COUN533-Counseling Ethics and Professional Identity 1

Part 1: Ethical Self-Reflection (Chapters 1-6)

1. Creating Your Professional Path

My professional path to becoming an effective counselor will require me to look honestly

at myself. There is more to counseling than theoretical and practical knowledge but the qualities

that make us human. My life experiences will affect my views and how I build client

relationships. Self-awareness, goals, stress, and life roles are parts of my personal life that will

influence my professional identity.

As a professional helper, I have an ethical responsibility to be aware of how my life roles

and issues will guide client interactions. I am a strong, realistic individual that manages obstacles

head-on. I face challenges and problem-solve solutions. The power of relationships and how I

present myself could be the difference in having a positive rapport with students.

I began my journey over 20 years ago as an academic advisor at a community college and

later a welfare-to-work case manager for health and human services. Both of these jobs piqued

my interest in counseling. All these years later, I am excited to get the formal education and

experiences required to be a school counselor. Of course, I want to help students, but my goals

go beyond helping. I want to be that supportive person in a student's life that guides them to be

resilient, productive, well-adjusted, and has the power to reach their goals. I believe in giving

students the emotional and behavioral tools to be confident and happy individuals.

When I look back at my path, I want to see students that have met challenges and

obstacles directly and are better for it. Many students have overwhelming issues out of their

control, so my role as a school counselor will be to shape students thinking in a positive direction

forward.
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2. Countertransference

On my path to becoming a counselor, I need to examine any personal needs or unresolved

conflicts that could hinder a client's progress. Countertransference (CT) reactions that I have not

managed may cause ethical and clinical issues. Self-awareness is key in keeping my emotional

responses to the client's challenges in check. One countertransference I struggle with is giving

advice.

Because of my roles as a teacher and oldest sibling, I find myself in situations where I am

frequently asked to give advice. I am comfortable giving advice, but sometimes it is unnecessary

or wanted. I must ask myself if a family member, friend, or client asks for my advice or needs

someone to listen. I have even asked do you want me to listen or give my thoughts on the

situation. Giving my opinions is not a particularly productive response to individuals needing

help.

I have realized that for all problems, there will not be quick solutions and that the person

has a role to play. Giving advice is not letting individuals come to conclusions on their own.

When asked what I would do, I direct the conversations back to the individual. Make a pros and

cons list to help them make informed decisions. I do not have all the answers, and the right

decision for me may not be appropriate for them.

Students have parents telling them what to do, so as a counselor, I want to let them have

control over decisions that influence their life. Ultimately, the direction students decide to go

must be their choice. They must live with the consequences, whether positive or negative. There

are ways to make choices with minimal risk. The more decisions students can make on their

own, the more confident and resilient they will become. Individuals need to believe in

themselves and have the power to succeed without my advice.

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3. Self-Care

Self-care is a priority for me to be at my best for others. Ethical codes mandate that

therapists monitor themselves for signs of impairment and burnout to act appropriately to

continue providing quality client services. I have struggled with self-care for managing stress and

burnout in the past. I viewed self-care as a guilty pleasure only indulged in sparingly, taking care

of others first. I have realized that my emotions and meltdowns affect my family and students. I

must make time for myself.

When I feel overwhelmed, I walk, read a book or watch television. I clear my mind and

take time to change scenery and get perspective. My family is a significant source of support and

helps me recharge. A conversation with my mother or husband gives me clarity and time to

reflect on issues.

I am an introvert, so time alone is also necessary to relax. Keeping organized and

planning for my time let me feel in control when my life is chaotic. Being flexible is essential in

handling unexpected situations. Therapeutic lifestyle changes can lessen stress and anxiety

before it becomes burnout and impairment. Burnout for me begins with feelings of I do not care

and shutting down. When this happens, I must stop negative self-talk and take time out for

myself. Clients will benefit from my mindfulness and lifestyle changes. I want to model taking

care of myself so clients can do the same.

