1) Chapter 9 activity Provide a typed response to questions on sl.docx

1) Chapter 9 activity: Provide a typed response to questions on
slides 14 & 15 of the Chapter 9 Powerpoint (answer questions
after watching required video and reviewing Ch 9 slides)
Slide 14: Watch the video with Stephanie (the supervisor) and
Sara (the supervisee)
· What rights of Sara’s were violated by her supervisor?
· What should Sara do in this situation?
· If Sara doesn’t address her rights that are being violated, what
are some potential consequences?
Slide 15: Watch the 2nd half of this video with an example of
what a good supervisor should do.
· What did you notice was helpful?
2) Chapter 9 activity: Provide a typed response to questions on
slide 23 of Ch. 9 PPT (watch video on slide 22 first)
· What ethical responsibilities is this supervisee not meeting?
· This supervisee seems overwhelmed with responsibilities-
what should he discuss with his supervisor?
· If you’re feeling overwhelmed, anxious, or having a tough
time in life and it’s detracting from your ability to counsel
effectively, what should you do?
3) Chapter 10: Review Chapter 10 Powerpoint. Open the file
“Ch 10-Activities” in Blackboard. Type your responses to all
five activities on the activity sheet. Please clearly label each
activity.

Chapter 10 Class Activities
#1- Counseling Theory
Discuss your personal theory of counseling. Make sure to
include the following in your discussion:
· What theory (or theories) do you see yourself using? (use list
on pages 379-381 to help you recall some of the foundational
counseling theories)
· Consider:
· your views on goal-setting
· how you believe change happens
· focus on past, present, future
· level of directiveness
· Does your theory has research to support its use in therapy?
· What will you take into consideration when implementing
your approach? Consider the multicultural application of your
approach.
Be prepared to explain your theoretical approach to clients in 3
minutes or less. If you draw from multiple theories, explain
these theories and how you integrate them.
#2- Diagnosis
In class we will have a discussion on different views of
diagnosis, assessment, and the medical model. Helping
professions have general views on these topics, but it’s up to

you to develop your own view based on what you’re learning
(e.g., family therapy= systemic perspective, clinical
psychology= medical model; counseling= wellness/strengths
based model). Also keep in mind that you may hold a view now
that will be modified as you gain more counseling experience.
What is your perspective on diagnosis? Use the following
number system and write your number nice and big on a piece
of paper:
1- Diagnosis is essential in counseling and I will use it with all
of my clients.
2- Diagnosing clients is usually helpful in counseling and I will
likely use it with most of my clients.
3- Diagnosis can be harmful, but I may use it at times (with
caution).
4- I will avoid using diagnosis at all costs because I see it as
detrimental more often than it is helpful.
· Find someone with a different number than your own (if
possible). Review the Kress et al. article under the Week 6
folder in Blackboard. What are best practices for using
diagnosis with clients? Be prepared to bring questions and
discussion points back to the large class discussion.
#3- Case Example: Diagnosis
Discuss the following case with a peer:
Irma has just accepted her first position as a counselor in a
community agency. An agency policy requires her to conduct an
intake interview with each client, determine a diagnosis, and
establish a treatment plan—all in the first session. Once a
diagnosis is established, clinicians have a maximum of five
more sessions with a given client. After 3 weeks, she lets a
colleague know that she is troubled by this timetable. Her
colleague reassures her that what she is doing is acceptable and
that the agency’s aim is to satisfy the requirements of the HMO.
Irma does not feel reassured and cannot justify making an

assessment in so short a time.
· Do you share Irma’s concern? Are there ethical difficulties
with this agency’s policies?
· Is it justified to provide a person with a diagnosis mainly for
the purpose of obtaining third-party payment? Explain.
· If Irma retains her convictions, is she ethically obliged to
discontinue her employment at this agency? What other
alternatives, if any, do you see for her situation?
· In the course of a client’s treatment, if the original diagnosis
no longer applies, would you continue to use that diagnosis
simply because your client wishes to see you?
#4- Evidence-Based Therapy Practice
Empirically supported treatments (EST) are becoming more
prevalent and some people believe evidence-based practices
(EBP) are an essential part of counseling in today’s society. As
with the use of diagnosis in counseling, there are also pros and
cons to using EST/EBP in counseling.
We are going to hold a friendly debate in class. If you had to
pick one stance- either for or against EBP, which would you
choose?
Dr. Wilkins will divide up the classroom and each side will be
given a turn to discuss their stance on different topics
including:
· How is using/not using EBP more ethical?
· How is identifying lists of EBP for certain disorders helpful to
clients/not helpful to clients?
· Are EBP better/worse for clients in terms of time-limited
counseling?
· How do you manage the counseling relationship in light of
your stance (for/against EBP)?
· Are there situations when you might take the opposite stance
on this topic?

· What are some things to keep in mind regarding your stance
on EBP? For example, what would you remind counselors
taking this stance to remember?
#5- Interview Questions
Prepare your responses to the following sample interview
questions for a counseling position. Try to keep your answers to
the point, but also long enough to explain your answers clearly.
1) This question is about your personal counseling approach.
What theory or theories do you use in your work as a counselor?
Why do you find these beneficial?
2) What is your view on goal setting when working with
clients/students?
3) Diagnosis & assessment question:
a. How do you view the role of diagnosis and assessment in
your treatment planning process? (Community)
b. How do you view the role of diagnosis and assessment in
your work as a school counselor/college counselor?
(School/Higher Ed)
4) How will you take culture into consideration in your work
with clients/students?
5) Do you plan to use psychological tests as part of the
assessment process?
6) What is your view on evidence-based practices when
developing a treatment/counseling plan for a client?
If time, practice role playing with a peer and answering these
questions professionally and thoughtfully!

4) Chapter 12: Type responses to discussion questions on slides
14, 15, & 34 of Ch. 12 PPT.

1. Does your master’s in counseling degree alone make you
qualified to lead groups?
2. Are there group counseling topics where you’d definitely
want to seek additional training?
3. Why is multicultural knowledge so important for leading
groups? What can you do to better prepare yourself to work
with diverse groups?
4. Is it ethically acceptable to individually counsel someone and
also counsel them in a group? If no, why not? If yes, what
problematic situations could arise and how could you avoid
these?
5. Is it ethically appropriate to mandate group counseling? Why
or why not?
Slide 15:
6. How should confidentiality be addressed in a group setting?
7. Is screening group members essential? Why or why not?
8. Is it ethically acceptable to ask someone to leave a group?
How should this be handled?
9. What are necessary topics to cover in the first session of a
group?
10. Are ground rules for groups essential? If used, how should
group rules be addressed?

· Get into groups of 3-4
· Imagine you are leading a general personal growth group that
will meet for 8 weeks. The group is voluntary and closed.
· Discuss the following:
1) What would you do to screen and select group members (see
pages 442-443)?
2) What would you discuss with the group during the 1st group
session to prepare them for what the group will be like (see
pages 444-446)?
5) Chapter 13: Do activity on slide 17 of the Ch. 13 PPT.
· Get in groups of 3-4
· You are a group of counselors who share similar passions
about some social justice issue of your choice
· Look for state and community resources that might help you
gain momentum on working towards improving the
community/system for an underserved population
· Come up with a few ideas for how you could serve in a social
justice role. Your ideas can be on both a small level and a larger
level.
· Identify the type of service (slide 4) and the type of social
justice role (slide 8)
· In your answer also integrate the ACA Advocacy
Competencies (see next slide)
Slide 4- Types of services
1. Direct community services:
· Preventive education
2. Indirect community service:

