Issues and Ethics in Counseling

ECG20403 (September 2020)

(Question 1)

Ayumi is now working as a counsellor at the counselling centre. Her supervisor wants her to do a
survey regarding the common elder abuses happening in Malaysia. The survey will be used to raise
the society issues for counselling purposes. All respondents will be given an inform consent to keep
their confidentiality.

Describe FIVE (5) types of elder abuses that will always be a concern among the society. Explain
your answers with appropriate examples.

Elder abuse can take various forms, and it is important to address these concerns to ensure the
well-being of the elderly population. Here are five types of elder abuses that are commonly a concern
in society, along with examples:

1. **Physical Abuse:**
- *Definition:* Physical abuse involves the use of force that results in bodily injury, pain, or
impairment.
- *Example:* An elderly person being hit, slapped, or restrained physically by a caregiver, leading
to bruises, fractures, or other injuries.

2. **Emotional/Psychological Abuse:**
- *Definition:* Emotional or psychological abuse includes verbal attacks, intimidation, humiliation,
or isolation, causing emotional distress.
- *Example:* Constantly belittling or threatening an elderly person, causing them emotional trauma
and distress, leading to anxiety or depression.

3. **Financial Abuse:**
- *Definition:* Financial abuse involves the unauthorized or improper use of an elderly person's
funds, assets, or property.
- *Example:* A family member misusing an elderly person's savings, coercing them into changing
their will, or stealing their money without consent.

4. **Neglect:**
- *Definition:* Neglect occurs when a caregiver fails to provide necessary care, leading to the
decline of the elder's health or well-being.
- *Example:* Ignoring an elderly person's basic needs, such as food, hygiene, or medical attention,
resulting in malnutrition, poor hygiene, or untreated medical conditions.

5. **Sexual Abuse:**
- *Definition:* Sexual abuse involves any non-consensual sexual contact or exploitation of an
elderly person.
- *Example:* Forcing an elderly person into unwanted sexual activities, making inappropriate
sexual comments, or any form of sexual coercion.
(Question 2)

John is a 29-years old counsellor and has been handling various of clients’ cases. However, he is not
registered with the board of counsellor and many clients have started complaining about the ways he
manages issue. As many complaints are received from the clients, John has now been punished by the
law because of his malpractices.
Based on the case study given, what would you do to improve counsellor professionalism? Describe
FIVE (5) relevant points with appropriate examples.

1. **Mandatory Registration and Certification:**

- *Explanation:* All counselors should be required to register with the appropriate counseling board
and obtain relevant certifications to ensure that they meet professional standards.
- *Example:* John should have undergone the necessary education, training, and certification
processes to become a registered counselor. This would ensure that he possesses the required
qualifications and adheres to ethical guidelines.

2. **Ethics Training and Continuing Education:**

- *Explanation:* Ongoing training in ethical standards and professional conduct is essential to keep
counselors updated on best practices and ethical considerations.
- *Example:* Regular workshops, seminars, and courses on counseling ethics could help counselors
like John stay informed about the latest ethical guidelines and improve their professional competence.

3. **Supervision and Mentorship Programs:**

- *Explanation:* Implementation of supervision and mentorship programs allows less experienced
counselors to seek guidance from experienced professionals, fostering continuous learning and
improvement.
- *Example:* John could have benefited from a mentorship program where a more experienced
counselor provides guidance, feedback, and support, helping him navigate challenging cases and
improve his counseling skills.

4. **Client Feedback and Complaint Mechanism:**

- *Explanation:* Establishing a transparent and accessible system for clients to provide feedback or
lodge complaints ensures accountability and allows counselors to address concerns promptly.
- *Example:* Regular client satisfaction surveys and a clearly defined process for handling
complaints would have enabled clients to express their concerns about John's practices earlier, leading
to corrective measures.

5. **Legal Oversight and Consequences:**

- *Explanation:* Legal regulations should be in place to oversee the practice of counseling, ensuring
that counselors adhere to professional standards, and there should be consequences for malpractice.
- *Example:* In John's case, legal action was taken against him due to client complaints. This
underscores the importance of legal consequences for counselors who violate ethical standards,
serving as a deterrent for unprofessional behavior.

By implementing these measures, the counseling profession can enhance its professionalism, ensuring
that counselors meet established standards, continuously improve their skills, and provide ethical and
effective services to clients.
(Question 3)

Ethical problems are often raised when counselors mix their professional relationship with another
relationship outside the counselling session. As an ethical counselor, analyze FIVE (5) consequences
of dual relationships between counselor and client. Explain your answers with appropriate examples.

1. **Impaired Professional Judgment:**

- *Consequence:* Dual relationships can compromise a counselor's ability to maintain objectivity
and make unbiased professional judgments.
- *Example:* If a counselor develops a close personal relationship with a client, they may find it
challenging to remain impartial during counseling sessions, potentially leading to biased advice or
decision-making.

2. **Conflict of Interest:**
- *Consequence:* Dual relationships may result in conflicts of interest, as the counselor may
prioritize their personal or secondary professional relationship over the client's well-being.
- *Example:* If a counselor is also a close friend or family member of the client, their personal
connection may influence treatment decisions or confidentiality breaches that prioritize the dual
relationship.

3. **Loss of Professional Boundaries:**

- *Consequence:* Dual relationships can blur the lines of professional boundaries, making it
difficult for the counselor to establish and maintain a therapeutic alliance.
- *Example:* A counselor providing therapy to a client who is also their employee may find it
challenging to separate work-related issues from therapeutic discussions, compromising the
therapeutic process.

4. **Confidentiality Breaches:**
- *Consequence:* Dual relationships increase the risk of unintentional or intentional breaches of
confidentiality as the counselor may share information inappropriately in the context of the dual
relationship.
- *Example:* If a counselor and client share a social or community group, information disclosed
during counseling sessions may inadvertently be disclosed to others within that group, violating the
client's right to confidentiality.

5. **Harm to the Client:**

- *Consequence:* Dual relationships can potentially harm the client emotionally, psychologically, or
socially, particularly if the counselor fails to manage the dual roles appropriately.
- *Example:* If a counselor engages in a romantic relationship with a former client shortly after the
counseling relationship ends, it may lead to emotional distress, feelings of exploitation, or damage to
the client's trust in the counseling profession.

To maintain the integrity of the therapeutic process and protect clients, ethical counselors must be
vigilant in avoiding or carefully managing dual relationships, ensuring that their primary focus
remains on the well-being of the client within the professional counseling relationship.
(Question 4)

Discuss FIVE (5) ways to upgrade your skills as an ethical counselor. Justify your answers with
relevant examples.

Continual professional development is crucial for ethical counselors to stay updated, enhance their
skills, and provide effective services to clients. Here are five ways to upgrade counseling skills, along
with justifications and examples:

1. **Attend Advanced Training and Workshops:**

- *Justification:* Engaging in specialized training and workshops allows counselors to deepen their
knowledge in specific areas of counseling and acquire advanced skills.
- *Example:* Attending a workshop on trauma-informed therapy equips a counselor with advanced
techniques for working with clients who have experienced trauma, enhancing their ability to provide
effective support.

2. **Seek Supervision and Consultation:**

- *Justification:* Regular supervision and consultation provide counselors with a platform to discuss
cases, seek guidance, and receive feedback from experienced professionals.
- *Example:* A counselor dealing with complex family dynamics may benefit from regular
supervision, where they can discuss challenges, receive insights, and refine their therapeutic approach.

