Standards of Practice

Sixth Edition

Standards of Practice 6th Edition

ISBN 9780969796688

9 780969 796688
Standards of Practice i

Canadian Counselling and

Psychotherapy Association
___________________________________________

Standards of Practice
6th Edition

___________________________________________

Approved by
CCPA Board of Directors
April 2021
ii Standards of Practice

Copyright © 2021 by the Canadian Counselling and Psychotherapy Association

All rights reserved.

Canadian Counselling and Psychotherapy Association

202-245 Menten Place
Ottawa, ON K2H 9E8

ISBN 978-0-9697966-8-8

Printed in Canada
Standards of Practice iii

Canadian Counselling and

Psychotherapy Association
___________________________________________

Standards of Practice
___________________________________________

The Standards of Practice (2021) was revised from the 2015 edition and updated by a CCPA
Committee consisting of:

Lorna Martin – Chair Glenn Sheppard – Ethics Amicus

Jean Blackler Tina Nash
Louise Blanchard Simon Nuttgens
Jonas Breuhan Kathy Offet-Gartner
Corrine Hendricken-Eldershaw

This document and its companion Code of Ethics would not be possible without the collabora-
tion, consultation, and review processes undertaken by the National Board of the Canadian
Counselling and Psychotherapy Association and a diverse group of independent volunteer
peer reviewers from across Canada. Of particular importance has been the nuanced reviews
graciously provided by Indigenous practitioners, Elders, Knowledge Keepers, scholars, authors,
and researchers throughout the development process.
Standards of Practice v

Table of Contents
Preamble .......................................................ix Relationships with Former Clients.......................30
Sexual Contact with Clients................................30
A. Professional Responsibility........................ 1
Multiple Clients: Couple, Family, and
General Responsibility...........................................1 Group Counselling/Therapy.................................32
Respect for Rights ................................................2 Multiple Helpers..................................................33
Boundaries of Competence...................................3 Group Work.........................................................33
Professional Impairment.......................................4 Referral ...............................................................34
Clinical Supervision and Consultation...................4 Closure of Counselling/Therapy...........................34
Representation of Professional Qualifications.......5 Mandated Clients and Systems Approaches .......35
Professionalism in Advertising...............................6
Responsibility to Counsellors/Therapists and C. Assessment and Evaluation ..................... 36
Other Professionals...............................................8 General Orientation.............................................36
Responsibility to Address Concerns About Informed Consent for Assessment and
the Ethical Conduct of Another Professional.........8 Evaluation...........................................................36
Supporting Clients When Ethical Assessment and Evaluation Competence............37
Concerns Arise.....................................................10 Administrative and Supervisory Conditions.........38
Third Party Reporting...........................................10 Use of Technology in Assessment
Sexual Harassment..............................................11 and Evaluation....................................................39
Diversity Responsiveness.....................................11 Appropriateness of Assessment
Extension of Ethical Responsibilities...................11 and Evaluation....................................................40

Professional Will and Client File Directive............12 Sensitivity to Diversity When Assessing
and Evaluating....................................................41
B. Counselling Relationships........................ 14 Reporting Assessment and Evaluation Results....42
Primary Responsibility.........................................14 Reporting Assessment and Evaluation
Results to Third Parties........................................42
Confidentiality.....................................................14
Integrity of Instruments and Procedures..............43
Children and Confidentiality..........................16
Researcher Responsibility ...................................45
Duty to Warn.......................................................17
Client’s Rights and Informed Consent.................18 D. Professional Research and Knowledge
Touch in Counselling/Therapy..............................19 Translation ............................................... 45
Children and Persons with Diminished Capacity.20 Participant Welfare..............................................47
Maintenance of Records......................................22 Informed Consent and Recruitment of
Research Participants .........................................48
Access to Records ...............................................25
Voluntary Participation........................................48
Multiple Relationships3........................................26
Research and Counsellor/Therapist Education ....49
Respecting Inclusivity, Diversity, Difference, and
Intersectionality...................................................28 Research Participant Right to Confidentiality .....50
Consulting with Other Professionals...................29
vi Standards of Practice

Use of Confidential Information for G. Counsellor/Therapist Education

Didactic or Other Purposes..................................50 and Training ............................................. 76
Research Data Retention.....................................51 General Responsibility.........................................76
Further Research.................................................52 Boundaries of Competence.................................77
Research Sponsors .............................................52 Ethical Orientation .............................................77
Review of Scholarly Submissions ........................52 Clarification of Roles and Responsibilities...........78
Reporting Research Results.................................53 Program Orientation............................................79
Acknowledging Research Contributions..............53 Relational Boundaries.........................................80
Submission for Publication..................................54 Confidentiality.....................................................80
Self-Development and Self-Awareness................81
E. Clinical Supervision Services ................... 55
Dealing with Personal Issues...............................81
General Responsibility ........................................55
Self-Growth Activities..........................................81
Informed Consent and Confidentiality.................58
Sexual Contact with Students and Trainees.........82
Boundaries of Competence.................................59
Sexual Intimidation or Harassment.....................83
Ethical Commitment ...........................................60
Scholarship..........................................................83
Clarification of Roles and Responsibilities...........60
Establishing Parameters of
Welfare of Clients and Protection of the Public...62 Counselling/Therapy Practice..............................84
Gatekeeping...................................................62
Clinical Supervision Orientation .........................63 H. Use of Electronic and Other
Technologies ............................................ 85
Fees ....................................................................64
Technology-Based Administrative Functions........85
Relational Boundaries.........................................64
Permission for Technology Use............................85
Due Process and Remediation.............................66
Purpose of Technology Use..................................86
Self-Development and Self-Awareness................67
Technology-Based Service Delivery......................86
Self-Care..............................................................68
Technology-Based Counselling/Therapy
Diversity Responsiveness ....................................69 Education............................................................87
Personal Use of Technology.................................88
F. Consultation Services ............................... 70
Jurisdictional Issues.............................................88
General Responsibility.........................................70
Undiminished Responsibility and Liability ..........71 I. Indigenous Peoples, Communities,
Consultative Relationships..................................72 and Contexts ............................................ 90
Fees and Billing Arrangements.......................72 Awareness of Historical and
Contemporary Contexts ......................................90
Informed Consent..........................................73
Reflection on Self and Personal
Respect for Privacy.........................................73
Cultural Identities................................................91
Recordkeeping for Consultation Services.......74
Recognition of Indigenous Diversity ...................92
Conflict of Interest...............................................74
Respectful Awareness of Traditional Practices.....92
Sponsorship and Recruitment..............................75
Respectful Participation in Traditional Practices.... 93
Standards of Practice vii

Strengths-Based Community Development.........94 K. Obtaining Ongoing Informed Consent... 101

Relevant Cross-Cultural Practice.........................95
L. Guidelines for Dealing with
Relationships.......................................................96 Subpoenas and Court Orders.................. 103
Culturally and Ethically Reciprocal
Relationships.......................................................96 M. Guidelines for the Conduct of
Custody Evaluations ............................. 105
Appropriate Use of Traditional Knowledge
and Cultural Teachings........................................97 References.................................................. 106
Honouring Client Autonomy................................98 General References......................................106
Section References............................................107
J. P
 ractice Standards as the Beginning
of a Journey with Indigenous Peoples Glossary of Terms....................................... 114
and Communities...................................... 99
Standards of Practice ix

Preamble
These practice standards were developed by the Canadian Counselling and Psychotherapy
Association to provide direction and guidelines to enable its members, and other counsellors
and psychotherapists in Canada1, and counsellors/therapists-in-training, to conduct themselves
in a professional manner consistent with the CCPA Code of Ethics. They are also intended to
serve the following purposes:
• support statutory and professional self-regulation by establishing a shared set of
expectations related to the many areas of counselling/therapy-related activities and
responsibilities;
• protect the public by establishing a set of expectations for quality counselling/therapy
services and for the maintenance of counsellor/therapist accountability;
• establish a set of expectations for ethically competent professional behaviour which
counsellors/therapists may use to monitor, evaluate, and work to improve their profes-
sional practices;
• serve as the foundation for addressing professional queries and ethics-related
complaints; and,
• establish expectations for counsellor/therapist education, supervision, and to provide
support for ongoing professional development.
It is important to note that these practice standards are directly aligned to but distinct from
the CCPA Code of Ethics. They contain a set of broad professional values and principles from
which counsellors/therapists make professional judgments and decisions. The CCPA Standards
of Practice provide action-based guidelines. Counsellors/therapists are expected to adhere to
both the CCPA Code of Ethics and CCPA Standards of Practice.
These practice standards are directed primarily at the professional conduct of counsellors/
therapists. However, they extend to the personal actions of counsellors/therapists when their
behaviour undermines society’s trust and confidence in the integrity of the profession and
when there is reasonable doubt about the ability of a counsellor/therapist to act in a profession-
ally competent and ethical manner.
The standards of practice provisions in this document are more fully understood and their
nuanced application to various areas of professional practice better appreciated when used
in combination with each other and with the CCPA Code of Ethics. Multiple new lenses are
required to make full, contextualized use of the 2021 CCPA Standards of Practice. One over-
arching lens that has recently emerged is the expanded use of electronic and other technology
for the delivery of counselling/therapy, supervision, and consultation, which poses unique risks
and opportunities throughout the full range of professional practices. Other overarching lenses
are those of social justice, self-reflection, and diversity. The importance of the Calls to Action
by the Truth and Reconciliation Commission (2015) has been acknowledged and these 2021
practice standards begin the process of addressing these calls as well as those of the United

1 Throughout this publication, the term counsellor/therapist shall refer to various titles used by practitioners involved in
the activity of counselling including, but not restricted to, the terms psychotherapist, counselling therapist, mental health
therapist, clinical counsellor, career counsellor, conseiller/conseillère d’orientation, vocational guidance counsellor,
marriage and family therapist, orienteur, orienteur professionnel, and psychoéducateur.
x Standards of Practice

Nations Declaration of Rights of Indigenous Peoples (UNDRIP, 2007). Approaching all clients
with humility and from a place of not-knowing is a core value reflected in these standards.
Counsellors /therapists are encouraged to familiarize themselves with the TRC’s reports, the
Calls to Action, and the UN Declaration.
Throughout Standards of Practice, there are textboxes containing informational highlights
inserted to succinctly capture some core ethical concept, an ethical principle or concept from
case law, and to add authentic voices to enrich meaning. These insertions are intended to reflect
some of the richness and diversity of the historical and contemporary strivings that constitute
the ethical and legal grounding for our professional code of conduct.
All of the practice standards are pinned to the generic entry-to-practice level as determined by
the nationally validated competency profile for the counselling/therapy profession in Canada.
Because the practice standards are generic in nature, they do not anticipate every practice situa-
tion, modality of practice, or address all ethical challenges with which counsellors/therapists are
confronted. Therefore, the development of standards will necessarily remain an ongoing respon-
sibility to which all counsellors/therapists can contribute. Despite the value of these practice
standards, the ultimate responsibility for acting ethically depends on the integrity and commit-
ment of each counsellor/therapist to do so.
Standards of Practice 1

A. Professional Responsibility
CODE OF ETHICS STANDARDS OF PRACTICE
A1 General Responsibility
General Counsellors/therapists maintain high standards of professional
Responsibility competence by attending to their personal well-being, partici-
pating in continuing professional education and development, and
Counsellors/therapists maintain
high standards of professional
supporting the development and delivery of continuing education
competence and ethical behaviour within the counselling/therapy profession.
and recognize the need for Counsellors/therapists invest time and effort in understanding
continuing education and
the CCPA Code of Ethics and Standards of Practice. They
personal care in order to meet this
responsibility. (See also C1, E1,
avoid practice contexts and circumstances in which they would
E11, F1, G2, Section I) knowingly have to violate these ethical requirements. If, however,
counsellors/therapists discover a conflict between existing or
emerging organizational policies and their ethical obligations,
they commit to educating others in the setting about the ethical
dilemma and work to achieve alignment between the policies
and ethically congruent practice.
Counsellors/therapists should become familiar with the
Canadian Charter of Rights and Freedoms and, as relevant
to their professional setting and services provided, review the
following federal and provincial/territorial legislation:
• mental health acts
• child protection acts
• public schools/education administration acts
• privacy acts
• criminal codes
• marriage, divorce and matrimonial property acts
• criminal youth justice act
• freedom of information acts
• mediation acts
• professional statutory regulations
Counsellors/therapists provide fair, equitable, and timely services,
using only those therapies that are legal, ethical, helpful, evidence-
informed and within their scope of practice and boundaries of
competence.
2 Standards of Practice

A2 Respect for Rights

Respect for Rights Counsellors/therapists understand and respect the rights and
freedoms of those with whom they work and others, particu-
Counsellors/therapists participate
in only those practices that are
larly those who may be disenfranchised or negatively affected by
respectful of the legal, civic, moral, political, personal, social, economic, or familial histories that may
and human rights of themselves continue to resonate across the lifespan. These circumstances may
and others, and act to safeguard include, but are not restricted to, colonization, poverty, oppression,
the dignity and rights of their violence, structural injustice, systemic racism, war, or discrimina-
clients, students, supervisees, and tory practices.
research participants. (See also
Counsellors/therapists convey respect for human dignity, principles
D1, D9, E1, Section I)
of equity, and social justice. They speak out or take other appropriate
actions against practices, policies, laws, and regulations that directly
or indirectly bring harm to others or violate their human rights.
Counsellors/therapists refrain from providing professional infor-
mation to individuals who have expressed an intention to use it
to violate the human rights of others. This standard of practice
may NOT be interpreted or used to justify or defend any human
rights violation.
Counsellors/therapists practice in a manner congruent with the
overarching principles of the Universal Declaration of Human
Rights, the UN Convention on the Rights of the Child and the UN
Declaration on the Rights of Indigenous Peoples to which Canada
is a signatory.
Counsellors/therapists respect due process and demonstrate
commitment to the principles of social justice by honouring
diversity, upholding human rights, fostering inclusivity, working
to establish equity, and seeking to ensure access to resources
for all. They espouse social justice perspectives and practices in
all of their paid and volunteer professional activities, including
counselling/therapy, assessment and evaluation, clinical supervi-
sion, consultation, counsellor/therapist education, research, and
professional writing, adjudication, and review.

Fiduciary Relationship
A fiduciary relationship is one founded on trust or confidence relied on by one person in the integrity and fidelity of
another. A fiduciary has a duty to act primarily for the client’s benefit in matters connected with the undertaking and not
for their own personal interest.
Black’s Law Dictionary (2004)
Standards of Practice 3

A3 Boundaries of Competence
Boundaries of Counsellors/therapists restrict their counselling/therapy services
Competence to those areas within the boundaries of their competence by
Counsellors/therapists limit their
virtue of verifiable education, training, supervised experi-
counselling/therapy services and ence, and other appropriate professional experience. They also
practices to those which are within restrict their services based on their role and function, their legal
their professional competence authority, and their jurisdiction of employment.
by virtue of their education and
professional experience, and
Counsellors/therapists who wish to extend their professional
consistent with any requirements services ensure competence in any additional areas of expertise
for provincial/territorial and through extra verifiable education or training in these areas and
national credentials. They seek provide service only after they have secured adequate super-
supervision, consult with and/or vision from supervisors with demonstrative expertise in the
refer to other professionals when practice area. Supervisors should have a high level of expertise
the counselling needs of clients
in the area that is certified by an independent process such as:
exceed their level of competence.
(See also C3, C4, D1, E4, E6, F1, F2,
certification, registration, licensing, or similar independent
G2, G14, H4, Section I) process that is overseen by an Elder or knowledge keeper
recognized by community when the expertise is related to
Indigenous competencies.
When counsellors/therapists are faced with clients whose needs
exceed the counsellors/therapists’ boundaries of competence,
they make appropriate referrals for their clients. Counsellors/
therapists provide appropriate contact and support for their
clients during any transitional period associated with referring
them to other sources of professional help.
When counsellors/therapists find themselves in circumstances
in which access to referral agents and resources is limited, they
seek consultation. For instance, rural and remote practice tends
to be broader, more generalist, and more eclectic than is the
case for practitioners in more densely populated areas. This is
because of the wide range of client issues that must be addressed
by limited resources. Counsellors/therapists living and working
in rural and remote communities need to remain cognizant of
the limits to their competence while working in communities
that have few, if any, referral possibilities, including communities
such as those that are closed, enclaved, isolated, rural, northern,
or remote. Taking advantage of electronic means of consultation,
referral, continuous learning, and supervision, where available, is
recommended.
Since consultation with the other professional or community
recognized Elders is often necessary to provide the best services
for clients, all contributing helping professionals may agree,
with the explicit informed consent of clients, to collaborate
with each other.
4 Standards of Practice

Standard of Care
Counsellors/therapists provide their professional services to a level consistent with the degree of skill, knowledge,
and ethics ordinarily possessed and provided by the average prudent reputable member of the profession in similar
circumstances in the community.
(Adapted from Lanphier v. Phipos, 1833)

Professional Impairment
Counsellors/therapists should take steps to appropriately
limit their professional responsibilities when their physical,
mental, spiritual, or personal circumstances are such that they
have diminished capacity to provide competent services to all
or to particular clients. Counsellors/therapists in such situa-
tions must seek consultation and supervision and may need to
limit, suspend, or terminate their professional services. Since
impairment may affect the capacity of counsellors/therapists
for personal insight and self-regulation, colleagues and others
may find it necessary to contact appropriate personnel and/or a
regulatory body.

A4 Clinical Supervision and Consultation

Supervision and All counsellors/therapists should obtain supervision and/or
Consultation consultation for their counselling/therapy practices. This is
particularly true with respect to doubts or uncertainties, which
Counsellors/therapists seek
supervision and consultation may arise during their professional work.
across the career span to support In school settings, counsellors/therapists should arrange regular,
and enrich their ongoing profes- qualified supervision and/or consultation with other counsellors/
sional development. Supervision
therapists in their school or in their school district or region wher-
and consultation are warranted
especially when counsellors/
ever possible, and make arrangements for supervision elsewhere if
therapists are confronted with not locally available. Counsellors/therapists in other agencies/insti-
dilemmas or uncertainties, and tutions and/or in private practice should organize their supervi-
when they are developing a sion with other qualified professionals who have documented and
new practice area or updating demonstrated expertise in relevant areas of practice (e.g., setting,
knowledge and skills related to a clientele, referral issues, approaches employed).
former area of practice. (See also
B10, C4, C7, Section E, Section F, Counsellors/therapists have an obligation to be appropriately
I5, I9, I10) accountable to their employers for their professional work.
Supervision of counsellors/therapists should be conducted by
someone other than a person who is responsible for evaluating
their work (such as a person in a line management position). If
such a situation cannot be avoided, then the counsellor/therapist
should also have access to independent opportunities for supervi-
sion and/or consultation.
Standards of Practice 5

School counsellors often face challenges in the area of clinical

supervision, particularly when they are the only school counsellor
in the school building and do not have the opportunity to be
supervised by other counsellors/therapists in their school district
or region. This challenge is also true of many counsellor/therapists
in private practice and in many other areas. Online supervision
may offer an effective strategy for addressing these challenges.
When counsellors/therapists seek professional consultation, they
make every effort to do so in ways that will protect the identity
of the client. If the client’s identity cannot be protected, then the
client’s informed consent must be sought before the consulta-
tion. When consulting, counsellors/therapists make every effort
to ensure that the identity of the client will not create any dual
relationship dilemmas for the person with whom they consult.
Administrative assistants, supervisors, and all others who work
with counsellors/therapists’ confidential records have a respon-
sibility similar to that of the counsellors/therapists with respect
to confidentiality. Counsellors/therapists must take all necessary
steps to guarantee that client confidentiality is respected and
maintained by others with whom they work and consult.

A5 Representation of Professional Qualifications

Representation of Counsellors/therapists should display their CCC certificate and/
Professional or any professional regulatory certificate in a prominent location
Qualifications at their work site and place their Code of Ethics in the waiting
Counsellors/therapists claim or room at their work site or display it in any other manner that
imply only those professional would allow it to be readily seen by consumers of their profes-
qualifications that they possess sional services. For Indigenous persons and other persons for
and are responsible for correcting whom humility may inhibit such actions, it would be appropriate
any known misrepresentation to have the credentials available upon request, have a visible
of their qualifications by others.
recognition that CCC regulations are followed, and have the
Counsellors/therapists working
in a province or territory with
Code of Ethics document on display.
professional statutory regulation Counsellors/therapists shall not use CCPA membership and/
ensure they adhere to the specific or any other professional membership as a designation on
representation of professional business cards, door plates, in advertisements, directories, nor
qualifications requirements that
have been mandated by statute
use it in any other way intended to advertise their professional
and/or Regulatory College bylaw. service unless it is clearly stipulated that the member possesses
(See also H7, I5) a Canadian Certified Counsellor (CCC) designation. This
distinction is required because membership admission does
not evaluate a member’s qualifications to practice counselling/
therapy, whereas the certification process does. Where provincial
certification/licensure exists, counsellors/therapists may also use
these designations to advertise their professional service, and
6 Standards of Practice

only in accordance with the statutory regulations pertaining to

the use of professional designations.
When counsellors/therapists are involved in public activities,
including the making of public statements, they do so in such a
way that clarifies whether they are acting as private citizens, as
designated spokespersons of a particular professional body, or as
representatives of the counselling/therapy profession.
Counsellors/therapists shall not misrepresent nor falsely enhance
their professional qualifications, experience, or performance.
When counsellors/therapists become aware of misuse or misrep-
resentation of their work, they take reasonable steps to correct or
minimize the misuse or misrepresentation.
Counsellors/therapists avoid making public statements that are
false, deceptive, or misleading. For example, it would be inap-
propriate for graduates from a counselling/therapy specialty
program housed in an educational psychology department to
create and use a title such as “counselling psychologist” to refer to
themselves. Associations and regulatory colleges have protected
titles that must only be used by individuals with permission to
use those titles. Counsellors/therapists also avoid other state-
ments that could easily be misunderstood by virtue of what they
say about their professional qualifications and services or by what
they neglect to say about them.
Counsellors/therapists use the title “Doctor” or reference having
a doctoral degree with respect to their professional qualifica-
tions only when their degree is in counselling/psychotherapy or
some reasonably related field of study. Counsellors/therapists
are responsible for identifying and adhering to any jurisdictional
restrictions to using the title of Doctor.

A6 Professionalism in Advertising
Professionalism in Advertising and public statements by counsellors/
Advertising therapists should reflect honesty and accuracy. Counsellors/
Counsellors/therapists when
therapists do not make deceptive statements regarding their
advertising and representing • academic degrees;
themselves publicly, do so in
• training;
a manner that accurately and
clearly informs the public of their • experience;
services and areas of expertise. • certification, licensure, registration;
Counsellors/therapists belonging
to a statutory regulatory college
• specialty credentials;
additionally adhere to the specific • awards;
advertisement requirements • professional memberships;
as mandated by statute and/or
regulatory college bylaw. • university or college affiliations;
Standards of Practice 7

• competencies;
• areas of expertise;
• professional services offered;
• fees;
• effectiveness of services provided;
• additional service to the profession;
• publications;
• research; and,
• additional professional accomplishments.
Counsellors/therapists ensure that the content of their adver-
tising is accurate, ethical, professional, and based on current
research and scholarship and sound counselling/therapy
practices.
Counsellors/therapists do not use testimonials by clients, former
clients, or by relatives or friends of clients. Testimonials may be
acceptable from an organization or business that receives the
counsellors/therapists’ services.
Professional representation and advertising (including business
cards, door plates, building directories, exterior signs, etc.) must
be in good taste and professional in style and tone. Counsellors/
therapists strive for straightforward advertising, without the use
of clichés or jargon. They describe their professional services
in an unembellished manner without reference to, or claims of,
particular outcomes.
Counsellors/therapists may participate in advertisements of
publications for which they are authors, editors, or reviewers.
Counsellors/therapists do not participate in advertisements
that, explicitly or implicitly, suggest or convey that they endorse
particular commercial brands or products associated with the
provision of counselling/therapy services.
Except for advertising their own professional services, counsel-
lors/therapists do not permit their name to be associated with
other advertising in such a way that implies that the counsellor’s/
therapist’s professional expertise or professional status is relevant
to the service or product advertised.
Counsellors/therapists do not communicate with, or encourage
others to contact on their behalf, individuals, or families in an
effort to solicit them as clients. However, they may contact for
such purposes a representative or agent of potential clients, such
as an employee assistance service, insurance companies, workers’
compensation agencies, and so forth.
8 Standards of Practice

A7 Responsibility to Counsellors/Therapists and Other

Responsibility to Professionals
Counsellors/Therapists When the work of counsellors/therapists shares a boundary,
and Other Professionals coincides or overlaps with the work of other professionals it
Counsellors/therapists demon- is essential to offer respectful, timely, ethical, and appropriate
strate ethical conduct, integrity, communication in the best interest of clients and the profes-
and professionalism in interac- sions. This is also true when colleagues of diverse professions
tions with counsellor/therapist present or publish discipline-specific information together in
colleagues and with members of academic settings or when they work together in a variety of situ-
other professional disciplines.
ations such as in multi-disciplinary institutions, when delivering
(See also Section I)
team-approach services, and when serving on consultation
teams, among others. Counsellors/therapists are expected to
demonstrate ethical conduct, integrity and professionalism in all
interactions, whether formal or informal.
Counsellors/therapists promote accurate, honest, and contextual-
ized information related to the efficacy of various professional
disciplines. They educate themselves on the distinctions between
allied mental health professions.

A8 Responsibility to Address Concerns About the Ethical

Responsibility to Address Conduct of Another Professional
Concerns About the When counsellors/therapists have reasonable grounds to believe
Ethical Conduct of that another counsellor/therapist is acting unethically, they have
Another Professional an obligation to take appropriate action. The course of action
Counsellors/therapists have an is dependent upon a variety of factors, including whether or
obligation when they have serious not the counsellor/therapist whose behaviour is in question is a
doubts as to the ethical behaviour CCPA member. First, if it is safe and appropriate to do so, they
of another helping professional, should approach the counsellor/therapist in an effort to address
whether that individual is a CCPA the concern. To determine whether a direct approach is safe and
member or a member of another
appropriate, refer to the Code of Ethics decision-making models.
professional body, to respectfully
address the concern and seek
Some other specific, contextual reflections may be helpful, such as:
an informal resolution with the • Does this person hold a position of authority over me?
counsellor/therapist, when feasible
• Does there appear to be a likelihood of aggression?
and appropriate. When an informal
Sabotage?
resolution is not appropriate, legal
or feasible, or is unsuccessful, • Will confrontation negatively affect the workplace
counsellors/therapists report their environment?
concerns to the relevant profes- • Will I be putting myself or another person at risk of
sional body. Counsellors/therapists repercussions?
consider whether there are any
legally mandatory reporting
• Is there a significant risk of harm to self or others?
obligations regarding the conduct • Is there a safer, more effective strategy to address the
of the helping professional to take conduct?
appropriate action.
(See also E4, E5)
Standards of Practice 9

The following guidelines are suggested to assist counsellors/

therapists when they have such concerns:
• When counsellors/therapists hear allegations from
others about the possible unethical conduct of another
counsellor/therapist, they make every effort to encourage
the complainant to take appropriate action with respect to
their concern, and they avoid participating in the spread of
unsubstantiated information. In the case of disclosures about
non-CCPA members or members who belong to more than
one association or regulatory body, counsellors/therapists
inform the complainant of their rights to file a complaint
with that professional’s association(s) or regulatory college(s).
• When counsellors/therapists are informed by clients of the
possible unethical conduct of another counsellor/therapist,
they assist the client in fully evaluating their concern and
with their decision of whether or not to take action. In the
case of disclosures about non-CCPA members, counsellors/
therapists inform the client of their rights to file a complaint
with that professional’s association and/or regulatory
college. In the case of unethical conduct by another
counsellor/therapist who is a member of CCPA, such action
may include contacting the CCPA Ethics Committee –
Complaints Division
• Counsellors/therapists report their own concerns about the
unethical conduct of another counsellor/therapist who is a
member of CCPA directly to the CCPA Ethics Committee –
Complaints Division when they have directly observed the
misconduct and they fail to achieve a satisfactory resolution
of the issue with the counsellor/therapist concerned, or
because the nature of the suspected violation warrants
this direct action. When doing so, they take into account
the limits of jurisdictional law and confidentiality of client
information. Suspected statutory violations, such as child
abuse, must be reported both to the local authorities and to
the CCPA Ethics Committee–Complaints Division. Because
of the differences in provincial and territorial laws, counsel-
lors/therapists need to be aware of which local authority is
most appropriate in their area.
• When counsellors/therapists have direct knowledge that
another counsellor/therapist has committed a serious
ethical violation, they must report it and be prepared to
participate in an ethics hearing, if asked to do so.
The CCPA Ethics Committee–Complaints Division acts only
on written, signed complaints made against counsellors/thera-
pists who are CCPA members. Any individual with reasonable
grounds to suspect that a CCPA member has committed an
10 Standards of Practice

ethical violation may submit such a complaint. If the Ethics

Committee–Complaints Division deems it appropriate to
proceed with an investigation, the CCPA member who is the
subject of the complaint will be informed of the nature of the
details of the complaint and the identity of the individual who
has submitted the complaint.

A9 Supporting Clients When Ethical Concerns Arise

Supporting Clients When Counsellors/therapists act in the best interests of their clients
Ethical Concerns Arise and when they have reasonable grounds to believe their client
has an ethical complaint about the conduct of a CCPA member,
When counsellors/therapists have
reasonable grounds to believe that
they provide the client with a copy of the CCPA Procedures for
a client has an ethical concern or Processing Inquiries and Complaints of an Ethical Nature or
complaint about the conduct of a direct them to the appropriate page on the CCPA website.
CCPA member (including oneself) Clients will have varying degrees of understanding of their role
or members of another profes-
in the ethical complaints procedure. Counsellors/therapists
sional body, counsellors/therapists
inform the client of their rights and
should answer any questions clients might have and explain the
options with respect to addressing procedures and the processes involved for clients so that they
the concerns. When the concern clearly understand. Counsellors/therapists take into considera-
regards a CCPA member, the tion that clients may be particularly vulnerable at this time. Care
counsellor/therapist informs the must be taken to support the actions of the client without influ-
client of the CCPA Procedures for encing the complaint process.
Processing Complaints of Ethical
Violations and how to access these Clients should be informed that a CCPA member may break
procedures. confidentiality to defend themselves to the Ethics Committee–
Complaints Division. Where appropriate, counsellors/therapists
can support clients through the complaints process. Counsellors/
therapists are advised to consider consultation and supervision.

A10 Third Party Reporting

Third Party Reporting When counsellors/therapists are requested by a third party to
When counsellors/therapists are provide a service to an individual, organization, or other entity,
required or expected to share they undertake at the outset to clarify the following:
counselling/therapy information • nature of the role being undertaken (e.g., assessor, expert
with third parties, they ensure witness, therapist, etc);
that details are discussed and
documented with clients as part of
• clarification of details related to each respective role and its
the initial and ongoing informed responsibility;
consent, including the nature of • professional relationship with each party;
information to be shared, with • possible uses of information acquired; and,
whom it will be shared, and when.
Counsellors/therapists determine • any limits to confidentiality.
whether a formal, signed consent Further, the counsellor/therapist ensures that during any and all
for release of information form activities related to informed consent, that there is full transpar-
is warranted. (See also B18, C8,
ency with the client related to the role with the third party and
D5, E2)
any risks/opportunities that result from accepting or rejecting
counsellor/therapist services.
Standards of Practice 11

A11 Sexual Harassment

Sexual Harassment Counsellors/therapists do not condone or engage in sexual
Counsellors/therapists do not
harassment. Sexual harassment includes unwelcome sexual
condone or engage in sexual advances, sexual solicitation, unnecessary touching or patting,
harassment in the workplace, with compromising invitations, the unwelcome telling of sexually
colleagues, students, supervisees, explicit jokes, the display of sexually explicit materials, sugges-
clients, or others. These encounters tive sexual comments and other verbal and physical behaviour
may be verbal, pictorial, written directed towards a person by an individual who knows or ought
comments (including but not
reasonably to know that such behaviour is unwanted, offensive, or
exclusive of texting, messaging,
taking photos, making posts and
contributes to an unpleasant or hostile working environment.
comments on websites, Twitter, Counsellors/therapists are expected to conduct themselves
or other platforms), gestures, according to a high standard of ethical behaviour that prohibits
unwanted sexual images, or
actions such as sexual harassment. When counsellors/therapists
physical contacts of a sexual
are aware of sexual harassment, they act on their responsi-
nature. (See also G11, G12)
bility to address concerns about the ethical conduct of another
professional.

