A.12. Abandonment and Client Neglect Counselors do not abandon or neglect clients in counseling. Counselors assist in making appropriate arrangements for the AAMFT Code of Ethics (2015): Boundary Issues Standard I: Responsibility to Clients 1.3 Multiple Relationships. Marriage and family therapists are aware of their influential positions with respect to clients, and they avoid exploiting the trust and dependency of such persons. Therapists, therefore, make every effort to avoid conditions and multiple relationships with clients that could impair professional judgment or increase the risk of exploitation. Such relationships include business or close personal relationships with a client or the client’s immediate family. When the risk of impairment or exploitation exists due to conditions or multiple roles, therapists document the appropriate precautions taken. 1.4 Sexual Intimacy with Current Clients and Others. Sexual intimacy with current clients or with known members of the client’s family system is prohibited. 1.5 Sexual Intimacy with Former Clients and Others. Sexual intimacy with former clients or with known members of the client’s family system is prohibited. 1.7 Abuse of the Therapeutic Relationship. Marriage and family therapists do not abuse their power in therapeutic relationships. 1.9 Relationship Beneficial to Client. Marriage and family therapists continue therapeutic relationships only so long as it is reasonably clear that clients are benefiting from the relationship. Standard III Professional Competence and Integrity 3.7 Harassment. Marriage and family therapists do not engage in sexual or other forms of harassment of clients, students, trainees, supervisees, employees, colleagues, or research subjects. 3.8 Exploitation. Marriage and family therapists do not engage in the exploitation of clients, students, trainees, supervisees, employees, colleagues, or research subjects. 3.9 Gifts. Marriage and family therapists attend to cultural norms when considering whether to accept gifts from or give gifts to clients. Marriage and family therapists consider the potential effects that receiving or giving gifts may have on clients and on the integrity and efficacy of the therapeutic relationship. Standard IV Responsibility to Students and Supervisees 4.1 Exploitation. Marriage and family therapists who are in a supervisory role are aware of their influential positions with respect to students and supervisees, and they avoid exploiting the trust and dependency of such persons. When the risk of impairment or exploitation
continuation of treatment, when necessary, during interruptions such as vacations, illness, and following termination.
exists due to conditions or multiple roles, therapists take appropriate precautions. 4.2 Therapy with Students or Supervisees. Marriage and family therapists do not provide therapy to current students or supervisees. 4.3 Sexual Intimacy with Students or Supervisees. 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. 4.6 Existing Relationship with Students or Supervisees Marriage and family therapists are aware of their influential positions with respect to supervisees, and they avoid exploiting the trust and dependency of such persons. Supervisors make every effort to avoid conditions and multiple relationships with supervisees that could impair professional judgment or increase the risk of exploitation such as business or close personal relationships with supervisees or the supervisee’s immediate family. When the risk of impairment or exploitation exists due to conditions or multiple roles, supervisors document the appropriate precautions taken. Standard VII Professional Evaluations 7.6 Avoiding Dual Roles. Marriage and family therapists avoid providing therapy to clients for whom the therapist has provided a forensic evaluation and avoid providing evaluations for those who are clients, unless otherwise mandated by legal systems. 7.7 Separation of Custody Evaluation from Therapy. Marriage and family therapists avoid conflicts of interest in treating minors or adults involved in custody or visitation actions by not performing evaluations for custody, residence, or visitation of the minor. Marriage and family therapists who treat minors may provide the court or mental health professional performing the evaluation with information about the minor from the marriage and family therapist’s perspective as a treating marriage and family therapist, so long as the marriage and family therapist obtains appropriate consents to release information. Standard VIII Financial Arrangements 8.1 Financial Integrity. Marriage and family therapists do not offer or accept kickbacks, rebates, bonuses, or other remuneration for referrals. Fee-for- service arrangements are not prohibited. 8.5 Bartering. 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. e. Act to eliminate and/or reduce the potential for harm to students and stakeholders in any relationships or interactions by using safeguards, such as informed consent, consultation, supervision, and documentation. f. Prevent potential harm to students and stakeholders with whom the school counselor’s judgment may be compromised (e.g., family members, children of close friends) by helping facilitate the provision of alternative services or resources when available. g. Adhere to legal, ethical, district and school policies and guidelines regarding relationships with students and stakeholders.
ASCA Ethical Standards for School Counselors (2022) Boundary Issues A.5. Sustaining Healthy Relationships and Managing Boundaries School counselors:
a. Engage in professional roles and relationships with students and stakeholders that foster wellness and student success. c. Assess potential risks and benefits prior to extending relationships beyond the school building and school hours (e.g., attending students off-site extracurricular activities, celebrations honoring students, hospital visits, funerals). d. Document the nature of relationship extensions, including the rationale, potential benefit and possible consequences for the student and school counselor.
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