· Influencing policymakers
3. Direct client services:
· Focuses on outreach activities
4. Indirect client services:
· Client advocacy
Slide 8- Type of social justice role
· Change agent
· Consultant
· Adviser
· Advocate
· Facilitator of indigenous support systems
· Facilitator of indigenous healing systems
Community and Social Justice Perspectives
Chapter 13
©2015. Cengage Learning.
All rights reserved.
This is an exciting and energizing topic, but it can also be quite
intimidating to start thinking and working from a social justice
perspective. Before I get started though I’d love to hear what
kinds of social justice work you all have done in the past. If you
were like me in grad school, you may be fairly “green” or new
to social justice work, but you may be doing it without even
realizing it too. So as we cover the different areas feel free to
share your own experiences and stories.
Give them time to share any social justice work they’ve been
involved in, either directly or indirectly.
I will give some examples of my own throughout the
presentation. We won’t spend much time on this powerpoint but

I do want to go over some important concepts, especially since
it is our ethical duty to advocate and serve in social justice
roles.
1
Moving Upstream
See pg 464 of text
How does this relate to work of a counselor?
©2015. Cengage Learning. All rights reserved.
Discuss how you can treat people individually and help people
one at a time, but you may recognize trends occurring or themes
that occur as a result of problems in the community or within
the system you work in. It’s important to recognize when that
may be the case and take some form of action in the community
or within your system. These concepts apply no matter what
setting you’re in- community, school, or higher ed.
2
Codes of Ethics related to Social Justice
Our codes mandate that we collaborate with agencies,
organizations, and individuals
ACA A.7- Counselors advocate to address potential barriers and
obstacles
So ethically, we cannot just sit back and tolerate it when we see
social injustices occurring!
Remind them that we cannot turn our back when we see
injustices occurring. However, keep in mind it’s not to say
you’re expected to go over the top with advocating. It’s
important to also manage your self care and be aware of when
you’re doing so much that it’s taking away from your work as a
counselor (and leading to burnout)

3
Comprehensive Community Counseling Programs
Direct community services:
Preventive education
Indirect community service:
Influencing policymakers
Direct client services:
Focuses on outreach activities
Indirect client services:
Client advocacy
The book reviews different types of services- indirect and
direct. We’re not going to focus on all the specifics as you can
read about it, but do recognize that advocacy can take on many
forms.
4
Social Justice Perspective
Rests on the assumption that all people have a right to equitable
treatment and a fair allocation of societal resources, including
decision making
Some of the ethics codes refer to the role of social justice
advocacy as an ethical mandate.
Defines social justice perspective- hopefully you have all
reviewed this concept in the reading and understand the basics.
5

The goal of counseling is to promote the empowerment of
people who are marginalized and oppressed in our society.
Courage in dealing with fear is a cornerstone of doing
multicultural social justice work.
Empowerment is a big theme of social justice- it’s important to
help clients feel they have power to make change as well. It’s
important to meet clients where they are at, and you may need
to start small.
The second bullet on this slide is important- you will hear this
as a counselor if you attend professional associations for sure!
Courage in Dealing with Fear… what does that mean to you??
Why would it be said it’s the cornerstone of SJ?
6
Referred to as a fifth force that entails a paradigm shift beyond
the individual
Although not all counselors will have the time or energy to
effect major institutional change, all have the capability of
working toward some kind of social change.
It is necessary to acquire a set of social justice and advocacy
competencies.
“Fifth force” (four forces according to physics laws)- the 5th
force as it’s used here refers to the strong force of a counselor
doing advocacy work and pushing for social change.

n physics, there are four conventionally accepted fundamental
forces or interactions that form the basis of all known
interactions in nature: the gravitational, electromagnetic, strong
nuclear, and weak nuclear forces.
This slide also addresses how you may not have time or energy
to effect major change, but to keep in mind that you should be
working toward SOME kind of social change.
7
Alternative Counselor Roles
Change agent
Consultant
Adviser
Advocate
Facilitator of indigenous support systems
Facilitator of indigenous healing systems
Review these roles on your own as there are again a lot of ways
you can advocate. For me personally, I have served a number of
these roles. I definitely feel accomplished as a change agent
within the system. Both at the school level and university level,
I notice issues that need to be changed. For example, in the
schools one thing I did was focus change on enrolling more
minority students in higher level classes. I did a professional
development training to encourage teachers to pay more
attention to who they are selecting for higher level courses, and
in classroom presentations and individual counseling sessions I
encouraged students as well. That is one example of a lower
level change that didn’t take too much energy on my part.
A higher level example of a change agent is that I have actively
participated in three different day on the hill events in Florida.

As president of the FL SCA, I led our association to write up a
bill and with the support of a lobbyist to get it on the agenda of
K-12 subcommittees at the state level. I met with Reps,
Senators, and their aides individually in their offices, spent
hours drafting guide sheets and memos for school counselors to
encourage them to advocate, and worked directly with a lobbyist
as a consultant. We ended up not passing the bill, but what did
result was a full state study of the state of school counseling.
The Office of Public Policy & Government Accountability
(OPPAGA) met with me multiple times to design a survey and
distribute it throughout the state. They collected data and
developed a report that we were then able to use in subsequent
years for lobbying. Unfortunately last year, once again our bill
did not pass, but they are going to continue the hard work! If
anything it opened the eyes of a number of state representatives
to recognize that this is a problem. We held advocacy meetings
at the state conference and would go to district level meetings
to talk about advocacy as well. Without counselors serving in
social advocacy roles, nothing would happen and the state of
school counseling would be even more discouraging in terms of
student to counselor ratio than it is today!
8
Community Counseling Practitioner
Duties involve:
Ability to support community needs
Develop partnerships in creation and delivery of services
Promote community organization and development of activities
Outreach
Develop strategies to empower the community
This shows different ideas and ways counselors can advocate-
we’re going to do an activity and these next few slides may help

you come up with ideas.
9
Community Counseling Practitioner
Duties involve:
Influence policymakers
Consult with community agencies
Evaluate human services programs
Advocate and assist with initiatives
Develop and build community assets
More examples and ideas for the activity
10
Activity:
Research ACA’s (counseling.org) Government Affairs resources
Learn about AMHCA’s (www.amhca.org) advocacy updates &
recent action request
Set ONE goal to take action that you can accomplish within the
next week
Set ONE long term goal that you’d like to do within your first
1-5 years as a counselor
11
Advocacy Competencies
See Toporek et al. article (2009)
Click link:
https://www.counseling.org/Resources/Competencies/Advocacy
_Competencies.pdf

Lewis, Arnold, House, & Toporek’s model; endorsed by ACA in
2003
You can’t do it alone!
You can try, but it will be difficult!
Form a support team
Look for community groups and resources
Be aware of burnout and prevent against it
Keep in mind…
14
Relationships Between
Counselor and the Agency
If dissatisfied with the “System”, first make sure you are self-
aware of your own feelings/motives
Counselors who are dissatisfied with an agency or the system
may decide to:
Subvert it any way they can
Conform to institutional policies out of fear
Make compromises between institutional demands and personal
requirements
Leave the agency
One thing to recognize is where your dissatisfaction is coming

from. For example, is your dissatisfaction with the system due
to your feelings of frustration towards either your boss or co-
workers? Could you be experiencing burnout and this is leading
you to feel the system is at fault? Perhaps you have not fully
explored the system policies/procedures to realize that it’s not
the system but rather inaction on your part.
15
Examples of FL Advocacy Groups/Assns:
FL Council for Community Mental Health
NAMI Florida
FL Coalition Against Domestic Violence
FL Coalition Against Human Trafficking
Equality Florida
Pride Center Florida
HRC Florida
FL Immigrant Coalition
FL Coalition for Children
FL Suicide Prevention Coalition
The next few slides are examples of social advocacy groups and
resources. I encourage you to explore these as you do the
activity.
16
Activity:
Get in groups of 3-4
You are a group of counselors who share similar passions about
some social justice issue of your choice
Look for state and community resources that might help you
gain momentum on working towards improving the
community/system for an underserved population
Come up with a few ideas for how you could serve in a social
justice role. Your ideas can be on both a small level and a larger

level.
Identify the type of service (slide 4) and the type of social
justice role (slide 8)
In your answer also integrate the ACA Advocacy Competencies
(see next slide)
Jot down your ideas and prepare to share a few ideas with your
peers when we come back together.
17
Ethical issues in Group Work
Chapter 12
© 2015. Cengage Learning.
You’ll hear some themes repeated throughout this chapter on
ethics in groups that you have heard in the other chapters:
Importance of competency/proper training to run groups and use
certain group techniques
Importance of self exploration, your own experience as a group
counseling member
Working with diversity in groups
1
Ethical Issues in Group Therapy
Professional training standards:
Knowledge competencies
Skill competencies
Training for various types of groups:
Task and work groups

