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By: Zur Institute, LLC
This article is part of online courses on Supervision.
Table of Contents
I. Introduction
II. Links to the Codes of Ethics for Major State and National Professional Organizations
III. Codes of Ethics Relating to the Practice of Supervision
IV. Codes of Ethics Relating to Sexual Relationships between Supervisors & Trainees
V. Codes of Ethics Relating to Dual/Multiple Relationships between Supervisors & Trainees
This article is part of an online course on Clinical Supervision and focuses on the sections of the Codes of Ethics of the major professional organizations that deal with Supervision.
This article provides an extensive review of the Codes of Ethics as they pertain to supervision in the field of psychotherapy and counseling. It is also designed to ensure that California psychologists, MFTs and LCSWs are provided with the relevant and most current information.
II. Links to the Codes of Ethics for Major State and National Professional Organizations
Those associations that provide information for both supervisors and trainees include the following organizations. Links to these associations are provided below:
1. American Association for Marriage and Family Therapy (AAMFT)
2. American Counseling Association (ACA)
3. American Psychiatric Association (ApA)
4. American Psychological Association (APA)
5. California Association of Marriage and Family Therapists (CAMFT)
6. Canadian Psychological Association (CPA)
7. National Association of Social Workers (NASW)
8. National Board for Certified Counselors (NBCC)
9. United States Association for Body Psychotherapy (USABP)
III. Codes of Ethics Relating to the Practice of Supervision
American Association for Marriage and Family Therapy (AAMFT)
MFT Code of Ethics (Effective July 1, 2001)
le: Board of Directors of the American Association for Marriage and Family Therapy (AAMFT) hereby promulgates, pursuant to Article 2, Section 2.013 of the Association’s Bylaws, the Revised AAMFT Code of Ethics, effective July 1, 2001.
The AAMFT strives to honor the public trust in marriage and family therapists by setting standards for ethical practice as described in this Code. The ethical standards define professional expectations and are enforced by the AAMFT Ethics Committee. The absence of an explicit reference to a specific behavior or situation in the Code does not mean that the behavior is ethical or unethical. The standards are not exhaustive. Marriage and family therapists who are uncertain about the ethics of a particular course of action are encouraged to seek counsel from consultants, attorneys, supervisors, colleagues, or other appropriate authorities.
Both law and ethics govern the practice of marriage and family therapy. When making decisions regarding professional behavior, marriage and family therapists must consider the AAMFT Code of Ethics and applicable laws and regulations. If the AAMFT Code of Ethics prescribes a standard higher than that required by law, marriage and family therapists must meet the higher standard of the AAMFT Code of Ethics. Marriage and family therapists comply with the mandates of law, but make known their commitment to the AAMFT Code of Ethics and take steps to resolve the conflict in a responsible manner. The AAMFT supports legal mandates for reporting of alleged unethical conduct.
The AAMFT Code of Ethics is binding on Members of AAMFT in all membership categories, AAMFT-Approved Supervisors, and applicants for membership and the Approved Supervisor designation (hereafter, AAMFT Member). AAMFT members have an obligation to be familiar with the AAMFT Code of Ethics and its application to their professional services. Lack of awareness or misunderstanding of an ethical standard is not a defense to a charge of unethical conduct.
The process for filing, investigating, and resolving complaints of unethical conduct is described in the current Procedures for Handling Ethical Matters of the AAMFT Ethics Committee. Persons accused are considered innocent by the Ethics Committee until proven guilty, except as otherwise provided, and are entitled to due process. If an AAMFT Member resigns in anticipation of, or during the course of, an ethics investigation, the Ethics Committee will complete its investigation. Any publication of action taken by the Association will include the fact that the Member attempted to resign during the investigation.
Principle II: Confidentiality
Marriage and family therapists have unique confidentiality concerns because the client in a therapeutic relationship may be more than one person. Therapists respect and guard the confidences of each individual client.
2.6 Marriage and family therapists, when consulting with colleagues or referral sources, do not share confidential information that could reasonably lead to the identification of a client, research participant, supervisee, or other person with whom they have a confidential relationship unless they have obtained the prior written consent of the client, research participant, supervisee, or other person with whom they have a confidential relationship. Information may be shared only to the extent necessary to achieve the purposes of the consultation.
Principle III: Professional Competence and Integrity
Marriage and family therapists maintain high standards of professional competence and integrity.
3.1 Marriage and family therapists pursue knowledge of new developments and maintain competence in marriage and family therapy through education, training, or supervised experience.
3.5 Marriage and family therapists, as presenters, teachers, supervisors, consultants and researchers, are dedicated to high standards of scholarship, present accurate information, and disclose potential conflicts of interest.
3.7 While developing new skills in specialty areas, marriage and family therapists take steps to ensure the competence of their work and to protect clients from possible harm. Marriage and family therapists practice in specialty areas new to them only after appropriate education, training, or supervised experience.
3.8 Marriage and family therapists do not engage in sexual or other forms of harassment of clients, students, trainees, supervisees, employees, colleagues, or research subjects.
3.9 Marriage and family therapists do not engage in the exploitation of clients, students, trainees, supervisees, employees, colleagues, or research subjects.
Principle IV: Responsibility to Students and Supervisees
Marriage and family therapists do not exploit the trust and dependency of students and supervisees.
4.1 Marriage and family therapists are aware of their influential positions with respect to students and supervisees, and they avoid exploiting the trust and dependency of such persons. Therapists, therefore, make every effort to avoid conditions and multiple relationships that could impair professional objectivity or increase the risk of exploitation. When the risk of impairment or exploitation exists due to conditions or multiple roles, therapists take appropriate precautions.
4.2 Marriage and family therapists do not provide therapy to current students or supervisees.
4.3 Marriage and family therapists do not engage in sexual intimacy with students or supervisees during the evaluative or training relationship between the therapist and student or supervisee. Should a supervisor engage in sexual activity with a former supervisee, the burden of proof shifts to the supervisor to demonstrate that there has been no exploitation or injury to the supervisee.
4.4 Marriage and family therapists do not permit students or supervisees to perform or to hold themselves out as competent to perform professional services beyond their training, level of experience, and competence.
4.5 Marriage and family therapists take reasonable measures to ensure that services provided by supervisees are professional.
4.6 Marriage and family therapists avoid accepting as supervisees or students those individuals with whom a prior or existing relationship could compromise the therapist’s objectivity. When such situations cannot be avoided, therapists take appropriate precautions to maintain objectivity. Examples of such relationships include, but are not limited to, those individuals with whom the therapist has a current or prior sexual, close personal, immediate familial, or therapeutic relationship.
4.7 Marriage and family therapists do not disclose supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In educational or training settings where there are multiple supervisors, disclosures are permitted only to other professional colleagues, administrators, or employers who share responsibility for training of the supervisee. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law.
Principle VII: Financial Arrangements
Marriage and family therapists make financial arrangements with clients, third-party payors, and supervisees that are reasonably understandable and conform to accepted professional practices.
7.2 Prior to entering into the therapeutic or supervisory relationship, marriage and family therapists clearly disclose and explain to clients and supervisees: (a) all financial arrangements and fees related to professional services, including charges for canceled or missed appointments; (b) the use of collection agencies or legal measures for nonpayment; and (c) the procedure for obtaining payment from the client, to the extent allowed by law, if payment is denied by the third-party payor. Once services have begun, therapists provide reasonable notice of any changes in fees or other charges.
7.4 Marriage and family therapists represent facts truthfully to clients, third-party payors, and supervisees regarding services rendered.
7.5 Marriage and family therapists ordinarily refrain from accepting goods and services from clients in return for services rendered. Bartering for professional services may be conducted only if: (a) the supervisee or client requests it, (b) the relationship is not exploitative, (c) the professional relationship is not distorted, and (d) a clear written contract is established.
Principle VIII: Advertising
Marriage and family therapists engage in appropriate informational activities, including those that enable the public, referral sources, or others to choose professional services on an informed basis.
8.7 Marriage and family therapists make certain that the qualifications of their employees or supervisees are represented in a manner that is not false, misleading, or deceptive.
8.8 Marriage and family therapists do not represent themselves as providing specialized services unless they have the appropriate education, training, or supervised experience.
American Counseling Association (ACA)
Section A: The Counseling Relationship: Introduction
Counselors encourage client growth and development in ways that foster the interest and welfare of clients and promote formation of healthy relationships. 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. 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).
A.2. Informed Consent in the Counseling Relationship
(See A.12.g., B.5., B.6.b., E.3., E.13.b.,F.1.c., G.2.a.)
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, and relevant experience; continuation of services upon the incapacitation or death of a counselor; and other pertinent information.Counselors take steps to ensure that clients understand the implications of diagnosis, the intended use of tests and reports, fees, and billing arrangements.
Clients have the right to confidentiality and to be provided with an explanation of its limitations (including how supervisors and/or treatment 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 change and to be advised of the consequences of such refusal.
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.
A.9. End-of-Life Care for Terminally Ill Clients
A.9.c. Confidentiality
Counselors who provide services to terminally ill individuals who are considering hastening their own deaths have the option of breaking or not breaking confidentiality, depending on applicable laws and the specific circumstances of the situation and after seeking consultation or supervision from appropriate professional and legal parties. (See B.5.c., B.7.c.)
