2014ACA
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 • 3
ACA Code of Ethics Purpose • 3
Section A
The Counseling Relationship • 4
Section B
Confidentiality and Privacy • 6
Section C
Professional Responsibility • 8
Section D
Relationships With Other Professionals • 10
Section E
Evaluation, Assessment, and
Interpretation • 11
Section F
Supervision, Training, and Teaching • 12
Section G
Research and Publication • 15
Section H
Distance Counseling, Technology,
and Social Media • 17
Section I
Resolving Ethical Issues • 18
Glossary of Terms • 20
Index • 21
• 2 •
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
• autonomy, or fostering the right to control the direction of one’s life;
• nonmaleficence, or avoiding actions that cause harm;
• beneficence, or working for the good of the individual and society by promoting mental health and well-being;
• justice, or treating individuals equitably and fostering fairness and equality;
• fidelity, or honoring commitments and keeping promises, including fulfilling one’s responsibilities of trust in
professional relationships; and
• 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-
Section A: The Counseling Relationship fully considered ethical decision-making process, consulting
Section B: Confidentiality and Privacy available resources as needed. Counselors acknowledge
Section C: Professional Responsibility that resolving ethical issues is a process; ethical reasoning
Section D: Relationships With Other Professionals includes consideration of professional values, professional
Section E: Evaluation, Assessment, and Interpretation ethical principles, and ethical standards.
Section F: Supervision, Training, and Teaching
Section G: Research and Publication Counselors’ actions should be consistent with the spirit
Section H: Distance Counseling, Technology, and as well as the letter of these ethical standards. No specific
Social Media ethical decision-making model is always most effective, so
Section I: Resolving Ethical Issues counselors are expected to use a credible model of deci-
sion making that can bear public scrutiny of its applica-
Each section of the ACA Code of Ethics begins with an tion. Through a chosen ethical decision-making process
introduction. The introduction to each section describes the and evaluation of the context of the situation, counselors
ethical behavior and responsibility to which counselors aspire. work collaboratively with clients to make decisions that
The introductions help set the tone for each particular sec- promote clients’ growth and development. A breach of the
tion and provide a starting point that invites reflection on the standards and principles provided herein does not neces-
ethical standards contained in each part of the ACA Code of sarily constitute legal liability or violation of the law; such
Ethics. The standards outline professional responsibilities and action is established in legal and judicial proceedings.
provide direction for fulfilling those ethical responsibilities.
The glossary at the end of the Code provides a concise
description of some of the terms used in the ACA Code
of Ethics.
• 3 •
• ACA Code of Ethics •
Section A A.1.d. Support Network A.2.c. Developmental and
Involvement Cultural Sensitivity
The Counseling
Relationship Counselors recognize that support Counselors communicate information
networks hold various meanings in in ways that are both developmentally
Introduction the lives of clients and consider en- and culturally appropriate. Counselors
listing the support, understanding, use clear and understandable language
Counselors facilitate client growth and involvement of others (e.g., reli- when discussing issues related to
and development in ways that foster gious/spiritual/community leaders, informed consent. When clients have
the interest and welfare of clients and family members, friends) as positive difficulty understanding the language
promote formation of healthy relation- resources, when appropriate, with that counselors use, counselors provide
ships. Trust is the cornerstone of the client consent. necessary services (e.g., arranging for
counseling relationship, and counselors a qualified interpreter or translator)
have the responsibility to respect and A.2. Informed Consent to ensure comprehension by clients.
safeguard the client’s right to privacy in the Counseling In collaboration with clients, coun-
and confidentiality. Counselors actively Relationship selors consider cultural implications
attempt to understand the diverse cul- of informed consent procedures and,
tural backgrounds of the clients they A.2.a. Informed Consent where possible, counselors adjust their
serve. Counselors also explore their own Clients have the freedom to choose practices accordingly.
cultural identities and how these affect whether to enter into or remain in
their values and beliefs about the coun- a counseling relationship and need A.2.d. Inability to Give Consent
seling process. Additionally, counselors adequate information about the When counseling minors, incapaci-
are encouraged to contribute to society counseling process and the counselor. tated adults, or other persons unable
by devoting a portion of their profes- Counselors have an obligation to re- to give voluntary consent, counselors
sional activities for little or no financial view in writing and verbally with cli- seek the assent of clients to services
return (pro bono publico). ents the rights and responsibilities of and include them in decision making
both counselors and clients. Informed as appropriate. Counselors recognize
A.1. Client Welfare consent is an ongoing part of the the need to balance the ethical rights
counseling process, and counselors of clients to make choices, their capac-
A.1.a. Primary Responsibility appropriately document discussions ity to give consent or assent to receive
The primary responsibility of counsel- of informed consent throughout the services, and parental or familial legal
ors is to respect the dignity and promote counseling relationship. rights and responsibilities to protect
the welfare of clients. these clients and make decisions on
A.2.b. Types of Information their behalf.
A.1.b. Records and Needed
Documentation A.2.e. Mandated Clients
Counselors explicitly explain to clients Counselors discuss the required
Counselors create, safeguard, and the nature of all services provided. limitations to confidentiality when
maintain documentation necessary They inform clients about issues such working with clients who have been
for rendering professional services. as, but not limited to, the follow- mandated for counseling services.
Regardless of the medium, counselors ing: the purposes, goals, techniques, Counselors also explain what type
include sufficient and timely docu- procedures, limitations, potential of information and with whom that
mentation to facilitate the delivery and risks, and benefits of services; the information is shared prior to the
continuity of services. Counselors counselor’s qualifications, credentials, beginning of counseling. The client
take reasonable steps to ensure that relevant experience, and approach to may choose to refuse services. In this
documentation accurately reflects cli- counseling; continuation of services case, counselors will, to the best of
ent progress and services provided. upon the incapacitation or death of their ability, discuss with the client
If amendments are made to records the counselor; the role of technol- the potential consequences of refusing
and documentation, counselors take ogy; and other pertinent information. counseling services.
steps to properly note the amendments Counselors take steps to ensure that
according to agency or institutional clients understand the implications of A.3. Clients Served by Others
policies. diagnosis and the intended use of tests
and reports. Additionally, counselors When counselors learn that their clients
A.1.c. Counseling Plans inform clients about fees and billing are in a professional relationship with
Counselors and their clients work arrangements, including procedures other mental health professionals, they
jointly in devising counseling plans for nonpayment of fees. Clients have request release from clients to inform
that offer reasonable promise of the right to confidentiality and to be the other professionals and strive to
success and are consistent with the provided with an explanation of its establish positive and collaborative
abilities, temperament, developmental limits (including how supervisors professional relationships.
level, and circumstances of clients. and/or treatment or interdisciplinary
Counselors and clients regularly re- team professionals are involved), to A.4. Avoiding Harm and
view and revise counseling plans to obtain clear information about their Imposing Values
assess their continued viability and records, to participate in the ongoing
effectiveness, respecting clients’ free- counseling plans, and to refuse any A.4.a. Avoiding Harm
dom of choice. services or modality changes and to Counselors act to avoid harming their
be advised of the consequences of clients, trainees, and research par-
such refusal. ticipants and to minimize or to remedy
unavoidable or unanticipated harm.
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• ACA Code of Ethics •
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 such harm.
respect the diversity of clients, train- Counselors are prohibited from
ees, and research participants and engaging in a personal virtual re- A.6.d. Role Changes in the
seek training in areas in which they lationship with individuals with Professional Relationship
are at risk of imposing their values whom they have a current counseling
onto clients, especially when the relationship (e.g., through social and When counselors change a role from
counselor’s values are inconsistent other media). the original or most recent contracted
with the client’s goals or are discrimina- relationship, they obtain informed
tory in nature. A.6. Managing and consent from the client and explain the
Maintaining Boundaries client’s right to refuse services related
A.5. Prohibited and Professional to the change. Examples of role changes
Noncounseling Roles Relationships include, but are not limited to
and Relationships
A.6.a. Previous Relationships 1. changing from individual to re-
A.5.a. Sexual and/or Counselors consider the risks and lationship or family counseling,
Romantic Relationships benefits of accepting as clients those or vice versa;
Prohibited with whom they have had a previous
relationship. These potential clients 2. changing from an evaluative
Sexual and/or romantic counselor– may include individuals with whom role to a therapeutic role, or vice
client interactions or relationships with the counselor has had a casual, distant, versa; and
current clients, their romantic partners, or past relationship. Examples include
or their family members are prohibited. mutual or past membership in a pro- 3. changing from a counselor to a
This prohibition applies to both in- fessional association, organization, or mediator role, or vice versa.
person and electronic interactions or community. When counselors accept
relationships. these clients, they take appropriate pro- Clients must be fully informed of
fessional precautions such as informed any anticipated consequences (e.g.,
A.5.b. Previous Sexual and/or consent, consultation, supervision, and financial, legal, personal, therapeutic)
Romantic Relationships documentation to ensure that judgment of counselor role changes.
is not impaired and no exploitation
Counselors are prohibited from engag- occurs. A.6.e. Nonprofessional
ing in counseling relationships with Interactions
persons with whom they have had A.6.b. Extending Counseling or Relationships (Other
a previous sexual and/or romantic Boundaries Than Sexual or Romantic
relationship. Interactions or
Counselors consider the risks and Relationships)
A.5.c. Sexual and/or Romantic benefits of extending current counsel-
Relationships With ing relationships beyond conventional Counselors avoid entering into non-
Former Clients parameters. Examples include attend- professional relationships with former
ing a client’s formal ceremony (e.g., a clients, their romantic partners, or their
Sexual and/or romantic counselor– wedding/commitment ceremony or family members when the interaction is
client interactions or relationships with graduation), purchasing a service or potentially harmful to the client. This
former clients, their romantic partners, product provided by a client (excepting applies to both in-person and electronic
or their family members are prohibited unrestricted bartering), and visiting a cli- interactions or relationships.
for a period of 5 years following the last ent’s ill family member in the hospital. In
professional contact. This prohibition extending these boundaries, counselors A.7. Roles and Relationships
applies to both in-person and electronic take appropriate professional precau- at Individual, Group,
interactions or relationships. Counsel- tions such as informed consent, consul- Institutional, and
ors, before engaging in sexual and/or tation, supervision, and documentation Societal Levels
romantic interactions or relationships to ensure that judgment is not impaired
with former clients, their romantic and no harm occurs. A.7.a. Advocacy
partners, or their family members, dem- When appropriate, counselors advocate
onstrate forethought and document (in A.6.c. Documenting Boundary at individual, group, institutional, and
written form) whether the interaction or Extensions societal levels to address potential bar-
relationship can be viewed as exploitive riers and obstacles that inhibit access
in any way and/or whether there is still If counselors extend boundaries as and/or the growth and development
potential to harm the former client; in described in A.6.a. and A.6.b., they of clients.
cases of potential exploitation and/or must officially document, prior to the
harm, the counselor avoids entering interaction (when feasible), the rationale A.7.b. Confidentiality and
into such an interaction or relationship. for such an interaction, the potential Advocacy
benefit, and anticipated consequences
A.5.d. Friends or Family for the client or former client and other Counselors obtain client consent prior
Members individuals significantly involved with to engaging in advocacy efforts on be-
the client or former client. When un- half of an identifiable client to improve
Counselors are prohibited from engaging intentional harm occurs to the client the provision of services and to work
in counseling relationships with friends or former client, or to an individual toward removal of systemic barriers
or family members with whom they have or obstacles that inhibit client access,
an inability to remain objective. growth, and development.