Lastly is self-compassion. I must be less critical of myself when I make mistakes or feel

inadequate. I must allow myself to make decisions and live with the consequences. I walk my

path that others may not understand. I must permit myself to say no to others without explanation

and feelings of guilt. I am still a work in progress, but I have so much more self-awareness that

my meltdowns and feelings of inadequacy are rare.

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4. Dealing with a Value Conflict

Counselors must respect their clients' values and be able to work with a wide range of

clients with diverse worldviews. I do not want my values and personal beliefs to hinder doing

what is in my client's best interest. I must set aside my values to fulfill my ethical obligations to

help individuals. Ethical bracketing will allow me to ethically provide appropriate counseling for

clients whose values and beliefs differ from mine. I must clarify my assumptions, core beliefs,

and values and how they may influence the therapeutic process. Disagreeing with a client’s value

system is not ethical grounds for a referral, but I would consider a referral if I lack the necessary

skills to deal with the client's issues.

One value I may inadvertently push onto a client would be monogamy in relationships.

Growing up, my parents got a divorce, and infidelity on the part of my father was one of the

issues. I think this has influenced my beliefs more than I knew. I do not judge others based on

their choices, but I need to keep this in mind if similar issues arise in therapy. I have been

married to my husband for 32 years and have never considered having an affair. We have had

struggles but found ways to resolve them for our children and ourselves. Knowing this about

myself is essential to listening to clients with similar stories. I want to hear clients with an open

mind and keep their needs as the focus.

Openness in discussing values will be important in counseling. I would not want to

alienate a client or make them feel uncomfortable. My life experiences and worldviews are mine

alone and not indicative of how others will feel. I can be empathetic to others and relate to their

situations even though my experiences have been different. This will not affect my ability to

counsel clients. Having opportunities now to explore my values and beliefs is beneficial.

Consider concerns and possible negative effects before they come up in therapy.
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5. Ethics in Multicultural Practice

The Ethical Standards for School Counselors states that counselors expand personal

multicultural awareness, knowledge, and skills to be effective, culturally competent counselors.

Furthermore, understand how discrimination and other issues affect students. Ethics in

multicultural counseling are ever-changing. A responsible and ethical counselor must consider

issues of power and privilege when working with clients. As I think about being a culturally

competent school counselor, my biggest concern is how I can provide culturally appropriate

services to all clients. Students will come to me with different worldviews, attitudes, beliefs,

values, and experiences. I want self-awareness, knowledge, building skills, and positive

therapeutic rapport. I have an ethical responsibility to have awareness and respect for others'

differences.

Self-reflection is the starting point. I understand that my thoughts may lead to unfair

assumptions and stereotypes. I want to be open to many possible viewpoints and let the client

have a voice in therapy. Living and teaching in rural Nebraska, I have had few chances to work

with students from diverse backgrounds. My inexperience has pushed me to research and think

about possible issues. All students are unique, with specific life experiences and culture as one

part. I by no means believe I must be an expert on all cultures, but I need a foundation and

willingness to learn various aspects and differences of clients. Knowing when to consult with

another provider or outside resource is also essential. Depending on their culture, interventions

and expectations will vary from client to client. Having the appropriate skills goes beyond being

ethically sensitive to profoundly understanding how each client is unique. I want to create a safe

environment where clients can voice their concerns about our differences. Overcoming mistakes

and misunderstandings can be done with open and honest communication.

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Each culture has unique attributes that must be taken into account. Oppression and racism

should not be minimalized because they have profound implications for many clients. As a

counselor, I realize these factors have influenced the client's perspectives and behaviors in life.

Awareness and acceptance of differences include not imposing my values and beliefs on clients.

