Standard VII Professional Evaluations 7.6 Avoiding Dual Roles.
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. ethical, district and school policies and guidelines when using technology with students and stakeholders. i. Avoid inappropriate roles and relationships such as providing direct discipline, teaching courses that involve grading students and accepting administrative duties in the absence of an administrator. j. Strive to avoid a conflict of interest through self- promotion that would benefit the school counselor personally and/or financially (e.g., advertising their products and/or services). B. Responsibilities to Parents/ Guardians, School, and Self B.3. Responsibilities to Self i. Monitor personal behaviors and recognize the high standard of care a professional in this critical position of trust must maintain on and off the job. School counselors are cognizant of and refrain from activity that may diminish their effectiveness within the school community. l. Have an awareness of and make clear distinctions between actions and statements (verbal or written) made as a private individual versus those made as a representative of the school counseling profession and of the school district/school entity. D. School Counseling Practicum/ Internship Site Supervisors e. Avoid supervisory relationships with individuals with whom they have the inability to remain objective (e.g., family members or close friend). a professional manner that reflects the values, principles, and standards of the profession as they interact in the community. There are rules for their conduct, as well as their responsibility to clients, self, and community presented by Texas law and association code of ethics. The client’s cultural background may include giving small gifts to the counselor as a sign of respect or appreciation, and to decline the gift may be viewed as an insult or rejection by the counselor. The same may be true for a simple handshake, request for eye contact, certain forms of dress, or moving into a person’s personal space. Careful observation of body language and movement, facial expression, changes in response patterns, or verbal exchanges may give subtle yet important clues to guide the counseling process. Interactions with clients are multifaceted, dynamic, and sometimes unpredictable, but the counselor has the responsibility to guide the process ensuring boundaries are maintained while building rapport. Here are some strategies to consider:
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
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. 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. h. Refrain from the use of personal social media, text, and email accounts to interact with students unless sanctioned by the school district. Adhere to legal, Discussion There are many factors to consider, including cultural differences that influence the client expectations, interpretations, and expressions of words and gestures. The client’s background, experiences, and perceptions influence how they interpret the counselor’s intent. The client’s responses in the counseling process must be carefully observed and interpreted to maintain appropriate professional relationships. The counselor may find that certain topics may not be black and white in terms of where they fall on the continuum of ethical boundaries as outlined in the rules and codes of ethics. The gray areas concerning potential boundary crossings may begin with a small word or action that maybe misinterpreted by one or both parties. For example, a small pat on the shoulder as a means of expressing concern or consoling the client may cause an unexpected reaction by the client. Sometimes, especially in a small community, it may be difficult to avoid contact with the client or their friends and family outside of the counseling setting. When this occurs, the counselor needs to remember they must act in
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Book Code: PCTX1325
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