A.12. Technology Applications
A.12.g. Technology and Informed Consent
As part of the process of establishing informed consent, counselors do the following:
1. Address issues related to the difficulty of maintaining the confidentiality of electronically transmitted communications.
2. Inform clients of all colleagues, supervisors, and employees, such as Informational Technology (IT) administrators, who might have authorized or unauthorized access to electronic transmissions.
3. Urge clients to be aware of all authorized or unauthorized users including family members and fellow employees who have access to any technology clients may use in the counseling process.
4. Inform clients of pertinent legal rights and limitations governing the practice of a profession over state lines or international boundaries.
5. Use encrypted Web sites and email communications to help ensure confidentiality when possible.
6. When the use of encryption is not possible, counselors notify clients of this fact and limit electronic transmissions to general communications that are not client specific.
7. Inform clients if and for how long archival storage of transaction records is maintained.
8. Discuss the possibility of technology failure and alternate methods of service delivery.
9. Inform clients of emergency procedures, such as calling 911 or a local crisis hotline, when the counselor is not available.
10. Discuss time zone differences, local customs, and cultural or language differences that might impact service delivery.
11. Inform clients when technology-assisted distance counseling services are not covered by insurance. (See A.2.)
Section B: Confidentiality, Privileged Communication, and PrivacyIntroduction
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.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. (See F.1.c.)
B.6. Records
B.6.c. Permission to Observe
Counselors obtain permission from clients prior to observing counseling sessions, reviewing session transcripts, or viewing recordings of sessions with supervisors, faculty, peers, or others within the training environment.
B.7. Research and Training
B.7.e. Agreement for Identification
Identification of clients, students, or supervisees in a presentation or publication is permissible only when they have reviewed the material and agreed to its presentation or publication. (See G.4.d.)
Section C: Professional Responsibility
Introduction
Counselors aspire to open, honest, and accurate communication in dealing with the public and other professionals. They practice in a nondiscriminatory manner within the boundaries of professional and personal competence and 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 advocate to promote change 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 research methodologies. In addition, counselors engage in self-care activities to maintain and promote their emotional, physical, mental, and spiritual well-being to best meet their professional responsibilities.
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. Counselors gain knowledge, personal awareness, sensitivity, and skills pertinent to working with a diverse client population. (See A.9.b., C.4.e., E.2., F.2., F.11.b.)
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 to protect others from possible harm. (See F.6.f.)
C.2.c. Qualified for Employment
Counselors accept employment only for positions for which they are qualified by 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 in private practice take reasonable steps to seek peer supervision as needed to evaluate their efficacy as counselors.
C.2.g. Impairment
Counselors are alert to the 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 seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until such time 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. (See A.11.b., F.8.b.)
C.3. Advertising and Soliciting Clients
C.3.d. Recruiting Through Employment
Counselors do not use their places of employment or institutional affiliation to recruit or gain clients, supervisees, or consultees for their private practices.
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.5. Nondiscrimination
Counselors do not condone or engage in discrimination based on age, culture, disability, ethnicity, race, religion/ spirituality, gender, gender identity, sexual orientation, marital status/ partnership, language preference, socioeconomic status, or any basis proscribed by law. Counselors do not discriminate against clients, students, employees, supervisees, or research participants in a manner that has a negative impact on these persons.
Section E: Evaluation, Assessment, and Interpretation: Introduction
Counselors use assessment instruments as one component of the counseling process, taking into account the client personal and cultural context. Counselors promote thewell-being of individual clients or groups of clients by developing and using appropriateeducational, psychological, and career assessment instruments.
E.2. Competence to Use and Interpret Assessment Instruments
E.2.a. Limits of Competence
Counselors utilize 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 technology-based application. Counselors take reasonable measures to ensure the proper use of psychological and career assessment techniques by persons under their supervision. (See A.12.)
Section F: Supervision, Training, and Teaching: Introduction
Counselors aspire to foster meaningful and respectful professional relationships and to maintain appropriate boundaries with supervisees and students. Counselors have theoretical and pedagogical foundations for their work and aim to be fair, accurate, and honest in their assessments of counselors-in-training.
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 other counselors or counselors-in-training. Counseling supervisors monitor client welfare and supervisee clinical performance and professional development. To fulfill these obligations, supervisors meet regularly with supervisees to review case notes, samples of clinical work, or live observations. Supervisees have a responsibility to understand and follow the ACA Code of Ethics.
F.1.b. Counselor Credentials
Counseling supervisors work to ensure that clients are aware of the qualifications of the supervisees who render services to the clients. (See A.2.b.)
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 used. (See A.2.b., B.1.d.)
F.2. Counselor Supervision Competence
F.2.a. Supervisor Preparation
Prior to offering clinical supervision services, counselors are trained in supervision methods and techniques. Counselors who offer clinical supervision services regularly pursue continuing education activities including both counseling and supervision topics and skills. (See C.2.a., C.2.f.)
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.3. Supervisory Relationships
F.3.a. Relationship Boundaries with Supervisees
Counseling supervisors clearly define and maintain ethical professional, personal, and social relationships with their supervisees. Counseling supervisors avoid nonprofessional relationships with current supervisees. If supervisors must assume other professional roles (e.g., clinical and administrative supervisor, instructor) with supervisees, they work to minimize potential conflicts and explain to supervisees the expectations and responsibilities associated with each role. They do not engage in any form of nonprofessional interaction that may compromise the supervisory relationship.
F.3.b. Sexual Relationships
Sexual or romantic interactions or relationships with current supervisees are prohibited.
F.3.c. Sexual Harassment
Counseling supervisors do not condone or subject supervisees to sexual harassment. (See C.6.a.)
F.3.d. Close Relatives and Friends
Counseling supervisors avoid accepting close relatives, romantic partners, or friends as supervisees.
F.3.e. Potentially Beneficial Relationships
Counseling supervisors are aware of the power differential in their relationships with supervisees. If they believe nonprofessional relationships with a supervisee may be potentially beneficial to the supervisee, they take precautions similar to those taken by counselors when working with clients. Examples of potentially beneficial interactions orrelationships include attending a formal ceremony; hospital visits; providing support during a stressful event; or mutual membership in a professional association, organization, or community.
Counseling supervisors engage in open discussions with supervisees when they consider entering into relationships with them outside of their roles as clinical and/or administrative supervisors. Before engaging in nonprofessional relationships, supervisors discuss with supervisees and document the rationale for such interactions, potential benefits or drawbacks, and anticipated consequences for the supervisee. Supervisors clarify the specific nature and limitations of the additional role(s) they will have with the supervisee.
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 they are to adhere and the mechanisms for due process appeal of individual supervisory actions.
F.4.b. Emergencies and Absences
Supervisors establish and communicate to supervisees procedures for contacting them 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. Supervisors of postdegree counselors encourage these counselors to adhere to professional standards of practice. (See C.1.)
F.4.d. Termination of the Supervisory Relationship
Supervisors or supervisees have the right to terminate the supervisory relationship with adequate notice. Reasons for withdrawal are provided to the other party. When cultural, clinical, or professional issues are crucial to the viability of the supervisory relationship, both parties make efforts to resolve differences. When termination is warranted, supervisors make appropriate referrals to possible alternative supervisors.
F.5. Counseling Supervision Evaluation, Remediation, and Endorsement
F.5.a. Evaluation
Supervisors document and provide supervisees with ongoing performance appraisal and evaluation feedback and schedule periodic formal evaluative sessions throughout the supervisory relationship.
F.5.b. Limitations
Through ongoing evaluation and appraisal, supervisors are aware of the limitations of supervisees that might impede performance. Supervisors assist supervisees in securing remedial assistance when needed. They recommend dismissal from training programs, applied counseling settings, or state or voluntary professional credentialing processes when those supervisees are unable to provide competent professional services.
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. (See C.2.g.)
F.5.c. Counseling for Supervisees
If supervisees request counseling, supervisors provide them with acceptable referrals. Counselors 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. (See F.3.a.)
F.5.d. Endorsement
Supervisors endorse supervisees for certification, licensure, employment, or completion of an academic or training program only when they believe supervisees are qualified for the endorsement. Regardless of qualifications, supervisors do not endorse superviseeswhom they believe to be impaired in any way that would interfere with the performance of the duties associated with the endorsement.
F.6. Responsibilities of Counselor Educators
F.6.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. Counselor educators conduct counselor education and training programs in an ethical manner and serve as role models for professional behavior. (See C.1., C.2.a., C.2.c.)
F.6.b. Infusing Multicultural Issues/Diversity
Counselor educators infuse material related to multiculturalism/diversity into all courses and workshops for the development of professional counselors.
F.6.c. Integration of Study and Practice
Counselor educators establish education and training programs that integrate academic study and supervised practice.
F.6.d. Teaching Ethics
Counselor educators make students and supervisees 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. (See C.1.)
F.6.e. Peer Relationships
Counselor educators make every effort to ensure that the rights of peers are not compromised when students or supervisees lead counseling groups or provide clinical supervision. Counselor educators take steps to ensure that students and supervisees understand they have the same ethical obligations as counselor educators, trainers, and supervisors.