• 5 •
• ACA Code of Ethics •
A.8. Multiple Clients lect fees from clients who do not pay for being harmed by continued counseling.
services as agreed upon, they include Counselors may terminate counseling
When a counselor agrees to provide such information in their informed when in jeopardy of harm by the client
counseling services to two or more consent documents and also inform or by another person with whom the cli-
persons who have a relationship, the clients in a timely fashion of intended ent has a relationship, or when clients do
counselor clarifies at the outset which actions and offer clients the opportunity not pay fees as agreed upon. Counselors
person or persons are clients and the to make payment. provide pretermination counseling and
nature of the relationships the counselor recommend other service providers
will have with each involved person. If 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
appropriately. practice among professionals in the When counselors transfer or refer clients
community. Counselors consider the to other practitioners, they ensure that
A.9. Group Work cultural implications of bartering and appropriate clinical and administra-
discuss relevant concerns with clients tive processes are completed and open
A.9.a. Screening and document such agreements in a communication is maintained with both
Counselors screen prospective group clear written contract. clients and practitioners.
counseling/therapy participants. To
the extent possible, counselors select A.10.f. Receiving Gifts A.12. Abandonment and
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-
who will not impede the group process, ognize that in some cultures, small gifts Counselors do not abandon or neglect
and whose well-being will not be jeop- are a token of respect and gratitude. clients in counseling. Counselors assist in
ardized by the group experience. When determining whether to accept making appropriate arrangements for the
a gift from clients, counselors take into continuation of treatment, when neces-
A.9.b. Protecting Clients account the therapeutic relationship, the sary, during interruptions such as vaca-
In a group setting, counselors take rea- monetary value of the gift, the client’s tions, illness, and following termination.
sonable precautions to protect clients motivation for giving the gift, and the
from physical, emotional, or psychologi- counselor’s motivation for wanting to Section B
cal trauma. accept or decline the gift.
Confidentiality
A.10. Fees and Business A.11. Termination and and Privacy
Practices Referral
Introduction
A.10.a. Self-Referral A.11.a. Competence Within
Counselors working in an organization Termination and Referral Counselors recognize that trust is a cor-
(e.g., school, agency, institution) that nerstone of the counseling relationship.
provides counseling services do not If counselors lack the competence to Counselors aspire to earn the trust of cli-
refer clients to their private practice be of professional assistance to clients, ents by creating an ongoing partnership,
unless the policies of a particular orga- they avoid entering or continuing establishing and upholding appropriate
nization make explicit provisions for counseling relationships. Counselors boundaries, and maintaining confi-
self-referrals. In such instances, the cli- are knowledgeable about culturally and dentiality. Counselors communicate
ents must be informed of other options clinically appropriate referral resources the parameters of confidentiality in a
open to them should they seek private and suggest these alternatives. If clients culturally competent manner.
counseling services. decline the suggested referrals, counsel-
ors discontinue the relationship. B.1. Respecting Client Rights
A.10.b. Unacceptable Business
Practices A.11.b. Values Within B.1.a. Multicultural/Diversity
Termination and Referral Considerations
Counselors do not participate in fee
splitting, nor do they give or receive Counselors refrain from referring pro- Counselors maintain awareness and sen-
commissions, rebates, or any other form spective and current clients based solely sitivity regarding cultural meanings of
of remuneration when referring clients on the counselor’s personally held val- confidentiality and privacy. Counselors
for professional services. ues, attitudes, beliefs, and behaviors. respect differing views toward disclosure
Counselors respect the diversity of of information. Counselors hold ongo-
A.10.c. Establishing Fees clients and seek training in areas in ing discussions with clients as to how,
In establishing fees for professional which they are at risk of imposing their when, and with whom information is
counseling services, counselors con- values onto clients, especially when the to be shared.
sider the financial status of clients and counselor’s values are inconsistent with
locality. If a counselor’s usual fees cre- the client’s goals or are discriminatory B.1.b. Respect for Privacy
ate undue hardship for the client, the in nature. Counselors respect the privacy of
counselor may adjust fees, when legally prospective and current clients. Coun-
permissible, or assist the client in locat- A.11.c. Appropriate Termination selors request private information from
ing comparable, affordable services. Counselors terminate a counseling re- clients only when it is beneficial to the
lationship when it becomes reasonably counseling process.
A.10.d. Nonpayment of Fees apparent that the client no longer needs
If counselors intend to use collection assistance, is not likely to benefit, or is
agencies or take legal measures to col-
• 6 •
• ACA Code of Ethics •
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
consent from the client or take steps to
Counselors protect the confidential prohibit the disclosure or have it limited In couples and family counseling, coun-
information of prospective and current as narrowly as possible because of po- selors clearly define who is considered
clients. Counselors disclose information tential harm to the client or counseling “the client” and discuss expectations and
only with appropriate consent or with relationship. limitations of confidentiality. Counselors
sound legal or ethical justification. seek agreement and document in writing
B.2.e. Minimal Disclosure such agreement among all involved parties
B.1.d. Explanation of To the extent possible, clients are regarding the confidentiality of informa-
Limitations informed before confidential infor- tion. In the absence of an agreement to the
mation is disclosed and are involved contrary, the couple or family is considered
At initiation and throughout the counsel- in the disclosure decision-making to be the client.
ing process, counselors inform clients of process. When circumstances require
the limitations of confidentiality and seek the disclosure of confidential infor- B.5. Clients Lacking Capacity
to identify situations in which confiden- mation, only essential information to Give Informed
tiality must be breached. is revealed. Consent
B.2. Exceptions B.3. Information Shared B.5.a. Responsibility to Clients
With Others When counseling minor clients or adult
B.2.a. Serious and Foreseeable clients who lack the capacity to give
Harm and Legal B.3.a. Subordinates voluntary, informed consent, counselors
Requirements Counselors make every effort to ensure protect the confidentiality of informa-
that privacy and confidentiality of tion received—in any medium—in the
The general requirement that counsel- clients are maintained by subordi- counseling relationship as specified by
ors keep information confidential does nates, including employees, supervisees, federal and state laws, written policies,
not apply when disclosure is required students, clerical assistants, and and applicable ethical standards.
to protect clients or identified others volunteers.
from serious and foreseeable harm or B.5.b. Responsibility to Parents
when legal requirements demand that B.3.b. Interdisciplinary Teams and Legal Guardians
confidential information must be re- When services provided to the client
vealed. Counselors consult with other involve participation by an interdisci- Counselors inform parents and legal
professionals when in doubt as to the plinary or treatment team, the client guardians about the role of counselors
validity of an exception. Additional will be informed of the team’s existence and the confidential nature of the coun-
considerations apply when addressing and composition, information being seling relationship, consistent with cur-
end-of-life issues. shared, and the purposes of sharing rent legal and custodial arrangements.
such information. Counselors are sensitive to the cultural
B.2.b. Confidentiality Regarding diversity of families and respect the
End-of-Life Decisions B.3.c. Confidential Settings inherent rights and responsibilities of
Counselors discuss confidential infor- parents/guardians regarding the wel-
Counselors who provide services to mation only in settings in which they fare of their children/charges according
terminally ill individuals who are con- can reasonably ensure client privacy. to law. Counselors work to establish,
sidering hastening their own deaths have as appropriate, collaborative relation-
the option to maintain confidentiality, B.3.d. Third-Party Payers ships with parents/guardians to best
depending on applicable laws and the Counselors disclose information to serve clients.
specific circumstances of the situation third-party payers only when clients
and after seeking consultation or super- have authorized such disclosure. B.5.c. Release of Confidential
vision from appropriate professional and Information
legal parties. B.3.e. Transmitting Confidential
Information When counseling minor clients or
B.2.c. Contagious, Life- adult clients who lack the capacity
Threatening Diseases Counselors take precautions to ensure to give voluntary consent to release
the confidentiality of all information confidential information, counselors
When clients disclose that they have a transmitted through the use of any seek permission from an appropriate
disease commonly known to be both medium. third party to disclose information.
communicable and life threatening, In such instances, counselors inform
counselors may be justified in disclos- B.3.f. Deceased Clients clients consistent with their level of
ing information to identifiable third Counselors protect the confidentiality understanding and take appropriate
parties, if the parties are known to be of deceased clients, consistent with le- measures to safeguard client confi-
at serious and foreseeable risk of con- gal requirements and the documented dentiality.
tracting the disease. Prior to making a preferences of the client.
disclosure, counselors assess the intent B.6. Records and
of clients to inform the third parties B.4. Groups and Families Documentation
about their disease or to engage in
any behaviors that may be harmful to B.4.a. Group Work B.6.a. Creating and Maintaining
an identifiable third party. Counselors In group work, counselors clearly Records and Documentation
adhere to relevant state laws concern- explain the importance and param-
ing disclosure about disease status. eters of confidentiality for the specific Counselors create and maintain records
group. and documentation necessary for ren-
B.2.d. Court-Ordered Disclosure dering professional services.
When ordered by a court to release
confidential or privileged information
• 7 •
• ACA Code of Ethics •
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
to protect client confidentiality in the devoting a portion of their professional
Counselors ensure that records and event of the counselor’s termination of activity to services for which there is
documentation kept in any medium are practice, incapacity, or death and ap- little or no financial return (pro bono
secure and that only authorized persons point a records custodian when identi- publico). In addition, counselors engage
have access to them. fied as appropriate. in self-care activities to maintain and
promote their own emotional, physical,
B.6.c. Permission to Record B.7. Case Consultation mental, and spiritual well-being to best
Counselors obtain permission from cli- meet their professional responsibilities.
ents prior to recording sessions through B.7.a. Respect for Privacy
electronic or other means. Information shared in a consulting C.1. Knowledge of and
relationship is discussed for profes- Compliance With
B.6.d. Permission to Observe sional purposes only. Written and oral Standards
Counselors obtain permission from cli- reports present only data germane to the
ents prior to allowing any person to ob- purposes of the consultation, and every Counselors have a responsibility to
serve counseling sessions, review session effort is made to protect client identity read, understand, and follow the ACA
transcripts, or view recordings of sessions and to avoid undue invasion of privacy. Code of Ethics and adhere to applicable
with supervisors, faculty, peers, or others laws and regulations.
within the training environment. B.7.b. Disclosure of
Confidential Information C.2. Professional Competence
B.6.e. Client Access
Counselors provide reasonable access When consulting with colleagues, C.2.a. Boundaries of
to records and copies of records when counselors do not disclose confidential Competence
requested by competent clients. Coun- information that reasonably could lead
selors limit the access of clients to their to the identification of a client or other Counselors practice only within the
records, or portions of their records, person or organization with whom they boundaries of their competence, based
only when there is compelling evidence have a confidential relationship unless on their education, training, super-
that such access would cause harm to they have obtained the prior consent vised experience, state and national
the client. Counselors document the of the person or organization or the professional credentials, and appropri-
request of clients and the rationale for disclosure cannot be avoided. They ate professional experience. Whereas
withholding some or all of the records disclose information only to the extent multicultural counseling competency is
in the files of clients. In situations necessary to achieve the purposes of the required across all counseling specialties,
involving multiple clients, counselors consultation. counselors gain knowledge, personal
provide individual clients with only awareness, sensitivity, dispositions, and
those parts of records that relate directly Section C skills pertinent to being a culturally
to them and do not include confidential competent counselor in working with a
information related to any other client. Professional diverse client population.