A12 Diversity Responsiveness

Diversity Counsellors/therapists should grow in their understanding of
Responsiveness diversity within Canada’s pluralistic society. This counselling/
therapy competency must receive attention in counsellor/thera-
Counsellors/therapists continually
pist education programs and be part of continuing education
seek to enhance their diversity
awareness, sensitivity, responsive- experiences. Such understanding must be based on knowledge
ness, and competence with respect of diversity and of the ways in which differences based on ways
to their own self-identities and in which ethnicity, language, gender identification, sexual/affec-
those of their clients. They are tional orientation, religion, and so forth, can affect attitudes,
attuned to various effects related values and behaviour.
to diversity and how they may
influence interactions with clients. It is incumbent on counsellors/therapists to continually work
(See also B9, C10, D9, E7, E12, to recognize, understand, and respect the diversity within the
Section I) communities in which they work and in which their clients
reside. They address diversity by taking action against unequal
power relationships and work with clients to locate supports and
A13 resources to enable clients to advocate for themselves and others.
Extension of Ethical
Responsibilities Extension of Ethical Responsibilities
Counselling/therapy services and When counsellors/therapists are employed by or contracted to
products provided by counsellors/ provide services through a third party, they take proactive steps
therapists through classroom to address any ethical or practice-based requirements of the
instruction, public lectures, third party that have the potential to conflict with CCPA’s Code
demonstrations, publications, radio of Ethics and Standards of Practice. When confronted with
and television broadcasts, computer demands from an organization with which they are affiliated or
technology, and other media
from an employer that are in conflict with the CCPA Code of
must meet the appropriate ethical
standards consistent with this Code Ethics, they take steps to clarify the nature of the conflict, assert
of Ethics. (See also I5, I10) their commitment to the Code and, to the extent possible, work
12 Standards of Practice

to resolve the conflict in a manner that will allow adherence to

their Code of Ethics (See also C2).
Counsellors/therapists cooperate in ethics investigations of
complaints made against them and with the appropriate related
proceedings. Failure to cooperate may be considered in itself
an ethical violation. However, mounting an appropriate defense
against an ethical complaint and taking full advantage of the
opportunities afforded in an adjudication process to do so, does
not constitute non-cooperation.

Malpractice is a legal, rather than an ethical term.

A malpractice claim must meet the following conditions:
• Fiduciary relationship established (client-counsellor or client-counsellor-supervisor)
• Counsellor or supervisor conduct does not meet standard of care (breach of standard = negligence)
• Client or supervisee suffers demonstrable harm or injury
• Causal relationship confirmed (proximate cause)
DUTY BREACH  DAMAGE CAUSATION
(Truscott & Crook, 2004)

A14 Professional Will and Client File Directive

Professional Will and A professional will contains the name of the will executor, prefer-
Client File Directive ably a trusted colleague, and all the necessary coordinators so
Counsellors/therapists undertake
that they can be contacted when necessary.
to establish a formal stand-alone The professional will and client file directive should also include
agreement with a qualified practi- information about the following:
tioner to serve as executor whose
• professional liability certificate and the names of any
sole responsibility will be to fulfil
co-workers who should be notified;
any ethical obligations including
the management of client records • clear instructions for location of critical information
should their practice end due to including:
death, or incapacitation such that ■ Work schedule and daily planner;
they are unable to do so.
■ Instructions for access to client records;
■ Instructions for access to supervisor files
(for counsellors/therapists who undertake supervision
duties);
■ Instructions regarding announcement of change in
circumstances via voice mail, newspaper, website, social
media, answering machine, and regulatory college; and,
Standards of Practice 13

• codes and passwords for accessing e-mail and server

accounts and information about pending billing and
expenses.
Counsellors/therapists may choose to include the name of their
professional will executor with appropriate disclosure as part of
their informed consent.
14 Standards of Practice

B. Counselling Relationships
CODE OF ETHICS STANDARDS OF PRACTICE
B1 Primary Responsibility
Primary Responsibility The fact that this ethical article is first in this “counselling rela-
Counsellors/therapists respect tionships” section underscores the need for counsellors/thera-
the integrity and promote the pists to be mindful of their primarily obligation to help clients.
welfare of their clients. They work Counsellors/therapists enter into a collaborative dialogue with
collaboratively with clients to their clients to ensure understanding of counselling/therapy
devise counselling/therapy plans plans intended to address goals that are part of their thera-
consistent with the needs, abilities, peutic alliance. Counsellors/therapists inform their clients of
circumstances, values, cultural, or
the purpose and the nature of any counselling/therapy, evalu-
contextual background of clients.
(See also C1, D2, E1, E4, Section I) ation, training or education service so that clients can exercise
informed choice with respect to participation.
Counselling/therapy plans and progress are reviewed with clients
to determine their continued appropriateness and efficacy.
The counsellors/therapists’ primary responsibility incorporates
most aspects of CCPA’s six ethical principles:
• Beneficence • Nonmaleficence
• Fidelity • Justice
• Autonomy • Societal Interest
B2 Confidentiality
Confidentiality Counsellors/therapists have a fundamental ethical responsibility
Counselling/therapeutic relation-
to take every reasonable precaution to respect and to safeguard
ships and information resulting their clients’ right to confidentiality, and to protect from inappro-
therefrom are kept confidential. priate disclosure, any information generated within the coun-
However, there are the following selling/therapy relationship. This responsibility begins during
exceptions to confidentiality: (i) the initial informed consent process before commencing work
when disclosure is required to with the client, continues after a client’s death, and extends to
prevent clear and imminent danger
disclosing whether or not a particular individual is in fact a client.
to the client or others; (ii) when
levels of jurisprudence demand This general requirement for counsellors/therapists to keep all
that confidential material be information confidential is not absolute since disclosure may be
revealed; (iii) when a child is in required in any of the following circumstances:
need of protection; (iv) persons
with diminished capacity, and as • there is an imminent danger to an identifiable third party or
otherwise mandated by municipal, to self;
provincial/territorial, and federal • when a counsellor/therapist has reasonable cause to suspect
law. (See also B4, B6, B13, D2, C5, abuse or neglect of a child;
D5, D8, E10, G7, H1, H4, H6)
• when a disclosure is ordered by a court;
• when a client requests disclosure; or,
• when a client files a complaint or claims professional
liability by the counsellor/therapist in a lawsuit.
Standards of Practice 15

Counsellors/therapists should discuss confidentiality with their

clients and any third party payers prior to beginning counsel-
ling/therapy and discuss limits throughout the counselling/
therapeutic process with clients, as necessary. This includes
clients who are mandated or are incarcerated. They also inform
clients of the limits of confidentiality and inform them of any
foreseeable circumstances in which information may have to be
disclosed. These limits include informing clients that de-identi-
fied information may be shared with their supervisor or with a
consultant.

Confidentiality has a Long History

Whatsoever things I see or hear concerning the life of men, in my attendance on the sick or even apart therefrom,
which ought not to be noised abroad, I will keep silence thereon, counting such things to be as sacred secrets.
(Hippocratic Oath)

Administrative assistants, supervisees, treatment teams, and all

others who work with a counsellor/therapist have a responsibility
similar to that of the counsellor/therapist with respect to confi-
dentiality. Counsellors/therapists must take all necessary steps to
guarantee that client confidentiality is respected and maintained
by others with whom they work and consult.
People are more likely to know each other in small communities
and the counsellor/therapist is more likely to meet up with clients
in non-professional situations. Practitioners in small communi-
ties protect private knowledge, and ensure confidentiality in the
face of intricate social networks and lines of communication that
lead to the availability of informally-gained knowledge.
Counsellors/therapists need to be mindful of culturally appro-
priate actions that relate to confidentiality when working in rural,
remote, northern, and linguistic/cultural enclaves in urban centres.
Mandated and incarcerated clients retain their autonomy and can
refuse services. Counsellors/therapists have the same responsi-
bilities for such clients regarding confidentiality and informed
consent. Counsellors/therapists must ensure that the client,
whether mandated or not and whether incarcerated or not,
understands all reporting requirements, any information that
will be shared and with whom, and the consequences if they do
not take part in counselling/therapy.

Confidentiality belongs to the client, not the counsellor.

16 Standards of Practice

Children and Confidentiality

Counsellors/therapists who work with children have the difficult
task of protecting the minor’s right to privacy while at the same
time respecting the parent’s or guardian’s right to information.
Counsellors/therapists can be assisted in such dilemmas by the
following considerations:
• Parents and guardians do not have an absolute right to know
all the details of their child’s counselling/therapy, but rather,
each request should be evaluated on a ‘need to know’ basis.
• Each school, as well as other work environments, which
provides counselling/therapy services to children, should
establish a protocol that should involve counsellors/thera-
pists and other appropriate persons in adjudicating parental
or guardian requests for information about their child’s
counselling/therapy information.
• As a child grows and matures, the parent’s right to know
will diminish and may even terminate when the child
achieves the capacity and sufficient understanding to give
informed consent.
• Counsellors/therapists who work with children should
be particularly familiar with and guided by the statutory
requirements within the province/territory2 in which
they work regarding disclosure of confidential informa-
tion related to children. This includes being informed of
emerging ethical and legal obligations and attitudes with
respect to the privacy rights of children.
When counsellors/therapists believe that a disclosure of a child’s
counselling/therapy information is not in the child’s best inter-
ests, the following actions may be helpful:
• Invoke the protocol established within the workplace for
addressing such information requests.
• Discuss the parental/guardian request for information
with the child and determine their attitude with respect
to disclosure.
• Explain to the parents/guardians the merits of respecting
their child’s desire for privacy if the child is not willing
to disclose.
• Conduct a joint meeting between the child and parents/
guardians, managed by the counsellor/therapist.
• Disclose information only after the client has been
informed, and limit disclosure to the information requested.

2 As First Nations, Inuit, and Métis communities establish their own laws, including them will become more relevant in the work
of counsellors/therapists. For example, there are territories and nations in BC and Quebec that have capacity to establish law
pertaining to social services.
Standards of Practice 17

• In some cases, such as cases of suspected abuse, counsel-

lors/therapists are legally compelled to deny parental
requests for informational disclosure. When faced with
such situations, it may be advisable for counsellors/
therapists to seek legal advice. In exceptional circumstances,
they also may need to be prepared to defend in court or in a
similar formal proceeding their decision not to comply with
parental/guardian petitions. (see also B4, B5).

In Canada, judges typically apply the Wigmore conditions in determining if confidentially obtained
information should be disclosed during a legal proceeding. These are:
• Did the communication originate within a confidential relationship?
• Is the element of confidence essential to the full and satisfactory maintenance of the relationship?
• Is the relationship one which the community believes should be actively and constantly fostered?
• Will injury done to the relationship by disclosure be of greater consequence than the benefit gained
to the legal proceedings by disclosure?
(Cotton, n.d.)

B3 Duty to Warn
Duty to Warn Counsellors/therapists have a duty to use reasonable care when
When counsellors/therapists
they become aware of their client’s intention or potential to place
become aware of the intention others in clear and imminent danger. In these circumstances, they
or potential of clients to place give threatened persons such warnings as are essential to avert
others in clear and imminent foreseeable dangers.
danger, they use reasonable care
Under this ethical obligation, counsellors/therapists should take
to give threatened persons such
warnings as are essential to avert protective action when clients pose a danger to themselves or to
foreseeable dangers. In cases in others. Whereas ‘duty to warn’ most often refers to harm to others,
which it may not be appropriate or counsellors/therapists in Canada typically extend this standard to
safe for counsellors/therapists to include ‘harm to self ’. Once counsellors/therapists have reasonable
intervene directly to give warnings grounds to believe that there is such imminent danger, they use the
to threatened persons, they
least intrusive steps to prevent harm.
take appropriate steps to inform
authorities to take action. When dealing with clients who may harm themselves or others,
counsellors/therapists are guided by the following actions:
• Empower clients to take steps to minimize or eliminate the
risk of harm.
• Use the least intrusive interventions necessary to fulfill the
ethical responsibilities associated with the duty to warn.
• Seek collegial consultation, and when necessary, obtain
legal assistance.
18 Standards of Practice

With respect to suicidal clients, counsellors/therapists’ interven-

tions may include such steps as:
• considering the potential advantages/disadvantages of
negotiating safety plans with those evaluated to be at low risk;
• disclosing to significant others in the clients’ life;
• suicide watch in institutional environments;
• suicide watch in Indigenous communities; or,
• voluntary or involuntary hospitalization.
When counsellors/therapists believe that their clients will harm an
identifiable person, they should take steps to warn the individual
of the potential danger. Depending on the particular circum-
stances, counsellors/therapists may be justified in taking any
number of steps, including:
• ensuring vigilance by a client’s family member;
• reporting to the police, Indigenous community health
centre or nursing station; or,
• advising voluntary or involuntary hospitalization.
Counsellors/therapists should consult with colleagues when
making such decisions and may need to seek legal assistance.
Counsellors/therapists may be justified in breaching confidence
with clients diagnosed with communicable diseases of public
health significance (as defined by the federal government)
when the client’s behaviour is putting others at serious risk.
Counsellors/therapists adhere to governmental directives related
to communicable diseases (regardless of whether the disease has
been designated as a public health significance by the federal
government). However, counsellors/therapists should make
every effort to encourage such clients to take responsibility for
informing their contacts of associated risks. With the client’s
informed permission, counsellors/therapists contact the client’s
physician, and seek the consultative assistance of a supervisor or
another counsellor/therapist. Legal assistance may be needed.

“The protective privilege ends when the public peril begins.”

(Tarasoff v. Regents of the University of California, 1974)

Client’s Rights and Informed Consent

Informed consent is essential to counsellors/therapists’ respect for
the clients’ rights to self-determination. Consent must be given
voluntarily, knowingly, and intelligently. Counsellors/therapists
must provide to clients a rationale for potential treatments and
procedures in easily understood terms. Any intervention offered
Standards of Practice 19

B4 to a client should be grounded in an established theory or have a

Client’s Rights and supporting research base.
Informed Consent Voluntarily means that consent to participate in counselling/
When counselling/therapy is therapy, assessment, research or any other professional services
initiated, and throughout the provided by counsellors/therapists must be given freely without
counselling/therapy process as pressure, coercion, or without powerful incentives to do so.
necessary, counsellors/therapists
inform clients of the purposes,
Knowingly means that counsellors/therapists fully disclose
goals, techniques, procedures, limi- relevant information to clients so that they are briefed as to what
tations, potential risks and benefits it is they are being asked to give their consent. This includes
of services to be performed, and disclosing the type of information which may have to be reported
other such pertinent information to a third party and the limits to confidentiality (e.g., require-
that supports the informed ments of public health laws, warrants, and subpoenas) and
decision making process.
checking the client’s understanding through discussion, clarifica-
Counsellors/therapists make tion, and opportunities to ask questions. Information must be
sure that clients understand the given to clients in a manner which is sensitive to their cultural
implications of diagnosis, fees and linguistic needs.
and fee collection arrangements,
record-keeping, and limits of
Intelligently means that clients have the ability to comprehend the
confidentiality. Clients have conditions for consent sufficiently to make an informed decision.
the right to collaborate in the Counsellors/therapists should not equate silence with consent.
development and evolution of the
Counsellors/therapists should respect the right of a client to
counselling/therapy plan. Clients
have the right to seek a second
change his or her mind and to withdraw informed consent.
opinion or consultation, to refuse Counsellors/therapists should respect a client’s expressed desire
any recommended services, and to to consult others with respect to informed consent decisions.
be advised of the consequences of
such refusal. (See also B2, B5, B8, If a written consent form is not appropriate because of consid-
B15, B18, C2, D3, D4, E2, G10, H1, erations relating to culture, literacy, disability, or for any other
H2, H3, H4) legitimate reason, counsellors/therapists should record the oral
or expressed response to the informed consent process and docu-
ment the reasons for it not being written. The use of an electronic
signature or other expressed response to informed consent when
undertaking counselling/psychotherapy using electronic or other
technologies is acknowledged as a legitimate means of obtaining
consent (see Section K).

Touch in Counselling/Therapy
Counsellors/therapists should always be thoughtfully aware of
any boundary crossings in their counselling/therapy and be alert
to their potential for both client benefit and harm. Such vigilance
is particularly required when there is physical contact between a
counsellor/therapist and client.
Although human touch can be a normalizing and nurturing
experience, during counselling/therapy it must be considered
with attention to the counsellor/therapist’s intentions, the client’s
20 Standards of Practice

perspective, power differentials, and such factors as age and

gender differences, and the client’s cultural and personal experi-
ences with touch.
The following guidelines may assist counsellors/therapists in
viewing touch from a therapeutic and client perspectives:
• What is the potentially positive role that touch might play
in my relationship with this client?
• What are the potential risks?
• What is my motivation for physical contact with this client?
Is it to meet my client’s needs or my own?
• Will this client experience touching as therapeutic,
non-erotic, non-invasive contact?
• Do I understand the client’s personal history sufficiently
to risk touching at this time? Touching, at least at an early
stage in counselling/therapy, is contraindicated for clients
who have been sexually abused or who have experienced
inappropriate uses of power through touch.
• What if this client misinterprets the intention of my
B5 touching? How and when will I raise it with my client in a
timely way?
Children and Persons with
Diminished Capacity When touch is integral to any therapeutic approach or technique,
clients are briefed on its nature and intended purpose prior to
When working with children
and/or persons with diminished
the therapeutic touch and given appropriate control over it,
capacity, counsellors/therapists including the right to decline the therapeutic approach.
conduct the informed consent
process with those who are Children and Persons with Diminished Capacity
legally entitled to offer consent It is possible that adults with developmental disabilities, critical
on the client’s behalf, typically illnesses, serious injury, or other disabling conditions may be
parents or others appointed as
declared by a court to be legally incompetent. Each province/
legal guardians. Counsellors/
therapists also seek the client’s
territory has legislation that outlines the conditions and proce-
assent to the proposed services dures for such a determination. When working with individuals
or involvement, proportionate who have been declared incompetent, counsellors/therapists
with the client’s capacity to do so. should seek informed consent from legal guardians.
Counsellors/therapists understand
that the parental or guardian right
The parents and guardians of younger children have the legal
to consent on behalf of children authority to give consent on their behalf. However, the parental
diminishes commensurate with the right to give consent diminishes and may even terminate as the
child’s growing capacity to provide child grows older and acquires sufficient understanding and
informed consent. These dual intelligence to fully comprehend the conditions for informed
processes of obtaining parental/ consent. Counsellors/therapists should be vigilant to keep
guardian informed consent and
themselves informed of their statutory obligations with respect
client assent apply to assessment,
counselling/therapy, research
to the rights of children, including their right to privacy and self-
participation, and other profes- determination commensurate with their ability and with regard
sional activities. (See also B4, D4) to their best interests.
Standards of Practice 21

Mature Minor
However, there is a sufficient body of common law in Canada which is fairly clear in stating that regardless of age,
a minor is capable of consenting or refusing consent to medical treatment if he or she is able to appreciate the
nature and purpose of the treatment and the consequences of giving or refusing consent.
(Noel, Browne, Hoegg, & Boone, 2002, p. 139)

A third party, such as a Court may, by court order, require clients

to receive counselling/therapy and/or to be assessed by a coun-
sellor/therapist. Under such circumstances, counsellors/thera-
pists should clarify their obligations, inform clients of the type of
information expected by the third party, and identify the conse-
quences, if any, of non-compliance.
Counsellors/therapists have an ethical responsibility to create
and maintain client records. This duty is essential to the mainte-
nance of an appropriate standard of care.
Counsellors/therapists should ensure clarity at the onset of
employment regarding who is the guardian of client records,
particularly after the counsellor/therapist’s employment ends
with the employer. As part of ongoing informed consent, they
must disclose to the person receiving services the purpose
of maintaining the records and who is the decision-maker
regarding the ownership, control, access, and possession of
the data.
Counsellors/therapists shall maintain counselling/therapy
records with not less than the following information:
• basic information
- name, address, telephone number of client(s)
- name and phone number of person to contact in case of
emergency
- name of referring agent/agency;
• record of each professional contact
- date of contact, length, name(s) of all present
- counselling/therapy information sufficient to keep track of
counselling/therapy issues and progress, correspondence,
reports, third party information, informed consent forms;
• record of consultations regarding clients, including
electronic consultations, telephone calls, text messages,
e-mails; and,
• fees charged, if any.
22 Standards of Practice

B6 Maintenance of Records
Maintenance of Records Counsellors/therapists shall maintain a written policy with
Counsellors/therapists maintain
respect to electronic communication with clients. This policy
records with sufficient detail and must be shared with clients as part of an informed consent
clarity to track the nature and process. (See H2)
sequence of professional services
Counsellors/therapists do not leave records on their desks,
rendered. They ensure that the
content and style are consistent
computer screens, in computer files, or in any area or medium
with any legal, regulatory, agency, where they can be read by others without appropriate permission
or institutional requirements. to do so.
Counsellors/therapists secure the
Record keeping in schools is typically regulated by the poli-
safety of such records and create,
maintain, transfer, and dispose of
cies of school boards and centres for education. These policies
them in a manner compliant with may derive from provincial/territorial ministries of education
the requirements of confidentiality and may have been developed to conform to the requirements
and the other articles of this of provincial freedom of information and privacy laws, and
Code of Ethics. (See also B2, B18, personal health information acts. Counselling/therapy notes
H1, H2) should not be kept in a student’s school record and should be
maintained in a secure file in the counsellor/therapist’s office.
However, some information acquired by counsellors/therapists
such as the results of psychoeducational assessments, may be
placed in the student record when it has been used to inform
programming decisions for the student. It is then presented in a
manner to minimize misunderstandings by others. School coun-
sellors/therapists should work to ensure clear school policies and
procedures on such matters and participate in their formulation
whenever possible.
Counsellors/therapists shall be familiar with any local laws and
workplace policies related to record maintenance, security, and
preservation. They are advised to proactively address any rules
pertaining to the maintenance of records that may conflict with
professional confidentiality standards and ethical conduct. When
there are conflicts between institutional rules and/or workplace
policies and practices and the CCPA Code of Ethics and these
Standards of Practice, counsellors/therapists use their educa-
tion and skills to identify and resolve the relevant concerns
in a manner that conforms both to law and to ethical profes-
sional practice. When necessary, they may contact their provin-
cial counselling/therapy association and/or the CCPA Ethics
Committee – Queries/Education Division for assistance.
Records may be written, recorded, computerized or maintained in
any other medium so long as their utility, confidentiality, security,
and preservation are assured, and they cannot be alterable without
being detected.
Standards of Practice 23

Counsellors/therapists shall ensure the security and preservation

of client records for which they have maintenance responsibility,
and the records of those they supervise, for a period stipulated by
law in their jurisdiction and by protocol of their employer, which-
ever is longest. CCPA’s standard of practice is to retain records for a
period of seven years after the last date of service provided, and for
seven years after the age of majority for children when the stipula-
tion in law and by employment protocol is shorter than this length
of time. Additionally, counsellors/therapists take responsibility for
adhering to any local policy regarding retention of records that
may exceed this time limit.
Counsellors/therapists shall arrange for the secure preservation
and disposition of their counselling/therapy records (in accord-
ance with record retention requirements) in the event of cessation
of their provision of professional services due to retirement, death,
or other reason for departure. In some work environments, there
may be ethically and legally appropriate provisions for the reten-
tion and disposal of records. In private practice, records may be
transferred to another counsellor/therapist and clients appropri-
ately notified, or clients may take possession of their records.
When counsellors/therapists dispose of records, they do so in
a manner that preserves confidentiality and that follows any
local regulation or policy. However, counsellors/therapists never
destroy records or counselling/therapy notes after they receive
a subpoena or have reason to expect receiving one. This action
could be judged to be an obstruction of justice and it could result
in being held in contempt of court.
Counsellors/therapists keep information contained in counselling/
therapy records confidential, but they never keep secret records.
Counsellors/therapists countersign notes only when required
to do so by policy or regulation. When counsellors/therapists
merely review another person’s note, the co-signatory’s entry
should read: “John Smith’s student counsellor/therapist entry
reviewed by Jane Doe”.
Counsellors/therapists should only co-sign notes without addi-
tional explanation if they have fully participated in the activity
being reported.
Counsellors/therapists working with a multi-disciplinary team,
where a common recording system is used, always exercise
appropriate caution when placing information in such records.
They take steps to ensure that colleagues of other disciplines
understand their reports and recommendations. In particular,
24 Standards of Practice

if there is a risk that professional observations, test scores and

other personal information might be misunderstood, poten-
tially causing harm to clients, then such information should not
be entered in the common record. Also, counsellors/therapists
participate in such collaborative record keeping only when they
are assured that the standards of confidentiality, security, and
preservation are maintained.
Administrative assistants, supervisees, and all others who work
with a counsellor/therapist’s confidential records have a respon-
sibility similar to that of the counsellor/therapist with respect to
confidentiality. Counsellors/therapists must take all necessary
steps to guarantee that client confidentiality is respected and
maintained by others with whom they work and consult.
Some guidelines for record keeping for counsellors/therapists
include:
• record information in an objective, factual manner;
• include only information directly relevant to client care,
treatment and planning;
• identify clearly personal impressions, observations, and
hypotheses as their view;
• note and sign any subsequent alterations or additions,
leaving the original entry legible and intact. Never erase,
delete, use whiteout, or otherwise expunge entries. In
the event that a client wishes a portion of the record to
be expunged, the counsellor/therapist negotiates with
the client to obtain an acceptable manner to record the
required information;
• record information at the time service is provided;
• make their own entries for the services they provide;
• be brief but remember that brevity must contain substance;
• describe behaviour, avoiding the use of undefined and/or
unnecessary adjectives;
• record information sufficient to support continuity of
counselling/therapy service;
• record information to enhance counselling/therapy and not
as a process of ‘gathering evidence’; and,
• do not enter notes in a record for another person.

The right of the accused to make a full answer and defense is a core principle of fundamental justice, but it
does not automatically entitle the accused to gain access to information contained in the private records of
complainants and witnesses...
(R. v. Mills, Supreme Court of Canada, 1999)
Standards of Practice 25

B7 Access to Records
Access to Records Clients normally have a right of full access to their counsel-
ling/therapy records. However, the counsellor/therapist has the
Counsellors/therapists understand
that clients have a right of access
responsibility to ensure that any such access is managed in a
to their counselling/therapy timely and orderly manner, including the disposition of records
records, and that disclosure to when they cease practice or leave a place of employment.
others of information from these Whenever possible, counsellors/therapists should retain the
records only occurs with the original counselling/therapy records but, on request, clients and
written consent of the client and/ others with informed consent, should receive a good quality copy
or when required by law. (See also
of the relevant content.
B4, H1)
If records are disclosed, any third-party information (e.g., iden-
tification of spouse, friend, combatant) should be withheld,
unless prior permission has been granted, or until informed
consent has been obtained directly from those sources. In some
circumstances, such as when a counsellor/therapist is impaired
or deceased, this may require consent from a legally appointed
guardian. Also, in the absence of informal consent, a warrant will
be necessary to grant access to a third party.
Parents or other legal guardians have a right of access, upon
formal request, to their minor child’s counselling/therapy record.
However, this is not an absolute right and any such request
should be managed on a ‘need to know’ basis and on a judg-
ment as to what is in the best interest of the child considering
the nature of the information, the age of the minor, any custo-
dial access stipulations, and their capacity to give informed
consent, since access may be challenged under the mature
minor provision.
School counsellors/therapists should make every effort to
ensure that there is a school-based procedure in place to adju-
dicate any requests from parents or guardians for access to
counselling records.

UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD

“Evolving capacities” recognizes children as active agents in their own lives, entitled to be listened to, respected
and granted increasing autonomy in the exercise of rights, while also being entitled to protection in accordance
with their relative immaturity and youth.
(G. Lansdown, 2005, p. ix)
26 Standards of Practice

There may be the following exceptions to clients’ full access to

their records:
• when access to the information could be harmful to the
client. For example, should the client’s mental status be such
that there is significant doubt about the client’s ability to
handle the full disclosure; and/or,
• when some third party information may not be shared.
In any case, counsellors/therapists should be aware that any
denial of a valid request for disclosure may be challenged and
ultimately adjudicated in court and/or by an arbitrator whose
authority could be established under a provincial freedom of
information and privacy legislation.

The natural impulse to cooperate with law enforcement officials must be resisted. The primary response to a law
enforcement officer’s request for health information should be ‘show me your warrant’; generally law enforcement
officials are not entitled to any health information without a warrant issued by a justice….
(W. Reake, University of Alberta, Faculty of Law, 2000)

B8 Multiple Relationships3
Multiple Multiple relationships exist when counsellors/therapists, simul-
Relationships taneously or sequentially, have one or more relationships with
a client additional to the counselling/therapy relationship.
Multiple relationships are avoided
unless justified by the nature of Counsellors/therapists recognize that such multiple relation-
the activity, limited by time and ships have the potential to negatively affect their objectivity and
context, and entered into with the to compromise the quality of their professional services. They
informed consent of the parties understand that this potential for harm increases as the expec-
involved after assessment of tations for these multiple roles diverge. The power and status
the rationale, risks, benefits, and differential between the counsellor/therapist and client can be
alternative options.
affected when multiple relationships exist.
Counsellors/therapists make every Counsellors/therapists, whenever possible, avoid entering into
effort to avoid or address and
social, financial, business, or other relationships with current
carefully manage multiple relation-
ships with clients that could
or former clients that are likely to place the counsellor/therapist
impair objectivity and professional and/or client in a conflict of interest and/or compromise the
judgment and increase the risk counselling/therapy relationship. This includes relationships
of exploitation or harm. When via social media, such as “friending”, “following”, or “linking”
multiple relationships cannot be via various electronic messaging platforms. Personal profiles on
avoided, counsellors/therapists social media should be kept separate from professional profiles.
take appropriate professional
precautions such as role clarifica- Counsellors/therapists make every effort to avoid entering into
tion, ongoing informed consent, counselling/therapy relationships with individuals with whom
consultation and/or supervision,
and thorough documentation. (See
3 In previous literature, multiple relationships have been referred to as “dual
also B4, E7, F5, G4, G6, I5, I8, I9) relationships”. In this publication, acknowledgement is made that the term
“multiple relationships” encompasses two or more roles.
Standards of Practice 27

they have had a previous relationship which could impair

professional judgement or have the inherent potential for
client exploitation.
Counsellors/therapists do not use information obtained from
social media sources, the counselling/therapy process, or their
relationship with clients, to obtain advantage or material benefits.
Nor do counsellors/therapists behave in any way which would be
an exploitation of clients.
Counsellors/therapists should avoid accepting gifts of more
than token value from their clients and do not influence their
clients to make contributions to organizations or causes in
which the counsellor/therapist may have a personal interest. It
should be noted that in some Indigenous and other communi-
ties, gifting is an important cultural attribute. Denying a gift
impacts the relationship and could be seen an expression of
power over and/or judgment of the gift giver. Further, some
people see gifting as part of the process where the gifting
is directly related to an expression of their commitment to
change. Counsellors/therapists are advised to consider contex-
tual factors when considering gifts.
In rural communities and other settings such as closed commu-
nities or remote, northern, and isolated areas, it may be diffi-
cult, unreasonable, or even impossible for counsellors/thera-
pists to avoid social or other non-counselling/therapy contact
with clients, students, supervisees, or research participants.
Counsellors/therapists should manage such circumstances with
care to avoid confusion on behalf of such individuals and to
avoid conflicts of interest.
Lack of anonymity requires rural counsellors/therapists to
think carefully as they develop new social networks. Boundary
management is a challenge in small communities as multiple
relationships are inevitable. Practitioners discuss these overlap-
ping relationships in session; ignoring multiple relationships, or
not addressing the possibility of overlapping relationships, can
lead to a fracture in the client relationship. A nuance of this same
caveat applies to counsellors/therapists living and working in
northern and remote areas of Canada, and counsellors/therapists
who live and work within unique cultural and linguistic groups
that have formed enclaves in urban centres.
As a routine, counsellors/therapists should discuss with their
clients the manner in which they intend to respond to them should
they meet outside their counselling/therapy workplace, and their
intention to avoid behaviour in such circumstances that could have
28 Standards of Practice

the potential to embarrass clients or inadvertently call attention to

their status as a client and/or to their counselling/therapy issues.
When a counsellor/therapist becomes aware that a multiple rela-
tionship exists with a client, or when a conflict of interest occurs,
the counsellor/therapist shall take steps to resolve the situation in
the best interest of the client and in a manner consistent with the
ethical principles of the CCPA Code Ethics.
When counsellors/therapists become aware that they may be
expected or required to perform potentially conflicting roles,
such as when one person involved in group, marital, relationship,
couples, or family counselling/therapy seeks private time with
the counsellor/therapist, and/or when an anticipated request to
be a court witness compromises counselling/therapy, then the
counsellor/therapist undertakes to clarify roles, including with-
drawing from roles when appropriate.
When counsellors/therapists work with individuals who have
a relationship with each other, such as parents and children, or
adult partners, they take initiative to identify who the clients
are and the expected roles for the relationship with each and
clarify the expected use of any information that may be gener-
ated (see B13).
Counsellors/therapists should consult when they are uncertain
about the appropriateness of multiple relationships with a client.
They should remember that if such a relationship is justified that
it should, if it were to become necessary, stand up to the scrutiny
of peer review.
B9
Respecting Inclusivity, Respecting Inclusivity, Diversity, Difference, and Inter-
Diversity, Difference and sectionality
Intersectionality Counsellors/therapists strive to deepen their understanding of
Counsellors/therapists actively
their own worldview and to appreciate how their cultural and
invest in the continued develop- other life experiences have influenced their values, beliefs and
ment and refinement of their behaviours, including any stereotypical and prejudicial atti-
awareness, sensitivity, and tudes. Additionally, counsellors/therapists strive to recognize
competence with respect to the intersection of their own worldview with that of their clients’
diversity (between groups) and worldviews and potential effects that could be positive, neutral,
difference (within groups). They
or negative to the counselling/therapy process.
seek awareness and understanding
of client identities, identification, Counsellors/therapists engage in education, training, and other
and historical and current contexts. learning experiences that will augment their competencies in
Counsellors/therapists demon- working with clients of diverse backgrounds. As they actively
strate respect for client diversity
seek to broaden their diversity perspectives and to consider other
and difference and do not condone
or engage in discrimination. worldviews, they also aim to refrain from imposing their own
(See also C10, E6, E12, Section I) values. Counsellors/therapists consider how clients’ diversity
Standards of Practice 29

contexts shape their concerns and inform potential interventions.