F.6.f. Innovative Theories and Techniques
When counselor educators teach counseling techniques/procedures that are innovative, without an empirical foundation, or without a well-grounded theoretical foundation, they define the counseling techniques/procedures as “unproven” or “developing” and explain to students the potential risks and ethical considerations of using such techniques/procedures.
F.6.g. Field Placements
Counselor educators develop clear policies within their training programs regarding 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 and inform site supervisors of their professional and ethical responsibilities in this role.
F.6.h. Professional Disclosure
Before initiating counseling services, counselors-in-training disclose their status as students and explain how this status affects the limits of confidentiality. Counselor educators ensure that the clients at field placements 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. (See A.2.b.)
F.7. Student Welfare
F.7.a. Orientation
Counselor educators recognize that orientation is a developmental process that continues throughout the educational and clinical training of students. Counseling faculty provideprospective students with information about the counselor education program’s expectations:
1. the type and level of skill and knowledge acquisition required for successful completion of the training;
2. program training goals, objectives, and mission, and subject matter to be covered;3. bases for evaluation;
4. training components that encourage self-growth or self-disclosure as part of the training process;
5. the type of supervision settings and requirements of the sites for required clinical field experiences;
6. student and supervisee evaluation and dismissal policies and procedures; and7. up-to-date employment prospects for graduates.
F.7.b. Self-Growth Experiences
Counselor education programs delineate requirements for self-disclosure or self-growth experiences in their admission and program materials. Counselor educators use professional judgment when designing training experiences they conduct that require student and supervisee self-growth or self-disclosure. Students and supervisees are made aware of the ramifications their self-disclosure may have when counselors whose primary role as teacher, trainer, or supervisor requires acting on ethical obligations to the profession. Evaluative components of experiential training experiences explicitly delineate predetermined academic standards that are separate and do not depend on the student’s level of self-disclosure.
Counselor educators may require trainees to seek professional help to address any personal concerns that may be affecting their competency.
F.8. Student Responsibilities
F.8.a. Standards for Students
Counselors-in-training have a responsibility to understand and follow theACA Code of Ethics and adhere to applicable laws, regulatory policies, and rules and policies governing professional staff behavior at the agency or placement setting. Students have the same obligation to clients as those required of professional counselors.(See C.1., H.1.)
F.8.b. Impairment
Counselors-in-training refrain from offering or providing counseling services when their physical, mental, or emotional problems are likely to harm a client or others. They are alert to the signs of impairment, seek assistance for problems, and notify their program supervisors when they are aware that they are unable to effectively provide services. In addition, they seek appropriate professional services for themselves to remediate the problems that are interfering with their ability to provide services to others. (See A.1., C.2.d., C.2.g.)
F.9. Evaluation and Remediation of Students
F.9.a. Evaluation
Counselors 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 performance appraisal and evaluation feedback throughout the training program.
F.9.b. Limitations
Counselor educators, throughout ongoing evaluation and appraisal, are aware of and address the inability of some students to achieve counseling competencies that might impede performance. Counselor educators
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 to require them to seek assistance or to dismiss them and provide students with due process according to institutional policies and procedures. (See C.2.g.)
F.9.c. Counseling for Students
If students request counseling or if counseling services are required as part of a remediation process, counselor educators provide acceptable referrals.
F. 10. Roles and Relationships Between Counselor Educators and StudentsF.10.a. Sexual or Romantic Relationships
Sexual or romantic interactions or relationships with current students are prohibited.
F.10.b. Sexual Harassment
Counselor educators do not condone or subject students to sexual harassment. (See C.6.a.)
F.10.c. Relationships With Former Students
Counselor educators are aware of the power differential in the relationship between faculty and students. Faculty members foster open discussions with former students when considering engaging in a social, sexual, or other intimate relationship. Faculty members discuss with the former student how their former relationship may affect the change in relationship.
F.10.d. Nonprofessional Relationships
Counselor educators avoid nonprofessional or ongoing professional relationships with students in which there is a risk of potential harm to the student or that 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 supervisee placement.
F.10.e. Counseling Services
Counselor educators do not serve as counselors to current students unless this is a brief role associated with a training experience.
F.10.f. Potentially Beneficial Relationships
Counselor educators are aware of the power differential in the relationship between faculty and students. If they believe 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; hospital visits;providing support during a stressful event; or mutual membership in a professional association, organization, or community. Counselor educators engage in open discussions with students when they consider entering into relationships with students outside of their roles as teachers and supervisors. They 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 initiated with student consent.
F.11. Multicultural/Diversity Competence in Counselor Education and TrainingPrograms
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 diverse cultures and types of abilities 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. Counselor educators includecase examples, role-plays, discussion questions, and other classroom activities that promote and represent various cultural perspectives.
Section G: Research and Publication
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 efforts of researchers by participating fully and willingly whenever possible. Counselors minimize bias and respect diversity in designing and implementing research programs.
G.2. Rights of Research Participants (See A.2, A.7.)
G.2.c. Student/Supervisee Participation
Researchers who involve students or supervisees in research make clear to them that the decision regarding whether or not to participate in research activities does not affect one’s academic standing or supervisory relationship. Students or supervisees who choose not to participate in educational research are provided with an appropriate alternative to fulfill their academic or clinical requirements.
G.5. Publication
G.5.e. Agreement of Contributors
Counselors who conduct joint research with colleagues or students/ supervisees establish agreements in advance regarding allocation of tasks, publication credit, and types of acknowledgment that will be received.
Section H: Resolving Ethical Issues
Introduction
Counselors behave in a legal, ethical, and moral manner in the conduct of their professional work. They are aware that client protection and trust in 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 these standards are upheld. Counselors strive to resolve ethical dilemmas with direct and open communication among all parties involved and seek consultation with colleagues andsupervisors when necessary. Counselors incorporate ethical practice into their daily professional work. They engage in ongoing professional development regarding current topics in ethical and legal issues in counseling.
H.2.e. 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. When possible, counselors work toward change within the organization to allow full adherence to the ACA Code of Ethics. In doing so, they address any confidentiality issues.
American Psychological Association (APA)
INTRODUCTION AND APPLICABILITY
The American Psychological Association’s (APA’s) Ethical Principles of Psychologists and Code of Conduct (hereinafter referred to as the Ethics Code) consists of an Introduction, a Preamble, five General Principles (A – E), and specific Ethical Standards. The Introduction discusses the intent, organization, procedural considerations, and scope of application of the Ethics Code. The Preamble and General Principles are aspirational goals to guide psychologists toward the highest ideals of psychology. Although the Preamble and General Principles are not themselves enforceable rules, they should be considered by psychologists in arriving at an ethical course of action. The Ethical Standards set forth enforceable rules for conduct as psychologists. Most of the Ethical Standards are written broadly, in order to apply to psychologists in varied roles, although the application of an Ethical Standard may vary depending on the context. The Ethical Standards are not exhaustive. The fact that a given conduct is not specifically addressed by an Ethical Standard does not mean that it is necessarily either ethical or unethical.
This Ethics Code applies only to psychologists’ activities that are part of their scientific, educational, or professional roles as psychologists. Areas covered include but are not limited to the clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention; development of assessment instruments; conducting assessments; educational counseling; organizational consulting; forensic activities; program design and evaluation; and administration. This Ethics Code applies to these activities across a variety of contexts, such as in person, postal, telephone, internet, and other electronic transmissions. These activities shall be distinguished from the purely private conduct of psychologists, which is not within the purview of the Ethics Code.
Membership in the APA commits members and student affiliates to comply with the standards of the APA Ethics Code and to the rules and procedures used to enforce them. Lack of awareness or misunderstanding of an Ethical Standard is not itself a defense to a charge of unethical conduct.
The procedures for filing, investigating, and resolving complaints of unethical conduct are described in the current Rules and Procedures of the APA Ethics Committee. APA may impose sanctions on its members for violations of the standards of the Ethics Code, including termination of APA membership, and may notify other bodies and individuals of its actions. Actions that violate the standards of the Ethics Code may also lead to the imposition of sanctions on psychologists or students whether or not they are APA members by bodies other than APA, including state psychological associations, other professional groups, psychology boards, other state or federal agencies, and payors for health services. In addition, APA may take action against a member after his or her conviction of a felony, expulsion or suspension from an affiliated state psychological association, or suspension or loss of licensure. When the sanction to be imposed by APA is less than expulsion, the 2001 Rules and Procedures do not guarantee an opportunity for an in-person hearing, but generally provide that complaints will be resolved only on the basis of a submitted record.
The Ethics Code is intended to provide guidance for psychologists and standards of professional conduct that can be applied by the APA and by other bodies that choose to adopt them. The Ethics Code is not intended to be a basis of civil liability. Whether a psychologist has violated the Ethics Code standards does not by itself determine whether the psychologist is legally liable in a court action, whether a contract is enforceable, or whether other legal consequences occur.
The modifiers used in some of the standards of this Ethics Code (e.g., reasonably, appropriate, potentially) are included in the standards when they would (1) allow professional judgment on the part of psychologists, (2) eliminate injustice or inequality that would occur without the modifier, (3) ensure applicability across the broad range of activities conducted by psychologists, or (4) guard against a set of rigid rules that might be quickly outdated. As used in this Ethics Code, the term reasonable means the prevailing professional judgment of psychologists engaged in similar activities in similar circumstances, given the knowledge the psychologist had or should have had at the time.