3. **Participate in Peer Supervision Groups:**

- *Justification:* Peer supervision groups create a collaborative environment where counselors can
share experiences, exchange ideas, and learn from each other's perspectives.
- *Example:* Joining a peer supervision group focused on a specific counseling modality, such as
cognitive-behavioral therapy (CBT), enables counselors to explore diverse applications and refine
their CBT skills through shared experiences.

4. **Engage in Continuous Education Programs:**

- *Justification:* Enrolling in relevant courses, webinars, or online programs helps counselors stay
informed about new research, therapeutic techniques, and ethical considerations in the field.
- *Example:* A counselor taking a course on the latest advancements in online counseling platforms
ensures they are well-versed in the ethical and practical aspects of providing virtual counseling
services.

5. **Participate in Professional Conferences:**

- *Justification:* Attending conferences allows counselors to stay connected with the larger
counseling community, learn about emerging trends, and network with professionals in the field.
- *Example:* A counselor attending a national counseling conference can participate in workshops,
engage in discussions, and gain exposure to a diverse range of perspectives, ultimately broadening
their understanding and skills.

By actively pursuing these strategies, counselors demonstrate a commitment to ongoing professional

growth and the delivery of high-quality, ethical counseling services. Upgrading skills through
continuous learning ensures that counselors remain competent and capable of addressing the evolving
needs of their clients and the counseling profession.
(Question 5)

Making referrals is considered as a final interventions. Elaborate FIVE (5) important considerations
as a counsellor has to deliberate over before making a referral. Explain your answers with appropiate
examples.

Referring a client to another professional or service is an important decision that counselors should
approach thoughtfully. Here are five important considerations a counselor should deliberate over
before making a referral, along with examples:

1. **Client's Informed Consent:**

- *Consideration:* Counselors should obtain the client's informed consent before making a referral,
explaining the reasons for the referral and the potential benefits.
- *Example:* If a counselor believes that a client would benefit from medication management in
addition to counseling, they should discuss this recommendation with the client, ensuring they
understand the rationale and agree to the referral to a psychiatrist.

2. **Collaboration with the Receiving Professional:**

- *Consideration:* Counselors should establish effective communication and collaboration with the
receiving professional or service to ensure a smooth transition for the client.
- *Example:* If a counselor is referring a client to a psychologist for specialized trauma therapy,
they should communicate relevant background information, treatment goals, and any specific
concerns to facilitate a cohesive and coordinated approach to the client's care.

3. **Assessment of the Referral Source's Competence:**

- *Consideration:* Counselors should carefully assess the competence and qualifications of the
professionals or services to which they are referring clients to ensure high-quality care.
- *Example:* Before referring a client struggling with addiction issues, a counselor should verify
the credentials and expertise of a substance abuse treatment facility or therapist to ensure they are
well-equipped to address the specific needs of the client.

4. **Consideration of Client Preferences and Accessibility:**

- *Consideration:* Counselors should take into account the client's preferences, cultural
background, and logistical considerations when making a referral.
- *Example:* If a counselor is referring a client for ongoing therapy, they should consider the
client's preferred gender, language, and location of the therapist to enhance the client's comfort and
accessibility to the recommended services.

5. **Follow-Up and Coordination of Care:**

- *Consideration:* Counselors should establish a plan for follow-up and coordination of care to
monitor the client's progress after the referral.
- *Example:* After referring a client to a career counselor for vocational guidance, the counselor
should schedule follow-up sessions to discuss the client's experience, address any concerns, and
provide ongoing support as the client navigates the new therapeutic relationship.
 (SESSION FEBRUARY 2021)
Issues and Ethics in Counseling
ECG20403
(Question 1)
As counsellors, we must be mindful of our own unresolved personal conflicts, needs and unfinished
business. We must also be aware of how these may interfere in our professional relationships with
clients.
a. Discuss any THREE (3) possible impacts of counsellor’s unresolved personal conflicts and
unfinished business in counselling. Illustrate each with relevant example. (15 marks)
b. In your opinion, how can counsellors deal with their unresolved personal conflicts and unfinished
business? Elaborate TWO (2) solutions with relevant example. (10 marks)

a. **Possible Impacts of Counsellor's Unresolved Personal Conflicts and Unfinished Business in Counselling:**

1. **Countertransference:**
- *Impact:* Unresolved personal conflicts can trigger countertransference, where the counselor projects their
own unresolved issues onto the client, potentially hindering the therapeutic process.
- *Example:* If a counselor experienced a traumatic event related to abandonment, they might unconsciously
overidentify with a client experiencing similar issues, impacting their ability to provide unbiased support and
guidance.

2. **Impaired Empathy and Understanding:**

- *Impact:* Unresolved personal conflicts may hinder a counselor's ability to empathize and understand the
client's experiences, as their own unresolved issues may create emotional barriers.
- *Example:* A counselor with unresolved grief issues may struggle to empathize with a client dealing with
loss, finding it challenging to offer genuine support and compassion due to their own emotional struggles.

3. **Boundary Violations:**
- *Impact:* Unfinished business can lead to poor boundary management, potentially resulting in boundary
violations that compromise the professional nature of the counselor-client relationship.
- *Example:* A counselor with unresolved intimacy issues might develop inappropriate personal relationships
with clients, crossing professional boundaries and causing harm to both the client and the therapeutic
relationship.

b. **How Counsellors Can Deal with Unresolved Personal Conflicts and Unfinished Business:**

1. **Personal Therapy and Supervision:**

- *Solution:* Counsellors should engage in their own ongoing personal therapy and regular supervision to
address and manage unresolved personal conflicts.
- *Example:* A counselor experiencing unresolved trauma may seek therapy to process their own emotions
and attend supervision to gain insights into how their personal experiences may impact their professional role,
ensuring they manage countertransference effectively.

2. **Continuous Professional Development:**

- *Solution:* Counsellors can engage in continuous professional development to acquire new skills and
perspectives, helping them grow personally and professionally.
- *Example:* A counselor struggling with unresolved issues related to cultural competence may enroll in
courses or workshops focused on cultural sensitivity, enhancing their ability to understand and support clients
from diverse backgrounds.
(Question 2)

Due to the pandemic of COVID-19, people are slowly adapting to new norms. Many counselling centres around
the world also started to offer online counselling in order to fulfil the demands during this difficult time.
Providing counselling online may be challenging to many counsellors. However, the rise of online counselling
can be beneficial to certain group of people.

a. Discuss TWO (2) benefits of online counselling with examples. (10 marks)
b. In your opinion, what kind of ethical issue may arise in online counselling service. Discuss THREE (3)
possible ethical issues with relevant example each. (15 marks)

a. **Benefits of Online Counselling:**

1. **Increased Accessibility:**
- *Benefit:* Online counselling provides greater accessibility to individuals who may face barriers in
attending in-person sessions due to geographical distance, mobility issues, or other constraints.
- *Example:* A person living in a remote area with limited access to counseling services can now connect
with a qualified counselor online, breaking down geographical barriers and ensuring access to support.