They are attentive to the effects of systemic racism, historical
trauma, and both overt and covert discrimination.
Counsellors/therapists strive to understand how such factors
as gender identity/expression, ethnicity, culture, and socio-
economic circumstances may influence personal development,
career choices, help-seeking behaviours, and attitudes and beliefs
about mental health problems and help-intended interventions.
Counsellors/therapists strive to understand and respect the
helping practices of Indigenous peoples and the help-giving
systems and resources of minority communities.
Counsellors/therapists are aware of the barriers that may hinder
members of Indigenous and minority groups from seeking or
gaining access to mental health services.
Counsellors/therapists are sensitive to and acknowledge their
clients’ religious and spiritual beliefs and they incorporate such
beliefs into their counselling/therapy discourse with clients.
Counsellors/therapists are aware of and sensitive to cultural
biases that may be inherent in certain assessment tools and
procedures and particularly those associated with certain coun-
selling/therapy practices.
The geopolitical location of their practice may require counsel-
lors/therapists to devote additional time and effort to increasing
their knowledge in order to respond appropriately to the
particular needs of their clientele.

B10 Consulting with Other Professionals

Consulting with Other Counsellors/therapists make an effort to consult only with
Professionals professionals they believe to be knowledgeable and trustworthy.
Counsellors/therapists may consult When consulting regarding any of their clients, counsellors/
with other professionals about therapists protect their client’s identity, if possible, and limit the
their work with clients. Consulta- sharing of information only to the degree necessary to facilitate
tion is to be undertaken in a the consultation.
de-identified manner unless clients
have offered consent in writing When counsellors/therapists have to disclose the identity of a
to have their identity revealed. client about whom they are consulting, they obtain from the
Counsellors/therapists exercise client written and time-limited informed consent.
care in choosing professional
consultants to avoid any conflict of Counsellors/therapists avoid consulting with one another about a
interest. (See also A4, E2, Section client if they have reason to believe or to suspect that the person
F, Section I) may have a prior or current relationship to the client, either
directly or indirectly, such that disclosing the client’s identity will
place that other person in a conflict of interest or in a problem-
atic dual relationship.
30 Standards of Practice

When counsellors/therapists consult in the interests of their

clients, they remain accountable for any decisions they may take
based on such consultations.

B11 Relationships with Former Clients

Relationships with When clients end their counselling/therapy sessions, counsel-
Former Clients lors/therapists remain accountable for ensuring that any future
Counsellors/therapists remain
non-counselling/therapy relationship, including friendship,
accountable for any relationships social, financial, or business, are free of any power differentials or
established with former clients. other encumbrances. Counsellors/therapists are cautious when
Relationships could include, entering any such relationship with former clients and assess
but are not limited to, those of whether or not the issues and relational dynamics present during
a social, financial, business, or the counselling/therapy have been fully resolved and properly
supervisory nature. Counsellors/
terminated. They are mindful of and appropriately address any
therapists are thoughtful and
thorough in their consideration
power differentials that may arise. Counsellors/therapists also
of potential post-counselling/ consider the potential ethical actions required should future
therapy relationships. Counsellors/ counselling/therapy be required for the former client.
therapists seek consultation and/
Counsellors/therapists do not use knowledge from a prior
or supervision on such decisions.
Relational accountability also
counselling/therapy relationship to re-establish contact, and
applies to electronic interactions intentions for a post-termination relationship must not originate
and relationships. (See also B12) in the counselling/therapy relationship. Counsellors/therapists
should always seek consultation on such a matter and have
the burden to ensure the ethical appropriateness of any such
relationships.

B12 Sexual Contact with Clients

Sexual Contact CCPA and all allied professional organizations, have an ethical
prohibition against sexual involvement with clients. Sexualizing
Counsellors/therapists avoid any
the counsellor/therapist-client relationship is always inap-
type of sexual contact with clients
and they do not counsel persons propriate regardless of the client’s behaviour, or any counsel-
with whom they have or have had ling/therapy ideology or personal belief system that might be
a sexual or intimate relationship. invoked to justify such behaviour. This prohibition also means
Counsellors/therapists do not that counsellors/therapists refrain from counselling/providing
engage in sexual contact with therapy to individuals with whom they have been sexually
former clients within a minimum
intimate, and it extends to former clients unless certain specific
of three years after terminating
the counselling/therapeutic
conditions are met.
relationship. Counsellors/therapists are prohibited from being sexually
If the client is clearly vulnerable, by intimate with former clients even after the three-year period
reason of emotional or cognitive following counselling/therapy termination unless:
disorder, to exploitative influence
• counselling/therapeutic contact was brief and
by the counsellor/therapist, this
prohibition is not limited to the
non-intensive;
three-year period but extends • the client is not vulnerable to exploitation by virtue of their
indefinitely. Counsellors/therapists, mental health status;
Standards of Practice 31

in all such circumstances, clearly • no knowledge is used from the counselling/therapy experi-
bear the burden to ensure that no ence with the client to re-establish contact; and,
such exploitative influence has
• the possibility of a post-termination relationship did not
occurred and seek documented
consultation for an objective
originate in the counselling/therapy relationship.
determination of the client’s ability Counsellors/therapists who establish intimate relationships with
to freely enter a relationship former clients three years after counselling/therapy termination
or have sexual contact without have the responsibility to demonstrate that there was no exploita-
impediment. The consultation tion and no advantage taken because of the prior counselling/
must be with a professional with
no conflict of interest with the
therapy relationship. In such circumstances, counsellors/thera-
client or the counsellor/therapist. pists should always seek consultation and have the burden to
This prohibition also applies ensure that no such exploitation influences occur.
to electronic interactions and Counsellors/therapists understand that a client’s response to
relationships. (See also A11, B12,
G11, G12)
touch and references to sexual issues can be influenced by
gender, cultural and religious background, and personal sexual
history, including any traumatic sexual experiences.
The following guidelines assist counsellors/therapists in avoiding
boundary violations with respect to intimate and sexual matters
in their counselling/therapy:
• Be vigilant about setting and maintaining counsellor/
therapist-client boundaries in counselling/therapy.
• Seek out consultation or supervision whenever a sexual
attraction to a client is likely to interfere with maintaining
professional conduct.
• Avoid making sexualized comments about a client’s appear-
ance or physical attributes.
• Be alert and sensitive to client differences and vulnerabili-
ties with respect to their sexuality.
• Avoid exploring client sexual history or sexual experiences
unless it is germane to the goals of counselling/therapy for
the client.
• Avoid disclosures about the counsellor/therapist’s sexual
experiences, problems, or fantasies.
• Respond to any seductive or sexualized behaviour on behalf
of clients in a professional manner consistent with the goals
of counselling/therapy and seek consultation or supervision
when needed.

Boundary violations are acts that breach the core intent of the professional-client association. They happen when
professionals exploit the relationship to meet personal needs rather than client needs. Changing that fundamental
principle undoes the covenant, altering the ethos of care that obliges professionals to place clients’ concerns first.
In fact, all of the boundaries in a professional-client relationship exist in order to protect this core understanding.
(Peterson, 1992, p. 75)
32 Standards of Practice

B13 Multiple Clients: Couple, Family, and

Multiple Clients Group Counselling/Therapy
When counsellors/therapists agree Counsellors/therapists realize the unique ethical challenges
to provide counselling/therapy to associated with multi-persons counselling/therapy, such as with
two or more persons who have a couples, family, and group counselling/therapy. For example,
relationship (such as spouses/life individuals continue to have their own rights and responsibilities,
partners, or parents and children), including their right of access to the counselling/therapy records
counsellors/therapists clarify at generated by these counselling/therapy services.
the outset who the client is and
Clients should understand and consent to the limits on confi-
the nature of the relationship with
dentiality before participating in such services. When clients
each of the other parties. This
clarification includes confidenti-
from group, couples, or family counselling/therapy are seen by
ality limits, risks and benefits, and the counsellor/therapist on an individual basis, apart from joint
what information will be shared, sessions, these sessions should be treated as confidential unless
when, how, and with whom. (See there is consent that communication may be shared with the
also B2, F5, I8, I9) other partner, group, or family members.
When counsellors/therapists begin multi-persons counselling/
therapy, they clarify goals, the nature of the particular type of
counselling/therapy service and address issues of informed
consent and the unique limits on confidentiality. Counsellors/
therapists explain and advocate for the principles and practice of
confidentiality but, in the final analysis, they can only guarantee
their own commitment to it.
When engaged in multi-person counselling/therapy, counsel-
lors/therapists make every effort to avoid or minimize having
private, confidential contact with individuals concurrent
with their membership in couples, family, or group counsel-
ling/therapy. Such efforts can minimize the potential for side
taking, client secret sharing, triangulation and other challenges
associated with individual access to the counsellor/therapist.
Counsellors/therapists must not enter multiple counselling/
therapy relationships where their effectiveness and objectivity
could be compromised.
Counsellors/therapists may decline to accept a client for
couples or family counselling/therapy if the individual
counselling/therapy relationship has progressed to the point
where the counsellor/therapist may be biased or will risk being
seen by others as being so. Counsellors/therapists must remain
particularly aware of potential conflicts of interest, including
impartiality, when working with others who share a close
personal relationship with the client.
Standards of Practice 33

B14 Multiple Helpers

Multiple Helpers Collaboration and consultation with other professionals is often
Counsellors/therapists who, after
needed to best serve the needs of clients. Some common profes-
entering a counselling/therapy sional partners are:
relationship, discover that the • social workers;
client is already engaged in
• child and adolescent treatment workers;
another counselling/therapeutic
relationship, are responsible for • medical personnel;
discussing with the client issues • psychologists;
related to continuing or termi-
• psychiatrists;
nating counselling/therapy. It may
be necessary, with client consent, • parole and probation officers;
to discuss these issues with the • pastors and other religious leaders; and,
other helping professional. (See • school clinical staff (such as speech-language pathologists,
also I9)
rehabilitation specialists, occupational therapists, school
psychologists).
Drawing on the expertise, perspectives, and values of other
professional helpers enhances services for clients and provides
opportunities for “wraparound” service for particularly vulner-
able clients.
As indicated in this ethical article, it is vital that counsellors/
therapists working with the same client discuss issues related to
multiple helpers. When a client has more than one counsellor/
therapist, it is each counsellor/therapist’s responsibility to discuss
B15 this issue with the client and the other helper(s). The helpers
Group Counselling/ may agree to collaborate in the interest of the client with each
Therapy contributing their expertise to address different or comple-
mentary aspects of the client’s needs. If one of the counsellors/
Counsellors/therapists have the
responsibility to screen prospective
therapists does not want another counsellor/therapist working
group members and to engage with a particular client, the client may have to choose with which
them in an informed consent counsellor/therapist to discontinue service.
process prior to the first group
session. This responsibility is espe- Group Work
cially important when group goals In addition to the responsibilities listed in ethical article B15,
focus on self-understanding and
counsellors/therapists who engage in group work must have
growth through self-disclosure.
Counsellors/therapists inform
established competencies in the area (i.e., through training and
clients of group member rights, supervised practice in group work) and, prior to beginning the
issues of confidentiality, and group first session, ensure that all group members understand and
techniques typically used. They agree to additional aspects of group counselling/therapy work.
take reasonable precautions to Counsellors/therapists discuss aspects of group work to:
address potential physical and/or
psychological harm resulting from • clarify the differences between individual counselling/
interaction within the group, both therapy, where the focus is on the individual, and group
during and following the group counselling/therapy, where the focus is on the group
experience. (See also B4) dynamics among group members;
34 Standards of Practice

• explain the responsibility of each group member to accept

differing opinions among group members, and refrain from
abusive or aggressive language or behaviour;
• emphasize that group counselling/therapy at all times
is voluntary;
• explain how confidential information, legal limits to
confidentiality, and different values will be handled in
group work;
• discuss expectations regarding group member socialization
outside of group sessions; and,
B16
• explore, prior to the beginning of group sessions, the typical
Referral feelings of loss experienced by many group members when
Counsellors/therapists determine group sessions conclude.
their ability to be of professional
assistance to clients. They Referral
avoid initiating a counselling/ When counsellors/therapists recognize that the needs of a client
therapy relationship or refer an are beyond their scope of practice or boundaries of competence,
existing client for whom the
they collaboratively undertake a referral process with the client.
counselling/therapy relationship
does not productively pursue
Counsellors/therapists make an effort to become knowledge-
the client’s goals. Counsellors/ able about community resources and to establish and maintain
therapists suggest appropriate relationships with mental health practitioners and other profes-
alternatives, including making sionals in their community sufficient to make informed client
a referral, co-therapy, consulta- referrals when appropriate.
tion, supervision, or additional
resources. Should clients decline When counsellors/therapists pay for, receive monies from, or
the suggested referral, counsel- divide fees with another professional, except in an employer-
lors/therapists are not obligated employee relationship, the remuneration to each person is for
to continue the relationship. (See services rendered (e.g., counselling/therapy, assessment, consul-
also G14) tation) and is never a financial benefit for the referral itself.

B17 Closure of Counselling/Therapy

Closure of Counsellors/therapists must strive to protect the best interests of
Counselling/Therapy clients when services to clients have to be interrupted or prema-
turely terminated.
Counsellors/therapists begin
closure of counselling/therapy rela- Counsellors/therapists anticipate the closure phase in their coun-
tionships, with client agreement selling/therapy relationship and they provide timely opportunities
whenever possible, when (a) the for their clients to deal with the end of counselling/therapy and
goals of counselling/therapy have
associated issues of loss or separation.
been met; (b) the client is no
longer benefiting from counselling/ When counsellors/therapists decide that they have to prematurely
therapy; (c) the client has not end a counselling/therapy relationship, they make every effort to
paid the counselling fees formerly avoid the client feeling abandoned by giving sufficient notice to
discussed, agreed to, and charged;
the client, if at all possible, discussing with the client the reasons
(d) client insurance will not cover
further reimbursement and the
for the decision, assisting with the search for another counsellor/
client is unable or unwilling to therapist, and providing emergency contact information.
Standards of Practice 35

commit to out-of-pocket payment

for service; (e) previously disclosed Because counsellors always anticipate termination as a phase or stage
agency or institutional limits in the counseling relationship, they need to raise and discuss the issue of
do not allow for the provision termination with the client well in advance of the last session. This allows
of further counselling/therapy ample time to plan for the client’s transition to functioning without the
services; or (f) the client or another counselor and to deal with the natural and appropriate issues of separation
person with whom the client has a and loss.
relationship threatens or otherwise (Remley and Herlihy, 2001)
endangers the wellbeing of the
counsellor/therapist. Counsellors/
therapists make reasonable Mandated Clients and Systems Approaches
efforts to facilitate appropriate Issues of confidentiality and limits to privacy are key imperatives
access to alternative counselling/
when counsellors/therapists provide services within systems and/
therapy services when client need
is ongoing and service provision
or with mandated clients. Counsellors/therapist take particular
has ended. and proactive care in clarifying the limits to confidentiality and
undertaking risk/benefit analyses with clients to allow them the
greatest amount of personal autonomy possible within the confines
B18 of the particular mandated context. Counsellors/therapists discuss
Mandated Clients and required limitations to privacy and issues of confidentiality in a
Systems Approaches deliberate, ongoing, and clearly documented manner.
Counsellors/therapists recognize Mandated clients and others within systems of care may be
that there is a heightened particularly vulnerable to exploitation and/or coercion. It is the
fiduciary duty when undertaking responsibility of counsellors/therapists to ensure full profes-
services with mandated clients sional understanding of their own role and function, including
and in systems of care contexts. reporting requirements before proceeding with a mandated
Counsellors/therapists understand
client or working within a system.
the highly probable likelihood
that counselling/therapy notes The right of mandated clients to self-determination and there-
may be shared with third parties fore their right to voluntarily, knowingly, and intelligently
and seek to proactively identify provide informed consent for counselling/therapy services is
systemic expectations surrounding
not diminished by virtue of mandate or system requirements.
such information sharing with
third parties. Clients are fully
It is the responsibility of counsellors/therapists to ensure that
informed and educated throughout when clients consent to services, they note client awareness and
counselling/therapy processes of understanding of the likelihood that counselling/therapy notes
this potential eventuality and the will be shared with third parties, including other practitioners in
consequences thereof. (See also a circle of care and, in the case of detained or incarcerated clients,
A10, B2, B4, B6, B7, C8) persons in authority. The results of this likely sharing of infor-
mation must be discussed and understood within the context of
limits to privacy and informed consent.
Clients must always be given the choice of engaging in counsel-
ling/therapy services and be fully aware of the consequences
of both accepting and refusing services. In cases in which the
mandated client and/or client within a system is not competent
to fully understand the limits to privacy and provide informed
consent, assent must be sought and consent provided on their
behalf by a legally appointed individual.
36 Standards of Practice

C. Assessment and Evaluation

CODE OF ETHICS STANDARDS OF PRACTICE
C1 General Orientation
General Orientation Counsellors/therapists consider and determine the potential
Counsellors/therapists ensure benefits and risks of assessing and evaluating clients using a
that they have received adequate variety of measures on an ongoing basis. They are particularly
and appropriate education and attentive to the nature and purpose of assessment and evaluation
training to regarding the nature tools and their impact on the specific contexts and needs of the
and purpose of assessment and client. When counsellors/therapists include formal assessment
evaluation. They are committed instruments as part of their professional practice, they ensure
to employing assessment and
that their knowledge and training pertaining to the effective and
evaluation measures and strate-
gies that will best serve the needs
appropriate use of assessment and evaluation tools is current and
of individual clients and their directly related to the instruments being used. When counsel-
contexts. (See also A1, B1, E1, H4) lors/therapists are unsure of their foundational knowledge and/
or skills or have limited experience in conducting assessments,
they seek supervision and consultation prior to test administra-
tion. In all cases, the counsellor/therapist seeks to ensure fair,
effective, and appropriate assessment and evaluation processes
that are rooted in the context of the individual client and the
perceived need for additional information to support effective,
professional counselling/therapy.

C2 Informed Consent for Assessment and

Informed Consent Evaluation
for Assessment and Because counsellors/therapists assess and evaluate clients using a
Evaluation variety of measures on an ongoing basis, it is important to engage
Counsellors/therapists inform in informed consent at each stage of process. When counsellors/
clients about the purpose of therapists include formal assessment instruments as part of client
assessment and evaluation in services, they provide information about the purposes of the
counselling/therapy and the assessment prior to test administration. This professional prac-
rationale for proposing specific tice allows clients and counsellors/therapists the opportunity to
approaches and measures. Coun- discuss options freely, to support informed decision making and
sellors/therapists provide sufficient
later, to orient the client to the assessment and evaluation results,
detail to permit informed consent,
including discussion of (a) any
the meaning of which can then be placed in proper perspective
formal measures to be employed, along with other relevant information.
(b) assessment timeline and Counsellors/therapists take this responsibility to inform clients
processes, (c) risks and benefits,
about associated costs (if any), the purpose of any assessment
(d) alternatives, (e) financial costs
(when applicable) and (f) when,
and evaluation procedures, and the meaning of assessment and
how, and with whom the findings evaluation results in a language and at a language level that the
will be shared. (See also B4, E2) client understands. This responsibility includes explanations
related to the length of assessments, the timeframe for receiving
results, and when, how, and with whom the findings may be
Standards of Practice 37

shared. Counsellors/therapists ensure the client is fully aware

of risks, benefits, and alternatives to formal assessment and
evaluation.
It is also important that counsellors/therapists ensure that any
testing used for counselling/therapeutic purposes generates
information which is relevant to assist clients in self-under-
standing, and in making personal, educational, and career deci-
sions. Counsellors/therapists use assessments that are:
• current and appropriate to the setting;
• valid and reliable for the counselling/therapy purpose;
• fair and just, taking into consideration the client’s unique-
ness; and,
• appropriate to the client’s language preference and
competence.
The focus must always be on respecting the rights of clients and
their best interests when they use, interpret, and develop evalua-
tion and assessment instruments and procedures.
Counsellors/therapists share with clients, in client-appropriate
language, the test results and interpretation, and any informa-
tion about the degree of confidence which can be placed in them.
They ensure clients understand the context of results in connec-
tion to other assessment measures such as:
• discussions during counselling/therapy sessions with
the client;
• clinical interviews;
• discussions with family members, employers, teachers and
other informants;
• observational data; and,
• client self-reports.
C3
Assessment and Assessment and Evaluation Competence
Evaluation Counsellors/therapists who administer, interpret, and use the
Competence results of assessment and evaluation instruments and proce-
dures do so only when they have the relevant and appropriate
Counsellors/therapists practice
within the boundaries of their
education, training, and supervised experience. This applies
competence and employ only to all testing, and particularly to projective tests and tests of
those assessment and evaluation personality, neuropsychological functioning, and individual
approaches and measures for tests of intelligence.
which they have verifiable (i.e.,
documented and demonstrable)
Established psychometric and evaluative procedures must be
competence and meet established followed when adapting, developing, distributing, or using evalu-
professional prerequisites and ation and assessment instruments and procedures, particularly
standards. (See also A3, E6) formal assessment measures.
38 Standards of Practice

Counsellors/therapists accept responsibility for conducting formal

mental health status and custody evaluations only when they have
expertise in those areas of evaluation and only when they are
prepared to appear as a witness, should they be required to do so.
When counsellors/therapists provide assessment and evaluation
services to individuals whose differences of age, disabling condi-
tion, language and culture, they ensure their actions are within
their competence to do so by virtue of appropriate education, or
supervised experience.
The strengths and limitations of test results are reported by coun-
sellors/therapists in cases where the validity and reliability of a
test instrument is not established for particular clients (such as
certain minority populations, particular age groups, and specific
linguistic or cultural groups).

C4 Administrative and Supervisory Conditions

Administrative Counsellors/therapists ensure adequate supervision of the
Conditions and administration of tests and other assessment instruments and
Procedures procedures except when they are specially designed and clearly
intended for self-administration.
Counsellors/therapists ensure
that evaluation and assessment They also refrain from using evaluation and assessment instru-
instruments and procedures are ments and procedures, especially formal assessment tools, that
administered and supervised under may reasonably have the potential to produce harmful or invalid
established conditions consistent
results due to situations such as:
with professional standards.
They note any departures from • conditions contrary to the test administration manual
standardized conditions and any requirements;
unusual behaviour or irregularities • a client’s recent exposure to test items;
which may affect the interpreta-
tion of results. Prior to engaging • test anxiety (when the instrument is not designed to detect
in formal and informal assessment anxiety);
processes, counsellors/therapists • stress, injury, or environmental conditions (for which
are attentive and sensitive to the the test is not designed to detect, [e.g., conducting an
client’s contexts including familial, aptitude test following a major accident or recent death of a
communal and cultural identity parent]); or,
and/or membership, to ensure fair
and valid assessment practice. (See • information suggesting test results will be used to violate
also A3, A4, D10, E5, E8) the fundamental rights of the client or others.
Counsellors/therapists permit persons whom they supervise to
use only evaluation and assessment instruments and procedures
for which they are competent, and such persons have a similar
obligation to practice within their area of competence. However,
in training environments, students with the prerequisite prepara-
tion and with close supervision may administer instruments as
part of their progression to full competence.
Standards of Practice 39

Counsellors/therapists avoid multiple relationships when they

agree to conduct independent assessments or evaluations. For
example, counsellors/therapists refrain from conducting custody
evaluations when they have a prior or current relationship with
the children and/or their guardians.

C5 Use of Technology in Assessment and Evaluation

Technology in Counsellors/therapists recognize that their ethical responsibili-
Assessment and ties for counselling/therapy remain intact when using tech-
Evaluation nology, and that there are additional risks associated with the use
of technology in the administration, scoring, interpretation, and
Counsellors/therapists recognize
that their ethical responsibili- evaluation of test instruments.
ties are not altered, nor in any Ultimately, it is the counsellor/therapist who is responsible for
way diminished, by the use of the selection, administration, scoring and interpretation of test
technology for the administra-
instruments, whether or not technology is used. To address the
tion, scoring, and interpretation
of assessment and evaluation unique risks associated with the use of technology, it is important
instruments. Counsellors/therapists that counsellors/therapists:
retain their responsibility for the • ensure clients understand the test requirements, can use
maintenance of the ethical prin- the computer equipment required to complete a computer-
ciples of privacy, confidentiality,
generated test instrument, and have no personal factors that
and responsibility for decisions
regardless of the technology used.
would render such a mode of testing inappropriate;
(See also B2, E8, Section H) • ensure the computer and associated technology are in good
working order;
• supervise clients when a computer-generated test instru-
ment is being used (unless the instrument is specifically
designed as a self-administered test);
• adhere to copyright and other intellectual property
rights when using computer-generated tests, results, and
interpretations;
• inform clients of the process that will be used for scoring
test results;
• obtain appropriate authorization from the client to transmit
information to an automated or external scoring service; and,
• document the source of the results when reporting.
Whenever automated, web-linked, or external test scoring and
interpretation services are used to determine results of a test
instrument, counsellors/therapists only use reputable companies
and programs that ensure client confidentiality and that provide
evidence of valid and reliable scoring and interpretation proce-
dures. Counsellors/therapists also retain responsibility for profes-
sionally assessing the electronic evaluations to detect any results
that seem inadequate or erroneous.
40 Standards of Practice

C6 Appropriateness of Assessment and Evaluation

Appropriateness of Counsellors/therapists should review any available information
Assessment and on the reliability, validity, and the reference group, for any assess-
Evaluation ment instruments or procedures, particularly formal assessment
Counsellors/therapists ensure
tools, as part of determining their appropriateness for use with
that evaluation and assessment an individual or group.
instruments and procedures are Tailored assessment and evaluation plans that are developed by
valid, reliable, and appropriate
counsellors/therapists to address the unique needs and contexts
to both the unique needs of the
client and the intended purposes.
of clients, must take into account client age, culture, linguistic
Counsellors/therapists consider background, education, and abilities (e.g., cognitive, intellec-
all factors (e.g., social, cultural, tual, mobility, sensory). The selection of formal assessment and
identity, ability, language fluency, evaluation measures entails appraisal of strength and currency
etc.) which may influence the of validity and reliability data, and confirmation of content and
assessment/evaluation process procedural appropriateness with respect to populations for which
when determining its use. (see B9,
norms have been established.
D9, E8, Section I)
Counsellors/therapists take steps to ensure that tests, when used,
are relevant and appropriate to assessment and decision-making
processes, and that they are not used to support or to defend
recommendations, evaluations, and other decisions that should be
based on other criteria. They use multiple sources of information
rather than relying on a single measure when assessing clients’
abilities, skills, and general attributes.
Counsellors/therapists accurately describe all criteria used in
an evaluation process and are prepared to provide the rationale
for selecting any and all criteria. When they use assessment and
evaluation instruments and procedures to classify individuals
into various groups, such as therapeutic or educational programs,
counsellors/therapists do so only when they can demonstrate
that the instruments and procedures used have the capacity to
reliably support such differential selections.
Counsellors/therapists recognize that substantial alterations to
assessment instruments or adaptations to procedures in terms
of administration, language, or content may invalidate them,
and before using an altered or adapted instrument, they must be
confident that no such invalidation has occurred.
Standards of Practice 41

C10 Sensitivity to Diversity When Assessing and Evaluating

Sensitivity to Each formal standardized assessment and evaluation test instru-
Diversity when Assessing ment has a specific focus and typically uses norms that are based
and Evaluating on large populations. Counsellors/therapists must be cautious
Counsellors/therapists consider
when judging and interpreting the performance or test results of
the potential influence of diversity minority group members and any other persons not represented
factors on client performance in the group on which the evaluation and assessment instru-
and determine whether ments and procedures were standardized.
appropriate accommodations
can be made to administration
For instance, counsellors/therapists ensure that when an assess-
and interpretation or whether ment instrument or procedure is translated from one language to
alternative assessment measures another, its reliability and validity for the intended purpose in the
and approaches are warranted. new language group are established.
Counsellors/therapists proceed
with particular care and caution
Counsellors/therapists must also take into account the potential
in the selection, administration, effects of such unique factors as:
and interpretation of assessment • age;
measures and procedures when
• culture/ethnicity;
clients are members of groups not
represented in standardization • worldview;
processes for formal instruments • language preference/language level;
and procedures. (See also A12, B9,
• disability/chronic or underlying illnesses or conditions;
E12, Section I)
• gender identity/expression;
• sexual/affectional orientation;
• religion;
• history (including sensitivities based on prior cultural
stigmatization or misuse of testing results);
• socio-economic background; and,
• readiness to be assessed and/or receive results of an
assessment.
Counsellors/therapists typically use more than one method of
assessing and evaluating all clients. When clients belong to a
minority group or clients who require sensitivity to their diver-
sity, it is essential to consider multiple assessment methods.
When counsellors/therapists use assessment instruments and
procedures to assist with decisions related to work assignment,
career advancement, eligibility for school programs or training
opportunities, and so forth, they must be confident of the appro-
priateness and differential power of the instruments and proce-
dures to contribute to such decisions.
42 Standards of Practice