In the process of making decisions regarding their professional behavior, psychologists must consider this Ethics Code in addition to applicable laws and psychology board regulations. In applying the Ethics Code to their professional work, psychologists may consider other materials and guidelines that have been adopted or endorsed by scientific and professional psychological organizations and the dictates of their own conscience, as well as consult with others within the field. If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists’ ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner. If the conflict is unresolvable via such means, psychologists may adhere to the requirements of the law, regulations, or other governing authority in keeping with basic principles of human rights.
PREAMBLE
Psychologists are committed to increasing scientific and professional knowledge of behavior and people’s understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed judgments and choices concerning human behavior. In doing so, they perform many roles, such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator, social interventionist, and expert witness. This Ethics Code provides a common set of principles and standards upon which psychologists build their professional and scientific work.
This Ethics Code is intended to provide specific standards to cover most situations encountered by psychologists. It has as its goals the welfare and protection of the individuals and groups with whom psychologists work and the education of members, students, and the public regarding ethical standards of the discipline.
The development of a dynamic set of ethical standards for psychologists’ work-related conduct requires a personal commitment and lifelong effort to act ethically; to encourage ethical behavior by students, supervisees, employees, and colleagues; and to consult with others concerning ethical problems.
2. Competence
2.01 Boundaries of Competence
(a) Psychologists provide services, teach, and conduct research with populations and in areas only within the boundaries of their competence, based on their education, training, supervised experience, consultation, study, or professional experience.
(b) Where scientific or professional knowledge in the discipline of psychology establishes that an understanding of factors associated with age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, or socioeconomic status is essential for effective implementation of their services or research, psychologists have or obtain the training, experience, consultation, or supervision necessary to ensure the competence of their services, or they make appropriate referrals, except as provided in Standard 2.02, Providing Services in Emergencies.
(c) Psychologists planning to provide services, teach, or conduct research involving populations, areas, techniques, or technologies new to them undertake relevant education, training, supervised experience, consultation, or study.
(e) In those emerging areas in which generally recognized standards for preparatory training do not yet exist, psychologists nevertheless take reasonable steps to ensure the competence of their work and to protect clients/patients, students, supervisees, research participants, organizational clients, and others from harm.
2.05 Delegation of Work to Others
Psychologists who delegate work to employees, supervisees, or research or teaching assistants or who use the services of others, such as interpreters, take reasonable steps to (1) avoid delegating such work to persons who have a multiple relationship with those being served that would likely lead to exploitation or loss of objectivity; (2) authorize only those responsibilities that such persons can be expected to perform competently on the basis of their education, training, or experience, either independently or with the level of supervision being provided; and (3) see that such persons perform these services competently. (See also Standards 2.02, Providing Services in Emergencies; 3.05, Multiple Relationships; 4.01, Maintaining Confidentiality; 9.01, Bases for Assessments; 9.02, Use of Assessments; 9.03, Informed Consent in Assessments; and 9.07, Assessment by Unqualified Persons.)
3. Human Relations
3.04 Avoiding Harm
Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable.
3.08 Exploitative Relationships
Psychologists do not exploit persons over whom they have supervisory, evaluative, or other authority such as clients/patients, students, supervisees, research participants, and employees. (See also Standards 3.05, Multiple Relationships; 6.04, Fees and Financial Arrangements; 6.05, Barter With Clients/Patients7.07, Sexual Relationships With Students and Supervisees; 10.05, Sexual Intimacies With Current Therapy Clients/Patients; 10.06, Sexual Intimacies With Relatives or Significant Others of Current Therapy Clients/Patients; 10.07, Therapy With Former Sexual Partners; and 10.08, Sexual Intimacies With Former Therapy Clients/Patients.)
7. Education and Training
7.04 Student Disclosure of Personal Information
Psychologists do not require students or supervisees to disclose personal information in course- or program-related activities, either orally or in writing, regarding sexual history, history of abuse and neglect, psychological treatment, and relationships with parents, peers, and spouses or significant others except if (1) the program or training facility has clearly identified this requirement in its admissions and program materials or (2) the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training- or professionally related activities in a competent manner or posing a threat to the students or others.
7.06 Assessing Student and Supervisee Performance
(a) In academic and supervisory relationships, psychologists establish a timely and specific process for providing feedback to students and supervisees. Information regarding the process is provided to the student at the beginning of supervision.
(b) Psychologists evaluate students and supervisees on the basis of their actual performance on relevant and established program requirements.
7.07 Sexual Relationships with Students and Supervisees
Psychologists do not engage in sexual relationships with students or supervisees who are in their department, agency, or training center or over whom psychologists have or are likely to have evaluative authority. (See also Standard 3.05, Multiple Relationships.)
8. Research and Publication
8.09 Humane Care and Use of Animals in Research
(c) Psychologists ensure that all individuals under their supervision who are using animals have received instruction in research methods and in the care, maintenance, and handling of the species being used, to the extent appropriate to their role. (See also Standard 2.05, Delegation of Work to Others.)
9. Assessment
9.01 Bases for Assessments
(c) When psychologists conduct a record review or provide consultation or supervision and an individual examination is not warranted or necessary for the opinion, psychologists explain this and the sources of information on which they based their conclusions and recommendations.
9.07 Assessment by Unqualified Persons
Psychologists do not promote the use of psychological assessment techniques by unqualified persons, except when such use is conducted for training purposes with appropriate supervision. (See also Standard 2.05, Delegation of Work to Others.)
10. Therapy
10.01 Informed Consent to Therapy
(c) When the therapist is a trainee and the legal responsibility for the treatment provided resides with the supervisor, the client/patient, as part of the informed consent procedure, is informed that the therapist is in training and is being supervised and is given the name of the supervisor.
California Association of Marriage and Family Therapists (CAMFT)
The board of directors of CAMFT hereby promulgates, pursuant to Article VI, Section A 1. and 2. and Article VII, Section B 3. of the Association Bylaws, a Revised Code of Ethical Standards for Marriage and Family Therapists. Members of CAMFT are expected to be familiar with and abide by these standards and by applicable California laws and regulations governing the conduct of licensed marriage, and family therapists, interns and trainees. The effective date of these revised standards is May 1, 2002.
The practice of marriage, and family therapy and psychotherapyi is both an art and a science. It is varied and often complex in its approach, technique, modality and method of service delivery. These ethical standards are to be read, understood, and utilized as a guide for ethical behavior. The general principles contained in this code of conduct are also used as a basis for the adjudication of ethical issues and/or complaints (both within and outside of CAMFT) that may arise. Ethical behavior, in a given situation, must satisfy not only the judgment of the individual marriage and family therapist, but also the judgment of his/her peers, based upon a set of recognized norms.
We recognize that the development of standards is an ongoing process, and that every conceivable situation that may occur cannot be expressly covered by any set of standards. The absence of a specific prohibition against a particular kind of conduct does not mean that such conduct is either ethical or unethical. While the specific wording of these standards is important, the spirit and intent of the principles should always be taken into consideration by those utilizing or interpreting this code. Violations of these standards should be brought to the attention of the CAMFT Ethics Committee, in writing, at CAMFT’s administrative office, 7901 Raytheon Road, San Diego, CA 92111-1606, or at such other address as may be necessary because of a change in location of the administrative office.
2. CONFIDENTIALITYMarriage and family therapists have unique confidentiality responsibilities because the “patient” in a therapeutic relationship may be more than one person. The overriding principle is that marriage and family therapists respect the confidences of their patient(s).
2.5Marriage and family therapists take appropriate steps to ensure, insofar as possible, that the confidentiality of patients is maintained by their employees, supervisees, assistants and volunteers.
3. PROFESSIONAL COMPETENCE AND INTEGRITYMarriage and family therapists maintain high standards of professional competence and integrity.
3.5Marriage and family therapists as teachers, supervisors, and researchers, maintain high standards of scholarship and present accurate information.
3.9Marriage and family therapists do not engage in sexual or other harassment or exploitation of patients, students, interns, trainees, supervisees, employees or colleagues.
3.10Marriage and family therapists do not assess, test, diagnose, treat, or advise on problems beyond the level of their competence as determined by their education, training and experience. While developing new areas of practice, marriage and family therapists take steps to ensure the competence of their work through education, training, consultation, and/or supervision.
4. RESPONSIBILITY TO STUDENTS AND SUPERVISEES
Marriage and family therapists do not exploit the trust and dependency of students and supervisees.
4.1Marriage and family therapists are aware of their influential position with respect to students and supervisees, and they avoid exploiting the trust and dependency of such persons. Marriage and family therapists therefore avoid dual relationships that are reasonably likely to impair professional judgment or lead to exploitation. Provision of therapy to students or supervisees is unethical. Provision of marriage and family therapy supervision to clients is unethical. Sexual intercourse, sexual contact or sexual intimacy and/or harassment of any kind with students or supervisees is unethical.
4.2Marriage and family therapists do not permit students, employees or supervisees to perform or to hold themselves out as competent to perform professional services beyond their training, level of experience, and competence.
4.3Marriage and family therapists who act as supervisors are responsible for maintaining the quality of their supervision skills, and obtaining consultation or supervision for their work as supervisors whenever appropriate.
