Counseling Ethics: Overview of Challenges, Responsibilities and Recommended Practices

Abstract

Ethical violations affect professional prestige across professions, including counseling. In response, counselors must participate in frequent training to enhance ethical judgment and decision-making abilities. However, gaps exist in the literature about the actual effectiveness of these trainings. The application of the trainings in real life situation is also debatable given the complexity of certain situations. Apparently, trainings are not enough to inform counselors on how to handle effectively current ethical issues. The present literature review promotes the growth and development of the counseling profession by discussing common challenges, professional responsibilities, and recommended practices in counseling ethics. It describes sound ethical decision making as a continuous and active process with frequent training on ethical theories as well as the fulfillment of professional responsibilities, but ultimately with emphasis on ethical reflection, self-awareness, strong moral values, and cultural competence. Embracing diversity and multiculturalism can help establish and maintain a healthy relationship with culturally diverse populations. Nonetheless, the guiding compass is counselors' obligation to protect clients' integrity and well-being.

Headnote

Abstract

Ethical violations affect professional prestige across professions, including counseling. In response, counselors must participate in frequent training to enhance ethical judgment and decision-making abilities. However, gaps exist in the literature about the actual effectiveness of these trainings. The application of the trainings in real life situation is also debatable given the complexity of certain situations. Apparently, trainings are not enough to inform counselors on how to handle effectively current ethical issues. The present literature review promotes the growth and development of the counseling profession by discussing common challenges, professional responsibilities, and recommended practices in counseling ethics. It describes sound ethical decision making as a continuous and active process with frequent training on ethical theories as well as the fulfillment of professional responsibilities, but ultimately with emphasis on ethical reflection, self-awareness, strong moral values, and cultural competence. Embracing diversity and multiculturalism can help establish and maintain a healthy relationship with culturally diverse populations. Nonetheless, the guiding compass is counselors' obligation to protect clients' integrity and well-being.

Keywords: core values, cultural competence, ethical challenges, ethical reflection, self-awareness

Introduction

The increasing number of cases involving ethical violations affects professional prestige across different professions, including counseling (Messikomer & Cirka, 2010). In response, counselors must participate in frequent training and educational programs in order to enhance ethical judgment and decision-making abilities (Levitt, Farry & Mazzarella, 2015). However, gaps exist in the literature about training effectiveness while the successful application of theories in real-life situations is debatable at best (Levitt et al., 2015; Shallcross, 2011).

This literature review is concerned with the relationship among counseling, ethics, and professional responsibility. The main purpose is to promote the growth and development of the counseling profession across these domains. An overriding purpose is to contribute to a more ethical, professional, and civil society. The study begins with a definition of ethical values and reasons for increased acceptance of unethical behavior. It then presents ethical challenges common to counseling practices before describing professional responsibilities. The study ends with suggestions for ethical practices conducive to sound ethical decisions in counseling.

Ethical Values vs. Unethical Conduct

Establishing the relationship between ethics and values is a priority. According to Weston (2008), ethics is concerned with behavior while values relate to beliefs and attitudes that determine how individuals behave. Thus, ethical values directly relate to beliefs and attitudes about what is right and proper when relating to others. "Ethical values connect us to a larger world and introduce the ethical question of what others are entitled to ask from us and what we are entitled to ask from ourselves" (Weston, 2008, p. 104). Recognized ethical values include respect, fairness, equality, liberty, responsibility, and trustworthiness (Weston, 2008). Violation of any of these values is unethical, yet common.

There are numerous reasons for increased acceptance of unethical behavior. Osland and Turner (2011) assert that professionals engage in unethical behaviors and demonstrate nonethical values due to "neglectful leadership and organizational cultures that send mixed messages about what is important and what is expected" (p. 185). The authors explain that when professionals engage in a dishonest conduct or behave in an unethical manner, they excuse themselves by claiming that they had no choice or that they acted under supervisor's request. This way, leaders send mixed messages to followers and contribute to the acceptance of unethical behaviors.