C7 Reporting Assessment and Evaluation Results

Reporting Assessment A major role of counsellors/therapists following the administra-
and Evaluation Results tion of an assessment and evaluation instrument, is to report on
to Clients results in a meaningful way for clients. Counsellors/therapists
Counsellors/therapists clearly
take care in their language use and select a language level that
specify with whom, when, and facilitates a discussion of findings. Counsellors/therapists take
how results of assessment and steps to ensure that score profiles and test report forms, including
evaluation will be shared as part computerized reports and materials, are clear and provide appro-
of the informed consent process. priate interpretations based on known information.
Results are presented to clients
in a timely manner, in language When counsellors/therapists provide interpretations of sub-
appropriate to clients’ develop- scores, score differences, or score profiles, they should provide
mental, cognitive, intellectual, and sufficient information to justify such interpretations.
linguistic abilities. Counsellors/
therapists provide clients with the
When counsellors/therapists use computerized scoring and/or
opportunity to pose questions and interpretations of assessment results, they retain undiminished
seek clarification. (See also B4, responsibility for the accuracy of the scoring and the appropri-
B5, E8) ateness of the interpretations.
Counsellors/therapists accept responsibility for the accuracy
of their statements with respect to evaluation and assessment
information, and they avoid knowingly contributing to unwar-
C8 ranted assumptions about such information and about the use
Reporting and potential of assessment instruments and procedures.
Assessment and Counsellors/therapists report findings of assessment and evalu-
Evaluation Results ation results in language understandable to the recipients of the
to Third Parties report. They ensure reports clearly convey the meaning reason-
The nature and extent of informa- ably derived from the raw assessment and evaluation data and
tion to be shared with third parties offer clients the opportunity to discuss openly all aspects of
is determined on a need-to-know
the findings.
basis that has prior informed
consent and maintains client best
interests as the priority. Reports
Reporting Assessment and Evaluation Results to
summarize the referral issue(s), Third Parties
nature and purpose of assessment Counsellors/therapists adhere to provincial and federal law when
undertaken, procedures followed, releasing assessment and evaluation data to other professionals,
measures implemented and
the courts, external agencies, and clients. This includes copy-
the rationale for their selection,
and results and findings. Report
right law. Additionally, counsellors/therapists follow policies and
conclusions and recommendations procedures within their employment setting when determining
clearly arise from the assessment to whom data may be released.
results and findings. Reports
Prior to the administration of an assessment and evaluation test
are written in an objective and
professional tone, avoiding the use
instrument, counsellors/therapists arrange for a release to be
of professional jargon in favour of signed by the client or signing authority that includes to whom
language that can be understood data may be released and whether third party disclosure of
by a wide reading audience. (See results is acceptable.
also A10, B19, E10)
Standards of Practice 43

Counsellors/therapists may have legitimate reason to choose

to withhold test data. Some situations that may precipitate this
choice are:
• potential for harm to the client or others;
• potential for misuse of the data;
• there is no client release and no requirement by law or court
order; or,
• no qualified person is available to receive and use the
information for the benefit of the client.
Counsellors/therapists do release test data:
• as a condition of the client’s right to personal health
information and/or as articulated in a release form;
• as a condition of their internship training or clinical
supervision;
C9 • in accordance with the law in response to attorney requests,
Integrity of Instruments subpoenas, and court orders;
and Procedures • as a condition of an investigation into the conduct of the
counsellor/therapist; or,
Counsellors/therapists attend
to the integrity and security of • to consult with another professional, while protecting the
assessment manuals, protocols, privacy and maintaining the confidentiality of the client.
and reports, consistent with any Although counsellors/therapists may release test data, they must
legal and contractual obligations, not release test material protected by intellectual property rights
and with particular attention to
or copyright law. At all times, counsellors/therapists consider
the appropriate use and storage
of instruments. They refrain from
the best interests of the client whenever releasing data, and make
appropriating, reproducing, or every attempt to ensure clear understanding of information and
modifying established content its implications.
and procedures without the
express permission and adequate Integrity of Instruments and Procedures
recognition of the original author, Counsellors/therapists take every precaution to ensure that the
publisher, and copyright holder.
integrity of evaluation and assessment instruments is maintained.
When the reliability, validity,
usefulness, and value of a
Some common strategies to safeguard psychological tests and
measure depend on its novelty other assessment instruments are listed below.
to clients, counsellors/therapists • maintain strict test security protocols.
appropriately limit client exposure
• select test instruments that have parallel versions.
to the instrument according to the
timeline and manner specified in • administer tests only under prescribed standardized
the test manual. conditions.
Counsellors/therapists ensure that • when all modes are equal, select the assessment and evalua-
they have provided for the security tion method that allows for test-retest possibilities.
and maintenance of evaluation • release only test results; never test materials.
and assessment results in their
• disallow duplication of test materials or recordings of
professional will and client file
directive.
assessment sessions that may reach the public domain.
44 Standards of Practice

Clients who have familiarity with test items or who have been
coached on test items or techniques have an unfair advantage that
affects the validity and reliability of test results. Counsellors/thera-
pists take ethical steps to protect test security and do not release to
test-takers, parents, or to others, test items, scoring protocols, or any
other testing material.
Tests administered through the Internet are particularly vulnerable
to breaches of integrity. Additional precautions should be taken to
ensure that tests conducted over the Internet have maintained their
reliability and validity.
Standards of Practice 45

D. Professional Research and Knowledge Translation

CODE OF ETHICS STANDARDS OF PRACTICE
D1 Researcher Responsibility
Researcher Counsellors/therapists plan, conduct, and report on research in
Responsibility a manner consistent with relevant ethical principles, standards
Counsellors/therapists plan, of practice, federal and provincial laws, institutional regulations,
conduct, and report on research in cultural norms, and, when applicable, standards governing research
a manner consistent with relevant with human participants (i.e., the Tri-Council Policy Statement:
ethical principles, standards of Ethical Conduct for Research Involving Humans 2 (2018)). Before
practice, federal and provincial engaging in any study involving human participants, the principal
laws, institutional regulations, researcher seeks independent ethical review and approval. These
cultural norms, and, when
ethical obligations are shared by all members of the research team,
applicable, standards governing
research with human participants. each of whom assumes full responsibility for their own decisions
These ethical obligations are and actions. Members of the research team ensure that all obligatory
shared by all members of the responsibilities, including appropriate communication, are fulfilled.
research team, each of whom
Counsellors/therapists, when planning, conducting, and
assumes full responsibility for their
own decisions and actions. Before reporting on their research are guided by a commitment to the
engaging in any study involving following ethical principles:
human participants, the principal • respect for human dignity;
researcher seeks independent
ethical review and approval. (See
• respect for vulnerable persons;
also A2, A3, I3, I6, I8, I9, I10) • respect for informed consent;
• respect for justice and diversity;
• respect for confidentiality and privacy; and,
• respect for the need to minimize harm and to maximize
benefits.
Counsellors/therapists who conduct qualitative or mixed methods
research studies recognize the power imbalance between the
researcher and the participant(s) and take special precautions to
protect participants. These precautions may be viewed in Chapter
10 of the Tri-Council Policy Statement: Ethical Conduct for Research
Involving Humans 2 (2018).
Although the power imbalance is minimized, participants view
the researcher as knowledgeable about the research process
including methods used, sampling, data collection, analysis of
interviews, and the dissemination of the final product.
Counsellor/therapist researchers pay particular attention to the
self-other relationship through the following practices:
• conduct reflexive analysis of one’s part in the research
process and identification of how one’s beliefs and values,
and one’s position, may affect the research outcomes;
• ensure transparency of the research process;
46 Standards of Practice

• demonstrate a willingness to change the research process in

response to issues arising during the research experience;
• provide descriptions of context that are explicit and favour
depth more than breadth;
• seek feedback from participants about their understanding
of the research process;
• continue to review the consent of participants throughout
the research in order to provide protection and freedom to
choose participation; and,
• conduct ongoing checks on informed consent.
Participants frequently make known more about themselves
in qualitative and mixed methods studies than they would in
quantitative studies. Informed consent is ongoing and renegoti-
ated throughout the research process including: time of access
in the data collection stage, member-checking stage, and poten-
tially through the analysis stage, as well as in the publication of
findings. Particular attention is paid to these issues in Chapter 9
and 10 of the Tri-Council Policy Statement: Ethical Conduct for
Research Involving Humans 2 (2018). Three key issues are:
• issues of representation: how researchers represent the
other in research publications;
• issues of legitimation or the question of the researcher’s
right to write about others; and,
• multiple role relationships with participants.

The more adept we are at creating a sense of connection and engagement, the more we need to be attentive to
issues of power, influence, coercion, and manipulation. And, we need to be attentive to crossing the boundary
from pursing inquiry to providing therapy.
(Haverkamp, 2005, p. 152)

Counsellor/therapist researchers pay particular attention to

cultural competence prior to, during, and after their study. Of
particular note are additional requirements for studies related
to persons of indigenous descent. The Tri-Council Policy
Statement: Ethical Conduct for Research Involving Humans 2
(TCPS2, 2018) now includes Chapter 9 that emphasizes the need
for researchers to ensure equitable partnerships between the
study subjects and the researcher when the subjects are First
Nations, Inuit, and Métis people. The collaborative approach
required for research involving Indigenous persons safeguards
cultural values and contributes to mutually beneficial research.
The unique TCPS2 policy outlines specific guidelines regarding
Ownership, Control, Access, and Possession (OCAP) and
Standards of Practice 47

requires researchers to create a plan which outlines community

engagement including how respect for local protocols, teach-
ings, and governance will be adhered to and gleaned.

D2 Participant Welfare
Welfare of Research Counsellors/therapists are responsible for protecting the welfare
Participants of participants throughout research activities. They acknowl-
Counsellors/therapists are respon-
edge and address the inherent risks involved in working with
sible for protecting the welfare of human participants and take reasonable precautions to avoid
participants throughout research causing harm. Plans for addressing and mitigating inherent
activities. They acknowledge risks are included in protective actions at the preliminary ethics
and address the inherent risks application stage and throughout the duration of the research.
involved in working with human Counsellors/therapists recommend referrals to other helping
participants and take reasonable
professionals or resources when warranted and do not engage
precautions to avoid causing harm.
Plans for addressing and miti-
in providing counselling/therapy to those with whom they are
gating inherent risks are included engaged in research activities.
in protective actions. Counsellors/ Counsellors/therapists must carefully assess all anticipated risks
therapists recommend referrals
for potential participants in their research studies. Such risks
to other helping professionals or
resources when warranted and do
could include: physical, psychological (i.e., increased anxiety),
not engage in providing counsel- social, and economic factors. Counsellors/therapists act to mini-
ling/therapy to those with whom mize any such consequences for those who participate in their
they are engaged in research research projects.
activities. (See also B1, I8)
Some helpful questions for counsellors/therapists to ask them-
selves are:
• Have I approached potential participants in a fair and
non-coercive manner?
• Is the compensation for participation appropriate and
reasonable?
• Have I afforded children or persons with diminished
capacity the opportunity to “assent” to the research?
• Have I offered opportunities to debrief research results with
participants?
• Have I supervised others involved in the research (e.g.,
graduate students) in order to prevent violation of partici-
pants’ rights?
48 Standards of Practice

D4 Informed Consent and Recruitment of

Informed Consent of Research Participants
Research Participants Before undertaking research activities, counsellor/therapist
Counsellors/therapists inform researchers should undertake a risk assessment of their compe-
all research participants of the tence to embark on the research and ensure that sufficient
purpose(s) of the research being consultations have taken place about potential ethical issues prior
undertaken. In addition, partici- to and throughout the research process.
pants are made aware of any
experimental procedures, possible
Counsellors/therapists must submit their research proposals that
risks, disclosures and limitations involve human subjects to institutional or organizational review
on confidentiality. Participants are boards, and initiate such research only after approval is granted
also informed that they are free to and in a manner consistent with the approved research protocols.
ask questions and to discontinue
In research that requires an extended researcher-participant rela-
at anytime. (See also B4, B5, E3)
tionship or in the case of research that involves the disclosure of
sensitive or disturbing information, the principal researcher and
research associates seek out ongoing supervision.
Once research is approved, counsellors/therapists must take steps
to ensure that participants are fully informed of the processes
involved in participation, any associated risks and benefits, safety
protocols that will be in place (if any), and potential timelines
and access to results. They must also be made aware of limita-
tions on confidentiality and have the capacity to end participa-
tion without penalty at any time. These steps must be undertaken
in language that participations can easily understand to ensure
that informed consent is possible.

D3 Voluntary Participation
Voluntary Participation Counsellor/therapist researchers invite individuals to participate
Counsellors/therapists who are
without manipulation, undue influence, or coercion. They care-
conducting research give priority fully consider any impediments or potential challenges that may
to informed and voluntary partici- accompany participation from the perspective of the subjects
pation. Researchers may proceed prior to approaching individuals for study. Guidelines for
without obtaining the informed counsellors/therapists to inform and support subjects in freely
consent of participants if approved choosing to participate are:
or exempted by an independent
ethics review. (See also B4) • clarify the rights of participants. Inform them that their
participation is voluntary and should they consent to
participate they may decide not to continue at any time;
• inform individuals that a decision not to participate or to
discontinue participation will be accepted without prejudice
and without affecting pre-existing entitlements to benefits
or services;
• avoid the excessive use of inducements and be particularly
careful with the use of rewards related to the participation
of children. When children are involved, and if practical,
such rewards should be given following participation; and,
Standards of Practice 49

• avoid exerting pressure or undue influence on those who

might be vulnerable by virtue of their circumstance or
limited competence to give consent, such as prisoners,
patients, children, individuals with cognitive or neuro-
logical disabilities.
Some research, such as archival research, studies based on
Statistics Canada data, and the like, do not require informed
consent; the availability of anonymous data can make it imprac-
tical to do so. However, in making such a decision, counsellors/
therapists ensure that they respect all relevant regulations and
fulfill any institutional or agency requirements.

Respect for human dignity requires that research involving humans be conducted in a manner that is sensitive to
the inherent worth of all human beings and the respect and consideration that they are due. In this Policy, respect
for human dignity is expressed through three core principles – Respect for Persons, Concern for Welfare, and
Justice…These principles are complementary and interdependent.
(Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and
Social Sciences and Humanities Research Council of Canada, 2010, p. 14)

Research and Counsellor/Therapist Education

Counsellor/therapist educators understand the status and power
differential between themselves and their students. They avoid,
whenever possible, any dual relationship with students who
participate in their research projects. Any duality of relationships
should be recognized, acknowledged, and managed in a manner
that clarifies the various roles and responsibilities and avoids any
disadvantage to students.
When students in counsellor/therapist education programs agree
to participate as research associates or assistants to research
projects managed by counsellor/therapist educators, the primary
researcher should:
• initiate an open discussion to clarify expectations prior to
beginning a working relationship on the research;
• clarify roles and responsibilities, including any limits to
intellectual property and areas of collaboration;
• reach agreement as to the nature of acknowledgments
for the completed research work and for any subsequent
publications; and,
• establish procedures for managing any problems.
Counsellor/therapist educators avoid relating student grades to
research participation unless there are clear and equivalent alter-
natives that are fully explained and just as readily available.
50 Standards of Practice

D5 Research Participant Right to Confidentiality

Research Participant Information obtained about participants in the course of
Right to Confidentiality conducting research must be kept confidential. The following
guidelines will enable counsellors/therapists to manage their
Counsellors/therapists maintain
the confidentiality of the identity
research so as to minimize any threats to confidentiality:
of research participants. They • restrict data collection to information relevant to the
do not disclose in publications, questions and hypotheses being addressed in the research
presentations, or public media, any project;
personally identifiable informa- • use data coding systems and scoring protocols that avoid
tion about research participants, the use of participant names;
unless otherwise authorized by
• keep in a secure place all material that could identify
the participants, consistent with
participants, such as test results, audio/video tapes,
informed consent procedures. (See
computer disks, and reports, and permit access only to the
also A10, B2, D6)
researcher and their associates;
• take steps to protect participants’ anonymity when informa-
tion from a research study is being reported or distributed.
Any disclosure that identifies participants is possible only
with the prior consent of the participants, or in the event of
a clear or imminent danger of harm to self or others; and,
• when working with Indigenous groups, prior permission
from the community(ies) involved must be given regarding
the disclosure of any sacred teachings and/or the group(s)
or location(s) as outlined in chapter 9 of the TCPS2 policy
which provides specific guidelines regarding Ownership,
Control, Access, and Possession (OCAP). Researchers must
demonstrate respect for these requirements in order for the
research to be considered ethical and responsible.

Use of Confidential Information for Didactic or

Other Purposes
Counsellor/therapist researchers take appropriate actions to
prevent their data from being released in any form that allows
for participants’ identities to be known. This includes profes-
sional writing, non-fiction works, and multi-media presenta-
tions, among others. The use of pseudonyms does not guarantee
anonymity. Postal codes and/or other geographic markers
applied to case records can be used to identify individuals.
Researchers should ask themselves:
• Is there a way to group data in a way to conceal identities?
• How can I disguise personal details so that individuals are
not recognizable to others?
Standards of Practice 51

Some strategies to protect subject identities include:

• aggregate data into groups;
• eliminate personal information; and,
• develop vignettes or composites.
In the case of participants who desire to have their identities
known, the researcher has the responsibility to present all the
potential drawbacks in removing anonymity; however, the
researcher cannot be held responsible for participants who
choose to disclose their identities.
Clinical case studies that are used as a means of developing
practice-related knowledge and education for counsellors/thera-
pists present particular ethical challenges. “[T]he rich detail that
makes case reports so useful also makes them subject to complex
questions about the ethics of publishing or otherwise dissemi-
nating them” (Gavey & Braun, 1997, p. 399). The client-therapist
relationship demands conscientious attention to the rights of the
client to consent, confidentiality, and anonymity.
Seeking consent to document a case after an individual has
entered counselling/therapy requires the counsellor/therapist to
undertake a thorough risk assessment that asks the questions,
“How free is the client to refuse in these circumstances? What are
the benefits to the client? How will I monitor the impact of a dual
relationship?”
Some reasonable steps in seeking consent for the use of case
studies include:
• Seek out ongoing consultation with a supervisor and with
D6 the research ethics committee prior to engaging in research
Research Data with clients.
Retention • In contacting past clients for permission to use clinical
case materials, ask the question, Will this process stimulate
Counsellors/therapists who
conduct research are obligated to
painful memories or issues that threaten the client’s ability
retain their research data and to to be in command of that experience?
make it available in a de-identified
format in response to appropriate
Research Data Retention
requests from qualified fellow Counsellors/therapists who conduct research are obligated to
researchers for the purposes of retain their research data and to make it available in a de-iden-
replication or verification. Counsel- tified format in response to appropriate requests from qualified
lors/therapists are obligated fellow researchers for the purposes of replication or verification.
to follow the data destruction
Counsellors/therapists are obligated to follow the data collection
schedules of the agency or
institutional ethics review board.
and storage guidelines, and destruction schedules of the agency
(See also D4, D5) or institutional ethics review board.
52 Standards of Practice

Further Research
Data is retained in raw form for other researchers to re-analyze
or verify. Data must be retained in such a manner as to protect
the anonymity of participants.
While counsellor/therapist researchers have an obligation to
assist others by providing them with original data so that studies
may be replicated or research verified, they also have legal rights
pertaining to intellectual property.
When counsellors/therapists release original data to researchers,
they take responsibility for verifying the qualifications and inten-
tions of the researcher requesting the data.

D7 Research Sponsors
Research Sponsors Counsellor/therapist researchers offer general feedback on the
progress of research to sponsors if requested, however the confi-
When counsellors/therapists are
the recipients of funding or other
dentiality of subjects is always maintained.
resources to support their research, Regardless of the findings of sponsored research, researchers
they clearly acknowledge sponsors have the obligation to release their results accurately. This obliga-
and the nature of the support in
tion ensures academic integrity and increases the knowledge
their application for ethics review
and in any publications arising
base of the profession. It can sometimes require courage when
from the research. They also findings are inconsistent with a particular sponsor’s activity or
complete and submit in a timely research agenda.
manner any research-related
Upon completion of the study, researchers provide a summary
reports requested by sponsors.
of findings and conclusions to the sponsor in a timely manner
and acknowledge all forms of dissemination that arise from the
research. Sponsors are acknowledged in all publications and
presentations.

D8 Review of Scholarly Submissions

Review of Scholarly Counsellors/therapists who act as reviewers of research
Submissions proposals, manuscripts, books, awards, multi-media presenta-
Counsellors/therapists who review
tions, and the like, adhere to the expectations regarding confi-
applications or manuscripts dentiality and respect the proprietary rights of those whose work
submitted for research, publica- or submissions are being reviewed.
tion, or other scholarly purposes
Reviews are carried out in a timely manner.
respect the confidentiality and
proprietary rights of those who Reviewers agree to review materials only when the subject matter
submitted the materials. (See also falls within their areas of expertise.
A2, B2, I7)
Standards of Practice 53

D9 Reporting Research Results

Reporting Research Counsellors/therapists have an obligation to present their
Results research findings in an accurate manner and in a language with
sufficient disclosure to minimize misunderstanding.
When reporting the results of their
research, counsellors/therapists Counsellors/therapists provide sufficient detail in their research
document any variables and results for other researchers who may wish to replicate the study.
conditions that might affect the Counsellors/therapists, when disseminating the results of
outcome of the investigation or
research on sensitive issues, take steps to minimize misinter-
the interpretation of the results.
They provide sufficient detail for
pretation or to avoid inappropriate exploitation by those with a
others who might wish to replicate political agenda.
the research. (See also A12, C4, Counsellors/therapists have the courage and obligation to
C6, E6, I2) present their research findings even when they are incompatible
with their own beliefs, or when they may run counter to institu-
tional, social, or programmatic practices, or to prevailing interest
and ideologies.
If, upon publication, counsellors/therapists determine that errors
have been made in their published research, steps are taken to
correct such errors, for example, in a correction erratum.

D10 Acknowledging Research Contributions

Acknowledging the Counsellor/therapist researchers often collaborate in conducting
Contributions of Others research and in publishing results of research. When there are
multiple authors, counsellors/therapists ensure that due credit is
Counsellors/therapists
appropriately acknowledge the given to all individuals who contributed to the research.
contributions of others to research Some methods of acknowledging contributions include:
investigations and/or scholarly
• joint authorship;
publications. When the contribu-
tions are substantial in nature, • footnote statements;
counsellors/therapists identify • formal acknowledgement pages; and,
contributors as co-investigators
• textual references to prior work on the topic.
or co-authors. They also give due
credit by offering oral and written Authorship issues can arise at any time during the process of
acknowledgment of contribu- conducting research and publishing findings. Some helpful
tions. Counsellors/therapists strategies to resolve issues related to appropriate authorship are:
also acknowledge the historical
• Instigate student and faculty member meetings to discuss
contributions of those whose
prior research and publication authorship prior to the research project or writing of an
significantly influenced the current article not based on thesis or dissertation. Questions to ask
study or publication. When a include: When the study is completed and getting ready
publication is based primarily on to be published, who should be the authors and in what
a student thesis or dissertation, order will their names appear? How can multiple authors be
the student is listed as principal acknowledged and how is order determined?
investigator and author. (See also
G13, I8)
• Ideas to resolve conflict could include: putting the names of
all co-authors in alphabetical order.
• Designate no major contributor. Instead, rotate the names
of co-authors on a series of articles.
54 Standards of Practice

D11 Submission for Publication

Submission for Counsellors/therapists submit a manuscript for publication to
Publication one journal at a time. Identical or essentially identical manu-
Counsellors/therapists do not
scripts that have been previously published in whole or in
simultaneously submit copies substantial part must be submitted with acknowledgement to
of the same creative work, or and the permission of the previous publication in which they
manuscripts that are highly similar were published.
in content, for consideration by
two or more publishers. In addi-
In situations where more than one author is involved in the
tion, manuscripts or other creative creation of a manuscript, each author is responsible for main-
material already published in taining communication with the other author(s) to ensure ethical
whole or in substantial part should submission of the manuscript.
not be submitted for publication
without the express permission of
the original publisher.
Standards of Practice 55

E. Clinical Supervision Services

CODE OF ETHICS STANDARDS OF PRACTICE
E1 General Responsibility
General Clinical supervisors respect the people whom they supervise and
Responsibility adhere to all the articles and standards outlined in the CCPA
Clinical supervisors demonstrate Code of Ethics and Standards of Practice. Clinical supervisors
professionalism, integrity, and constantly work towards improved self-understanding to elimi-
respect for the rights of others, nate blind spots, identify and address growth areas, and mini-
with priority accorded to the mize needs for personal control and power. The standards for the
welfare of supervisees’ clients and, formal supervision process can be applied to the broader concept
more generally, to protection of of maintaining a practice of supervisory experiences across one’s
the public. Counsellors/therapists
professional lifetime.
who enter into this professional
role exhibit ethical attunement • Clinical supervisors ensure that the supervision process
and commitment to conducting facilitates self-awareness, knowledge of counselling/therapy,
themselves in a manner that is and counselling/therapeutic skills.
consistent with the CCPA Code of
• Counsellors/therapists who are responsible for a supervi-
Ethics and Standards of Practice.
(See also A1, A2, B1, C1, F1, G1, I8)
sion program ensure that the supervision process addresses
counsellor/therapist certification and requirements for
membership in professional counselling/therapy organiza-
tions and regulatory colleges.
• Clinical supervisors infuse multicultural and diversity
competencies into their education and supervision
practices.
• Because supervisees4 are vulnerable during the supervision
process due to power differences, intimate and personal
relationships between clinical supervisors and supervisees
are inappropriate, and social relationships must be managed
in a manner that does not compromise the primary profes-
sional relationship.
• Clinical supervisors have established a foundation of
competency in this specialty area of counselling/therapy
practice. They verify that their clinical supervision educa-
tion, training, and experience will meet the qualifications
required by a supervisee’s employer, professional associa-
tion, or regulatory college. They also ensure that their
education, training, and experience align with the super-
visee’s practice milieu, including clientele demographics,
referral issues, and approaches to counselling/therapy being
implemented.

4 The term supervisee includes, but is not limited to: practitioner, practicum student, intern, and all counsellors/therapists
in an ongoing supervision process throughout their career. The term “supervisee” does not apply to individuals
undertaking consultation services.
56 Standards of Practice

• Clinical supervisors should provide on-going appraisal of

supervisee performance and progress through a variety
of formative and summative assessment approaches such
as self-reflection, self-assessment, and supervisor assess-
ment. Ongoing feedback should be a part of the overall
assessment-feedback-evaluation-reporting process.
• Supervisees are entitled to remedial assistance, including a
written remedial plan, should they experience difficulties at
any time during their supervision.
• Clinical supervisors consider the welfare of clients when
supervisees are unable to demonstrate adequate compe-
tence in counselling/therapy due to academic or personal
limitations and efforts at remediation have not been
successful. Such supervisees should address issues related
to competence before continuing the counsellor/therapist
supervision process.
• Prior to beginning supervision, clinical supervisors ensure
that supervisees are aware of required competencies and
competency level, and processes and timeline for assess-
ment, feedback, evaluation, and reporting.
Clinical supervisors document and demonstrate theoretical,
conceptual, and clinical skill competence in the areas of counsel-
ling/therapy that they are supervising. They remain abreast of
relevant and current developments presented in the research and
practice literature.
• Clinical supervisors infuse multicultural and diversity
competencies into their supervision practices.
• Clinical supervisors must have a breadth and depth of
experience in counselling and psychotherapy.
• Clinical supervisors understand the process of counsellor/
therapist development and its relation to theories, methods,
and techniques of supervision.
• Clinical supervisors have skills in case conceptualization
and case management.
• When clinical supervisors engage in distance supervi-
sion, they develop an agreement with sufficient detail,
orientation, and discussion to ensure competent, ethically
appropriate, and low risk participation for both themselves
and their supervisees.
• Clinical supervisors work with supervisees in developing a
clinical supervision plan/agreement/contract that will guide
their work together. These documents should include, but
are not limited to:
■ names of the clinical supervisor and supervisee;
Standards of Practice 57

■ contact information for the clinical supervisor and

supervisee;
■ brief professional disclosure statement for the clinical
supervisor, including education, experience, and
credentials;
■ supervision location;
■ supervision schedule (anticipated dates, session duration,
supervision period);
■ fees (payment and collection processes);
■ learning goals and objectives determined by the supervisee
and clinical supervisor (informed by requirements and
recommendations of professional association, regulatory
body, specialty area of practice, etc.);
■ roles, rights, responsibilities, and requirements of the
clinical supervisor;
■ roles, rights, responsibilities, and requirements of the
supervisee;
■ assessment, feedback, evaluation, and reporting process
(including criteria for evaluation and reporting method,
frequency, recipients);
■ procedures to follow in the event of client emergency
(including alternate contact if supervisor not available);
■ avenues for resolving conflict between supervisor and
supervisee;
■ remedial processes;
■ self-care plan; and,
■ plans for transfer of supervision records in the event of
supervisor relocation, retirement, incapacitation, or death.
• A clinical supervision contract/plan/agreement should be
reviewed at various points over the course of the supervi-
sory relationship to confirm that the clinical supervision
goals are still relevant and realistic.
• Clinical supervision records should be retained in a secure
manner and for a period consistent with statutory regula-
tion and jurisdictional legislation pertaining to statutes of
limitation.
• Clinical supervisors address any conflicts of interest
and adhere to all CCPA Codes of Ethics pertaining to
multiple relationships prior to engaging in a supervisory
relationship.
58 Standards of Practice

Supervisors of counselling practitioners must be imbued with the empathy, openness, and flexibility expected
of the counselling and psychotherapy profession. The respect for and sensitivity to the unique and specific
complexities of each supervisee is an…ethical imperative when one takes on the role of supervisor.
(Shepard & Martin, 2012, p. 30)

E2 Informed Consent and Confidentiality

Informed Consent Supervisors only disclose information with permission provided
Clinical supervisors embark on
by supervisees, or when legally required to do so. Also, in educa-
an informed consent process tional institutions or training environments where there may
with supervisees that begins with be multiple supervisors, disclosures maybe appropriate, with
the first contact and continues permission, to other supervisors, or administrators who share
throughout the period of supervi-
sion. The notions of participating
responsibility for the education or training of the supervisee.
voluntarily, knowingly, and Counsellors/therapists must make clients clearly aware of the
intelligently apply to clinical supervision process, and be provided with contact information
supervision. Informed consent for the supervisor.
involves identifying, discussing,
and verifying understanding and Clinical supervisors inform supervisees of exceptions to confi-
acceptance of, the roles, rights, dentiality. These exceptions occur when:
responsibilities, and require-
ments of clinical supervisors and • legal requirements demand that confidential material be
supervisees. revealed;
Supervisors make supervisees • disclosure is required to prevent clear and imminent danger
aware of all expectations and to the client or others, such as:
requirements (e.g., furnishing
recordings of counselling sessions ■ a child is in need of protection; and/or
and copies of counselling/therapy ■ others are threatened, placed in danger or there is a poten-
documentation for review) prior
to, or no later than, the outset of tial for harm;
supervision. • administrative assistants and other professionals have access
In clinical supervision, informed to files;
consent also applies to clients. • clinical supervisors listen to or view recordings of supervi-
Clients must be made aware
sees’ counselling/therapy sessions;
when counsellors/therapists are
concurrently participating in • consulting with other professionals; and,
clinical supervision and should be • counselling/therapy information is given to parents or legal
provided with details about the
identity of and contact information
guardians.
for the clinical supervisor, the Clinical supervisors inform supervisees that there are limits to
nature and purpose of the clinical
supervision, and the degree to
confidentiality in the process of supervision. These include:
which their counselling/therapy • non-adherence to the CCPA Code of Ethics and Standards
information will be shared with of Practice, and non-acceptance of policies at a counselling/
the clinical supervisor and any
other individuals (e.g., other
therapy placement setting;
students in a practicum class, • revelations that would require the supervisor to act on the
other supervisees in group duty to warn; and,
supervision). Supervisors ensure
that clients have offered specific • disclosure of unresolved personal issues that have clear
informed consent for audio or implications for student counselling/therapy competence.
Standards of Practice 59

video recording and review of As previously mentioned under General Responsibility, informed
their counselling/therapy sessions, consent must be revisited between the clinical supervisor and
as well as review of documents
in their counselling/therapy files supervisee regularly as well as when the counsellor/therapist-
(unless carefully deidentified). client role changes (such as supervision of individual counsel-
ling/therapy to couples, family, or group counselling/therapy, or
Clinical supervisors enter into
clinical supervision relationships taking on the role of a professional assessor).
and processes voluntarily, know-
ingly, and intelligently. They confirm
and communicate awareness and
acceptance of the roles, rights,
responsibilities, and requirements
that accompany their agreement
to serve as clinical supervisor. (See
also A10, B4, B10, C2, G14, H1, H2)

E6 Boundaries of Competence
Boundaries of Clinical supervisors should be competent in theoretical, concep-
Competence tual, and practical teaching/learning methodology as well as be
successful practitioners who can demonstrate their counselling/
Counsellors/therapists who
conduct clinical supervision
therapy skills and give examples of counselling/therapy effec-
appraise their theoretical, concep- tiveness. Furthermore, clinical supervisors should limit their
tual, clinical/technical, diversity, involvement to areas of their competency. Required areas of
and ethical competencies in both competency include, but are not limited to:
counselling/therapy and clinical
• awareness of ethical issues and ethical responsibilities;
supervision from the standpoint of
suitability and sufficiency for the • skill in counselling/therapy practice;
counselling context of supervisees. • knowledge of the theory and practice of counselling/
They limit their involvement therapy;
as clinical supervisors to their
• knowledge of the theory and practice of various forms and
verifiable (i.e., documented and
demonstrable) competencies and
modalities of supervision (e.g., group, virtual, telephonic);
seek supervision of supervision and,
or refer supervisees to other • knowledge of, and sensitivity to, multicultural and diversity
appropriately qualified clinical issues.
supervisors when another area
and/or higher level of expertise is
warranted. (see also A3, B9, C3,
G2, I4)
60 Standards of Practice

E3 Ethical Commitment
Ethical Commitment Clinical supervisors ensure counselling/therapy supervisees
Clinical supervisors are conversant
are aware of legal obligations (local, municipal, provincial, and
with ethical, legal, and regulatory federal), their ethical responsibilities as expressed in the CCPA
issues relevant to the practices of Code of Ethics, and the requirements of any statutory regula-
counselling/therapy and clinical tory body in which they may be a member. Additionally, the
supervision. Clinical supervisors six principles (beneficence, fidelity, autonomy, nonmaleficence,
model and underscore the justice, and social interest) on which the Code is based, should
importance of ethical commitment
be examined and understood, and the processes of ethical deci-
and accountability by involving
supervisees in review and discus- sion making should be studied and practiced. As well, issues
sion of the CCPA Code of Ethics surrounding multiple relationships should be discussed and
and Standards of Practice (and understood.
any other professionally relevant
Specifically, it is the responsibility of clinical supervisors to:
codes and standards). Clinical
supervisors discuss direct and • explore specific challenges within the counselling/therapy
vicarious liability with supervisees setting that cover all aspects of ethical decision making not
and employ risk management just those that might arise as part of clinical supervision;
strategies. (See also D4, F2, G1,
• continually engage with supervisees to increase awareness
G3, I8)
of their professional and personal responsibility for their
own ethical behaviour;
• ensure that supervisees have available the CCPA Code of
Ethics and Standards of Practice;
• introduce supervisees to ethical decision-making processes
that take into consideration counsellor/therapist differences,
diversity of clients, counselling/therapy settings, and legal
issues; and,
• infuse the discussion of ethics into all supervision sessions,
so that supervisees recognize the importance of ethics in all
aspects of counselling/therapy.