9. FINANCIAL ARRANGEMENTS
Marriage and family therapists make financial arrangements with patients and supervisees that are understandable, and conform to accepted professional practices and legal requirements.
iii The term “marriage and family therapist,” as used herein, is synonymous with the term “licensed marriage, family and child counselor,” and is intended to cover registered interns and trainees doing marriage, family and child counseling under supervision.
Canadian Psychological Association (CPA)
Canadian Code of Ethics for Psychologists, Third Edition
Introduction
Psychologists recognize that supervision is a specialized area of psychologicalactivity that has its own foundation of knowledge and skills that are enhanced byeducation and training. Supervisors have an ethical responsibility to pursue availableopportunities and resources to continuously improve their ability as supervisors. Thiscould include formal mechanisms, such as workshops and supervision training, aswell as informal mechanisms, such as reading, peer discussion, and mentoring.
The application of ethical principles by both supervisor and supervisee is importantin maintaining a positive learning situation that will maximize benefits for allconcerned. The supervisory process is interactive, with both supervisors andsupervisees being responsible for adhering to ethical guidelines in their relationships.Therefore, wherever possible in this document, ethical guidelines are presented asshared responsibilities. However, the supervisor, because of the higher status, power,and knowledge, has the greater responsibility, and recognizes that the supervisee ismore vulnerable when problems arise. Many psychology supervisors and superviseesfind supervision to be a rewarding experience. However, some supervisees complainof perceived incompetence or neglect, or of exploitation and abuse on the part ofsupervisors, and some supervisors complain of a lack of awareness by the superviseeof his/her appropriate supervisee role, or the supervisee’s lack of adequate priorlearning and/or openness to new learning.
The purpose of these Guidelines is to provide an ethical framework for maintaining an effective and mutually respectful working alliance between supervisor and supervisee. Such a positive relationship enhances learning, which in turn results inthe supervisee working to a higher standard of performance that protects from harmthose who are affected by their work (e.g., students, clients, research participants,supervisees, supervisors, and relevant organizations). The supervisor has a specialresponsibility to address fluctuations and possible ruptures in the supervisoryrelationship in ways that are respectful, constructive and open.
Supervision occurs in a variety of settings (e.g., clinical, educational, organizational,research, and administrative). Supervision may be educational in contributing to skilldevelopment in a variety of different areas and, at the same time, may serve anevaluative gatekeeper role in determining who graduates from a training program orwho is admitted to practice in the profession by the provincial/territorial regulatorybody. Supervision may serve an administrative or management function thatemphasizes quality control. Supervision may be formal or informal, contractual orimplied, and subject to change over time. Therefore, the required content knowledgeof each area of activity varies, but the ethical nature of the supervisory relationship issimilar across all the areas of activity. In addition, there may be a gradation insupervisory roles, for example, the immediate supervisor may be accountable to asenior supervisor who is accountable to the Director or administrative head of aservice or academic program. All levels of supervision are complementary. Wheredifferences, conflicts or problems arise, the senior levels of supervisors have greaterresponsibility for resolving them in ways that are respectful, collaborative andpositive. A key issue in supervision is the management and resolution of multipleresponsibilities.
Most of the literature on supervision as a special area of activity relates to clinicalpsychology. However, psychologists provide supervision in research, practice, andadministration across a variety of domains, including counselling, clinical, school,organizations, and social policy. The ethical issues are similar. All forms ofsupervision involve learning and ensuring the safety, effectiveness, and quality ofpsychological performance.
There are various definitions and models of supervision, but all seem to include thefollowing skills for supervisors: maintaining a working alliance; observing,evaluating, and gatekeeping; supporting; providing constructive feedback; facilitatingself-evaluation; instructing; modelling; mentoring; and mutual problem solving.Education in and training for these skills often has been minimal or absent from thepsychologist’s professional preparation. Complementary to the skills for supervisors,skills for supervisees include: understanding the tasks, purpose, roles, and boundariesof supervision; maintaining a working alliance; preparing adequately for supervisionsessions; remaining open to feedback; and taking initiative in discussing innovativeideas.
The supervisor and supervisee recognize the power differential that exists betweentheir respective roles and the potential for conflict between the interests of thesupervisee and the evaluations that the supervisor as gatekeeper may make regardingthe supervisee’s graduation from the training program, entrance to the profession, oradvancement in an organization. Special skills are required in managing thesepotentially different roles in a positive constructive manner.
These Guidelines do not specifically address situations in which psychologistssupervise non-psychologists, or where psychologists are supervised by nonpsychologists.However, clarification and agreement on roles, expectations andrequired competencies are especially important in these situations to maintainingpositive supervisory relationships.
Definitions
The content of the following three definitions of supervision appear relevant to allcontexts for supervision, despite the fact that they are selected from sources in whichthe focus is primarily on clinical practice.
Definition of supervision from the Mutual Recognition Agreement (2001, p. 10):
[Supervision is] a kind of management that involves responsibility for the services provided under one’s supervision and may involve teaching in thecontext of a relationship focused on developing or enhancing the competenceof the person being supervised. Supervision is a preferred vehicle for theintegration of practice, theory and research, with the supervisor as rolemodel.
Definition of supervision from Falender and Shafranske (2004, p. 3)
Supervision is a distinct professional activity in which education and training aimed at developing science-informed practice are facilitated through acollaborative interpersonal process. It involves observation, evaluation,feedback, the facilitation of supervisee self-assessment, and the acquisition ofknowledge and skills by instruction, modeling, and mutual problem solving.In addition, by building on the recognition of the strengths and talents of thesupervisee, supervision encourages self-efficacy. Supervision … is conductedin a competent manner in which ethical standards, legal prescriptions, andprofessional practices are used to promote and protect the welfare of theclient, the profession, and society at large.
Definition of supervision from Bernard and Goodyear (2004, p. 8)
Supervision is an intervention provided by a more senior member of aprofession to a more junior member or members of that same profession. Thisrelationship is evaluative, extends over time, and has the simultaneouspurposes of enhancing the professional functioning of the more juniorperson(s), monitoring the quality of professional services offered to the clientsthat she, he, or they see, and serving as a gatekeeper for those who are toenter the particular profession.
With respect to the gatekeeper function mentioned in this third definition, supervisorshave an obligation to ensure that successful supervisees meet at least minimalstandards of competence for their level of training in their area of activity by the endof supervision; moreover, supervisors assume responsibility for addressingproblematic areas of concern identified during the supervisory relationship and fornot passing or certifying supervisees who are not meeting developmentallyappropriate standards.
There are two major categories of supervision; viz., developmental supervision andadministrative supervision. For developmental supervision, the focus is oneducating/training/mentoring supervisees to improve their skills in some way.Administrative supervision reflects a type of accountability or quality control thatserves more as a management function than an educational one. Both forms ofsupervision involve monitoring for safety and effectiveness, and both involve someform of evaluation (e.g., meeting departmental practice guidelines for a hospitalbasedpsychologist; expectations for progress in skill development for a psychologypracticum student; meeting standards for conducting research).
Guidelines for Ethical Supervision
PRINCIPLE I: RESPECT FOR THE DIGNITY OF PERSONS
The principle of Respect for the Dignity of Persons requires supervisors andsupervisees to demonstrate respect for each other as well as for all other persons withwhom they relate in their psychological activities. Respect involves valuing theinnate worth of persons and not using them solely as a means to an end. Respect is anessential characteristic in the relationship between supervisors and supervisees. Thesupervisee shares the responsibility for respect, even though the supervisor has thegreater responsibility for modelling and maintaining a respectful relationship and foraddressing problems that may arise. The power differential adds to the complexity ofthe supervisory relationship.
Supervisors and supervisees should:
PRINCIPLE II: RESPONSIBLE CARING
The principle of Responsible Caring requires supervisors and supervisees to care forthe wellbeing and best interests of persons who, and organizations that, benefitdirectly from their work and, where the benefit is indirect, to take care that their workmeets expected standards of performance. Responsible caring also involves selfawarenessand self-exploration of personal attitudes and beliefs that may influencehow they conduct their psychological activities. Knowledge regarding, and attitudestoward a range of population diversities are especially important. The superviseeshares these responsibilities even though the supervisor has the greater responsibilityfor maintaining a level of caring that benefits concerned parties.
Supervisors and supervisees should:
PRINCIPLE III: INTEGRITY IN RELATIONSHIPS
The principle of Integrity in Relationships requires openness, objectivity, honesty,straightforwardness, and avoidance of conflict of interest in keeping with respect andcaring for others. Any exceptions need to be justified by the ethical principles of theCanadian Code of Ethics for Psychologists and are not permitted only as a matter of convenience. The supervisee shares these responsibilities even though the supervisor has the greater responsibility for maintaining an open trusting relationship and for addressing problems that may arise.
Supervisors and supervisees should:
PRINCIPLE IV: RESPONSIBILITY TO SOCIETY
The principle of Responsibility to Society requires that psychologists have aresponsibility to promote the collective wellbeing of society. There are many waysfrom a foundation of teaching, research, practice, and administration that supervisorsand supervisees can contribute to the welfare of society. Psychologists who practicetheir discipline with high standards serve the public interest, as do those whoadvocate for change in social policies. There is a wide range of ways in whichpsychologists may contribute to the greater good of society. The supervisee andsupervisor need to be aware of the responsibility to promote the collective wellbeingof society.
