CLINICAL MENTAL HEALTH COUNSELING HANDBOOK (6TH EDITION UPDATE)

CLINICAL MENTAL HEALTH COUNSELING HANDBOOK (6TH EDITION UPDATE) 60 CREDIT HOUR MASTER OF SCIENCE (M.S.) DEGREE IN CLINICAL MENTAL HEALTH COUNSELING Established 1994 College of Education Niagara University, NY 14109 www.niagara.edu/education/graduate/mental.htm Shannon Hodges, Ph.D., LMHC, NCC, ACS Editor 1

TABLE OF CONTENTS Information for Practicum/Internship Supervisors Pg. 3 U.S. Bureau of Labor occupational outlook for counselors Pg. 4 Student Liability Insurance Pg. 5 NU MHC s Program Mission Statement Pg. 6 State Counselor Licensure Pg. 8 Tuition rates Pg. 8 Counseling & School Psychology faculty profiles Pg. 8 CACREP Guidelines Pg. 11 Graduate Student s Rights (Due process) Pg. 14 Dispositions Pg. 15 Catalog Course Descriptions Pg. 16 CPCE Examination Pg. 12 Employer Survey Pg. 14 Classes Planning Guide Pg. 19 Mid-Point Evaluation Form Pg. 20 Final Evaluation Form- Portfolio Pg. 24 Counseling Session Rating Form Pg. 39 Practicum Contract Form Pg. 41 Site Supervisor s Evaluation of Student: Practicum Pg. 44 Internship Contract Form Pg. 48 Site Supervisor s Evaluation of Student: Internship Pg. 51 Student Counselor s Evaluation of on-site Supervisor Pg. 55 Practicum/Internship Hours Log Pg. 56 Site Supervisor Information Form Pg. 58 DSM-5 & S.O.A.P. Client Form Pg. 59 Informed Consent Pg. 61 Services for Students Pg. 63 Mental Status Checklist Pg. 65 Mini Mental Status Exam Pg. 65 Initial Intake Form Pg. 69 APA Style guidelines Pg. 72 Web-sites of Interest Pg. 75 ACA Code of Ethics/Standards of Practice Appendix A publication of Niagara University s College of Education. Graduate students and field site supervisors may copy any portion of this manual they deem necessary. Niagara University, College of Education, Niagara University, NY 14109. Founded 1856. Niagara University s graduate Clinical Mental Health Counseling program was established by the State Department of Education in 1994, the first Mental Health Counseling program in the state of New York. Editor s Note: The information in this manual is intended for information purposes related to the graduate Clinical Mental Health Counseling program. New information and program updates can change annually. Therefore it is recommended that all graduate students check with their faculty advisor in the event questions arise regarding requirements. Information for Practicum and Internship Supervisors 2

Thank you for agreeing to serve as a field supervisor for our graduate Clinical Mental Health Counseling program! As part of the process of formalizing the placement arrangement, we are providing this manual in order that you may better understand our program. Niagara University s Clinical Mental Health Counseling program adheres to the professional ethics of the American Counseling Association (ACA) and its divisional affiliate the American Mental Health Counselors Association (AMHCA). Niagara University offers a three year, 60 credit hour program Master of Science degree (M.S.) in Clinical Mental Health Counseling (20 graduate courses) with a 1000 hour field placement requirement (Practicum and Internships I, II, & III). Our CMHC program also meets New York State Education Department guidelines for licensure (Licensed Mental Health Counselor, LMHC). The curriculum for the Mental Health Counseling program is listed in this manual. In addition, Niagara University offers a bridge program in Clinical Mental Health Counseling for candidates with a related masters degree which upon completion ensures that they have satisfied NY State requirements for the license-eligible educational component of the licensure process. What is a Clinical Mental Health Counselor? Mental Health Counseling is the newest and one of the fastest growing of the allied mental health professions. The American Counseling Association (ACA) Code of Ethics defines mental health counseling as A professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (American Counseling Association, 2014, p.). Mental Health Counseling is a distinct profession with national standards for education and clinical practice. The American Counseling (ACA) and the American Mental Health Counselors Association (AMHCA) are the primary organizations representing Mental Health Counselors. Other pertinent information regarding Mental Health Counselors is listed below: According to the Bureau of Labor, more than 166,300 professional mental health counselors are practicing in the United States. (BLS, 2014) The majority of national behavioral health managed care companies reimburse mental health counselors for services they provide. The median cost for mental health counselors is $67, compared with $90 to $100 for psychologists and psychiatrists respectively. Currently, all 50 states, the District of Columbia, Puerto Rico and Guam license mental health counselors. (In 2014, the Canadian Province of Ontario will begin credentialing Registered Psychotherapists for NU CMHC graduates working in Ontario) Mental Health counselor graduate training programs are a rigorous 60 graduate semester hours, including training in: diagnosis and treatment planning, couples and family counseling, psychological testing, group counseling, career development, individual counseling, abnormal psychology and many others. Specifically at Niagara University you will find (in addition to general requirements of clinical mental health counseling programs: The backbone of the graduate Clinical Mental Health Counseling program is a 1000 hours practicum and internship experience in a mental health setting. 3

A Licensed Mental Health Counselor (LMHC) in NY state has met or exceeded the following professional standards: a 60 credit hour license-eligible master s degree (or a master s degree in a related mental health field along with a licenseeligible bridge program); completed 3000 post master s clock hours under the supervision of a licensed/certified counselor (or other licensed mental health professional approved by the NYSED); attendance at (or online completion of) the NY State workshop on Mandated Reporter Training: Identifying and Reporting child Abuse and Maltreatment; and passed the NCMHCE (National Clinical Mental Health Counseling Examination). In what settings do Clinical Mental Health Counselors work? Clinical Mental Health Counselors work in: * Community mental health clinics * Drug and alcohol rehabilitation programs * Hospitals * Psychiatric centers * College, community college, and university counseling centers * Pastoral counseling centers * Crisis services * Hospice and Palliative care services * Employee Assistance Programs (EAP s) * Private Practice and numerous other settings as well Occupational Outlook for Clinical Mental Health Counselors: According to the U. S. Department of Labor, Employment of mental health counselors is projected to grow 29 percent from 2014-2022, much faster than the average for all occupations (U.S. Department of Labor, Bureau of Labor Statistics; http://www.bls.gov/oco/ocos067.htm). In addition, Money Magazine recently rated Mental Health Counselors as one of the top 50 occupations (Money Magazine, 2006; May). The Department of Labor s Bureau of Labor Statistics (2014) projections are listed below: Bureau of Labor Statistics Employment of Counselors Data (2014): Educational, Vocational and School Counselors: 281,400 Mental Health Counselors: 166,300 Rehabilitation Counselors: 117,500 Substance Abuse and Behavioral Disorder Counselors: 89,600 Projections for Counselor Occupational Growth (Statistics Compiled by the U.S. Bureau of Labor, 2014) (www.bols.gov/): Breakdown by Counseling Specialty Area: Employment % Change Addictions Counseling 89,600 +31 4

Mental Health Counseling 166,300 +29 Note: Graduates of the NU CMHC program are eligible to be hired as both Mental Health Counselors and Addictions Counselors. Earnings for Counselors Median salaries for counselors vary depending on the counseling specialty, geographic region, urban, suburban, or rural setting, level of education, etc. The Bureau of Labor Statistics reports the following mean salaries for counseling fields: Mental Health Counselors: $41,500 Addictions counselors: $38,520 (Bureau of Labor Statistics 2014) U.S. Bureau of Labor (2014). Occupational outlook handbook: 2014. Washington, DC: Author. *Median salary listed in O*NET Student Liability Insurance: In accordance with the Council for the Accreditation for Counseling and Related Educational Programs (CACREP), students enrolled Niagara University s Clinical Mental Health Counseling program are required to show proof of student liability insurance prior to beginning practicum. Students must carry liability insurance throughout their 1000 hour field placement. (Practicum and internships I, II, & III) Student liability insurance is very reasonable in cost. The American Counseling Association (ACA; www.counseling.org/) and Canadian Counselling and Psychotherapy Association (CCPA; www.ccpa.org/) provide student liability insurance when students purchase a student membership. The faculty encourages students to purchase the student membership, as opposed to simply purchasing student liability insurance alone, as ACA lobbies for our profession and published a quarterly journal and monthly magazine. (You will receive the Journal of Counseling & Development, Counseling Today the monthly magazine, e-mails and webinars, etc.) Web-sites for additional information on Mental Health Counselors (and other counselors): American Counseling Association (ACA) www.counseling.org American Mental Health Counselors Association (AMHCA) www.counseling.org Canadian Counseling & Psychotherapy Association (www.ccpa.org/) National Board for Certified Counselors, Inc. NBCC) www.nbcc.org New York Mental Health Counselors Association (NYMHCA) www.nymhca.org New York State Education Department (NYSED) www.nysed.gov/ We appreciate your interest in our program and are grateful for your cooperation in helping to prepare mental health counselors. For more information concerning the Mental Health graduate program, please contact: 5

Shannon Hodges, Ph.D., LMHC, NCC, ACS Associate Professor & CMHC Coordinator Ph: (716) 716-8328 Office 328F, Academic Complex Fax: (716) 286-8546 PO Box 2042 Email: shodges@niagara.edu Niagara University, NY 14109-2042 Kris Augustyniak, Ph.D., LP Ph.: (716) 286-8548 Professor Fax: (716) 286-8546 Office 328E, Academic Complex Email: kma@niagara.edu PO Box 2042 Niagara University, NY 14109-2041 Jennifer Beebe, Ph.D., NCC Ph.: TBA Assistant Professor Fax: (716) 286-8546 Office: TBA Email: TBA Niagara University, NY 14109 College of Education: NCATE/CAPE Accredited The Niagara University College of Education is accredited by the National Council for the Accreditation of Teacher Education (NCATE). NCATE is the primary accreditation for colleges of education. While NCATE does not accredit counseling programs, NCATE requires that all programs (including counseling) meet a higher standard of education and training. Niagara University s College of Education has been NCATE accredited since 1986. For more information on NCATE, go to their web-site at www.ncate.org. Additionally, in the Fall of 2007, the College of Education moved into a new, state of the art, high tech building on the NU campus (currently named The Academic Complex). Mission Statement of the Niagara University Clinical Mental Health Counseling Founded in 1994, the Clinical Mental Health Counseling preparation program in the College of Education is predicated on a commitment to developing practitioners and leaders in the field of counseling who, in the Vincentian tradition, seek to foster human growth and development, spirituality, well-being, and emotional stability of individuals, couples, families, and communities from diverse backgrounds. The Clinical Mental Health Counseling program affirms the University s commitment to equal opportunity and non-discrimination and recognizes its responsibility to provide an environment that is free of discrimination and harassment based on sex, sexual orientation, race, color, creed, national origin, age, marital status, Vietnam Era or disabled veteran status, disability, predisposing genetic characteristic, or other category protected by law. In alignment with the conceptual framework of College of Education, program faculty are committed to offering coursework clinical experiences based on the following three complementary dimensions: (1) Student Centering Through Constructivist Practice, (2) Evidence-Based Practice, and (3) Reflective Practice. Graduates are expected to demonstrate the dispositions of professional commitment and responsibility, integrity in professional relationships, critical thinking and reflective practice. Graduates are expected to 6

demonstrate the dispositions of professional commitment and responsibility, integrity in professional relationships, critical thinking and reflective practice. Additionally, candidates within these programs are expected to demonstrate the knowledge, skills, dispositions, and ethical standards as set forth by the Council for the Accreditation of Counseling and Related Educational Programs. The Clinical Mental Health Counseling program curriculum is premised on a scientist-practitioner model of skills training and applied practice. The program advances theoretical, experiential, clinical, and empirically supported activities related to psychotherapy, assessment and diagnostics, human development, learning theory, systems theory, group dynamics, consultation, treatment planning/coordination, and prevention and wellness programming. These keystone competencies are systematically fostered through progressive, integrated academic and field experiences that vigorously endorse contemporary best practices in Clinical Mental Health Counseling. Ultimately, this program prepares graduates to practice in a variety of settings including private practice, community-based mental health centers, hospitals and other treatment centers. Graduate Program: The mission of the Niagara University graduate Clinical Mental Health Counseling program is to prepare skilled professional counselors for work in a variety of community agency settings. Further, our program is designed to meet New York State requirements for licensure (as a Licensed Mental Health Counselor, LMHC) and national certification standards set forth by the National Board for Certified Counselors (NBCC; www.nbcc.org). Our graduates will be ethical, reflective practitioners skilled in serving a diverse twenty-first century society. Non Discrimination Policy: In accord with our institution, Niagara University, and flagship organization, the American Counseling Association (ACA), Niagara University s Clinical Mental Health Counseling program does not discriminate on the basis of disability, ethnicity, veteran s status, culture, religion, class, sexual orientation, or gender. Program Philosophy: The Niagara University Clinical Mental Health Counseling program seeks to prepare reflective counseling professionals for preparation in college, university and community settings. Graduates of the Niagara University Clinical Mental Health Counseling program are committed to social justice for the oppressed and respect for human dignity and diversity. As students progress through the program, they acquire the necessary knowledge, skills and dispositions required for professional practice. The graduate counseling programs do not adhere to one particular theoretical model. In our programs students are exposed to a variety of theoretical approaches such as: Solution Focused Counseling, Client Centered Therapy, Cognitive Behavioral Therapy, and Existential/Humanistic approaches and others. Counselor Licensure and Certification: 7

All graduate students should plan to become Licensed Mental Health Counselors (LMHC) in New York, or licensure in their state of residence. Canadian counselors will need to seek Registration from the Ontario College of Psychotherapists. In addition, all students should consider becoming Certified Clinical Mental Health Counselors (CCMHC) or National Certified Counselors (NCC) after they complete the post-graduate requirements. There are numerous other credentials offered by state agencies, universities and private organizations. Graduate students should discuss licensure and credentialing with their faculty advisor. Information can be obtained through the New York State Department of Education s (NYSED) web-site at www.nysed.org and click on the Office of the Professions link. Essentially, NYSED requires a masters degree with 60 semester credits, then 3000 post master s degree hours in a mental health counseling setting, supervised by a licensed mental health professional (e.g., licensed counselor, licensed social worker, licensed psychologist, etc.). Further, there is a required test, the NCMHCE, which must be taken when the state designates. Finally, attendance at (or online completion of) the NY State workshop on Mandated Reporter Training: Identifying and Reporting child Abuse and Maltreatment is required. Graduate Tuition (as of June 2014): Tuition for the Mental Health Counseling program is: $655.00 per credit hour ($1905.00 per three credit hour class). $655.00 x 3 credit class = $1965.00 cost per class. Full Time Faculty: The faculty listed below hold full time appointments in Clinical Mental Health Counseling: Kristine Augustyniak, Ph.D., LP, Professor Dr. Augustyniak is a licensed psychologist and former coordinator of Niagara University s School Psychology program and former coordinator of the Clinical Mental Health Counseling program. She earned a Ph.D. in Counseling Psychology / School Psychology and M.A. degree in School Psychology from The State University of New York at Buffalo, and B.S. degrees in Elementary Education and Business from Buffalo State College. Her course offerings have focused on a variety topics related to psychological assessment, individual and group psychotherapy, child and adolescent mental health issues, school psychology practice. The primary subject of Dr. Augustyniak s research interests and publications include evidence-based approaches in assessment and intervention planning for youth suffering from mental health concerns, learning disabilities, and neuromuscular disorders. Her scholarship also includes fundamental issues in applied school psychology such as school-based violence prevention, kindergarten readiness assessment, and leadership tenets that promote best practices in school psychology. Dr. Augustyniak is routinely involved in a number of community efforts to foster youth services and advocate for the mentally disabled. In private practice, Dr. Augustyniak provides integrative psychotherapy for the following: mood disorders, anxiety disorders, eating disorders, anger management issues, adjustment disorders, maladaptive health behaviors, and family relational problems. She 8

has also served for the past ten years as medical panel member of the Surrogate Decision- Making Committee of the State of New York Commission on Quality of Care for the Mentally Disabled. She has taught in the CMHC program since Fall 2000. Dr. Augustyniak is a member of the American Counseling Association. Shannon Hodges, Ph.D., LMHC, NCC, ACS, Associate Professor Shannon Hodges is an Associate Professor of Counseling at Niagara University. He has over 20 years experience counseling in community agencies, university counseling centers, and in residential living communities. He is a former director of a university counseling center and clinical director of a county mental health clinic. In addition, he has over 20 years teaching experience and has authored numerous professional publications, including books, book chapters, journal articles and essays, including The Counseling Practicum and Internship Manual: A Resource for Graduate Counseling Students, A Job Search Manual for Counselors and Counselor Educators: How to Navigate and Promote Your Counseling Career, 101 Careers in Counseling, and is coauthor of the The College and University Counseling Manual: Integrating Essential Services Across the Campus. He has also authored a mystery novel with a counselor as the protagonist (City of Shadows) and a follow-up novel (The Lonely Void: A Bob Gifford Counselor Mystery). Shannon has been awarded for his research and his teaching. He has also served on national committees, most notably The ACA Publications Committee and the ACA Ethics Review Task Force along with serving on the editorial review boards of several journals including the Journal of Counseling & Development, Journal of Counseling and Values, Journal of Mental Health Counseling, and the Journal of College Counseling. Shannon is a longtime member of the American Counseling Association (ACA), the American Mental Health Counselors Association (AMHCA) and several ACA affiliate divisions. Jennifer Beebe, Ph.D., NCC, Assistant Professor Jennifer E. Beebe is an Assistant Professor at Niagara University. In addition to being a Counselor Educator, she is a National Certified Counselor as well as a Certified K-12 Professional School Counselor in New York and Hawaii. Jenifer has worked in multiple settings such as schools, agencies, clinics, and a college counseling center. As a result, she has provided individual and group counseling to individuals across the lifespan. Her line of research has been focused on bullying and cyber bullying since 2007. Jennifer has most recently published a chapter entitled A nation at risk: Bullying among children and adolescents. for the book Youth at risk: A prevention resource for counselors, teachers, and parents. She also has an additional book chapter being released entitled Overcoming Bulling: Finding Inner Resources Through the Circle of Strength in The therapist s notebook for children and adolescents: Homework, Handouts, and Activities for Use in Psychotherapy. Jennifer has partnered with local schools and communities to increase awareness, education, and intervention efforts to reduce bullying among students. Currently, she the lead researcher on a community based intervention program targeting the reduction of bullying and aggression among elementary and middle school students in Illinois. Jennifer has presented at national, regional, and state conferences on bullying, cyber bullying, vicarious trauma, and grief and loss. She also serves on the 9

editorial board of the New York State School Counseling Journal and was an active member of the Anti-bullying Taskforce for New York State. Sue Rajnisz, M.S., Placement Coordinator: Susan Scibetta Rajnisz, M.S., CAS Instructor and Field Placement Supervisor for Counseling and School Psychology Graduate Programs Susan Scibetta Rajnisz is a certified school psychologist who retired after 35 years to assume a full-time faculty position in the Department of Professional Studies at Niagara University as Clinical Placement Coordinator and Instructor for the CMHC, SC, and SP programs. She was also recently appointed Clinical Placement Coordinator for Help Me Grow WNY. Susan earned a B.A.in Psychology from Canisius College, Masters degree and CAS from Radford University and is currently working towards a degree in Clinical Mental Health Counseling. She has been active in local and state organizations serving as past Chairperson of the Western New York School Psychologists Association and conference co-chair for the New York Association of School Psychologists. Ms. Rajnisz pursued advanced training in Solution-Focused therapy, particularly useful in her previous work at the Cleveland Hill Family Resource Center. Past and current course offerings at Niagara University have included psychological assessment, practicum supervision, and characteristics of exceptional learners, lifespan development and multicultural counseling. Interests include behavioral analysis and management, developmental learning, spectrum disorders, expanding understanding and tolerance of diverse populations, and consultation. She is a strong proponent of inter-disciplinary teamwork in school and organizational settings and considers this a necessary component for successful collaboration. As a well-respected practitioner and candidate supervisor for many years, Ms. Rajnisz has directly witnessed the high level of commitment, knowledge and professionalism associated with Niagara University students. In her role as field placement supervisor for School Counseling, Clinical Mental Health Counseling, and School Psychology programs, Susan s specific goal is to increase greater awareness of and demand for Niagara University graduate candidates in these related fields. Additional Faculty: Niagara University s graduate programs in Mental Health Counseling, School Counseling and School Psychology also have several adjuncts teaching part time in the program. The adjuncts are experienced clinicians in the fields of counseling (primarily), psychology and social work. National Accreditation: Niagara University is nationally accredited by the Middle States Association of Colleges and Schools, one of the seven regional accreditations recognized by the U.S. Department of Education and the College of Education is accredited by the National Council for the Accreditation of Teacher Education (NCATE). The Niagara University CMHC program will be seeking accreditation from the Council on the Accreditation of Counseling and Related Educational Programs (CACREP) in the 2014-2015 academic year. 10