2. **Flexibility and Convenience:**

- *Benefit:* Online counselling offers flexibility in scheduling sessions and allows clients to engage in therapy
from the comfort of their own homes, fostering a sense of convenience.
- *Example:* A busy professional who struggles to find time for in-person sessions can benefit from online
counselling, scheduling sessions during lunch breaks or after work hours without the need for travel time.

b. **Ethical Issues in Online Counselling:**

1. **Confidentiality and Privacy Concerns:**

- *Issue:* Ensuring confidentiality and privacy in online settings can be challenging, as clients may be
accessing sessions from shared spaces or using unsecured internet connections.
- *Example:* A client attending an online session from a public place may inadvertently disclose sensitive
information, compromising their confidentiality. Counselors must discuss and establish guidelines to address
such risks.

2. **Technology-Related Challenges:**
- *Issue:* Technical issues such as poor internet connectivity, software glitches, or power outages can interrupt
sessions and impact the quality of the therapeutic experience.
- *Example:* A sudden disconnection during a session may disrupt the flow of conversation, potentially
causing distress for both the client and the counselor. Ethical considerations involve having backup plans in
place and addressing potential disruptions proactively.

3. **Boundary Management and Dual Relationships:**

- *Issue:* Online platforms may blur professional boundaries, and the potential for dual relationships may
arise if clients and counselors interact outside the therapeutic context on social media or other online platforms.
- *Example:* A counselor connecting with a client on a personal social media account without explicit
consent may lead to a dual relationship, compromising the therapeutic alliance. Establishing clear online
boundaries is crucial to prevent such ethical breaches.

Addressing these ethical concerns requires a combination of informed consent processes, secure technological
platforms, and ongoing discussions between counselors and clients regarding the unique challenges of online
counseling. Adhering to ethical guidelines ensures the maintenance of professional standards and the well-being
of both clients and counselors in the online counseling setting.
(Question 3)
Kyla is a counselling student who is going to have her internship soon. Before she starts her
internship, her supervisor wants to have a supervision session with her to understand her readiness for
her internship. Kyla is looking forward to the supervision as this is a chance for her to learn more
personal with an expert in counselling.

a. As a supervisee like Kyla, we need to know our rights as a supervisee. Discuss THREE (3)
supervisee’s rights with relevant examples. (15 marks)
b. Supervisors have their own roles and responsibilities in a supervisory relationship. In your opinion,
what are the important qualities of a supervisor? Suggest TWO (2) characteristics of an effective
supervisor with example each. (10 marks)

a. **Supervisee's Rights:**

1. **Confidentiality and Privacy:**

- *Right:* Supervisees have the right to confidentiality and privacy regarding the content of their supervision
sessions. Information shared during supervision should be kept confidential unless there is a concern for the
well-being of the supervisee or others.
- *Example:* If Kyla discusses a challenging client case during supervision, she has the right to expect that
the details of the case will not be disclosed to others without her consent.

2. **Respect and Non-Discrimination:**

- *Right:* Supervisees are entitled to be treated with respect and dignity, and they should not face
discrimination or judgment based on personal characteristics, backgrounds, or beliefs.
- *Example:* If Kyla holds a different cultural perspective from her supervisor, she has the right to expect that
her contributions will be respected, and any cultural differences will be explored in a supportive and
non-judgmental manner.

3. **Informed Consent and Clear Expectations:**

- *Right:* Supervisees have the right to be informed about the purpose, goals, and expectations of the
supervision process. They should also have the opportunity to provide input into the direction of their
professional development.
- *Example:* Before starting supervision, Kyla should be informed about the specific goals her supervisor has
for the sessions, how her progress will be assessed, and what expectations are in place for her internship.

b. **Qualities of an Effective Supervisor:**

1. **Empathy and Support:**

- *Characteristic:* An effective supervisor should demonstrate empathy and provide emotional support to the
supervisee, creating a safe space for self-reflection and growth.
- *Example:* If Kyla is struggling with a challenging case, an empathetic supervisor would acknowledge her
feelings, validate her experiences, and offer guidance and encouragement to navigate the difficulties.

2. **Constructive Feedback and Guidance:**

- *Characteristic:* An effective supervisor should provide constructive feedback, offering specific guidance
on areas of improvement and acknowledging the supervisee's strengths.
- *Example:* If Kyla is learning a new therapeutic technique and makes a mistake, an effective supervisor
would provide feedback that highlights the error, explains the correct approach, and encourages Kyla to practice
and improve.
(Question 4)
Dual relationships or multiple relationships in counselling refers to any situation where multiple roles
exist between a counsellor and a client. Ethical issues are often raised when counsellors mix their
professional relationship with another relationship outside the counselling session.

Analyze FIVE (5) possible consequences of dual relationships. Explain your answers with
appropriate examples.

Dual relationships in counseling can lead to various consequences, raising ethical concerns. Here are
five possible consequences of dual relationships, along with examples:

1. **Conflict of Interest:**
- *Consequence:* Dual relationships can create conflicts of interest, as the counselor may struggle
to balance their professional responsibilities with personal connections.
- *Example:* If a counselor is also a close friend of their client, their personal feelings and biases
may influence therapeutic decisions, compromising the objectivity required for effective counseling.

2. **Impaired Professional Boundaries:**

- *Consequence:* Dual relationships may blur the lines of professional boundaries, making it
challenging to establish and maintain a therapeutic alliance.
- *Example:* A counselor who attends the same social events as their client might find it difficult to
separate their professional role from the social context, potentially leading to confidentiality breaches
or a loss of objectivity.

3. **Client Exploitation:**
- *Consequence:* Dual relationships can create a power imbalance, increasing the risk of client
exploitation, especially if the counselor holds authority in another context.
- *Example:* If a counselor employs their client in a non-counseling capacity, the power dynamics
of the employment relationship may interfere with the client's ability to freely express themselves
during counseling sessions.

4. **Compromised Objectivity and Judgment:**

- *Consequence:* Dual relationships may compromise the counselor's objectivity and judgment, as
personal connections may cloud their ability to make impartial decisions.
- *Example:* If a counselor is providing therapy to a family member, their personal emotions and
history with the family member may hinder their capacity to provide unbiased and objective guidance.

5. **Potential Harm to Clients:**

- *Consequence:* Dual relationships have the potential to harm clients emotionally, psychologically,
or socially, especially if the counselor fails to manage the dual roles appropriately.
- *Example:* If a counselor engages in a romantic relationship with a current client, it may lead to
emotional distress, exploitation, and damage to the client's trust, potentially resulting in harm to the
client's well-being.

It is essential for counselors to be aware of the potential consequences of dual relationships and
adhere to ethical guidelines to prevent harm to clients and maintain the integrity of the therapeutic
relationship. Establishing clear boundaries, seeking supervision, and obtaining informed consent are
vital strategies to navigate potential challenges associated with dual relationships in counseling.
(Question 5)

Client confidentiality is essential in a counselling relationship. It is the responsibility of counsellors to

clarify the ethical and legal restrictions on confidentiality.

a. Discuss THREE (3) exceptional circumstances in which it is permissible to share information

with others. Elaborate each with examples. (15 marks)
b. Mr. Gavin is a counsellor in university. He detected some red flags of suicide in one of his
client. Therefore, he decided to breach confidentiality. Suggest TWO (2) important steps for
Mr. Gavin to breach confidentiality in an ethical way. Illustrate your suggestions with
appropriate examples. (10 marks)

**Exceptional Circumstances Permitting Information Sharing:**

1. **Imminent Danger to Self or Others:**

- *Exceptional Circumstance:* When a client poses an imminent danger to themselves or others,

counselors may breach confidentiality to ensure the safety of all parties involved.

