Student Handbook. Rehabilit at ion and Ment al Healt h Counseling

Transcription

1 Student Handbook Rehabilit at ion and Ment al Healt h Counseling

2 Rehabilitation Counselor Education Student Handbook Table of Contents RMHC STAFF...3 RMHC PROGRAM INFORMATION...4 Academic Calendar...13 Plan of Study...15 Student Leader Position Description...16 CORE STANDARDS...18 CORE/CACREP STANDARDS STUDENT ASSESSMENT OF PROFESSIONAL QUALITIES...41 PROFESSIONAL CODE OF ETHICS Commission on Rehabilitation Counselor Certification (CRCC)...43 Oregon Board of Licensed Professional Counselors and Therapists (OBLPCT)...86 PROFESSIONAL LICENSURE AND CERTIFICATION Certified Rehabilitation Counselor (CRC)...94 Licensed Professional Counselor (LPC)...95 National Certified Counselor (NCC) REHABILITATION RELATED TERMS GLOSSARY WEBSITES Professional Organizations WOU Student Services Page 2

3 RMHC STAFF REHABILITATION COUNSELOR EDUCATION PROGRAM Chung-Fan Ni, Ph.D. CRC, LPC Office Phone: (503) Associate Professor Office: Education 231 RMHC Coordinator/ Faculty Julia Smith, Ph.D., CRC, LPC Office Phone: (503) Professor Office: Education 227 RMHC Faculty VP: (503) Amber Feist, Ph.D., CRC Office Phone: (503) Assistant Professor Office: Education 229 RMHC Faculty Kim Poage, M.S., CRC Office Phone: (503) Clinical Coordinator Office: Education 228 RMHC Faculty VP: (503) Kathy Heide Office Phone: (503) Administrative Assistant Office: Education 220 Academics Konnie Sayers Office Phone: (503) Administrative Assistant Office: Education 220 Grants 3

4 REHABILITATION AND MENTAL HEALTH COUNSELING PROGRAM INTRODUCTION The Rehabilitation and Mental Health Counseling (RMHC) program at Western Oregon University (Western) has been preparing master s level counselors for the field of rehabilitation since The program is part of the Division of Special Education, one of the four divisions in Western's College of Education. This seven-quarter program is nationally certified by the Council on Rehabilitation Education (CORE). Graduates of the program at Western have accepted positions throughout the United States, with a concentration in the Pacific Northwest. RMHC MISSION STATEMENT The Rehabilitation and Mental Health Counseling Program at Western Oregon University was established on the belief that individuals who are Deaf or have disabilities have a right to lead fulfilling, independent, and productive lives. Trained professionals are an important component to the realization of this right. To that end, the faculty is dedicated to preparing rehabilitation professionals who are skilled in advocating for and with persons who are Deaf or have disabilities and who are competent counselors knowledgeable about the development and dissemination of innovative and culturally sensitive rehabilitation practices and policies. LEARNING OUTCOMES Students will: 1. Develop a comprehensive understanding of the rehabilitation counseling related theories and policies through scholarly activities. 2. Demonstrate competency in facilitating employment, independent living, community integration and personal adjustment for individuals who are Deaf or have disabilities and come from diverse cultural background. 3. Show commitment to professional excellence and leadership through the practice of ethical behavior and integrity. PURPOSE OF THE PROGRAM The goal of the RMHC program at Western Oregon University is consistent with the mission of the 1973 Rehabilitation Act and subsequent amendments and the State Federal Rehabilitation Service Program, as its ultimate impact will be to improve the employability and independent community living status of people who are Deaf or hard of hearing, or who have a physical or mental disability. This will be accomplished by preparing qualified rehabilitation and mental health counselors who will have the skills to serve the general disabled population as well as the basic knowledge and unique communication skills necessary to make rehabilitation and mental health services available to Deaf and hard of hearing clients. 4

5 EQUAL ACCESS FOR PARTICIPANTS The RMHC program at Western has designed an open access plan for the admission and recruitment of students who are Deaf and/or have a disability, or who may be members of minority groups. Federal review of the college policies has shown compliance with Title VI of the Civil Rights Act of 1964, Title IX Affirmative Action, and Title V of the Rehabilitation Act of PROGRAM PHILOSOPHY The RMHC program at Western Oregon University (Western) offers three tracks: Rehabilitation Counseling (RC 81 quarter credits), Rehabilitation Counseling: Deaf (RCD 81 quarter credits), and Mental Health (MH 90 quarter credits). The Rehabilitation Counseling Deafness (RCD) track prepares students to work predominately with persons who are culturally Deaf, with persons who are Deaf but not a part of the Deaf culture, with individuals who are hard of hearing and with those who lose their hearing later in life. The Rehabilitation Counseling (RC) track focuses predominately on the broad range of persons who have physical and/or mental disabilities. Mental health track prepares students who wish to pursue a license as a professional counselor in Oregon after completing the program. Students in all tracks take core classes of total 75 credits together throughout the program with specific clientele focus in practicum and internship.. Graduates of Western s RMHC program are trained for positions in a variety of agencies where the counselor most often is part of a team of specialists providing comprehensive services to persons of disability. Employment opportunities for RMHC graduates are as a rehabilitation counselor in a variety of settings, including state vocational rehabilitation, mental health agencies (e.g., county mental health, higher education counseling centers), community services for persons with disabilities, disability services program in higher education, youth transition program, client disabilities advocacy, and independent living center. The program faculty holds the conviction that to become an effective Rehabilitation Counselor for persons who are Deaf, or who have a physical and/or mental disability, graduate students must find a workable integration of theory and practice consistent with their self-view. Fundamental to all training is the belief that the counselor-in-training must exhibit psychological well-being grounded in a strong professional code of ethics. These views have led to a program which is as much an experience in personal growth as it is an exercise in the acquisition of professional knowledge, skills, and techniques. The program emphasizes six major components: 1) individual and group counseling theory and techniques (emphasis on disability); 2) the influence of career acquisition and personal independence on the daily lives of persons with disability; 3) the social and psychological impact of disability on an individual and family; 4) cultural diversity issues for persons who are Deaf and/or who have a disability; 5) the federal and state service delivery systems for persons with disabilities; and, 6) self awareness on the part of the counselors-in-training. 5

6 BALANCE IN THE CURRICULUM The program is seven-nine consecutive quarters, and requires completion of a minimum of credit hours. In each term, students enroll in a combination of 1) theory/lecture courses, and 2) practicum or internship. The total credits of theory/lecture courses range between credit hours; practicum and internship requirements are credit hours. However, the balance between theoretical and practical elements of the overall course of study is best reflected in the sample of the program's educational outcomes. These are described below. NATURE AND SCOPE OF THE COURSEWORK Coursework in the program can be grouped according to the following major domain areas, as described by CORE: CORE Domain Area RMHC Courses (all classes are RC prefixes unless * otherwise specified) PROFESSIONAL IDENTITY (C.1) 576, 607, 611, 620, 650, 660 PSYCHOSOCIAL ASPECTE OF DISABILITY 532, 590 (*RCD required), 611,620, AND CULTURAL DIVERSITY (C.2) 631, 633, 634, TPD 584 (*RCD required) HUMAN GROWTH AND DEVELOPMENT (C.3) 611, 612, *SpEd 672 EMPLOYMENT AND CAREER DEVELOPMENT (C.4) 613, 620, 621 COUNSELING APPROACHES AND PRINCIPLES(C.5) 609, 610, 611, 612, 613, 620, 621, 630, 631, 633, 634, 660 GROUP WORK AND FAMILY DYNAMICS (C.6) 630 ASSESSMENT (C.7) 625, 613, 662 RESEARCH AND PROGRAM EVALUATION (C.8) 625, 650, 660 MEDICAL, FUNCTIONAL, ENVIRONMENTAL 522, 532, 609, 610, 634, 650 ASPECTS OF DISABILITY(C.9) REHABILITATION SERVICES CASE 609, 610, 611, 613, 620, 621, 660 MANAGEMENT, AND RELATED SERVICES (C.10) CLINICAL EXPERIENCE(D.1) 609, minimum 9 credit hours INTERNSHIP(D.2) 610, minimum 18 credit hours The program is currently accredited by the Council on Rehabilitation Education (CORE) which attests to the program s meeting standards required of all certified rehabilitation counselor education programs throughout the United States.b The program is currently seeking dual accreditation (CORE/CACREP) following Clinical Rehabilitation Counseling Standards to enable students to become eligible to be licensed as a professional counselor nationwide. 6

7 CLASS SCHEDULE AND COURSE SEQUENCING The RCMH program offers three tracks: Rehabilitation Counseling (RC 81 quarter credits), Rehabilitation Counseling: Deaf (RCD 81 quarter credits), and Mental Health (MH 90 quarter credits). Students in all tracks (RC, RCD, and MH) take classes during the year one fall, winter, spring and summer terms, as well as year two fall term. Year two winter and spring terms are internship. Internship requires full time participation (32-35 hours per week). All terms except summer are 11 weeks long. The first summer term between year one and year two requires attendance of all RMHC students three days a week over a six week term. Students who are in the MH track will take a required 4 credit PSY 607 in Drug and Alcohol Assessment during the month of August between year one and year two. In addition, students in the MH track will take a required online class during the six week summer term after year two. All classes listed below are 3 credits unless otherwise specified. All students (RC, RCD, and MH) must take one 3 credit elective during year one. Students will work with their assigned advisor to select the appropriate elective. WARNING: Due to the intensity of full-time graduate coursework and assignments, students are asked NOT to work more than 20 hours per week their first year of study. Internship (winter and spring terms of year two) requires hours per week to successfully complete 600 clock hours including 240 direct client contact hours. 1. Courses normally taken during the first fall term are: RC 632 Psychosocial and Environmental Aspects of Disability RC 611 Introduction to the Helping Profession RC 620 Professional Orientation to Rehabilitation Services and Resources RC 625 Rehabilitation Counseling Research RC 575 Hearing Loss and Assistive Listening Devices (1 credit elective recommended for all tracks) 2. Courses normally taken during the first winter term are: RC 522 Medical and Functional Aspects of Disability in Rehabilitation RC 609 Practicum RC 612 Theory and Techniques of Counseling RC 633 Social and Cultural Diversity Issues in Rehabilitation Counseling 3. Courses normally taken during the first spring term are: RC 609 Practicum RC 613 Lifestyle and Career Development RC 621 Job Development, Placement, and Retention RC 662 Measurement and Assessment Procedures in Deafness and in Rehabilitation PSY 607 Crisis Assessment and Intervention (1 credit required MH track) ASL 540 Mental Health in the Deaf Community (3 credit elective - RCD track) 4. Courses normally taken during the six week summer term are three mornings per week: RC 630 Group Work (2 credit hours) 7

8 RC 630L Group Lab (1 credit hour) RC 631 Family, Disability, and Life Span Development RC 634 Diagnosis and Treatment of Mental Illness in Rehabilitation 5. Courses for MH track normally taken during year one four weeks in August: PSY 607 Drug and Alcohol Assessment (4 credits required MH track) 6. Courses normally taken during the second fall term are: RC 607 Portfolio and Professional Development RC 609 Advanced Practicum RC 650 Ethics and Issues in Rehabilitation Counseling RC 660 Case Management in Rehabilitation Counseling SPED 672 Transition and Self Determination 7. Course normally taken during the second winter and spring terms: RC 610 Internship (9 credit per term) 8. Course for MH track normally taken during the six week summer term online: PSY 561 Psychopharmacology (4 credits online required MH track) NOTE: Periodically, one-credit seminars are offered specific to rehabilitation counseling issues, (e.g., Assistive Technology/Worksite Modification; Rehabilitation Counseling with Special Populations such as Dual Diagnosis and Persons with Criminal History; Self-Employment) and includes student participants who are employed as rehabilitation counselors. Graduate Interns are expected to apply all of their knowledge and skills within the context of a fulltime internship (RC 610) in a rehabilitation setting with clients who represent a variety of disability groups. RCD students are expected to complete their internship in a setting serving Deaf and Hard of Hearing clients. This will allow generalization of skills learned the first six terms, into a rehabilitation organization. CLINICAL EXPERIENCE Approximately one-third of the program is comprised of practica/internship designed to give the student a clinically based experience with rehabilitation and independent living services designed for clients with various and severe disabilities. An excellent relationship exists through the program's advisory structure with the Oregon Vocational Rehabilitation Services (Oregon VR), the Washington State Division of Vocational Rehabilitation (WA DVR), community mental health, consumer groups, and Commission on Accreditation of Rehabilitation Facilities (CARF) programs in Oregon. The program faculty adheres to CORE and Clinical Rehabilitation Counseling standards and actively maintains contact with a variety of programs serving persons who are Deaf or have disabilities such as: state offices of vocational rehabilitation; state training schools and rehabilitation centers; commission for the blind; culturally (economically) disadvantaged populations; community mental health agencies (e.g., WOU counseling center, Polk County Behavioral Health); 8

9 disability consumer organizations; veteran s administration vocational rehabilitation counseling; independent living centers and/or agencies; secondary and post-secondary offices that provide services to students who are Deaf and/or have mental or physical disabilities. 9

10 CURRENT PROFESSIONAL ACCREDITATION The program is fully certified by the Council on Rehabilitation Education (CORE). The RCD- Deafness option has been selected by the Western Interstate Commission for Higher Education (WICHE) as an exemplary program in the 15 cooperating states (Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington or Wyoming) that are part of this commission. Also, Western is accredited by the Northwest Association of Schools and Colleges. EVALUATION PLAN Program evaluation is conducted at four levels: a) student classroom performance; b) student disposition evaluation; c) student field performance; d) teaching performance; e) external review and feedback. Student Classroom Performance Evaluations of students' progress are conducted on a regular basis. In all theory classes, each student receives a letter grade (A-F). In their field based experiences, both Practicum RC 609 and RC 610 Internship, students are graded on a pass-fail basis. At least monthly, reports of students progress (in practicum and theory classes) are reviewed during RMHC faculty meetings. During the student's last two quarters of study, the student s progress review is conducted by the staff with input from the internship field supervisor. Student Professional Qualities Evaluation Oral and written feedback is provided to the student on a regular basis. A formal Professional Qualities evaluation will be completed with RMHC faculty at a minimum of once a year, winter term for first year students and fall term for second year students. The student's overall academic performance as well as the opinions of the faculty concerning the student's fit to the profession will be discussed. If needed, the student and faculty advisor will jointly prepare a plan of remediation. Student Clinical Experiences In all practica and internships, supervisors regularly review all work done by the student. In all cases, RMHC faculty directly supervise all RC 609 (Practicum) courses and work close with site mentors to supervise RC 610 (Internship). Teaching Performance Teaching effectiveness of RMHC graduate faculty is evaluated by students through the use of anonymous computerized rating system developed by Western. Faculty also receives annual feedback on teaching performances by senior faculty and by the chair of the Division of Special Education. Evaluation information is also gathered on cooperating agencies and site supervisors through the use of ratings provided by the students-in-training. External Review and Feedback The Rehabilitation and Mental Health Counseling program is currently fully certified by the Commission on Rehabilitation Education (CORE) which is the certifying body for general 10

11 rehabilitation training programs. Westerns RMHC Advisory Council evaluates program curricula at minimum, bi-annually. Also, the program has been selected by the Western Interstate Commission for Higher Education (WICHE) as an exemplary program in the 15 cooperating states that are part of this commission. Additionally, Region X Rehabilitation Services Administration officials and other RMHC program coordinators review the rehabilitation program on a regular basis. The RMHC Advisory Council is made up of rehabilitation professionals who represent diverse disability populations and minority groups, RMHC faculty, and student representatives. The Council meets at least twice each year and provides general review, input, and evaluation into the program's operation. Sub-committee meetings are held throughout the year and include program evaluation and curriculum development. Off-campus evaluation of recent graduates is also conducted. Approximately 6-8 months after a graduate begins their first professional employment, their employer is sent a rating form. The results of this form are regularly shared with the program staff, advisory board, and maintained as part of the student's record. Internal Review and Feedback Once each year the student body will elect at least two students from the cohort to serve as their representatives for the RMHC program. The student representatives will attend RMHC program advisory meetings at least twice a year. They will collect and provide student input regarding their suggestions, concerns, ideas, and evaluation of the delivery of RMHC program services. In addition, the student representatives will coordinate quarterly student fellowship meetings, prepare a quarterly student newsletter and attend regularly scheduled meetings with the faculty advisor. When scholarship funding is available, students will be invited to attend a national conference, such as the National Council on Rehabilitation Education (NCRE) or American Deafness and Rehabilitation Association (ADARA). Students are strongly encouraged to provide feedback throughout their graduate studies and after graduation. If there are any concerns or questions concerning the operation of the program or a particular class, students are encouraged to contact any faculty member of the program or the RMHC program coordinator. If students have an issue with which they are not comfortable discussing with a faculty member, their next level of input is the Chair of the Division of Special Education, and then the Dean of the College of Education. More information can be found in the Code of Student Responsibilities. GRADUATE STUDENT ACADEMIC EXPECATIONS Rehabilitation and Mental Health Counseling program (RMHC) graduate students are responsible for their academic success. Students are expected to write graduate level papers using an APA format, unless otherwise specified. Students who have specific writing concerns will want to secure an editor for term papers and other graduate level writing assignments. It will 11

12 be the students responsibility to turn in graduate level writing which has been well edited. A writing/tutoring center is available on campus ( We maintain high expectations of graduate students ability to fully participate, including classroom attendance and participation, coursework assignments, projects, off-campus and or community assignments, and assigned research. If there are any problems with the student s ability to fully participate, you are asked to contact your instructor and/or advisor immediately to resolve any issues or concerns. GRADUATION All RMHC students are responsible to submit an application with applicable fee to the Graduate Office the term before graduation. The form is entitled Application for Completion of a Master s Degree and can be found at The Graduate Office is located in the Administration Building. 12

13 ACADEMIC CALENDAR Fall 2014 Winter 2015 Spring 2015 New Student Week Sun - Sun, Sept Classes begin Mon, Sept 29 Mon, Jan 5 Mon, Mar 30 Class add/drop process begins Mon, Sept 29 Mon, Jan 5 Mon, Mar 30 Fee payment freshman & transfer Fri, Sept 26 students only Fee payment all students Mon - Fri, Sept 29 - Oct 3 Mon - Fri, Jan 5-9 Mon - Fri, Mar 30 - Apr 3 Last day to pay fees, (including residence hall charges) without a Fri, Oct 3 Fri, Jan 9 Fri, Apr 3 late fee, interest or revolving charge Last day to receive 100% fee refund Fri, Oct 3 Fri, Jan 9 Fri, Apr 3 Add/Drop Fees Start ($20 per course) Mon, Oct 6 Mon, Jan 12 Mon, Apr 6 Last day to pay fees (late fees are in effect), add courses, elect grade options (p/nc etc.), credit level (graduate or Fri, Oct 10 Fri, Jan 16 Fri, Apr 10 undergraduate) Registration ends for all students Fri, Oct 10 Fri, Jan 16 Fri, Apr 10 Last day receive 75% fee refund Fri, Oct 10 Fri, Jan 16 Fri, Apr 10 Last day receive 50% fee refund Fri, Oct 17 Fri, Jan 23 Fri, Apr 17 Last day receive 25% fee refund Fri, Oct 24 Fri, Jan 30 Fri, Apr 24 Last day for dropping a course(s) or withdraw from school without being responsible for a grade(s) Fri, Oct 24 Fri, Jan 30 Fri, Apr 24 Last day for dropping a course(s) or Fri, Nov 14 Fri, Feb 20 Fri, May 15 13

14 withdraw from school with W grade(s) Registration for the next term Final examination Mon - Fri, Nov Mon - Fri, Feb 23 - Feb 27 Mon - Fri, May Mon - Fri, Mon - Fri, Mon - Fri, week Dec 8-12 Mar June 8 12 End of term Fri, Dec 12 Fri, Mar 20 Fri, June 12 Commencement Sat, June 13 Grades due from instructors (10:00 a.m.) Tue, Dec 16 Mon, Mar 23 Tue, June 16 Thanksgiving Day Thu - Sun, holiday Nov 26 Nov 30 Martin Luther King holiday Mon, Jan 19 Memorial Day holiday Mon, May 25 14

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16 RMHC STUDENT REPRESENTATIVE RESPONSIBILITIES (2 positions: 1 RMHC and 1 RCD) Why serve as a RMHC student representative? To enhance your leadership skills as a graduate student To allow opportunities in the development of new partnerships with professionals, both at WOU and from the rehabilitation community; a job search plus! To serve as an advocate, a voice, and a positive role model for all RMHC students To secure professional service experiences, that can be listed on your resume, therefore help to build your Rehabilitation and Mental Health Counseling resume To develop a deeper understanding of the mission, goals, objectives of the RMHC program To receive a 3-credit elective graduate course in Leadership You have the unique opportunity to serve as a representative for your RMHC student peers. If there are student and/or faculty conflicts/issues that arise, rather than participate in discussions about conflicts/issues with student peers, you are asked to direct students who are upset, to speak directly with the person (student or faculty) and/or set up an appointment to meet with their RMHC faculty advisory and/or RMHC program coordinator to discuss. Student peers may look up to you as a student representative to voice their concerns/complaints. Carefully listen and redirect student peers to the right referral to discuss their complaints. RC and RCD student representative responsibilities include the following: Attend the RMHC Program Advisory Meetings: generally held the 1 st Thursday in November and 1 st Thursday in May. Meeting time usually begins at 8 am and continues through mid afternoon. First year student representative: Serve as an observer at the Fall Advisory Council meeting and as a participant in the spring meeting. As a student representative participant, you will collect and provide 1 st year student input regarding their suggestions, concerns, ideas, etc. on the delivery of RMHC program services. Your report will be reviewed by a designated faculty advisor prior to the Advisory Council meetings. At the Spring term meeting, you will assist the RMHC program by taking meeting minutes, and sharing the minutes with RMHC program Administrative Assistant. After each Advisory Council meeting, you will meet with RMHC students to share information from the meeting attended. Coordinate the quarterly student fellowship potluck luncheons with a designated faculty that allows first and second year students to meet, share information, and provide support. The potluck luncheon meetings are held once a term, generally during the Monday of finals week. First year students will coordinate and host the quarterly potluck meetings Fall, Winter and Spring terms of their first year in RMHC program. Prepare three student newsletters: Fall 2014, Winter 2015, and Spring Student newsletters must be ready for distribution at the quarterly potluck luncheons. 16

17 Coordinate monthly RMHC lunch meeting presentations in collaboration with the designated RMHC faculty advisor. Assist with scheduling and inviting guest speakers to come to campus for the monthly presentations. Second year student representatives: Work with faculty to plan the fall RMHC Orientation for in-coming RC and RCD students, the week before your second fall term. You will need to meet with the RMHC program Coordinator in July before you leave for Summer break to plan this orientation. This event shall include an introduction to Deaf culture and communication, a tour of campus, how to use the WOU library, and include a panel discussion of campus staff addressing the most frequently asked questions as well as information for new students. Attend the fall term Advisory Council meeting as a participant and collect/report on 2 nd year peer student input regarding their suggestions, concerns, ideas, etc. on the delivery of RMHC program services. Your report will be reviewed by a designated faculty advisor prior to the Advisory Council meetings. You will assist the RMHC program by taking meeting minutes (Fall term meeting), and sharing the minutes with RMHC program Administrative Assistant. After the Advisory Council meeting, you will meet with your student peers to share information from the meeting. If interning out of the area spring term, student representatives will need to submit their report electronically to the designated faculty member at least one week prior to the Spring term Advisory Council Meeting. Work with the designated RMHC faculty advisor to plan and coordinate the graduation RMHC Hooding Ceremony, which typically takes place the Friday before WOU commencement. This project includes setting up the room reservation, refreshment selection and ordering, and helping with the development of the Hooding Ceremony program events. 1 st year Student representatives are selected early in Fall term. 17

18 CORE Standards for Rehabilitation Counselor Education Programs CORE is committed to adopting professional standards and an accreditation process that are developed through a valid and reliable examination of several data sources. The procedure for revision of CORE standards is outlined in the policy section of the CORE Accreditation Manual. To develop new and modify existing standards, CORE believes strongly in having empirical data as well as other objective information to justify professional standards. Due to the diversity of employment settings graduates select, the requirements that are established in the standards of professional accrediting organizations are sometimes challenging to write. The standards that CORE has adopted are minimal standards that CORE believes all accredited rehabilitation counseling programs must address for the professional preparation of graduates and the evaluation and administration of its programs. PROGRAM FACULTY AND STUDENTS ENROLLED IN ACCREDITED REHABILITATION COUNSELING PROGRAMS SHOULD REMEMBER THAT THE REQUIREMENTS FOR MANY COUNSELING POSITIONS AND ELIGIBILITY FOR SOME COUNSELING CREDENTIALS MAY BE MORE SPECIFIC THAN THOSE STATED IN CORE STANDARDS. ALL STUDENTS SHOULD BE AWARE OF INDIVIDUAL STATE REQUIREMENTS FOR POSITIONS THAT MAY SPECIFY LICENSURE OR EDUCATIONAL REQUIREMENTS DIFFERENT FROM CORE. An extensive body of empirically based knowledge domains have been identified through various research methods resulting in specific outcomes and expectations important to the academic preparation of rehabilitation counselors and the practice of rehabilitation counseling. These domains and outcomes serve as critical components of the standards that are established for the granting of CORE accreditation. The granting of program accreditation is dependent upon the applicant being in compliance with all applicable accreditation standards. Standards frequently include phrases like shall be or shall focus or shall access, etc. This means that all examples or lists which follow these phrases must be appropriately addressed before meeting a standard can be confirmed. Failure to comply with any applicable standard may result in the denial of accreditation or probation. Accreditation may also be granted with conditions. Failure to satisfy a condition of accreditation within the prescribed period of time may result in probation for a program or withdrawal of accreditation. In addition, accreditation decisions shall reflect recommendations to facilitate program improvement to obtain or maintain program accreditation. Since the CORE accreditation process emphasizes outcome oriented data, the response rates from survey respondent groups are very important in assessing the compliance with standards and the appropriateness of curricular experiences. It is expected that each group s response return rate be at least 50% for graduates and employers and be at least 90% for current second year students. There must be at least ten total graduates of the program by April 1 of the year in which a program applies for full accreditation or before the site visit of the program. If expected response rates are not attained, programs will be notified they are not in compliance with the requirement and programs will be given a condition in the final accreditation report. Programs will be expected to provide evidence they have obtained an acceptable response rate by the time specified in the condition in the final accreditation report. 18

