OCC CCCO

Statement of Ethics

&

Standards of

Practice Revised 2013

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OCC CCCO Statement of Ethics & Standards of Practice Revised 2013

The Statement of Ethics and Standards of Practice is intended

to promote high standards of practice and ethics in counselling

services in Ontario Colleges. The document is a bench-mark

which counsellors and counselling departments will use to

evaluate themselves and the services they are providing and to

determine their needs for professional growth and

development.

The Statement of Ethics makes explicit the moral values to

which counsellors are expected to adhere. The Standards of

Practice present a concrete elaboration of the basic ethical

guidelines.

The 2013 revisions to the OCC/CCO Statement of Ethics and

Standards of Practice have been made in order to ensure our

document is consistent with the Code of Ethics and

Professional Practice Standards documents which have been

developed for the College of Psychotherapists of Ontario.

It is the belief of the Ontario College Counsellors that

counselling must be performed by professionally qualified

counsellors. Their primary goal is to use counselling

competencies to meet the educational, career, and

personal/social needs of the college community.

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In this document "client" refers to students and prospective students, and may include

faculty, other college personnel, and the larger college community.

STATEMENT OF ETHICS

Individuals performing the role of counselling within the Ontario college system

subscribe to the following:

College counsellors believe in the autonomy, worth and dignity of every

individual; they assist clients to function more effectively as individuals and to

achieve success as learners; they refrain from harassment and abuse and

maintain appropriate therapeutic boundaries; they contribute to the growth of

individuals by assisting them to move towards greater autonomy and self-

respect;

College counsellors demonstrate a commitment to excellence in their

professional duties; they work in the best interests of their clients, within the

limits of their competencies and pursue their own professional development;

College counsellors perform their duties with integrity; they ensure their

clients have provided informed consent, seek consultation when confronted

with ethical challenges and are committed to challenging their own personal

and professional biases;

College counsellors are concerned for the welfare of all clients and work for

justice, fairness and constructive change on behalf of the college population;

College counsellors believe that counselling services should be available to the

broadest base of students and potential students;

College counsellors demonstrate responsible citizenship by remaining engaged

within their college community and honouring their role as trusted

professionals; they ensure their interactions and activities within and outside of

their college are free from any conflicts of interest;

College counsellors support their colleagues within the profession and those in

other areas in the college (faculty, support and administration); they work

collaboratively with others within and outside the counselling department and

when they take on responsibility for supervising others, they do so ethically

and responsibly;

College counsellors may engage in scholarly or applied research from time to

time and when they do it is done ethically and with the informed consent of

human subjects.

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STANDARDS OF PRACTICE

The Ontario College Counsellors accept the standards for professional practice

articulated herein which provide guidance and direction in decision-making in

everyday counselling practice.

Section 1 Client-Counsellor Relationship

Counsellors respect the integrity and protect the welfare of their client. When there is

a conflict of interest between the client and the college, counsellors clarify the nature

and direction of their responsibilities, and keep all parties informed of their respective

obligations.

Counsellors inform their clients of the nature and limitations of their service through a

variety of means.

A. Confidentiality

At the core of the counselling process is a client-counsellor relationship rooted in

trust. One of the means by which counsellors foster trust is through the strict

adherence to maintaining client confidentiality.

Counsellors have common law obligations to maintain the confidentiality and security

of client records, and to provide clients with reasonable access to their own records.

Counsellors inform their clients that all information obtained in counselling will be

held in confidence to be released only with the client's informed and written consent.

This entails informing the client what specific information will be shared, why it is

being shared, to whom it is being shared and during what specific timeframe the

disclosure will take place.

There are several limits to this confidentiality. Clients must be informed in writing of

the exceptions to confidentiality, prior to beginning counselling.

Exceptions to Confidentiality Information will be disclosed with or without the client's consent and knowledge in

the following situations:

when there is clear and imminent danger that the client will cause serious

harm to himself/herself or someone else;

when there is knowledge or suspicion that a child who is PRESENTLY

under the age of 16 has been previously abused or is currently being

abused, neglected, or witnessing abuse;

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when a judge has ordered counsellor testimony and/or client records be

made available for court;

when counsellors, as members of other professional associations or

regulatory colleges are required to report to their professional body

instances of harassment or abuse by members of the same professional

association or regulatory college.