Supervisors and supervisees should:
National Association of Social Workers (NASW)
1. Preamble
The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation, administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:
This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.
Purpose of the NASW Code of Ethics
2. Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers’ conduct. The is relevant to all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve.
The NASW Code of Ethics serves six purposes:
*For information on NASW adjudication procedures, see NASW Procedures for the Adjudication of Grievances. The Codeoffers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code’s values, principles, and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional.
Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important and ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do exist among social workers with respect to the ways in which values, ethical principles, and ethical standards should be rank ordered when they conflict. Ethical decision making in a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer review process where the ethical standards of the profession would be applied.
Ethical decision making is a process. There are many instances in social work where simple answers are not available to resolve complex ethical issues. Social workers should take into consideration all the values, principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted. Social workers’ decisions and actions should be consistent with the spirit as well as the letter of this Code.
In addition to this Code, there are many other sources of information about ethical thinking that may be useful. Social workers should consider ethical theory and principles generally, social work theory and research, laws, regulations, agency policies, and other relevant codes of ethics, recognizing that among codes of ethics social workers should consider the NASW Code of Ethics as their primary source. Social workers also should be aware of the impact on ethical decision making of their clients’ and their own personal values and cultural and religious beliefs and practices. They should be aware of any conflicts between personal and professional values and deal with them responsibly. For additional guidance social workers should consult the relevant literature on professional ethics and ethical decision making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with an agency-based or social work organization’s ethics committee, a regulatory body, knowledgeable colleagues, supervisors, or legal counsel.
Instances may arise when social workers’ ethical obligations conflict with agency policies or relevant laws or regulations. When such conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible, social workers should seek proper consultation before making a decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such as licensing and regulatory boards, professional liability insurance providers, courts of law, agency boards of directors, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. Violation of standards in this Code does not automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of the Code would be subject to a peer review process. Such processes are generally separate from legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members.
A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards to which professionals aspire and by which their actions can be judged. Social workers’ ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social workers to uphold the profession’s values and to act ethically. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments.
3. Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers. These standards concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical responsibilities to colleagues, (3) social workers’ ethical responsibilities in practice settings, (4) social workers’ ethical responsibilities as professionals, (5) social workers’ ethical responsibilities to the social work profession, and (6) social workers’ ethical responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct, and some are aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical standards.
(1) 1. Social Workers’ Ethical Responsibilities to Clients
(a) 1.04 Competence
(a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience.
(b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps (including appropriate education, research, training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm.
(2) 2. Social Workers’ Ethical Responsibilities to Colleagues
(a) 2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with supervisees, students, trainees, or other colleagues over whom they exercise professional authority.
(b) 2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
(3) 3. Social Workers’ Ethical Responsibilities in Practice Settings
(a) 3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence.
(b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of exploitation of or potential harm to the supervisee.
(d) Social workers who provide supervision should evaluate supervisees’ performance in a manner that is fair and respectful.
(b) 3.08 Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing education and staff development for all staff for whom they are responsible. Continuing education and staff development should address current knowledge and emerging developments related to social work practice and ethics.
National Board for Certified Counselors (NBCC)
Section A: General
6. Certified counselors offer only professional services for which they are trained or have supervised experience. No diagnosis, assessment, or treatment should be performed without prior training or supervision. Certified counselors are responsible for correcting any misrepresentations of their qualifications by others.
7. Certified counselors recognize their limitations and provide services or use techniques for which they are qualified by training and/or supervision. Certified counselors recognize the need for and seek continuing education to assure competent services.
Section B: Counseling Relationship
9. Certified counselors who have an administrative, supervisory and/or evaluative relationship with individuals seeking counseling services must not serve as the counselor and should refer the individuals to other professionals.
Exceptions are made only in instances where an individual’s situation warrants counseling intervention and another alternative is unavailable. Dual relationships that might impair the certified counselor’s objectivity and professional judgment must be avoided and/or the counseling relationship terminated through referral to a competent professional.
Section C: Counselor Supervision
NCCs who offer and/or provide supervision must:
a. Ensure that they have the proper training and supervised experience through contemporary continuing education and/or graduate training
b. Ensure that supervisees are informed of the supervisor’s credentials and professional status as well as all conditions of supervision as defined/outlined by the supervisor’s practice, agency, group, or organization
c. Ensure that supervisees are aware of the current ethical standards related to their professional practice
d. Ensure that supervisees are informed about the process of supervision, including supervision goals, paradigms of supervision and the supervisor’s preferred research-based supervision paradigm(s)
e. Provide supervisees with agreed upon scheduled feedback as part of an established evaluation plan (e.g., one (1) hour per week)
f. Ensure that supervisees inform their clients of their professional status (i.e., trainee, intern, licensed, non-licensed, etc.)
g. Establish procedures with their supervisees for handling crisis situations
h. Render timely assistance to supervisees who are or may be unable to provide competent counseling services to clients and
i. Intervene in any situation where the supervisee is impaired and the client is at risk
In addition, because supervision may result in a dual relationship between the supervisor and the supervisee, the supervisor is responsible for ensuring that any dual relationship is properly managed.
Section D: Measurement and Evaluation1. Because many types of assessment techniques exist, certified counselors must recognize the limits of their competence and perform only those assessment functions for which they have received appropriate training or supervision.
United States Association for Body Psychotherapy (USABP):
INTRODUCTION
The United States Association for Body Psychotherapy (USABP) is an association of body-oriented psychotherapists, allied somatic practitioners, and interns trained in related modalities. The purpose of the USABP is to support the practice and further evolution of the field of body psychotherapy.
Body psychotherapists recognize the intrinsic unity of the human being in our somatic nature. Body psychotherapists, therefore, work in ways that foster the integration of bodily sensation, thought, affect, and movement to promote more integral human functioning and the resolution of psychotherapeutic concerns. Body psychotherapeutic methods, including language, gesture and touch, when used in responsible, ethical and competent ways, make an essential contribution to the psychotherapeutic process by including the missing and often alienated aspects of our being which are rooted in our bodily nature and experience.
These ethical guidelines set forth the principles and standards which guide the practice of this profession. These principles and standards represent a cumulative lived wisdom in the field of body psychotherapy. They are not meant to be all-inclusive. The principles in this code are intended to be aspirational, while the standards are directive. Members of the USABP seek consultation with health care and other professionals, and consider cultural and contextual factors, other certification and licensure regulations for their professions, state and federal laws, and the dictates of their own consciences when determining ethical conduct.
Body psychotherapists recognize their ethical responsibility to maintain the standards of conduct and care, and of personal and professional development. Thus, body psychotherapists commit themselves to the continual examination of their actions, motives and attitudes in their professional relationships to support the safety and welfare of their clients and to nurture the effective practice of their profession. Body psychotherapists likewise expect, encourage and support ethical behavior and self-examination from their students, supervisees, employees, and colleagues.
Principle E: Concern for Others’ Welfare
Body psychotherapists seek to contribute to the welfare of those with whom they interact professionally. In their professional actions, they weigh the welfare and rights of their patients or clients, students, supervisees, human research participants, and other affected persons and the welfare of animal subjects of research. Body psychotherapists are sensitive to real and ascribed differences in power between others and themselves and they strive not to exploit or mislead people before, during or after professional relationships.
ETHICAL STANDARDS
I. COMPETENCE
Practitioners seek to perform their responsibilities at the highest level of competence. In areas of practice where professional standards are in evolution, they obtain adequate training and utilize appropriate consultation in order to protect the welfare of those with whom they work. They refer clients to appropriate professionals in their own as well as other fields of expertise as needed.
1. Body psychotherapists do not diagnose, treat or advise on concerns outside the recognized boundaries of their competence. Recognizing the limitations of their expertise, they only provide those services and use those techniques for which they are qualified by education, training and experience.
2. Body psychotherapists provide services, teach or conduct research in new areas or involving new techniques only after first undertaking appropriate study, training, supervision, and/or consultation from persons who are competent in those areas or techniques. If they are forging new paradigms, they proceed with caution and seek appropriate advice and support as needed and obtain appropriate informed consent.
3. Body psychotherapists strive to remain reasonably current regarding new developments in body psychotherapeutic knowledge and practice through educational activities, supervision and/or consultation. They obtain professional or peer supervision/consultation as a standard part of professional practice.
5. As teachers/supervisors/researchers dedicated to high standards of scholarship and the presentation of accurate information, body psychotherapists make every effort to present accurate and cogent information to students, supervisees, colleagues, and the public and to prevent the distortion or misuse of their clinical and research findings. They rely on scientifically and professionally derived knowledge in their teaching practice. They present themselves and the field accurately and professionally to the public.
III. INFORMED CONSENT
Body psychotherapists provide services to clients only in the context of a professional relationship based on valid, on-going informed consent. Initial informed consent to use body psychotherapy is expected and should be updated and documented as appropriate during the relationship. Informed consent requires that the person haves the capacity to consent, has been informed of and understands necessary information concerning the course of their treatment, and that this consent has been given without undue influence.