Responsibility
B.6.f. Assistance With Records C.2.b. New Specialty Areas
When clients request access to their re- Introduction of Practice
cords, counselors provide assistance and
consultation in interpreting counseling Counselors aspire to open, honest, Counselors practice in specialty areas
records. and accurate communication in deal- new to them only after appropriate
ing with the public and other profes- education, training, and supervised
B.6.g. Disclosure or Transfer sionals. Counselors facilitate access to experience. While developing skills
Unless exceptions to confidentiality counseling services, and they practice in new specialty areas, counselors
exist, counselors obtain written permis- in a nondiscriminatory manner within take steps to ensure the competence
sion from clients to disclose or transfer the boundaries of professional and of their work and protect others from
records to legitimate third parties. Steps personal competence; they also have possible harm.
are taken to ensure that receivers of a responsibility to abide by the ACA
counseling records are sensitive to their Code of Ethics. Counselors actively C.2.c. Qualified for Employment
confidential nature. participate in local, state, and national Counselors accept employment only
associations that foster the develop- for positions for which they are quali-
B.6.h. Storage and Disposal ment and improvement of counseling. fied given their education, training,
After Termination Counselors are expected to advocate supervised experience, state and
to promote changes at the individual, national professional credentials, and
Counselors store records following ter- group, institutional, and societal lev- appropriate professional experience.
mination of services to ensure reasonable els that improve the quality of life for Counselors hire for professional coun-
future access, maintain records in ac- individuals and groups and remove seling positions only individuals who
cordance with federal and state laws and potential barriers to the provision or are qualified and competent for those
statutes such as licensure laws and policies access of appropriate services being of- positions.
governing records, and dispose of client fered. Counselors have a responsibility
records and other sensitive materials in a to the public to engage in counseling C.2.d. Monitor Effectiveness
manner that protects client confidentiality. practices that are based on rigorous re- Counselors continually monitor their effec-
Counselors apply careful discretion and tiveness as professionals and take steps to
deliberation before destroying records improve when necessary. Counselors take
that may be needed by a court of law, such reasonable steps to seek peer supervision
as notes on child abuse, suicide, sexual to evaluate their efficacy as counselors.
harassment, or violence.
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• ACA Code of Ethics •
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-
implications of and obtain permission ing or a related field. Counselors do not
Counselors take reasonable steps to for the use of any testimonial. use “ABD” (all but dissertation) or other
consult with other counselors, the such terms to imply competency.
ACA Ethics and Professional Standards C.3.c. Statements by Others
Department, or related professionals When feasible, counselors make reason- C.4.e. Accreditation Status
when they have questions regarding able efforts to ensure that statements Counselors accurately represent the
their ethical obligations or professional made by others about them or about accreditation status of their degree pro-
practice. the counseling profession are accurate. gram and college/university.
C.2.f. Continuing Education C.3.d. Recruiting Through C.4.f. Professional Membership
Counselors recognize the need for con- Employment Counselors clearly differentiate between
tinuing education to acquire and main- current, active memberships and former
tain a reasonable level of awareness Counselors do not use their places of memberships in associations. Members
of current scientific and professional employment or institutional affiliation to of ACA must clearly differentiate be-
information in their fields of activity. recruit clients, supervisors, or consultees tween professional membership, which
Counselors maintain their competence for their private practices. implies the possession of at least a mas-
in the skills they use, are open to new ter’s degree in counseling, and regular
procedures, and remain informed re- C.3.e. Products and Training membership, which is open to indi-
garding best practices for working with Advertisements viduals whose interests and activities are
diverse populations. consistent with those of ACA but are not
Counselors who develop products qualified for professional membership.
C.2.g. Impairment related to their profession or conduct
Counselors monitor themselves for workshops or training events ensure C.5. Nondiscrimination
signs of impairment from their own that the advertisements concerning
physical, mental, or emotional problems these products or events are accurate Counselors do not condone or engage
and refrain from offering or providing and disclose adequate information for in discrimination against prospective or
professional services when impaired. consumers to make informed choices. current clients, students, employees, su-
They seek assistance for problems that pervisees, or research participants based
reach the level of professional impair- C.3.f. Promoting to Those Served on age, culture, disability, ethnicity, race,
ment, and, if necessary, they limit, Counselors do not use counseling, religion/spirituality, gender, gender
suspend, or terminate their professional teaching, training, or supervisory rela- identity, sexual orientation, marital/
responsibilities until it is determined tionships to promote their products or partnership status, language preference,
that they may safely resume their training events in a manner that is de- socioeconomic status, immigration
work. Counselors assist colleagues or ceptive or would exert undue influence status, or any basis proscribed by law.
supervisors in recognizing their own on individuals who may be vulnerable.
professional impairment and provide However, counselor educators may C.6. Public Responsibility
consultation and assistance when war- adopt textbooks they have authored for
ranted with colleagues or supervisors instructional purposes. C.6.a. Sexual Harassment
showing signs of impairment and Counselors do not engage in or condone
intervene as appropriate to prevent C.4. Professional Qualifications sexual harassment. Sexual harassment
imminent harm to clients. can consist of a single intense or severe act,
C.4.a. Accurate Representation or multiple persistent or pervasive acts.
C.2.h. Counselor Incapacitation, Counselors claim or imply only profes-
Death, Retirement, or sional qualifications actually completed C.6.b. Reports to Third Parties
Termination of Practice and correct any known misrepresenta- Counselors are accurate, honest, and
tions of their qualifications by others. objective in reporting their professional
Counselors prepare a plan for the trans- Counselors truthfully represent the qual- activities and judgments to appropriate
fer of clients and the dissemination of ifications of their professional colleagues. third parties, including courts, health
records to an identified colleague or Counselors clearly distinguish between insurance companies, those who are
records custodian in the case of the paid and volunteer work experience the recipients of evaluation reports,
counselor’s incapacitation, death, retire- and accurately describe their continuing and others.
ment, or termination of practice. education and specialized training.
C.6.c. Media Presentations
C.3. Advertising and C.4.b. Credentials When counselors provide advice or com-
Soliciting Clients Counselors claim only licenses or certifica- ment by means of public lectures, dem-
tions that are current and in good standing. onstrations, radio or television programs,
C.3.a. Accurate Advertising recordings, technology-based applica-
When advertising or otherwise rep- C.4.c. Educational Degrees tions, printed articles, mailed material,
resenting their services to the public, Counselors clearly differentiate be- or other media, they take reasonable
counselors identify their credentials tween earned and honorary degrees. precautions to ensure that
in an accurate manner that is not false,
misleading, deceptive, or fraudulent. C.4.d. Implying Doctoral-Level 1. the statements are based on ap-
Competence propriate professional counsel-
C.3.b. Testimonials ing literature and practice,
Counselors who use testimonials do Counselors clearly state their highest
not solicit them from current clients, earned degree in counseling or a closely 2. the statements are otherwise
former clients, or any other persons who related field. Counselors do not imply consistent with the ACA Code of
doctoral-level competence when pos- Ethics, and
sessing a master’s degree in counseling
or a related field by referring to them-
• 9 •
• ACA Code of Ethics •
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
ship has been established. about colleagues within and outside When counselors are in a position
the field of counseling. Counselors requiring personnel selection and/or
C.6.d. Exploitation of Others develop positive working relation- assigning of responsibilities to others,
Counselors do not exploit others in their ships and systems of communication they select competent staff and assign
professional relationships. with colleagues to enhance services responsibilities compatible with their
to clients. skills and experiences.
C.6.e. Contributing to the
Public Good D.1. Relationships With D.1.g. Employer Policies
(Pro Bono Publico) Colleagues, Employers, The acceptance of employment in an
and Employees agency or institution implies that counsel-
Counselors make a reasonable effort ors are in agreement with its general poli-
to provide services to the public for D.1.a. Different Approaches cies and principles. Counselors strive to
which there is little or no financial Counselors are respectful of approaches reach agreement with employers regard-
return (e.g., speaking to groups, shar- that are grounded in theory and/or ing acceptable standards of client care
ing professional information, offering have an empirical or scientific founda- and professional conduct that allow for
reduced fees). tion but may differ from their own. changes in institutional policy conducive
Counselors acknowledge the expertise to the growth and development of clients.
C.7. Treatment Modalities of other professional groups and are
respectful of their practices. D.1.h. Negative Conditions
C.7.a. Scientific Basis for Counselors alert their employers of inap-
Treatment D.1.b. Forming Relationships propriate policies and practices. They
Counselors work to develop and attempt to effect changes in such policies
When providing services, counselors use strengthen relationships with col- or procedures through constructive action
techniques/procedures/modalities that leagues from other disciplines to best within the organization. When such poli-
are grounded in theory and/or have an serve clients. cies are potentially disruptive or damaging
empirical or scientific foundation. to clients or may limit the effectiveness of
D.1.c. Interdisciplinary services provided and change cannot be af-
C.7.b. Development and Teamwork fected, counselors take appropriate further
Innovation action. Such action may include referral to
Counselors who are members of in- appropriate certification, accreditation, or
When counselors use developing or terdisciplinary teams delivering mul- state licensure organizations, or voluntary
innovative techniques/procedures/ tifaceted services to clients remain termination of employment.
modalities, they explain the potential focused on how to best serve clients.
risks, benefits, and ethical considerations They participate in and contribute to D.1.i. Protection From
of using such techniques/procedures/ decisions that affect the well-being of Punitive Action
modalities. Counselors work to minimize clients by drawing on the perspectives,
any potential risks or harm when using values, and experiences of the counsel- Counselors do not harass a colleague
these techniques/procedures/modalities. ing profession and those of colleagues or employee or dismiss an employee
from other disciplines. who has acted in a responsible and
C.7.c. Harmful Practices ethical manner to expose inappropriate
Counselors do not use techniques/pro- D.1.d. Establishing employer policies or practices.
cedures/modalities when substantial Professional and
evidence suggests harm, even if such Ethical Obligations D.2. Provision of
services are requested. Consultation Services
Counselors who are members of inter-
C.8. Responsibility to disciplinary teams work together with D.2.a. Consultant Competency
Other Professionals team members to clarify professional Counselors take reasonable steps to
and ethical obligations of the team as ensure that they have the appropri-
C.8.a. Personal Public a whole and of its individual members. ate resources and competencies when
Statements When a team decision raises ethical providing consultation services. Coun-
concerns, counselors first attempt to selors provide appropriate referral
When making personal statements in a resolve the concern within the team. resources when requested or needed.
public context, counselors clarify that they If they cannot reach resolution among
are speaking from their personal perspec- team members, counselors pursue D.2.b. Informed Consent in
tives and that they are not speaking on other avenues to address their concerns Formal Consultation
behalf of all counselors or the profession. consistent with client well-being.
When providing formal consultation
Section D D.1.e. Confidentiality services, counselors have an obligation to
When counselors are required by law, review, in writing and verbally, the rights
Relationships With institutional policy, or extraordinary and responsibilities of both counselors
Other Professionals circumstances to serve in more than one and consultees. Counselors use clear
role in judicial or administrative pro- and understandable language to inform
Introduction ceedings, they clarify role expectations all parties involved about the purpose
and the parameters of confidentiality of the services to be provided, relevant
Professional counselors recognize with their colleagues. costs, potential risks and benefits, and
that the quality of their interactions the limits of confidentiality.