In an interview on ethics, Toffler (2002) confirmed that, as people grow older, get educated, and join the workforce, they encounter important individuals and leaders who engage in unethical behaviors. These behaviors might be obvious at times (e.g., sexual harassment), but not always (e.g., accepting a gift or reward). Corporate rewards or incentives encourage this unethical behavior (Fassin & Buelens, 2011). For example, store managers can exaggerate sales figures to receive a prize or bonus at the end of the month or quarter.

Besides this increased exposure to unethical behavior from leadership figures, individuals may lack good role models and even solid foundations of ethical conduct in their own homes (Toffler, 2002). This is the case, for instance, of children who know their parents lie to receive welfare benefits. Understandably, these children may turn into adults who accept deception as part of normal behavior. In addition, unethical or illegal behavior may go without punishment. This occurs when affluent, influential criminals pay for their illegal actions in fancy, comfortable jails with money or property stolen in the first place (Toffler, 2002). This is not punishment.

Mixed messages combined with unethical role models and lenient sentencing encourage an unethical (and illegal) culture in many organizations. Such culture negatively impacts professionals as well, including counselors. This undeniable fact adds to the numerous challenges counselors encounter in the practice of their profession.

Ethical Challenges in Counseling

Counselors must practice within certain professional and ethical boundaries (ACA, 2014). In order to do so, they receive frequent training regarding theoretical ethical guidelines and assessment procedures after graduate school (Levitt et al., 2015; Shallcross, 2011). Regardless of training, however, applying theories and guidelines to make sound ethical decisions can be difficult and challenging. Common ethical challenges in counseling can emerge from (a) the counseling relationship, (b) confidentiality and privacy issues, (c) group work, (d) termination and referral, and (e) distance counseling.

Counseling relationship. A healthy relationship between counselors and their clients facilitates clients' growth and development as well as the fostering of clients' welfare and best interests (ACA, 2014). Unfortunately, it is precisely this relationship that may become difficult and challenging (Ascherman & Rubin, 2008). Boundary crossing, countertransference, and informed consent can impact negatively the counseling relationship.

Boundary crossing. The PsychInfo database alone shows thousands of literary publications related to boundaries and dual role relationships given their relevance and frequency within counseling ethics (Pope & Keith-Spiegel, 2008). However, distinguishing between a boundary crossing and a boundary violation is difficult to do because what may seem therapeutic also may be unethical. Boundary issues arise, for example, when a counselor must decide whether to attend a client's wedding, whether to provide services to a client's relative (i.e., dual relationship), or whether to conduct a session outside the counseling office. Deciding to engage in any of these activities can represent a boundary violation (Pope & Keith-Spiegel, 2008), even when the counselor's intention is to provide support, guidance, and education, respectively.

Pope and Keith-Spiegel (2008) identified common errors counselors make regarding boundary-crossing decisions. These include counselors' assumptions that what happens outside the psychotherapy session does not affect the client or the therapeutic relationship. But, it definitely does. Even when the counselor's intention is genuine, the client may interpret or perceive the situation (or the counselor's actions) differently from the counselor's original intention. For instance, conducting a session outside the counseling office can be cognitive therapy to a client who suffers from agoraphobia (or fear of going outside), but the client may perceive the session as insensitive or even disrespectful.

In other words, counselors can unintentionally cross boundaries, even when their intentions are good. The challenge is in the relationship itself. Boundaries become an ethical issue due to "the deep emotional investment and attachment that develop in therapy" (Estabrook, Roberts, & Gabbard, 2010, p. 45).

Countertransference. According to Ascherman and Rubin (2008), countertransference occurs when the counselor's feelings or emotional reactions toward a client (or anyone else related to the client) affect the counselor's behavior or feelings in a way that deviates from usual, ethical practice. Countertransference occurs, for instance, when: giving gifts, providing more frequent sessions, conducting sessions at later hours, extending the number of previously established sessions, reaching the client outside the office setting or contacting the client outside scheduled sessions. The challenge is to abstain from engaging in any of these behaviors. Although the counselor may mean well, a change in the counselor's behavior (or feelings) toward the client may indicate countertransference and a potential for crossing boundaries.