- *Example:* If a client expresses clear intentions of self-harm or harming others, the counselor has a
duty to inform relevant authorities, such as a crisis hotline or emergency services, to intervene and
prevent potential harm.

2. **Child Abuse or Vulnerable Adult Abuse:**

- *Exceptional Circumstance:* If a counselor has reason to believe that a child or vulnerable adult is
being abused or neglected, they are obligated to report this information to the appropriate child
protective services or authorities.

- *Example:* If a client discloses that they are physically abusing their child, the counselor must
breach confidentiality to ensure the safety and well-being of the child, reporting the incident to the
relevant child protection agencies.

3. **Legal Requirements and Court Orders:**

- *Exceptional Circumstance:* Counselors may be compelled to share information if there is a legal

requirement or court order mandating the disclosure of confidential information.

- *Example:* If a court issues a subpoena for a client's counseling records in the context of a legal
proceeding, the counselor must comply with the order and share the information as legally required.

**Steps for Ethical Breach of Confidentiality by Mr. Gavin:**

1. **Informed Consent and Discussion:**

- *Step:* Mr. Gavin should discuss the potential breach of confidentiality with the client, explaining
the reasons and obtaining their informed consent where possible.

- *Example:* Mr. Gavin might say, "I am concerned about your safety, and I believe it is necessary
to involve additional support. I'd like to discuss with you the possibility of sharing some information
with a crisis intervention team to ensure your well-being. What are your thoughts on this?"
2. **Limit the Disclosure to Necessary Information:**

- *Step:* If breaching confidentiality is unavoidable, Mr. Gavin should disclose only the minimum
amount of information necessary to address the immediate concern.

- *Example:* Instead of sharing the client's entire counseling history, Mr. Gavin might provide a
focused and concise summary of the client's current situation, emphasizing the urgency of the matter
to the relevant authorities.

By taking these steps, Mr. Gavin can navigate the challenging decision to breach confidentiality
ethically, prioritizing the client's safety while respecting their autonomy and privacy as much as
possible.
 (SESSION FEBRUARY 2022)
Issues and Ethics in Counseling
ECG20403

(Question 1)

Jamie’s parents ask you to assess their 16-year-old son because they suspect he has a reading disability.
You assess Jamie and discover that he does, indeed, have difficulties with reading comprehension when
under time pressure. You spend three additional sessions giving enough other assessment instruments to
rule out other problems. When you report the findings to Jamie’s parents, they say they want you to
write a statement about your findings to the Board of Examination at Minister of Education so that
Jamie will be given more time to take the exam. You write a 10-page report detailing the findings from
all the assessment instruments you administered along with detailed background information, yet the
SAT board denies the request for more time. Jamie’s father is both a physician and a lawyer. He accuses
you of doing an inadequate job and refuses to pay your fees.

Discuss the issues that might be faced by the counsellor and the ethical considerations she can act upon
towards the client.

This scenario presents several ethical considerations and potential challenges for the counselor:

1. **Informed Consent and Communication:**

- *Issue:* There may be a lack of clear communication regarding the limitations of the assessment
and the potential outcomes of the request for extended exam time.
- *Ethical Consideration:* The counselor should ensure that Jamie's parents are fully informed
about the purpose, scope, and potential implications of the assessment, including the fact that the
decision ultimately lies with the Board of Examination.
- *Action:* Establishing clear communication and obtaining informed consent from the parents
regarding the assessment's limitations and potential outcomes can help manage expectations.

2. **Professional Competence:**
- *Issue:* The father accuses the counselor of doing an inadequate job, which may imply a
perceived lack of professional competence.
- *Ethical Consideration:* Counselors should only engage in assessments and areas where they are
professionally competent, and they must accurately represent the limitations of their assessments.
- *Action:* The counselor can explain the limitations of the assessment, discuss the specific
instruments used, and clarify the counselor's role in providing information rather than guaranteeing
specific outcomes.

3. **Confidentiality and Privacy:**

- *Issue:* The detailed 10-page report may contain sensitive information about Jamie, and there is
potential for the report to be shared without proper consent.
- *Ethical Consideration:* Counselors must ensure the confidentiality and privacy of client
information, sharing it only with those who have a legitimate need for the information.
- *Action:* The counselor should review and clarify the confidentiality policies with Jamie's
parents, emphasizing the importance of protecting Jamie's privacy and securing explicit consent
before sharing the report with external parties.
4. **Fee Dispute:**
- *Issue:* The father refuses to pay the counselor's fees, possibly due to dissatisfaction with the
outcome of the assessment.
- *Ethical Consideration:* Fees and financial arrangements should be discussed and agreed upon
transparently at the beginning of the counseling relationship.
- *Action:* The counselor can initiate a discussion about the fee dispute, clarifying the terms of
payment agreed upon at the outset and addressing any concerns or dissatisfaction with the assessment
process.

5. **Managing Expectations:**
- *Issue:* The parents expected the report to guarantee more time for Jamie during exams, but the
Board of Examination denied the request.
- *Ethical Consideration:* Counselors should manage clients' expectations and avoid making
promises or guarantees beyond their professional capacity.
- *Action:* The counselor can engage in a transparent conversation with the parents about the
limitations of the counselor's role in influencing external decisions, such as those made by educational
boards.

In navigating these issues, the counselor should adhere to ethical guidelines, maintain open
communication, and ensure the welfare and confidentiality of the client, Jamie. Additionally,
addressing and resolving the fee dispute in a professional manner is essential to maintain the integrity
of the counselor-client relationship.
(Question 2)

A Case of a Multiple Relationship in a Small Community. Millie, a therapist in a small community,

experienced heart pain one day. The medical assistant was called, and the medic on the team turned
out to be her client, Fred. To administer proper medical care, Fred had to remove Millie’s upper
clothing. During subsequent sessions, neither Fred nor Millie discussed the incident, but both
exhibited a degree of discomfort with each other. After a few more sessions, Fred discontinued his
therapy with Millie.

Discuss how a counsellor would handle the situation when it has already past in order to make the
client feel more comfortable.

Handling a situation like the one described, where a multiple relationship has occurred and there is
subsequent discomfort between the therapist (Millie) and the client (Fred), requires careful and ethical
navigation. Here are several steps a counselor can take to address and mitigate the discomfort:

1. **Acknowledge the Incident:**

- *Action:* The counselor should initiate a discussion about the incident, acknowledging that the
situation might have been uncomfortable or awkward for both parties.

- *Example:* "I want to address an incident that happened during one of our sessions. I understand
that it might have been uncomfortable for you, and I want to make sure we can talk about it openly."

2. **Express Understanding and Empathy:**

- *Action:* The counselor should express empathy and understanding for any discomfort or
awkward feelings that may have arisen due to the incident.

- *Example:* "I recognize that the situation with the medical incident might have caused
discomfort. I want you to know that I understand and am here to talk about any feelings or concerns
you may have."

3. **Clarify Boundaries and Roles:**

- *Action:* Reinforce the professional boundaries and roles within the counseling relationship,
emphasizing the separation between therapeutic and non-therapeutic interactions.