Psychoeducational groups
Group counseling
Group psychotherapy
2
Training Program for
Group Workers
Recommendations:
Personal psychotherapy
Self-exploration and experiential groups
Participation in a training and supervisory group
Group Competency Reflection & Discussion
Write notes on the following questions, then we’ll discuss:
What has participating in groups been like for you in the past
(counseling groups or groups in general)?
What struggles did you have as a group member?
What concerns do you have about running groups? How can you
address these concerns?
What do you think makes an “ethical” group leader?
4
Association for Specialists in group Work

ASGW- Another great professional association!
Bi-annual conference (Feb 1-3, 2018 in Savannah)
ASGW Journal: Journal for Specialists in Group Work
Best Practice Guidelines
Review ASGW Best Practice Guidelines
See link in Week 6
Find a partner and review for salient themes
Ethical Issues in
Group Membership
Informed consent
Screening and selection
Preparing group participants
Involuntary participation
Freedom to leave group
ASGW ethical guidelines cover these elements- all about setting
the foundation of the group properly!
Informed consent for groups is critical to help members decide
if the group is for them or not. If you did the exercises from
Mindtap you know that it is not a good idea to push someone
into attending a group when they do not feel comfortable. You
don’t want to hide what the experience will be like- you want to
be transparent about the experience so they are not blindsided.
Group counseling is NOT for everyone and every situation
certainly!
Not all practitioners screen clients for groups, however, as it
may go against their theoretical approach. Could you see any
arguments or any cons to screening clients?
7

Ethical Issues in
Group Membership
Psychological risks
Confidentiality in groups
Exceptions to confidentiality
Confidentiality with minors
Confidentiality with online groups
Here are other items to think about in terms of transparency
about the group experience. You should be clear about the risks,
either in the first group session, or in the screening with
potential group members.
8
Unethical Use of
Group Techniques
It is unethical for group leaders to use techniques:
That are unfamiliar
To serve a hidden agenda or enhance power
Solely to create an intense atmosphere
To pressure members or deprive them of their dignity
Recommendations in Using
Group Techniques
Techniques should have therapeutic purpose.
Techniques should be grounded in a theoretical framework.
Client’s self-exploration should be fostered.

Group Techniques
Leaders should modify techniques for culturally diverse clients.
Techniques shouldn’t be used haphazardly.
Techniques should be introduced in a timely and sensitive
manner.
Group members should be given freedom to participate or pass
on experiments.
Group Techniques
Group leaders should use techniques with which they are
familiar
Leaders should be aware of potential impact of techniques.
Video:
Counselor with and without skills
Video Link
What do you see that is potentially UNETHICAL that is going
on in the first clip?
Review the ASGW guidelines as you watch the clip
What did you like that the counselor did in the second clip?
http://ng.cengage.com/static/nb/ui/index.html?nbId=578605&nb

NodeId=210145315&eISBN=9781337107334#!&parentId=2101
45323
Mindtap:
https://login.cengage.com/cb/
Click on: GROUP COUNSELING under Jacobs book link
Chapter 1: How do I practice… Video activity: Introducing the
group leader
13
Discussion Questions
Does your master’s in counseling degree alone make you
qualified to lead groups?
Are there group counseling topics where you’d definitely want
to seek additional training?
Why is multicultural knowledge so important for leading
groups? What can you do to better prepare yourself to work
with diverse groups?
Is it ethically acceptable to individually counsel someone and
also counsel them in a group? If no, why not? If yes, what
problematic situations could arise and how could you avoid
these?
Is it ethically appropriate to mandate group counseling? Why or
why not?
Topics: eating disorders, panic attacks, anger management,
addictions, grief counseling, etc.
#5- see page 446
14
Discussion Questions
How should confidentiality be addressed in a group setting?

Is screening group members essential? Why or why not?
Is it ethically acceptable to ask someone to leave a group? How
should this be handled?
What are necessary topics to cover in the first session of a
group?
Are ground rules for groups essential? If used, how should
group rules be addressed?
Topics: eating disorders, panic attacks, anger management,
addictions, grief counseling, etc.
#5- see page 446
#9- group purpose, ground rules, give an overview of how group
works, give time for questions, address confidentiality
15
Ethical Issues in the Diversity Training of Group Workers
Group counselors emphasize appreciation, respect, and
acceptance in cultural and racial identity for all cultures.
Group counselors strive to increase their awareness of their own
multicultural identity.
Slides 16-23 address diversity training of group workers and
how it’s important to be aware of how diversity can impact
groups- these are also covered on pages 438-439 of text
- Emphasize appreciation, respect for all cultures
Pay special attention to “group counselors establish norms…”
on slide 22

16
Group counselors consider the impact of adverse social,
environmental, and political factors in assessing problems and
designing interventions.
Group counselors acquire the knowledge and skills necessary
for effectively working with the diverse range of members in
their groups.
Consider impact of social factors when designing group plans
(e.g., remember client who had issue with the protest when he
was driving in traffic)- think about how that could be addressed
in a group setting, or the election in a group setting
The trick is while effectively RESPECTING different opinions
and helping group members share thoughts without being
disrespectful
17
Group counselors seek consultation, supervision, and further
education to fill any gaps and remain current.
Group counselors are aware of problems involved in
stereotyping and avoid making the erroneous assumption that
there are no differences between group members from the same
ethnic, racial, or other group.

(SKIP as These are no different from individual counseling)
18
Group counselors respect the roles of family and community
hierarchies within a client’s culture.
Group counselors assist members in determining those instances
when their difficulties stem from others’ racism or bias, so they
do not inappropriately personalize problems.
Pay attention to family differences and social injustices
19
Group counselors inform members about basic values that are
implicit in the group process (e.g., self-disclosure, reflecting on
one’s life, and taking risks)
Group counselors increase their awareness of how myths,
stereotypes, and assumptions they learned by living in society
influence their work in facilitating groups.
Self awareness, attention to values
20
Group counselors are committed to expanding their services to
create new ways of developing groups and identifying members
to promote equity, access, harmony, and participation.
Group counselors promote egalitarianism by educating group
members about their rights.

Importance of PD and teaching clients about their rights
21
Group counselors establish norms that accept, value, and
respect cultural differences.
Group counselors model relationship skills that are basic to
establishing and maintaining connections between multicultural
group members.
Highlight first bullet point- we will watch videos that
demonstrate how to establish these group norms
Modeling is critical
22
Group counselors with a social justice orientation are aware that
individual change occurs through social change, and they
advocate with clients and on behalf of clients.
Advocacy is critical as well
23
Video: Example of an ethically conducted group counseling
experience about diversity

http://search.alexanderstreet.com.ezproxylocal.library.nova.edu/
view/work/1778741 (0:00-17:15)
Reflect on guidelines outlined on pages 438-439 for diversity
competence in group practice.
Take notes while watching: what did you notice the leader did
well, or what might you do differently?
24
Other Types of Groups that may address diversity…
This was an example of a group that directly addresses diversity
Diversity is likely to come up as a topic, either directly or
indirectly, in other groups as well
Has anyone already had an experience where diversity came up
in a group setting?
Or… how can you imagine diversity might come up in a group
setting?
Bullying groups- kids often get bullied based on how they look
or act, and oftentimes that has a connection to their culture
25
Ethical Issues in Co-leadership
Co-leaders who complement and balance each other can provide
useful modeling for members, share responsibilities, and
provide mutual support.
Drawbacks to the co-leadership model include ineffective
communication, competition between leaders, and
overdependence on the co-leader.

