Teaching Advocacy in Counselor Supervision
Journal Articles
Popular
Media:
Leading to Choices - Advocacy (English)
https://www.youtube.com/watch?v=YO64We9szjI
Environment advocacy video
https://www.youtube.com/watch?v=R0YxzP0xSkQ
Darius Goes West
http://www.dariusgoeswest.org/the-film/
ACA Code of Ethics:
Section C
Professional Responsibility
Introduction
Counselors aspire to open, honest, and accurate communication in dealing with the public and other professionals. Counselors facilitate access to counseling services, and they practice in a nondiscriminatory manner within the boundaries of professional and personal competence; they also have a responsibility to abide by the ACA Code of Ethics. Counselors actively participate in local, state, and national associations that foster the development and improvement of counseling. Counselors are expected to advocate to promote changes at the individual, group, institutional, and societal levels that improve the quality of life for individuals and groups and remove potential barriers to the provision or access of appropriate services being offered. Counselors have a responsibility to the public to engage in counseling practices that are based on rigorous research methodologies. Counselors are encouraged to contribute to society by devoting a portion of their professional activity to services for which there is little or no financial return (pro bono publico). In addition, counselors engage in self-care activities to maintain and promote their own emotional, physical, mental, and spiritual well-being to best meet their professional responsibilities (American Counseling Association, 2014, p. 8).
A.7. Roles and Relationships at Individual, Group, Institutional, and Societal Levels
A.7.a. Advocacy
When appropriate, counselors advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles that inhibit access and/or the growth and development of clients (American Counseling Association, 2014, p. 5).
A.7.b. Confidentiality and Advocacy
Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development (American Counseling Association, 2014, p. 5).
CHAPTER 0450-01
GENERAL RULES GOVERNING PROFESSIONAL COUNSELORS
0450-01-.13 PROFESSIONAL ETHICS. All licensees and certificate holders shall comply with the
current code of ethics adopted by the American Counseling Association, except to the extent that it
conflicts with the laws of the state of Tennessee or the rules of the Board. If the code of ethics conflicts
with state law or rules, the state law or rules govern the matter. Violation of the code of ethics or state law
or rules may subject a licensee or certificate holder to disciplinary action.
(1) The certified professional counselor and licensed professional counselor and anyone under
his supervision shall conduct their professional practice in conformity with the legal, ethical
and professional standards promulgated by the Board under its current statutes and rules
and regulations.
(2) Each applicant and certificate holder or licensee is responsible for being familiar with and
following this code of ethics.
(3) A copy of the code of ethics may be obtained by writing the American Counseling
Association, 5999 Stevenson Avenue, Alexandria, VA 22304.
(4) In the event an applicant, certificate holder, licensee, or other individual has a question
regarding legal, ethical, and professional standards neither the Board nor its administrative
personnel shall consider such questions unless presented with a proper petition for a
declaratory order, subject to the requirements set forth in T.C.A. § 4-5-223.
(5) In addition to the other requirements of this rule, all licensees and certificate holders who
practice counseling electronically shall comply with the Ethical Standards for Internet Online
Counseling adopted by the American Counseling Association, www.counseling.org, except to
the extent that they conflict with the laws of the state of Tennessee or the rules of the Board.
If the standards for the ethical practice of internet counseling conflict with state law or rules,
the state law or rules govern the matter. Violation of the standards for the ethical practice of
web counseling or state law or rules may subject a licensee or certificate holder to
disciplinary action.
Case Study:
Sarah is a counselor who is in supervision to attain her license in counseling. She has her Master’s Degree in Mental Health Counseling and she is working at a Community Mental Health Agency. Her client is a 10 year old Hispanic girl who lives in a predominantly white suburb. She is having behavioral trouble at school and her grades are slipping. Client states that she doesn’t understand the new math she is learning and the teacher will not answer her questions when asked. She has a friend in class that explains the math to her in Spanish but she is scolded for not using English in class. When she gets frustrated she admits to not paying attention and fighting with students that tease her and make fun of her accent. She speaks both English and Spanish fluently. Client states that she likes talking with her peers in Spanish because that makes her comfortable but she is not allowed to speak any Spanish in school. After seeing her for quite some time and doing drawing and writing exercises with her client, Sarah suspects that her client has difficulty with some aspects of Math and English Grammar. After discussing this with her client’s parents she finds out that the parents had her tested at school and the school system stated that her intelligence was below normal and that she needed to be in special education classes. Both parents are college educated but don’t understand the rules and regulations for testing in the public schools in America nor are they familiar with the possible prejudices of standardized testing. Sarah brings this dilemma into her supervision setting.