1. Body psychotherapists use clear, understandable language to inform clients of the purpose of treatment, the risks related to treatment, reasonable alternatives to the proposed treatment, limits to the provision of treatment, and the right to seek a second opinion. Recommended additional topics for consent and/or discussion include but are not limited to: confidentiality and its limits, client’s right to refuse or withdraw consent, nature of the business contract, health care benefits, fees, record keeping, termination, supervision, use of touch, complaint or disagreement process and contact information. Ample opportunity for the client to ask questions is provided.
IV. AVOIDING HARM
Body psychotherapists avoid engaging in any activities which are harmful or exploitative or which could reasonably be expected to be harmful or exploitative. Body psychotherapists are sensitive to issues of possible harm, solicit discussion of such situations, as appropriate, even when they are not directly raised by the client, and take appropriate action to prevent and minimize harm that might occur.
8. Body psychotherapists seek appropriate consultation and/or supervision for any circumstance in which the ethics of their behavior comes into question.
V. MULTIPLE RELATIONSHIPS
Body psychotherapists avoid multiple relationships whenever possible. When the boundaries of the therapeutic relationship are not clearly defined, they have the potential to impair judgment, cause damage and undermine the purpose of the therapy. Body psychotherapists do not accept as a client anyone with whom they have had a sexual or close personal or financial relationship nor family or relatives of such persons. In situations where a multiple relationship cannot be avoided the body psychotherapist takes extra precautions to manage the situation to protect the client from exploitation and damage. Such precautions include, but are not limited to, acknowledgment of the multiple relationship and its inherent risk to the client, ongoing dialogue, informed consent, documentation, and case consultation and/or supervision.
3. Body psychotherapists do not barter (including work exchange) for therapeutic services unless there is a compelling need to do so. Where bartering is used, the therapist and client make agreements in writing related to the exchange of goods or services to ensure that both understand the scope and limitations of the agreement. Body psychotherapists consult or obtain supervision to ensure that the bartering arrangement is not harmful to the client, that the client is being given fair value in the exchange, and that no exploitation of and/or damage to the client is involved.
5. Body psychotherapists are aware of the differences in power that may exist in their relationships with students and supervisees. They monitor their teaching and supervision relationships to ensure that they do not become exploitative and/or damaging. Body psychotherapists do not have sexual relations with students or supervisees and do not subject them to sexual harassment.
6. As teachers, body psychotherapists acknowledge that their relationships with students and/or supervises include factors which often make avoiding multiple relationships impossible. In these instances, they will be sensitive to the real and ascribed differences in power; be responsible for bringing potential issues into the awareness of those involved; and be available for reasonable processing with those involved.
VI. COLLEGIAL RELATIONSHIPS
Body psychotherapists maintain respect for colleagues. They refrain from the exploitation of professional relationships for personal gain, whether financial, personal, professional or for research purposes.
4. If a body psychotherapist believes that there has been an ethical violation by a colleague, he/she may bring it to the attention of the individual and seek resolution provided such action does not violate any confidentiality rights. Colleagues should seek counsel, guidance, supervision, and consultations as needed in relation to the process and/or issues.
VII. PRIVACY AND CONFIDENTIALITY
Body psychotherapists have a primary obligation and responsibility to take precautions to respect the confidentiality of those with whom they work or consult. 1. Confidential information includes all information obtained in the context of the professional relationship. They maintain the confidentiality of clients and former clients. Body psychotherapists take appropriate steps to protect their confidential information and to limit access by others to confidential information.
11. Body psychotherapists take appropriate steps to ensure, as far as possible, that employees, supervisees, assistants, and volunteers maintain the confidentiality of clients. They take appropriate steps to protect the client’s identity or to obtain prior, written authorization for the use of any identifying clinical materials in teaching, writing and public presentations.
VIII. ETHICS OF TOUCH
The use of touch has a legitimate and valuable role as a body-oriented mode of intervention when used skillfully and with clear boundaries, sensitive application and good clinical judgment. Because use of touch may make clients especially vulnerable, body-oriented therapists pay particular attention to the potential for dependent, infantile or erotic transference and seek healthy containment rather than therapeutically inappropriate accentuation of these states. Genital or other sexual touching by a therapist or client is always inappropriate, never appropriate.
7. The application of touch techniques requires a high degree of internal clarity and integration on the part of the therapist. Body psychotherapists prepare themselves for the use of therapeutic touch through thorough training and supervision in the use of touch, receiving therapy that includes touch, and appropriate supervision or consultation should any issues arise in the course of treatment.
IX. EDUCATION AND TRAINING
Body psychotherapists who are responsible for education and training programs seek to ensure that the programs are competently designed and provide appropriate experiences and training to fulfill the stated objectives. They recognize the power they hold over students and supervisees and therefore make reasonable efforts to engage in conduct that is personally affirming and respectful toward students and supervisees.
1. Body psychotherapists attempt to ensure that any education and training programs for which they are responsible have accurate descriptions of the program content, training goals, objectives, and requirements that must be met for satisfactory admission to and completion of the program. This information is made readily available to all interested parties.
2. When engaged in teaching or training, educators present pertinent information accurately and objectively with respectful critiques when appropriate. The educational content in their programs is based on information that has some form of valid, publicly available evidence and/or investigation behind it. Educational programs provide exposure to varied theoretical positions as well as scientifically and professionally derived knowledge.
3. Body psychotherapists establish appropriate processes for providing feedback to students and supervisees. They evaluate students and supervisees on the basis of their actual performance on relevant and established program requirements. Additionally, they seek, encourage and utilize feedback from students and supervisees. This feedback may be written, verbal, formal, or informal.
4. When performing the role of teacher or trainer, body psychotherapists maintain a level of confidentiality appropriate for the teaching environment. Teachers and trainers discuss trainees and supervisees only in accord with publicly stated policy or mutual agreement and for the purpose of enriching the educational opportunities of the individual.
5. Body psychotherapists inform trainees and supervisees of the legal/ethical prohibition against representing themselves as competent to perform professional services beyond their level of training, experience or competence.
X. RESEARCH
Body psychotherapists design, conduct and report research in accordance with recognized standards of scientific competence and ethics, minimizing the possibility that the results might be misleading. If an ethical issue is unclear, body psychotherapists resolve the issue through consultation with institutional review boards, peer consultations, or other proper mechanisms. They take reasonable steps to implement appropriate protections for the rights and welfare of human participants, other persons affected by the research, and animal subjects. 2. Body psychotherapists are responsible for the ethical conduct of research implemented by them or by others under their supervision. 13. When conducting research involving animals, body psychotherapists treat them humanely. They ensure that all individuals using animals under their supervision have received instruction in research methods and in the care, maintenance and handling of the species being used, to the extent appropriate to their role.
IV. Codes of Ethics Relating to Conducting Sexual Relationships between Supervisors and Trainees
American Association for Marriage and Family Therapy (AAMFT)
AAMFT Code of Ethics (Effective July 1, 2001)
Principle III: Professional Competence and Integrity
Marriage and family therapists maintain high standards of professional competence and integrity.
3.8 Marriage and family therapists do not engage in sexual or other forms of harassment of clients, students, trainees, supervisees, employees, colleagues, or research subjects.
Principle IV: Responsibility to Students and Supervisees
Marriage and family therapists do not exploit the trust and dependency of students and supervisees.
4.3 Marriage and family therapists do not engage in sexual intimacy with students or supervisees during the evaluative or training relationship between the therapist and student or supervisee. Should a supervisor engage in sexual activity with a former supervisee, the burden of proof shifts to the supervisor to demonstrate that there has been no exploitation or injury to the supervisee.
4.6 Marriage and family therapists avoid accepting as supervisees or students those individuals with whom a prior or existing relationship could compromise the therapist’s objectivity. When such situations cannot be avoided, therapists take appropriate precautions to maintain objectivity. Examples of such relationships include, but are not limited to, those individuals with whom the therapist has a current or prior sexual, close personal, immediate familial, or therapeutic relationship.
American Counseling Association (ACA)
F.3. Supervisory Relationships
F.3.a. Relationship Boundaries with Supervisees
Counseling supervisors clearly define and maintain ethical professional, personal, and social relationships with their supervisees. Counseling supervisors avoid nonprofessional relationships with current supervisees. If supervisors must assume other professional roles (e.g., clinical and administrative supervisor, instructor) with supervisees, they work to minimize potential conflicts and explain to supervisees the expectations and responsibilities associated with each role. They do not engage in any form of nonprofessional interaction that may compromise the supervisory relationship.
F.3.b. Sexual Relationships
Sexual or romantic interactions or relationships with current supervisees are prohibited.
F.3.c. Sexual Harassment
Counseling supervisors do not condone or subject supervisees to sexual harassment. (See C.6.a.)
F. 10. Roles and Relationships Between Counselor Educators and Students
F.10.a. Sexual or Romantic Relationships
Sexual or romantic interactions or relationships with current students are prohibited.
F.10.b. Sexual Harassment
Counselor educators do not condone or subject students to sexual harassment. (See C.6.a.)
F.10.c. Relationships With Former Students
Counselor educators are aware of the power differential in the relationship between faculty and students. Faculty members foster open discussions with former students when considering engaging in a social, sexual, or other intimate relationship. Faculty members discuss with the former student how their former relationship may affect the change in relationship.