• 10 •
• ACA Code of Ethics •
Section E E.2.c. Decisions Based on pathologizing of certain individuals and
Results groups and strive to become aware of
Evaluation, Assessment, and address such biases in themselves
and Interpretation Counselors responsible for decisions or others.
involving individuals or policies that are
Introduction based on assessment results have a thor- E.5.d. Refraining From
ough understanding of psychometrics. Diagnosis
Counselors use assessment as one com-
ponent of the counseling process, taking E.3. Informed Consent Counselors may refrain from making
into account the clients’ personal and in Assessment and/or reporting a diagnosis if they
cultural context. Counselors promote the believe that it would cause harm to the
well-being of individual clients or groups E.3.a. Explanation to Clients client or others. Counselors carefully
of clients by developing and using ap- Prior to assessment, counselors explain consider both the positive and negative
propriate educational, mental health, the nature and purposes of assessment implications of a diagnosis.
psychological, and career assessments. and the specific use of results by po-
tential recipients. The explanation will E.6. Instrument Selection
E.1. General be given in terms and language that
the client (or other legally authorized E.6.a. Appropriateness of
E.1.a. Assessment person on behalf of the client) can Instruments
The primary purpose of educational, understand.
mental health, psychological, and career Counselors carefully consider the
assessment is to gather information E.3.b. Recipients of Results validity, reliability, psychometric limi-
regarding the client for a variety of Counselors consider the client’s and/ tations, and appropriateness of instru-
purposes, including, but not limited or examinee’s welfare, explicit under- ments when selecting assessments and,
to, client decision making, treatment standings, and prior agreements in de- when possible, use multiple forms of
planning, and forensic proceedings. As- termining who receives the assessment assessment, data, and/or instruments
sessment may include both qualitative results. Counselors include accurate in forming conclusions, diagnoses, or
and quantitative methodologies. and appropriate interpretations with recommendations.
any release of individual or group as-
E.1.b. Client Welfare sessment results. E.6.b. Referral Information
Counselors do not misuse assessment If a client is referred to a third party
results and interpretations, and they E.4. Release of Data to for assessment, the counselor provides
take reasonable steps to prevent others Qualified Personnel specific referral questions and suf-
from misusing the information pro- ficient objective data about the client
vided. They respect the client’s right Counselors release assessment data in to ensure that appropriate assessment
to know the results, the interpretations which the client is identified only with instruments are utilized.
made, and the bases for counselors’ the consent of the client or the client’s
conclusions and recommendations. legal representative. Such data are E.7. Conditions of
released only to persons recognized Assessment
E.2. Competence to Use and by counselors as qualified to interpret Administration
Interpret Assessment the data.
Instruments E.7.a. Administration
E.5. Diagnosis of Conditions
E.2.a. Limits of Competence Mental Disorders
Counselors use only those testing and as- Counselors administer assessments
sessment services for which they have been E.5.a. Proper Diagnosis under the same conditions that were
trained and are competent. Counselors Counselors take special care to provide established in their standardization.
using technology-assisted test interpreta- proper diagnosis of mental disorders. When assessments are not administered
tions are trained in the construct being Assessment techniques (including under standard conditions, as may be
measured and the specific instrument personal interviews) used to determine necessary to accommodate clients with
being used prior to using its technology- client care (e.g., locus of treatment, type disabilities, or when unusual behavior
based application. Counselors take reason- of treatment, recommended follow-up) or irregularities occur during the admin-
able measures to ensure the proper use of are carefully selected and appropri- istration, those conditions are noted in
assessment techniques by persons under ately used. interpretation, and the results may be
their supervision. designated as invalid or of question-
E.5.b. Cultural Sensitivity able validity.
E.2.b. Appropriate Use Counselors recognize that culture
Counselors are responsible for the affects the manner in which clients’ E.7.b. Provision of Favorable
appropriate application, scoring, inter- problems are defined and experienced. Conditions
pretation, and use of assessment instru- Clients’ socioeconomic and cultural
ments relevant to the needs of the client, experiences are considered when diag- Counselors provide an appropriate
whether they score and interpret such nosing mental disorders. environment for the administration
assessments themselves or use technol- of assessments (e.g., privacy, comfort,
ogy or other services. E.5.c. Historical and Social freedom from distraction).
Prejudices in the
Diagnosis of Pathology E.7.c. Technological
Administration
Counselors recognize historical and so-
cial prejudices in the misdiagnosis and Counselors ensure that technologi-
cally administered assessments func-
tion properly and provide clients with
accurate results.
• 11 •
• ACA Code of Ethics •
E.7.d. Unsupervised E.10. Assessment Security adults who lack the capacity to give
Assessments voluntary consent are being evaluated,
Counselors maintain the integrity informed written consent is obtained
Unless the assessment instrument is and security of tests and assessments from a parent or guardian.
designed, intended, and validated for consistent with legal and contractual
self-administration and/or scoring, obligations. Counselors do not appro- E.13.c. Client Evaluation
counselors do not permit unsupervised priate, reproduce, or modify published Prohibited
use. assessments or parts thereof without
acknowledgment and permission from Counselors do not evaluate current or
E.8. Multicultural Issues/ the publisher. former clients, clients’ romantic partners,
Diversity in Assessment or clients’ family members for forensic
E.11. Obsolete Assessment purposes. Counselors do not counsel
Counselors select and use with cau- and Outdated Results individuals they are evaluating.
tion assessment techniques normed
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.,
group, gender, race, language pref- noncurrent versions of assessments/ Counselors who provide forensic
erence, religion, spirituality, sexual instruments). Counselors make every evaluations avoid potentially harmful
orientation, and socioeconomic status effort to prevent the misuse of obsolete professional or personal relationships
on test administration and interpre- measures and assessment data by others. with family members, romantic part-
tation, and they place test results in ners, and close friends of individuals
proper perspective with other relevant E.12. Assessment they are evaluating or have evaluated
factors. Construction in the past.
E.9. Scoring and Interpretation Counselors use established scientific Section F
of Assessments procedures, relevant standards, and
current professional knowledge for Supervision, Training,
E.9.a. Reporting assessment design in the development, and Teaching
When counselors report assessment re- publication, and utilization of assess-
sults, they consider the client’s personal ment techniques. Introduction
and cultural background, the level of
the client’s understanding of the results, E.13. Forensic Evaluation: Counselor supervisors, trainers, and
and the impact of the results on the Evaluation for educators aspire to foster meaningful
client. In reporting assessment results, Legal Proceedings and respectful professional relation-
counselors indicate reservations that ships and to maintain appropriate
exist regarding validity or reliability E.13.a. Primary Obligations boundaries with supervisees and
due to circumstances of the assessment When providing forensic evaluations, students in both face-to-face and elec-
or inappropriateness of the norms for the primary obligation of counselors is tronic formats. They have theoretical
the person tested. to produce objective findings that can be and pedagogical foundations for their
substantiated based on information and work; have knowledge of supervision
E.9.b. Instruments With techniques appropriate to the evalua- models; and aim to be fair, accurate,
Insufficient Empirical tion, which may include examination of and honest in their assessments of
Data the individual and/or review of records. counselors, students, and supervisees.
Counselors form professional opinions
Counselors exercise caution when based on their professional knowledge F.1. Counselor Supervision
interpreting the results of instruments and expertise that can be supported and Client Welfare
not having sufficient empirical data to by the data gathered in evaluations.
support respondent results. The specific Counselors define the limits of their F.1.a. Client Welfare
purposes for the use of such instruments reports or testimony, especially when A primary obligation of counseling
are stated explicitly to the examinee. an examination of the individual has supervisors is to monitor the services
Counselors qualify any conclusions, di- not been conducted. provided by supervisees. Counseling
agnoses, or recommendations made that supervisors monitor client welfare and
are based on assessments or instruments E.13.b. Consent for Evaluation supervisee performance and profes-
with questionable validity or reliability. Individuals being evaluated are in- sional development. To fulfill these
formed in writing that the relationship obligations, supervisors meet regularly
E.9.c. Assessment Services is for the purposes of an evaluation and with supervisees to review the super-
Counselors who provide assessment, is not therapeutic in nature, and enti- visees’ work and help them become
scoring, and interpretation services to ties or individuals who will receive the prepared to serve a range of diverse
support the assessment process confirm evaluation report are identified. Coun- clients. Supervisees have a responsibil-
the validity of such interpretations. selors who perform forensic evalua- ity to understand and follow the ACA
They accurately describe the purpose, tions obtain written consent from those Code of Ethics.
norms, validity, reliability, and applica- being evaluated or from their legal
tions of the procedures and any special representative unless a court orders F.1.b. Counselor Credentials
qualifications applicable to their use. evaluations to be conducted without Counseling supervisors work to ensure
At all times, counselors maintain their the written consent of the individuals that supervisees communicate their
ethical responsibility to those being being evaluated. When children or
assessed.
• 12 •
• ACA Code of Ethics •
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
done or subject supervisees to sexual offering or providing professional
Supervisors make supervisees aware of harassment. services when such impairment is
client rights, including the protection likely to harm a client or others. They
of client privacy and confidentiality in F.3.d. Friends or Family notify their faculty and/or supervi-
the counseling relationship. Supervis- Members sors and seek assistance for problems
ees provide clients with professional that reach the level of professional
disclosure information and inform Supervisors are prohibited from engag- impairment, and, if necessary, they
them of how the supervision process ing in supervisory relationships with limit, suspend, or terminate their
influences the limits of confidential- individuals with whom they have an professional responsibilities until it
ity. Supervisees make clients aware of inability to remain objective. is determined that they may safely
who will have access to records of the resume their work.
counseling relationship and how these F.4. Supervisor
records will be stored, transmitted, or Responsibilities F.5.c. Professional Disclosure
otherwise reviewed. Before providing counseling services,
F.4.a. Informed Consent for students and supervisees disclose
F.2. Counselor Supervision Supervision their status as supervisees and explain
Competence how this status affects the limits of
Supervisors are responsible for incor- confidentiality. Supervisors ensure
F.2.a. Supervisor Preparation porating into their supervision the that clients are aware of the services
Prior to offering supervision services, principles of informed consent and rendered and the qualifications of the
counselors are trained in supervision participation. Supervisors inform su- students and supervisees rendering
methods and techniques. Counselors pervisees of the policies and procedures those services. Students and super-
who offer supervision services regularly to which supervisors are to adhere and visees obtain client permission before
pursue continuing education activities, the mechanisms for due process appeal they use any information concerning
including both counseling and supervi- of individual supervisor actions. The the counseling relationship in the
sion topics and skills. issues unique to the use of distance training process.
supervision are to be included in the
F.2.b. Multicultural Issues/ documentation as necessary. F.6. Counseling Supervision
Diversity in Supervision Evaluation, Remediation,
F.4.b. Emergencies and and Endorsement
Counseling supervisors are aware of and Absences
address the role of multiculturalism/ F.6.a. Evaluation
diversity in the supervisory relationship. Supervisors establish and communi- Supervisors document and provide
cate to supervisees procedures for con- supervisees with ongoing feedback
F.2.c. Online Supervision tacting supervisors or, in their absence, regarding their performance and
When using technology in supervision, alternative on-call supervisors to assist schedule periodic formal evaluative
counselor supervisors are competent in in handling crises. sessions throughout the supervisory
the use of those technologies. Supervi- relationship.
sors take the necessary precautions F.4.c. Standards for Supervisees
to protect the confidentiality of all Supervisors make their supervisees F.6.b. Gatekeeping and
information transmitted through any aware of professional and ethical Remediation
electronic means. standards and legal responsibilities.