At the completion of the Master of Science (M.S.) in Mental Health Counseling candidates will be able to effectively address pertinent issues as conceived by the CMHC Eight Core Areas: The Eight Core Areas reflected in Niagara University s Clinical Mental Health Counseling curriculum: 1. Professional Orientation & Ethics Practice: Understanding legal, ethical and professional issues such as liability, risk management, and challenges to the counseling profession. Courses addressing this standard: EDU 659, EDU 673, EDU 679 2. Social and Cultural Diversity: Developing skill in understanding a diverse twenty-first century global society. Courses addressing this standard: Specifically EDU 652, EDU 664, EDU 659. Additionally, virtually all counseling classes address this standard. 3. Human Growth and Development: Understanding the life transition issues such as separation from family of origin, marriage and partnership and the challenges such transitions present our clients. Courses addressing this standard: EDU 655, EDU 668, EDU 658, EDU 672, EDU 659 4. Career Development: Developing competence and expertise in a variety of career interests, vocational assessments and how such assessments are helpful to career counseling and development. Courses addressing this standard: EDU 664 5. Helping Relationships: How to establish and deepen a therapeutic or working alliance with the client(s). Courses addressing this standard: EDU 651, EDU 654, EDU 658, EDU 668, EDU 659, EDU 668, EDU 657 6. Group Work: Understanding the nature and special challenges of group counseling, support and training groups. Courses addressing this standard: EDU 669 7. Assessment: Developing an understanding of how psychological and clinical assessments enhance the counseling relationship. Courses addressing this standard: EDU 657, EDU 595, EDU 654 8. Research and Program Evaluation: To assist students in understanding research and statistics. Courses addressing this standard: EDU 595 The Six Clinical Mental Health Counseling Areas reflected in Niagara University s Clinical Mental Health Counseling curriculum: 1. Foundations: Courses addressing this standard: EDU 673, EDU 672, EDU 657. 11

2. Counseling, Prevention, and Intervention: Courses addressing this standard: EDU 673, EDU 666, EDU 669, EDU 672, EDU 673, EDU 670, EDU 666, 3. Diversity and Advocacy: Courses addressing this standard: EDU 652, EDU 666, EDU 673, EDU 685, EDU 671, EDU 657 4. Assessment: Courses addressing this standard: EDU 657, EDU 595, EDU 666, EDU 672 5. Research and Evaluation: Courses addressing this standard: EDU 595 6. Diagnosis: Courses addressing this standard: EDU 666, EDU 657 For more information on CACREP go to their web-site at: www.cacrep.org General Program Requirements: Students must maintain a B average (3.00) to remain in the program. (See the Due Process statement in this manual) Students must also demonstrate they are ethical students and practitioners. Ethical professional practice is defined as counseling in accord of the ethical code of the American Counseling Association. Ethical practice as a graduate student at NU requires that students do not plagerize academic work or engage in any other dishonest or unethical academic conduct. See the Niagara University Graduate Catalog or the NU web-site at www.niagara.edu for additional information. Requirements for Completion of the CMHC program: Admission to the graduate programs in School or Clinical Mental Health Counseling does not guarantee completion of the programs. Successful completion of the master s degree in counseling (school or clinical mental health) reflects the following: 1. For the Clinical Mental Health Counseling program, the requirements are completion of 60 graduate hours in good academic standing (3.00 GPA). 2. Satisfactory, regular class attendance. 3. Demonstrating professional ethical standards as established by the American Counseling Association (ACA) and affiliate organizations. 4. Satisfactory performance in the counseling practicum's and internships. (S for Satisfactory- Pass, U for Unsatisfactory--Failure). 5. Successful results on the Comprehensive Assessment Plan: The CAP is comprised of: mid-program examination, portfolio, Site Supervisor Evaluations (in EDU 679 and EDU 685/686/687, Practicum and Internships I, II, & III respectfully) and the CPCE (Counselor Preparation Comprehensive Examination). The CPCE will be required for graduation in Fall 2014 and will count as the comprehensive exam (although you will still do portfolios on the 6 sections of the specific CMHC standards). There are 8 sections in accordance with the CACREP core areas and you will be expected to pass each section. A passing score is one standard deviation below the mean. In the event you fail one or more sections, your professors will give you essay questions which you must pass on those particular sections which you did not pass. The CPCE is taken in the fall of the third year in the CMHC program. 12

6. Successful defense of the counseling portfolio. The CMHC portfolio is completed in Internship III. Masters candidates who fail the Portfolio twice are subject to dismissal from the program. Employer Survey: Beginning Fall 2014 the CMHC program will conduct an annual survey of supervisors employing graduates of the CMHC program. The Employers Survey is below: Niagara University Clinical Mental Health Counseling Employer Survey Dear Employer/Supervisor: Niagara University s Clinical Mental Health Counseling (CMHC) program is conducting a survey to learn about employers perceptions of Niagara University s CMHC program. Our goal is to use the information you provide to improve the needs of the students, agency, and CMHC program. We would appreciate your help by completing the following questions and returning the completed survey. Your response will remain anonymous. Thank you in advance for your assistance. Using a scale of 1=very low/poor to 5= high/very good, please indicate your satisfaction with the Niagara University CMHC graduate/employee. (Please mark N/A if the questions does not apply. Some questions will not have the N/A designation due to global and fundamental level of importance) Should you have questions, please contact Dr. Shannon Hodges, Coordinator of the Clinical Mental Health Counseling program at (716) 286-8328 or shodges@niagara.edu. 1. I would rate this counselor s overall job performance at: 1 2 3 4 5 N/A 2. I would rate this counselor s individual counseling skills at: 1 2 3 4 5 3. I would rate this counselor s group counseling skills at: 1 2 3 4 5 N/A 4. I would rate this counselor s multicultural understanding at: 1 2 3 4 5 5. I would rate this counselor s career/vocational counseling skills at: 1 2 3 4 5 N/A 6. I would rate this counselor s ethical knowledge and practice at: 1 2 3 4 5 7. I would rate this counselor s case conceptualization skill at: 1 2 3 4 5 8. I would rate this counselor s family counseling skills at: 1 2 3 4 5 N/A 9. I would rate this counselor s crisis counseling skills at: 1 2 3 4 5 N/A 10. I would rate this counselor s knowledge and skills in evidence-based therapies for children and adolescents at: 1 2 3 4 5 N/A 11. I would rate this counselor s assessment/testing skill level at: 1 2 3 4 5 N/A 12. I would rate this counselor s consultation skill level at: 13

1 2 3 4 5 13. I would rate this counselor s self-care (i.e., ability to manage stress and physical and emotional health) skill strategy at: 1 2 3 4 5 14. I would rate this counselor s collegial relational level at: 1 2 3 4 5 15. I would rate this counselor s responsiveness to supervision, feedback, and instructions at: 1 2 3 4 5 16. I would rate this counselor s work attitude and professional demeanor at: 1 2 3 4 5 17. I would rate this counselor s leadership ability at (or potential leadership ability): 1 2 3 4 5 18. I would rate this counselor s collaboration with other agencies at: 1 2 3 4 5 19. I would rate this counselor s dependability and responsibility at: 1 2 3 4 5 20. Based on my experiences with this counselor, I would rate the preparatory experiences of Niagara University s Clinical Mental Health Counseling program at: 1 2 3 4 5 Statement of Due Process: Candidates may be dismissed from the academic program by majority vote of the fulltime counseling faculty as a result of sub-standard academic performance, unethical or illegal behavior in the classroom or on the practicum/internship setting (as set forth by the ACA Code of Ethics and Standards of Practice). In the event that a candidate in the counseling program appears to be at risk for dismissal or is struggling with the academic, social or ethical demands of the program, the following steps provide due process: 1. The first step is for the counseling faculty to review the student s progress. Then, if necessary, the faculty advisor will meet with the student to review concerns. 2. If the first step has not resolved the issue or issues, the second step is for the faculty to develop a contract outlining needed areas of improvement. 3. If contracting with the student fails to correct the concerns, the student is dismissed from the program. 4. Any student dismissed from the program may appeal to the Dean of the College of Education for reinstatement. Credentialing for CMHC Graduates: Graduates of Niagara University s CMHC program are license eligible as Licensed Mental Health Counselors (LMHC) in New York State. (www.nysed.org/mentalhealthcounselor) Licensure is required for all counselors practicing in New York State. CMHC graduates also are eligible to earn the Certified 14

Clinical Mental Health Counselor credential (CCMHC: www.nbcc.org/ccmhc). Students who complete the CMHC program must apply to the New York State Education Department for a temporary permit to practice in New York. Upon receiving the temporary permit, the counselor can be hired by an agency. To earn the LMHC, the process is: 1. Graduate from a NYSED Approved CMHC program (like this on at Niagara University) 2. Obtain the temporary permit from NYSED 3. Be hired by an agency and obtain 3000 post-masters hours under supervision by a licensed clinician (licensed as an LMHC, LCSW, Licensed Psychologist, etc.) 4. Pass the National Clinical Mental Health Counselor Examination (NCMHCE). Note: The NCMHCE can be taken any time after completing the masters degree. (Studying for 4-6 months is recommended) Information on the NCMHCE may be obtained at: National Board for Certified Counselors 3 Terrace Way, Suite D Greensboro, NC 27403-3660 E-mail: certification@nbcc.org Phone: 336-547-0607 Website: www.nbcc.org/ Ontario Credential: Ontario College of Psychotherapists and Registered Mental Health Therapists of Ontario (Ontario Psychotherapy Act 2007) For Ontario graduates credentialing is as a Registered Psychotherapist: and will be administered through the Ontario College of Psychotherapists. As of this writing, standards are being finalized. For further information go to the website of the Transitional Council of the College of Registered Psychotherapists of Ontario (CRPO). The website is: www.crpo.ca/. Faculty members of the graduate CMHC program will provide endorsements only for the program for which the graduate has been prepared (e.g., LMHC, CCMHC, Registered Psychotherapist in Ontario, etc.). Graduates must have successfully completed all requirements in order to be endorsed. Professional Dispositions Required of Counseling students: In addition to making successful academic progress, and satisfactory performance on practicum and internship, graduate students in all College of Education programs must successfully demonstrate they are displaying behavioral dispositions congruent with professional standards of the field. The dispositions rating sheet on the following page is how faculty evaluate students in the College of Education. Students are evaluated annually by faculty. If a students fails to meet the proscribed standard (see form), the faculty advisor will meet with that student to work out a plan to help the student correct behavioral deficits. If behavioral deficits cannot be corrected, the student may be dismissed from the program. (See Due Process statement) 15

COUNSELING SECTION Course Number: Semester: Year: Candidate Name: Candidate Number: Gender: Program of Study: Instructor Name: Position: Dispositions are operationally defined as tendencies or beliefs that are conveyed or made public through observable behaviors. Identify your choice by filling in the appropriate bubble. Complete the following inventory using the following scale to describe the manner in which each behavior has been exemplified: Strongly Disagree! Somewhat Disagree " Agree # Strongly Agree $ Exceptional/Outstanding % Professional Commitment and Responsibility: The candidate demonstrates a commitment to the profession and adheres to the legal and ethical standards set forth by it. The student: 1. Maintains confidentiality as appropriate! " # $ % 2. Demonstrates enthusiasm and self-direction in learning! " # $ % 3. Demonstrates an understanding of, and compliance with, professional ethics, laws, and policies at the local (e.g., university, college, program, etc.), state, provincial and national levels! " # $ % 4. Maintains an appropriate appearance! " # $ % 5. Is prepared and punctual! " # $ % 6. Demonstrates autonomy consistent with level of training! " # $ % 7. Demonstrates academic honesty! " # $ % Professional Relationships: The candidate develops, maintains, and models appropriate relationships within the workplace, community, and larger society. The student: 8. Maintains high expectations for self and others! " # $ % 9. Considers diverse perspective and promotes the diversity of individuals and groups! " # $ % 10. Exemplifies respect for self and others! " # $ % 11. Demonstrates compassion and empathy! " # $ % 12. Demonstrates appropriate affect and interpersonal communication skills! " # $ % 13. Responds to praise, challenges, and constructive criticism with maturity and dignity! " # $ % 14. Collaborates with peers and supports their development! " # $ % Critical Thinking and Reflective Practice: The candidate demonstrates a commitment to continuous development within the profession. The student: 15. Is able to think critically and effectively solve problems! " # $ % 16. Addresses issues and concerns in a professional manner! " # $ % 17. Functionally applies classroom based knowledge into professional practice! " # $ % 18. Fluidly retrieves and generalizes previously learned academic skills! " # $ % 19. Seeks and accepts assistance when needed! " # $ % 20. Reflects upon his/her professional practice! " # $ % 21. Evaluates attainment of professional goals! " # $ % 16

Courses required for the MHC program: The MHC program requires 60 semester credit hours, all of which are required. 1000 clock hours of field placement (practicum and internship) are also required. Students attending full time (including summers) can complete the MHC program in three academic years. The curriculum is listed below: Required Coursework: EDU 595: Introduction to Educational Research. EDU 595 is designed to introduce the graduate student to the principles of research and statistics. EDU 651: Introduction to Counseling: EDU 651 explores the basic techniques of counseling such as reflection, confrontation, open questioning, building rapport, etc. EDU 652: Multicultural Counseling: An introduction to the meta-cultural issues in schools, agencies and society. EDU 654: Counseling Theory: This course examines the various theoretical approaches to counseling, such as Psychoanalytic, Client Centered Therapy, Cognitive Behavioral Therapy, Solution-Focused Counseling, and many others. EDU 655: Lifespan Development: Emphasis is placed on developmental life stages and the particular challenges they present to clients. EDU 657: Assessment in Counseling: Fundamentals of educational and psychological assessment. EDU 657 also examines a number of standardized and non-standardized tests counselors may use in professional practice. EDU 658: Advanced Techniques: This course is designed to provide students the opportunity to develop their emerging counseling skills. EDU 659: Wellness: This course introduces the student to issues of personal growth, stress management and personal reflection. EDU 664: Career Counseling: This class critically examines the factors involved in career development. Topics of study include theories of vocational development and career assessments. EDU 666: Psychopathology and DSM Diagnosis: Understanding the nature of mental disorders and proper use of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) will be the focus of this course. Students will also practice diagnosing clients in video-tapes. EDU 668: Family Counseling: The theoretical perspectives guiding family and couples counseling will be covered. The course will also utilize role plays with mock families. EDU 669: Group Theory and Application: The course examines the various approaches to group counseling. Students will learn to the core facilitation skills for groups. EDU 671: Psychopharmacology: Students will learn about psychotherapeutic medications, their uses, and how they work in the system. 17

EDU 672: Bases to Drug and Alcohol Addiction: Students will learn about the maladaptive use of drugs and alcohol and how it factors into the therapeutic process, as well as treatment of such disorders. EDU 673: Foundations and Ethics of Mental Health Counseling: Students will learn the fundamentals of mental health counseling including roles, the functions of different work settings, and ethics of the profession. EDU 803: Counseling and Behavior Therapy with Children: Students will be provided with assessment and counseling training on child and adolescent populations. Note: EDU 679 and EDU 685, EDU 686, & EDU 687 are taken in sequence and as a cohort. The first of these classes is EDU 679 (Practicum) and all practica begin in the fall. When students successfully complete EDU 679, they proceed to Internship I (EDU 685) in the spring, EDU 686 the subsequent fall and 687 the following spring. Thus, students will be on their field placement their last two years in the CMHC program. EDU 679: Mental Health Practicum: Students complete a clinical experience in a mental health setting and are required to meet in a weekly class. Students must complete a minimum of 100 clock hours in a professional setting; have on-site supervision from a master s level or above onsite clinical supervisor and weekly supervision from their professor in the classroom. Forty of the 100 hours must be in direct contact with clients. Direct contact includes counseling (individual, group, couples, and family), intakes, assessment, phone crisis counseling, etc. EDU 685/686/687: Mental Health Internship I, II, & III: Internship follows the practicum class in a cohort sequence. Students will continue their practicum setting and obtain 300 clock hours per semester in that setting. There should be 120 hours of direct client/patient contact per 300 hours of internship. Internship I (EDU 685) runs through Spring semester; Internship II (EDU 686) runs through the following fall; and, Internship III (EDU 687) the subsequent spring. The 1000 hour practicum/internship cohort is considered the backbone of the graduate Mental Health Counseling program. Required Sequence of Courses for Clinical Mental Health Counseling Students: Note: To eligible for Fall Practicum (EDU 679), Mental Health Counseling students must complete at minimum, EDU 651, EDU 654, EDU 673 and EDU 658. EDU 651 and 654 are prerequisites for EDU 658. These courses are denoted with an asterisk below. In EDU 658, student must successfully complete the Mid-Point Assessment in order to proceed to fall practicum. Students may attend part time or full time. However, below is the required sequence of courses for full time students. The only exception is if you would like to take your summers off, you may choose to take your two summer courses as fourth classes in regular semesters. Please see your advisor if you are a part time student so you know what to take when. Students generally take three courses per semester. 18

1 st year, Fall Semester: EDU 651 Introduction to Counseling* EDU 654 Theories of Counseling* EDU 655 Lifespan & Human Development 1 st Year, Spring Semester: EDU 658 Counseling Process* EDU 673 Foundations and Ethics of CMHC* EDU 664 Career Counseling 1 st year Summer Sessions: EDU 672 Bases to Alcohol & Drug Addiction 2 nd Year Fall Semester: EDU 679 Clinical Mental Health Counseling Practicum EDU 666 Psychopathology and DSM Diagnosis EDU 595 Educational Research and Statistics 2 nd Year Spring Semester: EDU 685 Clinical Mental Health Counseling Internship I EDU 657 Assessment in Counseling EDU 652 Multicultural Counseling 2 nd Year Summer Sessions: EDU 671 Psychopharmacology 3 rd Year Fall Semester: EDU 686 Clinical Mental Health Counseling Internship II EDU 669 Group Theory and Application EDU 803 Counseling and Behavior Therapy with Children 3 rd Year Spring Semester: EDU 687 Clinical Mental Health Counseling Internship III EDU 668 Family Counseling EDU 659 Wellness and the Counseling Process Students should also consult their faculty advisor prior to registering for classes to ensure the proper classes are taken in order and that students do not sign up for nonrequired coursework unrelated to their program. State Licensure Requirements for Mental Health Counselors: Graduates of the Clinical Mental Health Counseling program should plan to see state licensure as a Licensed Mental Health Counselor (LMHC). Licensure of Mental Health Counselors falls under the guidelines of the New York State Education Department. The State Department of Education requires a masters degree, with 60 graduate credit hours (Like the NU MHC program), plus 3000 supervised, post masters clock hours and a state 19

examination (the NCMHCE). In addition, the State Department of Education requires all license-eligible MHC s to complete the Mandated Reporting of Child Abuse and Neglect workshop. This workshop can be completed in a workshop format or on-line at www.childabuseworkshop.com. The State Education Department has adopted the National Clinical Mental Health Counselors Examination. The NCMHCE is administered through the National Board for Certified Counselors (www.nbcc.org). Graduates may obtain NCMHCE study guides from various sources. ACA s monthly publication, Counseling Today advertises several study guides. Also note, that graduates of all mental health counseling programs must apply for and receive State Education Department s Limited Permit before they are allowed to provide counseling services. See the State Department of Education s Office of the Professions web-site: www.op.nysed.gov. Graduation: Formal Commencement ceremonies are held once a year, in May. Students who have completed coursework in good standing and have passed their portfolio and CPCE are eligible to attend the graduation ceremony. While attendance is optional, students are encouraged to attend and celebrate this momentous occasion with classmates, faculty, family, friends and others. Ceremonies for graduate commencement are held on campus in the upper level of the Gallagher Center. Mid-Point Assessment: The CMHC Mid-Point Assessment is administered in Spring semester of Year 1 in the CMHC program. CMHC students take the Mid-Point Assessment as part of EDU 658 Counseling Process and must pass both the course and the Mid-Point Assessment in order to proceed to Fall Practicum in a mental health agency. The Mid-Point Assessment includes a recorded mock counseling session along with Case Analysis & Intervention Plan. The following page illustrates the Case Analysis and Intervention Plan for the Mid- Point Assessment and the Scoring Rubric sheet follows on the page beyond. 20

Report Scoring Rubric for EDU 658 Case Analysis & intervention Plan / Critique Criteria Level 1 Level 2 Level 3 Case 0 pts 1pt 2 pt Analysis and intervention Plan 20 pts Presenting Problem Comments: Lacks any of the elements as defined for ( level 2) satisfactory performance The presenting problem is well defined but lacking in completeness. The presenting problem is defined in all due complexity. Client s Readiness to change Lacks any of the elements as defined for ( level 2) satisfactory performance Adequate working articulation of client assets, areas of difficulty, and motivation to change but largely based on unsupported assumptions. Articulation of client assets, areas of difficulty, and motivation to change is well supported. Comments: Theoretical Orientation Comments: Lacks any of the elements as defined for ( level 2) satisfactory performance Theoretical orientation and techniques used to facilitate success are generally consistent with client presentation and course materials. Theoretical orientation and techniques used to facilitate success are congruent with client presentation and course materials. Treatment Objectives Both elements are lacking, as described in level 3. One element is lacking, as described in level 3. Specific objectives of the intervention are: - Clearly described. - Rationally prioritized. Comments: 21

Assessment of Progress Comments: Lacks any of the elements as defined for ( level 2) satisfactory performance Strategies to assess progress are measurable, observable, and but somewhat lacking in specificity. Strategies to assess progress are measurable, observable, and specific. Anticipated Progress Comments: Lacks any of the elements as defined for ( level 2) satisfactory performance A working assumption of anticipated progress is articulated but somewhat lacking in support and/or congruence with methods for assessing progress. Anticipated prognosis is rationally supported OR a working assumption of such is clearly related to methods for assessing progress. Anticipated Ethical Issues Comments: Anticipation of ethical issues is not supported by case presentation. Anticipation of ethical issues is somewhat incomplete given case presentation. Anticipation of ethical issues is sufficiently expansive given case presentation. Plan for Case Closure Comments: Both of the elements, as described in level 3, are lacking in completeness. One of the two elements, as described in level 3, is lacking in completeness. - Discussion of the indicators the candidate would use to determine the client s readiness of terminate therapy is consistent with other elements of the case. - Candidate develops a complete and appropriate plan for case closure, including relapse prevention/ relapse strategies. 22