Informed consent. Crespi (2009) defines informed consent as the client's agreement to treatment or to the release of information. The consent delineates reasons for therapy, procedures, techniques, treatment goals, limitations, and client's expectations. It also includes client's rights and responsibilities as well as freedom to enter and remain in treatment. The client receives this information both verbally and in writing. A challenge is to expect understanding and ask clients to consent to treatment when they come upset, distressed, and crying, as they often do. The counselor may want to postpone presenting and explaining the consent for later, when the client feels better, and is able (and capable) to make an informed decision. However, the inability to present the client with the informed consent, especially at the onset of the counseling intervention, is unethical (Crespi, 2009).

Undoubtedly, counselors work hard to establish and develop a healthy relationship with clients to facilitate their growth and foster their best interests. Yet, challenging ethical situations that are neither easy to identify nor easy to resolve impact this relationship. These situations relate to boundary crossing, countertransference, and informed consent. Something similar happens with confidentiality and privacy matters.

Confidentiality and privacy. Confidentiality is counselors' legal and moral obligation to refrain from disclosing information regarding the client or the treatment (Crespi, 2009). This includes refraining from making comments with other staff members in the workplace (Lambie, Ieva, Mullen & Hayes, 2011). Confidentiality is critical to the effectiveness of the therapeutic relationship as it builds trust. Clients know they can share private information because their counselors will not share it with anyone else (Lambie et al., 2011). Estabrook et al. (2010) emphasize the importance of respecting, encouraging, and implementing confidentiality and privacy regarding all information disclosed, records saved, and communication transmitted over faxes and telephones (e.g., disclosures, diagnoses, treatments). Counselors may be aware of the limits of confidentiality since many are very early in their careers. Nonetheless, they still face numerous challenges.

Lambie et al. (2011) explain some of the challenges of respecting and protecting clients' confidentiality and privacy. A challenge emerges when clients are at risk of harming themselves or others. There is also the Duty to Warn and Protect as well as cases of abuse. In these cases, counselors must break confidentiality. They have no choice. Protecting client and others is counselors' main responsibility (ACA, 2014). Even so, counselors fulfill their duty aware that sharing information reduces (and probably eliminates) trust, besides affecting the therapeutic relationship, probably forever (Lambie et al., 2011). Parental disclosures present similar challenges.

Parental disclosures. Sometimes, parents inquire into their children's treatment and progress. Disclosing information to parents becomes a challenge to confidentiality and privacy issues, especially when the client is a minor. When clients are minors, parents own the privilege to this information, which means that counselors may have to share information discussed during the counseling intervention with parents (Crespi, 2009). As previously mentioned, it is a challenge to share information regarding the client (i.e., breaking confidentiality) to satisfy requests made without affecting trust and progress.

Documentation and record keeping. Documentation and record keeping is another important ethical consideration (and legal responsibility) in counseling; another one that challenges the limits of confidentiality and privacy as well (Estabrook et al., 2010). Counselors must maintain records in a safe, secure medium (e.g., computer encrypted files) in accordance with state and federal laws and statutes (ACA, 2014). A challenging situation can emerge, for instance, when the insurance agency requests information or documentation for reimbursement of service fees. As confidentiality issues and limits apply here, counselors must be extremely careful with the information they share; only providing what they consider the minimum information possible and necessary to comply with the request and ensure reimbursement while simultaneously protecting client's information (ACA, 2014). This is no easy task.

It is obviously difficult to respect confidentiality and privacy while complying with legal requirements, moral obligations, parental requests, and demands from insurance agencies at the same time. Nonetheless, counselors must follow the rules and regulations of the profession. They must comply with requirements and requests while delivering high quality counseling services to clients, both individually and in group settings.

Group work. Group counseling is an important and effective counseling technique to process issues and develop certain skills (Crespi, 2009). Educational therapy groups can discuss grief, domestic violence, and drug abuse. Therapy groups can also help clients develop social and coping skills, increase self-esteem, and manage anger (Ascherman & Rubin, 2008).