E8 Clarification of Roles and Responsibilities

Program Orientation Prior to agreeing to provide supervision, clinical supervisors
Counsellors/therapists responsible
clarify the respective responsibilities and obligations of both
for clinical supervision take parties, including attention to the:
responsibility for the orientation of • collaborative nature of clinical supervision and its various
supervisees and relevant profes- dimensions;
sional partners to all core elements
of such programs and activities, • evolving supervision contexts and developmental needs of
including clear policies pertaining supervisees across the career span;
to assessment and evaluation • use of a signed informed consent including but not
tools, record keeping and reporting, limited to a supervision consent form, and permission to
appeals, and fees with respect to record form;
all supervised practice components,
• influence of power differentials within the supervisory
both simulated and real. (See also
C4, C5, C6, C7, G3, G5, G7, I8)
relationship;
Standards of Practice 61

• benefits and potential detriments of non-professional

relationships to the supervisory process (e.g., support
during stressful situations, membership in professional
organizations, conflicts of interest);
• supervisor’s responsibility to the supervisee, and to their
clients. This includes the boundaries and responsibilities for
the supervisor, particularly how any serious concerns about
the nature or quality of the counselling/therapy service
being supervised will be addressed. Opportunities for
securing remedial assistance and the creation of a remedial
plan should be discussed;
• levels of counselling/therapy competence expected from
supervisees, and the methods of appraisal and evaluation;
• requirement for self-disclosure and self-growth activities
throughout the period of supervision;
• rationale for regular review of the counselling/therapy work
of supervisees;
• limits to confidentiality when reporting to a supervisor,
including both the supervisor’s obligation for statutory
reporting (such as in the case of child abuse) and supervisee
disclosure to clients that the counsellor/therapist reports to
a supervisor;
• type of information that will be reported to the supervisee’s
licensing agency (if any); and,
• privacy rights of all counsellors/therapists-in-practice.
Clinical supervisors do not require supervisees to disclose
personal information unless the requirement for disclosure
is clearly identified in registration materials, or the disclo-
sure is required to obtain supports for the supervisee during
supervision (such as accommodations for special needs).
Clinical supervisors ensure that they create a supportive super-
visory relationship that includes a supervision contract. This
formal contract for clinical supervision services must include
details related to:
• regular, timely supervision;
• acceptable levels and qualities of the services being
rendered, and requisite professional disclosure permissions
to allow pertinent information sharing;
• methods and procedures related to monitoring and
evaluation for competency deficits and/or professional
impairment;
• list of supervisory sessions for supervisees that reflects their
caseload;
62 Standards of Practice

• protocols and practices that ensure maximum competent

use of technology (when utilized), protects personal
security, and minimizes threats to the confidentiality of
both parties (see Section H); and,
• discussion of start and end dates, absences and supervisor
availability including supervisee access to supervisors
during emergencies, evening shifts, and holidays.

E4 Welfare of Clients and Protection of the Public

Welfare of Clients and Counsellor/therapist clinical supervisors must, at all times, keep
Protection of in mind that they are ultimately responsible for the actions of
the Public their supervisees, and the welfare of clients must be their main
concern. Clinical supervisors model appropriate counselling/
Client welfare and protection
therapy, and ethically and legally harmonious practice. To ensure
of the public are the primary
considerations in all decisions and the welfare of clients, clinical supervisors:
actions of supervisees and clinical • help supervisees understand how ethics and standards of
supervisors. Responsibility for practice can be applied to inform their conduct;
safeguarding extends beyond the
immediate clients of supervisees
• engage in ongoing informed consent processes;
to protection of other members of • provide regular, timely, and growth-focused assessment and
the public who might be affected feedback;
by supervisees’ comportment and • adhere to standards for the services being rendered (as
competence. identified in the supervision contract), and requisite
Clinical supervisors are particularly permissions, to allow pertinent information sharing; and,
mindful of the CCPA ethical • monitor and document for competency deficits and/or
principle of societal interest and
professional impairment.
its call for responsibility to society.
The professional mandate to Gatekeeping
accord primacy to the wellbeing
In addition to the primary function of supervision to support the
of clients of supervisees and
protection of the public aligns with growth and development of counsellors/therapists, is the crucial
the crucial gatekeeping role that role of gatekeeping. Clinical supervisors must continuously
clinical supervisors fulfill. Clinical determine the competency of supervisees. Clinical supervisors
supervisors educate and redirect assess the preparedness of supervisees to work independently
supervisees, override supervisee with the public. They consider the degree to which levels of
decisions or actions, and/or competence of any supervisee may pose a potential risk to clients
intervene to prevent or mitigate
harm to clients or members of the
or to society and create and undertake a remedial plan to address
public. (See also A3, A8, B1) deficits. Clinical supervisors document and communicate areas
of concern, based on contractual agreements.
Clinical supervisors are required to indicate how and when this
appraisal and results of any remedial processes will be reported
to education and training programs, credentialling bodies,
or employers. Clinical supervisors may deem it advisable to
encourage supervisees to revisit their career goals, reassess the fit
of the career path aspired to, and contemplate alternative career
Standards of Practice 63

options when remedial planning does not result in the supervisee

meeting minimal competency levels.

E8 Clinical Supervision Orientation

Program Orientation Supervisees are oriented to the nature of the supervision,
whether in an individual setting or within a program. Clinical
Counsellors/therapists responsible
for clinical supervision take supervisors discuss with potential supervisees all salient compo-
responsibility for the orientation of nents of supervision prior to the commencement of the supervi-
supervisees and relevant profes- sion process. Clinical supervisors must:
sional partners to all core elements
• determine the degree of supervisor-supervisee compat-
of such programs and activities,
ibility, including expectations, fees, accessibility to meet
including clear policies pertaining
to assessment and evaluation in-person supervision requirements (where required),
tools, record keeping and knowledge, and experience in the area of practice, and other
reporting, appeals, and fees with criteria that may be important to the successful completion
respect to all supervised practice of supervised practice;
components, both simulated and • in the case of supervision within an academic program,
real. (See also C4, C5, C6, C7, G3, orient the student before the program begins, in order to
G5, G7, I8) acquaint students with all elements of the counselling/
therapy program (see Section F);
• provide a detailed description of all elements and activities
of the supervision process, including pertinent Acts, regula-
tions and policies on the processes used in the supervision
process, (e.g., use of simulated and real clients);
• provide complete descriptions of the expectations of
supervision. Within a program, the course outlines indicate
the nature of the course, the teaching format, assignments,
and grading system. These descriptions include the type and
level of counselling/therapy skills, attitudes, and knowledge
required for successful completion of the counselling/
therapy program. For individual supervision processes,
clinical supervisors provide specific details via contractual
agreement;
• maintain policies on evaluation, remediation, dismissal and
due process;
• share information on the various supervision settings
available (and the practica requirements for various sites
if supervision is occurring within a program), including
ongoing performance appraisal and scheduling of supervi-
sion and evaluation sessions;
• review ethical issues: clinical supervisors inform super-
visees (and students and prospective students within a
program) of their ethical obligations as counsellors/thera-
pists, counsellor/therapist educators, and supervisors;
64 Standards of Practice

• provide information on components where role playing and

other simulated activities are used in supervision; and,
• use policies to address serious unresolved personal issues
with implications for supervisees’ counselling/therapy
competence and the welfare of their clients.
E9 Fees
Fees When fees are charged for supervision, the clinical supervisor
ensures they are managed in an ethical manner consistent with
Clinical supervision is a specialty
area of professional practice with acceptable accounting standards of practice. For example, super-
a substantial corpus of requisite vision fees cannot be claimed as counselling/therapy fees through
knowledge and skills. Clinical healthcare providers.
supervision competencies are
• Consideration should be given to:
distinct from and complementary
to those associated with the prac- ■ the supervisee’s ability to pay over the
tise of counselling/therapy. When duration of the supervision period; and,
clinical supervisors offer their
services outside of assigned duties
■ the number of hours required to complete reports and
in a paid position/employment forms in addition to the number of hours dedicated to the
contract, it is ethically congruent supervision process.
to charge a fee for these services.
• Fees can sometimes be a barrier to obtaining and
Details about fees are included in
the supervision plan/agreement/
maintaining supervision. It is therefore important for
contract and are discussed as practical as well as ethical reasons that the supervision
part of the informed consent contract should contain specific details such as:
process. Supervisees are apprised ■ the fee amount and when the fee is due;
of the rates, payment schedule,
method of payment, and collection ■ method of payment; and,
processes (if applicable). ■ consequences resulting from unpaid fees.
• Addressing questions or concerns regarding supervision
fees as they arise reduces the potential for disagreement or
misunderstanding.

Relational Boundaries
Supervisors provide clear direction regarding boundaries among
all persons associated with the supervisory process. For counsel-
lors/therapists-in-practice, these directions on relational bounda-
ries include communication with cooperating counsellors/thera-
pists at employment sites and counselling/therapy supervisors.
Multiple relationships should be avoided whenever possible
because they have the capacity to impair judgment, create confu-
sion, and cause potential conflicts of interest. When multiple
relationships cannot be avoided, they must be managed carefully
with full awareness of the complexities and potential challenges.
It is therefore not typically good practice for a line-manager
or clinical service administrator to be a clinical supervisor for
Standards of Practice 65

E7 a counsellor/therapist. Should such situations be unavoidable,

Relational Boundaries every care must be taken to:
Counsellors/therapists who offer ■ seek guidance from certifying body/regulatory college;
clinical supervision invest in the ■ understand, respect, and document the various roles,
establishment, maintenance,
and clarification of appropriate
boundaries, and the benefits and risks in such a
relational boundaries with their circumstance;
supervisees. They acknowledge ■ provide full disclosure of complexities and potential chal-
the inherent power and privilege
lenges of the boundary concerns; and,
associated with the role of
clinical supervisor regardless of ■ agree to a proactive plan for addressing conflicts of interest.
supervisees’ developmental status
(e.g., pre-service vs in-service). Caution should be exercised to avoid relationships beyond
Counsellors/therapists underscore the supervisee-supervisor relationship during the supervision
the professional nature of the process (see section on multiple relationships). Social relation-
relationship and convey their ships must be managed in a manner that maintains the integrity
commitment to establishing a of the primary professional relationship. Multiple relationships
supervisory climate and culture can result in exploitation or biased judgment. Boundary setting
of safety, trust, honesty, respect,
for such relationships is critical to manage conflicts. Such poten-
and valuing. Dual or multiple
relationships with supervisees tial conflicts could include:
are explicitly identified as such • supervision by peers located at the same regular worksite;
and are navigated with care and
• supervision by immediate or extended family;
caution so as to guard against any
potential for impaired objectivity • counselling/providing therapy to friends, relatives, former
or exploitation. (See also A11, B8, or current partners, or associates of supervisees;
G4, G6, G11, G12, Section I) • having a business or financial relationship with a
supervisee;
• having a casual, distant, electronic, or past relationship;
• accepting gifts from supervisees;
• experiential components of supervision (e.g., group work,
triage meetings, sweat lodges); and,
• supervisees for whom the counsellor/therapist supervisor
had a prior teaching, supervisory, or administrative
responsibility.
It is important to note that some potential relationships that may
present themselves as multiple relationships may not be clearly
unethical. When multiple relationships cannot be avoided,
clinical supervisors must be diligent in articulating the expecta-
tions, responsibilities, and relational boundaries for the super-
visor and supervisee.
Clinical supervisors must be aware of relationships that may
include mutual active participation in professional communi-
ties, associations, institutions, or other entities. Documenting
these pre-existing relationships is important to balancing the
risks and benefits of multiple relationships with practitioners.
66 Standards of Practice

Extending counselling/therapy boundaries may also occur

during the supervision process by offering additional support
during stressful times, using informal networks to access innova-
tive counselling/therapeutic practices, and providing research,
and sharing workplace, safety, and health information. When
an extension of the counselling/therapy boundaries is consid-
ered, clinical supervisors take the professional precaution of
re-engaging their supervisee in discussions such as informed
consent and appropriate documentation.
Clinical supervisors should also be aware of potential beneficial
interactions with supervisees, such as mentorship opportuni-
ties, or offering support (either professional or personal) during
stressful times.

E10 Due Process and Remediation

Due Process and Remediation strategies must be directly related to the defin-
Remediation able challenge(s) faced by supervisees, taking into account their
learning style and resources available. This experience should
Counsellors/therapists responsible
for clinical supervision and their
be developed collaboratively, with the challenge(s) identified
supervisees recognize when (for example theoretical, conceptual, clinical/technical, diversity,
such activities evoke significant ethical, interpersonal, and professional). Method(s) and evalua-
personal issues and refer to other tion of remediation must be identified, and outcomes well-docu-
sources when necessary to avoid mented and undertaken in a timely manner. Consequences for not
counselling/providing therapy meeting the outcomes should also be defined. Clinical supervisors
to those for whom they hold
and supervisees are reminded of the supervisors’ gate-keeping role.
administrative, evaluative, and/or
subordinate responsibilities. Micro Remediation takes place naturally throughout the supervi-
sion process. However, remediation may also be required on a
Counsellors/therapists responsible
more significant scale due to a variety of reasons.
for clinical supervision and their
supervisees ensure that any Micro Remediation strategies might include:
professional experiences which • an in-depth review of the Standards of Practice;
require self-disclosure and engage-
ment in self-growth activities are • supervisor/supervisee consulting with a person;
managed in a manner consistent • specific knowledge;
with the principles of informed • role-playing;
consent, confidentiality, and
safeguarding against any harmful
• taking a workshop;
effects. Counsellors/therapists • observation;
remain cognizant of their power • readings;
and privilege throughout the
• research;
supervision process. (See also B2,
C8, G9, G10) • self-care/personal counselling/therapy; and,
• consulting with another supervisor and/or regulatory body.
Macro Remediation strategies might include:
• preparing a research paper on the topic; and,
• taking a topic specific course/training.
Standards of Practice 67

The legal concept of due process has its origins in the English
Magna Carta and the US Constitution. It was intended to
ensure fair treatment of citizens if the state intervened to limit
or deny their freedoms, or to seize their property. The rules and
procedures of due process are now a well-established aspect of
jurisprudence and is respected whenever there is an adjudica-
tion of a complaint against a citizen. These are also embodied in
the CCPA Procedures for Processing Complaints of an Ethical
Nature. They include the following due process provisions:
• the members knowing the nature and the source of the
complaint made against them;
• provision of an opportunity to be heard;
• access to the materials used in all deliberations;
• provision of the reasons for judgements made;
• the right to appeal; and,
• doing all in a reasonable time limit.

Self-Development and Self-Awareness

Clinical supervisors should provide opportunities for supervi-
sees to relate their professional practice to relevant counselling/
therapy theory; relevant cultural, historic, environmental and
community contexts; and to participate in reflective activi-
ties intended to promote personal development, insight, and
self-awareness as individuals in a helping profession. Clinical
supervisors are similarly encouraged to engage self-development
and self-awareness activities for continuing development. Such
activities could include:
• mindfulness;
• effective use-of-self sessions;
• human relations and communications courses;
• individual counselling/therapy;
• social justice;
• mediation training;
• meditative retreats;
• healing circles;
• cultural awareness courses and groups;
• travel;
• volunteering; and,
• working with a wide variety of people in counselling/
therapy roles in diverse environments.
68 Standards of Practice

Emotional competence reflects our awareness and respect for ourselves as unique, fallible human beings. It
includes self-knowledge, self-acceptance, and self-monitoring. We must know our own emotional strengths and
weaknesses, our needs and resources, our abilities and limits for doing clinical work.
(Pope and Vasquez, 2016)

E11 Self-Care
Self-Care The very qualities that facilitate empathic connection in the
Counsellors/therapists responsible
helping professions also increase the risk for psychological
for clinical supervision encourage distress the can result in burnout, compassion fatigue, secondary
and facilitate the self-development trauma, and vicarious trauma. Investment in self-care can
and self-awareness of supervisees. prevent or mitigate the harmful effects that can sometimes be
They do so to support integration associated with caring for others. Consequently, the exercise of
of supervisees’ professional self-care is a crucial consideration for clinical supervisors and
practice and personal insight
supervisees. Beyond representing sound practice, self-care is an
with the delivery of counselling/
therapy skills in an ethical, legal, ethical requisite. Clinical supervisors and supervisees are called
and competent manner and with to engage in self-care not only to nurture their own wellbeing,
sensitivity to the culturally diverse but to safeguard the wellbeing of those with whom they interact
context in which they work. (See professionally. Attention to self-care also may reduce the risk of
also A1, G8) ethical complaints and litigation.
In order to decrease the risk of psychological distress, burnout,
and vicarious trauma, supervisees and supervisors must
practice self-care by setting appropriate boundaries. This
is of particular importance to individuals working in small
communities who are in regular contact with local residents,
when not in their professional role. Because rural, remote,
and northern-based counsellors/therapists tend to be isolated
from professional development opportunities and ongoing
face-to-face supervision, continuing education, debriefing with
peers or consultants, and supervision can be accessed through
electronic means.
Clinical supervisors do not counsel supervisees. Nonetheless,
they do have an important responsibility to educate supervisees
regarding appropriate pathways to self-care and prevention of
impairment and conveying a positive attitude about partici-
pation in personal therapy. When supervisees have personal
issues that would benefit from counselling/therapy, clinical
supervisors provide these practitioners with referral options
for counselling/therapy, and pertinent counsellor/therapist
resources, including self-care.
Engaging in ongoing clinical supervision throughout one’s career
is considered best practice in the counselling/therapy profession.
It contributes to self-efficacy, increases competency development
Standards of Practice 69

opportunities, supports personal well-being, and provides essen-

tial networking possibilities; all of which are supportive of safe,
effective, timely, and current service delivery for clients.

E12 Diversity Responsiveness

Diversity Clinical supervisors strive to grow in their understanding of
Responsiveness diversity within Canada’s pluralistic society. This understanding
should be infused along a continuum, beginning with the coun-
Counsellors/therapists responsible
for clinical supervision display sellor/therapist education program, and continuing through the
sensitivity and responsiveness supervision process, and all other education experiences across
to individual differences that the counselling/therapy career. Such understanding should be
reciprocally shape the supervisory based on the recognition of diversity, and of the ways in which
relationship, such as personal and ethnicity, language, gender identity and expression, sexual/affec-
professional beliefs and values, tional orientation, religion, among other differences, can affect
cultural factors, and develop-
mental stage.
attitudes, values, and behaviour.
Clinical supervisors recognize the impact of diversity contexts on
Counsellors/therapists who
such components as service delivery, relationships, and profes-
conduct clinical supervision
continually seek to enhance their sional or academic opportunities. They address the situation or
diversity awareness, sensitivity, take action to support supervisees in self-advocacy or assist them
responsiveness, and competence. in locating supports and resources that would enable them to
They promote awareness and advocate for themselves and others.
understanding of the self-identities
of clients, supervisees, and clinical
supervisors and explore with their
supervisees the potential influ-
ence on counselling and clinical
supervision of the various aspects
of difference and diversity. (See
also A12, B9, C10, Section I)
70 Standards of Practice

F. Consultation Services
CODE OF ETHICS STANDARDS OF PRACTICE
F1 General Responsibility
General When counsellors/therapists provide consultation practices
Responsibility and/or services to an individual, organization, or other entity,
Counsellors/therapists provide they undertake at the outset to clarify the nature of the role
consultative practices and services expected, the relationship with each party, the possible uses
only in those areas in which they of any information acquired, and any limits to confidenti-
have demonstrated competency ality. Specifically, counsellors/therapists taking on consulta-
by virtue of their education and tion services must:
experience. (See also A1, A3, E1, I5)
• provide services only in areas where they have expertise
gained through education and experience. Counsellors/
therapists practice in new areas only after specific training
and supervision;
• discuss the fact that all consultative relationships are
voluntary, may be formal or informal, and may be free of
charge or for fee;
• seek agreement from all involved in the consultation regard-
ing each individual’s rights to confidentiality, need for confi-
dentiality, and any limits to confidentiality. Information
is disclosed only when clients have given permission for
disclosure;
• respect privacy in a consulting relationship, and provide
information only to individuals involved in the case;
• not discriminate on the basis of disability, sexual/affectional
orientation, culture or ethnicity, religion/spirituality, gender
or socioeconomic status;
• recognize the need for continuing education. Consultants
should have an ongoing program to build their skills and to
keep aware of multicultural and diverse populations;
• clarify policies for creating, maintaining, and disposing of
records. Keep records in a secure location; and,
• take constructive action to change any inappropriate
policies or practices in an organization that places
restraint on their ability to act in an ethical manner.

When engaging in informal consultation, offer suggestions and ideas rather than definitive advice. Otherwise, you
may be stepping into the role of a formal consultant or supervisor.
(Wheeler, N. May, 2020. Counseling Today, p. 14)
Standards of Practice 71

F2 Undiminished Responsibility and Liability

Undiminished Counsellors/therapists work in multiple settings across Canada.
Responsibility and Practitioners who work in private practice are required to research,
Liability on a regular basis, the legality of incorporation in their particular
Counsellors/therapists who work
jurisdiction. For instance, at the time of writing, counsellors/thera-
in agencies or private practice, pists in private practice, who are registered with the College of
whether incorporated or not, must Registered Psychotherapists of Ontario (CRPO) and who are prac-
ensure that there is no diminishing ticing through a “professional corporation” must be incorporated
of their individual professional under the provisions of the Ontario Business Corporations Act
responsibility to act in accordance (“OBCA”) and apply for a certificate of authorization from CRPO.
with the CCPA Code of Ethics, or
This may change over time. Counsellors/therapists are responsible
in their liability for any failure to
do so. (See also A3, E3)
for remaining current on their obligations.
It is the responsibility of counsellors/therapists in all jurisdictions
in which they provide services to adhere to the legal require-
ments of that jurisdiction. To clarify, counsellors/therapists
providing services in a regulated environment (e.g., at time of
writing: Ontario, Québec, Nova Scotia, New Brunswick), must
determine whether incorporation is permitted under the busi-
ness corporations act and the regulated health professional act
in their particular jurisdiction (see https://www.ccpa-accp.ca/
profession/).
Members of CCPA who wish to establish private practice agen-
cies, whether incorporated or not, and those members who work
at such agencies, should:
• ensure that their counselling/therapy will in no way
diminish their individual responsibility to behave
professionally in accordance with the CCPA Code of
Ethics and Standards of Practice. Nor can it, in any way,
limit a member’s professional liability for any failure to
act accordingly;
• clarify that the professional relationship, with respect to
the provision of counselling/therapy services, is with the
individual counsellor/therapist rather than with the agency
(for practitioners working within agencies or institutions);
• disallow an agency employer to limit a CCPA member’s
professional responsibility and liability with respect to their
counselling/therapy services;
• understand that professional liability insurance is for the
CCPA member and not the agency, although an agency
may decide to pay the liability insurance fee on behalf of
a member; and,
• respect privacy and limit discussion from a consulting
relationship to persons clearly involved with the case.
72 Standards of Practice

F3 Consultative Relationships
Consultative Consultative relationships are voluntary arrangements between
Relationships professionals in which the consultant provides a service, such as
Counsellors/therapists ensure
sharing of skills, providing opinion, problem solving, and brain-
that consultation occurs within a storming. The professional receiving the consultation has the
voluntary relationship between right to accept or reject the opinion/advice of the consultant. The
a counsellor/therapist and a consultative relationship is distinct from a supervisory relation-
help-seeking individual, group, or ship (see Section E: Clinical Supervision Services).
organization, and that the goals
are understood by all parties Counsellors/therapists engaging in consultative relationships
concerned. Consultation requires ensure that the practitioner offering consultation provides
that informed consent (including informed consent that includes a clear understanding of the
limits to liability) be incorporated limits of the relationship, the consultant’s area(s) of competence,
as an integral and ongoing whether it is a formal or informal undertaking, limits to liability,
process. (See B10)
and any fee structure which may accompany the service.
Counsellors/therapists providing consultation services ensure
that the practitioner seeking consultation clearly understands
that the consultant does not take on the legal responsibility or
liability for decisions made by the counsellor/therapist. In fact,
there is no requirement for the practitioner to accept or act upon
the advice of the consultant.
Counsellors/therapists should discuss the goals and clarify
aspects of the relationship, typical practices, and the limits of
confidentiality. Consultants must pay particular attention to the
following factors influencing consultative relationships:
• provide consultative services only in those areas in which
they have demonstrated competence by virtue of education
and experience;
• ensure that everyone knows that all aspects of consultative
relationships are voluntary;
• avoid any circumstance where the duality of a relationship
(professional or private) or the prior possession of informa-
tion could lead to a conflict of interest; and,
• provide clear, written, professional boundaries.

Fees and Billing Arrangements

Similar to clinical supervisors, consultants make every effort to
assist those receiving services in understanding any fee struc-
tures and billing arrangements that may exist for the consul-
tation service. When there are fees attached to the service,
consultants must:
Standards of Practice 73

• present both their fees and billing for their services in a

clear and transparent manner prior to any consultation
service being provided;
• anticipate, discuss, and clarify when there may be a limita-
tion on their services because of some financial or other
constraint and any subsequent adjustments to service as
early as feasible; and,
• under no circumstances should consultants submit their
billing invoice as a surrogate for professional services
provided by another service provider.

Informed Consent
Consultants should provide verbal and written information on
the obligations, responsibilities and rights of both counsellors/
therapists and consultees. This information should include:
• clear goal statement;
• limits of confidentiality, including the requirement to report
child abuse or neglect, or to report according to ‘duty-to-
warn’ provisions;
• potential risks and benefits of consultation;
• costs of the consultation (if any); and,
• statement as to who will receive feedback, including treat-
ment plans, session notes, and specific actions.

Respect for Privacy

Consultants respect the privacy of clients by limiting any discus-
sion of client information obtained from a consulting relation-
ship, to individuals who have clear and current involvement
with the case. Any data, whether written, recorded, or oral, is
restricted to the purpose of the consultation. Every effort is made
to protect client identity, and to avoid undue invasion of privacy.
Consultants should:
• establish appointment and waiting room practices,
which minimize the opportunities for clients to meet and
identify with others as co-workers, friends, neighbours,
and so forth;
• not identify anyone who is receiving consultation services,
when contacted by unknown callers or by others, unless
there is client authorization to do so;
• verify the identity of telephone callers whenever confiden-
tial client information is to be provided or discussed;
• prior to accepting a video call:
74 Standards of Practice

■ ensure only authorized individuals are on the call;

■ determine whether or not the call may be audio-recorded;
■ confirm how recordkeeping will be taken and securely
maintained; and,
■ protect the privacy of all parties;
• maintain a professional manner and caution that protects
the dignity and privacy of the client, when discussing client
information in a telephone conversation. The consultant
avoids informality, speaking off the record, or saying
anything that they would not want their client to hear;
• take appropriate precautions when using faxes, e-mails,
electronic platforms, personal messaging devices, and
cellular phones in their professional practice. Such means
of communication should only be used for the exchange
of confidential information, when its security can be
assured; and,
• avoid playing confidential voice mail messages in a manner
which may be overheard by others.
Recordkeeping for Consultation Services
Records of all consultations, whether pertaining specifically to
the counsellor/therapist or regarding clients, must follow guide-
lines for good record keeping (B6). Consultation records include
informal or formal discussions through a variety of modalities
including in person or via distance using telephonic or electronic
means. Text messages, e-mail messages and other text-based
or video-based platforms are included in the record keeping
process. For voluntary, informal consultation, the legal status for
recordkeeping is unclear. Counsellors/therapists should be fully
transparent with individuals with whom they consult regarding
what is appropriate in their particular setting and region of
Canada, taking into consideration the level of informality or
formality of the consultation services being provided.

F4 Conflict of Interest
Conflict of Interest Conflicts of interest can arise when there are hidden agendas
or multiple relationships. Conflicts typically arise when two
Counsellors/therapists who
engage in consultation avoid professionals in consultation have concerns or aims that are
circumstances where the duality incompatible, or when a professional is in a position to person-
or multiplicity of relationships or ally benefit from actions or decisions made in their official
the prior possession of information capacity. Consultation occurs only on a voluntary basis, and the
could lead to a conflict of interest. goals of the consultation must be fully understood by all parties
concerned. The potential problems of conflicts of interest can be
avoided with careful explanations of the goals, informed consent,
Standards of Practice 75

confidentiality limitations, and uses of information. Counsellors/

therapists do not engage in consultations when there is a multi-
plicity of relationships, or when prior possession of information
could lead to a conflict of interest.
Counsellors/therapists refrain from recruiting or accepting as
clients in their private practice, individuals for whom they may
have professional obligations at places where they are employed.