19 Standards include the characteristics and outcomes that, by general consent, state a level of expectation against which programs can be compared. Standards shall not limit program creativity or prevent variability. Programs may adopt innovative procedures or experiences that address standards in a different manner. If a creative approach is utilized, an explanation and rationale of how the standards are met must be included so CORE may accept or reject the appropriateness of such an approach and determine the degree of compliance with the standards. Only the specific program accredited by CORE may be advertised as CORE-accredited in any publication or website. CORE does not accredit the method of delivery of the curriculum. Other programs similar in name or content, but not reviewed by CORE, must be publicized and/or listed in a manner that does not suggest CORE accreditation. Statements suggesting future intent of a program to apply for CORE accreditation are not allowed. SECTION A: Mission and Objectives A.1 There shall be written statements of the program s mission and objectives contained in institutional documents such as brochures, university and program websites, catalogues, intern manuals, graduate handbooks. A.2 The rehabilitation counselor education program shall address professional issues, community needs, and needs of people with disabilities consistent with the program s stated mission and objectives. A.3 The program s mission and objectives shall be available to program applicants, current students, and supervisors of clinical experiences, as well as be made available to direct service personnel in public, educational, and non-governmental organizations, faculty members in related areas, and institutional administration. A.4 The program faculty engages in actions that indicate respect for and understanding of cultural and individual diversity. Cultural and individual diversity refers to diversity with regard to personal and demographic characteristics and include, but are not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and social economic status. Respect for and understanding of cultural and individual diversity is reflected in the program s policies for the recruitment, retention, and development of faculty and students, and in its curriculum and field placements. The program has nondiscriminatory policies and operating conditions, and it avoids any actions that would restrict program access or completion on grounds that are irrelevant to success in graduate training or the profession. A.5 The program shall provide information routinely to the public on its performance, including, but not limited to, student enrollments, graduates, accreditation status, and student achievement consistent with policies of the institution, to foster continuing public awareness and confidence about academic quality. SECTION B: Program Evaluation 19

20 B.1 There shall be a written program evaluation plan that assesses and reviews the major elements and overall effectiveness of the RMHC program consistent with its stated mission and objectives. Program review timelines shall be consistent with university program evaluation timelines. If there are no University program evaluation timelines then the program evaluation will occur every four years. B.1.1 B.1.2 Self-evaluation (including evaluation of the effectiveness of the technology used if applicable); and External review (e.g., advisory committee, employers, program graduates). B.2 The program evaluation shall include the results of the most recent assessment which evaluate the RMHC programs: B.2.1 B.2.2 B.2.3 B.2.4 B.2.5 B.2.6 B.2.7 Mission and objectives; Content and design of the curriculum; Practicum and internship requirements and supervision; Graduate employment and professional credentialing; Efforts to recruit and retain students with an emphasis on diversity; Resources to carry out program mission (such as ongoing technical support, financial and other resources) and; Faculty strengths and experience. B.3 Results of this program evaluation shall be communicated to institution administrators and CORE as part of the Self Study Document. SECTION C: General Curriculum Requirements, Knowledge Domains, and Student Learning Outcomes A. Graduates awarded master s degrees shall have participated in graduate study having earned a minimum of 48 semester hours or 72 quarter hours. If the required curriculum for a Rehabilitation Counseling Evaluation Program does not include all the coursework required for counseling licensure in that state, that program shall either offer the additional coursework needed for licensure, or must identify reasonable options outside the program for students to take such courses. 20

21 B. If waiver provisions are used to meet the individual student requirements for graduation, the procedure and rationale for waiver shall be clearly documented and justified based on meeting the Section C Knowledge areas of the CORE standards. In no case may waiver provisions result in a program with less than 36 graduate semester or 54 quarter hours, or be used for Section D.2 of these Standards. C. Course or unit syllabi must be made available to students at the beginning of each new semester or quarter and include, at a minimum: Course/unit objectives; Content areas; Texts or required readings; How a course will be provided/delivered; If an on-line/distance education course, any additional expectations or expenses; Student evaluation criteria; and Information on the reasonable accommodation process at the institution. D. The program shall provide evidence of opportunities throughout the course of study for interactive and collaborative experiences with individuals with disabilities in a variety of roles and settings. E. The program shall demonstrate that it informs program applicants, students, and faculty about the availability of information on disability services and the reasonable accommodation process at the institution. F. Students participating in on-line/distance learning rehabilitation counseling programs shall meet the same admission and curriculum requirements, retention criteria, and graduation requirements as on-campus students. CORE CURRICULUM AREAS The required curriculum of graduate study shall provide for obtaining essential knowledge, skills, and attitudes necessary to function effectively as a professional rehabilitation counselor. Curriculum knowledge domains and outcome expectations are frequently interrelated and not mutually exclusive. In particular, three elements integral to curricula in rehabilitation counselor education are ethical behavior, diversity or individual differences, and critical thinking. These three elements should be infused throughout all courses of the curriculum and rehabilitation counseling programs should be able to provide evidence these components are addressed appropriately. Study units or courses shall include, but are not limited to, the following ten curriculum areas which shall include relevant knowledge domains and related student learning outcomes: C.1 PROFESSIONAL IDENTITY AND ETHICAL BEHAVIOR 21

22 Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: Knowledge domains: C.1.1 Rehabilitation counseling scope of practice C.1.1.a. C.1.1.b. Explain professional roles, purposes, and relationships of other human service and counseling/psychological providers. Articulate the principles of independence, inclusion, choice and self-determination, empowerment, access, and respect for individual differences. C.1.2 History, systems, and philosophy of rehabilitation C.1.2.a. C.1.2.b. C.1.2.c. Integrate into one s practice, the history and philosophy of rehabilitation, as well as the laws affecting individuals with disabilities. Describe, in general, the organizational structure of the rehabilitation, education, and healthcare systems, including public, private-for-profit, and not-for-profit service settings. Explain the role and values of independent living philosophy for individuals with a disability. C.1.3 Legislation related to people with disabilities C.1.3.a. Apply the principles of disability-related legislation, including the rights of people with disabilities, to the practice of rehabilitation counseling. C.1.4 Ethics C.1.4 a. Practice rehabilitation counseling in a legal and ethical manner, adhering to the Code of Professional Ethics and Scope of Practice for the profession. C.1.5 Professional credentialing, certification, licensure and accreditation C.1.5.a. Explain differences between certification, licensure, and accreditation. C.1.6 Informed consumer choice and consumer empowerment C.1.6.a. C.1.6.b. Integrate into practice an awareness of societal issues, trends, public policies, and developments, as they relate to rehabilitation. Articulate the value of consumer empowerment, choice, and personal responsibility in the rehabilitation process. 22

23 C.1.7 Public policies, attitudinal barriers, and accessibility C.1.7.a. Assist employers to identify, modify, or eliminate architectural, procedural, and/or attitudinal barriers. C.1.8 Advocacy C.1.8.a. Educate the public and individuals with a disability regarding the role of advocacy and rights of people with disabilities under federal and state law. C.2 PSYCHOSOCIAL ASPECTS OF DISABILITY AND CULTURAL DIVERSITY Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: Knowledge domains: C.2.1 Sociological dynamics related to self-advocacy, environmental influences, and attitude formation C.2.1.a. C.2.1.b. Identify and articulate an understanding of the social, economic, and environmental forces that may present barriers to a consumer s rehabilitation. Identify strategies to reduce attitudinal barriers affecting people with disabilities. C.2.2 Psychological dynamics related to self-identity, growth, and adjustment C.2.2.a. C.2.2.b. C.2.2.c. Identify strategies for self-awareness and self-development that will promote coping and adjustment to disability. Identify and demonstrate an understanding of stereotypical views toward individuals with a disability and the negative effects of these views on successful completion of the rehabilitation outcomes. Explain adjustment stages and developmental issues that influence adjustment to disability. C.2.3 Implications of cultural and individual diversity including cultural, disability, gender, sexual orientation, and aging issues C.2.3.a. Provide rehabilitation counseling services in a manner that reflects an understanding of psychosocial influences, cultural beliefs and values, and diversity issues that may affect the rehabilitation process. 23

24 C.2.3.b. C.2.3.c. Identify the influences of cultural, gender, sexual orientation, aging, and disability differences and integrate this knowledge into practice. Articulate an understanding of the role of ethnic/racial and other diversity characteristics such as spirituality and religion, and socio-economic status in groups, family, and society. C.3 HUMAN GROWTH AND DEVELOPMENT Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: Knowledge domains: C.3.1 Human growth and development across the life span C.3.1.a. C.3.1.b. Articulate a working knowledge of human development and the needs of individuals with disabilities across the life span. Describe and implement approaches that enhance personal development, decisionmaking abilities, personal responsibility, and quality of life of individuals with a disability. C.3.2 Individual and family response to disability C.3.2.a. C.3.2.b. C.3.2.c. Assist the development of transition strategies to successfully complete the rehabilitation process. Recognize the influence of family as individuals with disabilities grow and learn. Demonstrate counselor sensitivity to stressors and the role of positive attitudes in responding to coping barriers and challenges. C.3.3 Theories of personality development C.3.3.a. C.3.3.b. Describe and explain established theories of personality development. Identify developmental concepts and processes related to personality development and apply them to rehabilitation counseling practice. C.3.4 Human sexuality and disability C.3.4.a. C.3.4.b. Identify impact that different disabilities can have on human sexuality. Discuss sexuality issues with individuals with a disability as part of the rehabilitation process. C.3.5 Learning styles and strategies 24

25 C.3.5.a. Develop rehabilitation plans that address individual learning styles and strengths of individuals with a disability. C.4 EMPLOYMENT AND CAREER DEVELOPMENT Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: Knowledge domains: C.4.1 Disability benefits systems including workers compensation, long-term disability, and social security. C.4.1.a. C.4.1.b. Demonstrate understanding of various public and private disability benefits systems and the influence on rehabilitation, independent living, and employment. Explain the requirements of benefits available to people with disabilities through systems such as workers compensation, long-term disability insurance, and social security. C.4.2 Job analysis, transferable skills analysis, work site modification and restructuring C.4.2.a. C.4.2.b. C.4.2.c Utilize job and task analyses methodology to determine essential functions of jobs for employment planning and placement, worksite modifications, or job restructuring. Apply the techniques of job modification/restructuring and the use of assistive devices to facilitate placement of people with disabilities. Apply transferable skills analysis methodology to identify alternative vocational and occupational options given the work history and residual functional capacities of individuals with a disability. C.4.3 Career counseling, career exploration, and vocational planning C.4.3.a. C.4.3.b. C.4.3.c. Provide career counseling utilizing appropriate approaches and techniques. Utilize career/occupational materials to assist the individual with a disability in vocational planning. Facilitate involvement in vocational planning and career exploration. C.4.4 Job readiness development C.4.4.a. Assess an individual s (who lives with disability) readiness for gainful employment and assist individuals with a disability in increasing this readiness. C.4.5 Employer consultation and disability prevention 25

26 C.4.5.a. C.4.5.b. Provide prospective employers with appropriate consultation information to facilitate prevention of disability in the workplace and minimize risk factors for employees and employers. Consult with employers regarding accessibility and issues related to ADA compliance. C.4.6 Workplace culture and environment C.4.6.a. Describe employer practices that affect the employment or return to work of individuals with disabilities and utilize that understanding to facilitate successful employment. C.4.7 Work conditioning/work hardening C.4.7.a. Identify work conditioning or work hardening strategies and resources as part of the rehabilitation process. C.4.8 Vocational consultation and job placement strategies C.4.8.a. C.4.8.b. C.4.8.c. Conduct and utilize labor market analyses and apply labor market information to the needs of individuals with a disability. Identify transferable skills by analyzing the consumer s work history and functional assets and limitations and utilize these skills to achieve successful job placement. Utilize appropriate job placement strategies (client-centered, place then train, etc.) to facilitate employment of people with disabilities. C.4.9 Career development theories C.4.9.a. Apply career development theories as they relate to an individual with a disability. C4.10 Supported employment, job coaching, and natural supports C.4.10.a. Effectively use employment supports to enhance successful employment. C.4.10.b. Assist individuals with a disability with developing skills and strategies on the job. C.4.11 Assistive technology C.4.11.a. Identify and describe assistive technology resources available to individuals with a disability for independent living and employment. C.5 COUNSELING APPROACHES AND PRINCIPLES Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: 26

27 Knowledge domains: C.5.1 Individual counseling and personality theory C.5.1.a. C.5.1.b. Communicate a basic understanding of established counseling theories and their relationship to personality theory. Articulate a personal philosophy of rehabilitation counseling based on an established counseling theory. C.5.2 Mental health counseling C.5.2.a. C.5.2.b. C.5.2.c. Recognize individuals with a disability who demonstrate psychological or mental health related problems and make appropriate referrals. Analyze diagnostic and assessment information (e.g., vocational and educational tests, records and psychological and medical data) and communicate this information to the consumer. Explain and utilize standard diagnostic classification systems for mental health conditions within the limits of the role and responsibilities of the rehabilitation counselor. C.5.3 Counseling skills and techniques development C.5.3.a. C.5.3.b. C.5.3.c. C.5.3.d. Develop and maintain confidential counseling relationships with individuals with a disability using established skills and techniques. Establish, in collaboration with the consumer, individual counseling goals and objectives. Apply basic counseling and interviewing skills. Employ consultation skills with and on behalf of the consumer. C.5.4 Gender issues in counseling C.5.4.a. C 5.4.b. Counsel individuals with a disability who face lifestyle choices that may involve gender or multicultural issues. Identify gender differences that can affect the rehabilitation counseling and planning processes. C.5.5 Conflict resolution and negotiation strategies 27

28 C.5.5.a. Assist individuals with a disability in developing skills needed to effectively respond to conflict and negotiation in support of their interests. C.5.6 Individual, group, and family crisis response C.5.6.a. Recognize and communicate a basic understanding of how to assess individuals, groups, and families who exhibit suicide ideation, psychological and/or emotional crisis. C.5.7 Termination of counseling relationships C.5.7.a. C.5.7.b. Facilitate counseling relationships with individuals with a disability in a manner that is constructive to their independence. Develop a plan of action in collaboration with the consumer for strategies and actions anticipating the termination of the counseling process. C.5.8 Individual empowerment and rights C.5.8.a. Promote ethical decision-making and personal responsibility that is consistent with an individual s culture, values and beliefs. C.5.9 Boundaries of confidentiality C.5.9.a. C.5.9.b. Explain the legal limits of confidentiality for rehabilitation counselors for the state in which they practice counseling. Identify established rehabilitation counseling ethical standards for confidentiality and apply them to actual case situations. C.5.10 Ethics in the counseling relationship C.5.10.a. Explain the practical implications of the CRCC Code of Ethics as part of the rehabilitation counseling process. C.5.10.b. Confirm competency in applying an established ethical decision-making process to rehabilitation counseling case situations. C.5.11 Counselor Supervision C.5.11.a. Explain the purpose, roles, and need for counselor supervision in order to enhance the professional development, clinical accountability, and gate-keeping function for the welfare of individuals with a disability. C.6 GROUP WORK AND FAMILY DYNAMICS 28

29 Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: Knowledge domains: C.6.1 Group Dynamics and Counseling Theory C.6.1.a. Apply theories and principles of group counseling when working with persons with disabilities. C.6.2 Group leadership styles and techniques C.6.2.a. Demonstrate effective group leadership skills. C.6.3 Family dynamics and counseling theory C.6.3.a. Apply an understanding of family systems and the impact of the family on the rehabilitation process. C.6.4 Family support interventions C.6.4.a. C.6.4.b. Use counseling techniques to support the individual s family/significant others, including advocates. Facilitate the group process with individual s family/significant others, including advocates to support the rehabilitation goals. C.6.5 Ethical and legal issues impacting individuals and families C.6.5.a. C.6.5.b. Apply ethical and legal issues to the group counseling process and work with families. Know the ethical implications of work in group settings with racial/ethnic, cultural, and other diversity characteristics/issues when working with people with disabilities. C.7 ASSESSMENT Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: Knowledge domains: C.7.1 Role of assessment C.7.1.a. C.7.1.b. Explain purpose of assessment in rehabilitation process. Use assessment information to determine eligibility and to develop plans for services. 29

30 C.7.2 Assessment resources and methods C.7.2.a. C.7.2.b. C.7.2.c. Identify assessment resources and methods appropriate to meet the needs of individuals with a disability. Describe resources to assist rehabilitation counselors in identifying appropriate test instruments and other assessment methods. Describe computer-based assessments for rehabilitation and employment planning. C.7.3 Individual involvement in assessment planning C.7.3.a. C.7.3.b. C.7.3.c. Facilitate individual involvement in evaluating the feasibility of rehabilitation or independent living objectives and planning. Utilize assessment as an ongoing process in establishing individual rapport, rehabilitation service planning, objectives and goals. Evaluate the individual s capabilities to engage in informed choice and to make decisions. C.7.4 Measurement and statistical concepts C.7.4.a. C.7.4.b. Describe basic measurement concepts and associated statistical terms. Comprehend the validity, reliability, and appropriateness of assessment instruments. C.7.5 Selecting and administering the appropriate assessment methods C.7.5.a. C.7.5.b. Explain differences in assessment methods and testing instruments (i.e., aptitude, intelligence, interest, achievement, vocational evaluation, situational assessment). Apply assessment methods to evaluate a consumer's vocational, independent living and transferable skills. C.7.6 Ethical, legal, and cultural implications in assessment C.7.6.a. C.7.6.b. C.7.6.c. Know the legal, ethical, and cultural implications of assessment for rehabilitation services. Consider cultural influences when planning assessment. Analyze implications of testing norms related to the culture of an individual. C.8 RESEARCH AND PROGRAM EVALUATION Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: 30

31 Knowledge domains: C.8.1 Basic statistics and psychometric concepts C.8.1.a. Understand research methodology and relevant statistics. C.8.2 Basic research methods C.8.2.a. C.8.2.b. Interpret quantitative and qualitative research articles in rehabilitation and related fields. Apply research literature to practice (e.g., to choose appropriate interventions, to plan assessments). C.8.3 Effectiveness of rehabilitation counseling services. C.8.3.a. C.8.3.b. Develop and implement meaningful program evaluation. Provide a rationale for the importance of research activities and the improvement of rehabilitation services. C.8.4 Ethical, legal, and cultural issues related to research and program evaluation. C.8.4.a. Apply knowledge of ethical, legal, and cultural issues in research and evaluation to rehabilitation counseling practice. C.9 MEDICAL, FUNCTIONAL, AND ENVIRONMENTAL ASPECTS OF DISABILITY Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: Knowledge domains: C.9.1 The human body system C.9.1.a. Explain basic medical aspects related to human body system and disabilities. C.9.2 Medical terminology and diagnosis C.9.2.a. Demonstrate an understanding of fundamental medical terminology. C.9.3 C.9.2.b. Demonstrate an understanding of the diagnostic process used by medical and other health professions. Physical, psychiatric, cognitive, sensory and developmental disabilities 31

32 C.9.3.a. C.9.3.b. C.9.3.c. C.9.3.d. Utilize existing or acquired information about the existence, onset, severity, progression, and expected duration of an individual s disability. Articulate the functional limitations of disabilities. Apply working knowledge of the impact of disability on the individual, the family, and the environment. Explain the implications of co-occurring disabilities. C.9.4 Assistive technology C.9.4.a. Determine the need for assistive technology and the appropriate intervention resources. C.9.4.b. Support the evaluation of assistive technology needs as they relate to rehabilitation services. C.9.5 Environmental implications for disability C.9.5.a. Evaluate the influences and implications of the environment on disability. C.9.6 Classification and evaluation of function C.9.6.a. Demonstrate familiarity with the use of functional classification such as the International Classification of Function. C.9.6.b. Consult with medical/health professionals regarding prognosis, prevention and wellness strategies for individuals with a disability C.10 REHABILITATION SERVICES, CASE MANAGEMENT, AND RELATED SERVICES Each knowledge domain is followed by Student Learning Outcomes (SLOs). Each SLO is prefaced by the phrase: As demonstrated by the ability to: Knowledge domains: C.10.1 Vocational rehabilitation C.10.1.a. Describe the systems used to provide vocational rehabilitation services to people with disabilities including the state/federal vocational rehabilitation program in the United States, private rehabilitation, and community-based rehabilitation programs. C.10.1.b. Identify and plan for the provision of vocational rehabilitation services with individuals with a disability. C.10.1.c. Provide information to prospective employers about the benefits of hiring people with disabilities. 32

33 C.10.2 Case and caseload management C.10.2.a. Evaluate the need for and utilize case and caseload management services. C.10.2.b. Apply principles of caseload management, including case recording and documentation. C.10.2.c. Identify rehabilitation case management strategies that are evidence-based. C.10.2.d. Establish follow-up and/or follow-along procedures to maximize an individual s independent functioning through the provision of post-employment services C.10.3 Independent living C.10.3.a. Identify and plan for the provision of independent living service alternatives with individuals with a disability. C.10.4 School to work transition services C.10.4.a. Develop knowledge of transition services that facilitate an individual s movement from school to work. C.10.5 Disability management C.10.5.a. Describe employer-based disability management concepts, programs, and practices. C.10.6 Forensic rehabilitation and vocational expert practices C.10.6.a. Describe the purpose of forensic rehabilitation, vocational expert practice, and the reasons for referral of individuals for services. C.10.7 Substance abuse treatment and rehabilitation C.10.7.a. Describe different recovery models that apply to substance abuse treatment and rehabilitation. C.10.7.b. Identify and recommend treatment options that facilitate recovery and successful rehabilitation outcomes. C.10.8 Psychiatric rehabilitation C.10.8.a. Identify and recommend treatment options that facilitate recovery and successful rehabilitation outcomes. C.10.9 Wellness and illness prevention concepts 33

34 C.10.9.a. Promote constructive lifestyle choices that support positive health and prevents illness or disability. C Community Resources C a. Work with community agencies to advocate for the integration and inclusion of individuals with disabilities within the community. C b. Identify the benefits of rehabilitation services to potential individuals with a disability, employers, and the general public. C Community-based rehabilitation and service coordination C a. Assist individuals with a disability to access and utilize services available in the community. C b. Collaborate with advocates and other service providers involved with the individual and/or the family. C Life care planning C a. Describe the purposes of life-care planning and utilize life-care planning services as appropriate. C Insurance programs and social security C a. Demonstrate knowledge of disability insurance options and social security programs. C b. Explain the functions of workers compensation, disability benefits systems, and disability management systems. C Programs for specialty populations C a. Describe programs of services for specialty populations including but not limited to: spinal cord injury, traumatic brain injury intellectual disabilities sensory disability, correctional and veterans. C Current technology and rehabilitation counseling C a. Explain and plan for the appropriate use of assistive technology including computerrelated resources. C b. Utilize internet and other technology to assist in the effective delivery of services. C c. Assist individuals with a disability in developing strategies to request appropriate accommodation. C d. Assess individual needs for rehabilitation engineering services. 34

35 35

36 SECTION D: Clinical Experience D.1 Students shall have a minimum of 100 hours of supervised rehabilitation counseling Practicum experience with at least 40 hours of direct service to people with disabilities (not role-playing clients). Practicum students shall have experiences that increase their awareness and understanding of the differences in values, beliefs, and behaviors of individuals who are different from themselves. D.1.1 D.1.2 D.1.3 D.1.4 D.1.5 D.1.6 D.1.7 D.1.8 The practicum shall include instructional experiences (audio-video tapes and individual and group interaction) dealing with rehabilitation counseling concerns, and clinical experiences (on or off-campus) that facilitate the development of basic rehabilitation counseling skills. During the practicum, students will conduct interviews that will be reviewed by a supervisor. If practicum experiences are provided off-campus, there will be direct and periodic communication throughout the semester between the site supervisor and the faculty (e.g., site visits, conference calls, video-conferencing, electronic communication). Practicum activities shall be documented in logs, progress reviews, and summaries. The program faculty member responsible for practicum supervision must be a CRC. Written expectations, procedures, and policies for practicum will be distributed to students and supervisors. This will include the policy that the practicum is a prerequisite to the supervised rehabilitation counseling clinical internship experience. Practicum experiences shall include an average of one (1) hour per week of individual and 1½ hours per week of group (with no more than ten students/group) supervision by a program faculty member or qualified individual working in cooperation with a program faculty member. When using distance education modalities, practicum supervision may be provided using a variety of methods such as video conferencing, teleconferencing, real time video contact, or others, as appropriate. In states that have specific practicum supervision requirements for counselor licensure, the program shall make the required supervision experiences consistent with the licensure requirements available to those students desiring to qualify for licensure. There shall be a written progress review of the performance/counseling skills of all students enrolled in a practicum. There shall be a written procedure for responding to students who do not demonstrate satisfactory practicum knowledge or clinical skills. The individual supervision of five students shall be considered to be equivalent to the teaching of one course. 36