How many of you work with a co-leader? The balance of
leadership is important! If the roles are different for the two
leaders this should be explained right away. You want to work
collaboratively and not have a competitive environment in the
group.
Article in Moodle on Co-leadership (Luke & Hackney)- not a lot
of empirical evidence that it is effective, but many counselors
enjoy and thrive in co-leadership experiences. The next two
slides highlight things to remember about ethics when co-
leading a group
26
Ethical Issues in Co-leadership
Unresolved conflicts between the leaders can result in splitting
within the group.
Co-leaders need to be committed to identify and resolve issues
that interfere with them working effectively in the group.
Supervision should include opportunities for co-leaders to
explore personal beliefs and perspectives about co-facilitation.
Any interesting co-leadership examples?
I have seen quite a few instances where one leader takes over
and the other leader takes a secondary role. Can be
uncomfortable! I have also seen where two leaders seem to
compete to have their voice heard.
27
Social Media in Group Work

Confidentiality and issues of privacy take on added dimensions
when group members and leaders communicate via the Internet.
Research focused on the intersection of digital technology and
therapy is in its infancy.
Social Media in Group Work
Group workers need to prepare themselves to receive a “Friend
Request” from either current or former members of the groups
they lead.
This seemingly straightforward request is quite complex and
requires a great deal of reflection.
Termination in Closed Groups
In a closed group, the task of leaders is to help members review
their individual work and the evolving patterns from the first to
the final session.
Informed consent involves talking with group members from the
beginning of a group experience about the ending and how to
terminate productively.
Termination in Open Groups
Teach members to give adequate notice when they decide it is
time to terminate.
If the member’s intention to leave is not adequately discussed in
the group, this can undermine potentially valuable group
experiences.

An ideal termination is one that has been mutually agreed upon
by the member and the leader and for which there is sufficient
time to work through the process of loss and separation.
Assist members who are leaving with reviewing what they have
learned in the group and what they intend to do with this
learning.
Remaining group members often have reactions about the loss
of a member.
Give them an opportunity to express their thoughts and feelings.
Small Group DiscussioN
Get into groups of 3-4
Imagine you are leading a general personal growth group that
will meet for 8 weeks. The group is voluntary and closed.
Discuss the following:
What would you do to screen and select group members (see
pages 442-443)?
What would you discuss with the group during the 1st group
session to prepare them for what the group will be like (see
pages 444-446)?

34
Role play
Take turns playing the leader of the group
You already conducted the screening and selected group
members who you think will be a good fit.
Practice leading the 1st group session- what information do you
want to be sure to cover?
Ethical Issues in Couples and Family Therapy
Chapter 11
1
Find the peer whose birthday is closest to yours!
Review this PPT with your partner & Prepare to take a kahoot
quiz together on this topic!
You Will likely fall into one of the following categories:
Those Who do NOT Intend to practice Family/Couples
Counseling

Those Who plan to or would like to practice Family/ Couples
Counseling
Discuss stories of Family and even Couples therapy as a school
counselor. Discuss how similar issues may present themselves
in College or Community settings.
School:
College
Similar issues as with school may occur but on a lower level
Typically parents don’t interact with college counselors but it
does happen!
Students may experience relationship issues that enter into the
counseling sessions
Community
Quite a few community counselors practice some form of family
counseling
It’s important to identify the primary client- is the family
coming in for support or to give you additional information
about the individual client? Or are they actually coming in as a
unit to receive counseling?
There’s often a family element to many types of counseling for
addictions, eating disorders, and other specific mental health
treatment interventions. However, often the individual is the
client.
4
So if you don’t plan to work with couples or families…
Can you just skip this chapter???

No- why not?
client.
My own example:
Have parents come in angry at a teacher, or a student (issues of
triangulation where students try to get teachers and parents at
odd with each other to serve their interests.
Parents come in and ask for advice on how to handle issues with
their child
Custody battles
Parent/guardian who wants you to convince child to do
something or change behaviors
5
For those who do not plan to practice Couples/family
Counseling:
Keep in mind you will eventually end up counseling and/or
consulting with a client’s family member, parent/Guardian, or
significant other
It may occur where you Need to bring a family member or
significant other into a counseling session
You need to understand how to professionally Handle these
types of situations
You will need to know how to refer & encourage clients to
attend Couples/family counseling when appropriate

6
For those who May Plan practice Couples/family Counseling:
Recognize limits of your training and your competency level
(ACA C.2.a)
Seek out additional professional development and/or courses on
couples and family counseling
Be knowledgeable of best practices
Be aware of ethical considerations
Seek supervised practice in this area
7
Why is Ethics of counseling families and couples important?
Issue of competency is key because Ethics are more
complicated:
Confidentiality & Informed consent Is More Complex
Documentation is more complex
Who is the identified client? See CODES of Ethics on pages
424-425
Why is confidentiality different when working with families?
You must clearly define rules if an individual tells you
something he/she may not want other family members to know
Counselors practicing couples and family counseling often have
a “no secrets” rule. Why do you think this is the case? (gets too
complicated when keeping secrets between individuals and
families- could get confusing on what is secret vs. what is not,
and could bias the counselor)

How would informed consent look different?
Needs to clearly define rules of confidentiality if information is
shared individually vs. in a family session
Who determines the goals in counseling? What if family
members have a different idea of what the goal should be?
8
Confidentiality in Couples
and Family Therapy
Exceptions to confidentiality:
When mandated by law
When it is necessary to protect clients from harm to self or
others
When family therapist is a defendant in a civil, criminal, or
disciplinary action arising from therapy
When a waiver has been previously obtained in writing
See secrets article by Kuo
9
Informed Consent in Couples
and Family Therapy
Before therapy begins, the counselor needs to give information
to family members about:
Purpose of therapy
Typical procedures
Risks of negative outcomes
Possible benefits of therapy
The fee structure

10
Confidentiality/informed consent
Do not plan to practice:
Make it clear to family members of your confidentiality policy
What would you say if family member wants to share a secret
with you?
What you would say if family member wanted you to share
something confidential about individual sessions?
May Plan to Practice:
Have a clear confidentiality policy that identifies what would
occur if you have separate sessions with a family member
What would you include in your policy?
See Codes of Ethics to help with your answer
Find a partner as discussed earlier and discuss how you will
handle confidentiality/writing an informed consent through one
of these two lenses.
Answer the questions in the box that fits your lens.
11
Family values come into play. For example, consider the
following values:
Divorce
gender RoleS
sexuality
Gender identity
Spirituality
Addiction
Mental illness
And more…

Divorce- are you for or against? Either way your values can
impact your counseling.
Gender roles- what do you believe is an appropriate role for
someone in relation to their gender within a family? What
should young boys be able to do versus young girls
Sexuality- should couples have sex only within a union? Should
parents allow their children to have sex?
Gender identity- how should a boy look or act? How should a
girl look or act? How should parents treat children or
significant others struggling with gender identity issues?
Religion- should children be required to prescribe to the
religion of their parents? Should children have some sort of
spirituality upbringing?
Addiction- how should families treat a member with addiction
problems? What is your view on addiction and how might that
be similar or different from other views?
Mental illness- same as addiction
Others?
12
Family Values
Discuss with a peer:
Consider your setting and discuss how family values may come
into play
What are some family values you hold that might conflict with
clients’ values at your setting?
How can you keep your values from impacting your work with
clients and/or their families?
13
Competency needs to be carefully evaluated