I must be cautious and intentional in my conversations with individuals to not push my thinking

onto them. Self-reflection on my thinking will help me be more aware and accepting of others'

viewpoints.
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6. Informed Consent

Informed consent is an ethical obligation and requirement for counseling that protects

both the client and the therapist. The informed consent process provides an opportunity for

clients to ask questions and voice their expectations of counseling. Informed consent is an

integral part of the disclosure statement document, including information that clients need about,

from costs of services, confidentiality, and limitations to scheduling appointments that must be

discussed in depth with a client. The informed consent process can be a chance to begin building

therapeutic rapport.

The informed consent process can help clients feel comfortable and safe. I want clients to

know their thoughts are valued and that I hear what they say. Looking at informed consent from

a school counseling viewpoint, students must understand they play an active role in how therapy

looks. Students may have yet to have counseling experiences and not know what to expect. I

would teach informed consent topics through examples and hypothetical situations to give the

student a clearer understanding of confidentiality's details, purposes, and exceptions.

Another aspect of informed consent would be discussing the role of assessment in

counseling. During the intake process, I would ask questions and want them to answer as

honestly as possible. Several students would potentially know me as their math teacher, so I

would explain how my role as a school counselor would be different. I would also use the

informed consent process to discuss privacy and confidentiality regarding emails and other

electronic communications. Most students must realize the implications of disclosing

information or contacting me on social media. I will also tell students I may need to consult my

supervisor since I am a student during the practicum and internship classes.

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7. Malpractice

According to the textbook, malpractice is failing to give professional services or have the

skills expected of professionals in similar situations. Upon completing the coursework for my

degree in school counseling, I will have the basic knowledge and skills to begin helping students.

I do not expect to know everything, but I will have the foundation to build upon in my career.

Understanding my profession's ethical codes and expectations will decrease the chances of facing

legal issues.

In today’s society, suing individuals feel commonplace. To lessen my chances of facing

legal action, I will be responsible, careful, and ethical in my client's decisions and practices. To

defend myself against a possible malpractice suit, I will provide quality care and build strong

relationships with clients. The best precaution against malpractice is providing the best services

possible while being open and honest in client communications.

Minimizing risk begins in the intake and first sessions with students. I will obtain written

informed consent. A signed document may not be required legally, but for me, just beginning as

a school counselor, this will ensure I have discussed important information and will remember

everything. I will have many concerns going through my mind, and I want to prevent

misunderstanding upfront with students. Written documentation, whether it be informed consent

or notes, is needed to show I have the client's best interests in mind. Covering rights,

responsibilities, and expectations will keep the therapy process moving positively.

As a school counselor, another area of concern for me is the chance of providing wrong

diagnoses and assessments to students. I do not want to overlook symptoms or signs and fail to

act on the potential for suicide or harm to others. I know the basics of the suicide assessment, but

I will keep reminders of what to watch on my desk. I am not afraid to consult other counselors if
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unsure about the next steps. Taking the time and building rapport will be the most effective way

to see differences in students' emotions and behaviors.

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8. Confidentiality

My biggest question concerning confidentiality is when it becomes necessary to break

confidentiality in school counseling to share information with parents, teachers, and staff. The

ethical standards say I must keep the information confidential unless to prevent harm to the

student or others or legal demands are made of me.

As a school counselor, confidentiality, privileged communication, and privacy may look

different due to working with clients that are minors. Parents may need to be included in

counseling, and in many states, discussions are not considered privileged communication.

Informing parents about certain issues is a tough call. As a parent, we all want to know what is

happening with our children, but as a counselor, I would weigh the pros and cons of the situation.

School counselors are ethically obligated to protect confidentiality, but this may conflict with

laws regarding parental rights to be involved in their child's treatment.

Confidentiality is the cornerstone of building rapport with students. I want students to

trust that what they say will remain between us, and in most cases, it will. Students must feel

comfortable that a counselor will keep their conversations confidential, which is mostly true.

Being upfront and honest with them will help stop issues later in therapy. Giving a clear picture

of what to expect and letting students ask questions will get everyone on the same page.