37 D.2 Students shall have supervised rehabilitation counseling internship activities that include a minimum of 600 hours of applied experience in an agency/program, with at least 240 hours of direct service to individuals with disabilities. D.2.1 The internship activities shall include the following: D.2.1.a. Orientation to program components, policies and procedures, introduction to staff and their role and function, identification of the expectations for interns, confidentiality and due process procedures, risk assessment, and the Code of Professional Ethics for Rehabilitation Counselors; D.2.1.b. Observation of all aspects of the delivery of rehabilitation counseling services, as practiced by the agency or organization, including diverse populations; D.2.1.c. Work assignments, performing the tasks required of an employed rehabilitation counselor at the agency or organization; and D.2.1.d. Reporting, including all required academic reports as well as logs, weekly progress reviews, and summaries of activities. D.2.2 D.2.3 D.2.4 D.2.5 D.2.6 Written expectations, procedures, and policies for the internship activities shall be contained in a manual or other appropriate document(s) and distributed to students and supervisors. For the internship, an on-site supervisor must be assigned to provide weekly supervision throughout the internship experience. The internship shall include an evaluation of student performance, including selfevaluation by the student, the field site supervisor, and the faculty supervisor. The RMHC Program shall use internship experience sites that provide rehabilitation counseling services to individuals with disabilities appropriate to the mission of the program. Internship students shall have experiences that increase their awareness and understanding of differences in values, beliefs and behaviors of persons who are different from themselves. Internship shall promote cultural competence, foster personal growth, and assist students in recognizing the myriad of counseling approaches and rehabilitation issues that affect service delivery. D.3 Internship experiences shall include an average of one (1) hour per week of individual or 1½ hours per week of group (with no more than ten students/group) supervision by a program faculty member who is a CRC or qualified individual working in cooperation with a program faculty member who is a CRC. D.3.1 When using distance education modalities, supervision may be provided using a variety of methods such as video conferencing, teleconferencing, real time video contact, or others as appropriate. 37

38 D.3.2 D.3.3 D.3.4 D.3.5 In states that have specific supervision requirements for counselor licensure, the program shall make the required supervision experiences consistent with the state licensure requirements and available to those students desiring to qualify for licensure. There shall be a progress review of all students enrolled in an internship. There shall be a written procedure for responding to students who do not demonstrate satisfactory internship knowledge or clinical skills. The individual supervision of five students shall be considered equivalent to the teaching of one course due to the intensive, one-on-one instruction and the ongoing evaluation necessary in internship. SECTION E: Administration and Faculty E.1 Program faculty shall recruit, admit, assist, and retain students consistent with its mission and the general needs of the rehabilitation field. The program shall have: E.1.1 E.1.2 Written recruitment and retention policies, procedures, and materials; Admission requirements that is consistent with the general standards in other master s level programs in the institution. Admission criteria for the RMHC Program shall include, but not be limited to: E.1.2.a. Academic performance and potential; E.1.2.b. Career goals; E.1.3 E.1.4 E.1.5 Information for students about financial assistance options available within the university, including options for financially disadvantaged students; Diversity of student body to include students with disabilities and students of different ethnic/racial background or evidence of efforts to recruit students with disabilities and students from different racial/ethnic background; and Written transfer policy regarding graduate credit from other programs exists. E.2 The program shall have procedures for communication between students and faculty. Such procedures and communication shall include: E.2.1 E.2.2 Program requirements for students; Information on availability of accessible technologies used in the program, expected technical competence of students, the program s curriculum design and timeframe in which courses are offered, the array of student services available from the institution, 38

39 the learning expectations in the technology-based environment, and estimated time for program completion; E.2.3 E.2.4 Assessment of academic progress including personal development, attitudes, writing/communication skills, and the importance of and expectations of ethical behavior. Students demonstrating difficulty or behavior inconsistent with success shall be provided appropriate options for transition from the RMHC program; and Student feedback about the program occurs. E.3 The program shall provide ongoing learning opportunities to introduce the RMHC student to the rehabilitation counseling profession. Introduction to the rehabilitation counseling profession is provided by: E.3.1 E.3.2 Encouraging and supporting involvement with student chapters, conference attendance, and access to publications from rehabilitation counseling organizations and other relevant professional associations; and There are opportunities for students to have exposure and interaction with leaders and workers in the profession, consumer and advocacy groups, and other helping professionals. E.4 The RMHC Program Coordinator shall have the qualifications necessary to carry out the responsibilities of the position. Such qualifications shall include: E.4.1 E.4.2 E.4.3 E.4.4 Full-time faculty appointment with an earned doctorate in rehabilitation counseling or related area and in a tenure-earning line where tenure is applicable; An earned doctorate in rehabilitation counseling or related field and experience in rehabilitation counseling; Professional commitment to rehabilitation counseling and education; and Certification by the Commission on Rehabilitation Counselor Certification. E.5 The qualifications of the full-time and part-time RMHC Program faculty shall be appropriate to the program s objectives and to rehabilitation counseling in general. Qualifications of full-time program faculty shall include: E.5.1 E.5.2 E.5.3 Doctoral degree in rehabilitation counseling or related fields. Master s degree can be acceptable if the skill set is unique or if the person is engaged in doctoral education; Experience in rehabilitation counseling; Professional and scholarly activities; and 39

40 E.5.4 Current certification as a Certified Rehabilitation Counselor (CRC) or evidence of a timetable to obtain the CRC. E.6 The faculty composition and responsibilities shall support the needs and objectives of the RMHC Program including: E.6.1 E.6.2 Academic rank and tenure; and Qualified faculty or resource persons who are strong advocates representing individuals with disabilities, minority groups, and/or women. E.7 The ratio of full-time equivalent (FTE) students to (FTE) faculty should be no greater than 10:1. Programs shall provide evidence of the institution s criteria/definition that is used for the calculation of FTE for students and faculty in the Self Study Document. For those programs not meeting this ratio, documentation shall be presented assuring that there is quality of educational outcomes and that student needs are met. E.8 The student headcount-to-advisor ratio should be no greater than 20:1 for advising related to rehabilitation counseling as a career, course content, etc. Programs may use other appropriate personnel for advising related to course sequence and availability. For those programs not meeting this ratio, documentation shall be presented assuring appropriate student advising. E.9 The institution has policies pertaining to workload, compensation, and ownership of intellectual property, such as distance education materials. E.10 All program faculty members are expected to demonstrate respect and practice integrity in their professional relationships with students similar to that which they require of their students who pursue certification as rehabilitation counselors. Programs shall communicate to students a mechanism for providing confidential feedback about faculty conduct. SECTION F: Program Support and Resources F.1 The RMHC Program shall be recognized and supported as an identified and functioning entity in the institution. This is accomplished by supporting the following: F.1.1 F.1.2 F.1.3 Representation on appropriate university committees; Financial support adequate to accomplish the RMHC Program s objectives and ensure its stability and continuity; and Assignment of proper fiscal and program authority, within university policy and procedures, to the RMHC Program Coordinator and faculty in the: F.1.3.a. Discretionary use of funds; F.1.3.b. Administration of grant and/or extramural funds if applicable; 40

41 F.1.3.c. Recommendations for utilization of adjunct and part-time faculty; and F.1.3.d. Curriculum content. F.2 The program shall have reasonable access to resources, accessible facilities, and technology necessary for effective implementation of the program, including the following: F.2.1 F.2.2 F.2.3 F.2.4 F.2.5 F.2.6 F.2.7 Adequate support staff, office space for support staff, office equipment, and records/data processing; Accessible instructional classrooms, student and research facilities, faculty office space with sufficient privacy for confidentiality; Access to accessible individual counseling rooms with assured privacy and provisions for audio and videotape recording and feedback; Resources for faculty to participate in activities, (e.g., attend professional meetings, participate in professional development and continuing education activities, and visit student internship sites); Adequate funding, support, space, equipment, and resources to deliver and maintain a distance learning program, if applicable; Facilities to house and make available, in alternate format, RMHC materials, instructional media, occupational information materials, testing materials, microcomputer equipment, and other appropriate equipment, including audiotape, videotape, and instructional resources; and Equitable access to resources, accessible facilities, graduate assistants, and technology necessary for effective implementation of the program. F.3 The program shall be in compliance with state and federal laws, and meet national website accessibility standards. Where barriers are present, the institution shall have a plan and timeline for their remediation. F.4 The program assures that university services are routinely available and are adequate from the standpoint of the student. These services may include: library, bookstore, technical, administrative, orientation, advising, counseling, or tutoring. 41

42 Student s Name Term: (circle) Fall Winter Spring Summer Year 2014 Assessment of Professional Qualities of Graduate Students Rehabilitation and Mental Health Counseling Program Western Oregon University This form will be used to evaluate the professionalism graduate students display during class and program activities. It will be used to document professional progress, strengths, and address any areas of concern Not Applicable Serious Concerns Needs Improvement Emerging Satisfactory Advanced NA SC I E S A Not applicable to the setting or not applicable at this time. The student displays behaviors contrary to those expected for this disposition. Occasionally but not consistently, the student displays the desired behaviors. The student is at an emergent level; the behaviors are observed more frequently. The student consistently displays the desired behaviors. Student displays an advanced level of performance. Rating 1. Collaboration and Communication: Students work effectively with peers, instructors, and rehabilitation professionals to achieve a common goal. 1.1 Interacts constructively with peers/colleagues: Shows consideration and communicates professionalism toward peers/colleagues Establishes good rapport with peers/colleagues Works cooperatively in peer group projects Solicits suggestions and feedback from peers/colleagues Actively listens and responds to peers/colleagues 1.2 Interacts constructively with faculty: Shows consideration and communicates professionalism toward faculty Establishes good rapport with faculty Demonstrates flexibility in working with faculty Solicits suggestions and feedback from faculty Actively listens and responds to faculty Maintains communication when questions or concerns arise 2. Commitment to the Rehabilitation Counseling Profession: Students conduct themselves in a manner befitting an ethical and honest rehabilitation counselor in learning, research, and clinical practice. Upholds all relevant WOU, RMHC, and community agency program policies Demonstrates behavior that shows adherence to the CRCC Code of Professional Ethics ( Reflects upon and evaluates effectiveness as a counselor-in-training, and seeks to improve skills Regularly re-assesses his/her commitment to RC/RCD profession Exhibits energy, drive, and determination to become a professional rehabilitation counselor 3. Respect: Students honor, value, and demonstrate consideration and regard for oneself and for others. Recognizes a range of valid viewpoints, including divergent cultural views Presents self in a (professional) respectful manner (e.g., appropriate dress, communication, and behavior) Communicates and behaves in a respectful manner that is sensitive to linguistic and cultural differences Recognizes and respects the varied rehabilitation needs of others who are Deaf and/or have disabilities Elicits trust and respect from peers/colleagues, instructors, rehabilitation professionals, and clients 4. Commitment to Academic Excellence: Students value learning for self and for peers in the pursuit, development, and application of rehabilitation counseling practice. Devotes sufficient amount of time and energy towards achieving their advanced degree Commits to making graduate studies a priority Class participation and team in the classroom Communicates verbally/visually and in writing with professors and advisors in a timely manner Values ongoing assessment as essential to the instructional process 42

43 Demonstrates commitment with completing class-related activities and following requested timeline In completing course and field experience assignments, produces original work, credits sources when appropriate, and uses APA format when required 5. Emotional Maturity: Students demonstrate situation appropriate behavior. 5.1 Demonstrates self-confidence, self determination, and efficacy Has awareness of strengths and weaknesses Appropriately advocates for self when accommodations are needed Demonstrates self-confidence through body language, voice tone/sign inflection, eye contact, and preparedness 5.2 Is dependable, conscientious, and punctual with program requirements Consistently arrives early or on-time Completes assigned tasks and program requirements in a timely manner 5.3 Models the social skills, character traits, and dispositions desired in rehabilitation counseling students Establishes caring and mutually respectful relationships with peers, instructors and supervisors 5.4. Students act independently and demonstrate accountability, reliability, and sound judgment Has obtained and read the RMHC Graduate Student Handbook Adheres to policies and procedures defined in the RMHC Program and WOU Graduate Office (*) Any counselor-in-training that receives an average score in any section below S rating will need a plan for success attached to this form with a clear plan as to how improvements will be made in the area(s) of concern. Progress with goals is expected to be completed as rapidly as possible. Counselors-in-training can be refused internship placements based on poor academic performance, attitudes, or behaviors identified as problematic. COMMENTS Regarding Completed Assessment: (student will initial each comment below): Signature of the Student Who Has Read This Form: Signature acknowledges only that the student has had an opportunity to review this report with RMHC faculty/advisor; it does not imply concurrence with the information reported. Signature of Student Date RMHC faculty Signature of RMHC advisor Date RMHC faculty Cc: Student Check here if a Plan for Success has been attached RMHC Faculty Advisor (files original copy) 43

44 44

45 CODE OF PROFESSIONAL ETHICS FOR REHABILITATION COUNSELORS Adopted in June 2009 by the Commission on Rehabilitation Counselor Certification for its Certified Rehabilitation Counselors. This Code is effective as of January 1, Developed and Administered by the Commission on Rehabilitation Counselor Certification (CRCC ) 1699 East Woodfield Road, Suite 300 Schaumburg, Illinois (847) Revised March 9,

46 TABLE OF CONTENTS PREAMBLE 49 ENFORCEABLE STANDARDS OF ETHICAL PRACTICE 51 SECTION A: THE COUNSELING RELATIONSHIP 51 A.1. Welfare of Those Served by Rehabilitation Counselors 51 A.2. Respecting Diversity 51 A.3. Client Rights in the Counseling Relationship 51 A.4. Avoiding Harm and Avoiding Value Imposition 52 A.5. Roles and Relationships with Clients 52 A.6. Multiple Clients 54 A.7. Group Work 54 A.8. Termination and Referral 54 A.9. End-of-Life Care for Terminally Ill Clients 54 SECTION B: CONFIDENTIALITY, PRIVILEGED COMMUNICATION, AND PRIVACY 55 B.1. Respecting Client Rights 55 B.2. Exceptions 55 B.3. Information Shared with Others 56 B.4. Groups and Families 56 B.5. Responsibilities to Minors or Clients Lacking Capacity to Consent 56 B.6. Records 57 B.7. Consultation 58 SECTION C: ADVOCACY AND ACCESSIBILITY 58 C.1. Advocacy C.2. Accessibility 59 SECTION D: PROFESSIONAL RESPONSIBILITY 59 D.1. Professional Competence 59 D.2. Cultural Competence/Diversity 60 D.3. Functional Competence 60 D.4. Professional Credentials 60 D.5. Responsibility to the Public and Other Professionals 60 D.6. Scientific Bases for Interventions 61 SECTION E: RELATIONSHIPS WITH OTHER PROFESSIONALS 61 E.1. Relationships with Colleagues, Employers, and Employees 61 46

47 E.2. Consultation 62 E.3. Agency and Team Relationships 62 SECTION F: FORENSIC AND INDIRECT SERVICES 63 F. 1. Client or Evaluee Rights 63 F.2. Rehabilitation Counselor Forensic Competency and Conduct 64 F.3. Forensic Practices 65 F.4. Forensic Business Practices 65 SECTION G: EVALUATION, ASSESSMENT, AND INTERPRETATION 65 G.1. Informed Consent 65 G.2. Release of Information to Competent Professionals 66 G.3. Proper Diagnosis of Mental Disorders 66 G.4. Competence to Use and Interpret Tests 66 G.5. Test Selection 67 G.6 Conditions of Test Administration 67 G.7. Test Scoring and Interpretation 67 G.8. Assessment Considerations 68 SECTION H: TEACHING, SUPERVISION, AND TRAINING 68 H.1. Rehabilitation Counselor Supervision and Client Welfare 68 H.2. Rehabilitation Counselor Supervision Competence 68 H.3. Roles and Relationships with Supervisees or Trainees 68 H.4. Rehabilitation Counselor Supervisor Responsibilities 69 H.5. Rehabilitation Counselor Supervisor Evaluation, Remediation, and Endorsement 70 H.6. Responsibilities of Rehabilitation Counselor Educators 71 H.7. Student Welfare 72 H.8. Cultural Diversity Competence in Rehabilitation Counselor Education Programs and Training Programs 72 SECTION I: RESEARCH AND PUBLICATION 72 I.1. Research Responsibilities 72 I.2. Informed Consent and Disclosure 73 I.3. Reporting Results 74 I.4. Publications and Presentations 74 I.5. Confidentiality 75 47

48 SECTION J: TECHNOLOGY AND DISTANCE COUNSELING 76 J.1. Behavior and Identification 76 J.2. Accessibility 76 J.3. Confidentiality, Informed Consent, and Security 76 J.4. Technology-Assisted Assessment 77 J.5 Consultation Groups 77 J.6. Records, Data Storage, and Disposal 77 J.7. Legal 77 J.8. Advertising 78 J.9. Research and Publication 78 J.10. Rehabilitation Counselor Unavailability 78 J.11. Distance Counseling Credential Disclosure 78 J.12. Distance Counseling Relationships 78 J.13. Distance Counseling Security and Business Practices 79 J.14. Distance Group Counseling 79 J.15. Teaching, Supervision, and Training at a Distance 79 SECTION K: BUSINESS PRACTICES 79 K.1. Advertising and Soliciting Clients 79 K.2. Client Records 80 K.3. Fees, Bartering, and Billing 80 K.4. Termination 81 SECTION L: RESOLVING ETHICAL ISSUES 81 L.1. Knowledge of CRCC Standards 81 L.2. Application of Standards 81 L.3. Suspected Violations 81 L.4. Cooperation with Ethics Committees 82 L.5. Unfair Discrimination Against Complainants and Respondents 82 GLOSSARY OF TERMS 85 48

49 PREAMBLE Rehabilitation counselors provide services within the Scope of Practice for Rehabilitation Counseling. They demonstrate beliefs, attitudes, knowledge, and skills, to provide competent counseling services and to work collaboratively with diverse groups of individuals, including clients, as well as with programs, institutions, employers, and service delivery systems and provide both direct (e.g., counseling) and indirect (e.g., case review, feasibility evaluation) services. Regardless of the specific tasks, work settings, or technology used, rehabilitation counselors demonstrate adherence to ethical standards and ensure the standards are vigorously enforced. The Code of Professional Ethics for Rehabilitation Counselors, henceforth referred to as the Code, is designed to provide guidance for the ethical practice of rehabilitation counselors. The primary obligation of rehabilitation counselors is to clients, defined as individuals with or directly affected by a disability, functional limitation(s), or medical condition and who receive services from rehabilitation counselors. In some settings, clients may be referred to by other terms such as, but not limited to, consumers and service recipients. Rehabilitation counseling services may be provided to individuals other than those with disabilities. Rehabilitation counselors do not have clients in a forensic setting. The subjects of the objective and unbiased evaluations are evaluees. In all instances, the primary obligation remains to clients or evaluees and adherence to the Code is required. The basic objectives of the Code are to: (1) promote public welfare by specifying ethical behavior expected of rehabilitation counselors; (2) establish principles that define ethical behavior and best practices of rehabilitation counselors; (3) serve as an ethical guide designed to assist rehabilitation counselors in constructing a professional course of action that best serves those utilizing rehabilitation services; and, (4) serve as the basis for the processing of alleged Code violations by certified rehabilitation counselors. Rehabilitation counselors are committed to facilitating the personal, social, and economic independence of individuals with disabilities. In fulfilling this commitment, rehabilitation counselors recognize diversity and embrace a cultural approach in support of the worth, dignity, potential, and uniqueness of individuals with disabilities within their social and cultural context. They look to professional values as an important way of living out an ethical commitment. The primary values that serve as a foundation for this Code include a commitment to: professional and personal effect iveness; These values inform principles. They represent one important way of expressing a general ethical commitment that becomes more precisely defined and action-oriented when expressed as a principle. The fundamental spirit of caring and respect with which the Code is 49

50 written is based upon six principles of ethical behavior: 50

51 Autonomy: To respect the rights of clients to be self-governing within their social and cultural framework. Beneficence: To do good to others; to promote the well-being of clients. Fidelity: To be faithful; to keep promises and honor the trust placed in rehabilitation counselors. Justice: To be fair in the treatment of all clients; to provide appropriate services to all. Nonmaleficence: To do no harm to others. Veracity: To be honest. Although the Code provides guidance for ethical practice, it is impossible to address every possible ethical dilemma that rehabilitation counselors may face. When faced with ethical dilemmas that are difficult to resolve, rehabilitation counselors are expected to engage in a carefully considered ethical decision-making process. Reasonable differences of opinion can and do exist among rehabilitation counselors with respect to the ways in which values, ethical principles, and ethical standards would be applied when they conflict. While there is no specific ethical decision-making model that is most effective, rehabilitation counselors are expected to be familiar with and apply a credible model of decision-making that can bear public scrutiny. Rehabilitation counselors are aware that seeking consultation and/or supervision is an important part of ethical decision-making. The Enforceable Standards within the Code are the exacting standards intended to provide guidance in specific circumstances and serve as the basis for processing complaints initiated against certified rehabilitation counselors. Each Enforceable St andard is not meant t o be int erpret ed in isolat ion. Inst ead, it is import ant for rehabilit at ion counselors t o int erpret st andards in conjunct ion wit h ot her relat ed st andards in various sect ions of t he Code. A brief glossary is locat ed aft er Sect ion L t o provide readers wit h a concise descript ion of some of t he t erms used in t he Code. 51

52 ENFORCEABLE STANDARDS OF ETHICAL PRACTICE SECTION A: THE COUNSELING RELATIONSHIP A.1. WELFARE OF THOSE SERVED BY REHABILITATION COUNSELORS a. PRIMARY RESPONSIBILITY. The primary responsibilit y of rehabilit at ion counselors is t o respect t he dignit y and t o promot e t he welfare of client s. Client s are defined as individuals wit h, or direct ly affect ed by a disabilit y, funct ional limit at ion(s), or medical condit ion and who receive services from rehabilit at ion counselors. At t imes, rehabilit at ion counseling services may be provided t o individuals ot her t han t hose wit h a disabilit y. In all inst ances, t he primary obligat ion of rehabilit at ion counselors is t o promot e t he welfare of t heir client s. b. REHABILITATION AND COUNSELING PLANS. Rehabilit at ion counselors and client s work joint ly in devising and revising int egrat ed, individual, and mut ually agreed upon rehabilit at ion and counseling plans t hat offer a reasonable promise of success and are consist ent wit h t he abilit ies and circumst ances of client s. Rehabilit at ion counselors and client s regularly review rehabilit at ion and counseling plans t o assess cont inued viabilit y and effect iveness. c. EMPLOYMENT NEEDS. Rehabilit at ion counselors work wit h client s t o consider employment consist ent wit h t he overall abilit ies, funct ional capabilit ies and limit at ions, general t emperament, int erest and apt it ude pat t erns, social skills, educat ion, general qualificat ions, t ransferable skills, and ot her relevant charact erist ics and needs of client s. Rehabilit at ion counselors assist in t he placement of client s in available posit ions t hat are consist ent wit h t he int erest, cult ure, and t he welfare of client s and/ or employers. d. AUTONOMY. Rehabilit at ion counselors respect t he right s of client s t o make decisio ns on t heir own behalf. On decisions t hat may limit or diminish t he aut onomy of client s, decision-making on behalf of client s is t aken only aft er careful deliberat ion. Rehabilit at ion counselors advocat e for t he resumpt ion of responsibilit y by client s as quickly as possible. A.2. RESPECTING DIVERSITY a. RESPECTING CULTURE. Rehabilit at ion counselors demonst rat e respect for t he cult ural background of client s in developing and implement ing rehabilit at ion and t reat ment plans, and providing and adapt ing int ervent ions. 52

53 b. NONDISCRIMINATION. Rehabilit at ion counselors do not condone or engage in discriminat ion based on age, color, race, nat ional origin, cult ure, disabilit y, et hnicit y, gender, gender ident it y, religion/ spirit ualit y, sexual orient at ion, marit al st at us/ part nership, language preference, socioeconomic st at us, or any basis proscribed by law. A.3. CLIENT RIGHTS IN THE COUNSELING RELATIONSHIP a. PROFESSIONAL DISCLOSURE STATEMENT. Rehabilitation counselors have an obligation to review with clients orally, in writing, and in a manner that best accommodates any of their limitation, the rights and responsibilities of both rehabilitation counselors and clients. Disclosure at the outset of the counseling relationship should minimally include: (1) the qualifications, credentials, and relevant experience of the rehabilitation counselor; (2) purposes, goals, techniques, limitations, and the nature of potential risks, and benefits of services; (3) frequency and length of services; 53