Coursework & supervision must be tailored to train for
couples/family counseling
14
Competency & FL Statutes
LMHCs are allowed to provide “Mental health counseling… to
individuals, including individuals affected by the termination of
marriage, and to couples, families, groups, organizations, and
communities.” (Fl 491.003: 9A)
However, FL statute also states: “The use of specific methods,
techniques, or modalities within the practice of marriage and
family therapy is restricted to marriage and family therapists
appropriately trained in the use of such methods, techniques, or
modalities.” (Fl 491.003: 9B)
15
Sample Questions to ask yourself to assess your own
Competency
How much do you know about systems theory?
Which specific systemic approach would you use?
What is your approach to helping couples and families
communicate with one another?
How would you help a family whose pattern of interaction with
each other is contributing to their presenting problem?
How would you work with a family who entered therapy to
focus only on one individual’s behaviors (i.e., the scapegoat)?
Harway et al article would be good for you to read if you plan
to pursue family counseling

16
Competency: Training & Supervision
How will you make sure you have proper training to consult
with (and perhaps occasionally counsel) family members?
Where will you obtain additional training and professional
development opportunities?
How will you seek out family counseling supervision as a new
counselor?
17
Personal Characteristics of the Family therapist
Self-knowledge is critical, especially family-of-origin issues
Take a minute to think about your own family of origin
What in your family history might cause you some
vulnerabilities in your work with families?
Take a few minutes to reflect and write some notes on this.
You will not be asked to share these with anyone else.
Aside from seeking individual counseling, what else could you
do in order to make sure that your family of origin issues don’t
impact your work with Families?
18
Intimate Partner Violence
Intimate partner violence occurs in both same-sex and

heterosexual relationships and affects people from all ethnic
and socioeconomic backgrounds.
Under current law, mental health providers generally are not
required to report intimate partner violence unless they meet
certain criteria (see next slide)
19
For more information, visit:
https://www.acf.hhs.gov/sites/default/files/fysb/state_compendi
um.pdf
Florida does require LMHCs obtain DV training:
20
The therapist’s goal is to protect victims from any further harm,
including protecting any children the couple may have at home.
Recall mandatory reporting law regarding child abuse/neglect
21
Family Secrecy

Family secrets are often embarrassing and therefore hidden
however, these secrets can cause significant stress and problems
in the everyday functioning of a family
Secrets are typically about topics that are uncomfortable to
discuss including: Abuse (all forms), Violence, incest,
biological parents (e.g., adoption), addiction, criminal activity,
mental illness, and more…
22
Family Secrecy
Clients/students will divulge family secrets no matter what type
of counseling you plan to practice
You may also have a hunch that a family secret might be
Impacting a student/client
It’s important to recognize when family counseling is necessary
Family counseling can help families work through the
embarrassment or shame caused by a family secret
23
Case Discussion
Luigi is a middle-aged parent who says that he is not seeking
personal counseling but wants advice on how to manage his
teenage daughter. According to Luigi, his daughter is immature
and unruly. She isn't learning self-discipline, socializes too
much, and works too little. She doesn't respect her parents or
any other adults, and is a disappointment and a worry to him. In
Luigi's eyes, the full responsibility for the conflict in his family
rests with his daughter. You assume that he doesn't see any need
to examine his own behavior or how the family may be involved
in the problem.

What additional information would you want about the
situation?
What ethical issues do you see in this case, and what do you
base that assessment on?
Would you recommend family therapy and how would you
present that to Luigi?
Would you accept Luigi as a client, even if he wanted to focus
on how he could change his daughter? On what grounds would
you accept him as a client?
Watch from 0-9:11
24
Ethical Issues in Couples and Family Therapy
Chapter 11
1
Find the peer whose birthday is closest to yours!
Review this PPT with your partner & Prepare to take a kahoot
quiz together on this topic!

You Will likely fall into one of the following categories:
Those Who do NOT Intend to practice Family/Couples
Counseling
Those Who plan to or would like to practice Family/ Couples
Counseling
Discuss stories of Family and even Couples therapy as a school
counselor. Discuss how similar issues may present themselves
in College or Community settings.
School:
College
Similar issues as with school may occur but on a lower level
Typically parents don’t interact with college counselors but it
does happen!
Students may experience relationship issues that enter into the
counseling sessions
Community
Quite a few community counselors practice some form of family
counseling
client.
4
So if you don’t plan to work with couples or families…
Can you just skip this chapter???

No- why not?
client.
My own example:
Have parents come in angry at a teacher, or a student (issues of
triangulation where students try to get teachers and parents at
odd with each other to serve their interests.
Parents come in and ask for advice on how to handle issues with
their child
Custody battles
Parent/guardian who wants you to convince child to do
something or change behaviors
5
For those who do not plan to practice Couples/family
Counseling:
Keep in mind you will eventually end up counseling and/or
consulting with a client’s family member, parent/Guardian, or
significant other
It may occur where you Need to bring a family member or
significant other into a counseling session
You need to understand how to professionally Handle these
types of situations
You will need to know how to refer & encourage clients to

attend Couples/family counseling when appropriate
6
For those who May Plan practice Couples/family Counseling:
Recognize limits of your training and your competency level
(ACA C.2.a)
Seek out additional professional development and/or courses on
couples and family counseling
Be knowledgeable of best practices
Be aware of ethical considerations
Seek supervised practice in this area
7
Issue of competency is key because Ethics are more
complicated:
Confidentiality & Informed consent Is More Complex
Documentation is more complex
Who is the identified client? See CODES of Ethics on pages
424-425
Why is confidentiality different when working with families?
You must clearly define rules if an individual tells you
something he/she may not want other family members to know
Counselors practicing couples and family counseling often have
a “no secrets” rule. Why do you think this is the case? (gets too
complicated when keeping secrets between individuals and

families- could get confusing on what is secret vs. what is not,
and could bias the counselor)
How would informed consent look different?
Needs to clearly define rules of confidentiality if information is
shared individually vs. in a family session
Who determines the goals in counseling? What if family
members have a different idea of what the goal should be?
8
Confidentiality in Couples
and Family Therapy
Exceptions to confidentiality:
When mandated by law
When it is necessary to protect clients from harm to self or
others
When family therapist is a defendant in a civil, criminal, or
disciplinary action arising from therapy
When a waiver has been previously obtained in writing
See secrets article by Kuo
9
Informed Consent in Couples
and Family Therapy
Before therapy begins, the counselor needs to give information
to family members about:
Purpose of therapy
Typical procedures
Risks of negative outcomes
Possible benefits of therapy
The fee structure

10
Confidentiality/informed consent
Make it clear to family members of your confidentiality policy
What would you say if family member wants to share a secret
with you?
What you would say if family member wanted you to share
something confidential about individual sessions?
Have a clear confidentiality policy that identifies what would
occur if you have separate sessions with a family member
What would you include in your policy?
See Codes of Ethics to help with your answer
11
Family values come into play. For example, consider the
following values:
Divorce
gender RoleS
sexuality
Gender identity
Spirituality
Addiction
Mental illness

And more…
Divorce- are you for or against? Either way your values can
impact your counseling.
Gender roles- what do you believe is an appropriate role for
someone in relation to their gender within a family? What
should young boys be able to do versus young girls
Sexuality- should couples have sex only within a union? Should
parents allow their children to have sex?
Gender identity- how should a boy look or act? How should a
girl look or act? How should parents treat children or
significant others struggling with gender identity issues?
Religion- should children be required to prescribe to the
religion of their parents? Should children have some sort of
spirituality upbringing?
Addiction- how should families treat a member with addiction
problems? What is your view on addiction and how might that
be similar or different from other views?
Mental illness- same as addiction
Others?
12
Family Values
Discuss with a peer:
Consider your setting and discuss how family values may come
into play
What are some family values you hold that might conflict with
clients’ values at your setting?
How can you keep your values from impacting your work with
clients and/or their families?
13

Competency needs to be carefully evaluated
Coursework & supervision must be tailored to train for
couples/family counseling
14
Competency & FL Statutes
LMHCs are allowed to provide “Mental health counseling… to
individuals, including individuals affected by the termination of
marriage, and to couples, families, groups, organizations, and
communities.” (Fl 491.003: 9A)
However, FL statute also states: “The use of specific methods,
techniques, or modalities within the practice of marriage and
family therapy is restricted to marriage and family therapists
appropriately trained in the use of such methods, techniques, or
modalities.” (Fl 491.003: 9B)
15
Sample Questions to ask yourself to assess your own
Competency
How much do you know about systems theory?
Which specific systemic approach would you use?
What is your approach to helping couples and families
communicate with one another?
How would you help a family whose pattern of interaction with
each other is contributing to their presenting problem?
How would you work with a family who entered therapy to
focus only on one individual’s behaviors (i.e., the scapegoat)?

