors and characteristics of the person must be derived from integrated profile including the
battery test results
3.1 In the utilization of test data, counselors must observe the principle of confidentiality.

4. BIG ?Obsolete Tests and Outdated Test Results. Counselors do not base their assessments or
recommendations or decisions on data or test results that are outdated for the current purpose.

4.1 Similarly, counselors do not base such decisions or recommendations on tests and measures
that are obsolete and not useful for the current purpose.

5. Maintaining Test Security. Counselors make reasonable efforts to maintain the integrity and
security of tests and other assessment techniques.

CHAPTER VI
COUNSELOR EDUCATION, TRAINING, AND SUPERVISION

1. Counselor Educators and Trainers. Counselors, educators and trainers must have the necessary
qualifications and skills as are as to conduct counselor education and training programs.

2. Description of Education and Training Programs – Counselors responsible for education and
training must ensure accurate description of the training goals & objectives, course content,
outline, and requirements of the program.

3. Evaluation – Counselor, educator and trainor must ensure a fair, accurate and honest appraisal
of students, supervises and trainees.

4. Teaching Ethics. Counselors and Practitioners must perform their functions in ethical manner
and must serve as role models for professional behavior.
5. Contribution to Research. Counselors give credit to students and supervisees for their
contributions to research and scholarly projects in the field of guidance and counselling.

CHAPTER VII
RESEARCH AND PUBLICATION

1. Research Responsibilities. In planning any research activity dealing with human subjects, the
counselor must observe ethical principles and standards of good practice.

2. Informed Consent. All research subjects must be informed of the purpose of the study except
when withholding information or providing misinformation to them is essential to the
investigation. In such research, the counselor must be responsible for corrective action as
possible following completion of the research.

2.1 Voluntary Participation. Participation of identified subjects in research must be on a

voluntary basis.

3. Confidentiality of Information. Information gathered from research participants is

confidential.

4. Reporting Accurate Results. Counselors conduct, report and make thorough discussion of
research with accuracy and avoids bias and misleading results.

5. Publication. Counselor must give due credit through joint authorship, acknowledgment,
footnote statements, or other appropriate means to those who have contributed significantly to
the research and/or publication in accordance with such contributions. (AACD Sec. B, p 480 no.
2, 5, 6, 11, 12)

5.1 Counselors who review materials for publications must respect the confidentiality and
propriety rights of those persons who submitted.

Reference: http://pgcaweb.com/code.htm

Link: http://www.blogtext.org/CABAnata/article/18058.html
 GUIDANCE COUNSELOR

Introduction

Education and Other Requirements

Salaries and Benefits

Job Description and Duties

Conclusion

Introduction

“Counselors assist people with personal, family, educational, mental health, and career
decisions and problems” (“Counselors” 1). “While helping students plan for college and careers
is part of their job, a guidance counselor’s overall function is to talk to students, give advice,
listen to problems, help students develop coping skills and learn to become good problem-solvers
and decision-makers on their own” (“Guidance Counselors”). Specifically, school counselors
play a major role in the social, emotional, and academic development of their students.

This profession interests me for two reasons. First of all, I like to talk with people of all
types. Second of all, I am always concerned with the feelings of others. The combination of
these two qualities of mine is what makes becoming a guidance counselor my goal.

Early in the 1920’s, some school systems in such major cities as Boston and New York
offered their students vocational guidance. These programs ended during the Depression when
money was scarce. It was not until after World War II that guidance departments were formed in
schools. This was a result of many reasons. “Students lost their individual identity in the crowds
of fellow students” (“Guidance Counselors”) in big city schools. New jobs were created with
advances in technology. More students planned to attend college. Parents were unable to help
their children in these areas. These and other services had to be provided by trained individuals,
the guidance counselors.

Education and Other Requirements

 To be a counselor in a school in the state of Pennsylvania, an individual needs to have a

Masters Degree and a state certification in their particular level of counseling. For example, one

possibility is to have a Masters of Science Degree in Counseling and Human Relations with a

certification in School Counseling. The certification may be dual, meaning one certificate for

two areas of school counseling–Elementary School and Secondary School. This covers

kindergarten through twelfth grade.

A person may be able to get a Masters Degree in Counseling without a related

undergraduate (Bachelors) degree. However, extra courses may need to be taken. It is most

beneficial if a school counselor has teaching experience which means the Bachelors degree

would be in some kind of education.

Following is a list of courses, which may be required for a future school counselor:

 Guidance Services

 Group Dynamics

 Theories of Counseling

 Methods of Research

 Counseling for Human Differences

 Assessment Methods in Guidance

 Counseling and Consultative Techniques in the School

  Group Procedures in the School

 Practicum in Elementary or Secondary Guidance

 Advanced Practicum (Practicum is when the counselor in training goes into a school

and practices what was learned at college, and learns from the employed counselor.)

(Handbook 13-16).

The future outlook for employment of school counselors is good. The field is expected to grow
because of increasing enrollments, mostly in secondary and post-secondary schools. Counselors
are becoming more involved in crises and helping students deal with issues ranging from drug
and alcohol abuse to death and suicide. The job growth among counselors may depend on
budgetary constraints. If funding is tight, schools prefer to hire new teachers before new
counselors because they want to keep the classroom size at an acceptable level.