54 (4) confident ialit y and limit at ions regarding confident ialit y (including how a supervisor and/ or t reat ment t eam professional is involved); (5) cont ingencies for cont inuat ion of services upon t he incapacit at ion or deat h of t he rehabilit at ion counselor; (6) fees and billing arrangement s; (7) record preservat ion and release policies; (8) risks associat ed wit h elect ronic communicat ion; and, (9) legal issues affect ing services. Rehabilit at ion counselors recognize t hat disclosure of t hese issues may need t o be reit erat ed or expanded upon t hroughout t he counseling relat ionship, and/ or disclosure relat ed t o ot her mat t ers may be required depending on t he nat ure of services provided and mat t ers t hat arise during t he rehabilit at ion counseling relat ionship. b. INFORMED CONSENT. Rehabilit at ion counselors recognize t hat client s have t he freedom t o choose whet her t o ent er int o or remain in a rehabilit at ion counseling relat ionship. Rehabilit at ion counselors respect t he right s of client s t o part icipat e in ongoing rehabilit at ion counseling planning and t o make decisions t o refuse any services or modalit y changes, while also ensuring t hat client s are advised of t he consequences of such refusal. Rehabilit at ion counselors recognize t hat client s need informat ion t o make an informed decision regarding services and t hat professional disclosure is required for informed consent t o be an ongoing part of t he rehabilit at ion counseling process. Rehabilit at ion counselors appropriat ely document discussions of disclosure and informed consent t hroughout t he rehabilit at ion counseling relat ionship. c. DEVELOPMENTAL AND CULTURAL SENSITIVITY. Rehabilit at ion counselors communicat e informat ion in ways t hat are bot h development ally and cult urally appropriat e. Rehabilit at ion counselors provide services (e.g., arranging for a qualified int erpret er or t ranslat or) when necessary t o ensure comprehension by client s. In collaborat ion wit h client s, rehabilit at ion counselors consider cult ural implicat ions of informed consent procedures and, when possible, rehabilit at ion counselors adjust t heir pract ices accordingly. d. INABILITY TO GIVE CONSENT. When counseling minors or persons unable t o give volunt ary consent, rehabilit at ion counselors seek t he assent of client s and include client s in decision-making as appropriat e. Rehabilit at ion counselors recognize t he need t o balance t he et hical right s of client s t o make choices, t he ment al or legal capacit y of client s t o give consent or assent, and parent al, guardian, or familial legal right s and responsibilit ies t o prot ect client s and make decisions on behalf of client s. e. SUPPORT NETWORK INVOLVEMENT. Rehabilit at ion counselors recognize t hat support by ot hers may be import ant t o client s. Rehabilit at ion counselors consider enlist ing t he support, underst anding, and involvement of ot hers (e.g., religious/ spirit ual/ communit y leaders, family members, friends, and guardians) as resources, when appropriat e, wit h consent from client s. 54

55 A.4. AVOIDING HARM AND AVOIDING VALUE IMPOSITION a. AVOIDING HARM. Rehabilit at ion counselors act t o avoid harming client s, t rainees, supervisees, and research part icipant s and t o minimize or t o remedy unavoidable or unant icipat ed harm. b. PERSONAL VALUES. Rehabilit at ion counselors are aware of t heir values, at t it udes, beliefs, and behaviors and avoid imposing values t hat are inconsist ent wit h rehabilit at ion counseling goals. A.5. ROLES AND RELATIONSHIPS WITH CLIENTS a. PROHIBITION OF SEXUAL OR ROMANTIC RELATIONSHIPS WITH CURRENT CLIENTS. Sexual or romant ic rehabilit at ion counselor client int eract ions or relat ionships wit h current client s, t heir romant ic part ners, or t heir immediat e family members are prohibit ed. b. SEXUAL OR ROMANTIC RELATIONSHIPS WITH FORMER CLIENTS. Sexual or romant ic rehabilit at ion counselor client int eract ions or relat ionships wit h former client s, t heir romant ic part ners, or t heir immediat e family members are prohibit ed for a period of five years following t he last professional cont act. Even aft er f ive years, rehabilit at ion counselors give careful considerat ion t o t he pot ent ial for sexual or romant ic relat ionships t o cause harm t o former client s. In cases of pot ent ial exploit at ion and/ or harm, rehabilit at ion counselors avoid ent ering such int eract ions or relat ionships. c. PROHIBITION OF SEXUAL OR ROMANTIC RELATIONSHIPS WITH CERTAIN FORMER CLIENTS. If client s have a hist ory of physical, emot ional, or sexual abuse or if client s have ever been diagnosed wit h any form of psychosis or personalit y disorder, marked cognit ive impairment, or if client s are likely t o remain in need of t herapy due t o t he int ensit y or chronicit y of a problem, rehabilit at ion counselors do not engage in sexual act ivit ies or sexual cont act wit h former client s, regardless of t he lengt h of t ime elapsed since t erminat ion of t he client relat ionship. d. NONPROFESSIONAL INTERACTIONS OR RELATIONSHIPS OTHER THAN SEXUAL OR ROMANTIC INTERACTIONS OR RELATIONSHIPS. Rehabilit at ion counselors avoid nonprofessional relat ionships wit h client s, former client s, t heir romant ic part ners, or t heir immediat e family members, except when such int eract ions are pot ent ially beneficial t o client s or former client s. In cases where nonprofessional int eract ions may be pot ent ially beneficial t o client s or former client s, rehabilit at ion counselors must document in case records, prior t o int eract ions (when feasible), t he rat ionale for such int eract ions, t he pot ent ial benefit s, and ant icipat ed consequences for t he client s or former client s and ot her involved part ies. Such int eract ions are init iat ed wit h appropriat e consent from client s and are t ime-limit ed (e.g., ext ended free-st anding friendships are prohibit ed) or cont ext specific (e.g., const rained t o an organizat ional or communit y set t ing). Where unint ent ional harm occurs t o client s or former client s, or t o ot her involved part ies, due 55

56 t o nonprofessional int eract ions, rehabilit at ion counselors must show evidence of an at t empt t o remedy such harm. Examples of pot ent ially beneficial int eract ions include, but are not limit ed t o, at t ending a formal ceremony (e.g., a wedding/ commit ment ceremony or graduat ion); purchasing a service or product provided by client s or former client s (except ing unrest rict ed bart ering); hospit al visit s t o ill family members; or mut ual membership in professional associat ions, organizat ions, or communit ies. e. COUNSELING RELATIONSHIPS WITH FORMER ROMANTIC PARTNERS PROHIBITED. Rehabilit at ion counselors do not provide counseling services t o individuals wit h whom t hey have had a prior sexual or romant ic relat ionship. f. ROLE CHANGES IN THE PROFESSIONAL RELATIONSHIP. When rehabilit at ion counselors change roles from t he original or most recent cont ract ed relat ionship, t hey obt ain informed consent from client s or evaluees and explain t he right t o refuse services relat ed t o t he change. Examples of role changes include: (1 ) changing from individual t o group, relat ionship or family counseling, or vice versa; (2) changing from a forensic t o a primary care role, or vice versa; (3) changing from a non-forensic evaluat ive role t o a rehabilit at ion or t herapeut ic role, or vice versa; (4) changing from a rehabilit at ion counselor t o a researcher role (e.g., enlist ing client s as research part icipant s), or vice versa; and, (5) changing from a rehabilit at ion counselor t o a mediat or role, or vice versa. The client s or evaluees must be fully informed of any ant icipat ed consequences (e.g., financial, legal, personal, or t herapeut ic) due t o a role change by t he rehabilit at ion counselor. g. RECEIVING GIFTS. Rehabilit at ion counselors underst and t he challenges of accept ing gift s from client s and recognize t hat in some cult ures, small gift s are a t oken of respect and grat it ude. When det ermining whet her t o accept gift s from client s, rehabilit at ion counselors t ake int o account t he cult ural or communit y pract ice, t herapeut ic relat ionship, t he monet ary value of gift s, t he mot ivat ion of t he client for giving gift s, and t he mot ivat ion of t he rehabilit at ion counselor for accept ing or declining gift s. A.6. MULTIPLE CLIENTS When rehabilitation counselors agree to provide counseling services to two or more persons who have a relationship (e.g., husband/wife; parent/child), rehabilitation counselors clarify at the outset which person is, or which persons are, to be served and the nature of the relationship rehabilitation counselors have with each involved person. If it becomes apparent that rehabilitation counselors may be called upon to perform potentially conflicting roles, rehabilitation counselors clarify, adjust, or withdraw from roles appropriately. A.7. GROUP WORK a. SCREENING. Rehabilit at ion counselors screen prospect ive group counseling/ t herapy part icipant s. To t he ext ent possible, rehabilit at ion counselors select members whose 56

57 needs and goals are compat ible wit h goals of t he group, who do not impede t he group process, and whose well-being is not jeopardized by t he group experience. b. PROTECTING CLIENTS. In a group set t ing, rehabilit at ion counselors t ake reasonable precaut ions t o prot ect client s from harm or t rauma. A.8. TERMINATION AND REFERRAL a. ABANDONMENT PROHIBITED. Rehabilit at ion counselors do not abandon or neglect client s in counseling. Rehabilit at ion counselors assist in making appropriat e arrangement s for t he cont inuat ion of services when necessary (e.g., during int errupt ions such as vacat ions, illness, and following t erminat ion). b. INITIAL DETERMINATION OF INABILITY TO ASSIST CLIENTS. If rehabilit at ion counselors det ermine t hey are unable t o be of professional assist ance t o client s, rehabilit at ion counselors avoid ent ering such counseling relat ionships. c. APPROPRIATE TERMINATION AND REFERRAL. Rehabilit at ion counselors t erminat e counseling relat ionships when it becomes reasonably apparent t hat client s no longer need assist ance, are not likely t o benefit, or are being harmed by cont inued counseling. Rehabilit at ion counselors may t erminat e counseling when in jeopardy of harm by client s or ot her persons wit h whom client s have a relat ionship, or when client s do not pay agreed-upon fees. Rehabilit at ion counselors provide pre-t erminat ion counseling and recommend ot her clinically and cult urally appropriat e service sources when necessary. d. APPROPRIATE TRANSFER OF SERVICES. When rehabilit at ion counselors t ransfer or refer client s t o ot her pract it ioners, t hey ensure t hat appropriat e counseling and administ rat ive processes are complet ed in a t imely manner and t hat open communicat ion is maint ained wit h bot h client s and pract it ioners. Rehabilit at ion counselors prepare and disseminat e, t o ident ified colleagues or records cust odian, a plan for t he t ransfer of client s and files in t he case of t heir incapacit at ion, deat h, or t erminat ion of pract ice. A.9. END-OF-LIFE CARE FOR TERMINALLY ILL CLIENTS a. QUALITY OF CARE. Rehabilit at ion counselors t ake measures t hat enable client s t o: (1) obt ain high qualit y end-of-life care for t heir physical, emot ional, social, and spirit ual needs; (2) exercise t he highest degree of self -det erminat ion possible; (3) be given every opport unit y possible t o engage in informed decision-making regarding t heir endof-life care; and, (4) receive complet e and adequat e assessment regarding t heir abilit y t o make compet ent, rat ional decisions on t heir own behalf from ment al healt h professionals who are experienced in end-of-life care pract ice. b. REHABILITATION COUNSELOR COMPETENCE, CHOICE, AND REFERRAL. Rehabilit at ion counselors may choose t o work or not work wit h t erminally ill client s who wish t o explore t heir 57

58 end-of-life opt ions. Rehabilit at ion counselors provide appropriat e referral informat ion if t hey are not compet ent t o address such concerns. c. CONFIDENTIALITY. Rehabilit at ion counselors who provide services t o t erminally ill individuals who are considering hast ening t heir own deat hs have t he opt ion of breaking or not breaking confident ialit y on t his mat t er, depending on applicable laws and t he specific circumst ances of t he sit uat ion and aft er seeking consult at ion or supervision from appropriat e professional and legal part ies. SECTION B: CONFIDENTIALITY, PRIVILEGED COMMUNICATION, AND PRIVACY B.1. RESPECTING CLIENT RIGHTS a. CULTURAL DIVERSITY CONSIDERATIONS. Rehabilit at ion counselors maint ain beliefs, at t it udes, knowledge, and skills regarding cult ural meanings of confident ialit y and privacy. Rehabilit at ion counselors hold ongoing discussions wit h client s as t o how, when, and wit h whom informat ion is t o be shared. b. RESPECT FOR PRIVACY. Rehabilit at ion counselors respect privacy right s of client s. Rehabilit at ion counselors solicit privat e informat ion from client s only when it is beneficial t o t he counseling process. c. RESPECT FOR CONFIDENTIALITY. Rehabilit at ion counselors do not share confident ial informat ion wit hout consent from client s or wit hout sound legal or et hical just ificat ion. d. EXPLANATION OF LIMITATIONS. At init iat ion and t hroughout t he counseling process, rehabilit at ion counselors inform client s of t he limit at ions of confident ialit y and seek t o ident ify foreseeable sit uat ions in which confident ialit y must be breached. B.2. EXCEPTIONS a. DANGER AND LEGAL REQUIREMENTS. The general requirement t hat rehabilit at ion counselors keep informat ion confident ial does not apply when disclosure is required t o prot ect client s or ident ified ot hers from serious and foreseeable harm, or when legal requirement s demand t hat confident ial informat ion must be revealed. Rehabilit at ion counselors consult wit h ot her professionals when in doubt as t o t he validit y of an except ion. b. CONTAGIOUS, LIFE-THREATENING DISEASES. When client s disclose t hat t hey have a disease commonly known t o be bot h communicable and life-t hreat ening, rehabilit at ion counselors may be just ified in disclosing informat ion t o ident ifiable t hird part ies, if t hey are known t o be at demonst rable and high risk of cont ract ing t he disease. Prior t o making a disclosure, rehabilit at ion counselors confirm t hat t here is such a diagnosis and 58

59 assess t he int ent of client s t o inform t he t hird part ies about t heir disease or t o engage in any behaviors t hat may be harmful t o ident ifiable t hird part ies. c. COURT-ORDERED DISCLOSURE. When subpoenaed t o release confident ial or privileged informat ion wit hout permission from client s, rehabilit at ion counselors obt ain writ t en, informed consent from client s or t ake st eps t o prohibit t he disclosure or have it limit ed as narrowly as 59

60 possible due to potential harm to clients or the counseling relationship. Whenever reasonable, rehabilitation counselors obtain a court directive to clarify the nature and extent of the response to a subpoena. d. MINIMAL DISCLOSURE. When circumstances require the disclosure of confidential information, only essential information is revealed. B.3. INFORMATION SHARED WITH OTHERS a. WORK ENVIRONMENT. Rehabilit at ion counselors make every effort t o ensure t hat privacy and confident ialit y of client s is maint ained by employees, supervisees, st udent s, clerical assist ant s, and volunt eers. b. PROFESSIONAL COLLABORATION. If rehabilit at ion of client s involves t he sharing of t heir informat ion among t eam members, client s are advised of t his fact and are informed of t he t eam s exist ence and composit ion. Rehabilit at ion counselors carefully consider implicat ions for client s in ext ending confident ial informat ion if part icipat ing in t heir service t eams. c. CLIENTS SERVED BY OTHERS. When rehabilit at ion counselors learn t hat client s have an ongoing professional relat ionship wit h anot her rehabilit at ion counselor or t reat ing professional, t hey request release from client s t o inform t he ot her professionals and st rive t o est ablish a posit ive and collaborat ive professional relat ionship. File review, second-opinion services, and ot her indirect services are not considered an ongoing professional relat ionship. d. CLIENT ASSISTANTS. When client s are accompanied by an individual providing assist ance t o client s (e.g., int erpret er, personal care assist ant ), rehabilit at ion counselors ensure t hat t he assist ant is apprised of t he need t o maint ain and document confident ialit y. At all t imes, client s ret ain t he right t o decide who can be present as client assist ant s. e. CONFIDENTIAL SETTINGS. Rehabilit at ion counselors discuss confident ial informat ion only in offices or set t ings in which t hey can reasonably ensure t he privacy of client s. f. THIRD-PARTY PAYERS. Rehabilit at ion counselors disclose informat ion t o t hird-part y payers only when client s have aut horized such disclosure, unless ot herwise required by law or st at ut e. g. DECEASED CLIENTS. Rehabilit at ion counselors prot ect t he confident ialit y of deceased client s, consist ent wit h legal requirement s and agency policies. B.4. GROUPS AND FAMILIES a. GROUP WORK. In group work, rehabilit at ion counselors clearly explain t he import ance and paramet ers of confident ialit y for t he specific group being ent ered. 60

61 b. COUPLES AND FAMILY COUNSELING. In couples and family counseling, rehabilit at ion counselors clearly define who t he client s are and discuss expect at ions and limit at ions of confident ialit y. Rehabilit at ion counselors seek agreement and document in writ ing such agreement among all involved part ies having capacit y t o give consent concerning each individual s right t o confident ialit y. Rehabilit at ion counselors clearly define whet her t hey share or do not share informat ion wit h family members t hat is privat ely, individually communicat ed t o rehabilit at ion counselors. B.5. RESPONSIBILITY TO MINORS OR CLIENTS LACKING CAPACITY TO CONSENT a. RESPONSIBILITY TO CLIENTS. When counseling minor clients or adult clients who lack the capacity to give voluntary, informed consent, rehabilitation counselors protect the confidentiality of information received in the counseling relationship as specified by national or local laws, written policies, and applicable ethical standards. b. RESPONSIBILITY TO PARENTS AND LEGAL GUARDIANS. Rehabilit at ion counselors inform parent s and legal guardians about t he role of rehabilit at ion counselors and t he confident ial nat ure of t he counseling relat ionship. Rehabilit at ion counselors are sensit ive t o t he cult ural diversit y of families and respect t he inherent right s and responsibilit ies of parent s/ guardians over t he welfare of t heir children/ charges according t o law. Rehabilit at ion counselors work t o est ablish, as appropriat e, collaborat ive relat ionships wit h parent s/ guardians t o best serve client s. c. RELEASE OF CONFIDENTIAL INFORMATION. When minor client s or adult client s lack t he capacit y t o give volunt ary consent t o release confident ial informat ion, rehabilit at ion counselors seek permission from parent s or legal guardians t o disclose informat ion. In such inst ances, rehabilit at ion counselors inform client s consist ent wit h t heir level of underst anding and t ake cult urally appropriat e measures t o safeguard t he confident ialit y of client s. B.6. RECORDS a. REQUIREMENT OF RECORDS. Rehabilit at ion counselors include sufficient and t imely document at ion in t he records of t heir client s t o facilit at e t he delivery and cont inuit y of needed services. Rehabilit at ion counselors t ake reasonable st eps t o ensure t hat document at ion in records accurat ely reflect s progress and services provided t o client s. If errors are made in records, rehabilit at ion counselors t ake st eps t o properly not e t he correct ion of such errors according t o agency or inst it ut ional policies. b. CONFIDENTIALITY OF RECORDS. Rehabilit at ion counselors ensure t hat records are kept in a secure locat ion and t hat only aut horized persons have access t o records. c. CLIENT ACCESS. Rehabilit at ion counselors recognize t hat counseling records are kept for t he benefit of client s and t herefore provide access t o records and copies of records 61

62 when request ed by client s, unless prohibit ed by law. In inst ances where t he records cont ain informat ion t hat may be sensit ive, confusing, or det riment al t o client s, rehabilit at ion counselors have a responsibilit y t o educat e client s regarding such informat ion. In sit uat ions involving mult iple client s, access t o records is limit ed t o t hose part s of records t hat do not include confident ial informat ion relat ed t o ot her client s. When rehabilit at ion counselors are in possession of records from ot hers sources, t hey refer client s back t o t he original source. d. DISCLOSURE OR TRANSFER. Unless except ions t o confident ialit y exist, rehabilit at ion counselors obt ain writ t en permission from client s t o disclose or t ransfer records t o legit imat e t hird part ies. St eps are t aken t o ensure t hat recipient s of counseling records are sensit ive t o t heir confident ial nat ure. e. STORAGE AND DISPOSAL AFTER TERMINATION. Rehabilit at ion counselors st ore t he records of t heir client s following t erminat ion of services t o ensure reasonable fut ure access, maint ain records in accordance wit h nat ional or local st at ut es governing records, and dispose of records and ot her sensit ive mat erials in a manner t hat prot ect s t he confident ialit y of client s. f. REASONABLE PRECAUTIONS. Rehabilit at ion counselors t ake reasonable precaut ions t o prot ect t he confident ialit y of client s in t he event of disast er or t erminat ion of pract ice, incapacit y, or deat h of t he rehabilit at ion counselor. 62

63 B.7. CONSULTATION a. AGREEMENTS. When act ing as consult ant s, rehabilit at ion counselors seek agreement among part ies involved concerning each individual s right t o confident ialit y, t he obligat ion of each individual t o preserve confident ial informat ion, and t he limit s of confident ialit y of informat ion shared by ot hers. b. RESPECT FOR PRIVACY. Rehabilit at ion counselors discuss informat ion obt ained in consult at ion only wit h persons direct ly involved wit h t he case. Writ t en and oral report s present ed by rehabilit at ion counselors cont ain only dat a germane t o t he purposes of t he consult at ion, and every effort is made t o prot ect t he ident it y of client s and t o avoid undue invasion of privacy. c. DISCLOSURE OF CONFIDENTIAL INFORMATION. When consult ing wit h colleagues, rehabilit at ion counselors do not disclose confident ial informat ion t hat reasonably could lead t o t he ident ificat ion of client s or ot her persons or organizat ions wit h whom t hey have a confident ial relat ionship unless t hey have obt ained t he prior consent of t he persons or organizat ions or t he disclosure cannot be avoided. They disclose inform at ion only t o t he ext ent necessary t o achieve t he purpose of t he consult at ion. SECTION C: ADVOCACY AND ACCESSIBILITY C.1. ADVOCACY a. ATTITUDINAL BARRIERS. In direct service wit h client s, rehabilit at ion counselors address at t it udinal barriers, including st ereot yping and discriminat ion, t oward individuals wit h disabilit ies. They increase t heir own awareness and sensit ivit y t o individuals wit h disabilit ies. b. ADVOCACY. Rehabilit at ion counselors provide client s wit h appropriat e informat ion t o facilit at e t heir self -advocacy act ions whenever possible. They work wit h client s t o help t hem underst and t heir right s and responsibilit ies, speak for t hemselves, make decisions, and cont ribut e t o societ y. When appropriat e and wit h t he consent of client s, rehabilit at ion counselors act as advocat es on behalf of client s at t he local, regional, and/ or nat ional levels. c. ADVOCACY IN OWN AGENCY AND WITH COOPERATING AGENCIES. Rehabilit at ion counselors remain aware of act ions t aken by t heir own and cooperat ing agencies on behalf of client s and act as advocat es for client s who cannot advocat e for t hemselves t o ensure effect ive service delivery. d. ADVOCACY AND CONFIDENTIALITY. Rehabilit at ion counselors obt ain t he consent of client s prior t o engaging in advocacy effort s on behalf of specific, ident ifiable client s t o 63

64 improve t he provision of services and t o work t oward removal of syst emic barriers or obst acles t hat inhibit access, growt h, and development of client s. e. AREAS OF KNOWLEDGE AND COMPETENCY. Rehabilit at ion counselors are knowledgeable about local, regional, and nat ional syst ems and laws, and how t hey affect access t o employment, educat ion, t ransport at ion, housing, financial benefit s, and medical services for people wit h disabilit ies. They obt ain sufficient t raining in t hese syst ems in order t o advocat e effect ively for client s and/ or t o facilit at e self -advocacy of client s in t hese areas. f. KNOWLEDGE OF BENEFIT SYSTEMS. Rehabilit at ion counselors are aware t hat disabilit y benefit syst ems direct ly affect t he qualit y of life of client s. They provide accurat e and t imely informat ion or appropriat e resources and referrals for t hese benefit s. 64

65 C.2. ACCESSIBILITY a. COUNSELING PRACTICE. Rehabilit at ion counselors facilit at e t he provision of necessary accommodat ions, including physically and programmat ically accessible facilit ies and services t o individuals wit h disabilit ies. b. BARRIERS TO ACCESS. Rehabilit at ion counselors collaborat e wit h client s and/ or ot hers t o ident ify barriers based on t he funct ional limit at ions of client s. They communicat e informat ion on barriers t o public and privat e aut horit ies t o facilit at e removal of barriers t o access. c. REFERRAL ACCESSIBILITY. Prior t o referring client s t o a program, facilit y, or employment set t ing, rehabilit at ion counselors assist client s in ensuring t hat t hese are appropriat ely accessible, and do not engage in discriminat ion based on age, color, race, nat ional origin, cult ure, disabilit y, et hnicit y, gender, gender ident it y, religion/ spirit ualit y, sexual orient at ion, marit al st at us/ part nership, language preference, socioeconomic st at us, or any basis proscribed by law. SECTION D: PROFESSIONAL RESPONSIBILITY D.1. PROFESSIONAL COMPETENCE a. BOUNDARIES OF COMPETENCE. Rehabilit at ion counselors pract ice only wit hin t he boundaries of t heir compet ence, based on t heir educat ion, t raining, supervised experience, professional credent ials, and appropriat e professional experience. Rehabilit at ion counselors demonst rat e beliefs, at t it udes, knowledge, and skills pert inent t o working wit h diverse client populat ions. Rehabilit at ion counselors do not misrepresent t heir role or compet ence t o client s. b. NEW SPECIALTY AREAS OF PRACTICE. Rehabilit at ion counselors pract ice in specialt y areas new t o t hem only aft er having obt ained appropriat e educat ion, t raining, and supervised experience. While developing skills in new specialt y areas, rehabilit at ion counselors t ake st eps t o ensure t he compet ence of t heir work and t o prot ect client s from possible harm. c. QUALIFIED FOR EMPLOYMENT. Rehabilit at ion counselors accept employment for posit ions for which t hey are qualified by educat ion, t raining, supervised experience, professional credent ials, and appropriat e professional experience. Rehabilit at ion counselors hire individuals for rehabilit at ion counseling posit ions who are qualified and compet ent for t hose posit ions. d. MONITOR EFFECTIVENESS. Rehabilit at ion counselors cont inually monit or t heir effect iveness as professionals and t ake st eps t o improve when necessary. 65

66 Rehabilit at ion counselors t ake reasonable st eps t o seek peer supervision as needed t o evaluat e t heir efficacy as rehabilit at ion counselors. e. CONTINUING EDUCATION. Rehabilit at ion counselors recognize t he need for cont inuing educat ion t o acquire and maint ain a reasonable level of awareness of current scient ific and professional informat ion in t heir fields of act ivit y. They t ake st eps t o maint ain compet ence in t he skills t hey use, are open t o new procedures, and keep current wit h t he diverse populat ions and specific populat ions wit h whom t hey work. 66