Through initial and ongoing evalua-
F.3. Supervisory Relationship F.4.d. Termination of the tion, supervisors are aware of super-
Supervisory Relationship visee limitations that might impede
F.3.a. Extending Conventional performance. Supervisors assist su-
Supervisory Relationships Supervisors or supervisees have the pervisees in securing remedial assis-
right to terminate the supervisory tance when needed. They recommend
Counseling supervisors clearly define relationship with adequate notice. Rea- dismissal from training programs,
and maintain ethical professional, sons for considering termination are applied counseling settings, and state
personal, and social relationships with discussed, and both parties work to or voluntary professional credential-
their supervisees. Supervisors con- resolve differences. When termination ing processes when those supervisees
sider the risks and benefits of extend- is warranted, supervisors make appro- are unable to demonstrate that they
ing current supervisory relationships priate referrals to possible alternative can provide competent professional
in any form beyond conventional supervisors. services to a range of diverse clients.
parameters. In extending these bound- Supervisors seek consultation and
aries, supervisors take appropriate F.5. Student and Supervisee document their decisions to dismiss or
professional precautions to ensure that Responsibilities refer supervisees for assistance. They
judgment is not impaired and that no ensure that supervisees are aware of
harm occurs. F.5.a. Ethical Responsibilities options available to them to address
Students and supervisees have a re- such decisions.
F.3.b. Sexual Relationships sponsibility to understand and follow
Sexual or romantic interactions or rela- the ACA Code of Ethics. Students and
tionships with current supervisees are supervisees have the same obligation to
prohibited. This prohibition applies to clients as those required of professional
counselors.
• 13 •
• ACA Code of Ethics •
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
services are provided and inform site
If supervisees request counseling, the In traditional, hybrid, and/or online supervisors of their professional and
supervisor assists the supervisee in formats, counselor educators establish ethical responsibilities in this role.
identifying appropriate services. Su- education and training programs that
pervisors do not provide counseling integrate academic study and super- F.8. Student Welfare
services to supervisees. Supervisors vised practice.
address interpersonal competencies in F.8.a. Program Information and
terms of the impact of these issues on F.7.e. Teaching Ethics Orientation
clients, the supervisory relationship, Throughout the program, counselor
and professional functioning. educators ensure that students are Counselor educators recognize that
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
endorsement. Regardless of qualifi- F.7.f. Use of Case Examples students with information about the
cations, supervisors do not endorse The use of client, student, or supervisee counselor education program’s expecta-
supervisees whom they believe to be information for the purposes of case ex- tions, including
impaired in any way that would inter- amples in a lecture or classroom setting
fere with the performance of the duties is permissible only when (a) the client, 1. the values and ethical principles
associated with the endorsement. student, or supervisee has reviewed the of the profession;
material and agreed to its presentation
F.7. Responsibilities of or (b) the information has been suf- 2. the type and level of skill and
Counselor Educators ficiently modified to obscure identity. knowledge acquisition required
for successful completion of the
F.7.a. Counselor Educators F.7.g. Student-to-Student training;
Counselor educators who are respon- Supervision and
sible for developing, implementing, Instruction 3. technology requirements;
and supervising educational programs 4. program training goals, objectives,
are skilled as teachers and practitio- When students function in the role of
ners. They are knowledgeable regard- counselor educators or supervisors, and mission, and subject matter to
ing the ethical, legal, and regulatory they understand that they have the be covered;
aspects of the profession; are skilled same ethical obligations as counselor 5. bases for evaluation;
in applying that knowledge; and educators, trainers, and supervisors. 6. training components that encour-
make students and supervisees aware Counselor educators make every effort age self-growth or self-disclosure
of their responsibilities. Whether in to ensure that the rights of students are as part of the training process;
traditional, hybrid, and/or online not compromised when their peers lead 7. the type of supervision settings
formats, counselor educators conduct experiential counseling activities in tra- and requirements of the sites for
counselor education and training ditional, hybrid, and/or online formats required clinical field experiences;
programs in an ethical manner and (e.g., counseling groups, skills classes, 8. student and supervisor evalua-
serve as role models for professional clinical supervision). tion and dismissal policies and
behavior. procedures; and
F.7.h. Innovative Theories and 9. up-to-date employment pros-
F.7.b. Counselor Educator Techniques pects for graduates.
Competence F.8.b. Student Career Advising
Counselor educators promote the use Counselor educators provide career
Counselors who function as counselor of techniques/procedures/modalities advisement for their students and make
educators or supervisors provide in- that are grounded in theory and/or them aware of opportunities in the field.
struction within their areas of knowl- have an empirical or scientific founda- F.8.c. Self-Growth Experiences
edge and competence and provide tion. When counselor educators discuss Self-growth is an expected component
instruction based on current informa- developing or innovative techniques/ of counselor education. Counselor edu-
tion and knowledge available in the procedures/modalities, they explain the cators are mindful of ethical principles
profession. When using technology to potential risks, benefits, and ethical con- when they require students to engage
deliver instruction, counselor educators siderations of using such techniques/ in self-growth experiences. Counselor
develop competence in the use of the procedures/modalities. educators and supervisors inform stu-
technology. dents that they have a right to decide
F.7.i. Field Placements what information will be shared or
F.7.c. Infusing Multicultural Counselor educators develop clear withheld in class.
Issues/Diversity policies and provide direct assistance F.8.d. Addressing Personal
within their training programs regard-
Counselor educators infuse material ing appropriate field placement and Concerns
related to multiculturalism/diver- other clinical experiences. Counselor Counselor educators may require stu-
sity into all courses and workshops educators provide clearly stated roles dents to address any personal concerns
for the development of professional and responsibilities for the student or that have the potential to affect profes-
counselors. supervisee, the site supervisor, and the sional competency.
program supervisor. They confirm that
• 14 •
• ACA Code of Ethics •
F.9. Evaluation and members discuss with former students F.11.b. Student Diversity
Remediation potential risks when they consider Counselor educators actively attempt
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-
expected, appraisal methods, and timing ties that students bring to the training
of evaluations for both didactic and clini- Counselor educators avoid nonacademic experience. Counselor educators pro-
cal competencies. Counselor educators relationships with students in which vide appropriate accommodations that
provide students with ongoing feedback there is a risk of potential harm to the enhance and support diverse student
regarding their performance throughout student or which may compromise the well-being and academic performance.
the training program. training experience or grades assigned.
In addition, counselor educators do not F.11.c. Multicultural/Diversity
F.9.b. Limitations accept any form of professional services, Competence
Counselor educators, through ongoing fees, commissions, reimbursement, or
evaluation, are aware of and address remuneration from a site for student or Counselor educators actively infuse
the inability of some students to achieve supervisor placement. multicultural/diversity competency in
counseling competencies. Counselor their training and supervision practices.
educators do the following: F.10.e. Counseling Services They actively train students to gain
Counselor educators do not serve awareness, knowledge, and skills in the
1. assist students in securing reme- as counselors to students currently competencies of multicultural practice.
dial assistance when needed, enrolled in a counseling or related pro-
gram and over whom they have power Section G
2. seek professional consultation and authority.
and document their decision to Research and
dismiss or refer students for F.10.f. Extending Educator– Publication
assistance, and Student Boundaries
Introduction
3. ensure that students have recourse Counselor educators are aware of the
in a timely manner to address power differential in the relationship Counselors who conduct research are
decisions requiring them to seek between faculty and students. If they encouraged to contribute to the knowl-
assistance or to dismiss them and believe that a nonprofessional relation- edge base of the profession and promote
provide students with due process ship with a student may be potentially a clearer understanding of the condi-
according to institutional policies beneficial to the student, they take pre- tions that lead to a healthy and more
and procedures. cautions similar to those taken by just society. Counselors support the
counselors when working with clients. efforts of researchers by participating
F.9.c. Counseling for Students Examples of potentially beneficial in- fully and willingly whenever possible.
If students request counseling, or if teractions or relationships include, but Counselors minimize bias and respect
counseling services are suggested as are not limited to, attending a formal diversity in designing and implement-
part of a remediation process, counselor ceremony; conducting hospital visits; ing research.
educators assist students in identifying providing support during a stressful
appropriate services. event; or maintaining mutual mem- G.1. Research Responsibilities
bership in a professional association,
F.10. Roles and Relationships organization, or community. Coun- G.1.a. Conducting Research
Between Counselor selor educators discuss with students Counselors plan, design, conduct, and
Educators and Students the rationale for such interactions, the report research in a manner that is con-
potential benefits and drawbacks, and sistent with pertinent ethical principles,
F.10.a. Sexual or Romantic the anticipated consequences for the federal and state laws, host institutional
Relationships student. Educators clarify the specific regulations, and scientific standards
nature and limitations of the additional governing research.
Counselor educators are prohibited role(s) they will have with the student
from sexual or romantic interactions or prior to engaging in a nonprofessional G.1.b. Confidentiality in
relationships with students currently relationship. Nonprofessional relation- Research
enrolled in a counseling or related pro- ships with students should be time
gram and over whom they have power limited and/or context specific and Counselors are responsible for under-
and authority. This prohibition applies initiated with student consent. standing and adhering to state, federal,
to both in-person and electronic interac- agency, or institutional policies or appli-
tions or relationships. F.11. Multicultural/Diversity cable guidelines regarding confidential-
Competence in ity in their research practices.
F.10.b. Sexual Harassment Counselor Education
Counselor educators do not condone or and Training Programs G.1.c. Independent Researchers
subject students to sexual harassment. When counselors conduct independent
F.11.a. Faculty Diversity research and do not have access to an
F.10.c. Relationships With Counselor educators are committed institutional review board, they are
Former Students to recruiting and retaining a diverse bound to the same ethical principles and
faculty.
Counselor educators are aware of the
power differential in the relationship
between faculty and students. Faculty
• 15 •
• ACA Code of Ethics •
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
G.1.d. Deviation From supervisees in research make clear to disseminate to an identified colleague or
Standard Practice them that the decision regarding par- records custodian a plan for the transfer
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 Maintaining Boundaries
standard or acceptable practices may be appropriate alternative to fulfill their
necessary. academic or clinical requirements. G.3.a. Extending Researcher–
Participant Boundaries
G.1.e. Precautions to G.2.c. Client Participation
Avoid Injury Counselors conducting research involv- Researchers consider the risks and ben-
ing clients make clear in the informed efits of extending current research rela-
Counselors who conduct research are consent process that clients are free to tionships beyond conventional param-
responsible for their participants’ wel- choose whether to participate in re- eters. When a nonresearch interaction
fare throughout the research process search activities. Counselors take neces- between the researcher and the research
and should take reasonable precautions sary precautions to protect clients from participant may be potentially ben-
to avoid causing emotional, physical, or adverse consequences of declining or eficial, the researcher must document,
social harm to participants. withdrawing from participation. prior to the interaction (when feasible),
the rationale for such an interaction, the
G.1.f. Principal Researcher G.2.d. Confidentiality of potential benefit, and anticipated con-
Responsibility Information sequences for the research participant.