Despite the apparent benefits of group work, however, it is difficult to facilitate group process and avoid unethical behavior. One of these challenges is a breach of confidential and private information among group members. Besides advising clients against it, what else can counselors do to stop clients from sharing information about other group members?

Another challenge with group work is to select participants depending on their needs and group's goals (Crespi, 2009). Given the scarce budget in most agencies and organizations, counselors are sometimes unable to separate participants by their specific needs. Counselors may, for instance, facilitate a support group on substance abuse and sexual abuse at the same time (even when participants may be in counseling for one or the other, not both), due to budget restrictions. An additional challenge is to prevent participants from any harm during group work, such as a physical or verbal attack from another group member (ACA, 2014). Once more, it is hard (if not impossible) to predict anyone's way of thinking and behaving, regardless of how attentive the counselor might be.

Regardless of these challenges, however, counselors aim to provide the best mental health services possible to all group participants. Their goal is to improve client's general functioning until it is time for termination or referral. This is, by the way, another potentially challenging event.

Termination and referral. Termination can occur when the client: meets established treatment goals, does not need further assistance, no longer benefits from the treatment, decides to discontinue counseling, or is at risk of harm (ACA, 2014). Termination can also occur when the counselor is unable to continue treating the client (e.g., due to burnout or fatigue) or the counselor lacks the expertise or competence to help the client (ACA, 2014). A challenge at this time is facilitating the transition to another provider or to end treatment altogether while simultaneously eliminating the risk of clients feeling that the counselor is abandoning them (Estabrook et al., 2010). Besides the inability to control clients' feelings, the challenge is having to explain termination details and terms from the onset, when the relationship is barely starting, and rapport and trust are minimal, if any (Estabrook et al., 2010).

So far, challenges involve face to face counseling services, either individually or in groups. The challenges result from the counseling relationship, confidentiality and privacy issues, group work, and termination of services. However, other challenges originate from providing services in an online environment and using social media.

Distance counseling and social media. The literature shows the growing support and interest in providing mental health services through Information and Communication Technologies (ICT) and Virtual Reality (VR) methods (Botella, Garcia-Palacios, Banos & Quero, 2009; Lustgarten & Colbow, 2017). Counseling through computers (i.e., e-therapy, telepsychology or cybertherapy), for instance, enables communication and interaction between counselors and clients at a distance. Counseling simulations and the creation of virtual realities are also possible with the use of technology. Technology Assisted Distance Counseling (TADC), another form of distance counseling, occurs over the telephone, Webcam, video conferencing, teleconferencing, instant messaging, and chat rooms (Dawson, Harpster, Hoffman, & Phelan, 2011). Through TADC, counselors can provide services to clients who might not otherwise seek therapy, such as those who are physically disabled or live remotely.

Cybertherapy and TADC are effective (and less time consuming) in the treatment of certain conditions (Botella et al., 2009). These conditions include: eating disorders, Post Traumatic Stress Disorder, HIV, depression, chronic pain, and grief. Despite these benefits, however, both forms of distance counseling represent serious ethical challenges.

Experts (Botella et al., 2009; Burrow-Sanchez, Call, Zheng, & Drew, 2011) assert that, regardless of the technology used, ethical issues involved in cybertherapy and TADC may result from the inability of the counselor to (a) maintain confidentiality; (b) determine the identity of the client seeking services; (c) avoid clients from suffering any symptoms of cyber-sickness (e.g., disturbed locomotion, flashbacks, fatigue, drowsiness, perceptual-motor conditions); and (d) prevent clients from suffering online victimization, such as sexual comments and nasty remarks, which may result at the hands of strangers and predators.

In other words, the provision of distance counseling means that counselors must: (a) prevent clients from disclosing private information, (b) ensure client's identity without planting a seed of mistrust, (c) control clients' reactions and computer exposure, and (d) identify predators in the cyber environment. Counselors' technical competence to fix computer malfunctioning is another barrier (Botella et al., 2009). Lustgarten and Colbow (2017) emphasize that mental health professionals providing therapy via computers "must keep abreast of potential limitations to privacy and confidentiality" (p. 1).