67 D.2. CULTURAL COMPETENCE/DIVERSITY a. INTERVENTIONS. Rehabilit at ion counselors develop and adapt int ervent ions and services t o incorporat e considerat ion of cult ural perspect ive of client s and recognit ion of barriers ext ernal t o client s t hat may int erfere wit h achieving effect ive rehabilit at ion out comes. b. NONDISCRIMINATION. Rehabilit at ion counselors do not discriminat e against client s, st udent s, employees, supervisees, or research part icipant s in a manner t hat has a negat ive effect on t hese persons. D.3. FUNCTIONAL COMPETENCE a. IMPAIRMENT. Rehabilit at ion counselors are alert t o t he signs of impairment from t heir own physical, ment al, or emot ional problems, and refrain from offering or providing professional services when such impairment is likely t o harm client s or ot hers. They seek assist ance for problems t hat reach t he level of professional impairment, and, if necessary, t hey limit, suspend, or t erminat e t heir professional responsibilit ies unt il such t ime it is det ermined t hat t hey may safely resume t heir work. Rehabilit at ion counselors assist colleagues or supervisors in recognizing t heir own professional impairment and provide consult at ion and assist ance when warrant ed wit h colleagues or supervisors showing signs of impairment and int ervene as appropriat e t o prevent harm t o client s. b. DISASTER PREPARATION AND RESPONSE. Rehabilit at ion counselors make reasonable effort s t o plan for facilit at ing cont inued services for client s in t he event t hat rehabilit at ion counseling services are int errupt ed by disast er, such as act s of violence, t errorism, or a nat ural disast er. D.4. PROFESSIONAL CREDENTIALS a. ACCURATE REPRESENTATION. Rehabilit at ion counselors claim or imply only professional qualificat ions act ually complet ed and correct any known misrepresent at ions of t heir qualificat ions by ot hers. Rehabilit at ion counselors t rut hfully represent t he qualificat ions of t heir professional colleagues. Rehabilit at ion counselors clearly dist inguish bet ween accredit ed and non-accredit ed degrees, paid and volunt eer work experience, and accurat ely describe t heir cont inuing educat ion and specialized t raining. b. CREDENTIALS. Rehabilit at ion counselors claim only licenses or cert ificat ions t hat are current and in good st anding. c. EDUCATIONAL DEGREES. Rehabilit at ion counselors clearly different iat e bet ween earned and honorary degrees. 67

68 d. IMPLYING DOCTORAL-LEVEL COMPETENCE. Rehabilit at ion counselors refer t o t hemselves as doct or in a counseling cont ext only when t heir doct orat e is in counseling or a c losely relat ed field from an accredit ed universit y. D.5. RESPONSIBILITY TO THE PUBLIC AND OTHER PROFESSIONALS a. SEXUAL HARASSMENT. Rehabilit at ion counselors do not condone or part icipat e in sexual harassment. b. REPORTS TO THIRD PARTIES. Rehabilit at ion counselors are accurat e, honest, and object ive in report ing t heir professional act ivit ies and judgment s t o appropriat e t hird part ies, including court s, healt h insurance companies, t hose who are t he recipient s of evaluat ion report s, and ot hers. c. MEDIA PRESENTATIONS. When rehabilit at ion counselors provide advice or comment by means of public lect ures, demonst rat ions, radio or t elevision programs, prerecorded t apes, t echnology-based applicat ions, print ed art icles, mailed mat erials, or ot her media, t hey t ake reasonable precaut ions t o ensure t hat : (1) t he st at ement s are based on appropriat e professional counseling lit erat ure and pract ice; (2) t he st at ement s are ot herwise consist ent wit h t he Code; and, (3) t he recipient s of t he informat ion are not encouraged t o infer t hat a professional rehabilit at ion counseling relat ionship has been est ablished. d. EXPLOITATION OF OTHERS. Rehabilit at ion counselors do not exploit ot hers in t heir professional relat ionships t o seek or receive unjust ified personal gains, sexual favors, unfair advant ages, or unearned goods or services. e. CONFLICT OF INTEREST. Rehabilit at ion counselors recognize t hat t heir own personal values, moral beliefs, or personal and professional relat ionships may int erfere wit h t heir abilit y t o pract ice compet ent ly. Under such circumst ances, rehabilit at ion counselors are obligat ed t o decline part icipat ion or t o limit t heir assist ance in a manner consist ent wit h professional obligat ions. f. VERACITY. Rehabilit at ion counselors do not engage in any act or omission of a dishonest, deceit ful, or fraudulent nat ure in t he conduct of t heir professional act ivit ies. g. DISPARAGING REMARKS. Rehabilit at ion counselors do not disparage individuals or groups of individuals. h. PERSONAL PUBLIC STATEMENTS. When making personal st at ement s in a public cont ext, rehabilit at ion counselors clarify t hat t hey are speaking from t heir personal perspect ive and t hat t hey are not speaking on behalf of all rehabilit at ion counselors, t he profession, or any professional organizat ions wit h which t hey may be affiliat ed. 68

69 D.6. SCIENTIFIC BASES FOR INTERVENTIONS a. TECHNIQUES/ PROCEDURES/ MODALITIES. Rehabilit at ion counselors use t echniques/ procedures/ modalit ies t hat are grounded in t heory and/ or have an empirical or scient ific foundat ion. When using t echniques/ procedures/ modalit ies t hat are not grounded in t heory and/ or do not have an empirical or scient ific foundat ion, rehabilit at ion counselors define t he t echniques/ procedures/ modalit ies as unproven or developing. They explain t he pot ent ial risks and et hical considerat ions of using such t echniques/ procedures/ modalit ies and t ake st eps t o prot ect client s from possible harm. b. CREDIBLE RESOURCES. Rehabilit at ion counselors ensure t hat t he resources used or accessed in counseling are credible and valid (e.g., Int ernet link, books used in bibliot herapy). SECTION E: RELATIONSHIPS WITH OTHER PROFESSIONALS E.1. RELATIONSHIPS WITH COLLEAGUES, EMPLOYERS, AND EMPLOYEES a. CULTURAL COMPETENCY CONSIDERATIONS. Rehabilit at ion counselors maint ain beliefs, at t it udes, knowledge, and skills regarding t heir int eract ions wit h people across cult ures. Rehabilit at ion counselors are respect ful of approaches t o counseling services t hat differ from t heir own and of t radit ions and pract ices of ot her professional groups wit h which t hey work. b. QUESTIONABLE CONDITIONS. Rehabilit at ion counselors alert t heir employers t o condit ions or inappropriat e policies or pract ices t hat may be pot ent ially disrupt ive or damaging t o t he professional responsibilit ies of rehabilit at ion counselors or t hat may limit t heir effect iveness. In t hose inst ances where rehabilit at ion counselors are crit ical of policies, t hey at t empt t o affect changes in such policies or procedures t hrough const ruct ive act ion wit hin t he organizat ion. Such act ion may include referral t o appropriat e cert ificat ion, accredit at ion, or licensure organizat ions, or volunt ary t erminat ion of employment. c. EMPLOYER POLICIES. The accept ance of employment in an agency or inst it ut ion implies t hat rehabilit at ion counselors are in agreement wit h it s general policies and principles. Rehabilit at ion counselors st rive t o reach agreement wit h employers as t o accept able st andards of conduct t hat allow for changes in employer policies conducive t o t he growt h and development of client s. d. PROTECTION FROM PUNITIVE ACTION. Rehabilit at ion counselors t ake care not t o harass or dismiss employees who have act ed in a responsible and et hical manner t o expose inappropriat e employer policies or pract ices. e. PERSONNEL SELECTION AND ASSIGNMENT. Rehabilit at ion counselors select compet ent st aff and assign responsibilit ies compat ible wit h t heir skills and experiences. 69

70 f. DISCRIMINATION. Rehabilit at ion counselors, as eit her employers or employees, engage in fair pract ices wit h regard t o hiring, promot ing, and t raining. E.2. CONSULTATION a. CONSULTATION AS AN OPTION. Rehabilit at ion counselors may choose t o consult wit h professionally compet ent persons about t heir client s. In choosing consult ant s, rehabilit at ion counselors avoid placing consult ant s in a conflict of int erest sit uat ion t hat precludes t he consult ant from being a proper part y t o t he effort s of rehabilit at ion counselors t o help client s. If rehabilit at ion counselors are engaged in a work set t ing t hat compromises t his consult at ion st andard, t hey consult wit h ot her professionals whenever possible t o consider just ifiable alt ernat ives. b. CONSULTANT COMPETENCY. Rehabilit at ion counselors t ake reasonable st eps t o ensure t hat t hey have t he appropriat e resources and compet encies when providing consult at ion services. Rehabilit at ion counselors provide appropriat e referral resources when request ed or needed. c. INFORMED CONSENT IN CONSULTATION. When providing consult at ion, rehabilit at ion counselors have an obligat ion t o review, in writ ing and verbally, t he right s and responsibilit ies of bot h rehabilit at ion counselors and consult ees. Rehabilit at ion counselors use clear and underst andable language t o inform all part ies involved about t he purpose of t he services t o be provided, relevant cost s, pot ent ial risks and benefit s, and t he limit s of confident ialit y. Working in conjunct ion wit h t he consult ees, rehabilit at ion counselors at t empt t o develop a clear definit ion of t he problem, goals for change, and predict ed consequences of int ervent ions t hat are cult urally responsive and appropriat e t o t he needs of consult ees. E.3. AGENCY AND TEAM RELATIONSHIPS a. CLIENTS AS TEAM MEMBER. Rehabilit at ion counselors ensure t hat client s and/ or t heir legally recognized represent at ives are afforded t he opport unit y for full part icipat ion in decisions relat ed t o t he services t hey receive. Only t hose wit h a need t o know are allowed access t o t he informat ion of client s, and only t hen upon a properly execut ed release of informat ion request or upon receipt of a court order. b. INTERDISCIPLINARY TEAMWORK. Rehabilit at ion counselors who are members of int erdisciplinary t eams delivering mult ifacet ed services t o client s must keep t he focus on how t o serve client s best. They part icipat e in and cont ribut e t o decisions t hat affect t he well-being of client s by drawing on t he perspect ives, values, and experiences of t he counseling profession and t hose of colleagues from ot her disciplines. 70

71 c. COMMUNICATION. Rehabilit at ion counselors ensure t hat t here is fair and mut ual underst anding of rehabilit at ion plans by all part ies cooperat ing in t he rehabilit at ion of client s. d. ESTABLISHING PROFESSIONAL AND ETHICAL OBLIGATIONS. Rehabilit at ion counselors who are members of int erdisciplinary t eams clarify professional and et hical obligat ions of t he t eam as a whole and of it s individual members. Rehabilit at ion counselors implement t eam decisions in rehabilit at ion plans and procedures, even when not personally agreeing wit h such decisions, unless t hese decisions breach t he Code. When t eam decisions raise et hical concerns, rehabilit at ion counselors first at t empt t o resolve t he concerns wit hin t he t eam. If t hey cannot reach resolut ion among t eam members, rehabilit at ion counselors consider ot her approaches t o address t heir concerns consist ent wit h t he well-being of client s. e. REPORTS. Rehabilit at ion counselors secure from ot her specialist s appropriat e report s and evaluat ions when such report s are essent ial for rehabilit at ion planning and/ or service delivery. SECTION F: FORENSIC AND INDIRECT SERVICES F.1. CLIENT OR EVALUEE RIGHTS a. PRIMARY OBLIGATIONS. Rehabilit at ion counselors produce unbiased, object ive opinions and findings t hat can be subst ant iat ed by informat ion and met hodologies appropriat e t o t he evaluat ion, which may include examinat ion of individuals, research, and/ or review of records. Rehabilit at ion counselors form opinions based on t heir professional knowledge and expert ise t hat can be support ed by t he dat a gat hered in evaluat ions. Rehabilit at ion counselors define t he limit s of t heir opinions or t est imony, especially when an examinat ion of individuals has not been conduct ed. Rehabilit at ion counselors act ing as expert wit nesses generat e writ t en document at ion, eit her in t he form of case not es or a report, as t o t heir involvement and/ or conclusions. b. INFORMED CONSENT. Individuals being evaluat ed are informed in writ ing t hat t he relat ionship is for t he purpose of an evaluat ion and t hat a report of findings may be produced. Writ t en consent for evaluat ions are obt ained from t hose being evaluat ed or t he individuals legal represent at ives/ guardians unless: (1) t here is a clinical or cult ural reason t hat t his is not possible; (2) a court or legal jurisdict ion orders evaluat ions t o be conduct ed wit hout t he writ t en consent of individuals being evaluat ed; and/ or (3) deceased evaluees are t he subject of evaluat ions. If writ t en consent is not obt ained, rehabilit at ion counselors document verbal consent and t he reasons why obt aining writ t en consent was not possible. When minors or vulnerable adult s are evaluat ed, informed consent is obt ained from parent s or guardians. 71

72 c. DUAL ROLES. Rehabilit at ion counselors do not evaluat e current or former client s for forensic purposes except under t he condit ions not ed in A.5.f. or government st at ut e. Likewise, rehabilit at ion counselors do not provide direct services t o evaluees whom t hey have previously provided forensic services in t he past except under t he condit ions not ed in A.5.f. or government st at ut e. In a forensic set t ing, rehabilit at ion counselors who are engaged as expert wit nesses have no client s. The persons who are t he subject of object ive and unbiased evaluat ions are considered t o be evaluees. d. INDIRECT SERVICE PROVISION. Rehabilit at ion counselors who are employed by t hird part ies as case consult ant s or expert wit nesses, and who engage in communicat ion wit h client s or evaluees, fully disclose t o individuals (and/ or t heir designees) t he role of t he rehabilit at ion counselor and limit s of t he relat ionship. Communicat ion includes all forms of writ t en or oral int eract ions. When t here is no int ent t o provide rehabilit at ion counseling services direct ly t o client s or evaluees and when t here is no in-person meet ing or ot her communicat ion, disclosure by rehabilit at ion counselors is not required. e. CONFIDENTIALITY. When rehabilit at ion counselors are required by law, employers policies, or ext raordinary circumst ances t o serve in more t han one role in judicial or administ rat ive proceedings, t hey clarify role expect at ions and t he paramet ers of confident ialit y wit h t heir colleagues and wit h evaluees. F.2. REHABILITATION COUNSELOR FORENSIC COMPETENCY AND CONDUCT a. OBJECTIVITY. Rehabilit at ion counselors are aware of t he st andards governing t heir roles in performing forensic act ivit ies. Rehabilit at ion counselors are aware of t he occasionally compet ing demands placed upon t hem by t hese st andards and t he requirement s of t he legal syst em, and at t empt t o resolve t hese conflict s by making known t heir commit ment t o t his Code and t aking st eps t o resolve conflict s in a responsible manner. b. QUALIFICATION TO PROVIDE EXPERT TESTIMONY. Rehabilit at ion counselors have an obligat ion t o present t o t he court, regarding specific mat t ers t o which t hey t est ify, t he boundaries of t heir compet ence, t he fact ual bases (knowledge, skill, experience, t raining, and educat ion) for t heir qualificat ions as an expert, and t he relevance of t hose fact ual bases t o t heir qualificat ions as an expert on t he specific mat t ers at issue. C. AVOID POTENTIALLY HARMFUL RELATIONSHIPS. Rehabilit at ion counselors who provide forensic evaluat ions avoid pot ent ially harmful professional or personal relat ionships wit h individuals being evaluat ed, family members, romant ic part ners, and close friends of individuals t hey are evaluat ing. There may be circumst ances however where not ent ering int o professional or personal relat ionships is pot ent ially more det riment al t han providing services. When such is t he case, rehabilit at ion counselors perform and 72

73 document a risk assessment via use of an et hical decision-making model in order t o arrive at an informed decision. d. CONFLICT OF INTEREST. Rehabilit at ion counselors recognize t hat t heir own personal values, moral beliefs, or personal and professional relat ionships wit h part ies t o a legal proceeding may int erfere wit h t heir abilit y t o pract ice compet ent ly. Under such circumst ances, rehabilit at ion counselors are obligat ed t o decline part icipat ion or t o limit t heir assist ance in a manner consist ent wit h professional obligat ions. e. VALIDITY OF RESOURCES CONSULTED. Rehabilit at ion counselors ensure t hat t he resources used or accessed in support ing opinions are credible and valid. f. FOUNDATION OF KNOWLEDGE. Because of t heir special st at us as persons qualified as expert s t o t he court, rehabilit at ion counselors have an obligat ion t o maint ain current knowledge of scient ific, professional, and legal development s wit hin t heir area of claimed compet ence. They are obligat ed also t o use t hat knowledge, consist ent wit h accept ed clinical and scient ific st andards, in select ed dat a collect ion met hods and procedures for evaluat ion, t reat ment, consult at ion, or scholarly/ empirical invest igat ions. g. DUTY TO CONFIRM INFORMATION. Where circumst ances reasonably permit, rehabilit at ion counselors seek t o obt ain independent and personal verificat ion of dat a relied upon as part of t heir professional services t o t he court or t o part ies t o t he legal proceedings. h. CRITIQUE OF OPPOSING WORK PRODUCT. When evaluat ing or comment ing upon t he professional work product s or qualificat ions of ot her expert s or part ies t o legal proceedings, rehabilit at ion counselors represent t heir professional disagreement s wit h reference t o a fair and accurat e evaluat ion of t he dat a, t heories, st andards, and opinions of ot her expert s or part ies. F.3. FORENSIC PRACTICES a. CASE ACCEPTANCE AND INDEPENDENT OPINION. While all rehabilit at ion counselors have t he discret ionary right t o accept ret ent ion in any case or proceed wit hin t heir area(s) of expert ise, t hey decline involvement in any case when asked t o t ake or support predet ermined posit ions, assume invalid represent at ion of fact s, alt er t heir met hodology or process wit hout foundat ion or compelling reasons, or where t here are et hical concerns about t he nat ure of t he request ed assignment s. b. TERMINATION AND ASSIGNMENT TRANSFER. If necessary t o wit hdraw from a case aft er having been ret ained, rehabilit at ion counselors make reasonable effort s t o assist evaluees and/ or referral sources in locat ing anot her rehabilit at ion counselor t o t ake over t he assignment. F.4. FORENSIC BUSINESS PRACTICES 73

74 a. PAYMENTS AND OUTCOME. Rehabilit at ion counselors do not ent er int o financial commit ment s t hat may compromise t he qualit y of t heir services or ot herwise raise quest ions as t o t heir credibilit y. Rehabilit at ion counselors neit her give nor receive commissions, rebat es, cont ingency or referral fees, gift s, or any ot her form of remunerat ion when accept ing cases or referring evaluees for professional services. While liens should be avoided, t hey are somet imes st andard pract ice in part icular t rial set t ings. Payment is never cont ingent on out come or awards. b. FEE DISPUTES. Should fee disput es arise during t he course of evaluat ing cases and prior t o t rial, rehabilit at ion counselors have t he abilit y t o discont inue t heir involvement in cases as long as no harm comes t o evaluees. SECTION G: EVALUATION, ASSESSMENT, AND INTERPRETATION G.1. INFORMED CONSENT a. EXPLANATION TO CLIENTS. Prior t o assessment, rehabilit at ion counselors explain t he nat ure and purposes of assessment and t he specific use of result s by pot ent ial recipient s. The explanat ion is given in t he language and/ or development al level of client s (or ot her legally aut horized persons on behalf of client s), unless an explicit except ion has been agreed upon in advance. Rehabilit at ion counselors consider personal or cult ural cont ext of client s, t he level of t heir underst anding of t he result s, and t he impact of t he result s on client s. Regardless of whet her scoring and int erpret at ion are complet ed by rehabilit at ion counselors, by assist ant s, or by comput er or ot her out side services, rehabilit at ion counselors t ake reasonable st eps t o ensure t hat appropriat e explanat ions are given t o client s. b. RECIPIENTS OF RESULTS. Rehabilit at ion counselors consider t he welfare of client s, explicit underst andings, and prior agreement s in det ermining who receives t he assessment result s. Rehabilit at ion counselors include accurat e and appropriat e int erpret at ions wit h any release of individual or group assessment result s. Issues of cult ural diversit y, when present, are t aken int o considerat ion when providing int erpret at ions and releasing informat ion. 74

75 G.2. RELEASE OF INFORMATION TO COMPETENT PROFESSIONALS a. MISUSE OF RESULTS. Rehabilit at ion counselors do not misuse assessment result s, including t est result s and int erpret at ions, and t ake reasonable st eps t o prevent t he misuse of such by ot hers. b. RELEASE OF DATA TO QUALIFIED PROFESSIONALS. Rehabilit at ion counselors release assessment dat a in which client s are ident ified only wit h t he consent of client s or t heir legal represent at ives, or court order. Such dat a is released only t o professionals recognized as qualified t o int erpret t he dat a. G.3. PROPER DIAGNOSIS OF MENTAL DISORDERS a. PROPER DIAGNOSIS. If wit hin t heir professional and individual scope of pract ice, rehabilit at ion counselors t ake special care t o provide proper diagnosis of ment al disorders. Assessment t echniques (including personal int erviews) used t o det ermine care of client s (e.g., focus of t reat ment, t ypes of t reat ment, or recommended follow - up) are carefully select ed and appropriat ely used. b. CULTURAL SENSITIVITY. Rehabilit at ion counselors recognize t hat cult ure affect s t he manner in which t he disorders of client s are defined. The socioeconomic and cult ural experiences of client s are considered when diagnosing. c. HISTORICAL AND SOCIAL PREJUDICES IN DIAGNOSIS AND THE DIAGNOSIS OF PATHOLOGY. Rehabilitation counselors recognize historical and social prejudices in the misdiagnosis and pathologizing of certain individuals and groups. Rehabilitation counselors may refrain from making and/or reporting a diagnosis if they believe it would cause harm to clients or others. G.4. COMPETENCE TO USE AND INTERPRET TESTS a. LIMITS OF COMPETENCE. Rehabilit at ion counselors ut ilize only t hose t est ing and assessment services for which t hey have been t rained and are compet ent. Rehabilit at ion counselors t ake reasonable measures t o ensure t he proper use of psychological and career assessment t echniques by persons under t heir supervision. The requirement t o develop t his compet ency applies regardless of whet her t est s are administ ered t hrough st andard or t echnology-based met hods. b. APPROPRIATE USE. Rehabilit at ion counselors are responsible for t he appropriat e applicat ions, scoring, int erpret at ions, and use of assessment inst rument s relevant t o t he needs of client s, whet her t hey score and int erpret such assessment s t hemselves or use t echnology or ot her services. Generally new inst rument s are used wit hin one year of publicat ion, unless rehabilit at ion counselors document a valid reason why t he normat ive dat a from previous versions are more applicable t o client s. 75

76 c. RECOMMENDATIONS BASED ON RESULTS. Rehabilit at ion counselors are responsible for recommendat ions involving individuals t hat are based on assessment result s, and have a t horough underst anding of educat ional, psychological, and career measurement s, including validat ion crit eria, assessment research, and guidelines for assessment development and use. In addit ion t o t est result s, rehabilit at ion counselors consider ot her fact ors present in t he client s sit uat ion (e.g., disabilit y or cult ural fact ors) before making any recommendat ions, when relevant. d. ACCURATE INFORMATION. Rehabilit at ion counselors provide accurat e informat ion and avoid false claims or misconcept ions when making st at ement s about assessment inst rument s or t echniques. Special effort s are made t o avoid ut ilizing t est result s t o make inappropriat e diagnoses or inferences. G.5. TEST SELECTION a. APPROPRIATENESS OF INSTRUMENTS. Rehabilit at ion counselors carefully consider t he validit y, reliabilit y, psychomet ric limit at ions, and appropriat eness of inst rument s when select ing t est s for use in given sit uat ions or wit h part icular client s. b. REFERRAL INFORMATION. If client s are referred t o a t hird part y for assessment, rehabilit at ion counselors provide specific referral quest ions and sufficient object ive dat a about client s t o ensure t hat appropriat e assessment inst rument s are ut ilized. c. CULTURALLY DIVERSE POPULATIONS. Rehabilit at ion counselors are caut ious when select ing assessment s for use wit h individuals from cult urally diverse populat ions t o avoid t he use of inst rument s t hat lack appropriat e psychomet ric propert ies for t hose client populat ions. G.6. CONDITIONS OF TEST ADMINISTRATION a. ADMINISTRATION CONDITIONS. Rehabilit at ion counselors administ er assessment s under t he same condit ions t hat were est ablished in t he st andardized development of t he inst rument. When assessment s are not administ ered under st andard condit ions, as may be necessary t o accommodat e client s wit h disabilit ies, or when unusual behavior or irregularit ies occur during t he administ rat ion, t hose condit ions are not ed in int erpret at ion, and t he result s may be designat ed as invalid or of quest ionable validit y. b. TECHNOLOGICAL ADMINISTRATION. When using t echnology or elect ronic met hods t o administ er assessment s, rehabilit at ion counselors ensure t hat t he inst rument s are funct ioning properly and provide accurat e result s. c. UNSUPERVISED TEST-TAKING. Rehabilit at ion counselors do not permit unsupervised or inadequat ely supervised use of t est s or assessment s unless t he t est s or assessment s are designed, int ended, and validat ed for self -administ rat ion and/ or scoring. 76

77 G.7. TEST SCORING AND INTERPRETATION a. REPORTING RESERVATIONS. In report ing assessment result s, rehabilit at ion counselors indicat e any reservat ions t hat exist regarding validit y or reliabilit y because of t he circumst ances of t he assessment s or t he inappropriat eness of t he norms for persons t est ed. b. CULTURAL DIVERSITY ISSUES IN ASSESSMENT. Rehabilit at ion counselors use caut ion wit h assessment t echniques t hat were normed on populat ions ot her t han t hat of t he client. Rehabilit at ion counselors recognize t he effect s of age, color, race, nat ional origin, cult ure, disabilit y, et hnicit y, gender, gender ident it y, religion/ spirit ualit y, sexual orient at ion, marit al st at us/ part nership, language preference, socioeconomic st at us, or any basis proscribed by law on t est administ rat ions and int erpret at ions, and place t est result s in proper perspect ive wit h ot her relevant fact ors. c. RESEARCH INSTRUMENTS. Rehabilit at ion counselors exercise caut ion when int erpret ing t he result s of research inst rument s not having sufficient t echnical dat a t o support respondent result s. The specific purposes for t he use of such inst rument s are st at ed explicit ly t o examinees. 77