Report Scoring Rubric for EDU 658 Video / Presentation Written format Comments: Significant errors associated with level 3 criteria Minor errors associated with level 3 criteria APA guidelines used properly throughout paper Perfect grammar/punctuation Writing is clear and understandable through paper References Comments: includes less than three references. References do not appear to inform treatment approaches. includes at least three references. References only vaguely inform treatment approaches. includes at least three references. References clearly contribute to a complex, systematic, and cogent decision making process about treatment approaches. 23

VIDEO 10 points Criteria Level 1 Level 2 Level 3 0-1pts 2 pts 3 pts Introduction 3 points Comments: Lacks any of the elements as defined for (2 pt) satisfactory performance. Candidate welcomes client, reviews presenting problems, ethical issues and establishes rapport. Candidate meets 2 pt criteria and Candidate moves beyond initial contact to create therapeutic alliance. client/clinician roles/responsibiliti es are clearly defined Criteria Level 1 Level 2 Level 3 Level 4 0-1 2 3 4 Blending 4 points Comments: Lacks any of the elements as defined for (2 pt) satisfactory performance. Candidate appropriately utilizes and transitions between four techniques but lacks fluidity. Candidate fluidly and appropriately utilizes and transitions between four techniques. Selected techniques are congruent with client presentation, well-timed, well developed and marked by smooth transitions. Criteria Level 1 Level 2 Level 3 0-1pts 2 pts 3 pts Closing 3 points Comments: Lacks any of the elements as defined for (2 pt) satisfactory performance. Attempts at closure are adequate but somewhat incomplete. e.g. Appropriately reviews issues covered, but client may be unclear on next steps. Clear steps for closure are evident: e.g.: -Notifies client that the session is ending -Summarizes -Review concerns -Conveys hope -Assigns homework when appropriate, -Discusses plan for next session. 24

NIAGARA UNIVERSITY COLLEGE OF EDUCATION CLINICAL MENTAL HEALTH COUNSELING Final Evaluation: Portfolio (Taken in Spring of Year 3) Candidate Name 1. For each of the 6 specific clinical mental health counseling standards, the candidate will develop a three to five page reflection paper on how learning in each area has contributed to their professional development. Additionally, the candidate will provide between two pieces of evidence to support each reflection. Evidence can be a paper, tape transcript, work samples, etc. 2. During the final semester of internship, the candidate will develop a synthesis paper integrating how her/his knowledge regarding the 6 clinical mental health counseling areas contributes to a holistic view of their professional identity (note: the practicum and internship evaluations assess the Skills and Practices sections of the CMHC standards while the portfolio addresses the Knowledge sections of the CMHC standards). 3. The paper should follow the APA writing style manual (6 th Edition) and include a minimum of 2 references from professional materials for each core area and from their work developed. 4. The portfolio will be evaluated by the candidate s faculty advisor on the basis of grading rubric developed and contained in the following pages and in the student handbook for each program. Grading Rubric: Unsatisfactory - Satisfactory - Excellent - Standard Core Areas of Knowledge for Clinical Mental Health Counseling Unsatisfactory Satisfactory Excellent Foundations Evidence is vague and does not relate to the intended standard. The evidence and Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and 25

Counseling, Prevention, and Intervention Diversity and Advocacy Assessment reflection demonstrate an understanding of 6 or fewer of the specific knowledge found in the area of Foundations. Evidence is vague and does not relate to the intended standard. The evidence and reflection demonstrate an understanding of 5 or fewer of the specific knowledge found in the area of Counseling, Prevention, and Intervention. Evidence is vague and does not relate to the intended standard. The evidence and reflection demonstrate an understanding of 3 or fewer of the specific knowledge found in the area of Diversity and Advocacy. Evidence is vague and does not relate to the intended standard. The evidence and reflection The evidence and reflection demonstrate an understanding of 7-8 of the specific knowledge found in the area of Foundations. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection demonstrate an understanding of 6-7 of the specific knowledge found in the area of Counseling, Prevention, and Intervention. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection demonstrate an understanding of 4 or 5 of the specific knowledge found in the area of Diversity and Advocacy. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection clearly demonstrate a comprehensive and thorough understanding of 9 or 10 specific knowledge found in the area of Foundations. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection clearly demonstrate a comprehensive and thorough understanding of 8-9 of the specific knowledge found in the area of Counseling, Prevention, and Intervention. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection clearly demonstrate a comprehensive and thorough understanding of 6 of the specific knowledge found in the area of Diversity and Advocacy. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection clearly 26

Research and Evaluation Diagnosis demonstrate an understanding of 2 or fewer of the specific knowledge found in the area of Assessment. Evidence is vague and does not relate to the intended standard. The evidence and reflection demonstrate an understanding of 1 or fewer of the specific knowledge found in the area of Research and Evaluation. Evidence is vague and does not relate to the intended standard. The evidence and reflection demonstrate an understanding of 2 or fewer of the specific knowledge found in the area of Diagnosis. reflection demonstrate an understanding of 3 of the specific knowledge found in the area of Assessment. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection demonstrate an understanding of 2 of the specific knowledge found in the area of Research and Evaluation. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection demonstrate an understanding of 3-4 of the specific knowledge found in the area of Diagnosis. demonstrate a comprehensive and thorough understanding of 4 of the specific knowledge found in the area of Assessment. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection clearly demonstrate a comprehensive and thorough understanding of 3 of the specific knowledge found in the area of Research and Evaluation. Evidence clearly demonstrates knowledge, skills and dispositions related to the intended standard. The evidence and reflection clearly demonstrate a comprehensive and thorough understanding of 5 of the specific knowledge found in the area of Diagnosis. ** Refer to the expanded definitions of each standard. See attached. RECOMMENDATIONS Upon completion of the written and oral presentation, the reviewer will determine the status of the candidate s portfolio by making one of three recommendations. 1. A recommendation of pass will be made when the candidate receives either satisfactory or excellent in each of the components. 27

2. A recommendation of pass with revision will be made when the candidate receives one or two unsatisfactory ratings within the eight components comprising the entire presentation. This requires the candidate to submit further evidence to their advisor demonstrating acceptable achievement in the revised component(s) prior to receiving the recommendation of pass. 3. A recommendation of failure will be made if a candidate receives more than two unsatisfactory ratings within the eight components comprising the entire presentation. Candidates who receive a rating of failure must reapply for portfolio evaluation and revise the portfolio submitting further evidence for meeting each of the components rated. Grade Professor Signature Date 28

CLINICAL MENTAL HEALTH COUNSELING Core Areas Students who are preparing to work as clinical mental health counselors will demonstrate the professional knowledge, skills, and practices necessary to address a wide variety of circumstances within the clinical mental health counseling context. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning has occurred in the following domains: FOUNDATIONS A. Knowledge 1. Understands the history, philosophy, and trends in clinical mental health counseling. 2. Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling. 3. Understands the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment teams. 4. Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling. 5. Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision. 6. Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and psychological disorders. 7. Is aware of professional issues that affect clinical mental health counselors (e.g. core provider status, expert witness status, access to and practice privileges within managed care systems). 8. Understands the management of mental health services and programs, including areas such as administration, finance, and accountability. 9. Understands the impact of crises, disasters, and other trauma-causing events on people. 10. Understands the operation of an emergency management system within clinical mental health agencies and in the community. B. Skills and Practices 29

1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling. 2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling. COUNSELING, PREVENTION, AND INTERVENTION C. Knowledge 1. Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society. 2. Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders. 3. Knows the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help). 4. Knows the disease concept and etiology of addiction and co-occurring disorders. 5. Understands the range of mental health service delivery such as inpatient, outpatient, partial treatment and aftercare and the clinical mental health counseling services network. 6. Understands the principles of crisis intervention for people during crises, disasters and other trauma-causing events. 7. Knows the principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning. 8. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders. 9. Understands professional issues relevant to the practice of clinical mental health counseling. D. Skills and Practices 1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling. 2. Applies multicultural competencies to clinical mental health counseling involving 30

case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders. 3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities. 4. Applies effective strategies to promote client understanding of and access to a variety of community resources. 5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling. 6. Demonstrates the ability to use procedures for assessing and managing suicide risk. 7. Applies current record-keeping standards related to clinical mental health counseling. 8. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders. 9. Demonstrates the ability to recognize his or her limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate. DIVERSITY AND ADVOCACY E. Knowledge 1. Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services. 2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one s own life and career and those of the client. 3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when working with specific populations of clients with mental and emotional disorders. 4. Understands effective strategies to support client advocacy and influence public policy and government relations on local, state, and national levels to enhance equity, increase funding, and promote programs that affect the practice of clinical mental health counseling. 5. Understands the implications of concepts such as internalized oppression and institutional racism, as well as the historical and current political climate 31

regarding immigration, poverty, and welfare. 6. Knows public policies on the local, state, and national levels that affect the quality and accessibility of mental health services. F. Skills and Practices 1. Maintains information regarding community resources to make appropriate referrals. 2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients. 3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations. ASSESSMENT G. Knowledge 1. Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans. 2. Understands various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments. 3. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified. 4. Identifies standard screening and assessment instruments for substance use disorders and process addictions. H. Skills and Practices 1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols. 2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. 32

3. Screens for addiction, aggression, and danger to self and/or others, as well as cooccurring mental disorders. 4. Applies the assessment of a client s stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care. RESEARCH AND EVALUATION I. Knowledge 1. Understands how to critically evaluate research relevant to the practice of clinical mental health counseling. 2. Knows models of program evaluation for clinical mental health programs. 3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling. J. Skills and Practices 1. Applies relevant research findings to inform the practice of clinical mental health counseling. 2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments. 3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs. DIAGNOSIS K. Knowledge 1. Knows the principles of the diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM). 2. Understands the established diagnostic criteria for mental and emotional disorders, and describes treatment modalities and placement criteria within the continuum of care. 3. Knows the impact of co-occurring substance use disorders on medical and psychological disorders. 4. Understands the relevance and potential biases of commonly used diagnostic tools 33

with multicultural populations. 5. Understands appropriate use of diagnosis during a crisis, disaster, or other traumacausing event. L. Skills and Practices 1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments. 2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals. 3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events. 34

Bridge Program in Clinical Mental Health Counseling: Persons in possession of a related master s (e.g., School Counseling, School Psychology, Forensic Psychology, etc.) degree who are interested in the Bridge Program in Clinical Mental Health Counseling are required to apply and be admitted to the Bridge Program. The Bridge Program consists of 5 required courses which include: EDU 666 Psychopathology and DSM Diagnosis, EDU 670 Differential Diagnosis and Treatment Planning, EDU 673 Foundations and Ethics of Mental Health Counseling, EDU 686 Clinical Mental Health Counseling Internship II, and EDU 687 Clinical Mental Health Counseling Internship III. Applicants to the Bridge program should be aware they may need more than the 5 Bridge courses depending on the curriculum of their master s degree program. A basic determination could be discerned through reviewing graduate transcripts with a CMHC faculty member. The New York State Department of Education (NYSED) has the final say in licensure eligibility. 4+2 Undergraduate Psychology to Clinical Mental Health Counseling Program Niagara University has a new State Education Department approved program that provides undergraduate psychology majors of senior standing (with a minimum 3.25 gpa) the opportunity to complete year one of the CMHC program their last year of undergraduate study. Students in the 4+2 program are eligible to take: Fall Semester: EDU 651 Introduction to Counseling and EDU 654 Theories of Counseling Spring Semester: EDU 658 Counseling Process and EDU 673 Foundations and Ethics of Mental Health Counseling Students in the 4+2 program who successfully complete these four courses can matriculate to year two of the CMHC program. Practicum and Internship: Graduate students enrolled in the Clinical Mental Health Counseling program are required to complete 1000 clock hours, which is spread across four field experiences. The first field experience is Practicum, which requires a minimum of 100 clock hours and 40 hours of direct service (Note: Direct service includes individual, group, couples and family counseling, testing or test interpretation, etc. Clock hours relate to everything else on-site: supervision hours, workshops, in-service training, etc.). Practicum students meet in a classroom format on a weekly basis. The Practicum class also serves as the ethics class and a textbook is required. Students must pass both the classroom portion and the on-site field placement to earn a grade of pass (S = satisfactory; U=Unsatisfactory) to move to Internship I. Once the student successfully completes Practicum, they move to Internship I. Internships I, II, & III require 900 clock hours and 360 hours of direct service (or, 120 direct hours per each individual semester) Confidentiality and the Counseling Classroom: 35

Students in the Clinical Mental Health Counseling program should be aware that the classroom is not a confidential setting*. Students therefore, must self monitor what personal information they wish to disclose to their peers and their professors. Because this is a graduate counseling program, some personal information will be discussed, but a student should use discretion. Furthermore, while full and part-time faculty teaching in the graduate counseling program are professional counselors, psychologists, and social workers professional ethics prohibit counselor education faculty from providing counseling to their students. (See Section F, Teaching, training and Supervision of the ACA Code of Ethics in the back section of this manual) * (Note: The exceptions to this statement are EDU 679 Practicum, EDU 685/686/687, Internship I, II, & III, where confidential counseling session recordings are played and information from the clinical setting are discussed) To review the American Counseling Association s 2014 Code of Ethics see the Appendix section of this manual. Information regarding the Clinical Mental Health Counseling profession Professional Associations The graduate Counseling program faculty believe an essential component of professional development for counselors is membership and participation in relevant organizations. Students are encouraged to join one of the national organizations and all such organizations offer student membership at discounted rates. Membership benefits include regular newsletters, professional scholarly journals, and information of upcoming conferences and workshops. In addition, the associations work and lobby to promote the profession of counseling and all counselors benefit from the work of theses professional organizations American Counseling Association (ACA) The American Counseling Association is the flagship organization and the largest counseling organization in the world with some 56,000 members. ACA, founded in 1952 (originally named the American Personnel & Guidance Association; APGA) has written a comprehensive Code of Ethics and Standards of Practice (2014 edition) that all professional counselors are expected to read and understand. There are currently 19 Divisions comprising ACA. You can find more information on ACA at www.counseling.org. ACA publishes the flagship journal, The Journal of Counseling & Development, Counseling Today, the monthly magazine as well as numerous books, video tapes and DVD s. Students are encouraged to purchase an ACA student membership. American Mental Health Counselors Association (AMHCA) 36

The American Mental Health Counselors Association was founded in 1978 and is the ACA Division affiliate representing the profession of mental health counseling. The AMHCA also has a separate code of ethics, though the two codes are consistent on major issues. You may find more information about AHMCA at www.counseling.org. The AMHCA also publishes a journal, the Journal of Mental Health Counseling. American College Counseling Association (ACCA). The American College Counseling Association was formed in 1992. ACCA is the only counseling organization in the U.S. devoted exclusively to college and university counseling. ACCA publishes a twice yearly journal, a national newsletter and has a listserv made up of counselor educators and professional counseling staffing college, community college and university counseling centers. ACCA is a divisional affiliate of ACA. For more information on ACCA, go to their web-site at www.acca.org. The National Board for Certified Counselors, Inc. (NBCC) The National Board for Certified Counselors is the national credentialing board for professional counselors. Mental Health Counselors seeking national certification may take the National Counselor Examination (NCE) in order to become a Certified Clinical Mental Health Counselor (CCMHC). While national certification differs from state licensure, most states use the NCE as their counselor licensure examination. (Counselor licensure is explained below) NBCC s web-site is www.nbcc.org. Licensed Professional Counselor (LPC) or Licensed Mental Health Counselor (LMHC) or Licensed Marriage and Family Therapist (LMFT) As of summer 2013, 50 states, the District of Columbia (DC) and U.S. territories of Puerto Rico and Guam license counselors. In New York, licensed counselors are called Licensed Mental Health Counselors (LMHC). After graduation from a NYSED approved counseling program, a mental health counselor must complete an additional 3000 clock hours while under supervision of a licensed mental health professional and pass the licensure exam. What is the difference between a Clinical Mental Health Counselor and a Social Worker or Psychologist? Clinical Mental Health Counselors- along with Psychologists, Psychiatrists, Social Workers, and Psychiatric Nurses- are one of the five CORE mental health providers recognized by the National Institute of Health (NIH). In general, psychologists are all doctoral level practioners with a Ph.D./Ed.D./Psy.D. in Clinical or Counseling Psychology. Psychologists receive strong training in assessment and testing. Social Workers receive broad training in a variety of social services roles, including counseling, but also case management, social welfare and others. Mental Health Counselors, like Social Workers are primarily a master s level profession. Unlike the above mental health professions, Mental Health Counselors are primarily trained to practice counseling and psychotherapy, whereas for psychologists and social workers, counseling is more an auxiliary function. (Though MHC s will also receive training in testing and assessment) Naturally, all three of these mental health professions provide many of the same services, often resulting in public confusion regarding respective roles. Because professional 37

counselors and social workers are licensed in almost every state, this blurring of professional boundaries is likely to continue. Mental Health Counselors are the newest of the CORE providers and thus have had to advocate for the same professional rights and privileges as Social Workers and Psychologists. Counselors and Social Workers may also earn doctorate degrees, though most professionals in these two professions have master s degrees. A Statement on Related Mental Health Professions: While many divisions exist between the various mental health professions, the faculty of Niagara University s graduate counseling and school psychology programs emphasize the need for mutual professional respect. NU s graduate mental health programs (e.g., Mental Health Counseling, School Counseling and School Psychology) are committed to establishing working relationships with psychologists, social workers, psychiatrists, marriage and family therapists, etc. Scholarly Journals Counseling graduate students often must read articles in professional journals when they are writing APA style research papers and preparing portfolios. Students are encouraged to utilize professional association journals published by the American Counseling Association (ACA), the American Mental Health Counselors Association (AHMCA) and those of the American School Counselor Association (ASCA). There are numerous journals in the stacks at the NU library, and students can access others through EBSCOHOST. Journal of Counseling & Development Journal of Mental Health Counseling Counselor Education and Supervision Journal of College Counseling The Career Development Quarterly The Family Journal: Counseling and Therapy for Couples and Families The Journal of Multicultural Development 38

Student Counseling Session Rating Form: Date: / / Student: Evaluator: Audio Recording: Video Recording: In-Class Role Play: Brief Summary of Session Content: Specific Criteria: Rating (1=Least; 5=best) 1. Opening: 1 2 3 4 5 Was Informed consent thorough & professional? Was confidentiality covered? 2. Rapport: 1 2 3 4 5 Did the counselor establish a good therapeutic alliance? (e.g., voice tone, appropriate eye contact, paraphrasing, summarizing, etc.) 3. Attending Skill: 1 2 3 4 5 Did the counselor use minimal encouragers and refrain from unnecessary interruptions? (Also, was counselor skilled in using therapeutic silence?) 4. Open Ended Questioning: 1 2 3 4 5 Did the counselor make appropriate use of open-ended questions? 5. Affective Domain: 1 2 3 4 5 Did the counselor demonstrate appropriate empathy? 6. Challenging/confrontation: 1 2 3 4 5 Did the counselor confront the client. (If necessary) 7. Solution Skills: 1 2 3 4 5 Did the counselor offer appropriate solution-seeking input? 8. Cultural Issues: 1 2 3 4 5 Did the counselor appear to understand and respect cultural issues? (Culture would include race, ethnicity, gender, sexual orientation, religion/spirituality, etc.) 9. Goal Setting: 1 2 3 4 5 Did the counselor set effective goals for a follow up session? 10. Closing: 1 2 3 4 5 Was closing well orchestrated? (Or, was it abrupt?) 39

On the following 1-10 scale, how effective was the student counselor in facilitating the counseling session? (1=lowest score, 10=highest score) Circle the appropriate number below: 1 2 3 4 5 6 7 8 9 10 Constructive Comments for the student counselor s further development: Signature of evaluator 40

Practicum Graduate students in the Mental Health Counseling program are required to complete a 100 clock hour practicum in a mental health setting. Students take practicum in the fall of their second year. Of the 100 clock hours, 40 clock hours must be in direct contact with clients. Direct contact would include: intakes, individual, group, couples and family counseling, and observing/providing feedback through the two-way mirror. The practicum also carries a weekly classroom component, EDU 679 (Practicum). EDU 679 also serves as the ethics class and a textbook on legal and ethical issues is required. At the conclusion of the semester, students in the practicum class take an exam on ethical issues. A score of 70% (100 total points) or above is required in order to pass the class. Students must also be given a satisfactory rating by their field supervisor. Students may select their own practicum, but their advisor makes the final decision on whether the site is appropriate. For a practicum site to be a viable experience, the site supervisor must hold a masters degree in counseling, social work, marriage and family therapy, psychiatric nursing, or be a psychologist or psychiatrist. Site supervisors must be able to commit to providing the practicum student one hour per week of direct supervision. At the conclusion of the practicum, the site supervisor completes an evaluation of the practicum student. It is expected that a student must complete Practicum and Internship I in the same clinical setting before moving to a different placement. In general, students are encouraged to complete their entire 1000 hours in the same placement. 41