Conflicting Obligations When the College, as an employer, requests confidential client information,

counsellors first discuss the request with their client and generally obtain informed

and written consent prior to releasing any confidential information. In situations where

time is of the essence, a client's verbal consent will suffice. Should the client be

uncomfortable with this request for information, counsellors should seek ethical

direction from their professional association and seek legal counsel.

Special Considerations - Group Counselling When providing group counselling, the counsellor sets a norm of confidentiality and

stresses its importance, but clearly states that he/she cannot guarantee that

confidentiality on behalf of others in the group. Group members, as appropriate, sign a

'contract of understanding' regarding confidentiality within the group.

Special Consideration - Communication Outside of Counselling Session At the outset of the counselling relationship, the counsellor should discuss with the

client which forms of communication, outside of sessions, would be appropriate and

respectful of the client's needs for privacy and confidentiality (e.g., e-mail, telephone

calls/messages, mail) and respect the client's wishes.

B. Consent

Counsellors obtain consent from their clients in advance of providing any assessment,

therapeutic intervention or treatment. In order for a client’s consent to be valid it must

be related to the assessment or therapy, be specific to the assessment or therapy, must

be informed and must be voluntary. Counsellors should be explicit with their clients if

a therapeutic intervention is expected or likely to cause emotional distress or will

probe difficult emotional experiences as part of the process of obtaining informed

consent. Such discussions should be noted in the client’s record.

C. Communicating Client Care

Counsellors work with other professionals both internal and external to their college

community. This may include professors, other student services professionals, campus

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physicians and psychiatrists. In all cases this is done for the benefit of the students and

with his/her express written consent.

D. Electronic Practice

When computer software and information systems are used as a component of

counselling services, college counsellors ensure that they have received informed

consent from their client to do so, the computer application, and any information it

contains is appropriate for the respective needs of the clients and is constantly

updated.

E. Unnecessary Treatment

Counsellors refrain from providing counselling services to students they believe are

not benefiting from the service. They provide services which can reasonably be

expected to benefit the student, re-assess goals and expectations as needed to ensure

the student is continuing to benefit from counselling and begin termination when

counselling is no longer of benefit to the student.

F. Complaints Process

Counsellors who are members of a regulatory college must follow their regulatory

college’s requirements for handling complaints. Additionally, counsellors should

ensure their clients who have a complaint about the service are directed to the

appropriate policy and individuals (e.g., immediate supervisor of the counselling

department) to process the complaint internally.

Section 2 Competence

Counsellors accurately represent their professional credentials, qualifications,

affiliations, competencies, and limitations.

Competencies

The Ontario College Counsellors has adopted the following definition:

Competencies are defined, not only as aspects of a given job, but as special

characteristics and skills of the people who do the job best.

A distinction is drawn between what are called Core competencies and Specialized

Competencies. "Core" refers to those competencies which are common to all college

counsellors. "Specialized" refers to those competencies associated with additional,

specific functions.

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College counsellors maintain a duty to continually monitor their own limitations and

competencies and assess each case they encounter to ensure they are qualified to

provide the best care for their clients. They are responsible for identifying when their

limitations prevent them from providing adequate care and taking necessary steps to

address this (e.g., seeking out supervision, referring clients to other practitioners with

the requisite competencies or taking other steps to develop the needed skills).

Core Competencies

All college counsellors are facilitators of human change and development, and they

subscribe to attitudes and values consistent with this position.

College counsellors possess the following characteristics and skills:

1. Effective communication in interpersonal relationships;

2. The ability to assess accurately and articulate clearly, client needs;

3. An understanding of and an ability to use effectively, a variety of recognized

counseling/psychotherapy techniques;

4. The ability to assist clients to effectively mobilize their own resources;

5. The ability to provide services in a variety of ways. Examples are individual

counselling, group counselling, structured class-work;

6. The ability to make appropriate referrals based on an awareness of counsellor

strengths and limitations;

7. A knowledge of appropriate resources within and outside the college

community, and the use of appropriate methods and procedures when making

referrals;

8. The ability to facilitate the development of those values, attitudes, and skills

most conducive to self-directed problem-solving;