F5 Sponsorship and Recruitment

Sponsorship and Many members of the public do not fully understand issues
Recruitment related to sponsorship and recruitment. Counsellors/therapists
should make every attempt to avoid misunderstandings.
Counsellors/therapists providing
consultation services present any • Consultants do not engage, directly of through agents, in
of their organizational affiliations recruiting additional business from clients.
or memberships in such a way
• Consultants do not take payment for referring clients.
as to clarify any related sponsor-
ships or certifications to address • Consultants do not endorse products in which they have a
potential conflicts of interest. financial interest.
Counsellors/therapists do not • Counsellors/therapists do not accept consulting contracts
recruit clients to their counselling/ when competing professional relationships (legal, personal,
therapy practice as a consequence
financial) could impair their objectivity.
of their consultation services. (See
also B8, B13) • Counsellors/therapists should not advertise association
with an established organization when they have only
worked a short period of time for the organization.
• Consultants should not use membership in a professional
organization on a business card, if the membership is
intended to imply endorsement.
• Canadian Counsellor Certification (CCC and CCC-S)
shows that a counsellor/therapist has met certain training
criteria, and “CCC” and/or “CCC-S” can be used on
business cards and letterhead.
76 Standards of Practice

G. Counsellor/Therapist Education and Training

CODE OF ETHICS STANDARDS OF PRACTICE
G1 General Responsibility
General This article is a broad statement that implores counsellor/therapist
Responsibility educators to respect the people whom they educate and train,
Counsellor/therapist educators and to adhere to all the articles and standards outlined in the
conduct themselves in a manner CCPA Code of Ethics and Standards of Practice. Counsellor/
consistent with the CCPA Code of therapist educators must constantly work towards improved self-
Ethics and Standards of Practice. understanding to minimize biases and counter tendencies toward
They adhere to current CCPA personal control and power.
guidelines and standards with
respect to education and training Some of the general responsibilities and issues for counsellor/
of aspiring counsellors/therapists. therapist educators and heads of counselling/therapy depart-
(See also E1, E3, G3, I4) ments include:
• develop the counselling/therapy program, and consider the
requirements for CACEP accreditation;
• ensure that the counsellor/therapist education program
includes courses and practica that foster counsellor/thera-
pist self-awareness, and that target disciplinary competen-
cies and professional identity;
• ensure that the courses and practica meet those criteria
required for future workplaces, fulfill counsellor/therapist
certification, and/or regulatory college requirements, and
meet the requirements for membership in professional
counselling/therapy organizations;
• infuse multicultural and diversity competencies across
all coursework and training experiences, with particular
attention on populations identifying as Black, Indigenous,
and/or Persons of Colour (BIPOC);
• commit to recruiting and retaining diverse faculty and
students;
• provide counsellors/therapists-in-training with on-going
performance appraisal throughout their counselling/
therapy program;
• facilitate or arrange referrals for remedial assistance, should
students experience difficulties in their counselling/therapy
program;
• adopt policies to address serious unresolved personal issues
that have implications for students’ counselling/therapy
competence, and the welfare of their clients; and,
• raise awareness of students regarding the methods of
evaluation, and the competency level expected of students
prior to training.
Standards of Practice 77

G2 Boundaries of Competence
Boundaries of Counsellor/therapist educators should be competent teachers
Competence and practitioners who can demonstrate their counselling/therapy
Counsellor/therapist educators
skills, and give examples of counselling/therapy effectiveness.
are aware of and operate within Furthermore, counsellor/therapist educators and clinical supervi-
their boundaries of verifiable sors should limit their involvement to areas of competency. These
competence with respect to areas of competency include:
teaching content, methods, and
mode of delivery (e.g., traditional,
• awareness of ethical issues and ethical responsibilities;
online, blended). Counsellor/ • skill in counselling/therapy practice;
therapist educators are required • knowledge of the theory and practice of counselling/
to acquire any necessary skills and therapy;
knowledge prior to undertaking
teaching students to ensure that
• maintenance of an on-going research program (counsellor/
competence can be demonstrated. therapist-educators);
(See also A1, A3, E6, H6, I4, I5) • regular participation in counselling/therapy conferences
and workshops;
• knowledge of, and sensitivity to, multicultural and diversity
issues; and,
• recognition of requirements for and use of appropriate
supervision when commencing practice in newly acquired
competency areas.

Level of Competence
Every person who enters into a learned profession undertakes to bring to the exercise of it a reasonable degree
of care and skill. He does not undertake, if he is an attorney, that at all events you shall gain your cause, nor does
a surgeon undertake that he will perform a cure; nor does he undertake to use the highest possible degree of
skill. There may be persons who have a higher education and greater advantages than he has, but he undertakes
to bring a fair, reasonable, and competent degree of skill…
(Lanphier v. Phipos, 1833)

Note: This quotation was written in 1833; the authors acknowledge that the use of non-inclusive pronouns does
not align with CCPA policy.

Ethical Orientation
Counsellor/therapist educators have the responsibility of making
counselling/therapy students aware of legal principles and their
ethical responsibilities as expressed in the CCPA Code of Ethics.
Additionally, the six principles (beneficence, fidelity, autonomy,
nonmaleficence, justice, and social interest), on which the Code
is based, should be examined and understood, and the processes
of ethical decision making should be studied and practiced.
As well, counsellor/therapist educators should be cognizant of
ethical tensions associated with multiple relationships.
78 Standards of Practice

G3 Specifically, it is the responsibility of counsellor/therapist

Ethical Orientation educators to:
Counsellor/therapist educators • provide specific course(s) in counselling/therapy ethics that
ensure that students and trainees includes a wide range of ethical issues, and not just those
become familiar with the CCPA that might arise as part of clinical supervision;
Code of Ethics, Standards of • make students aware that they are responsible for their own
Practice, regulatory college acts ethical behaviour;
and policies (if applicable), and
relevant case law and legal
• ensure that students have an e-copy or hard copy of the
statutes. They clarify respective CCPA Code of Ethics and Standards of Practice;
expectations of counsellor/ • introduce students to ethical decision-making processes
therapist educators and students/ that take into consideration counsellor/therapist differences,
trainees/supervisees to uphold diversity of clients, counselling/therapy settings, and legal
these ethical and legal respon- issues; and,
sibilities. Counsellor/therapist
educators’ model and promote
• infuse the study of ethics into all courses in counselling/
safe, ethical conduct, professional therapy, so that students recognize the importance of ethics
attitudes and values and ensure in all aspects of counselling/therapy.
adequate knowledge of regulatory
features of the profession. (See Clarification of Roles and Responsibilities
also E3, E8)
Before the counsellor/therapist education of students begins,
G4 counsellor/therapist educators should state clearly to students
their respective responsibilities and obligations. This should
Clarification of Roles and
include taking the opportunity to:
Responsibilities
• clarify the power differential between counsellor/therapist
Counsellor/therapist educators
who occupy multiple roles in the
educators and students. Some non-professional relation-
education and training of students/ ships can be beneficial, and need to be discussed. Examples
trainees undertake at the outset of possible non-professional positive interactions include
to clarify the respective roles and providing support during stressful situations and member-
accompanying responsibilities. ship in professional organizations;
Counsellor/therapist educators • clarify the levels of counselling/therapy competence
also acknowledge the inherent expected from students, and the methods of appraisal and
power and privilege they hold and
evaluation;
convey their commitment to using
these advantages to enhance the • address the requirement for not grading self-disclosure and
experience of supervisees/trainees. self-growth activities;
(See also B8, E7, G9, G13) • clarify the inappropriateness of romantic interactions or
relationships between counsellor/therapist educators and
students; and,
• describe the privacy rights of all counsellors/therapists-
in-training. Trainees should not be required to disclose
personal information unless the requirement is identified in
admissions materials or the material is necessary to obtain
assistance for the trainee.
Standards of Practice 79

G5 Program Orientation
Program Orientation Department and counselling/therapy program chairpersons and
Counsellor/therapist educators
counsellor/therapist educators responsible for the counselling/
orient students/trainees/supervi- therapy program must orient future and current students to the
sees to the content, sequencing, nature of the counselling/therapy program. Counsellor/therapist
and requirements, and expecta- educators provide prospective students and counsellors/thera-
tions of the program, including all pists-in-training with information on:
supervised practice components
(both simulated and real). Any • admission requirements, including not only minimum
requirements or expectations admission requirements, but typical grades and other
related to self-disclosure and criteria that recently admitted students obtained to
personal counselling are commu- gain admission;
nicated prior to admission to the • orientation before the program begins in order to acquaint
program. (See also E8) students with all elements of the counselling/therapy
program;
• detailed description of all elements and activities of the
counselling/therapy program, including a clear policy on
supervised practice components, both simulated and real;
• complete descriptions of program and course expectations.
The course outlines would indicate not only the nature
of the course, but the teaching format, assignments and
grading system. These descriptions would include the
type and level of counselling/therapy skills, attitudes and
knowledge required for completion of the counselling/
therapy program;
• current employment opportunities for counselling/therapy
graduates;
• policies on evaluation, remediation, dismissal, and due
process;
• information on the various supervision settings available
and the practicum requirements for the various sites,
including ongoing performance appraisal and scheduling of
supervision and evaluation sessions;
• ethical issues: students and prospective students are told
that they have the same ethical obligations as counsellors/
therapists, counsellor/therapist educators, and supervisors;
• information on program components where role playing
and other simulated activities are used; and,
• policies to address serious unresolved personal issues with
implications for students’ counselling/therapy competence.
80 Standards of Practice

G6 Relational Boundaries
Relational Boundaries Clear boundaries should be established and maintained between
Counsellor/therapist educators
counsellor/therapist educators and counsellors/therapists-in-
acknowledge the inherent training. Multiple relationships should be approached with
power and privilege imbalances caution, and should only be engaged in if justified by the nature
associated with their positions of the activity. Discussion between participating parties should
and the influence that these occur prior to engaging in multiple roles and should indicate
exert on their relationships with understanding and agreement with respect to purpose and dura-
students/trainees/supervisees.
tion of roles that extend beyond usual roles.
Counsellor/therapist educators
therefore exercise care and Multiple relationships can take many forms, including personal
caution in establishing such relationships with students, becoming emotionally or sexually
relationships and ensure that involved, and combining the role of counsellor/therapist educator
appropriate relational boundaries
and counsellor/therapist. These types of relationships can impair
are clarified and maintained. Dual
and multiple relationships are
judgment, and have the potential for conflicts of interest.
avoided unless justified by the Other areas where multiple relationships can result in exploita-
nature of the activity, limited by tion or biased judgment include:
time and context, and entered into
by the parties involved only after • having a business or financial relationship with a student;
assessment of the rationale, risks, • attending conferences, workshops, etc., with a student;
benefits, and alternative options. • having a recent casual, distant, electronic, or past
(See also B8, E7, I2)
relationship;
• accepting gifts from students; and,
• students of counselling/therapy, with whom the counsellor/
therapist educators have teaching, supervisory, or adminis-
trative responsibilities.
On the other hand, counsellor/therapist educators must be
aware of the importance of beneficial interactions with students.
These might include visiting a student in a hospital, offering
support during stressful times, mentorship opportunities, or
G7 co-presenting at a conference.

Confidentiality Sometimes, multiple relationships are not clearly unethical. In

smaller counsellor/therapist education programs, counselling/
Counsellor/therapist educators
therapy supervisors may be advisors, teachers, and supervisors.
honour the confidentiality of infor-
mation obtained about students/ If this situation cannot be avoided, great care must be taken by
trainees/supervisees, subject to counsellor/therapist educators to explain the expectations and
any safety-related exclusions and responsibilities for each role.
mandatory reporting requirements
discussed during the orientation
and/or informed consent process.
Confidentiality
Students/trainees/supervisees Counsellor/therapist educators and trainers should inform
are apprised in advance of any students and trainees of exceptions to confidentiality. These
limits to confidentiality related to exceptions occur when:
policies for assessment, feedback,
evaluation, and performance
reporting. (See also B2, E5, E8, I7)
Standards of Practice 81

• legal requirements demand that confidential material be

revealed;
• a child or dependent adult is in need of protection;
• others are threatened, placed in danger, or there is a
potential for harm.
G8
Self-Development and Self-Development and Self-Awareness
Self-Awareness
Counsellor/therapist educators and trainers promote activities
Counsellor/therapist educators that enhance the personal development, insight, and self-aware-
encourage and facilitate the self- ness of students and trainees. Such activities should be tailored
development and self-awareness
to individual needs, and may include participation in activities
of students and trainees to help
promote ongoing integration of ranging from journal-writing and mindfulness sessions to indi-
personal insight with professional vidual counselling/therapy sessions and meditative retreats (see
practice. (See also E11, I3, I8) Section E for a list of sample activities).

G9 Dealing with Personal Issues

Dealing with Personal Counsellor/therapist educators do not counsel counsellors/
Issues therapists-in-training. Nonetheless, they do have an important
Counsellor/therapist educators are
responsibility to educate them regarding appropriate pathways to
attentive to any indicators that self-care and prevention of impairment.
learning activities have evoked Counsellor/therapist educators should convey positive attitudes
significant psychological and
about students’ participation in personal therapy. When coun-
emotional distress for students/
trainees/supervisees. They recom-
sellors/therapists-in-training have personal issues that would
mend referrals to other helping benefit from counselling/therapy, counsellor/therapist educators
professionals or resources when and supervisors should provide these trainees with information
warranted and do not engage in regarding acceptable counsellor/therapist resources.
providing counselling to those for
whom they hold administrative
It is important to note that some potential multiple relationships
or evaluative responsibility. (See are not clearly unethical. For example, in smaller communities,
E10, G4) clinical supervisors may be neighbours, former advisors, former
teachers and colleagues. When multiple relationships cannot be
avoided, clinical supervisors must be diligent in articulating the
expectations, responsibilities, and boundaries for the supervisor
G10 and supervisee.

Self-Growth Activities Self-Growth Activities

Counsellor/therapist educators, Counsellor/therapist education programs delineate the nature
trainers, and supervisors ensure and type of self-growth activities in their admissions, and coun-
that any learning experiences selling/therapy program materials. Self-growth activities provide
requiring self-disclosure and
students with opportunities to examine themselves in relation to
participation in self-growth activi-
ties are managed in a manner the counselling/therapy profession, and should provide insight
consistent with the principles of on their counselling/therapy and work with clients and others.
informed consent, confidentiality, Levels of self-disclosure should not be linked to evaluation and
and safeguarding against harmful
grades. As well, students should be told that some disclosures
effects. (See B4, E10)
82 Standards of Practice

might require counsellor/therapist educators or supervisors to

act on ethical obligations.
A few examples of self-growth activities are:
• volunteering;
• member of a growth group;
• human relations courses;
• multicultural groups;
• family reconstruction sessions;
• role plays; and,
• psychodramas.
Self-growth and professional learning extends beyond the class-
room and counselling/therapy programs. Continuing education
and personal care is a general responsibility of all counsellors/
therapists (see A3).

G11 Sexual Contact with Students and Trainees

Sexual Contact with Since power differences between counsellor/therapist educa-
Students and Trainees tors/trainers and counsellor/therapists-in-training contribute
Counsellor/therapist educators do
to increased vulnerability, sexual relationships are prohibited. A
not engage in intimate contact of sexual relationship can be pursued after the education/training
a romantic and/or sexual nature relationship has been terminated when the following can be
with current students/trainees/ demonstrated:
supervisees. They embark on such
• remnant power and privilege dynamics do not compromise
relationships with former students/
trainees/supervisees only after
the voluntariness of the former counsellor/therapist-in-
thoughtful and thorough consid- training’s participation;
eration of the potential influence • there is no possibility of the formal educational relationship
of power and privilege imbalances recommencing;
and the potential for perceived or • the former student/trainee does not feel pressured or
actual pressure or coercion, lack of
coerced into engaging in the sexual relationship;
objectivity, exploitation, and harm.
(See A10, A11, B12, E7) • there are no additional associated vulnerabilities that could
compromise the former student’s free and consensual
participation in a sexual relationship;
• no foreseeable exploitation or harm would come to the
former student/trainee by virtue of engaging in the sexual
relationship.
The onus of such making such determinations lies solely upon
the counsellor/therapist educator who must execute an objec-
tive and carefully considered decision-making process that is
supported by relevant consultation.
Standards of Practice 83

G12 Sexual Intimidation or Harassment

Sexual Intimidation or Sexual intimidation or harassment in all forms is a serious
Harassment offence that results in immediate and long-term physical, social,
Counsellor/therapist educators
and emotional consequences. Offences of this nature can be
are attentive to any potential for implicit or explicit, planned, or spontaneous, and perpetrated
sexual intimidation or harassment in-person or through technology. The offender’s intent, even if
of students/trainees/supervisees, avowedly benign, does not in any way excuse or diminish the
including unnecessary queries wrongness of the act or the effects of the offence. Offending
related to gender identity, sexual behaviour of this nature will sometimes be denied or minimized
orientation, and sexual behaviour.
according to inappropriate claims such as:
They do not engage in nor ignore
sexual intimidation or harassment, • the act was an attempt at humour;
which may be evidenced directly • the offended person is oversensitive;
or indirectly, in person or using
technology (including, but not
• the offended person was flirtatious;
restricted to, social media, text • the offending person was experiencing mental health
messaging, email transmission, concerns at the time of the offence;
and telecommunication). Coun- • the offending person was intoxicated at the time of the
sellor/therapist educators promote offence; and,
prevention through education and
expressed expectations and take • the offended person did not protest or resist the offender’s
an active role in intervention when behaviour.
concerns arise. (See also A11, Justifications, such as these, are indefensible and thus do nothing
B12, E7) to absolve instances of wrongdoing. Counsellor/therapist educa-
tors are also morally and ethically obligated to support students/
trainees who identify that they have experienced sexual intimi-
dation or harassment, and strive to use disciplinary skills and
knowledge to foster a safe learning environment for all.

G13 Scholarship
Scholarship Counsellor/therapist educators are ideally positioned to mentor,
encourage, and support student research and scholarship activi-
Counsellor/therapist educators
promote and support engagement ties such as co-writing, research assistantships, teaching assist-
in scholarly activities such as antships, and presenting at conferences all contribute to student
research, writing, publishing, and development as researchers and authors. In all such instances,
presenting. When collaborating counsellor/therapist educators take steps to ensure that students
with students/trainees/supervisees are treated fairly and equitably throughout conjoint scholarly
on such activities, counsellor/
activities through ensuring the following:
therapist educators only take
credit for their own work and give • student participation is freely chosen with no evidence of
credit to students/trainees/super- pressure or coercion;
visees commensurate with their • students are given due credit for their contributions
contributions. (See also D10, G4) proportionate to their participation;
• counsellor/therapist educators only take credit for scholarly
work where they have made a significant contribution; and,
84 Standards of Practice

• counsellor/therapist educators are sensitive to power

difference that can deter students from expressing dissatis-
faction with conjoint scholarly activities or perceptions of
unfairness.

G14 Establishing Parameters of Counselling/Therapy

Establishing Parameters Practice
of Counselling/Therapy Applied practice and experience is a core requirement for
Practice counselling/therapy students/trainees. When engaged in such
Counsellor/therapist educators
practices, counsellors/therapists must, from the outset of the
confirm that students/trainees/ counselling/therapy relationship, inform their clients of this
supervisees inform clients of their status. As part of the informed consent process, and in addition
status as students/trainees/super- to indicating their student status, clients should be informed of
visees and take steps to ensure the following:
that boundaries of competence
and appropriate parameters of • the name of the student’s home institution and supervisor,
practice are honoured. (See also and contact information for both;
A3, B16) • the student’s level of experience and program year
(e.g., 1st year, 2nd year, etc.);
• the duration that the student will be at their practice
placement;
• the risks and benefits of receiving services from a student;
• the right to request another non-student counsellor/
therapist;
• whether the counselling/therapy will entail use of a one-way
mirror, co-therapy, or other intrusive supervisor practices;
and,
• any requirements for audio or video recording, including
how provisions for anonymity and confidentiality will
be upheld.
In addition to ensuring that a student’s clients are fully informed
of their student status, it is equally important that students them-
selves are not asked or expected to practice beyond their devel-
opmental status and associated competency level. Student refer-
rals should be carefully vetted to ensure, to the greatest degree
possible, that the presenting concern(s), and clinical presentation
of potential clients, fall within the student counsellor/therapist’s
evolving level of competency. Failure to meet this obligation can
result in significant harm to both clients and students.
Standards of Practice 85

H. Use of Electronic and Other Technologies

CODE OF ETHICS STANDARDS OF PRACTICE
H1 Technology-Based Administrative Functions
Technology-based Many administrative functions involved in the practice of coun-
Administrative selling and psychotherapy can now be carried out electronically
Functions (e.g., scheduling, billing, test administration, record keeping).
As part of the informed consent
Although there are risks associated with any approach to such
process, counsellors/therapists functions, there are specific risks that arise through technology.
indicate to clients at the outset of Counsellors/therapists therefore must implement processes and
services whether digital records procedures to mitigate such risks. Chief among these include
will be kept. If electronic record the following:
keeping is to be implemented,
counsellors/therapists ensure that • ensuring that necessary digital security measures are
digital security measures necessary used, and routinely updated according to the developer’s
to protect client confidentiality recommendations;
and privacy are in place (e.g., • ensuring that one has necessary skills and knowledge to
encryption, firewall software). (See use technology in a way that maintains its ethical integrity;
also B2, B4, B6, B7, E2) this requirement extends, as well, to one’s employees and
supervisees;
• ensuring that clients are aware of and understand how
technology will be used in one’s practice;
• ensuring that clients are aware of any benefits and risks
associated with using technology, and provide alternatives
if requested. For example, if a client were to decline using
email for correspondence, then telephone should be offered
as an alternative; and,
• ensuring clients are aware of limitations when using
technology for communication. For example, using email to
set-up appointments would be limited to this function, and
thus would not involve sharing lengthier therapeutic content.
Using technology-based administrative functions5 does not in
any way alter or diminish established ethical standards for record
keeping, privacy, confidentiality, etc.
H2
Permission for Technology Use
Permission for Specific risks arise when using internet-based communications
Technology Use with clients. For example, privacy and/or confidentially could
Counsellors/therapists seek client be breached because of something the practitioner, or client,
informed consent prior to using did or did not do. Or, it could happen that misunderstandings
Internet-based communication

5 The Canadian Counselling and Psychotherapy Association hosts the Technology and Innovative Solutions Chapter
whose mission is devoted to legal and ethical use of technology in the provision of counselling and psychotherapy
services. Guidelines for the use of technology, basic technological competencies and a checklist for appropriate use of
technology is located at https://www.ccpa-accp.ca/chapters/technology-counselling/
86 Standards of Practice

with clients (e.g., email, texting, occur regarding the purpose and extent to which internet-based
and related forms of digital communications will be used (e.g., a client emails during non-
communication). Counsellors/
office hours expecting an immediate reply or sends a crisis text,
therapists take necessary precau-
tions to avoid accidental breaches
hoping for an interference reply).
of privacy or confidentiality when To mitigate such ethical concerns, it is important that counsel-
using Internet-based-communi- lors/therapists have a clear policy regarding the use of internet-
cation devices and apprise clients based communications which is conveyed in an informed
of associated risks. (See also B4,
B6, E2)
consent process prior to using such technologies with clients. At
minimum, counsellors/therapists should convey the following:
• in what instances these communications will be used (e.g.,
scheduling versus therapy);
• what technologies will be used (text, email, other online
messages apps);
H3 • any risks to privacy/confidentially associated with the
particular technology being used; and,
Purpose of
• anticipated response times.
Technology Use
To further decrease the possibility of an accidental breach of
Counsellors/therapists clarify
confidentiality/privacy, counsellors/therapists should only use
under which circumstances and
for which purposes technology- dedicated computers/phones/devices to carry out their tech-
based-communication will be used nology-based communications with clients.
(e.g., setting up appointments,
counselling sessions, record- Purpose of Technology Use
keeping, billing, assessment,
third-party reporting) and they
Many aspects of professional practice can now be facilitated or
review their related policy as part administered through technology. Counselling/therapy clients
of the informed consent process have an ethical right to know in advance what technologies will
with clients. (See also B4) be used, and how they will be used, along with salient risk and
benefits associated with this use. This information should be
H4 conveyed at the outset of the professional relationship though
Technology-Based Service an informed consent process, and revisited if parameters of the
Delivery original technology use are altered.
When technology-based
applications are incorporated Technology-Based Service Delivery
as a component of counselling/ Technology is now routinely incorporated into counselling/
therapy programs and services, therapy services and programs. It can be used in part, or in full,
counsellors/therapists ensure to facilitate therapeutic conversations, specific model-driven
that (a) they have demonstrated interventions, assessment procedures, wellness, tracking, and
and documented competence
consultation/supervision processes. The rapid pace of innovation
through appropriate and adequate
education, training, and supervised and shifting consumer preferences requires counsellors/thera-
experience; (b) necessary digital pists to adjust their ethical practices to accommodate changes in
security measures are in place technology as they evolve.
to protect client privacy and
Counsellors/therapists should be responsive not only to the
confidentiality; (c) technology
applications are tailored or client’s general preferences regarding their counseling/therapy,
Standards of Practice 87

matched to unique client concerns but also to the way in which it is delivered. Preferences for tech-
and contexts; (d) research nology-based services should be accommodated in all instances,
evidence supports the efficacy of
unless the service provider has not developed the means or
the technology for the particular
purpose identified; (e) decisions
competency to provide such services.
to implement new and emerging
technologies that are not yet Technology-Based Counselling/Therapy Education
accompanied by a solid research Many counsellor/therapist education programs now provide
foundation are based on sound
course delivery and associated administrative support fully or
clinical judgment and the rationale
for their selection is documented; partially online. Digital platforms can be used for synchronous
(f) client preparedness to use the and asynchronous forum-based instruction, audio/video lectures,
specific technology-based applica- instructor/student communication, examinations, assignment
tion is assessed and education and delivery and grading, skills practice, and applied practice.
training are offered as warranted;
and (g) informed consent is Because delivering counsellor/therapist educations programs
tailored to the unique features of using online technologies differs significantly from traditional
the technology-based application face-to-face programs, educators must possess additional compe-
being used. tencies associated with distance delivery.
In all cases, technology-based Example competencies include:
applications do not diminish the
responsibility of the counsellor/ • knowledge of distanced pedagogy, and the ability to design
therapist to act in accordance coursework consistent with this pedagogy;
with the CCPA Code of Ethics • ability to facilitate text-based learning through discussion
and Standards of Practice, and, in forums and related digital platforms;
particular, to ensure adherence to
• ability to facilitate social presence within online discussion
the principles of confidentiality,
informed consent, and safe-
forums and related digital platforms;
guarding against harmful effects. • ability to deliver lectures using audio and video digital
(See also A3, B2, B4, C1, C5) platforms; and,
• knowledge and competent use of technologies themselves.
H5 Given that technology-based distance education is still relatively
Technology-Based new to many counsellors/therapists, those coming to this work
Counselling/Therapy may not have had the opportunity to learn about distance peda-
Education gogy during their own education and training. In many instances
Counsellor/therapist educators it will therefore be necessary to develop competency through
who use technology to provide or a combination of activities such as self-learning, mentorship,
enhance instruction in fully online conferences/workshops, or certificate.
or blended counselling/therapy
programs have demonstrated
competency in this mode of
delivery through their education,
training, and/or experience.
88 Standards of Practice

H6 Personal Use of Technology

Personal Use of Broad and quickly changing social media technologies require
Technology counsellors/therapists to remain vigilant with respect to associ-
In their use of social media
ated ethical concerns. Foremost in this regard is ensuring that
and related technology in their one’s online presence is consistent with the ethical commitments
personal lives, counsellors/thera- and values of the profession (e.g., humility, respect, integrity, self-
pists monitor the style and content awareness). Posting messages, photos, and other online content
of their communication for ethical on social media sites should be done with discretion to ensure
congruity and professionalism. that nothing that is made public is offensive, distasteful, know-
They attend to privacy/security
ingly inaccurate, or inflammatory. Additionally, vigilance extends
features, continue to honour
client confidentiality, demonstrate beyond the active posting of items by counsellors/therapists.
respect for and valuing of all indi- It is not acceptable to passively research clients’ or supervisees’
viduals, and represent themselves online activities.
with integrity. (See also B2, G2)
Professional boundaries should be established and maintained
when receiving social media requests both from former and
current clients. In such circumstances, clients should be educated
regarding the ethical limitations associated with social media use.
Counsellors therapists ensure that they are aware of security
and privacy settings associated with social media platforms, and
adjust settings to reduce the potential for unintended sharing of
content, or breaches of confidentiality/privacy.

H7 Jurisdictional Issues
Jurisdictional Issues When counsellors/therapists provide services from a distance
using technology, they must be aware of, and comply with, laws
Counsellors/therapists who engage
in the use of distance counselling/ and regulatory requirements that affect their practice across
supervision, technology, and social national and international jurisdictions. In some instances,
media within their therapeutic counsellors/therapists will be required to register where the client
practice understand that they may is located; this requirement should be identified and addressed
be subject to laws and regula- prior to engaging in professional services.
tions of both the counsellor’s
practicing location and the client’s When providing services to clients at a distance, counsellors/
place of residence. Counsellors/ therapists must also take steps at the outset to ensure that appro-
therapists ensure that clients are priate protocols have been established for responding to emer-
aware of pertinent legal rights gency situations and reporting issues, including risk of harm to
and limitations governing the self or others and child protection. Counsellors/therapists should
practice of counselling/supervision
also have knowledge of additional local resources that may need
across provincial/territorial lines
or international boundaries. (See to be utilized to complement their services.
also A5) Counsellors/therapists should consult with their insurance
providers to ensure that liability coverage extends to the service
being offered and the identified jurisdiction.
Standards of Practice 89

In all instances of service provision across jurisdictional bounda-

ries, the following jurisdictional issues should be discussed,
understood, and documented prior to engaging services:
• whether third-party payers will cover out-of-jurisdiction
technology-based services;
• what regulatory body and/or professional organization
should be contacted if an ethical concern arises;
• names and contact information for crisis and protection
services; and,
• what steps will be undertaken should technology fail during
service provision.
90 Standards of Practice

I. Indigenous Peoples, Communities, and Contexts

For you today, my friends, I raise sacred smoke. For you who are troubled, confused, doubtful, lonely, afraid,
addicted, unwell, bothered or alone, I raise sacred smoke. For those of you who are in sorrow, grief or pain,
I raise sacred smoke. For those who work with people, for change, for spiritual evolution, for the upward and
outward growth of our common humanity and the well-being of our planet, I raise sacred smoke. For those of you
in joy, in the glow of small or great triumphs, who live in love, faith, courage and respect, I raise sacred smoke.
And, in the act of all of this, I raise it also for myself.
(Wagamese, R. ‘Reverence’. In Embers: One Ojibway’s Meditations, 2016, p. 86)

CODE OF ETHICS STANDARDS OF PRACTICE

I1 Awareness of Historical and Contemporary Contexts
Awareness of Historical Counsellors/therapists have a responsibility to understand
and Contemporary as much of the contexts facing their clients as possible. This
Contexts includes a responsibility to understand the historic and ongoing
Counsellors/therapists understand negative impacts the counselling/psychotherapy profession has
the impacts of the helping had upon Indigenous individuals and communities. In taking
profession in contributing to the deliberative act of facing uncomfortable truths and pursuing
the historical, political, and knowledge and awareness of both historical and contemporary
socio-cultural harms endured by contexts, counsellors/therapists increase their ability to respond
Indigenous Peoples in Canada. ethically and effectively.
Counsellors/therapists seek
knowledge to understand and The impact of colonialism echoes into today and will continue to
articulate the effects that coloniza- echo into the future for all persons in Canada. The historic and
tion has on Indigenous Peoples. contemporary injustices placed upon the Indigenous Peoples
(See also A1, A2, A7, A12, B1, B9, of these lands have been and continue to be horrific, uncon-
E12, F14, I3)
scionable, and centered in the belief that there can be a moral
distinction between culturally different human beings. That false
distinction led to extensive and continuous harm to the indi-
vidual, the family, the community, the nation, and the culture of
Indigenous Peoples. That harm, perpetrated by individuals, families,
communities, religious groups, governments, social services, and by
the very counselling and psychotherapy profession represented in
these Standards of Practice, must be addressed.
Understanding and engaging with the consequences of suppression,
forced assimilation, genocide, and isolation are crucial in being able
to work effectively, ethically, and authentically within Indigenous
communities.
Standards of Practice 91

“Colonization attacks individuals on the emotional, physical, mental and spiritual levels….These processes also
tear apart Aboriginal communities and families….Once Aboriginal persons internalize the colonization processes,
we feel confused and powerless since we are pressured to detach from who we are and are left with no means
to alleviate the pressure. Aboriginal families who have internalized the colonization processes and adapted to the
hierarchal system are shells of violence, objectification and isolation. Relationships between emotionally isolated
individuals are based upon their attempts to attain the lost sense of belonging and love. As Aboriginal people move
further into internalizing the colonization processes, the more we degrade who we are as Aboriginal people.”
(Michael Hart (Kaskitémahikan) as quoted by Jim Silver. In Racism in Winnipeg, 2015)

I2 Reflection on Self and Personal Cultural Identities

Reflection on Self Counsellors/therapists must engage with and take steps to under-
and Personal Cultural stand their own relationship to colonialism, be it as a settler, an
Identities Indigenous person, an immigrant, or a combination thereof.
Counsellors/therapists reflect on
Self-reflection is necessary for counsellors/therapists to be more
and understand their own identity prepared to acknowledge and address their own sense of inter-
(social/self-location) as it relates nalized racism, incorrect assumptions, and biased attitudes.
to the shared Canadian history This, in turn, enables counsellors/therapists to provide cross-
of colonialism and the impacts cultural support with increased confidence, compassion, and
therein. They explore issues of cultural humility.
internalized racism, unexamined
privilege, questioning assumptions While potentially uncomfortable and unsettling, an unflinching
and previous learning. (see also examination of one’s own identities in relation to a shared history
A12, B1, B9, C10, E12, G6) of colonialism is the cornerstone of ethical and effective practice
within Indigenous communities. To work well within Indigenous
contexts, counsellors/therapists must recognize and under-
stand the biases and limitations associated with all therapeutic
approaches. This recognition is required to avoid replicating or
echoing past harmful practices, policies, and applications of the
counselling/therapy profession.
Counsellors/therapists consider social- and self-location when
reflecting critically on the genesis and intersection of their own
identities relative to colonialism, power, and privilege. This vital
process is a complex and unique experience for each practitioner.
While there is no prescribed approach to take, understanding
the shared history of colonialism within Canada, the impacts of
residential schools, the Indian Act, and personal connections to
Canadian history is an important first step.