NIAGARA UNIVERSITY CLINICAL MENTAL HEALTH PROGRAM PRACTICUM CONTRACT PART I This agreement is made on by and between and the (Date) (Field Site) Niagara University Clinical Mental Health Program. This agreement will be effective for a period from to for hours (approximately per week) for. (Student Name) Purpose The purpose of this agreement is to provide a qualified student with a practicum experience in the field of Clinical Mental Health Counseling. The University agrees: 1. to assign a university faculty liaison to facilitate communication between university and site; 2. to notify the student that he/she must adhere to the administrative policies, rules, standards, schedules, and practices of the site; 3. that the faculty liaison shall be available for consultation with both site supervisors and students and shall be immediately contacted should any problem or change in relation to student, site or university occur; and 4. that the university supervisor is responsible for the assignment of a fieldwork grade. 5. To adhere to all ethical standards set forth by the American Counseling Association (www.counseling.org). The Practicum Site agrees: 1. to assign a practicum/internship supervisor who has appropriate credentials, time and interest for training the practicum/internship student; (Note: Practicum students must receive an average of at least one hour of field-based supervisor per full-time week.) 2. to provide supervised opportunities for the student to engage in a variety of activities related to the professional practice of clinical mental health counseling 3. to provide the student with adequate work space, telephone, office supplies, expense reimbursement and support services consistent with that afforded agency school psychologists; 4. to provide supervisory contact that involves some examination of student work using audio/visual tapes, observation, and/or live supervision; 5. to provide written evaluation of student based on criteria established by the university program; 6. to not involve students in any form of billing for professional services. 42

7. to adhere to all ethical standards set forth by the American Counseling Association. 8. to contact the assigned faculty supervisor in the event that the candidate demonstrates conduct inconsistent with conveyed and common professional expectations, including matters related to interpersonal relationships, attendance, work completion, timelines, and the keeping of a professional calendar. 9. to ensure that candidates are afforded appropriate leave time to attend university based internship supervision activities occurring on a bi-weekly basis. Candidates who reside within driving distance (<3 hours) are expected to attend sessions in person; candidates not within commuting range must participate in sessions electronically. PRACTICUM CONTRACT PART II Within the specified time frame, will be the primary practicum/internship site supervisor. The training activities (checked below) will be provided for the student in sufficient amounts to allow an adequate evaluation of the student s level of competence in each activity. will be the faculty liaison with whom the student and practicum/internship site supervisor will communicate regarding progress, problems and performance evaluations. PRACTICUM EXPERIENCES All internship students are to follow the skills and practices established by Niagara University s Clinical Mental Health Counseling program. Please look to the Internship Evaluation for those specific standards. Please note that at the internship level, students are expected to directly participate in and/or demonstrate all skills and practices. This should be accomplished to a higher degree as shown by their scores as they move from Internship I through Internship III. Internship Site Supervisor Student Faculty Liaison Date Date Date! 43

"#$%$&$!'"#()&*#+,! -&$.+#.'/! PERFORMANCE REVIEW Clinical Mental Health Counseling Intern Name Evaluator and Site Date of Evaluation: Date of Placement From: - - To: - - Please rate candidate performance using the rubric below. Candidate performance should be rated in accordance with expectations for their level of training. Supervisors are to discuss evaluation results with the candidate prior to submitting the evaluation form to faculty. NO 1 2 3 4 5 Not observable. Candidate performs significantly below expectations for his/her level of training. Additional training, skill development, and professional maturation is necessary for successful functioning in this domain. Candidate cannot/should not be allowed to work autonomously in regards to this area of practice. Intervention is required. Candidate performance is considered below average when compared to expectations for his/her level of training. Difficulties persist despite advisement by supervisor. Candidate is in need of close supervision when performing tasks in this domain. With additional practice/experience, candidate skill is expected to develop appropriately. Candidate performance is average relative to expectations for his/her level of training. Candidate may require moderate supervision when engaging in tasks. Candidate performance is considered above average relative to expectations for his/her level of training. Occasional supervision and support is required, however, candidate largely engages in tasks autonomously and successfully. Candidate performance is considered to exceed expectations for his/her level of training. No supervision is required. 44

Foundations Skills and Practices: 1. Demonstrates the ability to apply and adhere to 1 2 3 4 5 NO ethical and legal standards in clinical mental health counseling. 2. Applies knowledge of public mental health policy, 1 2 3 4 5 NO financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling. Counseling, Prevention and Intervention Skills and Practices: 1. Uses the principles and practices of diagnosis, 1 2 3 4 5 NO treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling. 2. Applies multicultural competencies to clinical mental 1 2 3 4 5 NO health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders. 3. Promotes optimal human development, wellness, and 1 2 3 4 5 NO mental health through prevention, education, and advocacy activities. 4. Applies effective strategies to promote client 1 2 3 4 5 NO understanding of and access to a variety of community resources. 5. Demonstrates appropriate use of culturally responsive 1 2 3 4 5 NO individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling. 6. Demonstrates ability to use procedures for assessing and 1 2 3 4 5 NO managing suicide risk. 7. Applies current record-keeping standards related to 1 2 3 4 5 NO clinical mental health counseling. 8. Provides appropriate counseling strategies when working 1 2 3 4 5 NO with clients with addiction and co-occurring disorders. 9. Demonstrates the ability to recognize his or her own 1 2 3 4 5 NO limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate. Diversity and Advocacy Skills and Practices: 1. Maintains information regarding community resources to 1 2 3 4 5 NO 45

make appropriate referrals. 2. Advocates for policies, programs, and services that are 1 2 3 4 5 NO equitable and responsive to the unique needs of clients. 3. Demonstrates the ability to modify counseling systems, 1 2 3 4 5 NO theories, techniques, and interventions to make them culturally appropriate for diverse populations. Assessment Skills and Practices: 1. Selects appropriate comprehensive assessment 1 2 3 4 5 NO interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols. 2. Demonstrates skill in conducting and intake interview, a 1 2 3 4 5 NO mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. 3. Screens for addiction, aggression, and danger to self 1 2 3 4 5 NO and/or others, as well as co-occurring mental disorders. 4. Applies the assessment of a client s stage of dependence, 1 2 3 4 5 NO change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care. Research and Evaluation Skills and Practices: 1. Applies relevant research findings to inform the practice 1 2 3 4 5 NO of clinical mental health counseling. 2. Develops measurable outcomes for clinical mental health 1 2 3 4 5 NO counseling programs, interventions, and treatments. 3. Analyzes and uses data to increase the effectiveness of 1 2 3 4 5 NO clinical mental health counseling interventions and programs. Diagnosis Skills and Practices: 1. Demonstrates appropriate use of diagnostic tools, including 1 2 3 4 5 NO the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments. 2. Is able to conceptualize an accurate multi-axial diagnosis of 1 2 3 4 5 NO disorders presented by a client and discuss the differential 46

diagnosis with collaborating professionals. 3. Differentiates between diagnostic and developmentally 1 2 3 4 5 NO appropriate reactions during crises, disasters, and other traumacausing events. Additional Comments (Use back if necessary): Clinical Supervisor Student Counselor Date: Date: 47

Internship When students complete their practicum, they move to Internship I (EDU 685) the subsequent spring. Each internship (e.g., EDU 658/EDU686/EDU687 consists of 300 clock hours, of which 120 of those hours are in direct contact with clients. As in practicum, internship students meet in a weekly setting with a professor. Internship does not require a text and the primary activity is making and critiquing student counseling videos. Student videos will be graded and students must obtain a passing score on their videos to proceed to Internship II, and then to Internship III. In addition, internship students will critique professional videos. When students complete Internship I, they move to Internship II (EDU 686) the subsequent fall, and complete Internship III (EDU 687) the subsequent spring. For many students, Internship III will also be their final semester in the CMHC program. The Practicum and Internship sequence represent the backbone of the three year masters of science degree (M.S.) in Clinical Mental Health Counseling program. The practicum and internship sequence results in a 1000 hour clinical field placement. CMHC students enrolled in practicum and internship must purchase a student membership in the American Counseling Association (U.S. students) of the Canadian Counseling and Psychotherapy Association (Canadian students or those on a practicum or internship in Canada). The field site supervisor will provide one hour of weekly individual or group supervision and will complete an evaluation of the supervisee at the end of the semester. Each CMHC student on a practicum or internship must have a signed contract to commence at their site. The practicum contract was profiled previously and the internship contract is on the following page. 48

NIAGARA UNIVERSITY CLINICAL MENTAL HEALTH PROGRAM INTERNSHIP CONTRACT PART I This agreement is made on by and between and the (Date) (Field Site) Niagara University Clinical Mental Health Counseling Program. This agreement will be effective for a period from to for hours (approximately per week) for. (Student Name) Purpose The purpose of this agreement is to provide a qualified student with an internship experience in the field of Clinical Mental Health Counseling. The University agrees: 1. to assign a university faculty liaison to facilitate communication between university and site; 2. to notify the student that he/she must adhere to the administrative policies, rules, standards, schedules, and practices of the site; 3. that the faculty liaison shall be available for consultation with both site supervisors and students and shall be immediately contacted should any problem or change in relation to student, site or university occur; and 4. that the university supervisor is responsible for the assignment of a fieldwork grade. 5. To adhere to all guidelines as set forth by the American Counseling Association s code of ethics (www.counseling.org). The Internship Site agrees: 1. to assign a practicum/internship supervisor who has appropriate credentials, time and interest for training the practicum/internship student; (Note: Interns must receive an average of at least one hour of field-based supervision) 2. to provide supervised opportunities for the student to engage in a variety of activities related to the professional practice of clinical mental health counseling. 3. to provide the student with adequate work space, telephone, office supplies, expense reimbursement and support services consistent with that afforded agency clinicians; 4. to provide supervisory contact that involves some examination of student work using audio/visual tapes, observation, and/or live supervision; 5. to provide written evaluation of student based on criteria established by the university program; 49

6. to not involve students in any form of billing for professional services. 7. to adhere to the professional ethics of the American Counseling Association (www.aca.org/) and the Canadian Counseling and Psychotherapy Association for Canada placements (www.ccpa.org/) 8. to contact the assigned faculty supervisor in the event that the candidate demonstrates conduct inconsistent with conveyed and common professional expectations, including matters related to interpersonal relationships, attendance, work completion, timelines, and the keeping of a professional calendar. 9. to ensure that candidates are afforded appropriate leave time to attend university based internship supervision activities occurring on a weekly basis. Candidates who reside within driving distance (<3 hours) are expected to attend sessions in person; candidates not within commuting range must participate in sessions electronically. INTERNSHIP CONTRACT PART II Within the specified time frame, will be the primary practicum/internship site supervisor. The training activities (checked below) will be provided for the student in sufficient amounts to allow an adequate evaluation of the student s level of competence in each activity. will be the faculty liaison with whom the student and practicum/internship site supervisor will communicate regarding progress, problems and performance evaluations. Agency Supervisor s Signature Student s Signature University Representative Signature!!!!!!!!!!! 50

"#$%$&$!'"#()&*#+,! #"+)&"*0#-! PERFORMANCE REVIEW Clinical Mental Health Counseling Intern Name Evaluator and Site Date of Evaluation: Date of Placement From: - - To: - - Check One: Internship 1 Internship 2 Internship 3 Please rate candidate performance using the rubric below. Candidate performance should be rated in accordance with expectations for their level of training. Supervisors are to discuss evaluation results with the candidate prior to submitting the evaluation form to faculty. 1 2 3 4 5 Candidate performs significantly below expectations for his/her level of training. Additional training, skill development, and professional maturation is necessary for successful functioning in this domain. Candidate cannot/should not be allowed to work autonomously in regards to this area of practice. Intervention is required. Candidate performance is considered below average when compared to expectations for his/her level of training. Difficulties persist despite advisement by supervisor. Candidate is in need of close supervision when performing tasks in this domain. With additional practice/experience, candidate skill is expected to develop appropriately. Candidate performance is average relative to expectations for his/her level of training. Candidate may require moderate supervision when engaging in tasks. Candidate performance is considered above average relative to expectations for his/her level of training. Occasional supervision and support is required, however, candidate largely engages in tasks autonomously and successfully. Candidate performance is considered to exceed expectations for his/her level of training. No supervision is required. 51

Foundations Skills and Practices: 1. Demonstrates the ability to apply and adhere to 1 2 3 4 5 ethical and legal standards in clinical mental health counseling. 2. Applies knowledge of public mental health policy, 1 2 3 4 5 financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling. Counseling, Prevention and Intervention Skills and Practices: 1. Uses the principles and practices of diagnosis, 1 2 3 4 5 treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling. 2. Applies multicultural competencies to clinical mental 1 2 3 4 5 health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders. 3. Promotes optimal human development, wellness, and 1 2 3 4 5 mental health through prevention, education, and advocacy activities. 4. Applies effective strategies to promote client 1 2 3 4 5 understanding of and access to a variety of community resources. 5. Demonstrates appropriate use of culturally responsive 1 2 3 4 5 individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling. 6. Demonstrates ability to use procedures for assessing and 1 2 3 4 5 managing suicide risk. 7. Applies current record-keeping standards related to 1 2 3 4 5 clinical mental health counseling. 8. Provides appropriate counseling strategies when working 1 2 3 4 5 with clients with addiction and co-occurring disorders. 9. Demonstrates the ability to recognize his or her own 1 2 3 4 5 limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate. Diversity and Advocacy Skills and Practices: 1. Maintains information regarding community resources to 1 2 3 4 5 52

make appropriate referrals. 2. Advocates for policies, programs, and services that are 1 2 3 4 5 equitable and responsive to the unique needs of clients. 3. Demonstrates the ability to modify counseling systems, 1 2 3 4 5 theories, techniques, and interventions to make them culturally appropriate for diverse populations. Assessment Skills and Practices: 1. Selects appropriate comprehensive assessment 1 2 3 4 5 interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols. 2. Demonstrates skill in conducting and intake interview, a 1 2 3 4 5 mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. 3. Screens for addiction, aggression, and danger to self 1 2 3 4 5 and/or others, as well as co-occurring mental disorders. 4. Applies the assessment of a client s stage of dependence, 1 2 3 4 5 change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care. Research and Evaluation Skills and Practices: 1. Applies relevant research findings to inform the practice 1 2 3 4 5 of clinical mental health counseling. 2. Develops measurable outcomes for clinical mental health 1 2 3 4 5 counseling programs, interventions, and treatments. 3. Analyzes and uses data to increase the effectiveness of 1 2 3 4 5 clinical mental health counseling interventions and programs. Diagnosis Skills and Practices: 1. Demonstrates appropriate use of diagnostic tools, including 1 2 3 4 5 the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments. 2. Is able to conceptualize an accurate multi-axial diagnosis of 1 2 3 4 5 disorders presented by a client and discuss the differential 53

diagnosis with collaborating professionals. 3. Differentiates between diagnostic and developmentally 1 2 3 4 5 appropriate reactions during crises, disasters, and other traumacausing events. Additional Comments (Use back if necessary): Clinical Supervisor Student Counselor Date: Date: 54

Student Counselor s Evaluation of On-Site Supervisor Directions: Circle the number that best represents how you-the Practicum/Internship Student-feels about the supervision received from your on-site (agency) supervisor. This information will not be shared with your on-site supervisor without your consent. My Supervisor: Poor Fair Good 1 2 3 4 5 6 1. Gives appropriate time for individual and/or group supervision. 2. Provides constructive feedback in supervision sessions. 1 2 3 4 5 6 3. Recognizes and encourages further development of my 1 2 3 4 5 6 clinical strengths and capabilities. 4. Encourages and listens to my ideas and suggestions. 1 2 3 4 5 6 5. Helps to define specific, concrete goals for me during the 1 2 3 4 5 6 practicum or internship experience. 6. Is available when I need consultation. 1 2 3 4 5 6 7. Through her/his professional behavior, my supervisor 1 2 3 4 5 6 models ethical practice. 8. My supervisor makes the effort to remain current in the 1 2 3 4 5 6 counseling field. 9. Maintains confidentiality within the clinical setting. 1 2 3 4 5 6 10. Helps me formulate my own theoretical approach to 1 2 3 4 5 6 counseling. 11. Explains her/his criteria for evaluating student interns in 1 2 3 4 5 6 clear terms. 12. Applies her/his criteria fairly in evaluating my counseling 1 2 3 4 5 6 performance. 13. Demonstrates respect to clients, staff and student interns. 1 2 3 4 5 6 14. Encourages me to discuss concerns encountered in the 1 2 3 4 5 6 practicum or internship setting. 15. Through my work with this supervisor, I have learned new 1 2 3 4 5 6 counseling techniques, interventions, or assessments. 16. The supervisor has helped to make this practicum/inter- 1 2 3 4 5 6 ship a valuable experience. 17. Because of my experience with the supervisor and this 1 2 3 4 5 6 agency, I would recommend this site to other students. Additional Comments and/or suggestions: / / Date Practicum/Internship Student 55

Weekly Practicum/Internships Hours Log For Practicum: 100 Hours (40 Direct Hours/100 Total hours Hours) For Each of the Internships 1, 2, and 3: 300 Hours (120 Direct/300 Total Hours) Dates Direct Hours* Total Hours** Supervisor Signature 56

Dates Direct Hours Total Hours Supervisor Signature Total Direct Hours Total Clock Hours Total Hours (Direct Hours + Total Clock Hours) Student Signature On-Site Supervisor Signature University Supervisor Signature Date Date Date * Direct Hours= Individual, group, couples, family counseling, co-counseling, intakes, assessment, phone crisis counseling, psychoeducational or support groups and any direct contact with clients. Practicum requires a min. of 100 clock hours, with 40 hours of that as direct contact. Each Internship requires 300 clock hours, with 120 hours of that as direct contact. 57

Niagara University Mental Health Counseling Program Site Supervisor Information Form Name : Phone: Work Site: Site Address: Email: Degrees and Majors: Licensure/Certifications: Professional Associations: Professional Experience: (Minimum of three years required. Please attach resume or CV) Please return to: (Faculty Member Teaching Course) Mental Health Counseling Program PO BOX 2042 College of Education 58

Niagara University, NY 14109!"#$%&'()&"*+*,*-*&./01(2&.'31&45213&6578'2&!"#$%1%&'%_2 4'8193:&'()&';193:&5<&=/01(293:(% )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))%% )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))% *"+$(%,, %%-&.$/01(%%% %%%%%%%%%%%%%%%%%% 2$003&4%5(% %%%%%%%%%%%!6$0$4+34#%!6&78$9(% Medications: *DSM-5:!0';(5303>&9.021&-70(=0?'/&!"#$%&!0';(5303&'()&)0';(5320=&=702170':& & & & & & &'()*+,)-./-0*1'23/'-4/*45*5'6+'6'7-468'5-6943+-+*% "@AB1=20C1&9":(% +AB1=20C1&9+:(% 59

,3313381(2&9,:( -/'(&9-:>.5@(31/57D3&"0;('2@71&EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE& & & & & & & & & & & & & & & & & & & 60

Example of Informed Consent for Clients Marijane Rojas, M.S., LMHC, NCC 1719 Freud Lane Licensed Mental Health Counselor Therapy, NY 10017 rojas1@focus.com Phone: (716) 723-0123 My Qualifications: My practice includes counseling with children, adolescents and couples. I also am a New York State Certified Mediator. I hold a masters degree in Mental Health Counseling and am a Licensed Mental Health Counselor (LMHC) and a Nationally Certified Counselor (NCC). I have postgraduate training in Cognitive Behavioral Therapy from the Beck Institute in Philadelphia. My postgraduate experience includes 10 years as a community mental health counselor. The clinic s fees are set by your insurance carrier, so you want to consult your carrier for any questions. For uninsured clients, we offer a sliding fee scale with minimum fees set equal to the lowest billable insurance carrier. ($60.00 per session) Most insurance carriers will allow eight to ten sessions. The General Course of Counseling: I appreciate that you have come to our clinic and I want to be thorough and specific in helping you achieve the goals you have set. My job is to provide assessment and counseling and work conjointly with you to set treatment goals. It is true that in counseling success depends on the client actively wanting to change. Counseling also is not an exact science and at times the counselor, in consultation with you, may need to revise the goals of treatment. Some assessment will be carried out at the intake time and other assessments may be added later for further clarification. Unless otherwise stated, all counseling sessions are 50 minutes long. If you have been mandated for treatment to this agency, you will be required to sign a release of information form so this counselor and the agency can provide necessary information to the agency, parole officer, court, or other official that mandated your treatment. Anytime you have questions regarding your treatment, please feel free to ask. Record Keeping and Confidentiality: Ethically and legally, I am required to keep records of all our contacts. Legally, you have the right to see all information generated between us. You must provide explicit permission for information to be revealed, unless the law specifies otherwise (see exceptions to confidentiality below). Thus, with your written consent, I will provide information to anyone with a legitimate need. You are also entitled to a copy of any records generated in this office. This clinic keeps records for 10 years past the last date of contact. Then, due to space and privacy concerns, records are destroyed in compliance with state law and professional ethics. 61

Exceptions to Confidentiality: The following are legal/ethical exceptions to confidentiality: When child abuse/neglect is suspected. When elder abuse is suspected. In case of imminent danger of suicide. In the event of a clear and specified threat to a third party. If a life threatening contagion threatens a third party (e.g., AIDS) When a client provides written permission. If a judge mandates a release of information. If a client sues a counselor or makes false charges against a counselor. Your Rights as a client: Though you are first encouraged to discuss the issues with your counselor first, if for any reason you believe your rights have been violated, you have a right to file a grievance. For ethical issues: American Counseling Association (ACA) 5999 Stevenson Ave. Alexandria, VA22304 1-800-347-6647 New York State Board for Mental Health Counselors State Education Department Office of the Professions 89 Washington Ave. Albany, NY 12234-1000 www.op.nysed.gov I have read and understand all information presented here in the informed consent document. Name Date 62