Summarizing, counselors face daily and numerous ethical challenges in the practice of their profession. Even though most are caring, dedicated, and ethical professionals, it is easy to discern why counselors can make mistakes when dealing with ethical dilemmas. Ethical challenges can be unclear, difficult to define, and very hard to resolve. They can confuse the best of counselors. It is imperative that counselors learn how to prevent ethical violations. One way to accomplish this goal is to learn about their professional and ethical responsibilities.

Professional and Ethical Responsibilities

Counselors' job is to address clients' concerns and help them identify personal strengths and attain professional goals (ACA, 2014). Counselors also promote clients' performance, adjustment, advancement, and self-efficacy (Lambie et al., 2011). In the fulfillment of these roles, counselors are expected to (Johnston, Tarvydas & Butler, 2016; Pope & Keith-Spiegel, 2008):

* discuss their role and the kind of therapy they provide from the start.

* take reasonable action to reduce and eliminate harm and danger by informing authorities.

* disclose only pertinent and urgent information, especially when safety is a concern.

* prepare clients for termination: providing support, alternatives and follow-up resources.

* monitor situations carefully and review risky situations constantly.

* pay attention to any feelings of uneasiness, doubt, or confusion.

* obtain a professional liability insurance policy.

* be vigilant of the signs of fatigue or burnout, practicing frequent self-care techniques.

Expanding on boundary crossing, Pope and Keith-Spiegel (2008) explain that emotional reactions between counselors and clients during treatment are beneficial and inevitable. These reactions may provide important information that can increase counselors' understanding of clients' concerns and even help develop rapport. Nevertheless, counselors must be aware of the chances for boundary crossing. Counselors have an ethical (and legal) obligation to: (a) be aware of their emotional reactions toward clients, (b) be aware of how these reactions may affect the counselor and the psychotherapy process, and (c) take appropriate steps to eliminate the risks of unethical behavior (Ascherman & Rubin, 2008).

Regarding the use of the computer and the internet, Botella et al. (2009) recommend that counselors help clients by discussing unsafe or risky online behaviors and increasing clients' coping skills. School counselors can help parents protect their children develop and implement a prevention plan by involving trusted adults. "School counselors are in a unique position to assist in efforts to prevent online victimization because of their continual interaction with students, parents, and other school faculty" (Burrow-Sanchez et al., 2011, p. 3). Awareness of these expectations and responsibilities can help counselors prevent ethical violations. This awareness can develop from frequent training and regular certification.

Many experts in the field (ACA, 2014; Dawson et al., 2011; Kaplan et al., 2017) assert that counselors must obtain training and certification, on regular basis, and through their professional organizations. This will allow them to become familiar with laws and ethical codes that govern the counseling practice. Knowledge of theoretical guidelines developed by professional organizations such as the American Counseling Association (ACA), National Board for Certified Counselors (NBCC), and the Standards for the Ethical practice of WebCounseling, can make a big difference. The 2014 ACA Code of Ethics can serve as the best guide for ethical conduct within the counseling profession as it delineates core values and allows for specific decision-making. They claim that familiarity with theoretical guidelines, state and federal laws, and mental health practices (e.g., confidentiality and privacy) will help counselors adhere to standards of ethical conduct, develop ethical values, and observe professional responsibility (Lambie et al., 2011). But not everyone agrees.

Other experts in the field deny such assertions; claiming that training and knowledge of these ethical codes, guidelines and theoretical models have limitations and neither guarantee application nor effectiveness in real life situations (Shallcross, 2011). These experts claim that, familiarity with codes and guidelines can only provide information regarding what is ethical or legal, but it cannot determine counselors' behaviors or decisions when challenged (Levitt et al., 2015). Furthermore, ethical codes can suggest different messages at times and may not always protect the professional (Stone & Zirkel, 2010). Thereby, training and education on ethical theoretical models can be "cumbersome, time-consuming, and inconsistent with practice (Levitt et al., 2015, p. 84). Apparently, counselors need more than training and certification to avoid ethical violations and address ethical challenges. A review of recommended practices is in order.