9. The ability to provide consultation effectively to other persons within the

counselling unit, and to individuals, groups, and organizations within and

outside the college;

10. The ability to assess needs and to acquire resources, as required, to implement

delivery modes appropriate to counselling and counselling-related activities;

11. The ability to identify the changing needs of the client population, and to plan

and implement those delivery modes most suited to such needs;

12. The ability to assess critically and to acquire those values, attitudes, and skills

necessary for the effective delivery of counselling and counselling-related

programs;

13. The ability to recognize their own competencies and to decide which activities

and programs to undertake;

14. The ability to apply and communicate those principles and practices

associated with effective learning, studying, and teaching;

15. The ability to help students assess and overcome deficiencies in educational

preparation or skills;

16. The ability to provide crisis intervention and emergency response and to

access appropriate community resources;

17. A knowledge of career development theories and the ability to select and

implement career counselling practices.

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Specialized Competencies

It is recognized that counsellors may have and be expected to have certain

competencies beyond the usual Core Competencies.

It is the responsibility of each counsellor, and of each counselling unit, to ensure that

appropriate forms of training and/or education are undertaken to produce quality

service in each specialized activity.

Given the wide range of specialized competencies, it is only possible to identify some

representative examples which provide both a framework and a standard by which

other specialized competencies could and should be developed and articulated.

The following are such examples:

1. Psychometric Testing

A thorough understanding and knowledge of resources related to standardized test

instruments; the ability to assess adequately the appropriateness of their use for

different clients; and the ability to administer and interpret tests and test data

accurately.

Counsellors ensure that the administration and interpretation of standardized test

instruments, within their jurisdiction, are limited to individuals who are competent

to administer, interpret, and integrate the results into a comprehensive assessment.

As well, college counsellors strive to ensure that these ethical standards are met

throughout the college.

2. Computer Assisted Counselling and Assessment

A thorough understanding of, and ability to select and use computer software

designed to assist counselling and assessment activities.

3. Research

An ability to conduct and report on research in the interests of developing data

related to the client population of both the counselling units and the college

system.

4. Course Development and Instruction

An ability to teach effectively, including: the development and writing of course

objectives, the research and collation of appropriate resources, the understanding

and implementation of recognized pedagogical and andragogical principles and

methodologies, and the development and use of appropriate evaluative processes.

5. Diagnosis and Intervention of Learning Problems

A thorough knowledge of resources available for diagnosis and remediation of

learning difficulties, and the ability to design and implement effective

intervention programs.

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6. Career Assessment and Counselling for Special Populations

The ability to design and deliver programs to meet the needs of special groups

such as disadvantaged youth, displaced workers, immigrants, and other minority

groups.

7. Diversity

Counsellors demonstrate a thorough understanding of consultative services related

to making the college environment beneficial to the intellectual, emotional, and

physical development of students from diverse backgrounds. Counsellors

recognize and support the value of these distinct groups and do not engage in

unfair discrimination based on age, gender, race ethnicity, national origin, religion

sexual orientation, disability, socioeconomic status or on any other basis as

proscribed by law.

Counsellors demonstrate high standards of competency in the provision of

culturally sensitive services to clients of diverse social groups.

Counsellors expend continuous effort to: 1) gain greater knowledge, experience

and understanding of various cultures and their impact in affecting human

behaviour in society; 2) recognize and acknowledge strength in each culture and

work within clients' cultural base and world views; 3) develop greater awareness

of their own cultural values and biases and recognize how these may influence

psychological processes; 4) mitigate the negative impact of stereotyping,

discrimination and/or oppression on various cultural groups.

8. Peer Services

An ability to organize and manage peer programs including the design,

implementation, selection, training, and monitoring of staff.

9. Counselling Students with Disabilities

A thorough understanding of special needs and a knowledge of appropriate ways

in which students can be assisted to successfully complete a college program.

Section 3 Professional Conduct

In accordance with the Psychotherapy Act (2014), college counsellors maintain their

membership in good standing in a regulatory college which authorizes them to

perform the controlled act of psychotherapy, which is defined in statute as follows:

“To treat, by means of psychotherapeutic technique, delivered

through a therapeutic relationship, an individual’s serious

disorder of thought, cognition, mood, emotional regulation,

perception or memory that may seriously impair the individual’s

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judgment, insight, behaviour, communication or social

functioning.”

