Nbcc code of ethics pdf

Discussion Response To Classmates

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 06/14/19 at 8pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read a your colleagues' postings. Respond to your colleagues' postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague's posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague's posting.

1. Classmate (C. Spi)

NCDA C.2.a - Professional Competence

When reviewing the ethical standards of both the NCDA (2015) and ACA (2014), I realized that practicing within the boundaries of my professional competence is crucial. As a new counselor, especially one with limited counseling experience, working with certain populations may be outside of my professional wheelhouse. According to NCDA Standard C.2.a and the ACA Standard C.2.a, both state counselors must practice within the realms of their professional wheelhouse. For me, this means that working with some populations would require additional training. For example, my counseling specialty focuses on addiction. My client population will be geared towards working with adolescents and young adults; however, I recently learned that I need additional training when working with the LGBTQ community. If my client is part of the LGBT community, then I need to seek supervision regarding the best way to assist this client or if I need to transfer this client to another counselor that specializes working within the LGBTQ community. Following these ethical guidelines not only protects the professional but also protects the wellbeing of the client.

ACA B.1.a - Multicultural/Diversity Considerations

According to ACA (2014), counseling professionals must maintain awareness of multicultural and diversity differences. Counselors must remain self-aware of any bias that exists personally and professionally. Counselors must be sensitive to the differences and experiences between the professional and the client. For me, this might include clients that have different values than my own. I need to be sensitive to the needs of each client as they are all unique individuals with different experiences from my own. Young adults with different racial backgrounds may feel oppressed in their working environment and as their counselor, I need to be sensitive to their feelings. I also need to consider cultural appropriateness when making suggestions to aid the client (Harris & Engels, 2012). As a counselor, my goal is to empower and encourage my clients.

Ethical Challenges

One potential challenge I found within the NCDA (2015) Standard A.2.d was sharing information. Since some of my clients will minors, it may be necessary to share information with the client's parents. In many states, informed consent applies to adult clients only. When the client does not have the ability to give consent, I would work to obtain assent from the client and discuss the limitations of confidentiality in detail with both client and parent/guardian to that each has an understanding of what they are. I would work with the minor client to help them be able to share the information with their parent/guardian and give them the option of having me be present or telling them alone. In my opinion, this gives the minor client some power in making their own decisions by choosing how to include their parent/guardian.

A second challenge I may face is regarding the ACA (2014) Standard C.2.g - Impairment. The ACA states that counselor must remain vigilant of their own self-care needs as well as the needs of their colleagues. As a new counselor, I am not sure I would understand the signs of my own impairment or be comfortable confronting a colleague that is experiencing impairment. I may disagree if someone confronted me, or feel out of place. To counteract this, I would be mindful of my own needs and feelings regarding the work I am doing. If I thought someone was experiencing an impairment of some sort, I may seek consultation with my supervisor as to how to handle such a situation.

Summary of NCDA and ACA

After reviewing the NCDA (2015) and ACA (2014) ethical guidelines, I find that both are very similar. In fact, most of the guidelines are written using the same wording. In my opinion, this makes it extremely beneficial when maintaining ethical and legal practices. So long as the guidelines are followed, there is little room for error. I find comfort knowing that I do have resources to turn to if I have questions and can always seek guidance from consulting with a colleague or supervisor.

References

American Counseling Association (ACA). (2014). ACA Code of Ethics. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Harris, H. L., & Engels, D. W. (2012). Ethical and legal issues in career counseling. In D. Capuzzi & M. D. Stauffer (Eds.), Career Counseling: Foundations, perspectives, and applications (2nd ed., pp. 127-149). Boston, MA: Pearson Education.

National Career Development Association (NCDA). (2015). NCDA Code of Ethics. http://associationdatabase.com/aws/NCDA/asset_manager/get_file/3395

2. Classmate (J. Ru)

NCDA Ethical Standards

In this week’s reading we concentrate on ethics, one important aspect when it comes to entering the field of counseling or any field working with a diverse clientele we must adhere to our ethical codes. Being able to follow the ethics codes allows us to protect the dignity and well being of our clients.

When it comes to selecting a ACA I will have to go with A.2. Informed Consent in the Counseling Relationship (ACA, 2014), The reason I have selected A.2. is because currently as an Intake caseworker this is one important document that we must have signed in order to provide services and share information to those that are also working with our clients. If parents refuse to sign the informed Consent form, we are not allowed to communicate with the individual that made the referral until parents signed the consent form which sometimes makes it difficult to help the families reach the desire outcome of the referral made.