Recommended Practices

Supervision and consultation. A study by Levitt, Farry and Mazzarella (2015) focused on how counselors addressed ethical dilemmas and reasoned through challenges. The study emphasized the process of decision making beyond formal academic education with the intention to bridge the gap between theoretical training and real practice regarding counselors' ethical decision making process. Through semi-structured interviews, six counselors reacted to brief vignettes and explained factors influencing their decisions and ethical considerations. Results of the study show that counselors, even experienced ones, struggle with ethical gray areas. Results also show that it is difficult to find straightforward solutions to what may seem clear situations. "Counselors' tolerance for ambiguity around ethical issues may be greater than that of other professionals given the nature of counseling and the lack of closure to relationships with some clients" (Levitt et al., 2015, p. 98).

According to this study, counselors seek frequent supervision and consultation for better clarification and guidance to address challenging ethical issues (Levitt, et al., 2015). Supervision and consultation with colleagues and other professionals is, therefore, one of the best ethical practices for counselors to adopt. Another best practice is learning to reflect ethically.

Ethical reflection. Brown (2000) argues that ethical reflection can be the answer to avoiding unethical behavior by considering morals in the decision-making process. By thinking ethically when making decisions, counselors consider morals when developing arguments, making judgments, and discovering implications, both good and bad, before choosing the best course of action. Ethical reflection encourages counselors to learn how to handle opposing views, assumptions, and disagreements in a respectful, flexible, and trusting manner that allows for differences of opinions and behaviors. When reflecting ethically, counselors consider that clients seeking counseling are in need of assistance to solve important problems and address serious issues. Reflecting ethically is conducive to self-awareness.

Self-awareness. Self-awareness regarding themselves, others, and social situations is crucial for counselors to identify their strengths and weaknesses, including biases and prejudices (Estabrook et al., 2010). Self-awareness also involves considering the motivation for making certain decisions, noticing when difficulties begin, and responding to these difficulties appropriately (Shallcross, 2011). Besides knowing themselves better, self-aware counselors must develop core principles, values, and qualities to facilitate ethical decision making.

Core principles, values, and qualities. Experts (ACA, 2014; Estabrook et al., 2010; Lambie et al., 2011) recommend that counselors apply core moral principles and values to guide their behaviors and the therapeutic relationship. These principles include autonomy (self-rule or the right to decide one's life), beneficence (to do good for the individual and society), nonmaleficence (cause no harm), justice (provide fair and equitable treatment), fidelity (being faithful and keeping promises), and veracity (being truthful). Closely related to these principles are professional values that guide counselors to comply with their ethical commitment. These values include enhancement of human development, protecting the integrity of the counseling relationship, and practicing in an ethical and competent manner (Lambie et al., 2011).

Counselors must also develop certain qualities for effective ethical decision-making. These qualities are: effective listening skills, empathy, and common sense (Lambie et al., 2011). Flexibility, ability to adapt to changing environments, and a commitment to be honest are important as well (Lambie et al., 2011). Healthy interpersonal relationships are important too (Brown & Groscup, 2009). Apologies are necessary and beneficial. "Research has suggested that an apology can help healing the effects of purposeful or inadvertent professional mistakes" (Pope & Keith-Spiegel, 2008, p. 650). Counselors with the above mentioned principles, values and qualities will always place clients' needs and safety above everything else. They will also embrace diversity.

Cultural competence. Embracing diversity and multiculturalism helps establish and maintain a healthy counseling relationship with culturally diverse populations, such as the LGBTQ community. Brown and Groscup (2009) suggest that cultural competence training and professional development are important for counselors, especially when working with minority groups. To begin, counselors must identify and address any racist or discriminatory attitude, phobia, and negative stereotype they may hold regarding minorities (i.e., self-awareness).

Counselors cannot perform to the best of their abilities or avoid causing harm when feeling uncomfortable while working with anyone who is, thinks, or behaves differently from them. To do so impacts their responsiveness and effectiveness as counselors (Brown & Groscup, 2009). An ineffective response can occur, for example, when dealing with domestic violence cases within the LGBTQ community.