Salary and Benefits

A counselor is paid according to the teachers’ professional contract. This is negotiated

every two to five years. A typical public school counselor will earn from $25,000 to $80,000 per

year. The salary schedule reflects a person’s experience and the level of education attained. The

steps are unique to the particular district. Education levels may include a Bachelors Degree, a

Bachelors Degree plus fifteen credits, a Masters Degree or a Masters Equivalency, a Masters

Degree plus fifteen credits, a Masters Degree plus thirty credits, a Masters Degree plus forty-five

credits, a Masters Degree plus sixty credits, or a Doctorate. The earnings are printed out on a

chart and increase for each year of experience in the district. This may be from a first year

teacher to a maximum amount after sixteen years. Again, the number of years to get to the

maximum level is different from district to district. There is a salary schedule figured for each
year of the contract. A negotiated cost of living increase is the basic difference from year to

year.

Typically, an average of three personal days and ten sick days are given to the employee

each year. There is often a monthly fee for health and dental benefits. Workman’s

compensation may be offered as a choice.

A counselor will get a paycheck every two weeks. Most school districts offer an option

to get the annual salary divided over either ten months (22 checks) or twelve months (26 checks).

Besides the usual deductions, money is taken out for the state retirement fund. The amount of

money received during retirement has just increased.

Job Description and Duties

Counseling in schools includes a wide variety of activities and services. The following

list will describe the services of a school-counseling program.

 Individual Counseling- School counselors provide individual sessions for students to

help with educational and personal concerns.

 Group Counseling- Students help each other by working in small groups with

leadership from the counselor. Students share ideas about issues such as problem

solving, educational planning, and peer relationships.

 Group Guidance- Counselors meet with groups to help students learn information

about themselves. Groups can be small or large and are instructional. The topics

might focus on self-concept, study skills, friendship, or good citizenship.

  Student Appraisal- Counselors help students, parents, and teachers by collecting

information about student abilities, behaviors, and achievement so decisions can be

made about educational placement and instructions.

 Referral- Counselors are referral agents who help students and their families receive

assistance from other programs and services in the school system and from agencies

outside the school.

 Consultation- Counselors consult with teachers and parents to plan appropriate

services for every child. Consultations focus on the individual needs of the child.

 Coordination- Counselors coordinate services and activities for smooth

administration. An example would be the coordination of school standardized testing

schedules (Schmidt 26-27).

In order to fully understand these services it is necessary to understand what counseling is

about. Counseling is a process involving a relationship between two people who are meeting so

that one person can help the other to resolve a problem. In group counseling the roles of helpers

can be shared and interchanged among the group members. The group counselor would then be

called a facilitator (Thompson 13).

It is necessary to listen for three pieces of information children bring to counseling

sessions: 1) their problem or concern, 2) their feelings about the problem, and 3) their

expectations for what they want the counselor to do. Most problems may be classified in one or

more of five categories: 1) conflict with others, 2) conflict with self, 3) lack of information about

self, 4) lack of information about the environment, and 5) lack of skill. An important part of the
counseling process for children involves training in communication, assertion, and effective

study habits (Thompson 14).

The counselor’s attitudes and skills are very important to the quality of the counseling

relationship. The qualities and behaviors present in very effective counselors are as follows:

 Intellectual Competence- counseling requires a person to have adequate knowledge

of many different areas. This involves searching for data to make informed decisions

about choice of plan and progress of student.

 Energy- Counseling is emotionally demanding. When dealing with problems

counselors are likely to feel emotionally drained and physically fatigued. Being

dynamic produces student confidence and a willingness to work.

 Flexibility- Effective counselors are not tied to a single method of work. The

question they ask is “Which technique will work best for this particular student?”

 Support- The student experiences the fact that here is someone who respects him as

he is.

 Good Will- The counselor’s motives and intentions are positive and constructive

rather than negative and destructive.

 Self-awareness- All our feelings and thoughts influence the way we handle certain

things in the counseling relationship (Cormier 12-13).

 In school counseling there are both advantages and disadvantages of the job. The main

advantage is that you get to touch the life of a child. You are able to reach out and help someone

solve a problem or feel good about him or herself. This is very important because it helps the

student grow emotionally and be ready for more challenging life events.

Another advantage would be that you have the opportunity to work with a variety of

professionals who all are concerned about the welfare of the child. Psychologists, social workers

and various therapists would be examples.

An unusual advantage is that you get most of the summer as well as holiday weeks off.

The pay and benefits are also thought to be excellent.

The main disadvantage of school counseling is that it is both emotionally and physically

draining. Counseling itself can become very difficult because you are listening to the problems

of others everyday and many times there can be no solution. “Dealing daily with these problems

can cause stress” (“Counselors” 1).

Another disadvantage is that you work for many people. The principal, vice principals,

teachers, parents, and students all demand time and attention from you.

Conclusion
Secondary school counseling is an occupation with many responsibilities. He or she must

respond to the most mundane problems of a child to crisis situations. A solid college and

graduate school education, along with training and experience, are the requirements. Then,

counselors can help students to understand and learn to deal with the intellectual, emotional,
social, and physical changes that occur in the student’s transition from childhood to adolescence,

and finally to a young adult.

Personally, I feel that I would be an excellent guidance counselor. Firstly, I am a good

listener, which is a necessary quality. Secondly, I empathize with the problems of others, and

genuinely care about their feelings. Very often, students need to understand why things happen

the way that they do. I would explain clearly based on their backgrounds and experiences.

Finally, the field of education has been part of my entire life. Both of my parents are teachers,

and conversations often reflect situations that occur in their schools. I have always been

interested and involved in these family discussions.

For more information, go to http://stats.bls.gov/ocohome.htm

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