Another part of the process in alleviating the emotional suffering of Indigenous Peoples is validating the existence
of not only the traumatic history but the continuing oppression.
(Braveheart, Chase, Elkins and Altschul, 2011, p. 287)
92 Standards of Practice

I3 Recognition of Indigenous Diversity

Recognition of While many Indigenous groups and Nations within Canada may
Indigenous Diversity share similarities and thematic overlap in their stories, values,
Counsellors/therapists recognize
perspectives, or practices, it is crucial that counsellors/therapists
that although Indigenous Peoples understand that there is no pan-Indigenous identity; Indigenous
within Canada may share values people are incredibly diverse not only between different groups or
and beliefs and exhibit similarities Nations, but also between communities. Because cultural knowl-
in cultural practices, it is crucial edge differs significantly across Indigenous contexts, care must
to acknowledge Indigenous be taken to learn and respect the specific customs, values, and
diversity at individual, community,
principles relevant to one’s practice setting.
and Nation levels. This diversity
precludes pan-Indigenous assump- Counsellors/therapists are best served by assuming they know
tions about cultural teachings, truly little about each unique group or community, and proceed
identities, and practices. The from a place of not knowing; to engage with each new experience
onus is on counsellors/therapists
with humble intent to learn anew. This echoes into the practi-
to proceed from a stance of
not knowing and openness to
tioner’s practice and approaches both consciously and uncon-
exploring. (See also A2, A3, A12, sciously. Contextually rich cultural teachings, stories, values,
B1, B9, C6, C10, D1, E12, G8, I1) imagery, medicines, traditional knowledge, and many other
aspects of Indigenous culture do not mean the same things, and
assuming so leads to culturally insensitive practice.

The soul of a nation is in its people and the spirit of Canada is variegated and sublimely diverse. What makes us
strong is our diversity, our differences, but what pulls us together, ties us into a shared destiny, is the straining of
our human hearts – the secret wish for a common practical magic.
(Wagamese, R. ‘The Question’. In One Native Life, pp. 89-90)

I4 Respectful Awareness of Traditional Practices

Respectful Awareness of Indigenous Peoples may have traditional practices that belong to
Traditional Practices specific families, communities, Nations, or other types of groups;
this knowledge may be sacred and only for specific knowledge-
Counsellors/therapists seek to
become familiar with shareable
keepers, or it may be readily shared. An awareness of these kinds
traditional teachings, values, of practices does not equate with permission to use them. While
beliefs, approaches, protocols and interest in and respect for the Traditional practices of Indigenous
practices relevant to Indigenous groups is appropriate, counsellors/therapists must adhere to an
communities with which they are approach that seeks only information that is willingly shared,
involved. (See also A1, A3, A7, A12, and utilize such knowledge only with the appropriate permis-
B1, B9, E6, E12, G1, G2)
sions and guidance of the community one serves. Respect is an
essential quality; the counsellor/therapist must respect individual
as well as cultural differences, respect client goals, and their
preferred processes.
There is a distinct line between appropriating the practices of
others and the culturally relevant incorporation and respectful
use of specific teachings, values, or beliefs. The line between these
two very different outcomes is permission and training.
Standards of Practice 93

Counsellors/therapists prioritize building relationship with

appropriate knowledge-keepers within community to learn
culturally relevant information. However, counsellors/therapists
err on the side of caution in using only those practices that are
specifically and unmistakably shared with them for the specific
purposes of incorporation into their practice.
Counsellors/therapists are required to specifically ask and to
seek clarification with appropriate, knowledgeable community
members.

The ability to develop a practice based on cultural foundations is of utmost importance to Indigenous healing…
Indigenous people have a desire for an approach to health care that is based upon traditional healing and
wellness. As we continue to decolonize and heal from the devastation that has visited our lives, Indigenous
peoples continue to journey forward bringing ceremony and culture to future generations. As Elders, knowledge
carriers and wisdom translators continue to enlighten those seeking cultural teachings, the experience of wellness
spreads throughout Turtle Island. Indigenous strategies to helping and healing will bring comfort, nurturing and
peace to those seeking balance and harmony.
(Linklater, R. ‘Resilience’. In Decolonizing Trauma Work. p. 164)

I5 Respectful Participation in Traditional Practices

Appropriate Counsellors/therapists only participate and/or incorporate
Participation in practices with the expressed agreement of recognized tradi-
Traditional Practices tional teachers, Elders, Knowledge Keepers, and Healers when
appropriate. In addition, clear reflection and care is given to the
Counsellors/therapists seek clarity
and confirmation through the use
appropriate use and relevance of these practices with any client,
of cultural guides to determine regardless of permission; just because a counsellor/therapist
when it is appropriate for them knows a practice does not mean the use of the practice is always
as to participate in or otherwise relevant or appropriate.
engage with traditional Indigenous
approaches and practices. They
Counsellors/therapists who are interested in learning, or perhaps
proceed only with the express even incorporating Traditional practices into their own practice
agreement of recognized tradi- must first consider whether appropriate participation is feasible
tional teachers, Indigenous Elders, and adopt a humble, not-knowing approach. Great care must be
and healers (where appropriate) taken to seek clarity and confirmation that participation and use
and with attention to the ethical of specific teachings or materials is appropriate and permitted.
consideration of both clinical and
Permissions given apply only to the scope, times, specific tech-
cultural boundaries of competence.
(See also A3, A4, A7, A12, A13, B1,
niques, and contexts discussed during that same permission. It
B8, B9, E12, F1, G2) is important when participating in Indigenous ceremonies that
counsellors/therapists carefully observe local protocols.
The use of a specific technique rests within the parameters
given at the time of learning. Without further discussion or
permission, it is not ethically applicable in other situations
or approaches.
94 Standards of Practice

Respect is not something you earn. It’s not something you aspire to or ask of others. It isn’t your right or what you
should expect of people. Respect, in the Ojibway world, is the ability to honour all of Creation. It is something that
you offer and something that you carry within you. The spiritual blessing of respect is harmony and the spiritual by
product is community. When you choose to honour all of Creation and, in turn, allow yourself to express it in your
actions, you live respectfully, and because all things move in a circle, you will become respected.
(Wagamese, R. ‘Minwaadendamowin: Respect’.
In One Drum – Stories and Ceremonies for a Planet. p. 180-181)

The use of cultural guides, individuals or groups with which the

counsellor/therapist has a mutually agreed upon relationship for
the purpose of cultural learning and sharing, is of crucial impor-
tance in practicing within Indigenous communities and contexts.
Simply witnessing or being aware of a practice does not equate
with permission to incorporate or use that same practice.

I6 Strengths-Based Community Development

Strengths-Based Counsellors/therapists must look to the strengths, resilience,
Community and resources within community that already exist. The prac-
Development titioners’ understanding of Indigenous communities must be
Counsellors/therapists seek to
through a strengths-based lens. The communal strengths and
understand and acknowledge the resources are often exist despite significant social and economic
strengths, resilience, and resources obstacles, and are generally directly aligned with the needs and
within Indigenous communities. leadership within community. Counsellors/therapists first look to
They support and contribute what exists, and determine if supporting those initiatives would
to programs and services that be more effective and ethical than attempting to intervene or
promote community development.
develop new programming within or for a community.
(See also A12, B1, B9, D1)
Counsellors/therapists support and contribute to existing
programs and services where it is appropriate, invited, and effec-
tive to promote community strength. Appropriate cross-cultural
practice, sometimes referred to as a two-eyed seeing approach, is
a matter of increasing the counsellor’s/therapist’s connection and
relationship within these same communities.

Indigenous peoples are consistently marginalized by many of the systems and institutions of the dominant
society, and they have a deep mistrust of these institutions as a result. However, community hubs are designed
with input from the community itself. Hubs are spaces where people can get their needs met, creating health
equity, social justice, cultural reclamation, and a sense of community wellness and belonging. They are by far the
best model for addressing intergenerational trauma within Indigenous communities.
(Methot, S. ‘Killing the Wittigo’. In Legacy Trauma Story and Indigenous Healing. p. 293)
Standards of Practice 95

I7 Relevant Cross-Cultural Practice

Relevant Cross-Cultural Counsellors/therapists recognize that all approaches, techniques,
Practice practices, assessments, and materials may have limited or no
Counsellors/therapists recognize
relevant application to Indigenous clients and communities.
that relevant cross-cultural Considerable effort must be extended by counsellors/therapists
practices have limitations. Prior to to understand the specific advantages and disadvantages of any
use, they consider the advantages therapeutic element or non-Indigenous approach. Care should
and disadvantages of using such be taken to establish whether a particular therapeutic approach
practices. Counsellors/therapists has demonstrated efficacy with Indigenous clients, and whether
seek culturally appropriate
standardized assessments include relevant norms. Finally, use of
education and training, consider
the potential results of using Western therapeutic approaches should only be used if they are
such practices, and collaborate culturally sensitive and clearly benefit the client. Regular process
with clients in determining use or checks are important to ensure that clients are benefitting from
applicability. (See also A3, A7, A12, the direction/course of therapy.
Section B, Section C, Section D, G2)
Counsellors/therapists seek out culturally appropriate education
and training from resources that have considerable community
support, or are recognized and approved as emblematic of the
values, perspectives, and approach of the particular Indigenous
groups they seek to support. In pursuing this education, careful
consideration is given to the potential consequences and
perspectives that clients may have of the counsellor/therapist’s
application of acquired knowledge. Key self-reflection questions
include: Does this knowledge and education benefit the client?
Does the client show confidence that the practitioner can use
this knowledge and education effectively? Does the client seem
comfortable with the practitioner’s integration of this knowledge
and education into work with them?

Western ways of helping, particularly psychotherapy, entails a linear passage of time in which the client’s/
community’s concern or problem can be resolved. In Indigenous thinking, this idea of passing time for resolving
concerns makes no sense. Instead, Indigenous healing holds intensity as the factor of importance (Duran
& Duran, 2000, p. 92). We need to consider the perspective of local community values and aspirations and
recognize that family and social network approaches which emphasize the relational self may be more constant
with Indigenous cultures (Kirmayer, Brass, & Tait, 2000).
(Michael A. Hart (Kaskitémahikan). Cree Ways of Helping: An Indigenist Research Project, 2017)
96 Standards of Practice

I8 Relationships
Relationships Counsellors/therapists understand that relationship forms
Counsellors/therapists seek to
the foundation of interactions within Indigenous individuals,
build relationships with Indigenous communities, and contexts. This relationship must be mutually
Communities that are based agreed upon, beneficial, and mutually respectful. In building
on mutual benefit, respect, and these relationships, the intention and purpose of the counsellor/
cultural humility. (See also A7, A12, therapist’s efforts must be made clear.
B1, B8, B9, B13, B14, C10, D1, D2,
D10, E1, E3, E5, E8, E12, G8) Counsellors/therapists do not build relationship only for
their own benefit and leave, but to engage in clearly mean-
ingful and long-standing connection, wherein learning and
cultural exchange occur as a by-product of such a relationship.
Relationship is about connection and respect for the benefit of
the client, not gaining resources or information solely for the
practitioner’s use.
Relationships take time, effort, humility, and perseverance. Many
Indigenous communities have been the subjects of research, policy,
and approaches that appropriate their resources and knowledge
to be used for other means, and, therefore may be rightly cautious
in accepting new people without time and energy given to build
rapport, and develop strong and trusting relationships.
Counsellors/therapists must be prepared to explain who they are,
where they come from, the values they represent, the intentions
they have, and their reasons for wanting to provide services to
Indigenous clients. They must be especially prepared to prove
their authenticity through their actions over time.

We are all related. That’s what my people understood from the earliest times. At the core of each of us is the
creative energy of the universe. Every being and every form shares that kinetic, world-building energy. It makes
us brothers, sisters, kin, family. Ojibway teachings tell us that we all come out of the earth, that we belong here,
that we share this planet equally, animals and people.
(Wagamese, R. One Native Life, 2018, p.143)

I9 Culturally and Ethically Reciprocal Relationships

Culturally Embedded Counsellors/therapists understand that within Indigenous
Relationships communities and contexts, cultural differences exists regarding
multiple relationships, gifting, and traditional knowledge-
Counsellors/therapists understand
the distinct cultural and ethical
keeping. When confronted with tensions or questions within
differences of dual relationships, these areas of ethical practice, counsellors/therapists must use
multiple relationships, gifting, and the CCPA’s ethical decision-making process (see Code of Ethics,
Traditional Knowledge keeping. pp.2-4) to arrive at an ethically defensible decision or posi-
Cross-cultural contexts take tion that balances local Indigenous cultural beliefs and moral
priority over rule-based contexts in values, with the ethical principles and standards contained with
these cases. Counsellors/therapists the CCPA Code of Ethics. Counsellors/therapists should take
Standards of Practice 97

thoughtfully consider cross- extra care to engage in broad consultation as part of the decision-
cultural contexts when engaging making process.
in ethical decision making and
seek consultation and supervision Indigenous communities value and perceive multiple relationships
as warranted to ensure culturally in a unique manner. In some communities, it is culturally appro-
appropriate outcomes. (See also priate and relevant to have counsellors/therapists engage not only in
A2, A4, A7, A12, B1, B8, B9, B10, the helper role, but as a member of a larger community, even as an
B14, D1, E7, E12) extension of their family, or as a participant in many other practices
or events. In other communities, there are different contexts that
result in different roles and relationships for counsellors/therapists.
In addition, gifting and sharing of knowledge, materials, food,
and other practices are deeply embedded cultural and relational
components and ought to be respected according to the norms of
specific communities in which the counsellor/therapist is working.
Counsellors/therapists follow protocols as shared in these situations
by those in the communities with whom they interact.
Counsellors/therapists seek consultation and supervision from
others to ensure culturally appropriate outcomes.

The phrase ‘all my relations’…it’s hugely important…It points to the truth that we are all related, that we are
all connected, that we all belong to each other…From our very first breath we are in relationship. With that
indrawn draft of air we become joined to everything that ever was, is and will be. When we exhale, we forge that
relationship by virtue of the act of living. Our breath commingles with all breath, and we are a part of everything.
That’s the simple fact of things. We are born into a state of relationship with all things.
(Wagamese, R. ‘Harmony’ in Embers: One Ojibway’s Meditations’, 2016, p.36 & 44)

I10 Appropriate Use of Traditional Knowledge and

Appropriate Use Cultural Teachings
Counsellors/therapists
Counsellors/therapists understand and honour that adoption
acknowledge and honour the or incorporation of Indigenous perspectives or materials must
understanding that when working directly serve the community within which such knowledge orig-
with members of Indigenous inates. The practitioner’s learning and education from a commu-
communities, the adoption or nity benefits that same community. Counsellors/therapists
incorporation of Indigenous must recognize, prior to working with members of Indigenous
perspectives, knowledge, artifacts,
communities, that too often these communities have welcomed
story making, research, and
historical discoveries, must first
guests, shared their perspectives, and shared traditional knowl-
serve and be approved by the edge only to have those cultural objects or ideals taken, misused,
Indigenous community(ies) from or even changed to suit the needs or perspectives of the visitors.
which such ideas originate. (See
The use and incorporation of cultural teachings is based on the
also A2, A3, A4, A7, A12, A13,
Section D)
understanding that such information belongs to the people from
which it originates, and any outside use or extrapolation of that
knowledge ought to be done so with extreme care, permission
from the community from which it originates, and a careful
reflection upon whether such use is culturally relevant, ethical,
and appropriate.
98 Standards of Practice

What is the greatest teaching in life? You have to make your own moccasins…You make them from the hide of
your experience, all the places you have walked. You sew them with the thread of the teachings, the lessons
embedded in all the hard miles. You stitch them carefully with the needle of your intention – to walk a spiritual
path – and when you’ve finished, you realize that Creator lives in the stitches. That’s what helps you walk
more gracefully.
(Wagamese, R. Harmony in Embers: One Ojibway’s Meditations, 2016, p.36 & 44)

I11 Honouring Client Autonomy

Honouring Client Counsellors/therapists recognize and understand that many
Self-Identification Indigenous people may not wish to pursue support and therapy
Counsellors/therapists consider
within an Indigenous context or utilizing Indigenous practices,
Indigenous peoples within the
beliefs, or embedded techniques. Despite the outward appear-
context of their culture and ance of a client, the inclusion of culturally enhanced approaches
history, dependent upon the is dependent on the client’s desire to pursue such therapeutic
client’s wishes to identify with and interventions. Many clients may wish to not engage in culturally
participate in their own cultural enhanced therapy and the inappropriate assumptive use of such
practices. Counsellors/therapists techniques, without consultation, could undermine the thera-
encourage the client to direct the peutic alliance.
level of cultural involvement or
Counsellors/therapists avoid making cultural assumptions by
talk within the therapeutic session.
(See also A2, A12, B1, B9)
carefully and respectfully inquiring which culturally informed
approaches, if any, the client feels most comfortable. This inquiry
occurs throughout all informed consent processes. Given that
many groups have different practices and approaches, this is
especially crucial to avoid pan-Indigenous bias.
Counsellors/therapists avoid making errors based on bias and
empower clients to direct their own level of cultural involve-
ment within the therapeutic process, including session to session
adjustments as become apparent.

I start with recognizing that I have to understand the perspectives that the individual has on the world and how
they fit into the world and then how they think about healing, about their own healing…From that, I discover how
much they’re informed by either a more linear perspective on the world versus a more wholistic perspective on
the world, or both…being wholistic means to first acknowledge that there is more than one way of thinking in the
world; there is more than one perspective to inform us about the world. This approach is very client-centered and
is not concerned with applying a method to the person accessing therapy. Rather this approach invites the client
into a healing relationship that recognizes their experience and incorporates a style that is familiar to the client.
(Linklater, R. ‘Respecting Different World Views’. In Decolonizing Trauma Work. p. 78-80)
Standards of Practice 99

J. Practice Standards as the Beginning of a Journey with Indigenous

Peoples and Communities

“What we hope to achieve in this journey is to educate the people so that they do their part, individually, as
peoples, to protect mother earth and all the waters that flow for future generations.

“Each line of the wampum belt represents each of our laws, governments, languages, cultures, our ways of life.
It is agreed that we will travel together, side by each, on the river of life… linked by peace, friendship, forever. We
will not try to steer each others’ vessels.”
(Edwards, J. Onondaga Nation Council of Chiefs)

The nuance and considerations of what it takes to work ethically, “in a good way”, within
Indigenous communities and contexts is a long overdue venture for many counsellors/thera-
pists. Much of what we learn, and how we grow from those learnings, stem directly from the
courage of Indigenous peoples and communities to trust others with their truths, and walk
with those new to Indigenous ways of being. The 2020 Code of Ethics directs counsellors/thera-
pists to take a stance of cultural humility, and recognize cultural blind spots when engaging in
counselling/therapy with individuals with diverse backgrounds. It encourages cultural safety
training. Much of what counsellors/therapists have yet to learn regarding Indigenous peoples
and communities has not yet been articulated or expressed in ways that can be incorporated,
or included in standards of practice, without running the risk of echoing years of appropriation
and forced inclusion.
Standards of practice are designed to inform practitioners of the expectations for professional
conduct, and are directly linked to a code of ethics. They are used as a baseline to determine
whether practitioners have acted with ethical integrity and accountability. It is therefore criti-
cally important to openly and honestly emphasize that the 2021 practice standards related to
work with Indigenous peoples and communities are the first steps in a long journey. Until now,
through omission, there was a deafening absence of recognition for the unique and rich history
of Indigenous people that informed much of their present day needs. There is, therefore, a
choice to be made in 2021: remain silent or say something, even if that message has flaws or
room for improvement. What all counsellors/therapists do know is that approaching clients
with humility, and from a place of not-knowing, is a core value reflected in our profession and
in its ethical codes and standards.
The first steps of a very long and complex journey are always the most perilous. This is true
of any counsellor/therapist beginning to build a therapeutic alliance with any client. With
Indigenous peoples and communities, it is essential that practitioners recognize the historical
and present-day oppression, micro-aggressions, discriminatory actions, systemic racism, and
traumas that accompany individuals identifying as Indigenous. This backdrop is as true as the
vitality, tenacity, and resiliency they may possess.
For practitioners beginning a journey with Indigenous peoples and communities, the
Standards of Practice (Section I, 2021) offer professional standards that support an approach
in good faith. These Standards, as all standards of practice, are evolutionary and will be shaped
not only by time, but by the inclusion and shared work of many voices to come. The 2021
100 Standards of Practice

Standards are a baseline from which we expect all CCPA members to take first ethical steps
to begin a long journey in a good way. Over time, and with the support of Elders, Indigenous
practitioners, researchers, and allies, these Standards will grow, develop, and inform our work
as counsellors/therapists. Section I of the 2021 Standards of Practice hopes to provide the
groundwork for ethical practices and inspire a much larger conversation of what it means to
work well within Indigenous contexts, what our Code of Ethics and Standards of Practice can
become as we engage with a process of discovery and shared knowledge that places Indigenous
and non-Indigenous ways of knowing and being in collective alignment towards harmony.
The process of change, and the inclusive cycle of reiteration, are prominent in the development
of effective practice standards. The 2021 Standards of Practice, by including specific Standards
for practitioners working with Indigenous peoples and communities, strives to be a change
agent, while deeply understanding that this is only where we begin our journey.
Standards of Practice 101

K. Obtaining Ongoing Informed Consent

Counsellors/therapists have an ethical responsibility and legal obligation to ensure that the
rights of clients to informed consent are honoured prior to, and throughout the duration of
counselling/therapy (see Section B). This important responsibility is mandated regardless
of the age of the client; the modality of practice; the frequency, duration or intensity of
the counselling/therapy, or the means by which the service is provided (e.g., face-to-face,
telephonic, electronic, technologic). Obtaining ongoing informed consent from the client has
a value-added feature. Dr. Glenn Sheppard, Ethics Amicus for CCPA, writes in his Notebook
(June, 2020):
The process of acquiring consent from clients can be an important first step in establishing
a positive therapeutic involvement. It can give an implicit message that the service to
be delivered will be based on a relationship of respect and collaboration. Pinals (2009),
based on her research, concluded that, “Informed consent can enhance the therapeutic
alliance and help improve treatment adherence”.
As stated in Section B of the Standards of Practice, respect for the autonomy and self-determi-
nation of clients is displayed through the counsellor/therapist’s deliberate search for informed
consent. “Consent must be given voluntarily, knowingly, and intelligently” (p. 25).
Counsellors/therapists are reminded that informed consent is an ongoing process within the
therapeutic setting. It “is not static but rather a dynamic one that may change over time. This
could be because the counsellor/therapist wishes to engage in a different intervention approach
or therapeutic activity” (Sheppard, 2020). This dynamic approach allows the opportunity and
freedom for clients to adjust their consent, repeal their consent, or provide their consent for
proposed and/or ongoing counselling/therapy.
It has long established at common law in Canada that health care practitioners, including
counsellors/therapists, must obtain the consent of a client before any treatment is provided.
Legally, it is understood that consent must be sought in a direct manner (or through a
guardian or substitute decision-maker). The “reasonable person” doctrine in law requires that
the practitioner provide to the client sufficient information that a reasonable person would
require to make a decision about the treatment. Additionally, the practitioner must also
answer any questions the client, guardian, or substitute decision-maker might have regarding
the treatment.
The increased use of electronic and other technologies for counselling/therapy has led to some
adjustments to the more historic methods for indicating that obtaining consent has been
obtained. Historically, practitioners obtained evidence of consent in writing, or verbally, prior
to and during counselling/therapy. In counselling/therapy, the responsibility to obtain informed
consent remains unchanged today. What has changed is the acceptable means by which the
indication of consent may be received. Verbal consent (in situations in which the client is
unable to offer written expression), and expressed consent (in situations in which the client is
unable to verbalize consent, but can clearly indicate a willingness to proceed [such as through
ASL, a speech-generating device, or computerized symbol board]), are acceptable means by
which to obtain consent. In cases in which a written consent is not feasible, it is important for
102 Standards of Practice

counsellors/therapists to clearly indicate in the client’s file when and how informed consent
was provided. Generally, both handwritten and electronic signatures are now legally acceptable
means by which practitioners may receive an indication of consent. In all cases, counsellors/
therapists are advised to research the laws for consent in their particular jurisdiction. For those
practitioners who provide services through electronic and other technologies, it is important to
research not only the laws for consent in the jurisdiction in which they have an office, but also
the jurisdictions in which their clients may reside.

References: Sheppard, G.W. (2020) Let’s Give Informed Consent the Attention It Requires, COGNICA, 52,3, 7-8
Pinals,D. (2009). Informed consent: Is your patient competent to refuse treatment? Current Psychiatry, 8(4), 33-43.
Standards of Practice 103

L. Guidelines for Dealing with Subpoenas and Court Orders

Counsellors/therapists may receive formal notice from a court to provide information. Such
notices are either subpoenas or court orders. A subpoena is a legal command to provide
information or to give testimony at a hearing or trial. Sometimes it can require both testimony
and disclosure of specific documents. This is called subpoenas duces tecum. Lawyers have
to make an application to the court in order to obtain subpoenas, and they must specify
clearly the information being requested, and why they deem it relevant to the particular case.
Subpoenas are sometimes part of a ‘discovery’ search for information, which may prove helpful
to a hearing or trial. Court orders are orders issued by a judge presiding at a hearing or trial.
Such orders must be responded to right away. A challenge to a court order would require an
appeal to a higher court, and this would obviously require legal assistance. Not all requests
for information from legal counsel are subpoenas. It is important for counsellors/therapists to
discern formal notices from court versus requests for information.
In Canada, unlike the United States, there is no counsellor/therapist-client privilege. There is
virtually no information generated within counselling/therapy relationships which is outside
the reach of the courts. However, judges are typically sensitive to counsellors/therapists’
ethical responsibilities to protect their clients’ confidentiality, and do not require a breach
confidentiality unless there are compelling reasons to do so. Judges often apply the Wigmore
criteria to enable them to adjudicate whether the breaching of confidentiality is warranted in a
particular instance.
The following guidelines, although not legal advice, may prove helpful should counsellors/
therapists receive a subpoena or court order:
• Always make a timely response to subpoenas and court orders. Counsellors/therapists
are encouraged to consult with a lawyer before making any release of ‘subpoenaed’
information. Counsellors/therapists are also reminded that a decision to comply with such
requests will not leave them legally vulnerable to a charge of breach of confidentiality.
Nevertheless, disclosure should be restricted to only the information requested, and
disclosing additional information may be seen as a confidentiality violation. Also,
counsellors/therapists who are required to testify, should not bring client records unless
explicitly told to do so.
• If counsellors/therapists work for an employer, they should inform the appropriate
manager when they receive a subpoena or court order. They may also be eligible to access
employer-supported legal assistance if needed.
• Never destroy information in response to a subpoena or court order, or to an expectation
of receiving one. Such conduct, if proven, may be judged as obstruction of justice or
contempt of court.
• Counsellors/therapists should consult their clients when in receipt of a subpoena or
court order. After all, ‘confidentiality’ belongs to the client not to the counsellor/therapist.
Therefore, arguments advanced to court by a client or by the client’s lawyer may receive a
more sympathetic hearing. For example, a client may have reason to object to the scope of
a subpoena.
104 Standards of Practice

• Be reluctant to disclose third party information from a record, such as reports from other
professionals. If this information is requested, then a subpoena may need to be issued to
the person(s) who wrote the report.
Through consultation with the individual issuing the subpoena or court order, it is sometimes
possible to have a summary of a client record accepted rather than the complete record. In any
case, copies of records are usually acceptable rather than the originals.
Sometimes, there are requests for informational disclosure, which may have significant
negative consequences. For example, court disclosure of test items, psychometric protocol, and
other testing data may seriously affect the validity of a test and its integrity as a psychometric
instrument. This is the type of request to which counsellors/therapists may decide to resist
compliance, nevertheless, they will need to make a formal response indicating the rationale for
any concerns. It is appropriate to seek legal counsel in advancing any such objections to the
court. There are a number of court decisions in Canada that support the withholding of such
psychometric information. However, lawyers are best equipped to assist in presenting such
legally-based arguments. Sometimes, through negotiations with the requestor of the subpoena,
a counsellor/therapist’s concerns about the disclosure of certain information will be respected,
and more restricted boundaries set for the request.
There may be compelling reasons for counsellors/therapists, in response to a particular
subpoena, to file a motion to have it cancelled or modified. This will require the assistance
of a lawyer. Also, counsellors/therapists may seek the guidance of the court on a particular
subpoena. For example, with respect to a demand for certain psychometric information,
counsellors/therapists could argue that a disclosure would adversely affect third party interests,
such as those of test publishers, and the public, who wish to preserve the validity and integrity
of certain psychometric instruments. This too, could result in a more restricted disclosure
than initially requested. Sometimes, subpoenas are very broad, in order to maximize access to
information without much sensitivity to the nature of the information being requested.
In the final analysis, unless there is the likely event of a subpoena or court order being
completely withdrawn, counsellors/therapists must comply in a timely manner with the
original or modified subpoena or order, with or without the client’s consent, or face the
prospect of being found in contempt of court.
Standards of Practice 105