Services and Facilities for Niagara University Graduate Students: The following are selected services for Niagara University Graduate Students. For a comprehensive list, see the Niagara University web-site (www.niagara.edu) or the Niagara University Graduate Catalog. Campus Bookstore: (716) 286-8370: Students may purchase textbooks for their classes, plus supplies, & NU apparel. Hours of Operation: (Fall & Spring) Monday: 9:00 AM -6:00 PM Tuesday through Friday: 9:00 AM- 5:00 PM Saturday: 10:00 AM- 2:00 PM Career Center: Bailo Hall, (716) 286-8500: For help with a resume, mock interviewing help, and placement files. College of Education: (716) 286-8560: Education Complex. College of Education faculty and Dean of the College of Education. Counseling Services: Seton Hall-Lower Level, (716) 286-8536: The Counseling services offices free, confidential counseling to all Niagara University students. Hours: Monday- Friday: 9:00 AM 5:00 PM Gallagher Snack Espresso bar. Gallagher Hall-Lower Level: Gallagher-LL serves as the de facto student union, where students can eat, watch TV, pay video games, study, use the internet, etc. Hours of operation are generally 9:00 am- 9:00 pm, Monday-Friday. Gallagher-LL is also open for limited hours on weekends. Health Services: Butler Building, (716) 286-8390: The Student Health Center provides health services six days a week. Health Services also provides information for required Immunization. Kiernan Fitness and Recreation Center: (716) 286-8622: Students may use the Kiernan Center by displaying their student ID Card. Hours of operation: Monday- Friday: 11:00 AM -9:00 PM. Saturday: Because graduate students do not pay student fees to support Kiernan, the cost is $3.00 per visit or $80.00 per semester. Niagara University Library (Holy Angels Library): (716) 286-8000: www.niagara.edu/library. Hours: Monday- Thursday 8:00 AM- Midnight; Friday 8:00 AM- 8:00 PM; Sunday Noon-Midnight. The NU Library includes numerous services for graduate students, including professional journals, on-line access to other print and electronic resources and nearly 300,000 volumes of books. Your student ID is required to check out books and other resources. Records Office: Butler Building: (716) 286-8731. Hours: 8:30 AM -5:00 PM. The Records Office keeps official transcripts of all undergraduate graduate academic work at Niagara University. The Records Office also is the contact point for non U.S. graduate 63

students needing the I-20 Immigration form. For the I-20 form contact Elizabeth Broomfield at (716) 286-8726 or eab@niagara.edu. Specialized Support Services: Seton Hall, 1 st. floor. (716) 286-8076. Contact Diane Stolting, ds@niagara.edu. Student Support Services provides needed accommodations in accord with the Americans With Disabilities Act (ADA) and Section 504 of the U.S. Rehabilitation Code. Sports Teams: For information on NU athletic team competition schedules, consult the web-site (www.niagara.edu) and click the link to athletics. NU offers varsity basketball, ice hockey, volleyball, swimming, soccer, baseball, softball, lacrosse, and other women s and men s intercollegiate athletics. Student Identification Cards: Office of Information Technology, St. Vincent s Hall, Room 108. (716) 286-8366: Monday- Friday 8:30-11:00 PM; Saturday & Sunday Noon- 10:00 PM. Technology/Computers: Office of Information Technology. Holy Angels Library. (716) 286-8040. Hours: Monday- Thursday 9:00 AM-11:00 PM; Friday 9:00 AM-5:00 PM; Saturday Noon-5:00 PM; Sunday 2:00-10:00 PM. Note: The IT Office is also where graduate students can get their student I.D. s made. Theatre Department, Clet Hall. (716) 286-8480: The NU Theatre Department puts on many high quality performances through the academic year. Tickets may be purchased at the Ticket Office in Dwyer Arena (ph.: 286-8780). Veteran s Office, Gallagher-Lower Level: (716) 286-8665. For assistance with financial aid, etc. Writing Center: Seton Hall: (716) 286-8625. For assistance editing papers. 64

Mental Status Examination for Older Children, Adolescents and Adults Adapted from Sattler, J. M. (1990), Assessment of children, 3 rd ed., San Diego: Sattler publications. The areas to be covered for the written Mental Status Report: Prior to beginning, explain: 1. Who you are. (Counselor) 2. Who you represent. (School, clinic, prison, etc.) 3. Why the MSE is taking place. (Request, standard procedure, etc.) 4. Informed Consent. (Confidentiality, training/education, fees-if applicable) 5. Always ask, Do you have any questions? When interviewing a client always remain calm and in control. Exaggerated verbal and non-verbal responses may invalidate the interview. A. Heading: Name, age, date of birth, gender, interview site, date of interview and date of report and reason for referral. B. Appearance and Behavior: -How did the client present himself or herself? -How did the interviewee look? (Note: grooming, height, weight, facial appearance, special adornments, jewelry) -How did the interviewee act during the interview? (Note: bizarre gestures, postures, repetitive movements, poor eye contact, slow movements, excessive movements, etc.) -Was the interviewee s behavior appropriate for his or her age, education and vocational status? -How did the interviewee relate to the interviewer? (For example, was he/she wary, friendly, manipulative, approval seeking, hostile, superficial, etc.) C. Speech and Communication: -How was the general flow of the interviewee s speech? (For example, was it rapid, controlled, hesitant, slow, pressured?) - Does the interviewee have speech impediments? -How was the general tone and content of the interviewee s speech? (Note: for example, over or under productivity of speech, flight of ideas, paucity of ideas, loose associations, rambling, tangentially, neologisms, bizarre use of words, incoherence, etc.) -What was the relationship between verbal and nonverbal communication? -Was there the relationship between tone and content of the communications? -How interested was the interviewee in communication? D. Thought Content: -What did the interviewee discuss? (Note especially content that he or she brought up spontaneously) -What were the problem areas? -Were there any recurring themes? -Were there any signs of psychopathology, such as obsessions, delusions, hallucinations, phobias, or compulsions? 65

E. Sensory and Motor Functioning -How intact were the interviewee s senses- hearing, sight, touch and smell? -How adequate was the interviewee s gross motor coordination? -How adequate was the interviewee s fine motor coordination? -Were there signs of motor difficulties such as exaggerated movements, repetitive movements (tics, twitches, tremors, bizarre postures, slow movements, or rituals?) F. Cognitive Functioning -What was the general mood of the interviewee? (For example was he/she sad, elated, anxious, tense, suspicious, or irritable?) -Did the interviewee s mood fluctuate or change during the interview? -How did the interviewee react to the interview? (For example, was she/he cold, friendly, cooperative, suspicious, or cautious?) -Was the interviewee s affect appropriate for the speech and content of the communications? -What did the interviewee say about her/his mood and feelings? -Was the self-report congruent with the interviewee s behavior during the interview? G. Insight and Judgment -What is the interviewee s belief about why she/he was coming to the interview? -is the belief appropriate and realistic? -Is the interviewee aware of his/her problem and the concerns of others? -Does the interviewee have ideas about what caused the problem? -Does the interviewee have any ideas about how the problem could be alleviated? -How good is the interviewee s judgment in carrying out everyday activities? -How does the interviewee solve problems of living? (e.g., impulsively, independently, responsibly, trial and error, etc.) -Does the interviewee make appropriate use of advice or assistance? -How much does the interviewee desire help for his or her problems? H. Questions to ask the interviewee: (Note: This section is geared for older children, adolescents and adults. For pre-school and K-2 many of these questions may be inappropriate.) Key: Questions 1-4 and 8-10 test general orientation to time, place and person respectively; 11-16 test recent memory; 17-20 test remote memory; 21-23 test immediate memory; 24-25 test insight and judgment; and 26-28 test oral reading and spelling skills. 1. What is today s date? 2. What day is it? 3. What month is it? 4. What year is it? 5. Where are you? 6. What is the name of this city? 7. What is the name of this clinic? (or school, etc.) 66

8. What is your name? 9. How old are you? 10. What do you do? 11. Who is the president of the United States? 12. Who was the president before him? 13. Who is the governor of this state? 14. How did you get to this clinic? (or school counseling center) 15. What is your father s name? 16. What is your mother s name? 17. When is your birthday? 18. Where were you born? 19. Did you finish elementary school? (If appropriate) 20. When did you finish high school? (if appropriate) 21. Repeat these numbers back after me: 6-9-5, 4-3-8-1, 2-9-8-5-7. 22. Say these numbers backwards: 8-3-7, 9-4-6-1, 7-3-2-5-8. 23. Say these words after me: ball, flag, and tree. 24. What does this saying mean; A stitch in time saves nine. 25. What does this saying mean: Too many cooks spoil the broth? 26. Read back the three words I gave to you earlier. (Ball, flag, tree) 27. Write the words given above. (Ball, flag, tree) 28. Spell these words: spoon, cover, attitude, procedure. I. Conclusion: At the conclusion of the Mental Status Examination report, write your name, and credentials: For example: Jane Doe, M.S., LMHC, NCC Interviewer Child & Adolescent Treatment Center 67

Mini Mental Status Examination (MMSE) The MMSE is based on a six point orientation scale. The questions are as follows: 1. To Person: What is your name? (Pay attention to nicknames, aliases, hesitations, etc.) Or, Are you married? For a child: What grade are you in? What school do you attend? 2. To Place: Where are we now? (Setting, address,/building, city, state/province) Where do you live? (Setting, address/building, city, state/province) 3. To Time: IF the client indicates not knowing, ask for a guess or approximation. How old are you? When is your birthday? What is today s date? What season is it? When did you first arrive here? How long have you been here? 4. To Situation: Who am I? What is our purpose for meeting? Why are you here? 5. To Familiar Objects: (Hold up your hand and ask:) Is this my right hand or left? Or, point to your nose and ask: What part of my body is this? Or, hold up a watch, pencil, pen, eyeglasses or some other common object and ask the client to name it. 6. To Other people: What is your mother s/father s/spouse s name? What is your child s name/are your children s names? What is my job title? What is my job title? Adapted from: Zuckerman, E.L. (2000). The clinician s thesaurus, 4 th Ed.: The guidebook for writing Psychological reports. New York: Guilford../01(2&F(020'/&0(2'G1&6578& & 4'81>&))))))))))))))))))))))))))%&!'21>&)))),)))),))))& 68

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& K'3&'(H&=/531&71/'20C1&1C17&J')&?3H=J0'270=&271'281(2&57&A11(&=5880221)&25&'&?3H=J0'270=&J53?02'/T&U13>&))))& 45>&))))&F<&H13V&?/1'31&1O?/'0(>& & & ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))% LJ'2&<'=25793:&/1)&H5@&25&311G&=5@(31/0(;&317C0=13>&))))))))))))))))))))% & & ))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))% % Symptoms: Family History: Father s name: Living: Deceased: Occupation: Mother s name: Living: Deceased: Occupation: Brother(s)/Sister(s): Name: Age: Living: Deceased: Name: Age: Living: Deceased: Name: Age: Living: deceased: Educational History: Name of Institution: Location: Dates Attended: Degree: High School: College/University: Technical school: Graduate/Professional: 70

Military Information: (If applicable) Branch of Military: Dates of Active Service/Reserve Commitment: Were you in a combat zone?: Yes: No: Did you receive any medical treatment as a result of injuries?: Yes: No: If yes, what injuries were you treated for?: 71

Guidelines for APA Style Term papers Grading term papers is a subjective exercise in all academic ports of call, from the Ivy s to the truck driving institutes. Regardless, below are some helpful web-sites and general guidelines to be aware of when writing APA style papers. The following are web-links that may prove helpful: A Guide for Writing Research Papers (http://webster.commnet.edu/apa/apa_index.htm A good site filled with information and examples. APA Reference Style: Tightening Up Your Citations (http://humanities.byu.edu/linguistics/henrichsen/apa/apa01.htm) Electronic Reference Formats Recommended by the American Psychological Association (http://www.apastyle.org/elecrfef.htm) APA Style Resources (http://www.psychwww.com/resource.apacrib.htm) Basic rubric for Term papers: A+ Papers: Perfect or almost perfect with regard to APA style- in text and end references, no misspelled words, and no sentence fragments, at least seven pages and so forth. Also, the theme of the paper should be well articulated, with the body of the paper moving seamlessly from the introduction to the body to the conclusion of the paper. The author s opinions should flow naturally from their research. Naturally, choose something you are interested in. A Papers: Few grammatical errors, few APA style errors, absence of sentence fragments. As above, the topic of the paper should be clearly articulated and should read smoothly, as there is a logical progression from introduction to conclusion and clear evidence that the student writer thoroughly researched her/his topic. A- Papers: Similar to the A Papers above but perhaps there were a few more APA errors, grammatical mistakes and such. Paper is well written- above a B+, but just below an A. B+ Papers: Some errors or APA style, minimal grammatical errors. Reasonably well written, with perhaps less detail on the topic that the papers above or perhaps too short in length. Questions that come into my mind are: Did the student grasp the finer details of the topic? Does the student really understand the broader perspective? and so forth. B Paper: Basic level of acceptance. Most APA formatting is correct, few grammatical errors. Level B indicates that while most stylistic and grammatical issues are sound, perhaps the paper is short on specifics, lacks detail, proper length or indicates the student did not grasp the details of the subject matter conclusively. 72

B-: Just under the normally accepted level for graduate work. The paper may be short on specifics, some grammatical mistakes, APA referencing problems and may lack depth and focus. C+ Paper: Fails to meet the standard for graduate level papers. Indicators are improper APA format, numerous grammatical errors, too short only topical level issues outlined, etc. C Paper: Marginal in all areas of concern: grammatical, APA style, subject area, conveys poor understanding and lack of interest in the topic. C-: Lowest grade before failing. Paper is unacceptable in all areas: grammatical, APA style, depth, focus, etc. F Paper: Poor and substandard use of APA style, numerous grammatical errors, poorly researched topic, student plagiarism, etc. Guidelines for an APA style research paper: A. The first issue is to select a potential topic. In general, it is usually best to select something in your general area of interest. For example, topic examples are: - Conjoint Family Therapy - Solution Focused Therapy in Middle School - The Dyadic Adjustment Scale and Marital Satisfaction (applied) - The Myers Briggs Type Indicator (general) - The Minnesota Multiphasic Personality Inventory-2 (general) - Developing a Career Counseling and Guidance program: Assessments, Research and concerns. (applied) B. The paper should be 8-10 pages in length. The content is more important than the length. An excellent paper that is 7 pages in length is preferable to a marginal one that is 11 pages. Good term papers contain none to few errors of spelling and grammar. Also, the paper should flow logically from one paragraph to the next. If you choose a topic like Solution Focused Counseling or High Stakes Testing, start at the beginning: Pages 1 & 2: Title page (1) and Abstract (2). Page 3: The beginning: Why did you choose this topic? How is it important to you and the field? Pages 4-5: Tell me about the issues/concerns regarding the topic. (e.g., Solution Focused Counseling: Research studies, Therapeutic, professional, utility, social, political, economic, assessment, etc.) Pages 6-7: How does this subject influence counselors, students, families, etc? Page 8+: Wrap up and conclusion. How sound does the research on this topic seem? How do you see this issue evolving? What should be done to address the issue? What role should counselors play? Reference page: The last page is the separate reference section. (See attached) Make sure you use current APA citation style. See APA Style Manual, 6 th edition. 73

C. A good guideline is for you to proofread the papers out loud. I say this, because this is how I will hear it. Also, sounding out your work will help you to catch some errors that you may miss in reading. You can ask, Does this make sense? D. Use APA style referencing. Either buy a copy of the APA Style Manual (6 th ed.) or check the library. Also, the APA web-site has links for examples at apa.org. Most college libraries also have copies of the APA Style Manual, 6 th Ed. Also, your text is referenced in APA style, both within the text (Rogers, 1961) and at the end of the book under the general reference section: Rogers, C.R. (1961). On Becoming A Person. Boston: Houghton-Mifflin. Referencing should be done when you make a statement that needs backing up, such as statistics. For example: Clearly, SAT and ACT scores are strongly tied into the income level of the family of origin (Asher, 2000) or (Smith & Jones, 1999). E. Understand, as masters level graduate students in a school or mental health counseling program you are expected to write a higher standard of research paper than an undergraduate. If possible, try and complete your paper ahead of time and I can preview it. Remember though, a preview by me is no guarantee of an A (or any particular grade). It usually does help, of course. F. Examine the attached example to set up the format of your paper. I have copied three pages: Title page, Abstract and the page for beginning of the article. I have also copied a Reference page. They are the last four pages of this handout. G. Lastly, proof your paper carefully. Sometimes it is good to read it out loud, as this allows you to catch mistakes you might otherwise miss. Also, this is essentially what I do when I grade your paper. Web-sites of interest: The following lists the web-sites of professional counseling associations and related organizations (Highlighted organizations denote flagship organizations) American Academy for Experts in Traumatic Stress (AAETS) www.aaets.org/ American Art Therapy Association (AATA) www.arttherapy.org American Counseling Association (ACA) (Counseling s Flagship Organization) www.aca.org/ American College Counseling Association (ACA) www.acca.org Association for Gay, Lesbian, & Bisexual Issues in Counseling (AGLBIC) www.aglbic.org American Mental Health Counselors Association (AMHCA) (ACA Div. for CMHC) www.amhca.org Association for Multicultural Counseling & Development (AMCD) www.amcd.org 74

American Psychological Association (APA) www.apa.org Association for Specialists in Group Work (ASGW) www.asgw.org Association for Spiritual, Ethical, & Religious Values in Counseling (ASERVIC) www.aservic.org Canadian Counseling Association (CCA) www.cca.org Center for Play Therapy (CPT) (Located at the University of North Texas) www.coe.unt.edu/cpt International Association of Marriage & Family Therapists (IAMFC) www.iamfc.org International Resilience Project (promoting healthy approaches for children and adults) www.resilienceproject.org Mandated Reporting of Child Abuse Workshop (Required for licensure & agencies) www.childabuseworkshop.com New York State Education-office of Mental Health Practitioners (for licensure information) www.op.nysed.gov/mph.htm National Board for Certified Counselors (NBCC) www.nbcc.org National Institute on Drug Abuse (NIDA) www.nida.nih.gov/ National Institute on Mental Health (NIMH) www.nimh.nih.org/ New York Counseling Association (NYCA) www.nyca.org New York Mental Health Counselors Association (NYCA) www.nyca.org U.S. Bureau of Labor-Occupational Outlook for Counselors www.bls.gov/oco/ocos067.htm 75

!"#$%!"!! "#$%!#&!'()*+,!"#$%%&'()*#+,#-.)#!/!#0'()&1213#/'41526 AMERICAN COUNSELING ASSOCIATION!"#$%&'($)*"+)

-*,,*#. 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. "#.(%.(, 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!

!"!#"$%&#$'#()*+,-!/1%3456% 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.!"!#"$%&#$'#()*+,-!/012#,% 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 address the following areas: Section A: Section B: Section C: Section D: Section E: Section F: Section G: Section H: Section I: The Counseling Relationship Confidentiality and Privacy Professional Responsibility Relationships With Other Professionals Evaluation, Assessment, and Interpretation Supervision, Training, and Teaching Research and Publication Distance Counseling, Technology, and Social Media Resolving Ethical Issues Each section of the ACA Code of Ethics begins with an introduction. The introduction to each section describes the ethical behavior and responsibility to which counselors aspire. The introductions help set the tone for each particular section and provide a starting point that invites reflection on the ethical standards contained in each part of the ACA Code of Ethics. The standards outline professional responsibilities and provide direction for fulfilling those ethical responsibilities. " When counselors are faced with ethical dilemmas that are difficult to resolve, they are expected to engage in a carefully considered ethical decision-making process, consulting available resources as needed. Counselors acknowledge that resolving ethical issues is a process; ethical reasoning includes consideration of professional values, professional ethical principles, and ethical standards. Counselors actions should be consistent with the spirit as well as the letter of these ethical standards. No specific ethical decision-making model is always most effective, so counselors are expected to use a credible model of decision making that can bear public scrutiny of its application. Through a chosen ethical decision-making process and evaluation of the context of the situation, counselors work collaboratively with clients to make decisions that promote clients growth and development. A breach of the standards and principles provided herein does not necessarily constitute legal liability or violation of the law; such action is established in legal and judicial proceedings. The glossary at the end of the Code provides a concise description of some of the terms used in the ACA Code of Ethics.