- *Example:* "It's important to clarify that my role as your therapist is distinct from any incidental
situations that may occur outside our counseling sessions. I want to ensure that we maintain a clear
and professional therapeutic relationship."

4. **Explore Feelings and Impact:**

- *Action:* Encourage the client to express their feelings about the incident and its impact on the
therapeutic relationship.

- *Example:* "I'm curious to know how you've been feeling since that incident and if it has had any
impact on our sessions together. Your feelings are important, and I want to address any concerns you
may have."

5. **Discuss Options and Adjustments:**

 - *Action:* Collaboratively discuss any adjustments or accommodations that could be made to
ensure the client's comfort and well-being during future sessions.

- *Example:* "If there's anything specific that would make you more comfortable moving forward,
please let me know. We can explore any adjustments or changes that would support your therapeutic
experience."

6. **Reaffirm Confidentiality:**

- *Action:* Reiterate the counselor's commitment to confidentiality and emphasize that the client's
feelings and concerns will be handled with sensitivity.

- *Example:* "Your feelings and concerns are confidential, and I want to assure you that we can
work together to ensure a safe and supportive environment for our therapeutic work."

7. **Monitoring Progress:**

- *Action:* Keep a close eye on the client's comfort level and the overall therapeutic progress.
Regularly check in with the client to ensure that any lingering discomfort is being addressed
effectively.

- *Example:* "As we continue our sessions, I want to make sure you feel supported and that we are
addressing any concerns that may arise. Please feel free to share your thoughts at any time."
(Question 3)

Julius is on a review committee in a graduate counseling program. Leo has taken several introductory
courses in the program, and he has just completed an ethics course with Julius. It is clear to this
professor that Leo has a rigid approach to human problems, particularly in areas such as interracial
marriage, same-sex relationships, and abortion. Over the course of the semester, Leo appeared to be
either unwilling or unable to modify his thinking. When challenged by other students in the class
about his views, Leo responded by saying that he felt he was in a double bind. His faith gave him very
clear guidelines on what is acceptable behavior. At the same time, in this supervision class he is being
asked to violate those norms, so he feels that “he is damned if he does, and damned if he doesn’t.”
Nobody offers him a solution. If he refers a future client with whom he has value conflicts he is
behaving unethically; if he were to accept such a client, he would be going against his church’s
teachings. In meeting with the committee charged with determining whether candidates should be
advanced in the program, Julius expresses his strong concern about retaining Leo in the program. His
colleagues share this concern.

What reactions do you have to this case? How would you respond to Leo’s dilemma?

**Reactions to the Case:**

1. **Recognition of Diversity in Beliefs:**

- It is essential to recognize and respect the diversity of beliefs among students in a counseling
program. Leo's rigid views may stem from deeply held religious beliefs, and it's crucial to approach
the situation with an understanding of different perspectives.

2. **Concerns about Professional Competence:**

- Leo's unwillingness or inability to modify his thinking, particularly in areas such as interracial
marriage, same-sex relationships, and abortion, raises concerns about his ability to provide unbiased
and culturally competent counseling.

3. **Importance of Supervision and Personal Development:**

- The role of the professor, Julius, is not only to assess academic performance but also to guide
students in their personal and professional development. Leo's perception of being in a double bind
suggests the need for thoughtful guidance.

**Suggestions for Responding to Leo's Dilemma:**

1. **Exploration of Values and Ethics:**

- Engage in a respectful and non-confrontational conversation with Leo to explore the origins of his
values and ethical beliefs. Understand the importance of his faith and how it intersects with his role as
a counselor.

2. **Integration of Personal and Professional Values:**

- Emphasize the importance of integrating personal values with professional ethics. Discuss the
concept of ethical decision-making and the ability to navigate situations where personal beliefs may
differ from professional responsibilities.
3. **Supervision and Self-Reflection:**

- Encourage Leo to use supervision sessions as a space for self-reflection and exploration of how his
beliefs may impact his counseling practice. Supervision provides an opportunity to process these
conflicts with guidance from experienced professionals.

4. **Cultural Competence Training:**

- Recommend additional training or coursework in cultural competence, diversity, and inclusivity.

Leo may benefit from exposure to different perspectives and the development of skills to work
effectively with clients whose values differ from his own.

5. **Development of a Personal Code of Ethics:**

- Encourage Leo to develop a personal code of ethics that respects his faith while also aligning with
the ethical standards of the counseling profession. This process may involve identifying areas of
flexibility and those that are non-negotiable.

6. **Role-Play and Skill Development:**

- Utilize role-playing scenarios to help Leo practice navigating counseling situations where his
personal beliefs may conflict with clients' needs. This practical experience can build skills in
managing value conflicts ethically.

7. **Consideration of Program Fit:**

- If Leo continues to struggle with adapting his views to align with the program's ethical standards,
the committee may need to consider whether Leo is a good fit for the counseling program. This
decision should be made with careful consideration of Leo's potential for growth and development.

In summary, responding to Leo's dilemma requires a delicate balance of understanding, guidance, and
encouragement for personal and professional growth. The goal is to help Leo navigate the tension
between his faith and professional responsibilities while fostering cultural competence and ethical
decision-making in his future counseling practice.

(Question 4)

Noah is a therapist in private practice who primarily sees relatively well-functioning clients. He
considers keeping records to be basically irrelevant to the therapeutic process for his clients. As he
 puts it: “In all that a client says to me in one hour, what do I write down? and for what purpose? If I
were seeing high-risk clients, then I certainly would keep notes. Or if I were a psychoanalyst, where
everything a client said matters, then I would keep notes.” One of his clients, Sue, assumed that he
kept notes and one day after a session asked to see her file. Noah had to explain his lack of record
keeping to Sue.

How do you react to Noah’s opinion that keeping notes is irrelevant in his practice? Explain.

**Reaction to Noah's Opinion on Record-Keeping:**

Noah's perspective on record-keeping raises several concerns, and it is essential to carefully evaluate
the implications of his stance. Here are reactions and considerations regarding Noah's opinion:

1. **Ethical and Legal Considerations:**

- Noah's assertion that keeping notes is irrelevant, especially with well-functioning clients, neglects
the ethical and legal responsibilities associated with maintaining proper documentation in a
therapeutic setting. Ethical guidelines and legal standards often require therapists to keep accurate and
timely records.

2. **Client Expectations and Transparency:**

- Clients, like Sue, may assume that therapists keep records as part of standard practice. Noah's lack
of record-keeping may be surprising or concerning for clients who expect transparency and
professionalism in the therapeutic relationship.

3. **Therapeutic Process and Progress Monitoring:**

- Documentation serves as a valuable tool for monitoring the therapeutic process and assessing
client progress. Notes can help therapists track interventions, goals, and the client's response to
various therapeutic approaches, contributing to the effectiveness of the treatment.

4. **Risk Management and Crisis Preparedness:**

- Even with well-functioning clients, unexpected events or crises may arise. Adequate
documentation is crucial for risk management and crisis preparedness, providing a historical record
that may be valuable in situations such as emergencies, legal challenges, or consultations with other
professionals.

5. **Professional Accountability and Standards:**

- Professional accountability is a fundamental aspect of ethical practice. Maintaining comprehensive

records aligns with professional standards, demonstrating accountability for the therapeutic process
and decisions made during sessions.

6. **Continuity of Care:**

- In the event that a client transitions to a different therapist or requires care from another mental
health professional, thorough records ensure continuity of care. The new therapist can better
understand the client's history and needs, facilitating a smoother transition.