Such interactions should be initiated
The ultimate responsibility for ethical Information obtained about research with appropriate consent of the research
research practice lies with the principal participants during the course of re- participant. Where unintentional harm
researcher. All others involved in the re- search is confidential. Procedures are occurs to the research participant, the
search activities share ethical obligations implemented to protect confidentiality. researcher must show evidence of an
and responsibility for their own actions. attempt to remedy such harm.
G.2.e. Persons Not
G.2. Rights of Research Capable of Giving G.3.b. Relationships With
Participants Informed Consent Research Participants
G.2.a. Informed Consent in When a research participant is not Sexual or romantic counselor–research
Research capable of giving informed consent, participant interactions or relationships
counselors provide an appropriate with current research participants are
Individuals have the right to decline explanation to, obtain agreement for prohibited. This prohibition applies to
requests to become research partici- participation from, and obtain the ap- both in-person and electronic interactions
pants. In seeking consent, counselors propriate consent of a legally authorized or relationships.
use language that person.
1. accurately explains the purpose G.3.c. Sexual Harassment and
G.2.f. Commitments to Research Participants
and procedures to be followed; Participants
2. identifies any procedures that Researchers do not condone or subject re-
Counselors take reasonable measures search participants to sexual harassment.
are experimental or relatively to honor all commitments to research
untried; participants. G.4. Reporting Results
3. describes any attendant discom-
forts, risks, and potential power G.2.g. Explanations After G.4.a. Accurate Results
differentials between researchers Data Collection Counselors plan, conduct, and report
and participants; research accurately. Counselors do not
4. describes any benefits or changes After data are collected, counselors engage in misleading or fraudulent re-
in individuals or organizations provide participants with full clarifi- search, distort data, misrepresent data,
that might reasonably be expected; cation of the nature of the study to re- or deliberately bias their results. They
5. discloses appropriate alternative move any misconceptions participants describe the extent to which results are
procedures that would be advan- might have regarding the research. applicable for diverse populations.
tageous for participants; Where scientific or human values
6. offers to answer any inquiries justify delaying or withholding infor- G.4.b. Obligation to Report
concerning the procedures; mation, counselors take reasonable Unfavorable Results
7. describes any limitations on measures to avoid causing harm.
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
• 16 •
• ACA Code of Ethics •
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. social media and make every attempt
Counselors who conduct joint research to protect confidentiality and meet any
G.4.d. Identity of Participants with colleagues or students/supervi- legal and ethical requirements for the
Counselors who supply data, aid in sors establish agreements in advance re- use of such resources.
the research of another person, report garding allocation of tasks, publication
research results, or make original data credit, and types of acknowledgment H.1. Knowledge and
available take due care to disguise the that will be received. Legal Considerations
identity of respective participants in
the absence of specific authorization G.5.f. Student Research H.1.a. Knowledge and
from the participants to do otherwise. Manuscripts or professional presen- Competency
In situations where participants self- tations in any medium that are sub-
identify their involvement in research stantially based on a student’s course Counselors who engage in the use of
studies, researchers take active steps papers, projects, dissertations, or theses distance counseling, technology, and/
to ensure that data are adapted/ are used only with the student’s permis- or social media develop knowledge and
changed to protect the identity and sion and list the student as lead author. skills regarding related technical, ethical,
welfare of all parties and that discus- and legal considerations (e.g., special
sion of results does not cause harm to G.5.g. Duplicate Submissions certifications, additional course work).
participants. Counselors submit manuscripts for con-
sideration to only one journal at a time. H.1.b. Laws and Statutes
G.4.e. Replication Studies Manuscripts that are published in whole Counselors who engage in the use of dis-
Counselors are obligated to make or in substantial part in one journal or tance counseling, technology, and social
available sufficient original research published work are not submitted for media within their counseling practice
information to qualified professionals publication to another publisher with- understand that they may be subject to
who may wish to replicate or extend out acknowledgment and permission laws and regulations of both the coun-
the study. from the original publisher. selor’s practicing location and the client’s
place of residence. Counselors ensure
G.5. Publications and G.5.h. Professional Review that their clients are aware of pertinent
Presentations Counselors who review material sub- legal rights and limitations governing the
mitted for publication, research, or practice of counseling across state lines
G.5.a. Use of Case Examples other scholarly purposes respect the or international boundaries.
The use of participants’, clients’, stu- confidentiality and proprietary rights
dents’, or supervisees’ information of those who submitted it. Counselors H.2. Informed Consent
for the purpose of case examples in a make publication decisions based on and Security
presentation or publication is permis- valid and defensible standards. Coun-
sible only when (a) participants, clients, selors review article submissions in a H.2.a. Informed Consent
students, or supervisees have reviewed timely manner and based on their scope and Disclosure
the material and agreed to its presenta- and competency in research methodolo-
tion or publication or (b) the informa- gies. Counselors who serve as reviewers Clients have the freedom to choose
tion has been sufficiently modified to at the request of editors or publishers whether to use distance counseling,
obscure identity. make every effort to only review ma- social media, and/or technology within
terials that are within their scope of the counseling process. In addition to
G.5.b. Plagiarism competency and avoid personal biases. the usual and customary protocol of
Counselors do not plagiarize; that is, informed consent between counselor
they do not present another person’s Section H and client for face-to-face counseling,
work as their own. the following issues, unique to the use of
Distance Counseling, distance counseling, technology, and/
G.5.c. Acknowledging Technology, and or social media, are addressed in the
Previous Work Social Media informed consent process:
In publications and presentations, Introduction • distance counseling credentials,
counselors acknowledge and give rec- physical location of practice, and
ognition to previous work on the topic Counselors understand that the profes- contact information;
by others or self. sion of counseling may no longer be
limited to in-person, face-to-face inter- • risks and benefits of engaging in
G.5.d. Contributors actions. Counselors actively attempt to the use of distance counseling,
Counselors give credit through joint understand the evolving nature of the technology, and/or social media;
authorship, acknowledgment, foot- profession with regard to distance coun-
note statements, or other appropriate seling, technology, and social media and • possibility of technology failure
means to those who have contributed how such resources may be used to bet- and alternate methods of service
significantly to research or concept ter serve their clients. Counselors strive delivery;
development in accordance with such to become knowledgeable about these
contributions. The principal contribu- resources. Counselors understand the • anticipated response time;
tor is listed first, and minor technical • emergency procedures to follow
or professional contributions are ac-
knowledged in notes or introductory when the counselor is not available;
statements. • time zone differences;
• cultural and/or language differ-
ences that may affect delivery of
services;
• 17 •
• ACA Code of Ethics •
• 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
use and/or application of technology services and/or maintain a professional
• social media policy. 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 H.4.c. Technology-Assisted H.5.c. Electronic Links
of maintaining the confidentiality of Services Counselors regularly ensure that elec-
electronic records and transmissions. tronic links are working and are profes-
They inform clients that individuals When providing technology-assisted sionally appropriate.
might have authorized or unauthorized services, counselors make reasonable
access to such records or transmissions efforts to determine that clients are H.5.d. Multicultural and
(e.g., colleagues, supervisors, employ- intellectually, emotionally, physically, Disability Considerations
ees, information technologists). linguistically, and functionally capable
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-
understand the purpose and operation pabilities for clients who have a different
Counselors inform clients about the of technology applications and follow primary language, when feasible. Coun-
inherent limits of confidentiality when up with clients to correct possible mis- selors acknowledge the imperfect nature
using technology. Counselors urge conceptions, discover appropriate use, of such translations and accessibilities.
clients to be aware of authorized and/ and assess subsequent steps.
or unauthorized access to information H.6. Social Media
disclosed using this medium in the H.4.d. Effectiveness of Services
counseling process. When distance counseling services are H.6.a. Virtual Professional
deemed ineffective by the counselor or Presence
H.2.d. Security client, counselors consider delivering
Counselors use current encryption stan- services face-to-face. If the counselor is In cases where counselors wish to
dards within their websites and/or tech- not able to provide face-to-face services maintain a professional and personal
nology-based communications that meet (e.g., lives in another state), the coun- presence for social media use, separate
applicable legal requirements. Counselors selor assists the client in identifying professional and personal web pages
take reasonable precautions to ensure the appropriate services. and profiles are created to clearly distin-
confidentiality of information transmitted guish between the two kinds of virtual
through any electronic means. H.4.e. Access presence.
Counselors provide information to
H.3. Client Verification clients regarding reasonable access to H.6.b. Social Media as Part of
pertinent applications when providing Informed Consent
Counselors who engage in the use of technology-assisted services.
distance counseling, technology, and/ Counselors clearly explain to their clients,
or social media to interact with clients H.4.f. Communication as part of the informed consent procedure,
take steps to verify the client’s identity Differences in the benefits, limitations, and boundaries
at the beginning and throughout the Electronic Media of the use of social media.
therapeutic process. Verification can
include, but is not limited to, using Counselors consider the differences be- H.6.c. Client Virtual Presence
code words, numbers, graphics, or other tween face-to-face and electronic com- Counselors respect the privacy of
nondescript identifiers. munication (nonverbal and verbal cues) their clients’ presence on social media
and how these may affect the counseling unless given consent to view such
H.4. Distance Counseling process. Counselors educate clients on information.
Relationship how to prevent and address potential
misunderstandings arising from the H.6.d. Use of Public
H.4.a. Benefits and Limitations lack of visual cues and voice intonations Social Media
Counselors inform clients of the benefits when communicating electronically.
and limitations of using technology ap- Counselors take precautions to avoid
plications in the provision of counseling H.5. Records and disclosing confidential information
services. Such technologies include, but are Web Maintenance through public social media.
not limited to, computer hardware and/or
software, telephones and applications, so- H.5.a. Records Section I
cial media and Internet-based applications Counselors maintain electronic records
and other audio and/or video communi- in accordance with relevant laws and Resolving Ethical
cation, or data storage devices or media. statutes. Counselors inform clients on Issues
how records are maintained electroni-
H.4.b. Professional cally. This includes, but is not limited Introduction
Boundaries in Distance to, the type of encryption and security
Counseling assigned to the records, and if/for how Professional counselors behave in an
long archival storage of transaction ethical and legal manner. They are
Counselors understand the necessity of records is maintained. aware that client welfare and trust in
maintaining a professional relationship
with their clients. Counselors discuss
• 18 •
• ACA Code of Ethics •
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
it as a reference for assisting in the the other counselor if feasible, provided Counselors do not initiate, participate
enforcement of the ACA Code of Ethics. such action does not violate confidential- in, or encourage the filing of ethics com-
ity rights that may be involved. plaints that are retaliatory in nature or are
I.1. Standards and the Law made with reckless disregard or willful
I.2.b. Reporting Ethical ignorance of facts that would disprove
I.1.a. Knowledge Violations the allegation.