M. Guidelines for the Conduct of Custody Evaluations

Child custody evaluations can be a high-risk practice area because they typically occur within an
adversarial circumstance in which there is an increased probability that one or more parties will
be dissatisfied by an evaluation report. Custody evaluations are typically used in legal disputes
around a child’s access, care, and relationship with biological, foster and adoptive parent(s), and/
or with any legal guardian. Counsellors/therapists are advised to consider the following before
engaging in this practice area, and when conducting these evaluations:
Before engaging in this practice area, members are reminded of their ethical obligations, as
expressed in articles A3 Boundaries of Competence, Supervision and Consultation, and C4
Administrative and Supervisory Conditions of the CCPA Code of Ethics and Standards of
Practice, to have the knowledge, skills and supervised practice necessary for the competent
conduct of custody assessments.
Always give priority to the best interests of the child in all custody evaluations.
Ensure that no prior or current relationship with the children and adults primarily involved in
the custody evaluation remains, other than the role of evaluator.
Counsellors/therapists must provide objective and impartial assessments that must not be
compromised by the perspective of the individuals or agency requesting the evaluation or those
paying for it. Ideally, custody evaluations should be court-ordered, or mutually agreed upon by
participants.
Secure a signed agreement before beginning the evaluation which clarifies such aspects as:
• financial arrangement;
• who will be seen;
• time frame; and,
• who will receive copies of the report.
Counsellors/therapists should obtain informed consent from the adults involved, and from
older children to the extent possible. This should include informing participants as to who will
receive the report, and the associated limits to confidentiality.
When counsellors/therapists, during the course of their custody evaluations, have reasonable
grounds to suspect child abuse, they must fulfill their statutory obligations to report it to the
appropriate authorities.
Counsellors/therapists should keep complete records of the evaluation process.
Counsellors/therapists should restrict comments and recommendations to those that can be
substantiated by the sources of data obtained and the integration of all available information.
Other considerations include:
• avoid confusing therapeutic and assessment roles;
• seek to ensure at the outset of the assessment that equal opportunity for the disputing
parties to present their views has been offered;
• ensure balanced access to the key parties;
• avoid discussion of events, observations, or conclusions until the report is completed; and,
• fastidiously record all contacts or events (who, duration, content, etc.).
106 Standards of Practice

References
General References
American Association for Marriage and Family Therapy. (2001). AAMFT Code of Ethics. Retrieved from
http://www.aamft.org/imis15/Content/Legal_Ethics/Code_of_Ethics.aspx
American Counseling Association. (2014). ACA Code of Ethics. Author.
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct.
Author. Retrieved from http://www.apa.org/ethics/code/
Australian Psychological Society. (2004). Guidelines for psychological practice in rural and remote settings.
Author.
British Association for Counsellors/Therapists and Psychotherapists. (2003). Guidelines for online counsel-
ling and psychotherapy. British Association for Counselling and Psychotherapy.
Canadian Association for Music Therapy. (2002). Code of Ethics Wilfred Laurier University.
Canadian Association for Spiritual Care (2013). Code of ethics for spiritual care professionals. Retrieved
from http://209.162.178.174/manual.asp?Chapter=5
Canadian Council for Career Development. (2010). Canadian standards and guidelines for career develop-
ment practitioners: Code of ethics. Retrieved from http://www.career-dev-guidelines.org/career_dev/
Canadian Psychological Association. (2000). Canadian code of ethics for psychologists (3rd ed). Retrieved
from http://www.cpa.ca/docs/File/Ethics/CPA-Code%202000%20EngRe-format%20Dec2013.pdf
Counselors for Social Justice. Code of ethics. (2011). Journal for Social Action in Counseling and
Psychology, 3(2), 1-21. Retrieved from http://www.psysr.org/jsacp/Ibrahim-v3n2_1-21.pdf
Memorial University (n.d.). Ethics code for research. Retrieved from http://www.mun.ca/policy/site/
policy.php?id=139
Moore, F. (Fall, 2011). Recent changes in the law governing psychologists in Alberta. The CAP Monitor,
40, 18. College of Alberta Psychologists.
National Board for Certified Counselors and Center for Credentialing and Education (2001). The practice
of internet counselling. Retrieved from http://www.cce-global.org/Assets/ethics/internetCounseling.pdf
New Zealand Association of Counsellors /Te Roopu Kaiwhiriwhiri o Aotearoa (2002/2012). Code of
ethics. A framework for ethical practice. Retrieved from http://www.nzac.org.nz/code_of_ethics.cfm
Ontario Art Therapy Association. (2003). May 2003 OATA standards of practice and conduct. Retrieved
from http://www.oata.ca/userfiles/ETHICSTD04-1.pdf
Ontario College of Social Workers. (2011). Code of ethics and standards of practice handbook. Retrieved
from http://www.ocswssw.org/docs/codeofethicsstandardsofpractice.pdf
Ontario Hospital Association (2010). A practical guide to mental health and the law in Ontario. Retrieved
from http://www.oha.com/KnowledgeCentre/Library/Toolkits/Documents/Final%20-%20Mental%20
Health%20and%20the%20Law%20Toolkit.pdf
L’Ordre des conseillers et conseillères d’orientation du Québec. (2010). Code de déontologie. Retrieved
from https://www.orientation.qc.ca/ProtectionPublic/CodeDeontologieReglement.aspx
Standards of Practice 107

Sheppard, G. (n.d.). Notebook on ethics, legal issues, and standards for counsellors: A landmark decision
with implications for counsellors in Canada. Retrieved from http://www.ccpa-accp.ca/_documents/
NotebookEthics/Landmark%20Decision%20with%20Implications%20for%20Counsellors %20in%20
Canada.pdf
Solomon, R. (1996). In Burkhardt, B. Balancing act: Liability and the developmental services worker. The
University of Western Ontario clinical bulletin of the developmental disabilities program. 7:3. Retrieved
from www.ddd.uwo.ca/bulletins/1996Sept.pdf

Section References
Sections A and B
Cotton, B. (n.d.) Is there a qualified privilege at common law for non-traditional classes of confidential
communications? Maybe. Retrieved from http://www.bottomlineresearch.ca/articles/articles/pdf/
confidential_communications.pdf
Day QC, D. Getting respect: The mature minor’s medical treatment decision: A.C. v Manitoba (Director of
Child &Family Services) Canadian Bar Review, 88 3 667-677.
Garner, B.A. (2011). Black’s law dictionary. Thomson West.
Hippocrates. Hippocratic oath. Retrieved from https://www.nobelprize.org/prizes/peace/1985/
physicians/lecture/ and http://www.jstor.org
Lanphier v. Phipos [1833]. In The Modern Law Review, 46, 702. Retrieved from
https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1468-2230.1983.tb02546.x
Lansdown, G. (2005). The Principle of Evolving Capacities under the UN Convention on the Rights of the
Child. Retrieved from https://brill.com/view/journals/chil/27/2/article-p306_306.xml?language=en
Noel, G., Browne, P. N., Hoegg, L. R., & Boone, D. M. (2002). Health records for the 21st century in
Newfoundland and Labrador: Confidentiality and information practices. Medical Educational Services.
R. v. Mills. (1999). Retrieved from https://scc-csc.lexum.com/scc-csc/scc-csc/en/item/1751/index.do
Peterson, M. R. (1992). At personal risk: Boundary violations in professional-client relationships. Norton.
Pope, K.S., & Vasquez M.J.T. (2016). Ethics in psychotherapy and counseling: A practical guide. John Wiley
& Sons, Inc
Reake, W. (2000). In Sheppard, G.W. (2015). Record Keeping for Counsellors and Psychotherapists.
Retrieved from www.ccpa-accp.ca › wp-content › uploads › 2015/06.
Remley,T.P., Jr. & Herlihy, B.(2001). Ethical, legal, and professional issues in counseling. Prentice Hall, Inc.
Sheppard, G.W. (2017). Collection of notebooks on ethics, Legal Issues & Standards of Practice for
Counsellors and Psychotherapists. Dr Glenn Sheppard Psychological Services
Sheppard, G.W. (2018). Counselling Records: Best practices for counsellors and psychotherapists.
COGNICA, 50, 3, 8-10
Sheppard, G.W. (2018). Saying no to the police when noncompliance is the appropriate response: Some
personal examples. COGNICA 50,1, 6-8
Sheppard, G.W. (2019). E-mail communication with clients: A brief review and some recommendations.
COGNICA, 51,3, 7-11
108 Standards of Practice

Sheppard, G.W. (2020). Professional impairment of counsellors and other health professionals: some
ethical challenges. COGNICA 52,2, 8-9
Tarasoff v. Regents of the University of California. (1974). S.F. No. 23042 Supreme Court of California.
17 Cal. 3d 425; 551 P.2d 334; 131 Cal. Rptr. 14; 1976 Cal. LEXIS 297; 83 A.L.R.3d 1166.
Truscott, D. & Crook, K. (2004). Ethics for the practice of psychology in Canada. The University of
Alberta Press.

Section C
American Counseling Association. (2014). ACA code of ethics. Author.
Canadian Psychological Association. (1986). Guidelines for educational and psychological testing. Author.
Joint Committee on Testing Practices. (1988). Code of fair testing practices for education. Centre for
Research in Applied Measurement and Evaluation, University of Alberta.
Joint Advisory Committee. (1993). Principles for fair student assessment practices for education in
Canada. Author.
Zarui, A., Melikyan, A., Agranovish, V., & Puente, E. (2019). Fairness in psychological testing.
Handbook of Psychological Assessment (4th ed.), pp. 551-572.
DOI: https://doi.org/10.1016/B978-0-12-802203-0.00018-3

Section D
American Counseling Association. (2014). ACA Code of ethics. Alexandria, VA: Author.
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct.
Author. Retrieved from http://www.apa.org/ethics/code/
Canadian Counselling and Psychotherapy Association. (2007). CCPA code of ethics. Author.
Canadian Counselling and Psychotherapy Association. (2015). CCPA standards of practice. Author.
Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada,
and Social Sciences and Humanities Research Council of Canada. (December, 2010). Tri-council
policy statement: Ethical conduct for research involving humans. Retrieved from http://www.pre.ethics.
gc.ca/pdf/eng/tcps2/TCPS_2_FINAL_Web.pdf
Canadian Psychological Association. 2007. Draft ethical guidelines for supervision in psychology: Teaching,
research, practice and administration. Author.
Erickson Cornish, J. A. (2014). Ethical issues in education and training. Training and Education in
Professional Psychology, 8(4), 197–200. Retrieved from https://doi.org/10.1037/tep0000076
Government of Canada. (2018). Tri-Council Policy Statement: Ethical Conduct for Research Involving
Humans – TCPS 2. Retrieved from https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2018.html
Haverkamp, B. E. (2005). Ethical perspectives on qualitative research in applied psychology. Journal of
Counseling Psychology, 52, 146-155.
Proper, E. (2012). Toward a code of conduct for graduate education. New directions for higher education,
160, 49-59.
Standards of Practice 109

Section E
American Counseling Association. (2014). ACA code of ethics. Author.
Association of Cooperative Counselling Therapists of Canada. (n.d.). ACCT code of ethics. Author. British
Columbia Association of Clinical Counsellors. (2014). Code of ethical conduct. Author.
Canadian Psychological Association. (2000). The Canadian code of ethics for psychologists (3rd ed.). Author.
Canadian Psychological Association. (2007). Draft ethical guidelines for supervision in psychology:
Teaching, research, practice and administration. Author.
Shepard, B. & Martin, L. (2012). Supervision of counselling and psychotherapy handbook: A handbook
for Canadian certified supervisors and applicants. The Canadian Counselling and Psychotherapy
Association

Section F
Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th ed.). Allyn & Bacon.
Bernard, J. M., & Goodyear, R. K. (2013). Fundamentals of clinical supervision (5th ed.). Pearson Education.
Canadian Counselling and Psychotherapy Association. (2007). CCPA code of ethics. Author.
Canadian Counselling and Psychotherapy Association. (2008). CCPA standards of practice for counsellors.
Author.
Canadian Counselling and Psychotherapy Association. (2015). CCPA standards of practice. Author.
Canadian Psychological Association. (2012). Ethical guidelines for supervision in psychology: Teaching,
research, practice, and administration. Author.
Carroll, M. (2009) Supervision: Critical reflection for transformational learning, part one. The Clinical
Supervisor, 28(2), 210 -220. doi:10.1080/07325220903344015
Chang, J. (2012). A contextual-functional meta-framework for counselling supervision. International
Journal for the Advancement of Counselling, 35(2), 71-87. doi:10.1007/s10447-012-9168-2
Duvivier, R. J., van Dalen, J., Muijtjens, A. M., Moulaert, V., Van der Vleuten, C., Scherpbier, A. (2011).
The role of deliberate practice in the acquisition of clinical skills. BMC Medical Education, 11: 101.
Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. American
Psychological Association. doi:10.1037/10806-000
Falender, C. A., & Shafranske, E. P. (2007). Competence in competency-based supervision practice:
Construct and application. Professional Psychology: Research and Practice, 38(3), 232-240.
doi:10.1037/0735-7028.38.3.232
Gazzola, N., De Stefano, J., Thériault, A., & Audet, C. T. (2014). Learning to be supervisors: A qualitative
investigation of difficulties experienced by supervisors-in-training. The Clinical Supervisor, 32, 15-39.
doi:10.1080/07325223.2013.778678
Gazzola, N., & Thériault, A. (2007). Relational themes in counselling supervision: Broadening and
narrowing processes. Canadian Journal of Counselling, 41(4), 228-243.
Hawkins, R., & Shohet, R. (2012). Supervision in the helping professions (4th ed.). Open University Press.
Jevne, R., Sawatzky, D., & Paré, D. (2004). Seasons of supervision: Reflections on three decades of
supervision in counsellor education. Canadian Journal of Counselling, 38(3), 142-151.
110 Standards of Practice

Johnson, E. A., & Stewart, D. W. (2000). Clinical supervision in Canadian academic and service settings:
The importance of education, training, and workplace support for supervisor development. Canadian
Psychology, 41, 124-130.
Ladany, N. (2004). Psychotherapy supervision: What lies beneath. Psychotherapy Research, 14, 1-19.
doi:10.1093/ptr/kph001
Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. Counseling
Psychologist, 10, 3-42. doi:10.1177/0011000082101002
Martin, L., Shepard, B. & Lehr, R., eds. (2015). Canadian Counselling and Psychotherapy Experience:
Ethics-Based Issues and Cases. Canadian Counselling and Psychotherapy Association.
Shepard, B., Martin, L., & Robinson, B., eds. (2016). Clinical Supervision of the Canadian Counselling and
Psychotherapy Profession. Canadian Counselling and Psychotherapy Association.
Skovolt, T. M., & Ronnestad, M. H. (1992). The evolving professional self: Stages and themes in therapist
and counsellor development. Wiley.
Wheeler, A.M. (2020). Risk management for counselors. Counseling Today 62(11), 14.

Section G
Erickson Cornish, J. A. (2014). Ethical issues in education and training. Training and Education in
Professional Psychology, 8(4), 197–200. https://doi.org/10.1037/tep0000076
Halse, C., &Bansel, P. (2012). The learning alliance: ethics in doctoral supervision. Oxford Review of
Education, 38(4), 377.
Hammel, G. A., Olkin, R., & Taube, D. O. (1996). Student–educator sex in clinical and counseling
psychology doctoral training. Professional Psychology: Research and Practice, 27, 93– 97.
Lanphier v. Phipos [1833]. In The Modern Law Review, 46, 702. Retrieved from
https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1468-2230.1983.tb02546.x
Proper, E. (2012). Toward a code of conduct for graduate education. New Directions for Higher Education,
160, 49-59.

Section H
Baker, K. D., & Ray, M. (2011). Online counseling: The good, the bad, and the possibilities. Counselling
Psychology Quarterly, 24(4), 341-346.
Barak, A., & Grohol, J. M. (2011): Current and future trends in internet-supported mental health inter-
ventions. Journal of Technology in Human Services, 29(3), 155-196. doi:10.1080/15228830802094429
Barak, A., Hen, L., Boniel-Nissum, M., & Shapira, N. (2013). A comprehensive review and a meta-
analysis of the effectiveness of Internet-based psychotherapeutic interventions. Journal of Technology
in Human Services 26(2/4), 109-160. doi:10.1080/15228830802094429
Botella, C., Garcia-Palacios, A., Baños, R. M., & Quero, S. (2009). Cybertherapy: Advantages, limitations,
and ethical issues. Psychology Journal, 7(1), 77-100.
Canadian Counselling and Psychotherapy Association. (2019). Guidelines for the
Uses of Technology in Counselling & Psychotherapy. Retrieved from
https://www.ccpa-accp.ca/chapters/technology-counselling/
Standards of Practice 111

Dever Fitzgerald, T., Hunter, P. V., Hadjistavropoulos, T., & Koocher, G. P. (2010). Ethical and Legal
Considerations for Internet-Based Psychotherapy. Cognitive Behaviour Therapy, 39(3), 173-187.
doi:10.1080/16506071003636046
Finn, J., & Barak, A. (2010). A descriptive study of e-counsellor attitudes, ethics, and practice. Counselling
& Psychotherapy Research, 10(4), 268-277. doi:10.1080/14733140903380847
Lee, S. (2010). Contemporary issues of ethical e-therapy. Journal of Ethics in Mental Health, 5(1), 1-5.
Mallen, M. J., Vogel, D. L., & Rochlen, A. B. (2005). The practical aspects of online counseling: Ethics,
training, technology, and competency. The Counseling Psychologist, 33, 776-818.
Midkiff, D. M., & Wyatt, W. (2008). Ethical issues in the provision of online mental health services
(Etherapy). Journal of Technology in Human Services, 26(2/4), 310-332. doi:10.1080/15228830802096994
Rummell, C. M., & Joyce, N. R. (2010). ‘So wat do u want to wrk on 2day?’: The ethical implications of
online counseling. Ethics & Behavior, 20(6), 482-496. doi:10.1080/10508422.2010.521450
Shaw, H. E., & Shaw, S. F. (2006). Critical ethical issues in online counseling: assessing current practices
with an ethical intent checklist. Journal of Counseling & Development, 84(1), 41-53.
Van Allen, J., & Roberts, M. C. (2011). Critical incidents in the marriage of psychology and technology:
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Section I
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Challenge. Purich Publishing.
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of Canada’s Native Indians. Canadian Journal of Political Science XVII, 3: 537-53
Braveheart, M., Chase, J., Elkins, J., and Altschul, D. (2011). Historical trauma among Indigenous Peoples
of the Americas: concepts, research, and clinical considerations. doi:10.1080/02791072.2011.628913
Brant, C. (1990). Native ethics and rules of behaviour. Canadian Journal of Psychiatry 35: 534-39.
Briks, M. (1983). I have the power within to heal myself and to find truth. Tumak’s cousin (fifty-five
minutes with a Native Elder). The Social Worker/Le Travaileur Social 51, 2:47-48.
Canadian Association of Social Workers. (19940. The social work profession and the Aboriginal peoples:
CASW presentation to the Royal Commission on Aboriginal peoples. The Social Worker 62, 4: 158.
Coggins, K. (1990). Alternative Pathways to Healing: The Recovery Medicine Wheel. Health
Communications.
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the Heart: Issues Involving Indigenous Peoples in Canada (3rd ed.). Oxford University Press.
Dion Buffalo, Y.R. (1990). Seeds of thought, arrows of change: Native storytelling as metaphor. In T.A.
Laidlaw, C. Malmo & Associates, eds. Healing voices: Feminist approaches to therapy with women.
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112 Standards of Practice

Ferrara, N. (1999). Emotional expression among Cree indians: The role of pictorial representations in the
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resources. University of Manitoba.
Gil, D. G. (1998). Confronting injustice and oppression: Concepts and strategies for social workers.
Columbia University Press.
Hart, M. A. (2007). Cree Ways of Helping: An Indigenist Research Project.
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Hodgson, M. (1992). Rebuilding community after the residential school experience. In D. Englestad & J.
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Long, D.A. & Fox, T. (1996). Circles of healing: Illness, healing and health among Aboriginal people in
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practice: Cultural knowledge and traditional practices. Canadian Social Work Review, 10(1), 91-108.
O’Meara, S., & West, D.A., eds. (1996). From our eyes: Learning from Indigenous peoples. Garamond Press.
Pepper, F.C., & Henry, S.L. (1991). An Indian perspective of self-esteem. Canadian Journal of Native
Education 18, 2: 145-60.
Regnier, R. (1994). The sacred circle: A process pedagogy of healing. Interchange 25, 2: 129-44.
Standards of Practice 113

____. (1995). The sacred circle: An Aboriginal approach to healing education at an urban high school. In
M. Battiste & J. Barman. eds. First Nations education in Canada: The circle unfolds. UBC Press.
Ridington, R. (1982). Telling secrets: Stories of the vision quest. The Canadian Journal of Native Studies II,
2: 213-19.
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Ottawa. ON: Minister of Supply and Services Canada.
Scott, K.J. (1991). Alice Modig and the talking circle. The Canadian Nurse, June: 25-26.
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Stevenson, J. (1999). The circle of healing. Native Social Work Journal: Nishnaabe Kinoomaadwin
Naadmaadwin 2, 1:91-112.
Stiegelbauer, S.M. (1996). What is an Elder? What do Elders do?: First Nations Elders as teachers in
culture-based urban organizations. The Canadian Journal of Native Studies XVI, 1: 37-66.
Tofoya, T. (1989). Circles and cedar: Native Americans and family therapy. Journal of Psychotherapy
and the Family 6: 71-98.
Wagamese, R (2016). Minwaadendamowin: Harmony. In Embers. Douglas & McIntyre Pub. Inc.
Wagamese, R (2019). Minwaadendamowin: Respect. In One Drum – Stories and Ceremonies for a Planet.
Douglas & McIntyre Pub. Inc.
Wagamese, R. (2009). One Native Life. Douglas & McIntyre Pub. Inc.
Waldram, J.B. (1994). Aboriginal spirituality in corrections: A Canadian case study in religion and
therapy. American Indian Quarterly 18, 2: 197-214.
Young, D., G. Ingram &. Swartz, L. (1989). Cry of the Eagle: Encounters with a Cree healer. University of
Toronto Press.
Young, W. (1999). Aboriginal students speak about acceptance, sharing awareness and support: A
participatory approach to change at a university and community colleges. Native Social Work Journal
2, 1: 21-58.
Zieba, R.A. (1990). Healing and Healers Among the Northern Cree. Unpublished master’s thesis,
University of Manitoba.

Section J
Edwards, J. (2013). Two Row Wampum Renewal Campaign. Retrieved from
https://honorthetworow.org/media/quotes/

Section K
Sheppard, G. (n.d.). Notebook on ethics, legal issues, and standards for counsellors: A landmark decision
with implications for counsellors in Canada. Retrieved from http://www.ccpa-accp.ca/_documents/
NotebookEthics/Landmark%20Decision%20with%20Implications%20for%20Counsellors %20in%20
Canada.pdf
114 Standards of Practice

Glossary of Terms
Assent
Assent, in the context of counselling/therapy, refers to an agreement by a client to participate
in an activity. It is specifically made between the client and the practitioner in cases in which
the client has not yet reached the legal age of consent or who, for a variety of reasons, may be
unable to understand the potential consequences of an agreement to participate, or not be
competent to provide legal consent (e.g., persons with a cognitive or intellectual disability,
serious mental illness, young children).

Assessment
Assessment refers to evaluative measures used by the counsellor/therapist to assist in individual
treatment planning. It includes a wide variety of methods or tools but does not typically include
formal evaluative measures such as standardized tests for diagnostic purposes.

Clinical Supervision
Clinical supervision refers to a formal arrangement between a clinical supervisor and
supervisee to embark on a supervisory relationship and process. Reciprocal informed consent
commences with the development of a supervisory plan/agreement/contract and includes
discussion of the proposed supervision schedule (e.g., anticipated dates, session duration,
supervision period); fees (if applicable, including payment and collection processes); learning
goals and objectives; roles, rights, responsibilities, and requirements of each party; assessment,
formative and summative feedback, evaluation, and reporting processes; procedures to follow
in the event of a client emergency (including alternate contact if the supervisor is not available);
avenues for resolving any conflict between the supervisor and supervisee; remedial processes;
and plans for transfer of supervision records in the event of supervisor relocation, retirement,
incapacitation, or death.

Colonialism
The historical positioning of a settling nation as the prevailing political and governing
force of a Nation and its attendant attitudes of superiority without consideration of the pre-
existing inhabitants of the land with their own set of cultural rules and governance structure
and processes.

Competence
Competence refers to the array of professional knowledge, attributes, skills, and experience that
allows a counsellor/therapist to engage in meaningful therapeutic interventions in a variety
of situations. The professional knowledge, skills and attributes are held within a professional
competency profile and work together with a professional code of ethics and standards of
practice. The measure of competence is often determined by the actions of the counsellor/
therapist based on appropriate education, training, and supervision in modalities of practice
and areas of service delivery.
Standards of Practice 115

Confidentiality
Confidentiality refers to an agreement between the practitioner and the client to keep client
information private unless and until there is a legal requirement to disclose such information
or the client provides express permission to do so. Confidentiality includes not acknowledging
that an individual is a client, not providing contents of the counselling/therapy session or
assessment results to a third party without explicit permission from the client, and not using
insecure technology such as non-private/not secure voicemail or email to reveal information
pertaining to the client.

Consultation
Consultation is an arrangement between professionals in which the consultant provides
a service, such as sharing of skills, providing opinion on a case, problem solving, and
brainstorming but the professional receiving the consultation has the right to accept or
reject the opinion of the consultant. A consultant does not take on the legal responsibility or
liability for decisions made by the therapist. Consultation also may be undertaken as a formal
arrangement with fee requirements.

Cultural Competence
Cultural competence refers to the ability of counsellors/therapists to be aware of and sensitive
to their personal worldviews and the potential interaction with and impact on alternate or
intersecting worldviews held by others. It includes the acknowledgement and exploration
of differing worldviews, power differentials, and historical impacts in counselling/therapy
relationships.

Cultural Guide
A cultural guide refers to an individual who:
1) identifies as a person belonging to and knowledgeable in the specific beliefs, languages,
practices and expressions considered unique to members of a specific ethnicity,
cultural group or nation, and
2) identifies as a person willing to navigate the cultural divide between members and
non-members of a specific ethnicity, race, or nation for which they are knowledgeable.
In some cultural groups, a cultural guide will have been identified and designated by Elders,
mentors, or leaders and/or have training as a cultural guide.

Diminished Capacity
Diminished capacity refers to the inability of an individual to form a considered opinion or
render a decision. Diminished capacity may be transient, temporary, or permanent.

Diversity
Diversity refers to various differences which include but are not restricted to: age and
generation, sexual/affectional orientation, gender identity/expression, biological heritage/
genetic history, ethnicity (includes culture; individual may identify multiple ethnic affiliations),
cultural background (shared beliefs, practices, traditions), geographic history, linguistic
116 Standards of Practice

background, relational affiliation/orientation, religion/spirituality, educational status,

occupational status, socioeconomic status, mental health, physical health, physical (dis)ability,
sensory impairment and/or (dis)ability, learning differences and/or (dis)ability, intellectual
(dis)ability, historical issues of prejudice, discrimination, oppression, collective trauma, current
issues of prejudice, discrimination, oppression, collective trauma.

Due Process
Due process refers to procedures used to provide fair treatment of an individual, particularly in
terms of appropriate access to information necessary for an informed decision prior to taking
action. The purpose of due process is to address potential power imbalances and to afford all
persons of their legal right to fair treatment.

Emotional Competence
Emotional competence reflects the counsellor/therapist’s awareness and respect for themselves
as unique, fallible human beings. It includes innate and learned (honed) awareness, knowl-
edge, and skills, including (a) recognition and interpretation of emotions in self and others,
(b) effective communication of emotions, (c) accurate empathy, (d) self-regulation of emotions,
and (e) constructive responding when others experience heightened and/or uncomfortable
emotions.

Ethnicity
Ethnicity refers to an individual’s sense of belonging to or identifying with a social group that
has in common one or more of the following identifiers: nationality, tribal/band membership,
religion/spirituality, origins, customs, language, or culture.

Evaluation
In the context of counselling/therapy, evaluation has two meanings.
1) Evaluation refers to judgments made following an assessment of a client. It includes
the analysis of findings following an assessment process in anticipation of forming a
treatment plan.
2) Evaluation also typically refers to the use of formal assessment instruments such as
standardized tests, whereas assessment typically refers to informal measures (see
Assessment). In this meaning, evaluation is generally more summative in nature
and assessment is more formative in nature. In this case, evaluation also refers to the
collection process as well as the analysis and treatment planning decisions.

Fiduciary Responsibility
A duty to act for someone else’s benefit, while subordinating one’s personal interests to that of
the other person.” (Black’s Law Dictionary, https://thelawdictionary.org)

Humility
Conducting oneself with modesty and a sense of not-knowing when engaging in counselling/
therapy from a cross-cultural perspective.
Standards of Practice 117

Impairment, Professional
Professional impairment refers to the inability of the counsellor/therapist to provide compe-
tent care to clients and/or to engage in competent business practices pertaining to the care
of clients in relation to professional competency profiles, standards of practice, and codes of
ethics. Impairment may be permanent, temporary, or transitory. Impediments to competent
practice may arise out of personal, social, cognitive, psychological, and/or medical life events
and conditions.

Indigenous
Refers to individuals identifying as First Nations, Inuit, and/or Métis.

Informed Consent
Informed consent refers to the ongoing process of obtaining permission from the client
to begin, continue, adjust, or end treatment. In all cases, the client must be advised of the
potential advantages, disadvantages, and consequences of granting or not granting permission
to proceed. It is the responsibility of the counsellor/therapist to ensure the client is provided
with the opportunity to discuss options and pose questions prior to agreeing or disagreeing to
a course of action.

Mandated Client
Involuntary clients, or mandated clients are those who come to treatment under the coercion of
a legal body or pressure from significant others, family members and institutions such as child
protective services (Rooney, 2009; Regehr & Antle, 1997; Pope & Kang, 2011; Trotter, 2006).

Professional Disclosure Statement

In the context of the counselling/therapy profession, a professional disclosure statement
provides clients with information pertaining to the practitioner’s professional background and
the limitations of the counselling/therapy relationship. The document outlines professional
background, practices, and preferences, and typically includes all factors that are relevant to the
proposed counselling/therapy or clinical supervision. The professional disclosure statement is
unlike informed consent. Informed consent is an ongoing discussion negotiated between the
practitioner and client throughout the therapeutic process (see informed consent).

Professional Will
A professional will refers to a legal document created by a counsellor/therapist to clarify the
practitioner’s desires regarding the disposition of clients, files, and business matters should the
counsellor/therapist become impaired, incompetent, or die. The professional will articulates
the process by which a practice would close in the event of an unforeseen event that causes the
practitioner to be unable to attend to matters related to the closure of a practice or the end of
professional services.

Risk Management
Risk management, in the context of counselling/therapy refers to the processes undertaken
by the practitioner to minimize potential negative effects for clients, self, others, and practice-
related business ventures while simultaneously maintaining a professional standard of care.
118 Standards of Practice

Sexual Harassment
Sexual harassment is any conduct, comment, gesture, or contact of a sexual nature that is
likely to cause offence or humiliation to any employee; or that might, on reasonable grounds,
be perceived by that employee as placing a condition of a sexual nature on employment or on
any opportunity for training or promotion. (https://www.canada.ca/en/employment-social-
development/services/labour-standards/reports/sexual-harassment.html)

Sexual Intimidation
Sexual intimidation is just one form of sexual harassment; it occurs when one person engages
in behavior or makes comments intended to intimidate another person. These actions are
typically offensive due to their sexually inappropriate or otherwise gender related content.
(https://www.newyorkcitydiscriminationlawyer.com/sexual-intimidation.html)

Social Justice
In the context of counselling/therapy social justice involves, “advocating for clients within
their many social systems, modeling empowering behaviors by teaching clients how to access
services, and encouraging clients to become advocates for themselves within their communi-
ties (Toporek et al. 2005). The goal of advocacy counseling is to increase clients’ feelings of
self-empowerment and belongingness (Lewis & Bradley, 2000; Lewis et al., 2003). Specific
techniques of advocacy counseling involve, but are not limited to, encouraging clients to join
self-help groups; imposing class advocacy, which involves speaking out on clients’ rights (Lee
& Walz, 1998); and consulting with individuals, communities, and organizations. According
to Kiselica (1999) and Lee (1999), counsellors who ascribe to a social justice model under-
stand and validate their clients’ reality and empower their clients to take a more active role
in resolving their own issues.” (Priya Senroy, March 18, 2014, https://www.ccpa-accp.ca/
what-is-a-social-justice-approach-to-advocacy-counselling/)

Supervisee
Supervisee is a term used to describe a counsellor/therapist in training or a professional
counsellor/therapist whose counselling/therapy skill development is being supported and
overseen in a formal collaborative supervisory relationship by a qualified professional.
 Standards of Practice
Sixth Edition

Standards of Practice 6th Edition

ISBN 9780969796688

9 780969 796688