7. **Educational and Supervisory Purposes:**

 - For Noah's professional development and supervision, maintaining records can serve as a valuable
tool. Reflecting on session notes allows therapists to gain insights, receive constructive feedback, and
continuously enhance their clinical skills.

8. **Clinical Decision-Making:**

- Noah's assertion that notes are unnecessary because clients are well-functioning oversimplifies the
role of record-keeping. Even with high-functioning clients, clinical decisions may benefit from
insights gained through the review of session notes, contributing to more informed and personalized
interventions.

In conclusion, Noah's perspective on record-keeping raises significant ethical, legal, and professional
concerns. While each therapist may develop their own style of documentation, it is crucial to strike a
balance that ensures the well-being of clients, adheres to ethical standards, and aligns with legal
requirements in the field of mental health therapy.
 (SESSION FEBRUARY 2023)

Issues and Ethics in Counseling

ECG20403

(Question 1)

(a) Provide an ethical issue of counselling with example. (5 marks)

(b) Based on the previously stated ethical issue, relate and explain the issue in terms of moral
principles in decision making. (20 marks)

**(a) Ethical Issue in Counseling with Example:**

One ethical issue in counseling is **confidentiality**. Confidentiality refers to the ethical obligation
of counselors to protect the privacy of client information and not disclose it without the client's
explicit consent.

*Example:*

Suppose a counselor is working with a client, Sarah, who discloses a history of self-harm. Sarah
explicitly requests that this information not be shared with anyone, including her family. Later, the
counselor encounters Sarah's family in a different context and faces a dilemma about whether to
maintain confidentiality or disclose the information.

**(b) Relating the Ethical Issue to Moral Principles in Decision Making:**

In counseling, ethical decision-making is often guided by moral principles that help ensure the
well-being and autonomy of clients. Let's examine the confidentiality issue in terms of moral
principles:

1. **Autonomy:**

- *Explanation:* The principle of autonomy emphasizes respecting individuals' rights to make

decisions about their own lives. Maintaining confidentiality aligns with this principle by recognizing
and respecting the client's autonomy in deciding what information is shared.

- *Application to Example:* Respecting Sarah's autonomy means honoring her explicit request for
confidentiality regarding her self-harm history. The counselor should prioritize Sarah's right to control
the disclosure of her personal information.

2. **Non-Maleficence:**

- *Explanation:* The principle of non-maleficence requires counselors to avoid causing harm to

clients. Breaching confidentiality without a justifiable reason may harm the client emotionally,
eroding trust in the therapeutic relationship.
 - *Application to Example:* Disclosing Sarah's self-harm history without her consent may lead to
emotional distress and harm. Upholding non-maleficence involves carefully considering the potential
harm of breaching confidentiality.

3. **Beneficence:**

- *Explanation:* The principle of beneficence entails promoting the well-being of clients.

Respecting confidentiality contributes to a trusting therapeutic relationship, fostering an environment
where clients feel safe to share sensitive information.

- *Application to Example:* Maintaining confidentiality benefits Sarah by creating a space where

she can openly discuss her struggles without fear of unwarranted disclosure. This promotes her
emotional well-being.

4. **Justice:**

- *Explanation:* The principle of justice involves treating clients fairly and avoiding discrimination.
Breaching confidentiality without a valid reason may lead to unjust consequences for the client.

- *Application to Example:* If the counselor discloses Sarah's self-harm history without a

compelling reason, it could lead to unjust consequences such as strained family relationships or social
stigma, which would be unfair to Sarah.

5. **Fidelity:**

- *Explanation:* The principle of fidelity emphasizes the importance of being trustworthy and
maintaining professional commitments. Upholding confidentiality is a manifestation of fidelity, as it
involves keeping promises made to clients.

- *Application to Example:* If the counselor promised Sarah confidentiality, breaching it would

violate the principle of fidelity and erode the trust essential for effective counseling.

In summary, the ethical issue of confidentiality in counseling is intricately linked to moral principles,
including autonomy, non-maleficence, beneficence, justice, and fidelity. Counselors must carefully
consider these principles when navigating decisions related to confidentiality to ensure ethical practice
and promote the well-being of clients.
(Question 2)

Ryan is an experienced counselor and has been working in his seventh

years now, working with multiple background of clients. Throughout his
profession, he always encouraged himself to do self-reflection every after he
ended his session with clients. This has been a routine for him in order to
uphold his professionalism.

(a) According to Ryan’s situation, why would be the reason he’s been maintaining his routine
throughout his profession? (3 marks)

(b) If Ryan were to involve himself in multicultural issues, give FOUR (4) points to critique
him as a counsellor in order to challenge his belief. (12 marks)

(c) Identify FIVE (5) common assumptions in counselling session and justify your answer
with brief explanation. (10 marks)

**(a) Reason for Ryan's Routine of Self-Reflection:**

Ryan maintains a routine of self-reflection after each counseling session for several reasons:

- **Professional Development:** Regular self-reflection allows Ryan to continually develop

and refine his counseling skills. By critically reviewing his sessions, he can identify areas of
strength and areas that may need improvement.

- **Enhanced Awareness:** Self-reflection helps Ryan become more aware of his own
biases, values, and reactions during sessions. This heightened awareness enables him to
provide more effective and unbiased support to clients.

- **Client-Centered Practice:** Reflecting on his interactions with clients helps Ryan ensure
that his practice remains client-centered. It allows him to assess whether he is meeting the
unique needs and preferences of each individual client.

**(b) Critique of Ryan in Multicultural Issues:**

While Ryan's commitment to self-reflection is commendable, engaging with multicultural

issues requires additional considerations. Here are four points to critique Ryan as a
counselor in order to challenge his beliefs:

1. **Cultural Competence Assessment:**

- *Critique:* Ryan should assess his level of cultural competence to ensure he is

adequately prepared to work with clients from diverse backgrounds.

- *Explanation:* Without a comprehensive understanding of multicultural competencies,

Ryan may unintentionally bring his own cultural biases into sessions, potentially impacting
the quality of counseling.
2. **Ongoing Cultural Education:**

- *Critique:* Engaging in continuous education on multicultural issues is essential for

counselors.

- *Explanation:* If Ryan's self-reflection routine does not include staying updated on

current cultural trends, evolving identities, and social issues, he may inadvertently
perpetuate stereotypes or miss nuances in clients' experiences.

3. **Intersectionality Consideration:**

- *Critique:* Ryan should consider intersectionality, acknowledging the intersections of

various identities that influence individuals.

- *Explanation:* Failing to recognize the complexity of clients' identities may result in

oversimplified assessments or interventions that do not consider the full scope of clients'
experiences.

4. **Cultural Humility vs. Cultural Competence:**

- *Critique:* Ryan should prioritize cultivating cultural humility over cultural competence.

- *Explanation:* Cultural humility involves an ongoing commitment to self-awareness,

self-critique, and a willingness to learn from clients. Cultivating humility helps counselors
acknowledge the limitations of their knowledge and adapt to the diverse needs of clients.

**(c) Common Assumptions in Counseling Sessions:**

1. **Universal Understanding:**

- *Assumption:* Assuming that clients universally understand and interpret concepts in the
same way.

- *Justification:* Different cultures may ascribe varied meanings to words or behaviors.