8%+(*#.!7! 9)%!"#0.,%6*.:!! ;%63(*#.,)*2! Introduction Counselors facilitate client growth and development in ways that foster the interest and welfare of clients and promote formation of healthy relationships. Trust is the cornerstone of the counseling relationship, and counselors have the responsibility to respect and safeguard the client s right to privacy and confidentiality. Counselors actively attempt to understand the diverse cultural backgrounds of the clients they serve. Counselors also explore their own cultural identities and how these affect their values and beliefs about the counseling process. Additionally, counselors are encouraged to contribute to society by devoting a portion of their professional activities for little or no financial return (pro bono publico). A.1. Client Welfare A.1.a. Primary Responsibility The primary responsibility of counselors is to respect the dignity and promote the welfare of clients. A.1.b. Records and Documentation Counselors create, safeguard, and maintain documentation necessary for rendering professional services. Regardless of the medium, counselors include sufficient and timely documentation to facilitate the delivery and continuity of services. Counselors take reasonable steps to ensure that documentation accurately reflects client progress and services provided. If amendments are made to records and documentation, counselors take steps to properly note the amendments according to agency or institutional policies. A.1.c. Counseling Plans Counselors and their clients work jointly in devising counseling plans that offer reasonable promise of success and are consistent with the abilities, temperament, developmental level, and circumstances of clients. Counselors and clients regularly review and revise counseling plans to assess their continued viability and effectiveness, respecting clients freedom of choice.! 7"7!"#$%!#&!'()*+,! A.1.d. Support Network Involvement Counselors recognize that support networks hold various meanings in the lives of clients and consider enlisting the support, understanding, and involvement of others (e.g., religious/spiritual/community leaders, family members, friends) as positive resources, when appropriate, with client consent. A.2. Informed Consent in the Counseling Relationship A.2.a. Informed Consent Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship. A.2.b. Types of Information Needed Counselors explicitly explain to clients the nature of all services provided. They inform clients about issues such as, but not limited to, the following: the purposes, goals, techniques, procedures, limitations, potential risks, and benefits of services; the counselor s qualifications, credentials, relevant experience, and approach to counseling; continuation of services upon the incapacitation or death of the counselor; the role of technology; and other pertinent information. Counselors take steps to ensure that clients understand the implications of diagnosis and the intended use of tests and reports. Additionally, counselors inform clients about fees and billing arrangements, including procedures for nonpayment of fees. Clients have the right to confidentiality and to be provided with an explanation of its limits (including how supervisors and/or treatment or interdisciplinary team professionals are involved), to obtain clear information about their records, to participate in the ongoing counseling plans, and to refuse any services or modality changes and to be advised of the consequences of such refusal. A.2.c. Developmental and Cultural Sensitivity Counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors use clear and understandable language when discussing issues related to informed consent. When clients have difficulty understanding the language that counselors use, counselors provide necessary services (e.g., arranging for a qualified interpreter or translator) to ensure comprehension by clients. In collaboration with clients, counselors consider cultural implications of informed consent procedures and, where possible, counselors adjust their practices accordingly. A.2.d. Inability to Give Consent When counseling minors, incapacitated adults, or other persons unable to give voluntary consent, counselors seek the assent of clients to services and include them in decision making as appropriate. Counselors recognize the need to balance the ethical rights of clients to make choices, their capacity to give consent or assent to receive services, and parental or familial legal rights and responsibilities to protect these clients and make decisions on their behalf. A.2.e. Mandated Clients Counselors discuss the required limitations to confidentiality when working with clients who have been mandated for counseling services. Counselors also explain what type of information and with whom that information is shared prior to the beginning of counseling. The client may choose to refuse services. In this case, counselors will, to the best of their ability, discuss with the client the potential consequences of refusing counseling services. A.3. Clients Served by Others When counselors learn that their clients are in a professional relationship with other mental health professionals, they request release from clients to inform the other professionals and strive to establish positive and collaborative professional relationships. A.4. Avoiding Harm and Imposing Values A.4.a. Avoiding Harm Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm. #

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

A.8. Multiple Clients When a counselor agrees to provide counseling services to two or more persons who have a relationship, the counselor clarifies at the outset which person or persons are clients and the nature of the relationships the counselor will have with each involved person. If it becomes apparent that the counselor may be called upon to perform potentially conflicting roles, the counselor will clarify, adjust, or withdraw from roles appropriately. A.9. Group Work A.9.a. Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience. A.9.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma. A.10. Fees and Business Practices A.10.a. Self-Referral Counselors working in an organization (e.g., school, agency, institution) that provides counseling services do not refer clients to their private practice unless the policies of a particular organization make explicit provisions for self-referrals. In such instances, the clients must be informed of other options open to them should they seek private counseling services. A.10.b. Unacceptable Business Practices Counselors do not participate in fee splitting, nor do they give or receive commissions, rebates, or any other form of remuneration when referring clients for professional services. A.10.c. Establishing Fees In establishing fees for professional counseling services, counselors consider the financial status of clients and locality. If a counselor s usual fees create undue hardship for the client, the counselor may adjust fees, when legally permissible, or assist the client in locating comparable, affordable services.! 7"7!"#$%!#&!'()*+,! A.10.d. Nonpayment of Fees If counselors intend to use collection agencies or take legal measures to collect fees from clients who do not pay for services as agreed upon, they include such information in their informed consent documents and also inform clients in a timely fashion of intended actions and offer clients the opportunity to make payment. A.10.e. Bartering Counselors may barter only if the bartering does not result in exploitation or harm, if the client requests it, and if such arrangements are an accepted practice among professionals in the community. Counselors consider the cultural implications of bartering and discuss relevant concerns with clients and document such agreements in a clear written contract. A.10.f. Receiving Gifts Counselors understand the challenges of accepting gifts from clients and recognize that in some cultures, small gifts are a token of respect and gratitude. When determining whether to accept a gift from clients, counselors take into account the therapeutic relationship, the monetary value of the gift, the client s motivation for giving the gift, and the counselor s motivation for wanting to accept or decline the gift. A.11. Termination and Referral A.11.a. Competence Within Termination and Referral If counselors lack the competence to be of professional assistance to clients, they avoid entering or continuing counseling relationships. Counselors are knowledgeable about culturally and clinically appropriate referral resources and suggest these alternatives. If clients decline the suggested referrals, counselors discontinue the relationship. A.11.b. Values Within Termination and Referral Counselors refrain from referring prospective and current clients based solely on the counselor s personally held values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor s values are inconsistent with the client s goals or are discriminatory in nature. A.11.c. Appropriate Termination Counselors terminate a counseling relationship when it becomes reasonably apparent that the client no longer needs assistance, is not likely to benefit, or is being harmed by continued counseling. Counselors may terminate counseling when in jeopardy of harm by the client or by another person with whom the client has a relationship, or when clients do not pay fees as agreed upon. Counselors provide pretermination counseling and recommend other service providers when necessary. A.11.d. Appropriate Transfer of Services When counselors transfer or refer clients to other practitioners, they ensure that appropriate clinical and administrative processes are completed and open communication is maintained with both clients and practitioners. A.12. Abandonment and Client Neglect Counselors do not abandon or neglect clients in counseling. Counselors assist in making appropriate arrangements for the continuation of treatment, when necessary, during interruptions such as vacations, illness, and following termination. 8%+(*#.!<! "#.&*$%.(*36*(=!! 3.$!/1*>3+= Introduction Counselors recognize that trust is a cornerstone of the counseling relationship. Counselors aspire to earn the trust of clients by creating an ongoing partnership, establishing and upholding appropriate boundaries, and maintaining confidentiality. Counselors communicate the parameters of confidentiality in a culturally competent manner. B.1. Respecting Client Rights B.1.a. Multicultural/Diversity Considerations Counselors maintain awareness and sensitivity regarding cultural meanings of confidentiality and privacy. Counselors respect differing views toward disclosure of information. Counselors hold ongoing discussions with clients as to how, when, and with whom information is to be shared. B.1.b. Respect for Privacy Counselors respect the privacy of prospective and current clients. Counselors request private information from clients only when it is beneficial to the counseling process. %

! 7"7!"#$%!#&!'()*+,! B.1.c. Respect for Confidentiality Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification. B.1.d. Explanation of Limitations At initiation and throughout the counseling process, counselors inform clients of the limitations of confidentiality and seek to identify situations in which confidentiality must be breached. B.2. Exceptions B.2.a. Serious and Foreseeable Harm and Legal Requirements The general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed. Counselors consult with other professionals when in doubt as to the validity of an exception. Additional considerations apply when addressing end-of-life issues. B.2.b. Confidentiality Regarding End-of-Life Decisions Counselors who provide services to terminally ill individuals who are considering hastening their own deaths have the option to maintain confidentiality, depending on applicable laws and the specific circumstances of the situation and after seeking consultation or supervision from appropriate professional and legal parties. B.2.c. Contagious, Life- Threatening Diseases When clients disclose that they have a disease commonly known to be both communicable and life threatening, counselors may be justified in disclosing information to identifiable third parties, if the parties are known to be at serious and foreseeable risk of contracting the disease. Prior to making a disclosure, counselors assess the intent of clients to inform the third parties about their disease or to engage in any behaviors that may be harmful to an identifiable third party. Counselors adhere to relevant state laws concerning disclosure about disease status. B.2.d. Court-Ordered Disclosure When ordered by a court to release confidential or privileged information without a client s permission, counselors seek to obtain written, informed consent from the client or take steps to prohibit the disclosure or have it limited as narrowly as possible because of potential harm to the client or counseling relationship. B.2.e. Minimal Disclosure To the extent possible, clients are informed before confidential information is disclosed and are involved in the disclosure decision-making process. When circumstances require the disclosure of confidential information, only essential information is revealed. B.3. Information Shared With Others B.3.a. Subordinates Counselors make every effort to ensure that privacy and confidentiality of clients are maintained by subordinates, including employees, supervisees, students, clerical assistants, and volunteers. B.3.b. Interdisciplinary Teams When services provided to the client involve participation by an interdisciplinary or treatment team, the client will be informed of the team s existence and composition, information being shared, and the purposes of sharing such information. B.3.c. Confidential Settings Counselors discuss confidential information only in settings in which they can reasonably ensure client privacy. B.3.d. Third-Party Payers Counselors disclose information to third-party payers only when clients have authorized such disclosure. B.3.e. Transmitting Confidential Information Counselors take precautions to ensure the confidentiality of all information transmitted through the use of any medium. B.3.f. Deceased Clients Counselors protect the confidentiality of deceased clients, consistent with legal requirements and the documented preferences of the client. B.4. Groups and Families B.4.a. Group Work In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group. B.4.b. Couples and Family Counseling In couples and family counseling, counselors clearly define who is considered the client and discuss expectations and limitations of confidentiality. Counselors seek agreement and document in writing such agreement among all involved parties regarding the confidentiality of information. In the absence of an agreement to the contrary, the couple or family is considered to be the client. B.5. Clients Lacking Capacity to Give Informed Consent B.5.a. Responsibility to Clients When counseling minor clients or adult clients who lack the capacity to give voluntary, informed consent, counselors protect the confidentiality of information received in any medium in the counseling relationship as specified by federal and state laws, written policies, and applicable ethical standards. B.5.b. Responsibility to Parents and Legal Guardians Counselors inform parents and legal guardians about the role of counselors and the confidential nature of the counseling relationship, consistent with current legal and custodial arrangements. Counselors are sensitive to the cultural diversity of families and respect the inherent rights and responsibilities of parents/guardians regarding the welfare of their children/charges according to law. Counselors work to establish, as appropriate, collaborative relationships with parents/guardians to best serve clients. B.5.c. Release of Confidential Information When counseling minor clients or adult clients who lack the capacity to give voluntary consent to release confidential information, counselors seek permission from an appropriate third party to disclose information. In such instances, counselors inform clients consistent with their level of understanding and take appropriate measures to safeguard client confidentiality. B.6. Records and Documentation B.6.a. Creating and Maintaining Records and Documentation Counselors create and maintain records and documentation necessary for rendering professional services. &

B.6.b. Confidentiality of Records and Documentation Counselors ensure that records and documentation kept in any medium are secure and that only authorized persons have access to them. B.6.c. Permission to Record Counselors obtain permission from clients prior to recording sessions through electronic or other means. B.6.d. Permission to Observe Counselors obtain permission from clients prior to allowing any person to observe counseling sessions, review session transcripts, or view recordings of sessions with supervisors, faculty, peers, or others within the training environment. B.6.e. Client Access Counselors provide reasonable access to records and copies of records when requested by competent clients. Counselors limit the access of clients to their records, or portions of their records, only when there is compelling evidence that such access would cause harm to the client. Counselors document the request of clients and the rationale for withholding some or all of the records in the files of clients. In situations involving multiple clients, counselors provide individual clients with only those parts of records that relate directly to them and do not include confidential information related to any other client. B.6.f. Assistance With Records When clients request access to their records, counselors provide assistance and consultation in interpreting counseling records. B.6.g. Disclosure or Transfer Unless exceptions to confidentiality exist, counselors obtain written permission from clients to disclose or transfer records to legitimate third parties. Steps are taken to ensure that receivers of counseling records are sensitive to their confidential nature. B.6.h. Storage and Disposal After Termination Counselors store records following termination of services to ensure reasonable future access, maintain records in accordance with federal and state laws and statutes such as licensure laws and policies governing records, and dispose of client records and other sensitive materials in a manner that protects client confidentiality. Counselors apply careful discretion and deliberation before destroying records that may be needed by a court of law, such as notes on child abuse, suicide, sexual harassment, or violence.! 7"7!"#$%!#&!'()*+,! B.6.i. Reasonable Precautions Counselors take reasonable precautions to protect client confidentiality in the event of the counselor s termination of practice, incapacity, or death and appoint a records custodian when identified as appropriate. B.7. Case Consultation B.7.a. Respect for Privacy Information shared in a consulting relationship is discussed for professional purposes only. Written and oral reports present only data germane to the purposes of the consultation, and every effort is made to protect client identity and to avoid undue invasion of privacy. B.7.b. Disclosure of Confidential Information When consulting with colleagues, counselors do not disclose confidential information that reasonably could lead to the identification of a client or other person or organization with whom they have a confidential relationship unless they have obtained the prior consent of the person or organization or the disclosure cannot be avoided. They disclose information only to the extent necessary to achieve the purposes of the consultation. 8%+(*#.!" /1#&%,,*#.36!! ;%,2#.,*5*6*(= Introduction Counselors aspire to open, honest, and accurate communication in dealing with the public and other professionals. Counselors facilitate access to counseling services, and they practice in a nondiscriminatory manner within the boundaries of professional and personal competence; they also have a responsibility to abide by the ACA Code of Ethics. Counselors actively participate in local, state, and national associations that foster the development and improvement of counseling. Counselors are expected to advocate to promote changes at the individual, group, institutional, and societal levels that improve the quality of life for individuals and groups and remove potential barriers to the provision or access of appropriate services being offered. Counselors have a responsibility to the public to engage in counseling practices that are based on rigorous re- ' search methodologies. Counselors are encouraged to contribute to society by devoting a portion of their professional activity to services for which there is little or no financial return (pro bono publico). In addition, counselors engage in self-care activities to maintain and promote their own emotional, physical, mental, and spiritual well-being to best meet their professional responsibilities. C.1. Knowledge of and Compliance With Standards Counselors have a responsibility to read, understand, and follow the ACA Code of Ethics and adhere to applicable laws and regulations. C.2. Professional Competence C.2.a. Boundaries of Competence Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Whereas multicultural counseling competency is required across all counseling specialties, counselors gain knowledge, personal awareness, sensitivity, dispositions, and skills pertinent to being a culturally competent counselor in working with a diverse client population. C.2.b. New Specialty Areas of Practice Counselors practice in specialty areas new to them only after appropriate education, training, and supervised experience. While developing skills in new specialty areas, counselors take steps to ensure the competence of their work and protect others from possible harm. C.2.c. Qualified for Employment Counselors accept employment only for positions for which they are qualified given their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Counselors hire for professional counseling positions only individuals who are qualified and competent for those positions. C.2.d. Monitor Effectiveness Counselors continually monitor their effectiveness as professionals and take steps to improve when necessary. Counselors take reasonable steps to seek peer supervision to evaluate their efficacy as counselors.

! 7"7!"#$%!#&!'()*+,! C.2.e. Consultations on Ethical Obligations Counselors take reasonable steps to consult with other counselors, the ACA Ethics and Professional Standards Department, or related professionals when they have questions regarding their ethical obligations or professional practice. C.2.f. Continuing Education Counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed regarding best practices for working with diverse populations. C.2.g. Impairment Counselors monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when impaired. They seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until it is determined that they may safely resume their work. Counselors assist colleagues or supervisors in recognizing their own professional impairment and provide consultation and assistance when warranted with colleagues or supervisors showing signs of impairment and intervene as appropriate to prevent imminent harm to clients. C.2.h. Counselor Incapacitation, Death, Retirement, or Termination of Practice Counselors prepare a plan for the transfer of clients and the dissemination of records to an identified colleague or records custodian in the case of the counselor s incapacitation, death, retirement, or termination of practice. C.3. Advertising and Soliciting Clients C.3.a. Accurate Advertising When advertising or otherwise representing their services to the public, counselors identify their credentials in an accurate manner that is not false, misleading, deceptive, or fraudulent. C.3.b. Testimonials Counselors who use testimonials do not solicit them from current clients, former clients, or any other persons who may be vulnerable to undue influence. Counselors discuss with clients the implications of and obtain permission for the use of any testimonial. C.3.c. Statements by Others When feasible, counselors make reasonable efforts to ensure that statements made by others about them or about the counseling profession are accurate. C.3.d. Recruiting Through Employment Counselors do not use their places of employment or institutional affiliation to recruit clients, supervisors, or consultees for their private practices. C.3.e. Products and Training Advertisements Counselors who develop products related to their profession or conduct workshops or training events ensure that the advertisements concerning these products or events are accurate and disclose adequate information for consumers to make informed choices. C.3.f. Promoting to Those Served Counselors do not use counseling, teaching, training, or supervisory relationships to promote their products or training events in a manner that is deceptive or would exert undue influence on individuals who may be vulnerable. However, counselor educators may adopt textbooks they have authored for instructional purposes. C.4. Professional Qualifications C.4.a. Accurate Representation Counselors claim or imply only professional qualifications actually completed and correct any known misrepresentations of their qualifications by others. Counselors truthfully represent the qualifications of their professional colleagues. Counselors clearly distinguish between paid and volunteer work experience and accurately describe their continuing education and specialized training. C.4.b. Credentials Counselors claim only licenses or certifications that are current and in good standing. C.4.c. Educational Degrees Counselors clearly differentiate between earned and honorary degrees. ( C.4.d. Implying Doctoral-Level Competence Counselors clearly state their highest earned degree in counseling or a closely related field. Counselors do not imply doctoral-level competence when possessing a master s degree in counseling or a related field by referring to themselves as Dr. in a counseling context when their doctorate is not in counseling or a related field. Counselors do not use ABD (all but dissertation) or other such terms to imply competency. C.4.e. Accreditation Status Counselors accurately represent the accreditation status of their degree program and college/university. C.4.f. Professional Membership Counselors clearly differentiate between current, active memberships and former memberships in associations. Members of ACA must clearly differentiate between professional membership, which implies the possession of at least a master s degree in counseling, and regular membership, which is open to individuals whose interests and activities are consistent with those of ACA but are not qualified for professional membership. C.5. Nondiscrimination Counselors do not condone or engage in discrimination against prospective or current clients, students, employees, supervisees, or research participants based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity, sexual orientation, marital/ partnership status, language preference, socioeconomic status, immigration status, or any basis proscribed by law. C.6. Public Responsibility C.6.a. Sexual Harassment Counselors do not engage in or condone sexual harassment. Sexual harassment can consist of a single intense or severe act, or multiple persistent or pervasive acts. C.6.b. Reports to Third Parties Counselors are accurate, honest, and objective in reporting their professional activities and judgments to appropriate third parties, including courts, health insurance companies, those who are the recipients of evaluation reports, and others. C.6.c. Media Presentations When counselors provide advice or comment by means of public lectures, demonstrations, radio or television programs, recordings, technology-based applications, printed articles, mailed material, or other media, they take reasonable precautions to ensure that 1. the statements are based on appropriate professional counseling literature and practice, 2. the statements are otherwise consistent with the ACA Code of Ethics, and

3. the recipients of the information are not encouraged to infer that a professional counseling relationship has been established. C.6.d. Exploitation of Others Counselors do not exploit others in their professional relationships. C.6.e. Contributing to the Public Good (Pro Bono Publico) Counselors make a reasonable effort to provide services to the public for which there is little or no financial return (e.g., speaking to groups, sharing professional information, offering reduced fees). C.7. Treatment Modalities C.7.a. Scientific Basis for Treatment When providing services, counselors use techniques/procedures/modalities that are grounded in theory and/or have an empirical or scientific foundation. C.7.b. Development and Innovation When counselors use developing or innovative techniques/procedures/ modalities, they explain the potential risks, benefits, and ethical considerations of using such techniques/procedures/ modalities. Counselors work to minimize any potential risks or harm when using these techniques/procedures/modalities. C.7.c. Harmful Practices Counselors do not use techniques/procedures/modalities when substantial evidence suggests harm, even if such services are requested. C.8. Responsibility to Other Professionals C.8.a. Personal Public Statements When making personal statements in a public context, counselors clarify that they are speaking from their personal perspectives and that they are not speaking on behalf of all counselors or the profession. 8%+(*#.!? ;%63(*#.,)*2,!@*()! A()%1!/1#&%,,*#.36,! Introduction Professional counselors recognize that the quality of their interactions! 7"7!"#$%!#&!'()*+,! with colleagues can influence the quality of services provided to clients. They work to become knowledgeable about colleagues within and outside the field of counseling. Counselors develop positive working relationships and systems of communication with colleagues to enhance services to clients. D.1. Relationships With Colleagues, Employers, and Employees D.1.a. Different Approaches Counselors are respectful of approaches that are grounded in theory and/or have an empirical or scientific foundation but may differ from their own. Counselors acknowledge the expertise of other professional groups and are respectful of their practices. D.1.b. Forming Relationships Counselors work to develop and strengthen relationships with colleagues from other disciplines to best serve clients. D.1.c. Interdisciplinary Teamwork Counselors who are members of interdisciplinary teams delivering multifaceted services to clients remain focused on how to best serve clients. They participate in and contribute to decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of the counseling profession and those of colleagues from other disciplines. D.1.d. Establishing Professional and Ethical Obligations Counselors who are members of interdisciplinary teams work together with team members to clarify professional and ethical obligations of the team as a whole and of its individual members. When a team decision raises ethical concerns, counselors first attempt to resolve the concern within the team. If they cannot reach resolution among team members, counselors pursue other avenues to address their concerns consistent with client well-being. D.1.e. Confidentiality When counselors are required by law, institutional policy, or extraordinary circumstances to serve in more than one role in judicial or administrative proceedings, they clarify role expectations and the parameters of confidentiality with their colleagues. D.1.f. Personnel Selection and Assignment When counselors are in a position requiring personnel selection and/or assigning of responsibilities to others, they select competent staff and assign responsibilities compatible with their skills and experiences. D.1.g. Employer Policies The acceptance of employment in an agency or institution implies that counselors are in agreement with its general policies and principles. Counselors strive to reach agreement with employers regarding acceptable standards of client care and professional conduct that allow for changes in institutional policy conducive to the growth and development of clients. D.1.h. Negative Conditions Counselors alert their employers of inappropriate policies and practices. They attempt to effect changes in such policies or procedures through constructive action within the organization. When such policies are potentially disruptive or damaging to clients or may limit the effectiveness of services provided and change cannot be affected, counselors take appropriate further action. Such action may include referral to appropriate certification, accreditation, or state licensure organizations, or voluntary termination of employment. D.1.i. Protection From Punitive Action Counselors do not harass a colleague or employee or dismiss an employee who has acted in a responsible and ethical manner to expose inappropriate employer policies or practices. D.2. Provision of Consultation Services D.2.a. Consultant Competency Counselors take reasonable steps to ensure that they have the appropriate resources and competencies when providing consultation services. Counselors provide appropriate referral resources when requested or needed. D.2.b. Informed Consent in Formal Consultation When providing formal consultation services, counselors have an obligation to review, in writing and verbally, the rights and responsibilities of both counselors and consultees. Counselors use clear and understandable language to inform all parties involved about the purpose of the services to be provided, relevant costs, potential risks and benefits, and the limits of confidentiality. )*