78 G.8. ASSESSMENT CONSIDERATIONS a. ASSESSMENT SECURITY. Rehabilit at ion counselors maint ain t he int egrit y and securit y of t est s and ot her assessment t echniques consist ent wit h legal and cont ract ual obligat ions. Rehabilit at ion counselors do not appropriat e, reproduce, or modify published assessment s or part s t hereof wit hout acknowledgment and permission from t he publisher. b. OBSOLETE ASSESSMENT AND OUTDATED RESULTS. Rehabilit at ion counselors do not use dat a or result s from assessment s t hat are obsolet e or out dat ed. Rehabilit at ion counselors make every effort t o prevent t he misuse of obsolet e measures and assessment dat a by ot hers. c. ASSESSMENT CONSTRUCTION. Rehabilit at ion counselors use est ablished scient ific procedures, relevant st andards, and current professional knowledge for assessment design in t he development, publicat ion, and ut ilizat ion of educat ional and psychological assessment t echniques. SECTION H: TEACHING, SUPERVISION, AND TRAINING H.1. REHABILITATION COUNSELOR SUPERVISION AND CLIENT WELFARE a. CLIENT WELFARE. Rehabilit at ion counselor supervisors meet regularly wit h supervisees t o review case not es, samples of clinical work, or live observat ions in order t o ensure t he welfare of client s. Supervisees have a responsibilit y t o underst and and follow t he Code. b. REHABILITATION COUNSELOR CREDENTIALS. Rehabilit at ion counselor supervisors work t o ensure t hat client s are aware of t he qualificat ions of t he supervisees who render services t o client s. c. INFORMED CONSENT AND CLIENT RIGHTS. Rehabilit at ion counselor supervisors make supervisees aware of t he right s of client s including t he prot ect ion of t heir privacy and confident ialit y in t he counseling relat ionship. Supervisees provide client s wit h professional disclosure informat ion and inform t hem of how t he supervision process influences t he limit s of confident ialit y. Supervisees make client s aware of who has access t o records of t he counseling relat ionship and how t hese records are used. H.2. REHABILITATION COUNSELOR SUPERVISION COMPETENCE a. SUPERVISOR PREPARATION. Rehabilit at ion counselors who offer supervision services regularly pursue cont inuing educat ion act ivit ies, including bot h counseling and supervision t opics and skills. 78

79 b. CULTURAL DIVERSITY IN REHABILITATION COUNSELOR SUPERVISION. Rehabilit at ion counselor supervisors are aware of and address t he role of cult ural diversit y in t he supervisory relat ionship. H.3. ROLES AND RELATIONSHIPS WITH SUPERVISEES OR TRAINEES a. RELATIONSHIP BOUNDARIES WITH SUPERVISEES OR TRAINEES. Rehabilitation counselor supervisors or educators clearly define and maintain ethical professional, personal, and social relationships with their supervisees or trainees. Rehabilitation counselor supervisors or educators avoid nonprofessional relationships with current supervisees or trainees. If rehabilitation counselor supervisors or educators must assume other professional roles (e.g., clinical and/or administrative supervisors, instructors) with supervisees or trainees, they work to minimize potential conflicts and explain to supervisees or trainees the expectations and responsibilities associated with each role. They do not engage in any form of nonprofessional interactions that may compromise the supervisory relationship. b. SEXUAL OR ROMANTIC RELATIONSHIPS. Rehabilit at ion counselors do not engage in sexual or romant ic int eract ions or relat ionships wit h current supervisees or t rainees. c. EXPLOITATIVE RELATIONSHIPS. Rehabilit at ion counselors do not engage in exploit at ive relat ionships wit h individuals wit h whom t hey have supervisory, evaluat ive, or inst ruct ional cont rol or aut horit y. d. SEXUAL HARASSMENT. Rehabilit at ion counselor supervisors or educat ors do not condone or subject supervisees or t rainees t o sexual harassment. e. RELATIONSHIPS WITH FORMER SUPERVISEES OR TRAINEES. Rehabilit at ion counselor supervisors or educat ors are aware of t he power different ial in t heir relat ionships wit h supervisees or t rainees. Rehabilit at ion counselor supervisors or educat ors fost er open discussions wit h former supervisees or t rainees when considering engaging in a social, sexual, or ot her int imat e relat ionships. Rehabilit at ion counselor supervisors or educat ors discuss wit h t he former supervisees or t rainees how t heir former relat ionship may affect t he change in relat ionship. f. NONPROFESSIONAL RELATIONSHIPS. Rehabilit at ion counselor supervisors or educat ors avoid nonprofessional or ongoing professional relat ionships wit h supervisees or t rainees in which t here is a risk of pot ent ial harm t o supervisees or t rainees or t hat may compromise t he t raining experience or grades assigned. In addit ion, rehabilit at ion counselor supervisors or educat ors do not accept any form of professional services, fees, commissions, reimbursement, or remunerat ion from a sit e for supervisee or t rainee placement s. g. CLOSE RELATIVES AND FRIENDS. Rehabilit at ion counselor supervisors or educat ors avoid accept ing close relat ives, romant ic part ners, or friends as supervisees or t rainees. 79

80 When such circumst ances can not be avoided, rehabilit at ion counselor supervisors or educat ors ut ilize a formal review mechanism. h. POTENTIALLY BENEFICIAL RELATIONSHIPS. Rehabilit at ion counselor supervisors or educat ors are aware of t he power different ial in t heir relat ionships wit h supervisees or t rainees. If t hey believe nonprofessional relat ionships wit h supervisees or t rainees may be pot ent ially beneficial t o supervisees or t rainees, t hey t ake precaut ions similar t o t hose t aken by rehabilit at ion counselors when working wit h client s. Examples of pot ent ially beneficial int eract ions or relat ionships include at t ending a formal ceremony; hospit al visit s; providing support during a st ressful event ; or mut ual membership in professional associat ions, organizat ions, or communit ies. Rehabilit at ion counselor supervisors or educat ors engage in open discussions wit h supervisees or t rainees when t hey consider ent ering int o relat ionships wit h t hem out side of t heir role as clinical and/ or administ rat ive supervisors. Before engaging in nonprofessional relat ionships, rehabilit at ion counselor supervisors or educat ors discuss t he rat ionale for such int eract ions, pot ent ial benefit s or drawbacks, and ant icipat ed consequences wit h supervisees or t rainees. Rehabilit at ion counselor supervisors or educat ors clarify t he specific nat ure and limit at ions of t he addit ional role(s) t hey have wit h supervisees or t rainees. Nonprofessional relat ionships wit h supervisees or t rainees are t ime-limit ed or cont ext specific and init iat ed wit h t heir consent. H.4. REHABILITATION COUNSELOR SUPERVISOR RESPONSIBILITIES a. DISCLOSURE AND INFORMED CONSENT FOR SUPERVISION. Rehabilitation counselor supervisors provide professional disclosure that, at a minimum, is consistent with the jurisdiction in which they practice. Rehabilitation counselor supervisors are responsible for incorporating into their supervision the principles of informed consent. Rehabilitation counselor 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. b. EMERGENCIES AND ABSENCES. Rehabilit at ion counselor supervisors est ablish and communicat e t o supervisees t he procedures for cont act ing t hem or, in t heir absence, alt ernat ive on-call supervisors t o assist in handling crises. c. STANDARDS FOR REHABILITATION COUNSELOR SUPERVISEES. Rehabilit at ion counselor supervisors make t heir supervisees aware of professional and et hical st andards and legal responsibilit ies. Rehabilit at ion counselor supervisors of post -degree rehabilit at ion counselors encourage t hese rehabilit at ion counselors t o adhere t o professional st andards of pract ice. d. RESOLVING DIFFERENCES. When cult ural, et hical, or professional issues are crucial t o t he viabilit y of t he supervisory relat ionship, bot h part ies make effort s t o resolve differences. When t erminat ion is warrant ed, rehabilit at ion counselor supervisors make appropriat e referrals t o possible alt ernat ive supervisors. 80

81 H.5. REHABILITATION COUNSELOR SUPERVISOR EVALUATION, REMEDIATION, AND ENDORSEMENT a. EVALUATION. Rehabilit at ion counselor supervisors or educat ors clearly st at e t o supervisees or t rainees, prior t o and t hroughout t he t raining program, t he levels of compet ency expect ed, appraisal met hods, and t iming of evaluat ions for bot h didact ic and clinical compet encies. Rehabilit at ion counselor supervisors or educat ors document and provide supervisees or t rainees ongoing performance appraisal and evaluat ion feedback. b. LIMITATIONS. Throughout ongoing evaluat ion and appraisal, rehabilit at ion counselor supervisors or educat ors are aware of and address t he inabilit y of some supervisees or t rainees t o achieve, improve, or maint ain counseling compet encies. Rehabilit at ion counselor supervisors or educat ors: (1) assist supervisees or t rainees in securing remedial assist ance when needed; (2) seek professional consult at ion and document t heir decision t o dismiss or refer supervisees or t rainees for assist ance; (3) ensure t hat supervisees or t rainees have recourse in a t imely manner t o address decisions t hat require t hem t o seek assist ance or t o dismiss t hem; and (4) provide supervisees or t rainees wit h due process according t o organizat ional policies and procedures. c. COUNSELING FOR SUPERVISEES. Rehabilit at ion counselor supervisors or educat ors address int erpersonal compet encies of supervisees or t rainees in t erms of t he impact of t hese issues on client s, supervisory relat ionships, and professional funct ioning. Wit h t he except ion of brief int ervent ions t o address sit uat ional dist ress, or as part of educat ional act ivit ies, rehabilit at ion counselor supervisors or educat ors do not provide counseling services t o supervisees or t rainees. If supervisees or t rainees request counseling or if counseling is required as part of a remediat ion process, rehabilit at ion counselor supervisors or educat ors provide t hem wit h referrals. d. ENDORSEMENT. Rehabilit at ion counselor supervisors or educat ors endorse supervisees or t rainees for cert ificat ion, licensure, employment, or complet ion of academic or t raining programs based on sat isfact ory progress and observat ions while under supervision or t raining. Regardless of qualificat ions, supervisors or educat ors do not endorse supervisees or t rainees whom t hey believe t o be impaired in any way t hat would int erfere wit h t he performance of t he dut ies associat ed wit h t he endorsement. H.6. RESPONSIBILITIES OF REHABILITATION COUNSELOR EDUCATORS a. REHABILITATION COUNSELOR EDUCATORS. Rehabilitation 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 aware of their responsibilities. Rehabilitation counselor educators conduct rehabilitation counselor 81

82 education and training programs in an ethical manner and serve as role models for professional behavior. b. INFUSING CULTURAL DIVERSITY. Rehabilit at ion counselor educat ors infuse mat erial relat ed t o cult ural diversit y int o all courses and workshops for t he development of professional rehabilit at ion counselors. c. INTEGRATION OF STUDY AND PRACTICE. Rehabilit at ion counselor educat ors est ablish educat ion and t raining programs t hat int egrat e academic st udy and supervised pract ice. d. TEACHING ETHICS. Rehabilit at ion counselor educat ors make st udent s aware of t heir et hical responsibilit ies, st andards of t he profession, and t he et hical responsibilit ies of st udent s t o t he profession. Rehabilit at ion counselor educat ors infuse et hical considerat ions t hroughout t he curriculum. e. PEER RELATIONSHIPS. Rehabilit at ion counselor educat ors make every effort t o ensure t hat t he right s of peers are not compromised when st udent s lead counseling groups or provide clinical supervision. Rehabilit at ion counselor educat ors t ake st eps t o ensure t hat st udent s underst and t hey have t he same et hical obligat ions as rehabilit at ion counselor educat ors, t rainers, and supervisors. f. INNOVATIVE TECHNIQUES/ PROCEDURES/ MODALITIES. When rehabilit at ion counselor educat ors t each counseling t echniques/ procedures/ modalit ies t hat are innovat ive, wit hout an empirical foundat ion or wit hout a well-grounded t heoret ical foundat ion, t hey define t he counseling t echniques/ procedures/ modalit ies as unproven or developing and explain t o st udent s t he pot ent ial risks and et hical considerat ions of using such t echniques/ procedures/ modalit ies. g. FIELD PLACEMENTS. Rehabilit at ion counselor educat ors develop clear policies wit hin t heir t raining programs regarding field placement and ot her clinical experiences. Rehabilit at ion counselor educat ors provide clearly st at ed roles and responsibilit ies for st udent s, sit e supervisors, and program supervisors. They confirm t hat sit e supervisors are qualified t o provide supervision and inform sit e supervisors of t heir professional and et hical responsibilit ies in t his role. h. PROFESSIONAL DISCLOSURE. Before init iat ing counseling services, rehabilit at ion counselors-int raining disclose t heir st at us as st udent s and explain how t his st at us affect s t he limit s of confident ialit y. Rehabilit at ion counselor educat ors ensure t hat client s at field placement are aware of t he services rendered and t he qualificat ions of t he st udent s and supervisees rendering t hose services. St udent s obt ain permission from client s before t hey use any informat ion concerning t he counseling relat ionship in t he t raining process. 82

83 H.7. STUDENT WELFARE a. ORIENTATION. Rehabilit at ion counselor educat ors recognize t hat orient at ion is a development al process t hat cont inues t hroughout t he educat ional and clinical t raining of st udent s. Rehabilit at ion counselor educat ors have an et hical responsibilit y t o provide enough informat ion t o prospect ive or current st udent s about program expect at ions for t hem t o make informed decisions about ent ering int o and cont inuing in a program. b. SELF-GROWTH EXPERIENCES. Rehabilit at ion counselor educat ion programs delineat e requirement s for self -disclosure as part of self -growt h experiences in t heir admission and program mat erials. Rehabilit at ion counselor educat ors use professional judgment when designing t raining experiences t hey conduct t hat require st udent self -growt h or self-disclosure. St udent s are made aware of t he ramificat ions t heir self -disclosure may have when rehabilit at ion counselors whose primary role as t eachers, t rainers, or supervisors require act ing on et hical obligat ions t o t he profession. Evaluat ive component s of experient ial t raining experiences explicit ly delineat e predet ermined academic st andards t hat are separat e and do not depend on t he level of self -disclosure of st udent s. As a condit ion t o remain in t he program, rehabilit at ion counselor educat o rs may require t hat st udent s seek professional help t o address any personal concerns t hat may be affect ing t heir compet ency. H.8. CULTURAL DIVERSITY COMPETENCE IN REHABILITATION COUNSELOR EDUCATION PROGRAMS AND TRAINING PROGRAMS a. DIVERSITY. Rehabilit at ion counselor educat ors act ively at t empt t o recruit and ret ain a diverse facult y and st udent body. Rehabilit at ion counselor educat ors demonst rat e commit ment t o cult ural diversit y compet ence by recognizing and valuing diverse cult ures and t ypes of abilit ies facult y and st udent s bring t o t he t raining experience. Rehabilit at ion counselor educat ors provide appropriat e accommodat ions as required t o enhance and support t he well-being and performance of st udent s. b. CULTURAL DIVERSITY COMPETENCE. Rehabilit at ion counselor educat ors act ively infuse cult ural diversit y compet ency int o t heir t raining and supervision pract ices. They act ively educat e t rainees t o develop and maint ain beliefs, at t it udes, knowledge, and skills necessary for compet ent pract ice wit h people across cult ures. SECTION I: RESEARCH AND PUBLICATION I.1. RESEARCH RESPONSIBILITIES 83

84 a. USE OF HUMAN PARTICIPANTS. Rehabilit at ion counselors plan, design, conduct, and report research in a manner t hat reflect s cult ural sensit ivit y, is cult urally appropriat e, and is consist ent wit h pert inent et hical principles, laws, host inst it ut ional regulat ions, and scient ific st andards governing research wit h human part icipant s. They seek consult at ion when appropriat e. b. DEVIATION FROM STANDARD PRACTICES. Rehabilit at ion counselors seek consult at ion and observe st ringent safeguards t o prot ect t he right s of research part icipant s when a research problem suggest s a deviat ion from st andard accept able pract ices. c. PRECAUTIONS TO AVOID INJURY. Rehabilit at ion counselors who conduct research wit h human part icipant s are responsible for t he welfare of part icipant s t hroughout t he research process and t ake reasonable precaut ions t o avoid causing injurious psychological, emot ional, physical, or social effect s t o part icipant s. d. PRINCIPAL RESEARCHER RESPONSIBILITY. The ult imat e responsibilit y for et hical research pract ice lies wit h principal researchers. All ot hers involved in t he research act ivit ies share et hical obligat ions and responsibilit ies for t heir own act ions. e. MINIMAL INTERFERENCE. Rehabilit at ion counselors t ake precaut ions t o avoid causing disrupt ion in t he lives of research part icipant s t hat may result from t heir involvement in research. I.2. INFORMED CONSENT AND DISCLOSURE a. INFORMED CONSENT IN RESEARCH. Individuals have the right to consent to become research participants. In seeking consent, rehabilitation counselors use language that: (1) accurately explains the purpose and procedures to be followed; (2) identifies any procedures that are experimental or relatively untried; (3) describes any attendant discomforts and risks; (4) describes any benefits or changes in individuals or organizations that might be reasonably expected; (5) discloses appropriate alternative procedures that would be advantageous for participants; (6) offers to answer any inquiries concerning the procedures; (7) describes any limitations on confidentiality; (8) describes formats and potential target audiences for the dissemination of research findings; and (9) instructs participants that they are free to withdraw their consent and to discontinue participation in the project at any time without penalty. b. DECEPTION. Rehabilit at ion counselors do not conduct research involving decept ion unless alt ernat ive procedures are not feasible. If such decept ion has t he pot ent ial t o cause physical or emot ional harm t o research part icipant s, t he research is not conduct ed, regardless of prospect ive value. When t he met hodological requirement s of a st udy necessit at e concealment or decept ion, t he invest igat or explains t he reasons for t his act ion as soon as possible during t he debriefing. c. VOLUNTARY PARTICIPATION. Part icipat ion in research is t ypically volunt ary and wit hout any penalt y for refusal t o part icipat e. Involunt ary part icipat ion is appropriat e only when 84

85 it can be demonst rat ed t hat part icipat ion has no harmful effect s on part icipant s and is essent ial t o t he research. d. CONFIDENTIALITY OF INFORMATION. Informat ion obt ained about part icipant s during t he course of research is confident ial. When t he possibilit y exist s t hat ot hers may obt ain access t o such informat ion, et hical research pract ice requires t hat t he possibilit y, t oget her wit h t he plans for prot ect ing confident ialit y, be explained t o part icipant s as part of t he procedures for obt aining informed consent. e. INDIVIDUALS NOT CAPABLE OF GIVING INFORMED CONSENT. When individuals are not capable of giving informed consent, rehabilit at ion counselors provide an appropriat e explanat ion t o and obt ain agreement for part icipat ion and appropriat e consent from a legally aut horized person. f. COMMITMENTS TO PARTICIPANTS. Rehabilit at ion counselors t ake reasonable measures t o honor all commit ment s t o research part icipant s. g. EXPLANATIONS AFTER DATA COLLECTION. Aft er dat a is collect ed, rehabilit at ion counselors provide part icipant s wit h full clarificat ion of t he nat ure of t he st udy t o remove any misconcept ions part icipant s might have regarding t he research. Where scient ific or human values just ify delaying or wit hholding informat ion, rehabilit at ion counselors t ake reasonable measures t o avoid causing harm. h. AGREEMENT OF CONTRIBUTORS. Rehabilit at ion counselors who conduct joint research est ablish agreement s in advance regarding allocat ion of t asks, publicat ion credit, and t ypes of acknowledgment received, and incur an obligat ion t o cooperat e as agreed. i. INFORMING SPONSORS. Rehabilit at ion counselors inform sponsors, inst it ut ions, and publicat ion channels regarding research procedures and out comes. Rehabilit at ion counselors ensure t hat appropriat e bodies and aut horit ies are given pert inent informat ion and acknowledgment. I.3. REPORTING RESULTS a. ACCURATE RESULTS. Rehabilit at ion counselors plan, conduct, and report research accurat ely. They provide t horough discussions of t he limit at ions of t heir dat a and alt ernat ive hypot heses. Rehabilit at ion counselors do not engage in misleading or fraudulent research, dist ort dat a, misrepresent dat a, or deliberat ely bias t heir result s. They explicit ly ment ion all variables and condit ions known t o t he invest igat or(s) t hat may have affect ed t he out come of st udies or int erpret at ions of dat a. They describe t he ext ent t o which result s are applicable for diverse populat ions. b. OBLIGATION TO REPORT UNFAVORABLE RESULTS. Rehabilit at ion counselors report t he result s of any research of professional value. Result s t hat reflect unfavorably on inst it ut ions, programs, services, prevailing opinions, or vest ed int erest s are not wit hheld. c. IDENTITY OF PARTICIPANTS. Rehabilit at ion counselors who supply dat a, aid in t he research of anot her person, report research result s, or make original dat a available, t ake due care t o disguise t he ident it y of respect ive part icipant s in t he absence of 85

86 specific aut horizat ion from t he part icipant s t o do ot herwise. In sit uat ions where part icipant s self -ident ify t heir involvement in research st udies, researchers t ake act ive st eps t o ensure t hat dat a is adapt ed/ changed t o prot ect t he ident it ies and welfare of all part ies and t hat discussion of result s does not cause harm t o part icipant s. d. REPORTING ERRORS. If rehabilit at ion counselors discover significant errors in t heir published research, t hey t ake reasonable st eps t o correct such errors in a correct ion errat um or t hrough ot her appropriat e publicat ion means. e. REPLICATION STUDIES. Rehabilit at ion counselors are obligat ed t o make available sufficient original research dat a t o qualified professionals who may wish t o replicat e t he st udy. I.4. PUBLICATIONS AND PRESENTATIONS a. RECOGNIZING CONTRIBUTIONS. When conduct ing and report ing research, rehabilit at ion counselors are familiar wit h and give recognit ion t o previous work on t he t opic, observe copyright laws, and give full credit t o t hose t o whom credit is due. b. CONTRIBUTORS. Rehabilit at ion counselors give credit t hrough joint aut horship, acknowledgment, foot not e st at ement s, or ot her appropriat e means t o t hose who have cont ribut ed significant ly t o research or concept development in accordance wit h such cont ribut ions. Principal cont ribut ors are list ed f irst and minor t echnical or professional cont ribut ions are acknowledged in not es or int roduct ory st at ement s. c. STUDENT RESEARCH. For art icles t hat are subst ant ially based on st udent s course papers, project s, dissert at ions or t heses of st udent s, and for which st udent s have been t he primary cont ribut ors, t hey are list ed as principal aut hors. d. DUPLICATE SUBMISSION. Rehabilit at ion counselors submit manuscript s for considerat ion t o only one journal at a t ime. Manuscript s t hat are published in whole or in subst ant ial part in anot her journal or published work are not submit t ed for publicat ion wit hout acknowledgment and permission from t he previous publicat ion. e. PROFESSIONAL REVIEW. Rehabilit at ion counselors who review mat erial submit t ed for publicat ion, research, or ot her scholarly purposes respect t he confident ialit y and propriet ary right s of t hose who submit t ed it. Rehabilit at ion counselors use care t o make publicat ion decisions based on valid and defensible st andards. Rehabilit at ion counselors review art icle submissions in a t imely manner and based on t heir scope and compet ency in research met hodologies. Rehabilit at ion counselors who serve as reviewers at t he request of edit ors or publishers make every effort t o review only mat erials t hat are wit hin t heir scope of compet ency and use care t o avoid personal biases. 86

87 f. PLAGIARISM. Rehabilit at ion counselors do not plagiarize, t hat is, t hey do not present anot her person s work as t heir own work. g. REVIEW/ REPUBLICATION OF DATA OR IDEAS. Rehabilit at ion counselors fully acknowledge and make edit orial reviewers aware of prior publicat ion of ideas or dat a where such ideas or dat a are submit t ed for review or publicat ion. h. NONPROFESSIONAL RELATIONSHIPS. Rehabilit at ion counselors avoid nonprofessional relat ionships wit h research part icipant s when research involves int ensive or ext ensive int eract ion. When a nonprofessional int eract ion bet ween researchers and research part icipant s may be pot ent ially beneficial, researchers must document, prior t o t he int eract ion (when feasible), t he rat ionale for such int eract ions, t he pot ent ial benefit s, and ant icipat ed consequences for research part icipant s. Such int eract ions are init iat ed wit h appropriat e consent of research part icipant s. Where unint ent ional harm occurs t o research part icipant s due t o nonprofessional int eract ions, researchers must show evidence of an at t empt t o remedy such harm. i. SEXUAL OR ROMANTIC RELATIONSHIPS WITH RESEARCH PARTICIPANTS. Rehabilit at ion counselors do not engage in sexual or romant ic rehabilit at ion counselor research part icipant int eract ions or init iat e relat ionships wit h current research part icipant s. j. SEXUAL HARASSMENT AND RESEARCH PARTICIPANTS. Rehabilit at ion counselors do not condone or subject research part icipant s t o sexual harassment. I.5. CONFIDENTIALITY a. INSTITUTIONAL APPROVAL. When inst it ut ional review board approval is required, rehabilit at ion counselors provide accurat e informat ion about t heir research proposals and obt ain approval prior t o conduct ing t heir research. They conduct research in accordance wit h t he approved research prot ocol. b. ADHERENCE TO GUIDELINES. Rehabilit at ion counselors are responsible for underst anding and adhering t o nat ional, local, agency, or inst it ut ional policies or applicable guidelines regarding confident ialit y in t heir research pract ices. c. CONFIDENTIALITY OF INFORMATION OBTAINED IN RESEARCH. Violat ions of part icipant s privacy and confident ialit y are risks of part icipat ion in research involving human part icipant s. Invest igat ors maint ain all research records in a secure manner. They explain t o part icipant s t he risks of violat ions of privacy and confident ialit y and disclose t o part icipant s any limit s of confident ialit y t hat reasonably can be expect ed. d. DISCLOSURE OF RESEARCH INFORMATION. Rehabilit at ion counselors do not disclose confident ial informat ion t hat reasonably could lead t o t he ident ificat ion of research 87