American Psychiatric Association (ApA)
Section 4
A physician shall respect the rights of patients, colleagues, and other health professionals, and shall safeguard patient confidences and privacy within the constraints of the law.
14. Sexual involvement between a faculty member or supervisor and a trainee or student, in those situations in which an abuse of power can occur, often takes advantage of inequalities in the working relationship and may be unethical because:
a. Any treatment of a patient being supervised may be deleteriously affected.
b. It may damage the trust relationship between teacher and student.
c. Teachers are important professional role models for their trainees and affect their trainees’ future professional behavior.
American Psychological Association (APA)
3. Human Relations
3.08 Exploitative Relationships
Psychologists do not exploit persons over whom they have supervisory, evaluative, or other authority such as clients/patients, students, supervisees, research participants, and employees. (See also Standards 3.05, Multiple Relationships; 6.04, Fees and Financial Arrangements; 6.05, Barter With Clients/Patients; 7.07, Sexual Relationships With Students and Supervisees; 10.05, Sexual Intimacies With Current Therapy Clients/Patients; 10.06, Sexual Intimacies With Relatives or Significant Others of Current Therapy Clients/Patients; 10.07, Therapy With Former Sexual Partners; and 10.08, Sexual Intimacies With Former Therapy Clients/Patients.)
7. Education and Training
7.07 Sexual Relationships with Students and Supervisees
Psychologists do not engage in sexual relationships with students or supervisees who are in their department, agency, or training center or over whom psychologists have or are likely to have evaluative authority. (See also Standard 3.05, Multiple Relationships.)
California Association of Marriage and Family Therapists (CAMFT)
3. PROFESSIONAL COMPETENCE AND INTEGRITY
Marriage and family therapists maintain high standards of professional competence and integrity.
3.9Marriage and family therapists do not engage in sexual or other harassment or exploitation of patients, students, interns, trainees, supervisees, employees or colleagues.
4. RESPONSIBILITY TO STUDENTS AND SUPERVISEES
Marriage and family therapists do not exploit the trust and dependency of students and supervisees.
4.1Marriage and family therapists are aware of their influential position with respect to students and supervisees, and they avoid exploiting the trust and dependency of such persons. Marriage and family therapists therefore avoid dual relationships that are reasonably likely to impair professional judgment or lead to exploitation. Provision of therapy to students or supervisees is unethical. Provision of marriage and family therapy supervision to clients is unethical. Sexual intercourse, sexual contact or sexual intimacy and/or harassment of any kind with students or supervisees is unethical.
Canadian Psychological Association (CPA)
Canadian Code of Ethics for Psychologists, Third Edition
Ethical Standards
Principle II: Responsible Caring Values Statement
In adhering to the Principle of Responsible Caring, psychologists would:II.28 Not encourage or engage in sexual intimacy with students or trainees with whom the psychologist has an evaluative or other relationship of direct authority. (Also see Standard III.31.)
In adhering to the Principle of Integrity in Relationships, psychologists would:III.31 Not exploit any relationship established as a psychologist to further personal, political, or business interests at the expense of the best interests of their clients, research participants, students, employers, or others. This includes, but is not limited to: soliciting clients of one’s employing agency for private practice; taking advantage of trust or dependency to encourage or engage in sexual intimacies (e.g., with clients not included in Standard II.27, with clients’ partners or relatives, with students or trainees not included inStandard II.28, or with research participants)….
National Association of Social Workers (NASW)
(4) 2. Social Workers’ Ethical Responsibilities to Colleagues
(a) 2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with supervisees, students, trainees, or other colleagues over whom they exercise professional authority.
(b) 2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
National Board for Certified Counselors (NBCC)
Section C: Counselor Supervision
The only indirect mention of sexual relationships between supervisor and supervisee is framed within the following text:
“NCCs who offer and/or provide supervision must:
In addition, because supervision may result in a dual relationship between the supervisor and the supervisee, the supervisor is responsible for ensuring that any dual relationship is properly managed.”
United States Association for Body Psychotherapy (USABP)
V. MULTIPLE RELATIONSHIPS
5. Body psychotherapists are aware of the differences in power that may exist in their relationships with students and supervisees. They monitor their teaching and supervision relationships to ensure that they do not become exploitative and/or damaging. Body psychotherapists do not have sexual relations with students or supervisees and do not subject them to sexual harassment.
VI. COLLEGIAL RELATIONSHIPS
Body psychotherapists maintain respect for colleagues. They refrain from the exploitation of professional relationships for personal gain, whether financial, personal, professional or for research purposes.
VIII. ETHICS OF TOUCH
The use of touch has a legitimate and valuable role as a body-oriented mode of intervention when used skillfully and with clear boundaries, sensitive application and good clinical judgment. Because use of touch may make clients especially vulnerable, body-oriented therapists pay particular attention to the potential for dependent, infantile or erotic transference and seek healthy containment rather than therapeutically inappropriate accentuation of these states. Genital or other sexual touching by a therapist or client is always inappropriate, never appropriate.
V. Codes of Ethics Relating to Dual and Multiple Relationships between Supervisors and Trainees
Do all supervisory relationships constitute dual relationships?
American Association for Marriage and Family Therapy (AAMFT)
Principle IV: Responsibility to Students and Supervisees
Marriage and family therapists do not exploit the trust and dependency of students and supervisees.
4.1 Marriage and family therapists are aware of their influential positions with respect to students and supervisees, and they avoid exploiting the trust and dependency of such persons. Therapists, therefore, make every effort to avoid conditions and multiple relationships that could impair professional objectivity or increase the risk of exploitation. When the risk of impairment or exploitation exists due to conditions or multiple roles, therapists take appropriate precautions.
American Psychological Association (APA) >P>2.05 Delegation of Work to Others
Psychologists who delegate work to employees, supervisees, or research or teaching assistants or who use the services of others, such as interpreters, take reasonable steps to (1) avoid delegating such work to persons who have a multiple relationship with those being served that would likely lead to exploitation or loss of objectivity; (2) authorize only those responsibilities that such persons can be expected to perform competently on the basis of their education, training, or experience, either independently or with the level of supervision being provided; and (3) see that such persons perform these services competently. (See also Standards 2.02, Providing Services in Emergencies; 3.05, Multiple Relationships;
California Association of Marriage and Family Therapists (CAMFT)
4. RESPONSIBILITY TO STUDENTS AND SUPERVISEES
Marriage and family therapists do not exploit the trust and dependency of students and supervisees.
4.1Marriage and family therapists are aware of their influential position with respect to students and supervisees, and they avoid exploiting the trust and dependency of such persons. Marriage and family therapists therefore avoid dual relationships that are reasonably likely to impair professional judgment or lead to exploitation. Provision of therapy to students or supervisees is unethical. Provision of marriage and family therapy supervision to clients is unethical. Sexual intercourse, sexual contact or sexual intimacy and/or harassment of any kind with students or supervisees is unethical.
Canadian Psychological Association (CPA)
III.33 Avoid dual or multiple relationships (e.g.. with clients, research participants, employees, supervisees, students, or trainees) and other situations that might present a conflict of interest or that might reduce their ability to be objective and unbiased in theirdeterminations of what might be in the best interests of others.
III.34 Manage dual or multiple relationships that are unavoidable due to cultural norms or other circumstances in such a manner that bias, lack of objectivity, and risk of exploitation are minimized. This might include obtaining ongoing supervision or consultation for the duration of the dual or multiple relationship, or involving a thirdparty in obtaining consent (e.g., approaching a client or employee about becoming a research participant).
National Association of Social Workers (NASW)
(5) 3. Social Workers’ Ethical Responsibilities in Practice Settings
(a) 3.01 Supervision and Consultation
(c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of exploitation of or potential harm to the supervisee.
National Board for Certified Counselors (NBCC)
Section B: Counseling Relationship
9. Dual relationships that might impair the certified counselor’s objectivity and professional judgment must be avoided and/or the counseling relationship terminated through referral to a competent professional.
Section C: Counselor Supervision
In addition, because supervision may result in a dual relationship between the supervisor and the supervisee, the supervisor is responsible for ensuring that any dual relationship is properly managed.
United States Association for Body Psychotherapy (USABP)
V. MULTIPLE RELATIONSHIPS Body psychotherapists avoid multiple relationships whenever possible. When the boundaries of the therapeutic relationship are not clearly defined, they have the potential to impair judgment, cause damage and undermine the purpose of the therapy. Body psychotherapists do not accept as a client anyone with whom they have had a sexual or close personal or financial relationship nor family or relatives of such persons. In situations where a multiple relationship cannot be avoided the body psychotherapist takes extra precautions to manage the situation to protect the client from exploitation and damage. Such precautions include, but are not limited to, acknowledgment of the multiple relationship and its inherent risk to the client, ongoing dialogue, informed consent, documentation, and case consultation and/or supervision.
6. As teachers, body psychotherapists acknowledge that their relationships with students and/or supervises include factors which often make avoiding multiple relationships impossible. In these instances, they will be sensitive to the real and ascribed differences in power; be responsible for bringing potential issues into the awareness of those involved; and be available for reasonable processing with those involved.