Ethical Decision Making Model:
The model that might be most beneficial is Keith-Spiegel & Koocher (1985) (Cottone & Claus, 2000). With this model the steps are as follows:
Reference
American Counseling Association. (2014). 2014 ACA code of ethics. Retrieved May 15, 2014, from counseling.org: http://www.counseling.org
Caldwell, J. C., & Vera, E. M. (2010). Critical incidents in counseling psychology professionals' and trainees' social justice orientation development. Training and Education in Professional Psychology, 4(3), 163-176. doi:10.1037/a0019093
Cohen, K. R., Lee, C. M., & McIlwraith, R. (2012). The Psychology of Advocacy and the Advocacy of Psychology. Canadian Psychology, 53(3), 151-158. doi:10.1037/a0027823
Cottone, R. R., & Claus, R. E. (2000, Summer). Ethical decision-making models: A review of the literature. Journal of Counseling and Development, 78, 275-283.
Duchene Muscular Dystrophy. (n.d.). Darius Goes West. Retrieved from Darius Goes West Web site: http://www.dariusgoeswest.org/the-film/
Glosoff, H. L., & Durham, J. C. (2010). Using supervision to prepare social justice counseling advocates. Counselor Education and Supervision, 50(2), 116-129.
Heinowitz, A. E., Brown, K. R., Langsam, L. C., Arcidiacono, S. J., Baker, P. L., Badaan, N. H., . . . (Gene)Cash, R. E. (2012). Identifying perceived personal barriers to public policy advocacy within psychology. Professional Psychology: Research and Practice, 43(4), 372-378. doi:10.1037/a0029161
learning partnership. (2013, July 11). Leading to Choices. Retrieved from https://www.youtube.com/watch?v=YO64We9szjI
liba, b. (2010, December 20). Evnironment advocacy video. Retrieved from https://www.youtube.com/watch?v=ROYxzPOxSkQ
Smith, L. (2009). Enhancing training and practice in the contexr of poverty. Training and Education in Professional Psychology, 84-93. doi:10.1037/a0014459
Leading to Choices - Advocacy (English)
https://www.youtube.com/watch?v=YO64We9szjI
Environment advocacy video
https://www.youtube.com/watch?v=R0YxzP0xSkQ
Darius Goes West
http://www.dariusgoeswest.org/the-film/
ACA Code of Ethics:
Section C
Professional Responsibility
Introduction
Counselors aspire to open, honest, and accurate communication in dealing with the public and other professionals. Counselors facilitate access to counseling services, and they practice in a nondiscriminatory manner within the boundaries of professional and personal competence; they also have a responsibility to abide by the ACA Code of Ethics. Counselors actively participate in local, state, and national associations that foster the development and improvement of counseling. Counselors are expected to advocate to promote changes at the individual, group, institutional, and societal levels that improve the quality of life for individuals and groups and remove potential barriers to the provision or access of appropriate services being offered. Counselors have a responsibility to the public to engage in counseling practices that are based on rigorous research methodologies. Counselors are encouraged to contribute to society by devoting a portion of their professional activity to services for which there is little or no financial return (pro bono publico). In addition, counselors engage in self-care activities to maintain and promote their own emotional, physical, mental, and spiritual well-being to best meet their professional responsibilities (American Counseling Association, 2014, p. 8).
A.7. Roles and Relationships at Individual, Group, Institutional, and Societal Levels
A.7.a. Advocacy
When appropriate, counselors advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles that inhibit access and/or the growth and development of clients (American Counseling Association, 2014, p. 5).
A.7.b. Confidentiality and Advocacy
Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development (American Counseling Association, 2014, p. 5).
CHAPTER 0450-01
GENERAL RULES GOVERNING PROFESSIONAL COUNSELORS
0450-01-.13 PROFESSIONAL ETHICS. All licensees and certificate holders shall comply with the
current code of ethics adopted by the American Counseling Association, except to the extent that it
conflicts with the laws of the state of Tennessee or the rules of the Board. If the code of ethics conflicts
with state law or rules, the state law or rules govern the matter. Violation of the code of ethics or state law
or rules may subject a licensee or certificate holder to disciplinary action.
(1) The certified professional counselor and licensed professional counselor and anyone under
his supervision shall conduct their professional practice in conformity with the legal, ethical
and professional standards promulgated by the Board under its current statutes and rules
and regulations.
(2) Each applicant and certificate holder or licensee is responsible for being familiar with and
following this code of ethics.
(3) A copy of the code of ethics may be obtained by writing the American Counseling
Association, 5999 Stevenson Avenue, Alexandria, VA 22304.
