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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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