I will only inform teachers and staff on a need-to-know basis. Before discussing pertinent

issues, I will ask the student for permission when appropriate. The case study in the textbook

about a student who took a test gave me pause. My first instinct was to inform the chemistry

teacher, but after more thought decided it would be breaching confidentiality. No one was in

danger of being hurt. This is when I would need to turn off my teacher's brain and look at this
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from the counselor's perspective. I understand there will be bigger challenges than a stolen test,

but considering all possibilities will help me make ethical decisions later.
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9. Select a Case and Analyze

Chapter 6: A Case of Academic Dishonesty

Step1: Identify the problem

During a counseling session with a student, Tess, she told me that she and some friends had

stolen a chemistry final exam. Tess wants me to keep this information private. She is concerned

because she is failing the class and needs to do well on the final exam to pass the course and

graduate from high school.

Step 2: Identify potential issues

Potential issues in this situation warrant further discussion: the reasons for stealing the test, not

the excuse to get a better grade but Tess's thinking. In exploring the theft of the test, Tess will

realize her poor decision and want to make amends.

Step 3: Review relevant ethical codes

Ethical codes suggest that no one is harmed, so I should not break confidentiality. As bad as I

want to tell the teacher, I would not. In talking with Tess, I hope she would admit to being

dishonest and stealing the test herself.

Step 4: Know applicable laws and regulations

Not applicable to this case study, but I would do my due diligence in researching laws and

regulations before deciding the best course of action.

Step 5: Obtain a consultation

I would not obtain consultation on this matter, but I would like to know how other school

counselors may handle the issue. If I needed to consult with a colleague, I would keep the

identity of the student and teacher confidential.

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Step 6: Consider possible courses of action

Possible courses of action include letting the matter drop. Another would be to inform the

teacher and Tess's parents, but this would not be ethical. Encourage Tess to come forward and

talk with her parents and teacher. This would be the best option so Tess could take responsibility

for her actions. Suggest that the teacher speaks with Tess and I in my office with Tess's

permission. I would normally avoid being the intermediary, but I would understand if Tess

wanted me to be in the conversation with the teacher. Ultimately, I hope that with some targeted

conversations, Tess would see she made a wrong choice.

Step 7: Consider possible consequences

If I took the matter into my own hands and told the teacher myself, it would not only be unethical

but also damage my relationship with Tess. She asked me not to mention the incident to anyone

else, and I would want to honor that request. It still would not change my mind to speak with her

further about the motivations behind her behavior.

Step 8: Choose what appears to be the best course of action

I would not speak about the stolen test to anyone else but would encourage Tess to think about

her actions and possible consequences in the future.

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10. Self-Evaluation

I have been an active participant in the class. I have enjoyed the topics relevant to ethics

in counseling. At times, the ethical choice may differ from the client's needs. I appreciate having

the time to reflect on the issues. With my limited experience as a counselor, I cannot begin to

predict the possible challenges that may arise with students. I want to be prepared and confident I

can handle what is before me.

One strength is my openness to others' thoughts and viewpoints. I may disagree with a

client's behaviors, but I can remain impartial and listen. My role as a school counselor is not to

judge, give advice, or criticize. I prefer exploring all sides of issues before making decisions.

This is a strength or possible weakness. There will be times in counseling when I must make

quick decisions. For those times, my training and experience will kick in and help me do what is

best for students. I have yet to take the crisis counseling class, so I look forward to knowing

more about techniques available when students are in emergency situations.

This class being in an 8-week session, is wrapping up quickly. I am grateful to be on

summer break and have the extra time needed for my three classes. The time constraints are

challenging, but it has not affected my learning. Ethical considerations and practices are essential

to being an effective counselor. I am continually reflecting on what I have learned and how it

will look when put into practice during my practicum in the fall.

I would give my class participation a 95%. I read others' forum posts and take what is

discussed to clarify my learning. It is helpful to read others' views. Participating in class is

essential to broaden our perspectives.