88 part icipant s unless t hey have obt ained t he prior consent of part icipant s. Use of dat a derived from counseling relat ionships for purposes of t raining, research, or publicat ion are confined t o cont ent t hat are disguised t o ensure t he anonymit y of t he individuals involved. e. AGREEMENT FOR IDENTIFICATION. Rehabilit at ion counselors ident ify client s, st udent s, or research part icipant s in a present at ion or publicat ion only when it has been reviewed by t hose client s, st udent s, or research part icipant s and t hey have agreed t o it s present at ion or publicat ion. SECTION J: TECHNOLOGY AND DISTANCE COUNSELING J.1. BEHAVIOR AND IDENTIFICATION a. APPLICATION AND COMPETENCE. Rehabilit at ion counselors are held t o t he same level of expect ed behavior and compet ence as defined by t he Code regardless of t he t echnology used (e.g., cellular phones, , facsimile, video, audio, audio -visual) or it s applicat ion (e.g., assessment, research, dat a st orage). b. PROBLEMATIC USE OF THE INTERNET. Rehabilit at ion counselors are aware of behavioral differences wit h t he use of t he Int ernet, and/ or met hods of elect ronic communicat ion, and how t hese may impact t he counseling process. c. POTENTIAL MISUNDERSTANDINGS. Rehabilit at ion counselors educat e client s on how t o prevent and address pot ent ial misunderst andings arising from t he lack of visual cues and voice int onat ions when communicat ing elect ronically. J.2. ACCESSIBILITY a. DETERMINING CLIENT CAPABILITIES. When providing t echnology-assist ed services, rehabilit at ion counselors det ermine t hat client s are funct ionally and linguist ically capable of using t he applicat ion and t hat t he t echnology is appropriat e for t he needs of client s. Rehabilit at ion counselors verify t hat client s underst and t he purpose and operat ion of t echnology applicat ions and follow-up wit h client s t o correct possible misconcept ions, discover appropriat e use, and assess subsequent st eps. b. ACCESSING TECHNOLOGY. Based on funct ional, linguist ic, or cult ural needs of client s, rehabilit at ion counselors guide client s in obt aining reasonable access t o pert inent applicat ions when providing t echnology-assist ed services. J.3. CONFIDENTIALITY, INFORMED CONSENT, AND SECURITY a. CONFIDENTIALITY AND INFORMED CONSENT. Rehabilit at ion counselors ensure t hat client s are provided sufficient informat ion t o adequat ely address and explain t he limit s of: (1) 88

89 t echnology used in t he counseling process in general; (2) ensuring and maint aining complet e confident ialit y of client informat ion t ransmit t ed t hrough elect ronic means; (3) a colleague, supervisor, and an employee, such as an Informat ion Technology (IT) administ rat or or paraprofessional st aff, who might have aut horized or unaut horized access t o elect ronic t ransmissions; (4) an aut horized or unaut horized user including a family member and fellow employee who has access t o any t echnology t he client may use in t he counseling process; (5) pert inent legal right s and limit at ions governing t he pract ice of a profession over jurisdict ional boundaries; (6) record maint enance and ret ent ion policies; (7) t echnology failure, unavailabilit y, or crisis cont act procedures; and, (8) prot ect ing client informat ion during t he counseling process and at t he t erminat ion of services. b. TRANSMITTING CONFIDENTIAL INFORMATION. Rehabilit at ion counselors t ake precaut ions t o ensure t he confident ialit y of informat ion t ransmit t ed t hrough t he use of comput ers, , facsimile machines, t elephones, voic , answering machines, and ot her t echnology. c. SECURITY. Rehabilit at ion counselors: (1) use encrypt ed and/ or password-prot ect ed Int ernet sit es and/ or communicat ions t o help ensure confident ialit y when possible and t ake ot her reasonable precaut ions t o ensure t he confident ialit y of informat ion t ransmit t ed t hrough t he use of comput ers, , facsimiles, t elephones, voic , answering machines, or ot her t echnology; (2) not ify client s of t he inabilit y t o use encrypt ion or password prot ect ion, t he hazards of not using t hese securit y measures; and, (3) limit t ransmissions t o general communicat ions t hat are not specific t o client s, and/ or use non-descript ident ifiers. d. IMPOSTERS. In situations where it is difficult to verify the identity of rehabilitation counselors, clients, their guardians, and/or team members, rehabilitation counselors: (1) address imposter concerns, such as using code words, numbers, graphics, or other non-descript identifiers; and (2) establish methods for verifying identities. J.4. TECHNOLOGY-ASSISTED ASSESSMENT Rehabilitation counselors using technology-assisted test interpretations abide by the ethical standards for the use of such assessments regardless of administration, scoring, interpretation, or reporting method and ensure that persons under their supervision are aware of these standards. J.5. CONSULTATION GROUPS When participating in electronic professional consultation or consultation groups (e.g., social networks, listservs, blogs, online courses, supervision, interdisciplinary teams), rehabilitation counselors: (1) establish and/or adhere to the group s norms promoting behavior that is consistent with ethical standards, and (2) limit disclosure of confidential information. J.6. RECORDS, DATA STORAGE, AND DISPOSAL 89

90 a. RECORDS MANAGEMENT. Rehabilit at ion counselors are aware t hat elect ronic messages are considered t o be part of t he records of client s. Since elect ronic records are preserved, rehabilit at ion counselors inform client s of t he ret ent ion met hod and period, of who has access t o t he records, and how t he records are dest royed. b. PERMISSION TO RECORD. Rehabilit at ion counselors obt ain permission from client s prior t o recording sessions t hrough elect ronic or ot her means. c. PERMISSION TO OBSERVE. Rehabilit at ion counselors obt ain permission from client s prior t o observing counseling sessions, reviewing session t ranscript s, and/ or list ening t o or viewing recordings of sessions wit h supervisors, facult y, peers, or ot hers wit hin t he t raining environment. J.7. LEGAL a. ETHICAL/LEGAL REVIEW. Rehabilit at ion counselors review pert inent legal and et hical codes for possible violat ions emanat ing from t he pract ice of dist ance counseling and/ or supervision. b. LAWS AND STATUTES. Rehabilit at ion counselors ensure t hat t he use of t echnology does not violat e t he laws of any local, regional, nat ional, or int ernat ional ent it y, observe all relevant st at ut es, and seek business, legal, and t echnical assist ance when using t echnology in such a manner. J.8. ADVERTISING a. ONLINE PRESENCE. Rehabilit at ion counselors maint aining sit es on t he Int ernet do so based on t he advert ising, accessibilit y, and cult ural provisions of t he Code. The Int ernet sit e is regularly maint ained and includes avenues for communicat ion wit h rehabilit at ion counselors. b. VERACITY OF ELECTRONIC INFORMATION. Rehabilit at ion counselors assist client s in det ermining t he validit y and reliabilit y of informat ion found on t he Int ernet and/ or ot her t echnology applicat ions. J.9. RESEARCH AND PUBLICATION a. INFORMED CONSENT. Rehabilit at ion counselors are aware of t he limit s of t echnology - based research wit h regards t o privacy, confident ialit y, part icipant ident it ies, venues used, accuracy, and/ or disseminat ion. They inform part icipant s of t hose limit at ions 90

91 whenever possible, and make provisions t o safeguard t he collect ion, disseminat ion, and st orage of dat a collect ed. b. INTELLECTUAL PROPERTY. When rehabilit at ion counselors possess int ellect ual propert y of people or ent it ies (e.g., audio, visual, or writ t en hist orical or elect ronic media), t hey t ake reasonable precaut ions t o prot ect t he t echnological disseminat ion of t hat informat ion t hrough disclosure, informed consent, password prot ect ion, encrypt ion, copyright, or ot her securit y/ int ellect ual propert y prot ect ion means. J.10. REHABILITATION COUNSELOR UNAVAILABILITY a. TECHNOLOGICAL FAILURE. Rehabilit at ion counselors explain t o client s t he possibilit y of t echnology failure and provide an alt ernat ive means of communicat ion. b. UNAVAILABILITY. Rehabilit at ion counselors provide client s wit h inst ruct ions for cont act ing t hem when t hey are unavailable t hrough t echnological means. c. CRISIS CONTACT. Rehabilit at ion counselors provide referral informat ion for at least one agency or rehabilit at ion counselor-on-call for purposes of crisis int ervent ion for client s wit hin t heir geographical region. J.11. DISTANCE COUNSELING CREDENTIAL DISCLOSURE Rehabilitation counselors practicing through Internet sites provide information to clients regarding applicable certification boards and/or licensure bodies to facilitate client rights and protection and to address ethical concerns. J.12. DISTANCE COUNSELING RELATIONSHIPS a. BENEFITS AND LIMITATIONS. Rehabilit at ion counselors inform client s of t he benefit s and limit at ions of using t echnology applicat ions in t he counseling process and in business procedures. Such t echnologies include, but are not limit ed t o, comput er hardware and/ or soft ware, t elephones, t he Int ernet and ot her audio and/ or video communicat ion, assessment, research, or dat a st orage devices or media. b. INAPPROPRIATE APPLICATIONS. When t echnology-assist ed dist ance counseling services are deemed inappropriat e by rehabilit at ion counselors or client s, rehabilit at ion counselors pursue services face-to-face or by ot her means. c. BOUNDARIES. Rehabilit at ion counselors discuss and est ablish boundaries wit h client s, family members, service providers, and/ or t eam members regarding t he appropriat e use and/ or applicat ion of t echnology and t he limit s of it s use wit hin t he counseling relat ionship. J.13. DISTANCE COUNSELING SECURITY AND BUSINESS PRACTICES 91

92 a. SELF-DESCRIPTION. Rehabilit at ion counselors pract icing t hrough Int ernet sit es provide informat ion about t hemselves (e.g., et hnicit y, gender) as would be available if t he counseling were t o t ake place face-to-face. b. INTERNET SITES. Rehabilit at ion counselors pract icing t hrough Int ernet sit es: (1) obt ain t he writ t en consent of legal guardians or ot her aut horized legal represent at ives prior t o rendering services in t he event client s are minor children, adult s who are legally incompet ent, or adult s incapable of giving informed consent ; and (2) st rive t o provide t ranslat ion and int erpret at ion capabilit ies for client s who have a different primary language while also addressing t he imperfect nat ure of such t ranslat ions or int erpret at ions. c. BUSINESS PRACTICES. As part of t he process of est ablishing informed consent, rehabilit at ion counselors: (1) discuss t ime zone differences, local cust oms, and cult ural or language differences t hat might impact service delivery; and (2) educat e client s when t echnology-assist ed dist ance counseling services are not covered by insurance. J.14. DISTANCE GROUP COUNSELING When participating in distance group counseling, rehabilitation counselors: (1) establish and/or adhere to the group s norms promoting behavior that is consistent with ethical standards; and (2) limit disclosure of confidential information. J.15. TEACHING, SUPERVISION, AND TRAINING AT A DISTANCE Rehabilitation counselors, educators, supervisors, or trainers working with trainees or supervisees at a distance, disclose to trainees or supervisees the limits of technology in conducting distance teaching, supervision, and training. SECTION K: BUSINESS PRACTICES K.1. ADVERTISING AND SOLICITING CLIENTS a. ACCURATE ADVERTISING. When advert ising or ot herwise represent ing t heir services t o t he public, rehabilit at ion counselors ident ify t heir credent ials in an accurat e manner t hat is not false, misleading, decept ive, or fraudulent. b. TESTIMONIALS. Rehabilit at ion counselors who use t est imonials do not solicit t hem from current client s or former client s or any ot her persons who may be vulnerable t o undue influence. c. STATEMENTS BY OTHERS. Rehabilit at ion counselors make reasonable effort s t o ensure t hat st at ement s made by ot hers about t hem or t he profession are accurat e. 92

93 d. RECRUITING THROUGH EMPLOYMENT. Rehabilit at ion counselors do not use t heir places of employment or inst it ut ional affiliat ions t o recruit or gain client s, supervisees, or consult ees for t heir privat e pract ice. e. PRODUCTS AND TRAINING ADVERTISEMENTS. Rehabilit at ion counselors who develop product s relat ed t o t heir profession or conduct workshops or t raining event s ensure t hat t he advert isement s concerning t hese product s or event s are accurat e and disclose adequat e informat ion for client s t o make informed choices. f. PROMOTING TO THOSE SERVED. Rehabilit at ion counselors do not use counseling, t eaching, t raining, or supervisory relat ionships t o promot e t heir product s or t raining event s in a manner t hat is decept ive or would exert undue influence on individuals who may be vulnerable. Rehabilit at ion counselor educat ors may adopt t ext books t hey have aut hored for appropriat e inst ruct ional purposes. K.2. CLIENT RECORDS a. APPROPRIATE DOCUMENTATION. Rehabilit at ion counselors est ablish and maint ain document at ion consist ent wit h agency policy t hat accurat ely, sufficient ly, and in a t imely manner reflect s t he services provided and t hat ident ifies who provided t he services. If case not es need t o be alt ered, it is done in a manner t hat preserves t he original not es and is accompanied by t he dat e of change, informat ion t hat ident ifies who made t he change, and t he rat ionale for t he change. b. PRIVACY. Document at ion generat ed by rehabilit at ion counselors prot ect s t he privacy of client s t o t he ext ent t hat it is possible and includes only relevant or appropriat e counseling informat ion. c. RECORDS MAINTENANCE. Rehabilit at ion counselors maint ain records necessary for rendering professional services t o client s and as required by applicable laws, regulat ions, or agency/ inst it ut ion procedures. Subsequent t o file closure, records are maint ained for t he number of years consist ent wit h jurisdict ional requirement s or for longer periods during which maint enance of such records is necessary or helpful t o provide reasonably ant icipat ed fut ure services t o client s. Aft er t hat t ime, records are dest royed in a manner assuring preservat ion of confident ialit y. K.3. FEES, BARTERING, AND BILLING a. ESTABLISHING FEES. In est ablishing fees for professional counseling services, rehabilit at ion counselors consider t he financial st at us and localit y of client s. In t he event t hat t he est ablished fee st ruct ure is inappropriat e for client s, rehabilit at ion counselors assist client s in at t empt ing t o find comparable services of accept able cost. 93

94 b. ADVANCE UNDERSTANDING OF FEES. Prior t o ent ering t he counseling relat ionship, rehabilit at ion counselors clearly explain t o client s all financial arrangement s relat ed t o professional services. If rehabilit at ion counselors int end t o use collect ion agencies or t ake legal measures t o collect fees from client s who do not pay for services as agreed upon, t hey first inform client s of int ended act ions and offer client s t he opport unit y t o make payment. c. REFERRAL FEES. Rehabilit at ion counselors do not give or receive commissions, rebat es, or any ot her form of remunerat ion when referring client s for professional services. d. WITHHOLDING RECORDS FOR NONPAYMENT. Rehabilit at ion counselors may not wit hhold records under t heir cont rol t hat are request ed and needed for t he emergency t reat ment of client s solely because payment has not been received. e. BARTERING DISCOURAGED. Rehabilit at ion counselors ordinarily refrain from accept ing goods or services from client s in ret urn for rehabilit at ion counseling services because such arrangement s creat e inherent pot ent ial for conflict s, exploit at ion, and dist ort ion of t he professional relat ionship. Rehabilit at ion counselors part icipat e in bart ering only if t he relat ionship is not exploit at ive or harmful t o client s, if client s request it, if a clear writ t en cont ract is est ablished, and if such arrangement s are an accept ed pract ice in t he communit y or cult ure of client s. f. BILLING RECORDS. Rehabilit at ion counselors est ablish and maint ain billing records t hat are confident ial and accurat ely reflect t he services provided, t he t ime engaged in t he act ivit y, and t hat clearly ident ify who provided t he services. K.4. TERMINATION Rehabilitation counselors in fee-for-service relationships may terminate services with clients due to nonpayment of fees under the following conditions: (1) clients were informed of payment responsibilities and the effects of nonpayment or the termination of payment by third parties; and (2) clients do not pose an imminent danger to self or others. As appropriate, rehabilitation counselors refer clients to other qualified professionals to address issues unresolved at the time of termination. SECTION L: RESOLVING ETHICAL ISSUES L.1. KNOWLEDGE OF CRCC STANDARDS Rehabilitation counselors are responsible for reading, understanding, and following the Code, and seeking clarification of any standard that is not understood. Lack of knowledge or misunderstanding of an ethical responsibility is not a defense against a charge of unethical conduct. 94

95 L.2. APPLICATION OF STANDARDS a. DECISION-MAKING MODELS AND SKILLS. Rehabilit at ion counselors must be prepared t o recognize underlying et hical principles and conflict s among compet ing int erest s, as well as t o apply appropriat e decision-making models and skills t o resolve dilemmas and act et hically. b. ADDRESSING UNETHICAL BEHAVIOR. Rehabilit at ion counselors expect colleagues t o adhere t o t he Code. When rehabilit at ion counselors possess knowledge t hat raises doubt as t o whet her anot her rehabilit at ion counselor is act ing in an et hical manner, t hey t ake appropriat e act ion. c. CONFLICTS BETWEEN ETHICS AND LAWS. Rehabilit at ion counselors obey t he laws and st at ut es of t he legal jurisdict ion in which t hey pract ice unless t here is a conflict wit h t he Code. If et hical responsibilit ies conflict wit h laws, regulat ions, or ot her governing legal aut horit ies, rehabilit at ion counselors make known t heir commit ment t o t he Code and t ake st eps t o resolve conflict s. If conflict s cannot be resolved by such means, rehabilit at ion counselors may adhere t o t he requirement s of law, regulat ions, or ot her governing legal aut horit ies. d. KNOWLEDGE OF RELATED CODES OF ETHICS. Rehabilit at ion counselors underst and applicable et hics codes from ot her professional organizat ions or from cert ificat ion and licensure bodies of which t hey are members. Rehabilit at ion counselors are aware t hat t he Code forms t he basis for CRCC disciplinary act ions, and underst and t hat if t here is a discrepancy bet ween codes t hey are held t o t he CRCC st andards. e. CONSULTATION. When uncert ain as t o whet her part icular sit uat ions or courses of act ion may be in violat ion of t he Code, rehabilit at ion counselors consult wit h ot her professionals who are knowledgeable about et hics, wit h supervisors, colleagues, and/ or wit h appropriat e aut horit ies, such as CRCC, licensure boards, or legal counsel. f. ORGANIZATION CONFLICTS. If t he demands of organizat ions wit h which rehabilit at ion counselors are affiliat ed pose a conflict wit h t he Code, rehabilit at ion counselors specify t he nat ure of such conflict s and express t o t heir supervisors or ot her responsible officials t heir commit ment t o t he Code. When possible, rehabilit at ion counselors work t oward change wit hin organizat ions t o allow full adherence t o t he Code. In doing so, t hey address any confident ialit y issues. L.3. SUSPECTED VIOLATIONS a. INFORMAL RESOLUTION. When rehabilit at ion counselors have reason t o believe t hat anot her rehabilit at ion counselor is violat ing or has violat ed an et hical st andard, t hey at t empt first t o resolve t he issue informally wit h t he ot her rehabilit at ion counselor if 95

96 feasible, provided such act ion does not violat e confident ialit y right s t hat may be involved. b. REPORTING ETHICAL VIOLATIONS. When an informal resolut ion is not appropriat e or feasible, or if an apparent violat ion has subst ant ially harmed or is likely t o subst ant ially harm persons or organizat ions and is not appropriat e for informal resolut ion or is not resolved properly, rehabilit at ion counselors t ake furt her act ion appropriat e t o t he sit uat ion. Such act ion might include referral t o local or nat ional commit t ees on professional et hics, volunt ary nat ional cert ificat ion bodies, licensure boards, or t o t he appropriat e inst it ut ional aut horit ies. This st andard does not apply when an int ervent ion would violat e confident ialit y right s (e.g., when client s refuse t o allow informat ion or st at ement s t o be shared) or when rehabilit at ion counselors have been ret ained t o review t he work of anot her rehabilit at ion counselor whose professional conduct is in quest ion by a regulat ory agency. c. UNWARRANTED COMPLAINTS. Rehabilit at ion counselors do not init iat e, part icipat e in, or encourage t he filing of et hics complaint s t hat are made wit h reckless disregard or willful ignorance of fact s t hat would disprove t he allegat ion, or are int ended t o harm rehabilit at ion counselors rat her t han t o prot ect client s or t he public. L.4. COOPERATION WITH ETHICS COMMITTEES Rehabilitation counselors assist in the process of enforcing the Code. Rehabilitation counselors cooperate with requests, proceedings, and requirements of the CRCC Ethics Committee or ethics committees of other duly constituted associations or boards having jurisdiction over those charged with a violation. Rehabilitation counselors are familiar with the Guidelines and Procedures for Processing Complaints and use it as a reference for assisting in the enforcement of the Code. L.5. UNFAIR DISCRIMINATION AGAINST COMPLAINANTS AND RESPONDENTS Rehabilitation counselors do not deny individuals services, employment, advancement, admission to academic or other programs, tenure, or promotions based solely upon their having made or their being the subject of an ethics complaint. This does not preclude taking action based upon the outcome of such proceedings when rehabilitation counselors are found to be in violation of ethical standards. NOTE: Rehabilitation counselors who violate the Code are subject to disciplinary action. Since the use of the Certified Rehabilitation Counselor (CRC ) and Canadian Certified Rehabilitation Counselor (CCRC ) designations are a privilege granted by the Commission on Rehabilitation Counselor Certification (CRCC ), CRCC reserves unto itself the power to suspend or to revoke the privilege or to approve other penalties for a violation. Disciplinary penalties are imposed as warranted by the severity of the offense and its attendant circumstances. All disciplinary actions are undertaken in accordance with published procedures and penalties designed to assure the proper enforcement of the Code within the framework of due process and equal protection under the law. 96

97 CRCC is a regist ered service mark of t he Commission on Rehabilit at ion Counselor Cert ificat ion. All right s reserved. CRC is a regist ered cert ificat ion mark of t he Commission on Rehabilit at ion Counselor Cert ificat ion. All right s reserved. CCRC is a regist ered cert ificat ion mark of t he Commission on Rehabilit at ion Counselor Cert ificat ion. All right s reserved. 97

98 GLOSSARY OF TERMS ADVOCACY: promoting the well-being of individuals and groups and the rehabilitation counseling profession within systems and organizations. Advocacy seeks fair treatment and full physical and programmatic access for clients, and the removal of any barriers or obstacles that inhibit access, growth, and development. ASSENT: agreement with a proposed course of action in relation to counseling services or plans when a person is otherwise not capable or competent to give formal or legal consent (e.g., informed consent). AUTONOMY: the right of clients to be self-governing within their social and cultural framework. The right of clients to make decisions on their own behalf. BENEFICENCE: to do good to others; to promote the well-being of clients. CLIENTS: individuals with, or directly affected by, a disability, functional limitation(s), or medical condition and who receive services from rehabilitation counselors. At times, rehabilitation counseling services may be provided to individuals other than those with a disability. CONFIDENTIALITY: a promise or contract to respect the privacy of clients by not disclosing anything revealed to rehabilitation counselors except under agreed-upon conditions. CONFLICT OF INTEREST: a situation in which financial or other personal considerations have the potential to compromise or bias professional judgment and objectivity. CONSULTATION: when one professional seeks the advice of another professional. It is a process in which consultants assist consultees to resolve a specific issue. CONTINGENCY FEE: any fee for services provided where the fee is payable only if there is a favorable result (defined as part of the fee contract). COURT ORDER: a directive from a tribunal or court directing certain actions or conduct which rehabilitation counselors are legally required to follow. CULTURAL COMPETENCE: encompasses beliefs, attitudes, knowledge, and skills that result in an ability to understand, communicate with, and effectively interact with people across cultures. CULTURALLY DIVERSE: age, color, race, national origin, culture, disability, ethnicity, gender, gender identity, religion/spirituality, sexual orientation, marital status/partnership, language preference, socioeconomic status, or any basis proscribed by law. DISPARAGING REMARKS: public statements that degrade, belittle, minimize, defame, demean, humiliate, or scorn individuals or groups of individuals. These differ from critiques, which are intended to provide comparisons of thoughts, ideas, methods, work products, or conclusions. If statements criticize the individual as a person, their character or intellect, or are based on incorrect information or fictional claims, these are considered disparaging remarks. DISTANCE COUNSELING OR EDUCATION: any rehabilitation counseling or education that occurs through electronic auditory and/or electronic visual means. 98