Harway et al article would be good for you to read if you plan
to pursue family counseling
16
Competency: Training & Supervision
How will you make sure you have proper training to consult
with (and perhaps occasionally counsel) family members?
Where will you obtain additional training and professional
development opportunities?
How will you seek out family counseling supervision as a new
counselor?
17
Personal Characteristics of the Family therapist
Self-knowledge is critical, especially family-of-origin issues
Take a minute to think about your own family of origin
What in your family history might cause you some
vulnerabilities in your work with families?
Take a few minutes to reflect and write some notes on this.
You will not be asked to share these with anyone else.
Aside from seeking individual counseling, what else could you
do in order to make sure that your family of origin issues don’t
impact your work with Families?
18

Intimate partner violence occurs in both same-sex and
heterosexual relationships and affects people from all ethnic
and socioeconomic backgrounds.
Under current law, mental health providers generally are not
required to report intimate partner violence unless they meet
certain criteria (see next slide)
19
For more information, visit:
https://www.acf.hhs.gov/sites/default/files/fysb/state_compendi
um.pdf
Florida does require LMHCs obtain DV training:
20
The therapist’s goal is to protect victims from any further harm,
including protecting any children the couple may have at home.
Recall mandatory reporting law regarding child abuse/neglect

21
Family Secrecy
Family secrets are often embarrassing and therefore hidden
however, these secrets can cause significant stress and problems
in the everyday functioning of a family
Secrets are typically about topics that are uncomfortable to
discuss including: Abuse (all forms), Violence, incest,
biological parents (e.g., adoption), addiction, criminal activity,
mental illness, and more…
22
Family Secrecy
Clients/students will divulge family secrets no matter what type
of counseling you plan to practice
You may also have a hunch that a family secret might be
Impacting a student/client
It’s important to recognize when family counseling is necessary
Family counseling can help families work through the
embarrassment or shame caused by a family secret
23
Case Discussion
Luigi is a middle-aged parent who says that he is not seeking
personal counseling but wants advice on how to manage his
teenage daughter. According to Luigi, his daughter is immature
and unruly. She isn't learning self-discipline, socializes too
much, and works too little. She doesn't respect her parents or
any other adults, and is a disappointment and a worry to him. In
Luigi's eyes, the full responsibility for the conflict in his family

rests with his daughter. You assume that he doesn't see any need
to examine his own behavior or how the family may be involved
in the problem.
What additional information would you want about the
situation?
What ethical issues do you see in this case, and what do you
base that assessment on?
Would you recommend family therapy and how would you
present that to Luigi?
Would you accept Luigi as a client, even if he wanted to focus
on how he could change his daughter? On what grounds would
you accept him as a client?
Watch from 0-9:11
24
Issues in Theory and Practice
Chapter 10
Developing a Counseling Style
Ideally, the theoretical approach you use to guide your practice
is an expression of you as a person and is the result of intensive
study, reflection, and clinical experience.
Ultimately, your counseling orientation and style must be
appropriate for the type of counseling you do and the unique
needs of your clients.

Theories of counseling are based on worldviews, each with its
own values, biases, and assumptions of how best to bring about
change in the therapeutic process.
Many of the assumptions of contemporary theories are
inappropriate for evaluating clients from cultures that focus on
interdependence, downplay individuality, and emphasize being
in harmony with the universe.
Practicing counseling without an explicit theoretical rationale is
somewhat like trying to sail a boat without a rudder.
A theoretical orientation is not a rigid structure that prescribes
specific steps of what to do in a counseling situation.
Rather, it is a set of general guidelines that counselors can use
to make sense of what they are hearing and what needs to
change.
Is it OK to use the term “ECLECTIC”?
What does the term “INTEGRATIVE” mean?

Ch 10 Activities Sheet
Discuss activity #1 with a peer
The Division of
Responsibility in Therapy
One way to clarify the shared responsibility in a therapeutic
relationship is by a contract, which is based on a negotiation
between the client and the therapist to define the therapeutic
relationship.
The Division of
Responsibility in Therapy
A contract encourages client and therapist to specify the goals
of therapy and the methods likely to be employed in obtaining
these goals.
Therapists who work within a managed care context need to
discuss with clients how being involved with managed care will
influence division of responsibility between the HMO, the
client, and the therapist.
Deciding on the
Goals of Counseling
Both therapist and client should clearly understand the goals of
their work together and the desired outcomes.

The aims of therapy are specific to a particular culture’s
definition of psychological health; no single approach is equally
effective in working with all client populations.
Deciding on the
Goals of Counseling
In a managed care system, the goals will need to be highly
specific, limited to reduction of problematic symptoms, and
often aimed at teaching coping skills.
In crisis intervention, goals are likely to be short term and
functional, and you may be much more directive.
Deciding on the
Goals of Counseling
In schools, you may combine educational and therapeutic goals.
In serving older adults residing in an assisted living community,
you may stress coping skills and ways of relating to other
residents.
Techniques in Counseling
Practitioners need to function with intentionality.
They must have a clear understanding of the techniques they
employ and have a sense of the expected outcomes of their
interventions.
Some specific techniques appear to be more effective with
particular symptoms and disorders, especially for certain
behavioral disorders.

Techniques in Counseling
The techniques counselors employ, although important, are less
crucial to therapy outcomes than are the interpersonal factors
operating in the client–counselor relationship.
Diagnosis as a
Professional Issue
Key terms:
Medical diagnosis
Psychodiagnosis
Differential diagnosis
DSM-5
Theoretical Perspectives on Assessment and Diagnosis
Psychoanalytic Therapy
Adlerian Therapy
Existential Therapy
Person-Centered Therapy
Gestalt Therapy
Behavior Therapy
Theoretical Perspectives on Assessment and Diagnosis
Cognitive-Behavioral Therapy

Reality Therapy
Feminist Therapy
Postmodern Approaches
Systemic Approaches
DSM-5
In the DSM-5 revision process, the American Psychiatric
Association paid considerable attention to:
Developmental issues
Gaps in the current system
Disability and impairment
Neuroscience
Cross-cultural issues
Arguments for Psychodiagnosis
No third-party reimbursement without acceptable diagnosis
Difficult to formulate treatment plan without defining problem
Provides team members with a common frame of reference
Allows therapists to rule out medical conditions
Used to assess whether clients pose danger to self or others
Provides framework for research
May be a minimum standard of care for some licensed
professionals

May seldom have a choice about diagnosis
May be critical to determine therapeutic success
Helps to normalize a client’s situation
Arguments Against Psychodiagnosis
Emphasis of DSM is on pathology
Can minimize uniqueness of client
Ignores natural capacities for self-healing
Can lead people to accept self-fulfilling prophecies
Arguments Against Psychodiagnosis
Assumes that distress in family is result of individual pathology
Many therapists are not competent to use DSM diagnosis
properly.
DSM has been criticized (e.g., reliability and validity
questioned, failure to predict treatment outcomes)
No third-party reimbursement without acceptable diagnosis
Difficult to formulate treatment plan without defining problem
Provides team members with a common frame of reference
Allows therapists to rule out medical conditions
Used to assess whether clients pose danger to self or others