Dual Relationships & Boundaries

College counsellors are cognizant of their potentially influential position with respect

to students. College counsellors make every effort to avoid dual relationships that

could impair their professional judgment or increase the risk of exploitation. Examples

include, but are not limited to, business or close personal relationships with clients. In

cases where a dual relationship is unavoidable, college counsellors make every effort

to minimize the potential impact on their client (e.g., supervision, addressing any

potential conflicts of interest.

Sexual intimacy with clients is prohibited.

Delivery of Services

Counsellors deliver their services in accordance with the stated objectives of the

counselling services and the college.

College counsellors know, cooperate with, and take into account, the traditions and

practices of other professional groups with whom they work. If a client is receiving

similar services from another professional, college counsellors will clarify this issue

with the client.

Counsellors do not accept private fees from clients who are entitled to the same

service from the college counselling center.

Human Rights/Sensitivity to Diversity

Counsellors respect existing federal and provincial human rights legislation and work

actively against discriminatory practices.

Counsellors aim to provide respectful, effective and culturally sensitive services to

clients, in relation to gender, race, ethnicity, national origin, religion, sexual

orientation, disability, language, marital status, socio-economic status or any basis

proscribed by law. Counsellors obtain training, acquire experience, and secure

consultation and supervision to ensure the sensitivity and competence of their services

Professional Development

College counsellors shall be continuously and actively involved in their own

professional growth and development. This may include membership in professional

organizations, keeping up-to-date on present research and practice in counselling,

attending related conferences and workshops, and furthering formal education.

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Counselling departments should establish a planned program of professional

development which may include such activities as the observation and supervision of

counselling interviews, case conferences, and staff in-service training seminars.

Ethics

All college counsellors shall adhere to the OCC-CCCO Statement of Ethics &

Standards of Practice (SESP) as well as the code of ethics endorsed by any regulatory

college of which they are a member. In cases where there is conflict between the

SESP and the counsellor’s regulatory college, the counsellor’s regulatory college’s

code of ethics shall supersede the SESP.

Procedures and Policies

The Counselling Centre should have well-defined procedures and policies.

Tests

When tests and inventories are used in counselling, the counsellor must have a sound

rationale for their use, and be responsible for ensuring that all instruments used have

statistically acceptable levels of reliability and validity as well as appropriate norms.

The following are such examples:

Counsellors will ensure that tests and other assessment devices are not reproduced or

used in ways that might invalidate the effective use of the test. The use of

psychometric instruments is limited to professional individuals who will safeguard

their use.

College counsellors will provide adequate orientation or information to students prior

to, and following, any test administration so that the results of testing may be placed

in proper perspective with other relevant factors. Counsellors recognize the effects of

socioeconomics, ethnic, cultural, gender, and other factors on test scores.

Counsellors recognize the limits of their competence in the administration, scoring,

and interpretation of tests, and use only those instruments for which she/he is

adequately trained to administer.

Informational Materials

College Counselling Centres should maintain or have access to occupational and

community information resources which are adequate in quantity, quality, and

validity. The occupational and vocational information should be current, objective,

locally relevant, and adequately cover the sociologial and psychological components

of occupations. These occupational materials should be readily accessible to clients.

Caseloads

Each Counselling Centre strives to establish an appropriate ratio of clients to

counsellors. To adequately serve the needs of clients, this ratio should be based on a

consideration of full-time, part-time, post-secondary, adult-training, evening,

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community, staff, and other populations which may be served by each Counselling

Centre.

Professional Decisions

In order to maintain the standards of practice described herein, counsellors actively

seek to provide input, when decisions are made which impact on counselling services

and facilities.

Systematic Accountability

Functions and services performed in the Counselling Centre are evaluated through

feedback from clients and the college community, in order to ensure a flexible

response to changing clients needs.

Articulation of Services

The Counselling Centre demonstrates the ways in which it has established, or is

working to establish, direct liaison and communication with the staff, programs,

helping agencies and educational institutions within the community.