Counselors know and understand the
ACA Code of Ethics and other applicable If an apparent violation has substantially I.2.f. Unfair Discrimination
ethics codes from professional organiza- harmed or is likely to substantially harm Against Complainants
tions or certification and licensure bod- a person or organization and is not ap- and Respondents
ies of which they are members. Lack of propriate for informal resolution or is not
knowledge or misunderstanding of an resolved properly, counselors take fur- Counselors do not deny individuals
ethical responsibility is not a defense ther action depending on the situation. employment, advancement, admission
against a charge of unethical conduct. Such action may include referral to state to academic or other programs, tenure,
or national committees on professional or promotion based solely on their
I.1.b. Ethical Decision Making ethics, voluntary national certification having made or their being the subject
When counselors are faced with an eth- bodies, state licensing boards, or ap- of an ethics complaint. This does not
ical dilemma, they use and document, propriate institutional authorities. The preclude taking action based on the
as appropriate, an ethical decision- confidentiality rights of clients should be outcome of such proceedings or con-
making model that may include, but considered in all actions. This standard sidering other appropriate information.
is not limited to, consultation; consid- does not apply when counselors have
eration of relevant ethical standards, been retained to review the work of I.3. Cooperation With
principles, and laws; generation of another counselor whose professional Ethics Committees
potential courses of action; deliberation conduct is in question (e.g., consultation,
of risks and benefits; and selection of expert testimony). Counselors assist in the process of
an objective decision based on the cir- enforcing the ACA Code of Ethics.
cumstances and welfare of all involved. I.2.c. Consultation Counselors cooperate with investiga-
When uncertain about whether a tions, proceedings, and requirements
I.1.c. Conflicts Between Ethics particular situation or course of ac- of the ACA Ethics Committee or eth-
and Laws tion may be in violation of the ACA ics committees of other duly consti-
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.
1See the American Counseling Association web site at http://www.counseling.org/knowledge-center/ethics
• 19 •
• ACA Code of Ethics •
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
as appropriate.
Advocacy – promotion of the well-being of individuals, groups,
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
(e.g., informed consent) to a counseling service or plan. sociated with possible actions clients may choose to take,
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
specified construct or constructs.
Bartering – accepting goods or services from clients in ex- Interdisciplinary Teams – teams of professionals serving
change for counseling services. clients that may include individuals who may not share
counselors’ responsibilities regarding confidentiality.
Client – an individual seeking or referred to the professional Minors – generally, persons under the age of 18 years, un-
services of a counselor. less otherwise designated by statute or regulation. In
some jurisdictions, minors may have the right to consent
Confidentiality – the ethical duty of counselors to protect a to counseling without consent of the parent or guardian.
client’s identity, identifying characteristics, and private Multicultural/Diversity Competence – counselors’ cul-
communications. tural and diversity awareness and knowledge about
self and others, and how this awareness and knowledge
Consultation – a professional relationship that may include, are applied effectively in practice with clients and cli-
but is not limited to, seeking advice, information, and/ ent groups.
or testimony. Multicultural/Diversity Counseling – counseling that recog-
nizes diversity and embraces approaches that support the
Counseling – a professional relationship that empowers worth, dignity, potential, and uniqueness of individuals
diverse individuals, families, and groups to accomplish within their historical, cultural, economic, political, and
mental health, wellness, education, and career goals. psychosocial contexts.
Personal Virtual Relationship – engaging in a relationship
Counselor Educator – a professional counselor engaged via technology and/or social media that blurs the profes-
primarily in developing, implementing, and supervising sional boundary (e.g., friending on social networking
the educational preparation of professional counselors. sites); using personal accounts as the connection point for
the virtual relationship.
Counselor Supervisor – a professional counselor who en- Privacy – the right of an individual to keep oneself and one’s
gages in a formal relationship with a practicing counselor personal information free from unauthorized disclosure.
or counselor-in-training for the purpose of overseeing that Privilege – a legal term denoting the protection of confidential
individual’s counseling work or clinical skill development. information in a legal proceeding (e.g., subpoena, deposi-
tion, testimony).
Culture – membership in a socially constructed way of liv- Pro bono publico – contributing to society by devoting a por-
ing, which incorporates collective values, beliefs, norms, tion of professional activities for little or no financial return
boundaries, and lifestyles that are cocreated with others (e.g., speaking to groups, sharing professional information,
who share similar worldviews comprising biological, offering reduced fees).
psychosocial, historical, psychological, and other factors. Professional Virtual Relationship – using technology and/
or social media in a professional manner and maintain-
Discrimination – the prejudicial treatment of an individual ing appropriate professional boundaries; using business
or group based on their actual or perceived membership accounts that cannot be linked back to personal accounts
in a particular group, class, or category. as the connection point for the virtual relationship (e.g., a
business page versus a personal profile).
Distance Counseling – The provision of counseling services Records – all information or documents, in any medium, that
by means other than face-to-face meetings, usually with the counselor keeps about the client, excluding personal
the aid of technology. and psychotherapy notes.
Records of an Artistic Nature – products created by the client
Diversity – the similarities and differences that occur within as part of the counseling process.
and across cultures, and the intersection of cultural and Records Custodian – a professional colleague who agrees to
social identities. serve as the caretaker of client records for another mental
health professional.
Documents – any written, digital, audio, visual, or artistic Self-Growth – a process of self-examination and challeng-
recording of the work within the counseling relationship ing of a counselor’s assumptions to enhance professional
between counselor and client. effectiveness.
Encryption – process of encoding information in such a way
that limits access to authorized users.
Examinee – a recipient of any professional counseling ser-
vice that includes educational, psychological, and career
appraisal, using qualitative or quantitative techniques.
Exploitation – actions and/or behaviors that take advantage
of another for one’s own benefit or gain.
Fee Splitting – the payment or acceptance of fees for client
referrals (e.g., percentage of fee paid for rent, referral fees).
Forensic Evaluation – the process of forming professional opin-
ions for court or other legal proceedings, based on professional
knowledge and expertise, and supported by appropriate data.
• 20 •
• ACA Code of Ethics •
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
senior member of a given profession designated as the
Sexual Harassment – sexual solicitation, physical advances, supervisor, engages in a collaborative relationship with
or verbal/nonverbal conduct that is sexual in nature; oc- another individual or group, usually a junior member(s)
curs in connection with professional activities or roles; of a given profession designated as the supervisee(s) in
is unwelcome, offensive, or creates a hostile workplace order to (a) promote the growth and development of the
or learning environment; and/or is sufficiently severe supervisee(s), (b) protect the welfare of the clients seen by
or intense to be perceived as harassment by a reason- the supervisee(s), and (c) evaluate the performance of the
able person. supervisee(s).
Supervisor – counselors who are trained to oversee the profes-
Social Justice – the promotion of equity for all people and sional clinical work of counselors and counselors-in-training.
groups for the purpose of ending oppression and injustice Teaching – all activities engaged in as part of a formal edu-
affecting clients, students, counselors, families, communi- cational program that is designed to lead to a graduate
ties, schools, workplaces, governments, and other social degree in counseling.
and institutional systems. Training – the instruction and practice of skills related
to the counseling profession. Training contributes to
Social Media – technology-based forms of communica- the ongoing proficiency of students and professional
tion of ideas, beliefs, personal histories, etc. (e.g., social counselors.
networking sites, blogs). Virtual Relationship – a non–face-to-face relationship (e.g.,
through social media).
Student – an individual engaged in formal graduate-level
counselor education.
Supervisee – a professional counselor or counselor-in-train-
ing whose counseling work or clinical skill development
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 B.1. Respecting Client Rights........................ 6
Boundaries ............................................... 5 B.1.a. Multicultural/Diversity
Relationship............................................. 4 A.6.c. Documenting Boundary
Section A: Introduction ................................ 4 Considerations ......................................... 6
A.1. Client Welfare......................................... 4 Extensions ................................................ 5 B.1.b. Respect for Privacy ............................. 6
A.1.a. Primary Responsibility ...................... 4 A.6.d. Role Changes in the B.1.c. Respect for Confidentiality ................ 7
A.1.b. Records and Documentation ............ 4 B.1.d. Explanation of Limitations ............... 7
A.1.c. Counseling Plans ................................ 4 Professional Relationship ....................... 5 B.2. Exceptions................................................ 7
A.1.d. Support Network Involvement ....... 4 A.6.e. Nonprofessional Interactions or B.2.a. Serious and Foreseeable Harm
A.2. Informed Consent in the
Relationships (Other Than Sexual or and Legal Requirements ........................ 7
Counseling Relationship ........................ 4 Romantic Interactions or B.2.b. Confidentiality Regarding
A.2.a. Informed Consent .............................. 4 Relationships) .......................................... 5
A.2.b. Types of Information Needed .......... 4 A.7. Roles and Relationships at End-of-Life Decisions ............................. 7
A.2.c. Developmental and Individual, Group, Institutional, B.2.c. Contagious, Life-Threatening
and Societal Levels................................... 5
Cultural Sensitivity ................................. 4 A.7.a. Advocacy ............................................. 5 Diseases .................................................... 7
A.2.d. Inability to Give Consent .................. 4 A.7.b. Confidentiality and Advocacy ......... 5 B.2.d. Court-Ordered Disclosure ................ 7
A.2.e. Mandated Clients ............................... 4 A.8. Multiple Clients ..................................... 6 B.2.e. Minimal Disclosure ............................ 7
A.3. Clients Served by Others ..................... 4 A.9. Group Work............................................ 6 B.3. Information Shared With Others.......... 7
A.4. Avoiding Harm and A.9.a. Screening ............................................. 6 B.3.a. Subordinates ........................................ 7
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
A.10.c. Establishing Fees .............................. 6 Information .............................................. 7
and Relationships .................................... 5 A.10.d. Nonpayment of Fees ....................... 6 B.3.f. Deceased Clients .................................. 7
A.5.a. Sexual and/or Romantic A.10.e. Bartering ............................................ 6 B.4. Groups and Families ............................. 7
A.10.f. Receiving Gifts .................................. 6 B.4.a. Group Work ......................................... 7
Relationships Prohibited ........................ 5 A.11. Termination and Referral.................... 6 B.4.b. Couples and Family Counseling ..........7
A.5.b. Previous Sexual and/or A.11.a. Competence Within B.5. Clients Lacking Capacity to
Termination and Referral ....................... 6
Romantic Relationships .......................... 5 A.11.b. Values Within Termination Give Informed Consent .......................... 7
A.5.c. Sexual and/or Romantic and Referral .............................................. 6 B.5.a. Responsibility to Clients .................... 7
A.11.c. Appropriate Termination ................ 6 B.5.b. Responsibility to Parents and
Relationships With Former A.11.d. Appropriate Transfer of
Clients ........................................................ 5 Services ..................................................... 6 Legal Guardians ...................................... 7
A.5.d. Friends or Family Members ............. 5 A.12. Abandonment and B.5.c. Release of Confidential
A.5.e. Personal Virtual Relationships Client Neglect .......................................... 6
With Current Clients ............................... 5 Information .............................................. 7
A.6. Managing and Maintaining B.6. Records and Documentation................. 7
Boundaries and Professional B.6.a. Creating and Maintaining Records
Relationships............................................ 5