99 EVALUEES: in a forensic setting, the people who are the subject of the objective and unbiased evaluations. EXPLOIT: t o t ake advant age of a power different ial in a relat ionship. FIDELITY: t o be fait hful; t o keep promises and honor t he t rust placed in rehabilit at ion counselors. FORENSIC: to provide expertise involving the application of professional knowledge and the use of scientific, technical, or other specialized knowledge for the resolution of legal or administrative issues, proceedings, or decisions. FUNCTIONAL: relating to cognitive, sensory, environmental, intellectual, mental, behavioral, emotional, and/or physical capabilities. IMMEDIATE FAMILY MEMBERS: a child, spouse, parent, grandparent, or sibling. Immediate family members are also defined in a manner that is sensitive to cultural differences. INFORMED CONSENT: a process of communication between rehabilitation counselors and clients that results in the authorization or decision by clients based upon an appreciation and understanding of the facts and implications of an action. JUSTICE: to be fair in the treatment of all clients; to provide appropriate services to all. NONMALEFICENCE: to do no harm to others. PRIVACY: the right of clients to keep the counseling relationship to oneself (e.g., as a secret). Privacy is more inclusive than confidentiality, which addresses communications in the counseling context. PRIVILEGED COMMUNICATION: established by statute and protects clients from having confidential communications with rehabilitation counselors disclosed in legal proceedings without their permission. PROFESSIONAL DISCLOSURE: the process of communicating pertinent information to clients in order for clients to engage in informed consent. REGIONAL: state, provincial, or other intermediate level. RETAINER: a contract between an agency or individual(s) and rehabilitation counselors when the agency/individual(s) pays to reserve the time of rehabilitation counselors. SEXUAL HARASSMENT: sexual solicitation, physical advances, or verbal or nonverbal conduct that is sexual in nature, that occurs in connection with professional activities or roles, and (1) rehabilitation counselors know or are told the act is unwelcome, offensive, or creates a hostile workplace or learning environment; and (2) is sufficiently severe or intense to be perceived as harassment to a reasonable person in the context in which the behavior occurred. Sexual harassment may consist of a single intense or severe act considered harassment by a reasonable person, or multiple persistent or pervasive acts. 99

100 STUDENTS: persons actively enrolled in an academic program. TEAMS: groups of individuals who participate in a structured or agreed-upon form of collaboration. TRAINEES: rehabilitation counselors-in-training, students, or participants in in-service or continuing education. VERACITY: to be honest; truthfulness. Acknowledgement s CRCC recognizes t he American Counseling Associat ion and t he Int ernat ional Associat ion of Rehabilit at ion Professionals for permit t ing CRCC t o adopt, in part, t he ACA Code of Et hics and t he IARP Code of Et hics, St andards of Pract ice and Co mpet encies, respect ively. A copy of CRCC s Guidelines and Procedures for Processing Complaint s along wit h a Complaint Form may be obt ained from CRCC s websit e at ificat ion.com or by cont act ing CRCC at : CRCC 1699 East Woodfield Road, Suit e 300 Schaumburg, IL (847) RECOMMENDED CITATION Commission on Rehabilitation Counselor Certification. (2009). Code of professional ethics for rehabilitation counselors. Schaumburg, IL: Author. 100

101 Adopt ed: 06/ 2009 Effect ive: 01/ 2010 OBLPCT Code of Ethics Secret ary of St at e home St at e Archives home 800 Summer St NE Salem OR Mon-Fri: 8am-4:45pm The Oregon Administ rat ive Rules cont ain OARs filed t hrough August 15, 2012 QUESTIONS ABOUT THE CONTENT OR MEANING OF THIS AGENCY'S RULES? CLICK HERE TO ACCESS RULES COORDINATOR CONTACT INFORMATION BOARD OF LICENSED PROFESSIONAL COUNSELORS AND THERAPISTS DIVISION 100 CODE OF ETHICS General Purpose and Scope (1) This code const it ut es t he st andards against which t he required professional conduct of licensed professional counselors and marriage and family t herapist s is measured. It has as it s goal t he welfare and prot ect ion of t he individuals and groups wit h whom counselors and t herapist s work. This code applies t o t he conduct of all licensees, regist ered int erns and applicant s, including t he applicant s conduct during t he period of educat ion, t raining, and employment which is required for licensure. Violat ion of t he provisions of t his code of et hics will be considered unprofessional or unet hical conduct and is sufficient reason for disciplinary act ion, including, but not limit ed t o, denial of licensure. (2) If et hical responsibilit ies appear t o conflict wit h law, regulat ions, or ot her governing legal aut horit y, licensees are t o make known t heir commit ment t o t heir et hical responsibilit ies and t ake st eps t o resolve t he apparent conflict. If demands of an organizat ion wit h which a licensee is affiliat ed conflict s wit h any aspect of t he code of et hics, t he licensee must clarify t he nat ure of t he conflict, 101

102 make known t heir commit ment t o t his code and resolve t he conflict in a way t hat permit s adherence t o t his code of et hics. St at. Aut h.: ORS & St at s. Implement ed: ORS Hist.: BLPCT , f. & cert. ef Responsibilit y (1) A licensee's primary professional responsibilit y is t o t he client. A licensee makes every reasonable effort t o advance t he welfare and best int erest s of all client s for whom t he licensee provides professional services. A licensee respect s t he right s of t hose persons seeking assist ance and makes reasonable effort s t o ensure t hat t he licensee's services are used appropriat ely. (2) A licensee recognizes t hat t here are ot her professional, t echnical, and administ rat ive resources available t o client s. The licensee makes a reasonable effort t o provide referrals t o t hose resources when it is in t he best int erest of client s t o be provided wit h alt ernat ive or complement ary services or when t he client request s a referral. (3) Licensees do not give or receive commissions, rebat es or any ot her form of remunerat ion when referring client s for professional services. (4) A licensee seeks appropriat e professional assist ance for t he licensee's own personal problems or conflict s t hat are likely t o impair t he licensee's work performance or clinical judgment. (5) A licensee provides supervision only when t he licensee s professional compet ence is sufficient t o meet t he needs of t he t rainee or int ern. A licensee does not permit a t rainee or int ern under t he licensee's supervision t o perform, nor purport t o be compet ent t o perform, professional services beyond t he t rainee's or int ern's level of t raining and accept s responsibilit y for t he effect s of t he act ions of t he t rainee or int ern of which t hey should be aware. (6) A licensee does not pract ice under t he influence of alcohol or any cont rolled subst ance not prescribed by a physician, or if incapacit at ed by habit ual or excessive use of int oxicant s, drugs or cont rolled subst ances. (7) A licensee does not pract ice when adversely influenced by eit her physical or emot ional impairment t hat would int erfere wit h t heir abilit y t o provide professional services. (8) A licensee abides by all applicable st at ut es and administ rat ive rules regulat ing t he pract ice of counseling or t herapy or any ot her applicable laws, including, but not limit ed t o, t he report ing of abuse of children or vulnerable adult s. 102

103 (9) A licensee does not condone or engage in discriminat ion based on age, color, cult ure, disabilit y, et hnicit y, nat ional origin, gender, race, religion, sexual orient at ion, marit al st at us, or socioeconomic st at us. (10) A licensee does not provide services t o a client when t he licensee's object ivit y or effect iveness is impaired. If a licensee's object ivit y or effect iveness becomes impaired during a professional relat ionship wit h a client, t he licensee not ifies t he client t hat t he licensee can no longer serve t he client professionally and makes a reasonable effort t o assist t he client in obt aining ot her professional services. (11) A licensee respect s t he right of a client t o make decisions and helps t he client underst and t he consequences of t hese decisions. A licensee advises a client t hat all decisions are t he responsibilit y of t he client. (12) A licensee displays in a prominent place, available t o client s, a Board issued license. (13) A licensee pract ices under his or her name or ot her name t hat describes a place or organizat ion wit h which t he licensee pract ices. (14) A licensee obt ains writ t en informed consent from t he client or legal represent at ive of t he client for rendering professional services. Informed consent const it ut es informing t he client as early in t he t herapeut ic relat ionship as possible of t he nat ure and ant icipat ed course of t herapy, services and approaches t o be used, pot ent ial risks or experiment al met hods proposed, alt ernat ives for t reat ment, fees, involvement of t hird part ies, limit s of confident ialit y, and t he client s right t o accept or refuse any and all t herapeut ic t reat ment. (15) A licensee makes available as part of t he disclosure st at ement a bill of right s of client s, including a st at ement t hat consumers of counseling or t herapy services offered by Oregon licensees have t he right : (a) To expect t hat a licensee has met t he minimum qualificat ions of t raining and experience required by st at e law; (b) To examine public records maint ained by t he Board and t o have t he Board confirm credent ials of a licensee; (c) To obt ain a copy of t he Code of Et hics; (d) To report complaint s t o t he Board; (e) To be informed of t he cost of professional services before receiving t he services; (f) To be assured of privacy and confident ialit y while receiving services as defined by rule or law, including t he following except ions: (A) Report ing suspect ed child abuse; 103

104 (B) Report ing imminent danger t o t he client or ot hers; (C) Report ing informat ion required in court proceedings or by client 's insurance company or ot her relevant agencies; (D) Providing informat ion concerning licensee case consult at ion or supervision; and (E) Defending claims brought by t he client against licensee; (g) To be free from being t he object of discriminat ion on any basis list ed in subsect ion (9) of t his rule while receiving services. (16) A licensee t erminat es a client relat ionship when it is reasonably clear t hat t he t reat ment no longer serves t he client 's needs or int erest s. Whenever possible prior t o t erminat ion, a licensee provides pre-t erminat ion counseling and recommendat ions and alt ernat ives for t he client. St at. Aut h.: ORS & St at s. Implement ed: ORS Hist.: BLPCT , f. & cert. ef ; BLPCT , f , cert. ef Client Welfare (1) Licensees st rive t o benefit t hose wit h whom t hey work and t ake care t o do no harm. In t heir professional act ions, licensees seek t o safeguard t he welfare and right s of t hose wit h whom t hey int eract professionally and ot her affect ed persons and shall hold t he welfare and int erest s of client s as primary. (2) Licensees t ake reasonable st eps t o avoid harming t heir client, st udent s, supervisees, research part icipant s, organizat ional client s and ot hers wit h whom t hey work, and t o minimize harm where it is foreseeable and unavoidable. (3) The primary obligat ion of licensees is t o respect t he int egrit y and promot e t he welfare of t heir client s, including t reat ing t he client at all t imes in a caring, fair, court eous and respect ful manner. This is part icularly t rue for vulnerable populat ions such as children, seniors or client s wit h disabilit ies. (4) Licensees act ively at t empt t o underst and t he diverse cult ural backgrounds of t he client s wit h whom t hey work. This includes, but is not limit ed t o, learning how t he licensee s own background and ident it y impact s t he licensee s values and beliefs about t he counseling process. (5) Licensees do not engage in physical cont act wit h client s when t here is a possibilit y of physical or psychological harm from t he cont act. (6) Licensees avoid act ions or words t hat client s could reasonably int erpret as demeaning or derogat ory, including, but not limit ed t o, coarse or harsh language direct ed at t he client. 104

105 St at. Aut h.: ORS & St at s. Implement ed: ORS Hist.: BLPCT , f. & cert. ef Int egrit y (1) A licensee act s in accordance wit h t he highest st andards of professional int egrit y and compet ence. A licensee is honest in dealing wit h client s, st udent s, t rainees, colleagues, relat ed t hird part ies, and t he public. (2) Licensees are aware of t heir influent ial posit ions wit h respect t o st udent s, employees, supervisees, and client s, and t hey avoid exploit ing t he t rust and dependency of such persons. Licensees make every effort t o avoid condit ions and mult iple relat ionships wit h client s t hat could impair professional judgment or increase t he risk of exploit at ion. Such relat ionships include, but are not limit ed t o, business or personal relat ionships, sexual relat ionship, relat ives, st udent s, employees, or supervisees. (3) A licensee does not ent er int o an employer, supervisor, or ot her relat ionship where t here is pot ent ial for exercising undue influence on any client. This includes t he sale of services or goods t hat will exploit t he client for financial gain or personal grat ificat ion of t he licensee or a t hird part y. (4) A licensee shall not engage in or solicit sexual act s or a sexual relat ionship wit h a supervisee. (5) A licensee does not engage in or solicit sexual act s or a sexual relat ionship wit h a client or wit h individuals t he licensee knows t o be immediat e relat ives, guardians, supervisees, or significant ot hers of current client s, or wit h a former client wit hin t hree years since t he rendering of professional serv ices. (6) A licensee does not engage in or solicit sexual act s or a sexual relat ionship wit h a former client aft er t hree years from t he t erminat ion of services if such act or solicit at ion could exploit t he client. Exploit at ion may be indicat ed by such fact ors as t he t ime elapsed bet ween t he t erminat ion of t he professional relat ionship and t he beginning of t he sexual relat ionship, nat ure and durat ion of t herapy, circumst ances of t erminat ion of professional relat ionship, client personal hist ory, client s current ment al st at us, likelihood of adverse impact on client, any st at ement s or act ions made by t he licensee during t he course of t herapy suggest ing or invit ing t he possibilit y of a post -t erminat ion sexual or romant ic relat ionship, and whet her t he licensee at t empt ed t o prot ect t he client by referral or consult at ion. Licensees do not accept as client s t hose wit h whom t hey have engaged in sexual int imacies. 105

106 (7) A licensee does not ent er int o an employment, business, supervisory, or personal relat ionship, or one t hat involves t he exchange of goods and services, wit h a former client if exploit at ion can be demonst rat ed by review of such fact ors as amount of t ime t hat has passed, nat ure and durat ion of t herapy, circumst ances of t erminat ion of professional relat ionship, client s personal hist ory, client s current ment al st at us, likelihood of adverse impact on client, and whet her client encouraged a post -t reat ment relat ionship during t he professional relat ionship. (8) A licensee does not allow an individual or agency t hat is paying for t he professional services of a client t o exert undue influence over t he licensee's evaluat ion or t reat ment of t he client. Regardless of t he source of payment, t he licensee s first obligat ion is t o t he client. (9) A licensee does not engage in sexual or ot her harassment of a client, former client, or supervisee. A licensee does not engage in any form of communicat ion or physical behavior t hat is sexually suggest ive, seduct ive, or demeaning t o t he client or former client. (10) A licensee does not use t he counseling relat ionship t o furt her personal, religious, polit ical, sexual, or financial int erest s. (11) A licensee informs a client of a divergence of int erest s, values, at t it udes, or biases bet ween a client and t he licensee t hat is suff icient t o impair t heir professional relat ionship. Eit her t he client or t he licensee may t erminat e t he relat ionship. St at. Aut h.: ORS & St at s. Implement ed: ORS Hist.: BLPCT , f. & cert. ef Confident ialit y (1) A licensee holds in confidence all informat ion obt ained in t he course of professional services, as wit hin t he limit s of t he set t ing, such as a public agency. A licensee safeguards client confidences as permit t ed by rule or law. (2) A licensee does not use any confidence of a client t o t he client 's disadvant age. (3) A licensee, including employees and professional associat es of t he licensee, does not disclose any confident ial informat ion t hat t he licensee, employee, or associat e may have acquired in rendering services except as provided by rule or law. All ot her confident ial informat ion is disclosed only wit h t he writ t en informed consent of t he client. 106

107 (4) A licensee is responsible for being aware of t he st at e and federal regulat ions concerning confident ialit y and for informing client s of t he limit s of confident ialit y as a part of informed consent for services in t he cont ext of couple, family, or group t reat ment. A licensee does not reveal any individual s confidences t o ot hers in t he client unit wit hout t he prior writ t en permission of t hat individual. (5) Whenever a licensee provides services t o groups of client s such as couples, families or t herapy groups, special care must be t aken relat ed t o issues of confident ialit y. In group t herapy, confident ialit y issues are t o be discussed in t he beginning of t he group. The paramet ers of confident ialit y wit hin marriage and family t herapy are t o be discussed early in t he counseling process and a clear underst anding achieved wit h all involved. (6) Whenever a licensee s services are request ed or paid for by one client for anot her, t he licensee informs bot h client s of t he licensee s responsibilit y t o t reat any informat ion gained in t he course of rendering t he services as confident ial informat ion. (7) A licensee limit s access t o client records and informs every individual associat ed wit h t he agency or facilit y of t he licensee, such as a st aff member, st udent, or volunt eer, t hat access t o client records must be limit ed t o only t he licensee wit h whom t he client has a professional relat ionship, an individual associat ed wit h t he agency or facilit y whose dut ies require access, and an individual aut horized t o have access by t he writ t en informed writ t en consent of t he client. Client records are defined as t he records of t he counseling or t herapeut ic relat ionship, including int erview not es, assessment s, diagnosis, appraisals, correspondence, or recordings. (8) A licensee maint ains t he records of a client aft er t he professional relat ionship bet ween t he licensee and t he client has ceased and informs client s as t o how long records are ret ained. The licensee st ores and disposes of records in ways t hat maint ain confident ialit y. The licensee makes advance provision for t he confident ial disposit ion of records in t he event t he licensee is unable t o do so for reasons such as illness or deat h. (9) A licensee discloses t o t he Board and it s agent s any client records t hat t he Board and it s agent s consider germane t o a disciplinary proceeding. The general requirement t hat licensees keep informat ion confident ial does not apply when: (a) Disclosure is required t o prevent clear and imminent danger t o t he client or ot hers; or (b) Legal requirement s demand t hat confident ial informat ion must be revealed. 107

108 (10) A licensee must obt ain writ t en informed consent from each client before elect ronically recording sessions wit h t hat client or before permit t ing t hird part y observat ions of t heir sessions. (11) A licensee adequat ely disguises t he ident it y of a client when using mat erial derived from a counseling relat ionship for purposes of t raining, research, professional meet ings, or publicat ions. (12) A licensee provides client s reasonable access t o records concerning t hem and should t ake due care t o prot ect t he confidences of ot hers cont ained in t hose records, or when informat ion from ot hers about t he client could result in harm t o t hat person or persons upon disclosure t o t he client. Following guidelines set fort h in ORS (2) and (1), unless ot herwise ordered by t he court, parent s shall have access t o t he client records of juveniles who are receiving professional services from t he licensee. (13) When a licensee is unclear on professional issues or st andards of pract ice, consult at ion is t o be obt ained while prot ect ing any confident ialit y issue t hat may be involved. (14) Licensees proceed caut iously when asked t o provide services t o a client current ly seeing anot her professional. Considerat ion is given t o t he client s welfare and t he sit uat ion. Care is given t o minimize t he risk of confusion and conflict ; and when appropriat e, t he ot her service provider is consult ed. It is not et hical t o provide t he same t herapeut ic service t hat is simult aneously being provided by anot her professional wit hout collaborat ion regarding t he best int erest s of t he client. St at. Aut h.: ORS & St at s. Implement ed: ORS Hist.: BLPCT , f. & cert. ef Conduct and Compet ence (1) A licensee accept s t he obligat ion t o conform t o higher st andards of conduct in t he capacit y of a counseling professional. The privat e conduct of a licensee is a personal mat t er t o t he degree t hat it does not compromise t he fulfillment of professional responsibilit ies. A licensee will respect t he t radit ions of t he profession, and refrain from any conduct t hat would bring discredit t o t he profession. (2) Licensees correct, wherever possible, false, misleading, or inaccurat e informat ion and represent at ions made by ot hers concerning t he licensee's qualificat ions, services, or product s. A licensee does not advert ise in a way t hat is false, fraudulent, or misleading t o t he public. Test imonials from current client s 108

109 are not solicit ed for advert ising or ot her purposes due t o t he client s vulnerabilit y t o undue influence. A licensee does not engage in any conduct likely t o deceive or defraud t he public or t he Board. A licensee does not part icipat e in, condone, or become associat ed wit h dishonest y, fraud, deceit, or misrepresent at ion. (3) Licensee report s t o t he Board wit hin 30 days any civil lawsuit brought against t he licensee t hat relat es in any way t o t he licensee s professional conduct and not ifies t he Board of any disciplinary act ion or loss of a ment al healt h professional or st at e license, cert ificat ion, or regist rat ion. (4) A licensee convict ed of a misdemeanor or felony or who is arrest ed for a felony report s t hat informat ion t o t he Board wit hin 10 days aft er t he convict ion or arrest. (5) A licensee files a complaint wit h t he Board when t he licensee has reason t o believe t hat anot her licensee is or has been engaged in conduct t hat violat es law or rules adopt ed by t he Board. This requirement t o file a complaint does not apply when t he belief is based on informat ion obt ained in t he course of a professional relat ionship wit h a client who is t he ot her counselor or t herapist. In t hat case, t he client -t herapist confident ialit y supersedes t he licensee s requirement t o report t he ot her t herapist. However, t his does not relieve a licensee from t he dut y t o file any report s required by law concerning abuse of children or vulnerable adult s. Licensees do not init iat e, part icipat e in, or encourage t he filing of et hics complaint s t hat are unwarrant ed or int ended t o harm a counselor/ t herapist rat her t han t o prot ect client s or t he public. (6) A licensee who believes t hat a licensee of anot her healt h professional licensing agency has engaged in prohibit ed or unprofessional conduct will report t he conduct t o t he ot her licensee s board wit hin 10 days of learning of t he conduct. (7) A licensee does not engage in sexual or ot her harassment or exploit at ion of client s, st udent s, t rainees, employees, colleagues, research subject s, or act ual or pot ent ial wit nesses or complainant s in disciplinary proceedings. A licensee cooperat es wit h t he Board, or any commit t ee or represent at ive of t he Board, in any invest igat ion it may pursue relat ing t o licensee misconduct or violat ion of t he law or rules of t he Board. Failure t o cooperat e is an et hics violat ion. (8) A licensee underst ands t he areas of compet ence of relat ed professions and act s wit h due regard for t he needs, special compet encies, and obligat ions of colleagues in ot her allied professions, and does not disparage t he qualificat ions of any colleague. 109

110 (9) A licensee recognizes t he import ance of a clear underst andings on financial mat t ers wit h client s. Arrangement s for fees and payment s are made at t he beginning of t he counseling or t herapeut ic relat ionship. When a client present s financial hardship, t he licensee will make reasonable effort t o direct t he client t o possible affordable opt ions. Licensees do not wit hhold records under t heir cont rol t hat are request ed by t he client solely because payment has not been received for services. Licensees who work in an organizat ional set t ing do not divert client s t o t he licensee s own privat e pract ice unless it is in t he best int erest s of t he client in t he opinion of t he client and t he organizat ion. (10) A licensee makes cert ain t hat t he qualificat ions of persons in a licensee's employ are represent ed in a manner t hat is not false or misleading. (11) A licensee does not perform, nor pret end t o be able t o perfor m, professional services beyond t he licensee's field or fields of compet ence based on t heir educat ion, t raining, supervision, consult at ion, st udy or professional experience. Licensees are responsible for keeping current in areas of compet ence. When working in emerging areas of t he profession, t he licensee ensures compet ence t hrough relevant educat ion, t raining, supervised experience, consult at ion, or st udy. (12) A licensee does not misrepresent professional qualificat ions, educat ion, experience, or affiliat ions. (13) A licensee does not provide what is, or may be reasonably considered, inappropriat e, unnecessary, or inadequat e t reat ment or counseling/ t herapeut ic services. A licensee pract ices wit hin accept ed professional st andards based on recognized knowledge t hrough research and t heoret ical best pract ices. St at. Aut h.: ORS & St at s. Implement ed: ORS Hist.: BLPCT , f. & cert. ef Assessment, Measurement, Research and Consult ing (1) Licensees who conduct professional services relat ed t o counseling do so wit h regard t o high et hical st andards. (2) Licensees conduct proper assessment s of client s wit hin t heir level of compet ence and base findings on reliable informat ion and t echniques sufficient t o subst ant iat e t heir conclusions. Licensees administ er, adapt, score, int erpret or use assessment t echniques, such as t est s and measurement inst rument s, only wit h t raining and consist ency wit h t herapeut ic object ives. (3) Licensees who conduct research do so wit h t he welfare of part icipant s of primary import ance. Et hical research includes informed consent from 110

111 part icipant s, inst it ut ional approval, when appropriat e, including measures t o prot ect research part icipant s, and debriefing part icipant s as soon as possible regarding t he nat ure, result s and conclusions of t he research. The result s of research are report ed accurat ely wit hout fabricat ion or unreport ed errors. (4) Licensees who consult or provide services where t he client is an organizat ion do so wit h a high degree of self -awareness of t heir own values, knowledge, skills, limit at ions and goals and mat ch t hese fact ors wit h t he needs and goals of t he organizat ion. It is t he licensee s responsibilit y t o ensure agreement on t he issues, goals and predict ed consequences of consult ing int ervent ions. St at. Aut h.: ORS & St at s. Implement ed: ORS Hist.: BLPCT , f. & cert. ef The official copy of an Oregon Administ rat ive Rule is cont ained in t he Administ rat ive Order filed at t he Archives Division, 800 Summer St. NE, Salem, Oregon Any discrepancies wit h t he published version are sat isfied in favor of t he Administ rat ive Order. The Oregon Administ rat ive Rules and t he Oregon Bullet in are copyright ed by t he Oregon Secret ary of St at e. Terms and Condit ions of Use 2012, Oregon Secret ary of St at e. All Right s Reserved. Cont act Us Job & Cont ract Opport unit ies Text -Only Version Graphic Version 111

112 CRC CERTIFICATION GUIDE (Found on RMHC Information Page in Moodle) 112

113 LICENSED PROFESSIONAL COUNSELOR REQUIREMENTS FOR LICENSURE The Oregon Administrative Rules contain OARs filed through June 15, 2011 BOARD OF LICENSED PROFESSIONAL COUNSELORS AND THERAPISTS DIVISION 30 REQUIREMENTS FOR LICENSED PROFESSIONAL COUNSELOR Educational Requirements for Licensure as a Professional Counselor To qualify for licensure as a professional counselor under ORS (2), an applicant must hold one of the following: (1) A graduate degree in counseling received from a program approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP); (2) A graduate degree in counseling received from a program approved by the Council on Rehabilitation Education (CORE); (3) A graduate degree determined by the Board to be comparable in both content and quality by meeting the academic and training program standards for graduate degrees set out in OAR 833 division 60; or (4) A graduate degree determined by the Board to meet a majority of the graduate degree standards defined in OAR 833 division 60 and the degree coursework standards set forth in OAR 113