(4) In the event an applicant, certificate holder, licensee, or other individual has a question
regarding legal, ethical, and professional standards neither the Board nor its administrative
personnel shall consider such questions unless presented with a proper petition for a
declaratory order, subject to the requirements set forth in T.C.A. § 4-5-223.
(5) In addition to the other requirements of this rule, all licensees and certificate holders who
practice counseling electronically shall comply with the Ethical Standards for Internet Online
Counseling adopted by the American Counseling Association, www.counseling.org, except to
the extent that they conflict with the laws of the state of Tennessee or the rules of the Board.
If the standards for the ethical practice of internet counseling conflict with state law or rules,
the state law or rules govern the matter. Violation of the standards for the ethical practice of
web counseling or state law or rules may subject a licensee or certificate holder to
disciplinary action.
Case Study:
Sarah is a counselor who is in supervision to attain her license in counseling. She has her Master’s Degree in Mental Health Counseling and she is working at a Community Mental Health Agency. Her client is a 10 year old Hispanic girl who lives in a predominantly white suburb. She is having behavioral trouble at school and her grades are slipping. Client states that she doesn’t understand the new math she is learning and the teacher will not answer her questions when asked. She has a friend in class that explains the math to her in Spanish but she is scolded for not using English in class. When she gets frustrated she admits to not paying attention and fighting with students that tease her and make fun of her accent. She speaks both English and Spanish fluently. Client states that she likes talking with her peers in Spanish because that makes her comfortable but she is not allowed to speak any Spanish in school. After seeing her for quite some time and doing drawing and writing exercises with her client, Sarah suspects that her client has difficulty with some aspects of Math and English Grammar. After discussing this with her client’s parents she finds out that the parents had her tested at school and the school system stated that her intelligence was below normal and that she needed to be in special education classes. Both parents are college educated but don’t understand the rules and regulations for testing in the public schools in America nor are they familiar with the possible prejudices of standardized testing. Sarah brings this dilemma into her supervision setting.
Ethical Decision Making Model:
The model that might be most beneficial is Keith-Spiegel & Koocher (1985) (Cottone & Claus, 2000). With this model the steps are as follows:
- Describe
the parameters- counseling setting, home setting, school setting
- Define
the potential issues- inaccurate testing, individual ideas about language,
culture and learning
- Consult
legal and ethical guidelines- testing rights, testing options, legal courses of
action, ethical responsibility to child, parents, teacher, and counselor
- Evaluate
the rights, responsibilities and welfare of all- parents, teacher, school,
client, etc.
- Generate
alternate decisions
- Enumerate
the consequences of each decision
- Estimate
probability for outcomes of each decision
- Make
the decision
Reference
American Counseling Association. (2014). 2014 ACA code of ethics. Retrieved May 15, 2014, from counseling.org: http://www.counseling.org
Caldwell, J. C., & Vera, E. M. (2010). Critical incidents in counseling psychology professionals' and trainees' social justice orientation development. Training and Education in Professional Psychology, 4(3), 163-176. doi:10.1037/a0019093
Cohen, K. R., Lee, C. M., & McIlwraith, R. (2012). The Psychology of Advocacy and the Advocacy of Psychology. Canadian Psychology, 53(3), 151-158. doi:10.1037/a0027823
Cottone, R. R., & Claus, R. E. (2000, Summer). Ethical decision-making models: A review of the literature. Journal of Counseling and Development, 78, 275-283.
Duchene Muscular Dystrophy. (n.d.). Darius Goes West. Retrieved from Darius Goes West Web site: http://www.dariusgoeswest.org/the-film/
Glosoff, H. L., & Durham, J. C. (2010). Using supervision to prepare social justice counseling advocates. Counselor Education and Supervision, 50(2), 116-129.
Heinowitz, A. E., Brown, K. R., Langsam, L. C., Arcidiacono, S. J., Baker, P. L., Badaan, N. H., . . . (Gene)Cash, R. E. (2012). Identifying perceived personal barriers to public policy advocacy within psychology. Professional Psychology: Research and Practice, 43(4), 372-378. doi:10.1037/a0029161
learning partnership. (2013, July 11). Leading to Choices. Retrieved from https://www.youtube.com/watch?v=YO64We9szjI
liba, b. (2010, December 20). Evnironment advocacy video. Retrieved from https://www.youtube.com/watch?v=ROYxzPOxSkQ
Smith, L. (2009). Enhancing training and practice in the contexr of poverty. Training and Education in Professional Psychology, 84-93. doi:10.1037/a0014459