8%+(*#.!' '>3603(*#.B!7,,%,,4%.(B! 3.$!C.(%121%(3(*#.! Introduction Counselors use assessment as one component of the counseling process, taking into account the clients personal and cultural context. Counselors promote the well-being of individual clients or groups of clients by developing and using appropriate educational, mental health, psychological, and career assessments. E.1. General E.1.a. Assessment The primary purpose of educational, mental health, psychological, and career assessment is to gather information regarding the client for a variety of purposes, including, but not limited to, client decision making, treatment planning, and forensic proceedings. Assessment may include both qualitative and quantitative methodologies. E.1.b. Client Welfare Counselors do not misuse assessment results and interpretations, and they take reasonable steps to prevent others from misusing the information provided. They respect the client s right to know the results, the interpretations made, and the bases for counselors conclusions and recommendations. E.2. Competence to Use and Interpret Assessment Instruments E.2.a. Limits of Competence Counselors use only those testing and assessment services for which they have been trained and are competent. Counselors using technology-assisted test interpretations are trained in the construct being measured and the specific instrument being used prior to using its technologybased application. Counselors take reasonable measures to ensure the proper use of assessment techniques by persons under their supervision. E.2.b. Appropriate Use Counselors are responsible for the appropriate application, scoring, interpretation, and use of assessment instruments relevant to the needs of the client, whether they score and interpret such assessments themselves or use technology or other services.! 7"7!"#$%!#&!'()*+,! E.2.c. Decisions Based on Results Counselors responsible for decisions involving individuals or policies that are based on assessment results have a thorough understanding of psychometrics. E.3. Informed Consent in Assessment E.3.a. Explanation to Clients Prior to assessment, counselors explain the nature and purposes of assessment and the specific use of results by potential recipients. The explanation will be given in terms and language that the client (or other legally authorized person on behalf of the client) can understand. E.3.b. Recipients of Results Counselors consider the client s and/ or examinee s welfare, explicit understandings, and prior agreements in determining who receives the assessment results. Counselors include accurate and appropriate interpretations with any release of individual or group assessment results. E.4. Release of Data to Qualified Personnel Counselors release assessment data in which the client is identified only with the consent of the client or the client s legal representative. Such data are released only to persons recognized by counselors as qualified to interpret the data. E.5. Diagnosis of Mental Disorders E.5.a. Proper Diagnosis Counselors take special care to provide proper diagnosis of mental disorders. Assessment techniques (including personal interviews) used to determine client care (e.g., locus of treatment, type of treatment, recommended follow-up) are carefully selected and appropriately used. E.5.b. Cultural Sensitivity Counselors recognize that culture affects the manner in which clients problems are defined and experienced. Clients socioeconomic and cultural experiences are considered when diagnosing mental disorders. E.5.c. Historical and Social Prejudices in the Diagnosis of Pathology Counselors recognize historical and social prejudices in the misdiagnosis and pathologizing of certain individuals and groups and strive to become aware of and address such biases in themselves or others. E.5.d. Refraining From Diagnosis Counselors may refrain from making and/or reporting a diagnosis if they believe that it would cause harm to the client or others. Counselors carefully consider both the positive and negative implications of a diagnosis. E.6. Instrument Selection E.6.a. Appropriateness of Instruments Counselors carefully consider the validity, reliability, psychometric limitations, and appropriateness of instruments when selecting assessments and, when possible, use multiple forms of assessment, data, and/or instruments in forming conclusions, diagnoses, or recommendations. E.6.b. Referral Information If a client is referred to a third party for assessment, the counselor provides specific referral questions and sufficient objective data about the client to ensure that appropriate assessment instruments are utilized. E.7. Conditions of Assessment Administration E.7.a. Administration Conditions Counselors administer assessments under the same conditions that were established in their standardization. When assessments are not administered under standard conditions, as may be necessary to accommodate clients with disabilities, or when unusual behavior or irregularities occur during the administration, those conditions are noted in interpretation, and the results may be designated as invalid or of questionable validity. E.7.b. Provision of Favorable Conditions Counselors provide an appropriate environment for the administration of assessments (e.g., privacy, comfort, freedom from distraction). E.7.c. Technological Administration Counselors ensure that technologically administered assessments function properly and provide clients with accurate results. ))

E.7.d. Unsupervised Assessments Unless the assessment instrument is designed, intended, and validated for self-administration and/or scoring, counselors do not permit unsupervised use. E.8. Multicultural Issues/ Diversity in Assessment Counselors select and use with caution assessment techniques normed on populations other than that of the client. Counselors recognize the effects of age, color, culture, disability, ethnic group, gender, race, language preference, religion, spirituality, sexual orientation, and socioeconomic status on test administration and interpretation, and they place test results in proper perspective with other relevant factors. E.9. Scoring and Interpretation of Assessments E.9.a. Reporting When counselors report assessment results, they consider the client s personal and cultural background, the level of the client s understanding of the results, and the impact of the results on the client. In reporting assessment results, counselors indicate reservations that exist regarding validity or reliability due to circumstances of the assessment or inappropriateness of the norms for the person tested. E.9.b. Instruments With Insufficient Empirical Data Counselors exercise caution when interpreting the results of instruments not having sufficient empirical data to support respondent results. The specific purposes for the use of such instruments are stated explicitly to the examinee. Counselors qualify any conclusions, diagnoses, or recommendations made that are based on assessments or instruments with questionable validity or reliability. E.9.c. Assessment Services Counselors who provide assessment, scoring, and interpretation services to support the assessment process confirm the validity of such interpretations. They accurately describe the purpose, norms, validity, reliability, and applications of the procedures and any special qualifications applicable to their use. At all times, counselors maintain their ethical responsibility to those being assessed.! 7"7!"#$%!#&!'()*+,! E.10. Assessment Security Counselors maintain the integrity and security of tests and assessments consistent with legal and contractual obligations. Counselors do not appropriate, reproduce, or modify published assessments or parts thereof without acknowledgment and permission from the publisher. E.11. Obsolete Assessment and Outdated Results Counselors do not use data or results from assessments that are obsolete or outdated for the current purpose (e.g., noncurrent versions of assessments/ instruments). Counselors make every effort to prevent the misuse of obsolete measures and assessment data by others. E.12. Assessment Construction Counselors use established scientific procedures, relevant standards, and current professional knowledge for assessment design in the development, publication, and utilization of assessment techniques. E.13. Forensic Evaluation: Evaluation for Legal Proceedings E.13.a. Primary Obligations When providing forensic evaluations, the primary obligation of counselors is to produce objective findings that can be substantiated based on information and techniques appropriate to the evaluation, which may include examination of the individual and/or review of records. Counselors form professional opinions based on their professional knowledge and expertise that can be supported by the data gathered in evaluations. Counselors define the limits of their reports or testimony, especially when an examination of the individual has not been conducted. E.13.b. Consent for Evaluation Individuals being evaluated are informed in writing that the relationship is for the purposes of an evaluation and is not therapeutic in nature, and entities or individuals who will receive the evaluation report are identified. Counselors who perform forensic evaluations obtain written consent from those being evaluated or from their legal representative unless a court orders evaluations to be conducted without the written consent of the individuals being evaluated. When children or adults who lack the capacity to give voluntary consent are being evaluated, informed written consent is obtained from a parent or guardian. E.13.c. Client Evaluation Prohibited Counselors do not evaluate current or former clients, clients romantic partners, or clients family members for forensic purposes. Counselors do not counsel individuals they are evaluating. E.13.d. Avoid Potentially Harmful Relationships Counselors who provide forensic evaluations avoid potentially harmful professional or personal relationships with family members, romantic partners, and close friends of individuals they are evaluating or have evaluated in the past. 8%+(*#.!D 802%1>*,*#.B!913*.*.:B! 3.$!9%3+)*.:! Introduction Counselor supervisors, trainers, and educators aspire to foster meaningful and respectful professional relationships and to maintain appropriate boundaries with supervisees and students in both face-to-face and electronic formats. They have theoretical and pedagogical foundations for their work; have knowledge of supervision models; and aim to be fair, accurate, and honest in their assessments of counselors, students, and supervisees. F.1. Counselor Supervision and Client Welfare F.1.a. Client Welfare A primary obligation of counseling supervisors is to monitor the services provided by supervisees. Counseling supervisors monitor client welfare and supervisee performance and professional development. To fulfill these obligations, supervisors meet regularly with supervisees to review the supervisees work and help them become prepared to serve a range of diverse clients. Supervisees have a responsibility to understand and follow the ACA Code of Ethics. F.1.b. Counselor Credentials Counseling supervisors work to ensure that supervisees communicate their )!

! 7"7!"#$%!#&!'()*+,! qualifications to render services to their clients. F.1.c. Informed Consent and Client Rights Supervisors make supervisees aware of client rights, including the protection of client privacy and confidentiality in the counseling relationship. Supervisees provide clients with professional disclosure information and inform them of how the supervision process influences the limits of confidentiality. Supervisees make clients aware of who will have access to records of the counseling relationship and how these records will be stored, transmitted, or otherwise reviewed. F.2. Counselor Supervision Competence F.2.a. Supervisor Preparation Prior to offering supervision services, counselors are trained in supervision methods and techniques. Counselors who offer supervision services regularly pursue continuing education activities, including both counseling and supervision topics and skills. F.2.b. Multicultural Issues/ Diversity in Supervision Counseling supervisors are aware of and address the role of multiculturalism/ diversity in the supervisory relationship. F.2.c. Online Supervision When using technology in supervision, counselor supervisors are competent in the use of those technologies. Supervisors take the necessary precautions to protect the confidentiality of all information transmitted through any electronic means. F.3. Supervisory Relationship F.3.a. Extending Conventional Supervisory Relationships Counseling supervisors clearly define and maintain ethical professional, personal, and social relationships with their supervisees. Supervisors consider the risks and benefits of extending current supervisory relationships in any form beyond conventional parameters. In extending these boundaries, supervisors take appropriate professional precautions to ensure that judgment is not impaired and that no harm occurs. F.3.b. Sexual Relationships Sexual or romantic interactions or relationships with current supervisees are prohibited. This prohibition applies to both in-person and electronic interactions or relationships. F.3.c. Sexual Harassment Counseling supervisors do not condone or subject supervisees to sexual harassment. F.3.d. Friends or Family Members Supervisors are prohibited from engaging in supervisory relationships with individuals with whom they have an inability to remain objective. F.4. Supervisor Responsibilities F.4.a. Informed Consent for Supervision Supervisors are responsible for incorporating into their supervision the principles of informed consent and participation. Supervisors inform supervisees of the policies and procedures to which supervisors are to adhere and the mechanisms for due process appeal of individual supervisor actions. The issues unique to the use of distance supervision are to be included in the documentation as necessary. F.4.b. Emergencies and Absences Supervisors establish and communicate to supervisees procedures for contacting supervisors or, in their absence, alternative on-call supervisors to assist in handling crises. F.4.c. Standards for Supervisees Supervisors make their supervisees aware of professional and ethical standards and legal responsibilities. F.4.d. Termination of the Supervisory Relationship Supervisors or supervisees have the right to terminate the supervisory relationship with adequate notice. Reasons for considering termination are discussed, and both parties work to resolve differences. When termination is warranted, supervisors make appropriate referrals to possible alternative supervisors. F.5. Student and Supervisee Responsibilities F.5.a. Ethical Responsibilities Students and supervisees have a responsibility to understand and follow the ACA Code of Ethics. Students and supervisees have the same obligation to clients as those required of professional counselors. F.5.b. Impairment Students and supervisees monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. They notify their faculty and/or supervisors and seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until it is determined that they may safely resume their work. F.5.c. Professional Disclosure Before providing counseling services, students and supervisees disclose their status as supervisees and explain how this status affects the limits of confidentiality. Supervisors ensure that clients are aware of the services rendered and the qualifications of the students and supervisees rendering those services. Students and supervisees obtain client permission before they use any information concerning the counseling relationship in the training process. F.6. Counseling Supervision Evaluation, Remediation, and Endorsement F.6.a. Evaluation Supervisors document and provide supervisees with ongoing feedback regarding their performance and schedule periodic formal evaluative sessions throughout the supervisory relationship. F.6.b. Gatekeeping and Remediation Through initial and ongoing evaluation, supervisors are aware of supervisee limitations that might impede performance. Supervisors assist supervisees in securing remedial assistance when needed. They recommend dismissal from training programs, applied counseling settings, and state or voluntary professional credentialing processes when those supervisees are unable to demonstrate that they can provide competent professional services to a range of diverse clients. Supervisors seek consultation and document their decisions to dismiss or refer supervisees for assistance. They ensure that supervisees are aware of options available to them to address such decisions. )"

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

! 7"7!"#$%!#&!'()*+,! F.9. Evaluation and Remediation F.9.a. Evaluation of Students Counselor educators clearly state to students, prior to and throughout the training program, the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and clinical competencies. Counselor educators provide students with ongoing feedback regarding their performance throughout the training program. F.9.b. Limitations Counselor educators, through ongoing evaluation, are aware of and address the inability of some students to achieve counseling competencies. Counselor educators do the following: 1. assist students in securing remedial assistance when needed, 2. seek professional consultation and document their decision to dismiss or refer students for assistance, and 3. ensure that students have recourse in a timely manner to address decisions requiring them to seek assistance or to dismiss them and provide students with due process according to institutional policies and procedures. F.9.c. Counseling for Students If students request counseling, or if counseling services are suggested as part of a remediation process, counselor educators assist students in identifying appropriate services. F.10. Roles and Relationships Between Counselor Educators and Students F.10.a. Sexual or Romantic Relationships Counselor educators are prohibited from sexual or romantic interactions or relationships with students currently enrolled in a counseling or related program and over whom they have power and authority. This prohibition applies to both in-person and electronic interactions or relationships. F.10.b. Sexual Harassment Counselor educators do not condone or subject students to sexual harassment. F.10.c. Relationships With Former Students Counselor educators are aware of the power differential in the relationship between faculty and students. Faculty members discuss with former students potential risks when they consider engaging in social, sexual, or other intimate relationships. F.10.d. Nonacademic Relationships Counselor educators avoid nonacademic relationships with students in which there is a risk of potential harm to the student or which may compromise the training experience or grades assigned. In addition, counselor educators do not accept any form of professional services, fees, commissions, reimbursement, or remuneration from a site for student or supervisor placement. F.10.e. Counseling Services Counselor educators do not serve as counselors to students currently enrolled in a counseling or related program and over whom they have power and authority. F.10.f. Extending Educator Student Boundaries Counselor educators are aware of the power differential in the relationship between faculty and students. If they believe that a nonprofessional relationship with a student may be potentially beneficial to the student, they take precautions similar to those taken by counselors when working with clients. Examples of potentially beneficial interactions or relationships include, but are not limited to, attending a formal ceremony; conducting hospital visits; providing support during a stressful event; or maintaining mutual membership in a professional association, organization, or community. Counselor educators discuss with students the rationale for such interactions, the potential benefits and drawbacks, and the anticipated consequences for the student. Educators clarify the specific nature and limitations of the additional role(s) they will have with the student prior to engaging in a nonprofessional relationship. Nonprofessional relationships with students should be time limited and/or context specific and initiated with student consent. F.11. Multicultural/Diversity Competence in Counselor Education and Training Programs F.11.a. Faculty Diversity Counselor educators are committed to recruiting and retaining a diverse faculty. F.11.b. Student Diversity Counselor educators actively attempt to recruit and retain a diverse student body. Counselor educators demonstrate commitment to multicultural/diversity competence by recognizing and valuing the diverse cultures and types of abilities that students bring to the training experience. Counselor educators provide appropriate accommodations that enhance and support diverse student well-being and academic performance. F.11.c. Multicultural/Diversity Competence Counselor educators actively infuse multicultural/diversity competency in their training and supervision practices. They actively train students to gain awareness, knowledge, and skills in the competencies of multicultural practice. 8%+(*#.!E ;%,%31+)!3.$!! /056*+3(*#. Introduction Counselors who conduct research are encouraged to contribute to the knowledge base of the profession and promote a clearer understanding of the conditions that lead to a healthy and more just society. Counselors support the efforts of researchers by participating fully and willingly whenever possible. Counselors minimize bias and respect diversity in designing and implementing research. G.1. Research Responsibilities G.1.a. Conducting Research Counselors plan, design, conduct, and report research in a manner that is consistent with pertinent ethical principles, federal and state laws, host institutional regulations, and scientific standards governing research. G.1.b. Confidentiality in Research Counselors are responsible for understanding and adhering to state, federal, agency, or institutional policies or applicable guidelines regarding confidentiality in their research practices. G.1.c. Independent Researchers When counselors conduct independent research and do not have access to an institutional review board, they are bound to the same ethical principles and )$