Now when it comes to the NCDA I would go with A.1.a. Primary Responsibility (NCDA, 2015), the reason I have selected this one is because it is my primary responsibility to respect and serve my client in a lawfully matter. I also think these two are very hard in my working setting because if I feel that a child is immediate or impending danger, I must call child protective services and break that relationship that I have built with my client. I always tell myself that my purpose is to make sure that I am meeting the child’s needs as well as the parent’s, but he/she must obey the rules that are put in place to protect these children from harm.

These codes are put in place to make sure as counselors we are aware of boundaries and what must be done to serve our clientele but also to protect them

References

National Career Development Association (NCDA) Ethical Standards

National Career Development 2015 Standards

http://associationdatabase.com/aws/NCDA/asset_manager/get_file/3395

American Counseling Association (ACA). (2014). ACA Code of Ethics. Retrieved from

http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Highlights of the ACA Code of Ethics

3. Classmate (J. Sch)

Ethical Standards

As counselors there may be different ethical codes governing our disciplines, specialty areas, work setting and client populations. It is advantageous for counselors to look at the code of ethics for counseling organizations like their own discipline’s code of ethics. In this discussion I am going to be comparing the code of ethics of the American Counseling Association and the National Career Development Association. I will identify two individual standards from each association’s code of ethics that I feel are important to adhere to and two which I feel may be most challenging to adhere to.

Important Codes: NCDA C.2.a. and ACA B.1.a

Two individual standards that I think are most important to adhere to address competencies of counselors regarding boundaries and cultural competences. The National Career Development Association (NCDA) Standard C.2.a. addresses Boundaries of Competence. According to Standard C.2.a. of the 2015 NCDA Code of Ethics, career professionals should practice in their areas of competence according to their “education, training, supervised and professional experience, state and national professional credentials, and appropriate professional experience.” (National Career Development Association, 2015) I do not think it is ethical for counselors to present themselves as having experience they don’t have nor is it legal to give the appearance that you have licenses or training that you don’t.

In addition to making sure they are adhering to the boundaries set by the NCDA, being culturally competent is a requirement that covers all counseling fields. The American Counseling Association requires that culturally competent career professionals possess knowledge, personal awareness, sensitivity, and skills of working with individuals from diverse backgrounds communicating “the parameters of confidentiality in a culturally competent manner.” (American Psychological Association, 2014, p. 6) Being bilingual in English and Spanish allows me to communicate with clients in the language they feel most comfortable with. For counselors who do not speak the language their clients feel comfortable expressing themselves, or if I find a situation where I don’t speak the native language of my clients, it is best to refer them to another professional who does. Because I am getting my MS in Clinical Mental Health Counseling with a specialization in Military Families and Culture it will be vital that I adhere to the ACA Code of Ethics and familiar with the NCDA Code of Ethics so I can help guide veterans in my program that may be looking for assistance in career development or training after discharge. I believe having a working knowledge of the NCDA code gives me insight into explaining to veterans how career development counselors can help them identify jobs using their skills, abilities and strengths so they can find rewarding careers that fit their personalities and skills. I also think that having cultural competence for military culture is important for me to provide the best services for veterans and their families.

Challenging Codes: ACA A.4.a. and NCDA C.4.a.

As a counselor I believe we have decided to enter the profession of counseling due to our desire to help others. According to the American Counseling Association 2014 Code of Ethics Standard A.4.a. “Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm.” (American Counseling Association, 2014, p. 4) I think being vigilant of my actions, thoughts, biases and prejudices are some of the best ways I can avoid causing harm to clients, trainees and research participants; but there are other areas which must be considered. I also think being honest in explaining my credentials and experience to clients is another way I can avoid harm as I do not think it is ethical or legal to treat clients in areas that I lack training or experience in. I also feel it is incumbent on me as a counselor to keep up to date on my licensure and new developments in my field. One way to do this is to join professional organizations and avail myself to training to gain experience I need to improve my skills and knowledge.