Assuming universal understanding can lead to misunderstandings and misinterpretations.

2. **Homogeneity Within Cultures:**

- *Assumption:* Assuming homogeneity within cultural groups.

- *Justification:* Individuals within the same culture may have diverse experiences and
perspectives. Ignoring this diversity can lead to stereotyping and misjudgments.

3. **Cultural Stereotypes:**

- *Assumption:* Relying on cultural stereotypes to predict client behaviors.

- *Justification:* Stereotyping oversimplifies individuals based on cultural backgrounds,

neglecting the uniqueness of each person's experiences and values.
4. **Shared Cultural Values:**

- *Assumption:* Assuming that clients from the same cultural background share identical
values.

- *Justification:* Individuals within a culture may hold different values, and assumptions
about shared values may hinder understanding and rapport-building.

5. **Cultural Competence as a Static State:**

- *Assumption:* Treating cultural competence as a static achievement rather than an

ongoing process.

- *Justification:* Cultures evolve, and new insights emerge. Assuming cultural competence
is static may impede a counselor's ability to adapt to changing cultural dynamics.

These assumptions highlight the importance of continuous self-reflection, ongoing education,

and a commitment to cultural humility in effective counseling practices.
(Question 3)

A client has requested to have a tele-counseling with a counselor due to certain issue which
made them preferred the approach better than a traditional counseling. In order to decide for
the approach, as a counselor, you will need to identify several possibilities that can influence
the therapeutic session. Compare and contrast the pros and cons of tele-counseling and
traditional counseling session. Provide your answers with detail explanations and examples.

**Tele-Counseling vs. Traditional Counseling: A Comparison of Pros and Cons**

**Tele-Counseling:**

*Pros:*

1. **Accessibility and Convenience:**

- *Explanation:* Tele-counseling eliminates geographical barriers, making counseling

accessible to individuals in remote areas. Clients can receive therapy from the comfort of
their homes.

- *Example:* A client residing in a rural area with limited local counseling services can
access a broader range of counselors through tele-counseling.

2. **Flexibility in Scheduling:**

- *Explanation:* Tele-counseling allows for flexible scheduling, accommodating clients with

busy lifestyles or those facing time constraints.

- *Example:* A working professional may find it more feasible to attend tele-counseling

sessions during their lunch break or after work hours.

3. **Anonymity and Privacy:**

- *Explanation:* Clients may feel a heightened sense of anonymity and privacy when
engaging in tele-counseling, potentially reducing stigma and promoting openness.

- *Example:* Individuals seeking counseling for sensitive issues, such as addiction or

relationship concerns, might feel more comfortable discussing these matters remotely.

*Cons:*

1. **Technological Challenges:**

- *Explanation:* Technical issues such as poor internet connectivity or device malfunctions

can disrupt the flow of the session, leading to frustration for both the counselor and the
client.

- *Example:* A client may experience a sudden disconnection during a critical moment in

the session, impacting the therapeutic process.
2. **Limited Non-Verbal Cues:**

- *Explanation:* Tele-counseling may limit the counselor's ability to pick up on non-verbal

cues, potentially hindering the depth of understanding and connection.

- *Example:* The counselor may miss subtle facial expressions or body language that
could provide insights into the client's emotions.

3. **Security and Confidentiality Concerns:**

- *Explanation:* Transmitting sensitive information through online platforms raises

concerns about data security and confidentiality.

- *Example:* A client might hesitate to share certain details due to concerns about the
confidentiality of tele-counseling platforms, affecting the depth of disclosure.

**Traditional Counseling:**

*Pros:*

1. **In-Person Connection:**

- *Explanation:* Traditional counseling allows for a direct, in-person connection between

the counselor and the client, fostering a sense of immediacy and personal engagement.

- *Example:* The counselor can offer a comforting presence through physical proximity,
providing a supportive environment for the client.

2. **Richer Non-Verbal Communication:**

- *Explanation:* In face-to-face sessions, counselors can observe a broader range of

non-verbal cues, enhancing their ability to understand the client's emotions and reactions.

- *Example:* The counselor can notice subtle changes in the client's posture or gestures,
offering additional insights into their emotional state.

3. **Establishment of Trust:**

- *Explanation:* In-person sessions may facilitate the quicker establishment of trust and
rapport between the counselor and the client.

- *Example:* A client may feel more reassured by the counselor's physical presence,
leading to a quicker development of trust and openness.

*Cons:*

1. **Geographical Limitations:**

- *Explanation:* Traditional counseling is limited by geographical constraints, making it

challenging for individuals in remote areas to access counseling services.
 - *Example:* A client in a rural location may face difficulties in finding a suitable counselor
nearby, leading to reduced accessibility.

2. **Time and Travel Constraints:**

- *Explanation:* In-person sessions require clients to allocate time for travel, potentially
causing inconvenience and limiting scheduling flexibility.

- *Example:* A client with a busy schedule may find it challenging to commit to in-person
sessions due to time constraints.

3. **Potential Stigma:**

- *Explanation:* Some clients may experience stigma associated with attending

face-to-face counseling, affecting their willingness to seek help.

- *Example:* An individual from a small community may be concerned about confidentiality

and judgment when seen entering a local counseling office.

**Conclusion:**

The choice between tele-counseling and traditional counseling depends on the unique needs
and preferences of the client. Both approaches have their advantages and challenges, and
counselors should carefully consider these factors to provide effective and accessible mental
health support.
(Question 4)

Under the same context of issue among clients (e.g., personal conflict, relationship issue
and etc.), every counselor has the rights to apply any theory and techniques according to
their theoretical orientation and preferences. However, do you agree if the code of ethics
standardized specific theory and techniques in accordance with every client’s issue? Support
FIVE (5) answers with detailed explanations and examples.

I don't agree with standardizing specific theories and techniques in the code of ethics for
every client's issue. The reason is that counseling is a diverse field, and clients come with
unique needs, preferences, and circumstances. The flexibility to apply various theoretical
orientations and techniques allows counselors to tailor their approach to individual clients.
Here are five reasons supporting this perspective:

1. **Client-Centered Approach:**

- *Explanation:* A client-centered approach emphasizes the importance of tailoring

counseling to the unique needs of each individual. Standardizing specific theories may limit a
counselor's ability to adopt a client-centered approach.

- *Example:* A counselor working with a client dealing with trauma might find that a
person-centered approach is more suitable for building trust and rapport before delving into
specific therapeutic techniques.

2. **Diversity of Client Issues:**

- *Explanation:* Clients present with a wide range of issues, from personal conflicts to
relationship problems, each requiring a nuanced and individualized approach. Standardizing
techniques may not address this diversity effectively.

- *Example:* A cognitive-behavioral approach might be beneficial for a client struggling

with anxiety, but a client dealing with grief may benefit more from an existential or narrative
therapy approach.

3. **Holistic Consideration of Clients:**

- *Explanation:* Effective counseling involves considering clients' holistic well-being,

including their cultural background, values, and personal preferences. Standardizing
techniques may not account for this comprehensive approach.

- *Example:* A counselor working with a client from a collectivist culture might integrate
family therapy techniques to address relational dynamics, which may not be emphasized in a
standardized approach.

