© 2007 Thomson Brooks/Cole, a division of Thomson Learning Standards in the Profession: Ethics, Accreditation, Credentialing, and Multicultural/Social Justice Competences 1

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Defining Values, Ethics, Morality, and Their Relationship to the Law  Morality  Ethics  See Table 3.1, p. 68: What Do Counselors Think Is Ethical? 2

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  The Development of and Need for Ethical Codes  ACA, APA, and NASW developed codes in 1950s and 1960s  Similar in nature  They change because society changes and values of associations change as society changes  Purposes of (See p. 67)  Problems with (See p. 69) 3

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Codes of Ethics in Helping Professionals  ACA 2005 Code (summary, pp ), Sections: ▪ A: The Counseling Relationship ▪ B: Confidentiality, Privileged Communication, and Privacy ▪ C. Professional Responsibility ▪ D. Relationships with Other Professionals ▪ E. Evaluation, Assessment, and Interpretation ▪ F. Supervision, Training, and Teaching ▪ G: Research and Publication ▪ H. Resolving Ethical Issues 4

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Related Codes  Divisions and Affiliates of ACA: ▪ AMHCA ▪ ASCA ▪ IAMFC ▪ NBCC ▪ CRCC  Related Codes (Besides ACA and related associations) ▪ APA: American Psychological Association ▪ NASW ▪ AAMFT ▪ APA: American Psychiatric Association ▪ NOHS 5

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Resolving Ethical Dilemmas: Models of Ethical Decision- Making  Problem-Solving Models (E.g., Corey’s 8 step model (p. 72)  Moral Models (Principle and Virtue Ethics) ▪ Principled Ethics (e.g., Kitchener) ▪ Autonomy ▪ Beneficence ▪ Nonmaleficence ▪ Justice or fairness ▪ Fidelity ▪ Veracity 6

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Resolving Ethical Dilemmas: Models of Ethical Decision-Making  Moral Models (Principle and Virtue Ethics) (Cont’d) ▪ Virtue Ethics (e.g., Mear, Schmidt, and Day)  Virtuous counselors are:  Prudent, maintain integrity, respectful, and benevolent  They understand the profession and the community  They are self-aware, compassionate, understanding of cultural differences, motivated to do good and have a vision concerning the decisions that are made. 7

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Resolving Ethical Dilemmas: Models of Ethical Decision- Making (Cont’d)  Social Constructionist Perspective ▪ Knowledge in codes is intersubjective, changeable, and open to interpretation. ▪ Realities socially constructed ▪ Postmodern perspective ▪ Language subtly affects culture, especially disproportionately the underclass ▪ Don’t expect answers to come from codes 8

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Resolving Ethical Dilemmas: Models of Ethical Decision- Making (Cont’d)  Developmental Models ▪ Perry and Kegan ▪ Differences between “lower” vs “higher” levels ▪ Lower level counselors are more rigid, higher more flexible and self-reflective ▪ Dualists vs. Relativists ▪ See Box 3.1, p. 75  Summary of Ethical Decision-Making Models (p. 76). 9

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Ethical Hot Spots (See Table 3.2, pp. 73 to Compare AMCHA, ASCA, ACA)  Confidentiality  Competence  Dual Relationships  Inappropriate fee Assessment  Informed Consent  Misrepresentation of credentials  Sexual relationships with clients  Report abuse,  Transmission of Values 10

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Reporting Ethical Violations  Section H of ACA Code  Try to resolve by going directly to counselor ▪ (See Box 3.2 pg. 77)  Do ethics committee have jurisdiction?  Legal Issues Related To Ethical Violations  Civil and Criminal Liability  Role of Ethical Codes in Lawsuits  Malpractice Insurance and Best Practices ▪ See Best Practices on pp

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  History and Development of Professional Standards  1960s: Started to take form  1981 CACREP officially formed  2009, most recent standards  Today, many programs accredited  Advantages of accreditation 12

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  History and Development of Professional Standards  Overview of CACPREP Standards (as of 2013): ▪ Clinical Mental Health Counseling: 60 credits ▪ School counseling: 48 credits ▪ Student affairs and college counseling: 48 credits ▪ Addiction counseling: 60 credits ▪ Marriage, couple, and family counseling: 60 credits ▪ Also sets standards in many areas of program functioning  Other Accrediting Bodies: CORE, APA, CSWE, COAMFTE 13

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Types of:  Registration  Certification  Licensure  Credentialing in Related Professions  Social Workers: ACSW, ACSW, DCSW, LCSW  Licensed Psychologists (Counseling, Clinical, Psy.D.) 14

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Credentialing in Related Professions (Cont’d)  Psychiatrist ▪ First become licensed physician in state ▪ Later becomes “Board Certified” in Specialty Area (e.g., psychiatry—a national exam).  Marriage and Family Therapy Licensure: ▪ Sometimes use AAMFT curriculum ▪ Sometimes based on counseling boards ▪ IAMFC: National Certification (CFT)  Psychiatric-Mental Health Nurse (Basic and Advanced. ▪ Advanced: APRN 15

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Credentialing for Counselors  Certifications ▪ CRC through CRCC ▪ NCC through NBCC ▪ Subspecialty of NCC: NCSC, CCMHC, MAC ▪ National Credentialing Academy: CFT 16

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Credentialing for Counselors (Cont’d)  Counselor Licensure ▪ All 50 states plus Puerto Rico, and DC ▪ State process: Usually 60 credits, 2 years post master’s supervision, and exam ▪ Lobbying for Credentialing and Counseling-Related Issues ▪ Our “dues” help this happen 17

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Multicultural Counseling Competencies  Originally developed by Sue et al. (1992)  Adopted first by AMCD, then by ACA  See Figure 3.1, p

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  Advocacy Competences  Grew out of a number of parallel processes ▪ Transforming School Counseling initiative ▪ Advocating for licensure ▪ Generally movement toward social justice issues in the field ▪ 2003: ACA Endorsed Advocacy Competencies ▪ See Figure 3.2, p

© 2007 Thomson Brooks/Cole, a division of Thomson Learning  We have come a long way in 50 or so years  Many ethical codes: ACA, AMHCA, ASCA, Others?  Multicultural Counseling Competencies  Advocacy Competencies  Credentials  There are many “pros” to the above, but are there some “cons” too  The Counselor in Process: A Lifelong Commitment to Professionalism 20