and Documentation .....................................7
• 21 •
• ACA Code of Ethics •
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
B.6.g. Disclosure or Transfer ........................ 8 D.2.a. Consultant Competency ................. 10 Supervisory Relationships.................... 13
B.6.h. Storage and Disposal D.2.b. Informed Consent in F.3.b. Sexual Relationships ......................... 13
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 F.4.a. Informed Consent for
B.7.a. Respect for Privacy ............................. 8 and Interpretation ................................ 11
B.7.b. Disclosure of Confidential Section E: Introduction ............................... 11 Supervision ............................................ 13
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
C.1. Knowledge of and Compliance Relationship ........................................... 13
Interpret Assessment Instruments....... 11 F.5. Student and Supervisee
With Standards ........................................ 8 E.2.a. Limits of Competence ...................... 11
C.2. Professional Competence ..................... 8 E.2.b. Appropriate Use ............................... 11 Responsibilities....................................... 13
C.2.a. Boundaries of Competence ............... 8 E.2.c. Decisions Based on Results ............. 11 F.5.a. Ethical Responsibilities ..................... 13
C.2.b. New Specialty Areas of Practice ...... 8 E.3. Informed Consent in Assessment ...... 11 F.5.b. Impairment ........................................ 13
C.2.c. Qualified for Employment ................ 8 E.3.a. Explanation to Clients ...................... 11 F.5.c. Professional Disclosure ..................... 13
C.2.d. Monitor Effectiveness ........................ 8 E.3.b. Recipients of Results ........................ 11 F.6. Counseling Supervision Evaluation,
C.2.e. Consultations on Ethical E.4. Release of Data to Qualified
Remediation, and Endorsement.......... 13
Obligations................................................ 9 Personnel ................................................ 11 F.6.a. Evaluation .......................................... 13
C.2.f. Continuing Education ........................ 9 E.5. Diagnosis of Mental Disorders........... 11 F.6.b. Gatekeeping and Remediation ........ 13
C.2.g. Impairment ......................................... 9 E.5.a. Proper Diagnosis .............................. 11 F.6.c. Counseling for Supervisees ............. 14
C.2.h. Counselor Incapacitation, E.5.b. Cultural Sensitivity .......................... 11 F.6.d. Endorsements .................................... 14
E.5.c. Historical and Social Prejudices F.7. Responsibilities of Counselor
Death, Retirement, or Termination
of Practice ................................................. 9 in the Diagnosis of Pathology ............. 11 Educators................................................. 14
C.3. Advertising and Soliciting Clients....... 9 E.5.d. Refraining From Diagnosis ............. 11 F.7.a. Counselor Educators ......................... 14
C.3.a. Accurate Advertising ......................... 9 E.6. Instrument Selection............................ 11 F.7.b. Counselor Educator Competence ... 14
C.3.b. Testimonials ........................................ 9 E.6.a. Appropriateness of Instruments ..... 11 F.7.c. Infusing Multicultural
C.3.c. Statements by Others ......................... 9 E.6.b. Referral Information ........................ 11
C.3.d. Recruiting Through E.7. Conditions of Assessment Issues/Diversity .................................... 14
Employment ............................................ 9 F.7.d. Integration of Study and Practice ..... 14
C.3.e. Products and Training Administration ...................................... 11 F.7.e. Teaching Ethics .................................. 14
Advertisements........................................ 9 E.7.a. Administration Conditions ............. 11 F.7.f. Use of Case Examples ....................... 14
C.3.f. Promoting to Those Served ............... 9 E.7.b. Provision of Favorable F.7.g. Student-to-Student Supervision
C.4. Professional Qualifications................... 9
C.4.a. Accurate Representation ................... 9 Conditions .............................................. 11 and Instruction ...................................... 14
C.4.b. Credentials .......................................... 9 E.7.c. Technological Administration ......... 11 F.7.h. Innovative Theories and
C.4.c. Educational Degrees .......................... 9 E.7.d. Unsupervised Assessments ............ 12
C.4.d. Implying Doctoral-Level E.8. Multicultural Issues/Diversity Techniques .............................................. 14
Competence ............................................. 9 F.7.i. Field Placements ................................. 14
C.4.e. Accreditation Status ........................... 9 in Assessment ........................................ 12 F.8. Student Welfare .................................... 14
C.4.f. Professional Membership .................. 9 E.9. Scoring and Interpretation F.8.a. Program Information and
C.5. Nondiscrimination ................................ 9
C.6. Public Responsibility ............................ 9 of Assessments ....................................... 12 Orientation.............................................. 14
C.6.a. Sexual Harassment ............................. 9 E.9.a. Reporting ........................................... 12 F.8.b. Student Career Advising .................. 14
C.6.b. Reports to Third Parties .................... 9 E.9.b. Instruments With Insufficient F.8.c. Self-Growth Experiences .................. 14
C.6.c. Media Presentations ........................... 9 F.8.d. Addressing Personal Concerns ....... 14
C.6.d. Exploitation of Others ..................... 10 Empirical Data........................................ 12 F.9. Evaluation and Remediation............... 15
C.6.e. Contributing to the Public Good E.9.c. Assessment Services ......................... 12 F.9.a. Evaluation of Students ..................... 15
(Pro Bono Publico) ................................... 10 E.10. Assessment Security........................... 12 F.9.b. Limitations ......................................... 15
C.7. Treatment Modalities........................... 10 E.11. Obsolete Assessment and F.9.c. Counseling for Students ................... 15
C.7.a. Scientific Basis for Treatment .......... 10 F.10. Roles and Relationships
C.7.b. Development and Innovation ........ 10 Outdated Results.................................... 12
C.7.c. Harmful Practices ............................. 10 E.12. Assessment Construction ................. 12 Between Counselor Educators
C.8. Responsibility to Other E.13. Forensic Evaluation: Evaluation and Students........................................... 15
Professionals........................................... 10 F.10.a. Sexual or Romantic
C.8.a. Personal Public Statements ............. 10 for Legal Proceedings ........................... 12 Relationships ......................................... 15
Section D: Relationships With E.13.a. Primary Obligations ....................... 12 F.10.b. Sexual Harassment ......................... 15
Other Professionals ............................. 10 E.13.b. Consent for Evaluation .................. 12 F.10.c. Relationships With Former
Section D: Introduction .............................. 10 E.13.c. Client Evaluation Students .................................................. 15
D.1. Relationships With Colleagues, F.10.d. Nonacademic Relationships .......... 15
Employers, and Employees.................. 10 Prohibited ............................................... 12 F.10.e. Counseling Services ........................ 15
D.1.a. Different Approaches ...................... 10 E.13.d. Avoid Potentially Harmful F.10.f. Extending Educator–Student
D.1.b. Forming Relationships .................... 10 Boundaries.............................................. 15
D.1.c. Interdisciplinary Teamwork ........... 10 Relationships ......................................... 12 F.11. Multicultural/Diversity Competence
D.1.d. Establishing Professional and Section F: Supervision, Training, in Counselor Education and
Ethical Obligations ................................ 10 Training Programs................................. 15
D.1.e. Confidentiality .................................. 10 and Teaching ......................................... 12 F.11.a. Faculty Diversity ............................. 15
Section F: Introduction................................ 12 F.11.b. Student Diversity ............................ 15
F.1. Counselor Supervision and F.11.c. Multicultural/Diversity
Competence ........................................... 15
Client Welfare......................................... 12 Section G: Research and Publication...... 15
F.1.a. Client Welfare .................................... 12 Section G: Introduction .............................. 15
F.1.b. Counselor Credentials ...................... 12 G.1. Research Responsibilities ................... 15
F.1.c. Informed Consent and
Client Rights .......................................... 13
F.2. Counselor Supervision
Competence ........................................... 13
F.2.a. Supervisor Preparation ..................... 13
• 22 •
• ACA Code of Ethics •
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
G.1.d. Deviation From Standard G.5.a. Use of Case Examples ...................... 17 Electronic Media..................................... 18
G.5.b. Plagiarism ......................................... 17 H.5. Records and Web Maintenance.......... 18
Practice .................................................... 16 G.5.c. Acknowledging Previous Work ....... 17 H.5.a. Records............................................... 18
G.1.e. Precautions to Avoid Injury ............ 16 G.5.d. Contributors ..................................... 17 H.5.b. Client Rights...................................... 18
G.1.f. Principal Researcher G.5.e. Agreement of Contributors ............. 17 H.5.c. Electronic Links ................................ 18
G.5.f. Student Research .............................. 17 H.5.d. Multicultural and Disability
Responsibility ........................................ 16 G.5.g. Duplicate Submissions .................... 17
G.2. Rights of Research Participants.......... 16 G.5.h. Professional Review ........................ 17 Considerations ....................................... 18
G.2.a. Informed Consent in Research ....... 16 Section H: Distance Counseling, H.6. Social Media......................................... 18
G.2.b. Student/Supervisee H.6.a. Virtual Professional Presence ......... 18
Technology, and H.6.b. Social Media as Part of
Participation ........................................... 16 Social Media........................................... 17
G.2.c. Client Participation .......................... 16 Section H: Introduction............................... 17 Informed Consent.................................. 18
G.2.d. Confidentiality of Information ........ 16 H.1. Knowlede and H.6.c. Client Virtual Presence .................... 18
G.2.e. Persons Not Capable of Giving Legal Considerations ............................ 17 H.6.d. Use of Public Social Media ............. 18
H.1.a. Knowledge and Competency ......... 17 Section I: Resolving Ethical Issues.......... 18
Informed Consent.................................. 16 H.1.b. Laws and Statutes ............................ 17 Section I: Introduction................................. 18
G.2.f. Commitments to Participants ......... 16 H.2. Informed Consent and Security......... 17 I.1. Standards and the Law......................... 19
G.2.g. Explanations After Data H.2.a. Informed Consent and Disclosure..... 17 I.1.a. Knowledge .......................................... 19
H.2.b. Confidentiality Maintained by I.1.b. Ethical Decision Making ................... 19
Collection ............................................... 16 the Counselor ......................................... 18 I.1.c. Conflicts Between Ethics
G.2.h. Informing Sponsors ......................... 16 H.2.c. Acknowledgment of
G.2.i. Research Records Custodian ........... 16 Limitations.............................................. 18 and Laws ................................................ 19
G.3. Managing and Maintaining H.2.d. Security.............................................. 18 I.2. Suspected Violations............................. 19
H.3. Client Verification ............................... 18 I.2.a. Informal Resolution ........................... 19
Boundaries ............................................. 16 H.4. Distance Counseling I.2.b. Reporting Ethical Violations ............ 19
G.3.a. Extending Researcher– Relationship ........................................... 18 I.2.c. Consultation ....................................... 19
H.4.a. Benefits and Limitations.................. 18 I.2.d. Organizational Conflicts .................. 19
Participant Boundaries ......................... 16 H.4.b. Professional Boundaries in I.2.e. Unwarranted Complaints
G.3.b. Relationships With Research Distance Counseling.............................. 18 I.2.f. Unfair Discrimination Against
H.4.c. Technology-Assisted Services......... 18
Participants ............................................ 16 H.4.d. Effectiveness of Services.................. 18 Complainants and
G.3.c. Sexual Harassment and Respondents ........................................... 19
I.3. Cooperation With Ethics
Research Participants ............................ 16 Committees ............................................ 19
G.4. Reporting Results................................. 16 Glossary of Terms....................................... 20
G.4.a. Accurate Results ............................... 16
G.4.b. Obligation to Report
Unfavorable Results .............................. 16
G.4.c. Reporting Errors ............................... 16
Ethics Related Resources
From ACA!
• Free consultation on ethics for ACA Members
• 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
• Podcast and six-part webinar series on the 2014 Code
• The latest information on ethics at counseling.org/ethics
• 23 •
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ASSOCIATION
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Alexandria, VA 22304
counseling.org • 800-422-2648 x222
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