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

! 7"7!"#$%!#&!'()*+,! reasonable steps to correct such errors in a correction erratum or through other appropriate publication means. G.4.d. Identity of Participants Counselors who supply data, aid in the research of another person, report research results, or make original data available take due care to disguise the identity of respective participants in the absence of specific authorization from the participants to do otherwise. In situations where participants selfidentify their involvement in research studies, researchers take active steps to ensure that data are adapted/ changed to protect the identity and welfare of all parties and that discussion of results does not cause harm to participants. G.4.e. Replication Studies Counselors are obligated to make available sufficient original research information to qualified professionals who may wish to replicate or extend the study. G.5. Publications and Presentations G.5.a. Use of Case Examples The use of participants, clients, students, or supervisees information for the purpose of case examples in a presentation or publication is permissible only when (a) participants, clients, students, or supervisees have reviewed the material and agreed to its presentation or publication or (b) the information has been sufficiently modified to obscure identity. G.5.b. Plagiarism Counselors do not plagiarize; that is, they do not present another person s work as their own. G.5.c. Acknowledging Previous Work In publications and presentations, counselors acknowledge and give recognition to previous work on the topic by others or self. G.5.d. Contributors Counselors give credit through joint authorship, acknowledgment, footnote statements, or other appropriate means to those who have contributed significantly to research or concept development in accordance with such contributions. The principal contributor is listed first, and minor technical or professional contributions are acknowledged in notes or introductory statements. G.5.e. Agreement of Contributors Counselors who conduct joint research with colleagues or students/supervisors establish agreements in advance regarding allocation of tasks, publication credit, and types of acknowledgment that will be received. G.5.f. Student Research Manuscripts or professional presentations in any medium that are substantially based on a student s course papers, projects, dissertations, or theses are used only with the student s permission and list the student as lead author. G.5.g. Duplicate Submissions Counselors submit manuscripts for consideration to only one journal at a time. Manuscripts that are published in whole or in substantial part in one journal or published work are not submitted for publication to another publisher without acknowledgment and permission from the original publisher. G.5.h. Professional Review Counselors who review material submitted for publication, research, or other scholarly purposes respect the confidentiality and proprietary rights of those who submitted it. Counselors make publication decisions based on valid and defensible standards. Counselors review article submissions in a timely manner and based on their scope and competency in research methodologies. Counselors who serve as reviewers at the request of editors or publishers make every effort to only review materials that are within their scope of competency and avoid personal biases. 8%+(*#.!F!?*,(3.+%!"#0.,%6*.:B! 9%+).#6#:=B!3.$!! 8#+*36!-%$*3 Introduction Counselors understand that the profession of counseling may no longer be limited to in-person, face-to-face interactions. Counselors actively attempt to understand the evolving nature of the profession with regard to distance counseling, technology, and social media and how such resources may be used to better serve their clients. Counselors strive to become knowledgeable about these resources. Counselors understand the additional concerns related to the use of distance counseling, technology, and social media and make every attempt to protect confidentiality and meet any legal and ethical requirements for the use of such resources. H.1. Knowledge and Legal Considerations H.1.a. Knowledge and Competency Counselors who engage in the use of distance counseling, technology, and/ or social media develop knowledge and skills regarding related technical, ethical, and legal considerations (e.g., special certifications, additional course work). H.1.b. Laws and Statutes Counselors who engage in the use of distance counseling, technology, and social media within their counseling practice understand that they may be subject to laws and regulations of both the counselor s practicing location and the client s place of residence. Counselors ensure that their clients are aware of pertinent legal rights and limitations governing the practice of counseling across state lines or international boundaries. H.2. Informed Consent and Security H.2.a. Informed Consent and Disclosure Clients have the freedom to choose whether to use distance counseling, social media, and/or technology within the counseling process. In addition to the usual and customary protocol of informed consent between counselor and client for face-to-face counseling, the following issues, unique to the use of distance counseling, technology, and/ or social media, are addressed in the informed consent process: physical location of practice, and contact information; the use of distance counseling, technology, and/or social media; and alternate methods of service delivery; when the counselor is not available; ences that may affect delivery of services; )&

benefits; and H.2.b. Confidentiality Maintained by the Counselor Counselors acknowledge the limitations of maintaining the confidentiality of electronic records and transmissions. They inform clients that individuals might have authorized or unauthorized access to such records or transmissions (e.g., colleagues, supervisors, employees, information technologists). H.2.c. Acknowledgment of Limitations Counselors inform clients about the inherent limits of confidentiality when using technology. Counselors urge clients to be aware of authorized and/ or unauthorized access to information disclosed using this medium in the counseling process. H.2.d. Security Counselors use current encryption standards within their websites and/or technology-based communications that meet applicable legal requirements. Counselors take reasonable precautions to ensure the confidentiality of information transmitted through any electronic means. H.3. Client Verification Counselors who engage in the use of distance counseling, technology, and/ or social media to interact with clients take steps to verify the client s identity at the beginning and throughout the therapeutic process. Verification can include, but is not limited to, using code words, numbers, graphics, or other nondescript identifiers. H.4. Distance Counseling Relationship H.4.a. Benefits and Limitations Counselors inform clients of the benefits and limitations of using technology applications in the provision of counseling services. Such technologies include, but are not limited to, computer hardware and/or software, telephones and applications, social media and Internet-based applications and other audio and/or video communication, or data storage devices or media. H.4.b. Professional Boundaries in Distance Counseling Counselors understand the necessity of maintaining a professional relationship with their clients. Counselors discuss! 7"7!"#$%!#&!'()*+,! and establish professional boundaries with clients regarding the appropriate use and/or application of technology and the limitations of its use within the counseling relationship (e.g., lack of confidentiality, times when not appropriate to use). H.4.c. Technology-Assisted Services When providing technology-assisted services, counselors make reasonable efforts to determine that clients are intellectually, emotionally, physically, linguistically, and functionally capable of using the application and that the application is appropriate for the needs of the client. Counselors verify that clients understand the purpose and operation of technology applications and follow up with clients to correct possible misconceptions, discover appropriate use, and assess subsequent steps. H.4.d. Effectiveness of Services When distance counseling services are deemed ineffective by the counselor or client, counselors consider delivering services face-to-face. If the counselor is not able to provide face-to-face services (e.g., lives in another state), the counselor assists the client in identifying appropriate services. H.4.e. Access Counselors provide information to clients regarding reasonable access to pertinent applications when providing technology-assisted services. H.4.f. Communication Differences in Electronic Media Counselors consider the differences between face-to-face and electronic communication (nonverbal and verbal cues) and how these may affect the counseling process. Counselors educate clients on how to prevent and address potential misunderstandings arising from the lack of visual cues and voice intonations when communicating electronically. H.5. Records and Web Maintenance H.5.a. Records Counselors maintain electronic records in accordance with relevant laws and statutes. Counselors inform clients on how records are maintained electronically. This includes, but is not limited to, the type of encryption and security assigned to the records, and if/for how long archival storage of transaction records is maintained. H.5.b. Client Rights Counselors who offer distance counseling services and/or maintain a professional website provide electronic links to relevant licensure and professional certification boards to protect consumer and client rights and address ethical concerns. H.5.c. Electronic Links Counselors regularly ensure that electronic links are working and are professionally appropriate. H.5.d. Multicultural and Disability Considerations Counselors who maintain websites provide accessibility to persons with disabilities. They provide translation capabilities for clients who have a different primary language, when feasible. Counselors acknowledge the imperfect nature of such translations and accessibilities. H.6. Social Media H.6.a. Virtual Professional Presence In cases where counselors wish to maintain a professional and personal presence for social media use, separate professional and personal web pages and profiles are created to clearly distinguish between the two kinds of virtual presence. H.6.b. Social Media as Part of Informed Consent Counselors clearly explain to their clients, as part of the informed consent procedure, the benefits, limitations, and boundaries of the use of social media. H.6.c. Client Virtual Presence Counselors respect the privacy of their clients presence on social media unless given consent to view such information. H.6.d. Use of Public Social Media Counselors take precautions to avoid disclosing confidential information through public social media. 8%+(*#.!C ;%,#6>*.:!'()*+36!! C,,0%, Introduction Professional counselors behave in an ethical and legal manner. They are aware that client welfare and trust in )'

! 7"7!"#$%!#&!'()*+,! the profession depend on a high level of professional conduct. They hold other counselors to the same standards and are willing to take appropriate action to ensure that standards are upheld. Counselors strive to resolve ethical dilemmas with direct and open communication among all parties involved and seek consultation with colleagues and supervisors when necessary. Counselors incorporate ethical practice into their daily professional work and engage in ongoing professional development regarding current topics in ethical and legal issues in counseling. Counselors become familiar with the ACA Policy and Procedures for Processing Complaints of Ethical Violations 1 and use it as a reference for assisting in the enforcement of the ACA Code of Ethics. I.1. Standards and the Law I.1.a. Knowledge Counselors know and understand the ACA Code of Ethics and other applicable ethics codes from professional organizations or certification and licensure bodies of which they are members. Lack of knowledge or misunderstanding of an ethical responsibility is not a defense against a charge of unethical conduct. I.1.b. Ethical Decision Making When counselors are faced with an ethical dilemma, they use and document, as appropriate, an ethical decisionmaking model that may include, but is not limited to, consultation; consideration of relevant ethical standards, principles, and laws; generation of potential courses of action; deliberation of risks and benefits; and selection of an objective decision based on the circumstances and welfare of all involved. I.1.c. Conflicts Between Ethics and Laws If ethical responsibilities conflict with the law, regulations, and/or other governing legal authority, counselors make known their commitment to the ACA Code of Ethics and take steps to resolve the conflict. If the conflict cannot be resolved using this approach, counselors, acting in the best interest of the client, may adhere to the requirements of the law, regulations, and/or other governing legal authority. I.2. Suspected Violations I.2.a. Informal Resolution When counselors have reason to believe that another counselor is violating or has violated an ethical standard and substantial harm has not occurred, they attempt to first resolve the issue informally with the other counselor if feasible, provided such action does not violate confidentiality rights that may be involved. I.2.b. Reporting Ethical Violations If an apparent violation has substantially harmed or is likely to substantially harm a person or organization and is not appropriate for informal resolution or is not resolved properly, counselors take further action depending on the situation. Such action may include referral to state or national committees on professional ethics, voluntary national certification bodies, state licensing boards, or appropriate institutional authorities. The confidentiality rights of clients should be considered in all actions. This standard does not apply when counselors have been retained to review the work of another counselor whose professional conduct is in question (e.g., consultation, expert testimony). I.2.c. Consultation When uncertain about whether a particular situation or course of action may be in violation of the ACA Code of Ethics, counselors consult with other counselors who are knowledgeable about ethics and the ACA Code of Ethics, with colleagues, or with appropriate authorities, such as the ACA Ethics and Professional Standards Department. I.2.d. Organizational Conflicts If the demands of an organization with which counselors are affiliated pose a conflict with the ACA Code of Ethics, counselors specify the nature of such conflicts and express to their supervisors or other responsible officials their commitment to the ACA Code of Ethics and, when possible, work through the appropriate channels to address the situation. I.2.e. Unwarranted Complaints Counselors do not initiate, participate in, or encourage the filing of ethics complaints that are retaliatory in nature or are made with reckless disregard or willful ignorance of facts that would disprove the allegation. I.2.f. Unfair Discrimination Against Complainants and Respondents Counselors do not deny individuals employment, advancement, admission to academic or other programs, tenure, or promotion based solely on their having made or their being the subject of an ethics complaint. This does not preclude taking action based on the outcome of such proceedings or considering other appropriate information. I.3. Cooperation With Ethics Committees Counselors assist in the process of enforcing the ACA Code of Ethics. Counselors cooperate with investigations, proceedings, and requirements of the ACA Ethics Committee or ethics committees of other duly constituted associations or boards having jurisdiction over those charged with a violation. 1 See the American Counseling Association web site at http://www.counseling.org/knowledge-center/ethics )(

E6#,,31=!#&!9%14, Abandonment the inappropriate ending or arbitrary termination of a counseling relationship that puts the client at risk. Advocacy promotion of the well-being of individuals, groups, and the counseling profession within systems and organizations. Advocacy seeks to remove barriers and obstacles that inhibit access, growth, and development. Assent to demonstrate agreement when a person is otherwise not capable or competent to give formal consent (e.g., informed consent) to a counseling service or plan. Assessment the process of collecting in-depth information about a person in order to develop a comprehensive plan that will guide the collaborative counseling and service provision process. Bartering accepting goods or services from clients in exchange for counseling services. Client an individual seeking or referred to the professional services of a counselor. Confidentiality the ethical duty of counselors to protect a client s identity, identifying characteristics, and private communications. Consultation a professional relationship that may include, but is not limited to, seeking advice, information, and/ or testimony. Counseling a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals. Counselor Educator a professional counselor engaged primarily in developing, implementing, and supervising the educational preparation of professional counselors. Counselor Supervisor a professional counselor who engages in a formal relationship with a practicing counselor or counselor-in-training for the purpose of overseeing that individual s counseling work or clinical skill development. Culture membership in a socially constructed way of living, which incorporates collective values, beliefs, norms, boundaries, and lifestyles that are cocreated with others who share similar worldviews comprising biological, psychosocial, historical, psychological, and other factors. Discrimination the prejudicial treatment of an individual or group based on their actual or perceived membership in a particular group, class, or category. Distance Counseling The provision of counseling services by means other than face-to-face meetings, usually with the aid of technology. Diversity the similarities and differences that occur within and across cultures, and the intersection of cultural and social identities. Documents any written, digital, audio, visual, or artistic recording of the work within the counseling relationship between counselor and client. Encryption process of encoding information in such a way that limits access to authorized users. Examinee a recipient of any professional counseling service 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 opinions for court or other legal proceedings, based on professional knowledge and expertise, and supported by appropriate data.! 7"7!"#$%!#&!'()*+,!!* Gatekeeping the initial and ongoing academic, skill, and dispositional assessment of students competency for professional practice, including remediation and termination as appropriate. Impairment a significantly diminished capacity to perform professional functions. Incapacitation an inability to perform professional functions. Informed Consent a process of information sharing associated with possible actions clients may choose to take, aimed at assisting clients in acquiring a full appreciation and understanding of the facts and implications of a given action or actions. Instrument a tool, developed using accepted research practices, that measures the presence and strength of a specified construct or constructs. Interdisciplinary Teams teams of professionals serving clients that may include individuals who may not share counselors responsibilities regarding confidentiality. Minors generally, persons under the age of 18 years, unless otherwise designated by statute or regulation. In some jurisdictions, minors may have the right to consent to counseling without consent of the parent or guardian. Multicultural/Diversity Competence counselors cultural and diversity awareness and knowledge about self and others, and how this awareness and knowledge are applied effectively in practice with clients and client groups. Multicultural/Diversity Counseling counseling that recognizes diversity and embraces approaches that support the worth, dignity, potential, and uniqueness of individuals within their historical, cultural, economic, political, and psychosocial contexts. Personal Virtual Relationship engaging in a relationship via technology and/or social media that blurs the professional boundary (e.g., friending on social networking sites); using personal accounts as the connection point for the virtual relationship. Privacy the right of an individual to keep oneself and one s personal information free from unauthorized disclosure. Privilege a legal term denoting the protection of confidential information in a legal proceeding (e.g., subpoena, deposition, testimony). Pro bono publico contributing to society by devoting a portion of professional activities for little or no financial return (e.g., speaking to groups, sharing professional information, offering reduced fees). Professional Virtual Relationship using technology and/ or social media in a professional manner and maintaining appropriate professional boundaries; using business accounts that cannot be linked back to personal accounts as the connection point for the virtual relationship (e.g., a business page versus a personal profile). Records all information or documents, in any medium, that the counselor keeps about the client, excluding personal and psychotherapy notes. Records of an Artistic Nature products created by the client as part of the counseling process. Records Custodian a professional colleague who agrees to serve as the caretaker of client records for another mental health professional. Self-Growth a process of self-examination and challenging of a counselor s assumptions to enhance professional effectiveness.

! 7"7!"#$%!#&!'()*+,! Serious and Foreseeable when a reasonable counselor can anticipate significant and harmful possible consequences. Sexual Harassment sexual solicitation, physical advances, or verbal/nonverbal conduct that is sexual in nature; occurs in connection with professional activities or roles; is unwelcome, offensive, or creates a hostile workplace or learning environment; and/or is sufficiently severe or intense to be perceived as harassment by a reasonable person. Social Justice the promotion of equity for all people and groups for the purpose of ending oppression and injustice affecting clients, students, counselors, families, communities, schools, workplaces, governments, and other social and institutional systems. Social Media technology-based forms of communication of ideas, beliefs, personal histories, etc. (e.g., social networking sites, blogs). Student an individual engaged in formal graduate-level counselor education. Supervisee a professional counselor or counselor-in-training whose counseling work or clinical skill development is being overseen in a formal supervisory relationship by a qualified trained professional. Supervision a process in which one individual, usually a senior member of a given profession designated as the supervisor, engages in a collaborative relationship with another individual or group, usually a junior member(s) of a given profession designated as the supervisee(s) in order to (a) promote the growth and development of the supervisee(s), (b) protect the welfare of the clients seen by the supervisee(s), and (c) evaluate the performance of the supervisee(s). Supervisor counselors who are trained to oversee the professional clinical work of counselors and counselors-in-training. Teaching all activities engaged in as part of a formal educational program that is designed to lead to a graduate degree in counseling. Training the instruction and practice of skills related to the counseling profession. Training contributes to the ongoing proficiency of students and professional counselors. Virtual Relationship a non face-to-face relationship (e.g., through social media). C.$%G ACA Code of Ethics Preamble...3 ACA Code of Ethics Purpose...3 Section A: The Counseling Relationship...4 Section A: Introduction...4 A.1. Client Welfare...4 A.1.a. Primary Responsibility...4 A.1.b. Records and Documentation...4 A.1.c. Counseling Plans...4 A.1.d. Support Network Involvement...4 A.2. Informed Consent in the Counseling Relationship...4 A.2.a. Informed Consent...4 A.2.b. Types of Information Needed...4 A.2.c. Developmental and Cultural Sensitivity...4 A.2.d. Inability to Give Consent...4 A.2.e. Mandated Clients...4 A.3. Clients Served by Others...4 A.4. Avoiding Harm and Imposing Values...4 A.4.a. Avoiding Harm...4 A.4.b. Personal Values...5 A.5. Prohibited Noncounseling Roles and Relationships...5 A.5.a. Sexual and/or Romantic Relationships Prohibited...5 A.5.b. Previous Sexual and/or Romantic Relationships...5 A.5.c. Sexual and/or Romantic Relationships With Former Clients...5 A.5.d. Friends or Family Members...5 A.5.e. Personal Virtual Relationships With Current Clients...5 A.6. Managing and Maintaining Boundaries and Professional Relationships...5 A.6.a. Previous Relationships...5 A.6.b. Extending Counseling Boundaries...5 A.6.c. Documenting Boundary Extensions...5 A.6.d. Role Changes in the Professional Relationship...5 A.6.e. Nonprofessional Interactions or Relationships (Other Than Sexual or Romantic Interactions or Relationships)...5 A.7. Roles and Relationships at Individual, Group, Institutional, and Societal Levels...5 A.7.a. Advocacy...5 A.7.b. Confidentiality and Advocacy...5 A.8. Multiple Clients...6 A.9. Group Work...6 A.9.a. Screening...6 A.9.b. Protecting Clients...6 A.10. Fees and Business Practices...6 A.10.a. Self-Referral...6 A.10.b. Unacceptable Business Practices...6 A.10.c. Establishing Fees...6 A.10.d. Nonpayment of Fees...6 A.10.e. Bartering...6 A.10.f. Receiving Gifts...6 A.11. Termination and Referral...6 A.11.a. Competence Within Termination and Referral...6 A.11.b. Values Within Termination and Referral...6 A.11.c. Appropriate Termination...6 A.11.d. Appropriate Transfer of Services...6 A.12. Abandonment and Client Neglect...6!) Section B: Confidentiality and Privacy...6 Section B: Introduction...6 B.1. Respecting Client Rights...6 B.1.a. Multicultural/Diversity Considerations...6 B.1.b. Respect for Privacy...6 B.1.c. Respect for Confidentiality...7 B.1.d. Explanation of Limitations...7 B.2. Exceptions...7 B.2.a. Serious and Foreseeable Harm and Legal Requirements...7 B.2.b. Confidentiality Regarding End-of-Life Decisions...7 B.2.c. Contagious, Life-Threatening Diseases...7 B.2.d. Court-Ordered Disclosure...7 B.2.e. Minimal Disclosure...7 B.3. Information Shared With Others...7 B.3.a. Subordinates...7 B.3.b. Interdisciplinary Teams...7 B.3.c. Confidential Settings...7 B.3.d. Third-Party Payers...7 B.3.e. Transmitting Confidential Information...7 B.3.f. Deceased Clients...7 B.4. Groups and Families...7 B.4.a. Group Work...7 B.4.b. Couples and Family Counseling...7 B.5. Clients Lacking Capacity to Give Informed Consent...7 B.5.a. Responsibility to Clients...7 B.5.b. Responsibility to Parents and Legal Guardians...7 B.5.c. Release of Confidential Information...7 B.6. Records and Documentation...7 B.6.a. Creating and Maintaining Records and Documentation...7

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

! 7"7!"#$%!#&!'()*+,! G.1.a. Conducting Research...15 G.1.b. Confidentiality in Research...15 G.1.c. Independent Researchers...15 G.1.d. Deviation From Standard Practice...16 G.1.e. Precautions to Avoid Injury...16 G.1.f. Principal Researcher Responsibility...16 G.2. Rights of Research Participants...16 G.2.a. Informed Consent in Research...16 G.2.b. Student/Supervisee Participation...16 G.2.c. Client Participation...16 G.2.d. Confidentiality of Information... 16 G.2.e. Persons Not Capable of Giving Informed Consent...16 G.2.f. Commitments to Participants...16 G.2.g. Explanations After Data Collection...16 G.2.h. Informing Sponsors...16 G.2.i. Research Records Custodian...16 G.3. Managing and Maintaining Boundaries...16 G.3.a. Extending Researcher Participant Boundaries...16 G.3.b. Relationships With Research Participants...16 G.3.c. Sexual Harassment and Research Participants...16 G.4. Reporting Results...16 G.4.a. Accurate Results...16 G.4.b. Obligation to Report Unfavorable Results...16 G.4.c. Reporting Errors...16 G.4.d. Identity of Participants...17 G.4.e. Replication Studies...17 G.5. Publications and Presentations...17 G.5.a. Use of Case Examples...17 G.5.b. Plagiarism...17 G.5.c. Acknowledging Previous Work... 17 G.5.d. Contributors...17 G.5.e. Agreement of Contributors...17 G.5.f. Student Research...17 G.5.g. Duplicate Submissions...17 G.5.h. Professional Review...17 Section H: Distance Counseling, Technology, and Social Media...17 Section H: Introduction...17 H.1. Knowlede and Legal Considerations...17 H.1.a. Knowledge and Competency...17 H.1.b. Laws and Statutes...17 H.2. Informed Consent and Security...17 H.2.a. Informed Consent and Disclosure... 17 H.2.b. Confidentiality Maintained by the Counselor...18 H.2.c. Acknowledgment of Limitations...18 H.2.d. Security...18 H.3. Client Verification...18 H.4. Distance Counseling Relationship...18 H.4.a. Benefits and Limitations...18 H.4.b. Professional Boundaries in Distance Counseling...18 H.4.c. Technology-Assisted Services...18 H.4.d. Effectiveness of Services...18 H.4.e. Access...18 H.4.f. Communication Differences in Electronic Media...18 H.5. Records and Web Maintenance...18 H.5.a. Records...18 H.5.b. Client Rights...18 H.5.c. Electronic Links...18 H.5.d. Multicultural and Disability Considerations...18 H.6. Social Media...18 H.6.a. Virtual Professional Presence...18 H.6.b. Social Media as Part of Informed Consent...18 H.6.c. Client Virtual Presence...18 H.6.d. Use of Public Social Media...18 Section I: Resolving Ethical Issues...18 Section I: Introduction...18 I.1. Standards and the Law...19 I.1.a. Knowledge...19 I.1.b. Ethical Decision Making...19 I.1.c. Conflicts Between Ethics and Laws...19 I.2. Suspected Violations...19 I.2.a. Informal Resolution...19 I.2.b. Reporting Ethical Violations...19 I.2.c. Consultation...19 I.2.d. Organizational Conflicts...19 I.2.e. Unwarranted Complaints I.2.f. Unfair Discrimination Against Complainants and Respondents...19 I.3. Cooperation With Ethics Committees...19 Glossary of Terms...20 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!"

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