Provides framework for research
May be a minimum standard of care for some licensed
professionals
May seldom have a choice about diagnosis
May be critical to determine therapeutic success
Helps to normalize a client’s situation
Pros of Diagnosis
Cons of Diagnosis
Emphasis of DSM is on pathology
Can minimize uniqueness of client
Ignores natural capacities for self-healing
Can lead people to accept self-fulfilling prophecies
Assumes that distress in family is result of individual pathology
Many therapists are not competent to use DSM diagnosis
properly.
DSM has been criticized (e.g., reliability and validity
questioned, failure to predict treatment outcomes)
Ethical and Legal
Issues in Diagnosis
Some practitioners who are opposed to a diagnostic framework
take the path of least resistance, giving every client the same
diagnosis.
Presenting an “acceptable” but inaccurate diagnosis is both
unethical and fraudulent.
E.g., adjustment disorder
Relational problems
25
Ethical and Legal
Issues in Diagnosis

It is an ethical (and sometimes legal) obligation of therapists to
be mindful that a medical evaluation is many times indicated.
Competence in using the DSM appropriately is an ethical issue.
Cultural Issues in Diagnosis
Cultural sensitivity is essential in making a proper diagnosis,
and a range of factors need to be considered in interpreting
assessments.
What is considered healthy can vary greatly from one culture to
the next.
There is a tendency for some practitioners to overdiagnose,
underdiagnose, or misdiagnose clients from marginalized
groups.
Accurate assessment and diagnosis involves taking into
consideration realities of discrimination, oppression, and racism
in society and mental health disciplines.
Consider the ways in which clients’ socioeconomic and cultural
experiences can influence behavior, including the presentation
of symptoms.

Discuss activity #2 with a peer
Discuss activity #3 with the class
Using Tests in Counseling
It is important for counselors to:
Be familiar with tests being used and take tests themselves
Recognize limits of competence to use and interpret tests
Know reasons why a particular test is being used
Make clients aware that tests are merely tools that can provide
useful information
Using Tests in Counseling
It is important for counselors to:
Select tests appropriate for client given their unique cultural,
social, and cognitive factors
Give test results, not simply test scores
Be sensitive to ways clients respond to results
Assure clients that test results will not be used against them
Assure confidentiality unless consent is given
Know the limitations of tests being used

Evidence-Based
Therapy Practice
APA Presidential Task Force’s Definition, 2006:
“The integration of the best available research with clinical
expertise in the context of patient characteristics, culture, and
preferences”
Evidence-Based
Therapy Practice
The three pillars of EBP:
Best available evidence, clinician expertise, and client
characteristics
EBP should enhance public health, but keep in mind it remains
unclear and controversial whether EBPs perform reliably better
than practices not designated as evidence-based
Use resources to find EBP:
SAMHSA: Substance Abuse & MH Services Adminstration
NREPP: Nat’l Registry of EPB & Practices: LINK
Findings From Psychotherapeutic Research
Therapy is helpful to the majority of clients.
Most people achieve some change relatively quickly in therapy.
People change more due to “common factors” than to “specific
factors” associated with therapies.
In general, therapies achieve similar outcomes.

Most therapists learn more about effective therapy techniques
from their experience than from the research.
Approximately 10 percent of clients get worse as a result of
therapy.
The relationship between therapist and client is the best
predictor of treatment outcome.
Experts showed strong agreement that research does not support
the following assertions:
Placebo control groups and waitlist control groups are as
effective as psychotherapy.
Therapist experience is a strong predictor of outcome.
Long-term therapy is more effective than brief therapy for the
majority of clients.
EPB Debate! Activity #4
Interview Question Prep: Activity #5

Ethical Issues in Supervision
Chapter 9
Supervision Ethics vs. Counseling Ethics
How similar are they to each other?
Explain your reasoning…
Discussion
2
Two lenses…
This presentation will focus on…
First, your experience as a supervisee
Second, your potential future as a supervisor
How many think they might like to supervise in the future?
3
Supervision
Four major goals of supervision:

To promote supervisee growth and development
To protect the welfare of the client
To monitor supervisee performance and to serve as a gatekeeper
for the profession
To empower the supervisee to self-supervise and carry out these
goals as an independent professional
Section F of ACA Codes
Refer to page 12 of the ACA Code of Ethics (2014)
F1 through F6 all directly address supervision
Informed Consent
in Supervision
The standard of practice is to incorporate clear informed
consent material for supervisees, both orally and in writing.
It is beneficial to discuss the rights of supervisees from the
beginning of the supervisory relationship.
One thing that needs to be done more clearly across the board
(in my opinion) is setting up a clear agreement between the
supervisor and supervisee.
6
Informed Consent
in Supervision

When supervisees learn what they can expect in supervision and
what to do to achieve success, they are empowered to express
expectations, make decisions, and become active participants in
the supervisory process.
Supervision can be anxiety provoking, especially in the
beginning! On a scale of 1 to 5 how anxious were you all
walking in to your first supervision session at your site?
It’s important to remember that as a new supervisor and talking
clearly about your methods of supervision, and also addressing
some of that anxiety in the beginning, can be helpful.
7
The Supervision Contract
The following topics should be included in a supervision
contract:
Supervisor’s background
Methods to be used in supervision
Responsibilities and requirements of supervisors
Supervisee’s responsibilities
Policies pertaining to confidentiality and privacy
Keep in mind that ACA code of ethics may have changed since
your supervisors received their training. So if their contract
doesn’t include these elements you can request that they add
them, or at the very least get answers to all these questions.
8
The Supervision Contract

The following topics should be included in a supervision
contract:
Documentation of supervision
Risks and benefits
Evaluation of job performance
Complaint procedures and due process
Professional development goals
Duration and termination of the supervision contract
Activity: Review Sample Supervision Contract
Open up the sample contract in Blackboard (Weekend 2 folder)
Review it with a partner
Is there anything missing that you would include or something
you would change given your setting/background?
Activity
10
YOUR RIGHTS AS A SUPERVISEE
Rights of Supervisees
Supervisory sessions free from distractions
To be fully informed of supervisor’s approach
Confidentiality with regard to supervisee’s disclosure
Confidentiality with regard to clients except as mandated by law

Are your rights being upheld in your current supervision?
Remember, we don’t want you to take this information and tell a
supervisor he/she isn’t following the ethics of supervision. If
anyone is having a tough time in supervision and wants to
discuss how to go about confronting the issue in an ethical
manner, please consult me individually or ask questions.
Supervisors have solid confidentiality rules to abide by just as
counselors do; supervisors cannot share information from
supervision sessions unless confidentiality exceptions apply
(same as those when working with clients). If a supervisor feel
a supervisee is putting the client in danger or there are ethical
issues at hand, they are allowed to consult and potentially break
confidentiality if the supervisee is causing harm to a client. If
they needed to consult another professional they would have to
de-identify the supervisee; if a supervisor was going to identify
the supervisee in consultation or for any other reason, they
would need the supervisee’s explicit permission.
12
Rights of Supervisees
Continual access to records maintained during supervision
To provide feedback to supervisors concerning supervision
experience
To seek consultation from other professionals as necessary
Consultation from other professionals can rub some supervisors
the wrong way. They may get offended if they think a
supervisee is circumventing the supervision they offer and
getting advice from someone else. As a supervisor you should
recognize that consultation is a natural part of counseling, and
getting more than one opinion from a professional you respect

is not only acceptable, but also ethical.
Give example of MS counselor who eventually we had to stop
placing students with- she would give advice that was
questionable and if student supervisees went to another school
counselor, she’d get extremely offended and tell the supervisee
she was working with “her kids” and they should not be
listening to other counselors’ opinions on “her kids” issues.
13
Video
https://www.youtube.com/watch?v=Hf8mjMU5aJk
Watch the video with Stephanie (the supervisor) and Sara (the
supervisee)
What rights of Sara’s were violated by her supervisor?
What should Sara do in this situation?
If Sara doesn’t address her rights that are being violated, what
are some potential consequences?
14
Video (2nd half)
https://www.youtube.com/watch?v=Hf8mjMU5aJk
Watch the 2nd half of this video with an example of what a
good supervisor should do.
What did you notice was helpful?
15

YOUR Responsibilities as a supervisee
Responsibilities of Supervisees
Come prepared to each supervision session.
Be an active participant.
Take the initiative to ask for what you need from your
supervisor.
Do related research and reading between sessions to enhance
your clinical work.
I have had excellent supervisors and not so excellent ones. But
regardless I realized that I got more out of supervision when I
came prepared with specific questions and took initiative to ask
for what I needed. One supervisor in general was never prepared
and just wanted to chat about life as opposed to help me with
students’ cases. So I started coming prepared with a list- I gave
him a list and I had a list of student issues and questions. I
prioritized them in case I didn’t get to all of them. It helped
keep the sessions focused and productive.
17
Pay attention to your interactions with clients and with your
supervisor.
Be willing to address any areas of concern you have.
If you are having trouble with colleagues or fellow supervisees,
bring such matters into supervision.