4. **Individualized Treatment Plans:**

- *Explanation:* Theoretical orientations and techniques should be selected based on a

thorough assessment of the client's unique situation. A one-size-fits-all approach may
overlook crucial factors in developing an effective treatment plan.
 - *Example:* A counselor using a solution-focused brief therapy approach may tailor
interventions differently for a client seeking short-term goal-oriented solutions compared to a
client seeking deeper exploration through psychodynamic therapy.

5. **Promotion of Therapeutic Alliance:**

- *Explanation:* The therapeutic alliance is crucial for successful counseling outcomes.

Clients may connect more effectively with a counselor who adapts their approach based on
the client's needs and preferences rather than adhering strictly to standardized techniques.

- *Example:* A counselor using motivational interviewing techniques may build a stronger

therapeutic alliance by aligning their approach with a client's readiness for change and
collaborating on goal-setting.

In conclusion, a client-centered and flexible approach that considers the diversity of client
issues, holistic well-being, individualized treatment plans, and the promotion of a strong
therapeutic alliance is more effective in addressing the complexities of counseling.
Standardizing specific theories and techniques in the code of ethics may overlook the
importance of tailoring counseling interventions to meet the unique needs of each client.
(Question 5)

An effective counselor should be able to manage issues regardless the type of counseling
session (individual, group, marriage, family counseling and others). Construct FIVE (5) plans
to avoid ethical issues in group counseling. Support your answer with relevant example

**1. Establish Clear Group Guidelines and Norms:**

- *Plan:* Clearly define and communicate group guidelines and norms at the outset of the
counseling sessions. This helps create a safe and respectful environment, preventing
potential ethical issues.

- *Example:* In a substance abuse group counseling setting, establishing norms about

confidentiality and non-judgmental communication can prevent members from sharing
sensitive information outside the group, ensuring a secure space for all participants.

**2. Informed Consent for Group Participation:**

- *Plan:* Ensure that all group members provide informed consent before participating in
group counseling. Clearly outline the purpose, structure, and expectations of the group to
avoid misunderstandings.

- *Example:* Before joining a grief support group, participants should be informed about
the nature of discussions, potential emotional challenges, and the importance of
confidentiality to make an informed decision about their participation.

**3. Ongoing Assessment of Group Dynamics:**

- *Plan:* Regularly assess the group dynamics and individual interactions within the
counseling group. This allows the counselor to identify and address any emerging issues
promptly.

- *Example:* In a therapy group for adolescents, the counselor should pay attention to
potential conflicts or cliques forming within the group and intervene to ensure a supportive
and inclusive atmosphere.

**4. Confidentiality Protocols:**

- *Plan:* Clearly communicate and reinforce confidentiality protocols within the group.
Emphasize the importance of respecting each member's privacy to build trust and prevent
breaches of confidentiality.

- *Example:* In a marriage counseling group, participants should be reminded of the

importance of keeping discussions within the group confidential to maintain the trust
necessary for effective group therapy.
**5. Manage Power Dynamics and Facilitator Neutrality:**

- *Plan:* Address power dynamics within the group and ensure that the counselor
maintains neutrality to prevent favoritism or biases. Facilitate an inclusive and egalitarian
environment.

- *Example:* In a workplace conflict resolution group, the counselor should be vigilant

about power imbalances and ensure that all participants have equal opportunities to express
themselves without fear of repercussions.

**Bonus Plan: Implement a Conflict Resolution Process:**

- *Plan:* Establish a structured conflict resolution process within the group to address
interpersonal issues promptly and constructively.

- *Example:* If two members in a family counseling group have a disagreement, the

counselor can guide the group through a conflict resolution process to foster understanding
and resolution, preventing the escalation of tension.

In summary, these plans aim to proactively manage ethical issues in group counseling by
establishing clear guidelines, ensuring informed consent, monitoring group dynamics,
reinforcing confidentiality, and addressing power dynamics. Each plan contributes to creating
a therapeutic environment that promotes trust, respect, and effective group interactions.
(Question 5)

Miranda is a psychologist in private practice who is hired by the director of a graduate

program in counseling psychology to lead an experiential group. She assumes that the
students have been informed about this therapeutic group, and she is given the impression
that the students are eagerly looking forward to it. When she meets with the students at the
first class, however, she encounters a great deal of resistance. They express resentment
that they were not told that they would be expected to participate in a therapeutic group.
Some students fear negative consequences if they do not participate.

The students knew from their orientation and the university’s literature that this graduate
program included some form of self exploration. In your opinion, was this disclosure
suffificient for ethical purposes?

**Analysis of the Disclosure for Ethical Purposes:**

The sufficiency of disclosure in this scenario hinges on the clarity and specificity of information
provided to students regarding their involvement in a therapeutic group as part of the graduate
program. Here are considerations to evaluate the ethical adequacy of the disclosure:

1. **Nature of the Program and Expectations:**

- The students knew from their orientation and university literature that the graduate program
included some form of self-exploration. However, the nature and specifics of the self-exploration
activities, especially participation in a therapeutic group, need to be clearly communicated.
2. **Degree of Clarity in Communication:**

- The key question is whether the information provided in the orientation and literature was clear
and explicit about the expectation of participating in a therapeutic group. If the disclosure was vague
or open to interpretation, it may not have been sufficient for ethical purposes.

3. **Understanding of Self-Exploration:**

- While the students were aware of some form of self-exploration, the term itself is broad and can
encompass various activities. If the students did not have a precise understanding of what
self-exploration entailed, including participation in a therapeutic group, the disclosure may have been
insufficient.

4. **Student Expectations and Program Requirements:**

- If students had a reasonable expectation that self-exploration could involve various activities but
were not explicitly informed about the requirement to participate in a therapeutic group, their
resentment and fear of negative consequences are understandable. Clear communication about
program requirements is crucial.

5. **Informed Consent Principles:**

- In the context of ethical guidelines, the principles of informed consent are paramount. Students
have the right to be fully informed about the nature, purpose, and potential impact of any activities
they are required to participate in as part of their program.

6. **Mitigation of Resistance and Fear:**

- The significant resistance and fear expressed by the students indicate a lack of alignment between
their expectations and the actual requirements. Ethical practice involves addressing and mitigating
such reactions through clear communication and reassurance.

**Recommendations for Ethical Disclosure:**

1. **Detailed Information in Orientation Materials:**

- Include explicit details in the program's orientation materials about the specific self-exploration
activities, including the requirement to participate in a therapeutic group. Provide clarity on the nature
and purpose of the group.

2. **Informed Consent Process:**

- Implement an informed consent process during orientation where students are explicitly informed
about the expectations, potential benefits, and any challenges associated with participating in a
therapeutic group.

3. **Transparent Communication:**
 - Foster a culture of transparent communication between program administrators, faculty, and
students. If there are changes to program requirements, promptly communicate these changes to
ensure that students are well-informed.

4. **Open Forum for Questions:**

- Provide students with opportunities to ask questions and seek clarification about program
requirements, especially those related to self-exploration activities. Address any concerns and
misconceptions proactively.

5. **Regular Check-Ins:**

- Throughout the program, engage in regular check-ins with students to assess their comfort levels,
address concerns, and ensure that the self-exploration activities align with their expectations and
ethical considerations.

In conclusion, for ethical purposes, disclosure about program requirements, including participation in
a therapeutic group, should be explicit, clear, and aligned with the principles of informed consent.
Regular communication, transparency, and opportunities for clarification are essential to fostering an
ethical and supportive learning environment.