Confrontation of Ethical Issues

College counsellors confront students and other members of the college community

in a professional manner, with issues and behaviours that have ethical implications.

Cultural Sensitivity

When college counsellors counsel clients from cultures different from their own, they

must acquire knowledge, personal awareness, and sensitivity pertinent to the client

populations served. Counsellors incorporate culturally relevant techniques into their

practice.

Organizational Stability

Counselling centres strive for continuity and availability of professional, in-house

counselling services.

Professional and Collegial Relationships

Counsellors seek to collaborate and share expertise with other members of the college

community; student affairs staff members, faculty members, administrators, and

students. Counsellors contribute periodically to the professional development of

groups outside the college community.

Interpretation of Student Needs

The counselling services should play an active role in interpreting and, when

appropriate, advocating on behalf of students, to the administrators, faculty, and staff

of the institution. The counselling service can provide a needed perspective for

administrative leaders by reflecting an appropriate balance between administration

requirements and the interests of the students.

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Section 4 Clinical Supervision

College counsellors participate in supervision in many ways, including:

as part of the development of new clinical skills or treatment modalities (e.g.,

EMDR);

as a regular practice used in their counsellng department;

as a supervisor of students (e.g., M.S.W. or M.Ed. interns);

as an individual choice in order to maximize their effectiveness as a

counsellor.

When counselors engage in supervision, they do so with:

clear goals/expectations of the supervision

clients’ informed consent

no conflicts of interest between any of the parties (student, counsellor,

supervisor).

Section 5 Record Keeping & Documentation

Content of Client Records

Client records should meet the following minimum standards:

notes are complete and accurate;

each entry contains the client’s name, date and counsellor’s signature;

consultations with third parties are recorded;

any referrals made for the client are detailed;

any documents or correspondence (including verbal transactions such as

telephone calls) to, from or regarding the client are included;

all relevant information regarding any assessments completed is included;

at the conclusion of counseling, the termination process followed is

documented

Accuracy of Documents

College counsellors ensure that any document they sign or transmit on behalf of a

client is accurate, complete and honest to the best of their knowledge. They further

ensure that such documents use clear language which is not likely to be

misinterpreted. They refrain from signing any document which they know contains

false, inaccurate or misleading information.

Responsibility for Storing and Managing Client Records Counsellors store, handle and transfer all records, both written and unwritten (e.g.,

computer files, video-tapes), in a way that attends to the needs for privacy and

security. Counsellors take all reasonable steps to ensure that general client files are

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stored in a secure location for a minimum of 10 years (or for 10 years following the

client’s 18th

birthday). When disposing of client files, counsellors ensure that the

confidentiality of the information is not compromised.

Client Records

Systematic statistical records and client records are maintained by each Counselling

Centre on all clients seen on a formal basis. This information is used to clarify the

essential characteristics of the counselling services provided to clients.

Confidentiality and appropriate handling of information and records is reflected in the

collection, classification and maintenance of data, the administration of security, and

dissemination of information regarding clients.

Databases

Counsellors maintain appropriate and up-to-date procedures to ensure the

confidentiality and safety of client information recorded on computerized databases.

This may include, but is not limited to, ensuring that the following safeguards are in

place:

Encryption software

A separate secured on-site server, with firewalls

Password protected program entry

Coded client information

Electronic Transfer of Client Information

Counsellors electronically transfer confidential client information to a third party only

under the following circumstances:

Client has provided the counsellor with informed consent, which acknowledges

the limits of confidentiality

The counsellor and recipient both have secure transfer and acceptance

communication capabilities

Information is being sent to a specific rather than "general" mailbox

Communicating with Clients Using Computer Technology

At this time, due to the controversy and lack of research as to the risks and benefits

associated with the use of computer technology as a means of communicating with

clients, counsellors must be cautious in using this technology. Client privacy, security

and safety must remain paramount in assessing whether this technology is appropriate

to use.

Counsellors may use "non-secure" websites or e-mail applications when providing

clients with general information (e.g., program preadmission information, general

community resource information, etc.).

In situations where client privacy is an issue, counsellors use secure websites or e-

mail applications, in order to minimize the risks to confidentiality.

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Counsellors continually assess the appropriateness of electronic communications in

meeting the needs of individual clients.