Taking constructive criticism can be tough but a great growth
opportunity for you! Sometimes it can be tough for supervisors
to give extremely direct feedback, but I’d encourage you to
solicit good constructive feedback from them. How can you do
this?
18
Ask for feedback about your strengths and areas where you need
to improve and be open to feedback from supervisors, fellow
supervisees, and your clients.
Try to critically evaluate feedback you feel is not constructive.
Establish healthy boundaries for yourself.
If you’re regularly hearing feedback that is pretty generic and
all positive, probe further to get more useful feedback.
19
Let your supervisor know if you are feeling overwhelmed by
your work with clients.
Be open to various forms of supervision, including live
supervision and videotaping.
Talk about insecurities and anxieties you have that pertain to
your work.
Videotaping can be intimidating but one of the most useful

supervision tools!
20
Provide feedback to your supervisor about what you find helpful
or unhelpful in your supervisory relationship.
Pay attention to possible sources of countertransference.
In supervision, explore how these reactions are affecting your
work with clients.
Even if you’re not given the opportunity to formally evaluate
your supervisor, try to give him/her feedback in the experience.
For example, saying something like, “thanks so much for that
advice last week. I tried out the technique with my client and it
went really well. I appreciate when you give me tools I can use
in sessions as it helps me build confidence.”
Or, if the feedback is constructive, “I think it would help me if
you provided me more concrete strategies to help me in my
work with this client. I know I need to go into the session with
an activity but I am having trouble finding one that is suitable.”
The supervisor might then say they want you to do the work (as
part of empowering you), but if you are really struggling in
some way, ask them to at least point you in the right direction.
21
Video example
Supervisee video
First we’ll focus on your role as a supervisee…
Here’s a silly video for you to process what behaviors a

supervisee should have in a supervision session.
Supervisee was not open to hearing feedback and became
defensive, argumentative.
What could supervisee do if he was starting to get angry about
the feedback he received?
What could he do after the supervision session?
It’s critical to pay attention to feedback and constructive
criticism from supervisor. Sometimes there is a personality
clash between supervisor and supervisee and these situations are
challenging! But it’s important to recognize your role as
supervisee and realize that it’s temporary- while taking their
criticism seriously at the same time.
22
Video Discussion
What ethical responsibilities is this supervisee not meeting?
This supervisee seems overwhelmed with responsibilities- what
should he discuss with his supervisor?
If you’re feeling overwhelmed, anxious, or having a tough time
in life and it’s detracting from your ability to counsel
effectively, what should you do?
The Roles & Responsibilities of Supervisors
The Supervisor’s Roles
and Responsibilities
Supervisors must be competent both in the practice of
supervision and in the area of counseling being supervised.
Supervisors should provide supervision only after obtaining the

education and training to ensure competence in this role, and
only if they can devote the time to provide adequate oversight.
25
Supervisors are ultimately responsible, both ethically and
legally, for the actions of their trainees.
Supervisors have responsibilities to supervisees’ current and
future clients.
Supervisors must have a clearly developed framework for
supervision and a rationale for the methods they employ.
The quality of the supervisory relationship is just as important
as the methods a supervisor chooses.
A good portion of the supervisory sessions should focus on the
personal stress experienced by the supervisee during client–
counselor interactions.
ROLE PLAY
One student will play yourself (the supervisee), one student will
role play the “bad supervisor” from the earlier clip:
The supervisor is difficult to reach and frequently misses

sessions.
When you do meet, the supervisor seems distracted.
In today’s supervision, the supervisee has a few difficult cases
to discuss but the supervisor shows up late and is distracted.
The supervisee must practice addressing the problems within the
supervisory relationship.
Discuss afterwards what else the supervisee could do in this
scenario.
Give 10-15 minutes so they can take turns
28
Methods of supervision
Competence of supervisors
Online supervision
Legality & Risk Management
Multiculturalism
Multiple Roles
Methods of Supervision
Self-report is one of the most widely used supervisory methods,
yet it may be the least useful.
Procedure is limited by the supervisee’s conceptual and
observational ability.
Process notes build on the self-report by adding a written record

explaining the content of the session and the interactional
processes.
Stress use of notes in supervisee’s work with clients, also audio
and video tapes. I used to hear from supervisees that everything
was going great and they felt work with clients was going well
and they had no concerns. Then I’d watch their tapes and realize
that they weren’t doing a very good job of evaluating
themselves!
30
Audio recording is a widely used procedure that yields direct
and useful information about the supervisee.
Video recording allows for an assessment of the subtleties of
the interaction between the supervisee and the client.
Live supervision, which is conducted by the supervisor during
the supervisee’s session with a client, provides the most
accurate information about the therapy session.
Is anyone able to get live supervision at your site?
32
Competence of Supervisors
Most psychology and counselor education programs offer a

course in supervision at the doctoral level, but training for
supervisors at the master’s level is lacking.
Good supervisors demonstrate the four A’s:
They tend to be available, accessible, affable, and able.
Competence of Supervisors
The licensure laws in several states stipulate that LPCs/LMHCs
who practice supervision are required to have relevant training
experiences and course work in supervision.
Click HERE for FL requirements for Qualified Supervisors
Online Supervision
As cybersupervision and the use of electronic media in
supervision have become more prevalent, the following ethical
issues have taken on added dimensions:
Confidentiality
Informed consent
The supervisory relationship
Online Supervision
A major consideration is whether online supervision will count
toward licensure when the supervisor and supervisee reside in
different states.
Legal Aspects of Supervision

Informed consent
Confidentiality and its limits
Liability
Direct liability can be incurred when the actions of supervisors
are the cause for harm.
Vicarious liability pertains to the responsibilities supervisors
have to oversee the actions of their supervisees.
Risk Management
Practices for Supervisors
Don’t supervise beyond your competence.
Evaluate and monitor supervisees’ competence.
Be available for supervision consistently.
Formulate a sound supervision contract.
Risk Management
Maintain written policies.
Document all supervisory activities.
Consult with appropriate professionals.
Maintain a working knowledge of ethics codes, legal statutes,
and licensing regulations.
Risk Management
Use multiple methods of supervision.
Have a feedback and evaluation plan.

Verify that your professional liability insurance covers you for
supervision.
Risk Management
Evaluate and screen all clients under your supervisee’s care.
Establish a policy for ensuring confidentiality.
Incorporate informed consent in practice.
Multicultural Issues
in Supervision
Dimensions of a good multicultural model:
Pluralistic philosophy
Cultural knowledge
Consciousness raising
Experiential training
Contact with racial and ethnic minorities
Practicum or internship with culturally diverse populations
Multiple Roles and Relationships
in the Supervisory Process
Sexual intimacies during training:
Core issue is difference in power and status
Providing counseling for trainees:
Dual relationship standard of ethical conduct should be used

Role Play
Watch video clip
Imagine the individual speaking is your supervisee
Refer to the Code of Ethics and reference specific codes that
apply to this situation
How would you handle this situation as the supervisor?
Role play with a peer and take turns playing this supervisee and
supervisor
Ch 9- review and reflect: Helper studio- supervision just the
facts
44

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