The second code I will address is C.4.a. of the National Career Development Association Code of Ethics. According to the 2015 NCDA Code of Ethics standard C.4.a. states career professionals claim/imply only the professional qualifications they have completed, use appropriate titles, correct misrepresentations of their qualifications by others and distinguish between paid and volunteer work, education, and training. (National Career Development Association, 2015) I feel this is important because clients should be aware of our credentials, but they should also be aware of any limitations we may have to providing them appropriate treatment.

I placed both the ACA A.4.a. and NCDA C.4.a. standards under the challenging category not because I feel I will have trouble enforcing them, but because I see how they can present ethical and legal dilemmas for counselors. As such, they may present dilemmas where I will need to seek guidance and/or input from others like supervisors, co-workers or legal and professional experts. For instance, say I have a client who is a veteran in my program who is having trouble finding a job. Though he has been improving in counseling through identifying his goals and working on expressing his thoughts and feelings, his wife doesn’t feel he is working hard enough at finding a job and wants me to do a career assessment on him. This can present a legal dilemma concerning misrepresentation of my professional qualification in that she may not understand as a clinical mental health counselor I am not a licensed career development counselor and doing no harm as I do not feel it is ethical or legal for me to try to assess the veteran in career, but the issue presents a delicate scenario on how to inform the wife of this without the veteran thinking I am breaking confidence or feeling he is at fault for misleading his wife in some way about the limits of my abilities.

References

American Counseling Association. (2014). ACA Code of Ethics. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

National Career Development Association. (2015). 2015 NCDA Code of Ethics. Retrieved from http://associationdatabase.com/aws/NCDA/asset_manager/get_file/3395.

Bottom of Form

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

Chapter 5, "Ethical and Legal Issues in Career Counseling"
National Career Development Association (NCDA) Ethical Standards
National Career Development 2015 Standards
http://associationdatabase.com/aws/NCDA/asset_manager/get_file/3395
Pick one of the web sites below to review, depending on your specialty area, in addition to the NCDA Ethical Standards, which everyone is to review.

American Psychological Association (APA). (2010). Ethical Standards
http://www.apa.org/ethics/code/index.aspx
American Counseling Association (ACA). (2014). ACA Code of Ethics. Retrieved from
http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4
Highlights of the ACA Code of Ethics
National Board for Certified Counselors
http://www.nbcc.org/Assets/Ethics/nbcc-codeofethics.pdf
Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

Exemplary

Proficient

Progressing

Emerging

Element (1): Responsiveness: Did the student respond to the main question of the week?

9 points (28%)

Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).

9 points

Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.

7–8 points

Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.

4–6 points

Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.

0–3 points

Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?

9 points (28%)

Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.

9 points

Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.

7–8 points

Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.

4–6 points

Posts demonstrate a lack of ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not integrated the general principles, ideas, and skills presented. There are no reflections, examples, or insights/experiences provided.

0–3 points

Element (3): Professionalism of Writing: Does the student meet graduate level writing expectations?

5 points (16%)

Posts meet graduate-level writing expectations (e.g., are clear, concise, and use appropriate language; make few errors in spelling, grammar, and syntax; provide information about sources when paraphrasing or referring to it; use a preponderance of original language and directly quote only when necessary or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 points

Posts meet most graduate-level writing expectations (e.g., are clear; make only a few errors in spelling, grammar, and syntax; provide adequate information about a source when paraphrasing or referring to it; use original language wherever possible and directly quote only when necessary and/or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

4 points

Posts partially meet graduate-level writing expectation (e.g., use language that is unclear/inappropriate; make more than occasional errors in spelling, grammar, and syntax; provide inadequate information about a source when paraphrasing or referring to it; under-use original language and over-use direct quotes). Postings are at times less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

2–3 points

Posts do not meet graduate-level writing expectations (e.g., use unclear/inappropriate language; make many errors in spelling, grammar, and syntax; do not provide information about a source when paraphrasing or referring to it; directly quote from original source materials or consistently paraphrase rather than use original language; or are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints).

0–1 points

Element (4):

Responses to Peers: Did the student respond to peer posts and contribute professionally?

9 points (28%)

Responds to two or more peers in a manner that significantly contributes to the Discussion.

9 points

Responds to one or more peers in a manner that significantly contributes to the Discussion.

7–8 points

Responds to one or more peers in a manner that minimally contributes to the Discussion.

4–6 points

Does not respond to any peer posts.

0–3 points

32 points

100%

25–28 points

78–88%

14–21 points

44–66%

0–10 points

0–31%