LGBTQ community. According to Brown and Groscup (2009), perpetration rates of domestic violence and the cycle of violence among homosexual couples are similar to those among heterosexual ones. Yet, counselors tend to perceive homosexuals' battering cases as less serious and less violent than incidents involving heterosexuals; thereby, suggesting legal charges against homosexual batterers less frequently than against heterosexual ones. As a result, counselors recommend treatments for victims of violence according to clients' sexual orientations.

Besides unethical, such conduct is unfair. In order to properly care and treat victims of domestic violence from the LGBTQ community, counselors must be willing (and able) to help same sex couples, the same way they help others in the same situation. They must provide services regardless of clients' sex orientation, in order to be responsive to clients' needs, effective in their treatment, and fair in their counseling practices.

Recapitulating, best ethical practices include frequent supervision and consultation for clarification and guidance. They also include ethical reflection to consider what is right and proper. Self-awareness helps increase knowledge about oneself, others, strengths and weaknesses, including prejudices. The development of core principles, values and qualities guides behaviors and protects the counseling relationship while providing competent services to others. Cultural competence provides honest and fair services to those from diverse and minority population groups.

These practices can thus facilitate compliance with ethical (and legal) obligations, provide guidance, and clarify responsibilities. They can also increase attentiveness to emotional 'red flags' or feelings of uneasiness that can protect counselors against ethical violations and, lastly, facilitate the decision making process (Estabrook et al., 2010).

Following a model like the one developed by Johnston, Tarvydas and Butler (2016) can facilitate decision making as well. This model entails: (a) determining the possibility of an ethical issue to address, (b) recognizing conflicts between ethical principles (e.g., justice and autonomy), (c) addressing contextual issues (e.g., sources of potential bias), and (d) formulating and implementing a plan of action. Following such model can help counselors make ethical decisions in an effective and efficient manner, despite the difficulties involved. "Ethical decision-making is an integrative process that is influenced by counselors' personal character and virtue, cognitive abilities, and decision-making skills, which promotes sound solutions to ethical dilemmas" (Lambie et al., 2011, p. 51).

Conclusion

The review of ethical challenges, responsibilities and recommended ethical practices provide a conceptual foundation for counselors' ethical behavior and decision making abilities. They show that becoming an ethical counselor is a continuous and active process that starts with education on theories and adherence to strong ethical frameworks. It also involves frequent consultation and supervision, ethical reflection, strong moral principles, professional values and qualities. It goes further to include the development of cultural competence.

However, if all of the above recommendations and suggestions fail or are forgotten or mistaken, counselors must always remember to place clients' well-being and interests above their own. Counselors must also maintain respect for their clients' dignity and the counseling relationship. "The guiding compass remains the psychotherapist's obligation to create and protect the integrity of the psychotherapeutic space to provide...the freedom to identify, examine, explore, and hopefully resolve the issues that bring one to treatment" (Ascherman & Rubin, 2008, p. 35).

Sidebar

About the Author

Josefina E. Oramas, Ed.D. ([email protected]), is the Associate Dean of Student Affairs at St. Thomas University and a Licensed Mental Health Counselor. She is also adjunct faculty for the School of Arts and Education at St. Thomas University and for the Social Science Department at Miami-Dade College. Josefina holds a Doctorate in Education from Nova Southeastern University with concentrations in Organizational Leadership and Human Services Administration as well as a Master of Science in Psychology from Carlos Albizu University and a Master of Science in TESOL from St. Thomas University.

Discussion Questions

1. Why can ethical decisions be difficult and challenging for counselors?

2. What are some of the common ethical challenges that can emerge from distance counseling?

3. Mention three recommended practices that can guide counselor's ethical behavior and decision-making abilities.

To Cite this Article

Oramas, J. E. (2017, Fall). Counseling ethics: Overview of challenges, responsibilities, and recommended practices. Journal of Multidisciplinary Research, 9(3), 47-58.

References

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