2024

NCDA
Code of
Ethics
 Contents
NCDA Code of Ethics Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
NCDA Code of Ethics Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Section A
The Professional Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Section B
Confidentiality, Privileged Communication, and Privacy . . . . . . . . . . 7

Section C
Professional Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Section D
Relationships with Other Professionals . . . . . . . . . . . . . . . . . . . . . . . . 13

Section E
Evaluation, Assessment, and Interpretation . . . . . . . . . . . . . . . . . . . . 14

Section F
Providing Career Services Online,Technology, and Social Media. . 17

Section G
Supervision, Training, and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Section H
Research and Publication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Section I
Resolving Ethical Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

The NCDA Ethics Committee acknowledges the work of the American Counseling Association (ACA) and its Ethics Committee.
NCDA, one of the founding associations of ACA in 1952, is a current division of ACA. As with its last revision, the NCDA Ethics
Committee endeavored to follow the structure of ACA’s Code so that the two codes would be compatible with each other, while
developing, adding, and enhancing profession-specific guidelines for NCDA’s membership. More information on ACA’s Ethics Code
can be found on their website (see the attached web references section).

Nondiscrimination Statement
NCDA opposes discrimination against any individual based on age, culture, disability, ethnicity, race, religion/spirituality, creed,
gender, gender identity and expression, sexual orientation, marital/partnership status, language preference, socioeconomic status, or
any other characteristics not specifically relevant to job performance.
 • NCDA Code of Ethics •

2024 NCDA Code of Ethics Preamble

Conquaya James and David Reile, Co-Chairs
Julia Panke Makela, NCDA Board Liaison

2022-2023 and 2023-2024 NCDA Ethics Professional Values & Principles

Committee Members Professional values are one way of demonstrating a
Sharon Anderson; Ron Cathey; Amanda Chenkin; Diane commitment to ethical behavior. Career development
Farrell; Dan Greenwood; Mary Guirovich; Conquaya James; professionals acknowledge the following professional
Gillian Johnston; Carolyn Jones; Manpreet Kaur; Jaana values:
Kettunen; Chris LaFever; Becca McCarthy; Michi Mizuno;
1. Enhancing career development throughout the lifespan;
Shundrika Morris; VL Muanpuii; Marie Nicks; Keith
Okrosy; Sarah Patterson-Mills; David Reile; Amy Policastro 2. Safeguarding the integrity of the professional working
Schroeder; Azra Karajic Siwiec; Angela Smith; Keley Smith- relationship;
Keller; Tanisha Stokes; Billie Streufert; Lisa Sweet; Stacy Van 3. Practicing in a competent and ethical manner;
Horn; Duke Wallin; James Westhoff.
4. Supporting the worth, dignity, potential, and uniqueness
The NCDA Ethics Committee gives special thanks to the of everyone; and
2022-2023 committee co-chairs, Azra Karajic Siwiec and
Sarah Patterson-Mills, for their leadership and initial work 5. Honoring diversity and promoting social justice.
on directing the update to the new code of ethics. 6. These professional values provide a conceptual basis for
the ethical principles outlined below. These principles are
Introduction the foundation for ethical behavior and decision-making.
A code of ethics helps to define professional behavior and The fundamental principles of professional ethical
serves to protect the public, the profession, and those who behavior include:
practice within the profession. Ethical behavior involves
incorporating the principles espoused in the code of ethics • 
Autonomy, or fostering the right to control the
into your personal and professional life and using the code direction of one’s life;
to help determine a course of action. At the same time, • Nonmaleficence, or avoiding actions that cause harm;
ethical behavior is about transparency. Can your behavior
withstand the scrutiny of others? Will you be embarrassed, • 
Beneficence, or working for the good of the
ashamed, or concerned if someone else knew that you did individual and society by promoting mental health
or said something? and well-being;

The NCDA Code of Ethics (Code) has been designed as a • 

Objectivity, or treating individuals equitably;
guide and resource for career development professionals. • Accountability, or honoring commitments and keeping
While it offers a set of principles that can be applied to a promises, including fulfilling one’s responsibilities of
wide range of settings and situations, it is not (nor can it trust in professional relationships; and
be) comprehensive. If you are concerned about whether
•  Veracity, or dealing truthfully with individuals with
or not a particular practice is ethical, then you should
whom career development professionals come into
not engage in that behavior without getting competent
contact.
advice. More succinctly, when in doubt—don’t; at least not
without professional consultation. Peer review isn’t always
going to give you perfect advice; but you can take comfort
in knowing that you questioned your behavior before
proceeding and allowed others to comment before taking
action. There is safety and strength in the depth and breadth
of opinions you seek before engaging in activity that may be
untried or questionable.

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 • NCDA Code of Ethics •

2024 NCDA Code of Ethics Purpose

The National Career Development Association (NCDA) a credible model of decision-making that can bear public
Code of Ethics serves five main purposes: scrutiny and its application. Through a chosen ethical
1. The Code enables NCDA to clarify to current and future decision-making process and evaluation of the context
members, and to those served by their members, the of the situation, career development professionals are
nature of ethical responsibilities held in common by its empowered to make decisions that help expand the capacity
members. of people to grow and develop.
2. The Code helps support the mission of NCDA. NCDA’s Ethics Committee members do not hold
3. The Code establishes principles that define ethical themselves up as definitive experts in all ethical matters.
behaviors and practices of association members. Further, they are not experts with regard to legal issues
4. The Code serves as an ethical guide designed to assist and cannot give legal advice. However, members of the
members in constructing a professional course of action National Career Development Association are encouraged
that best serves those utilizing career services and best to contact the committee with questions. The committee
promotes the values of the career profession. works collaboratively to provide guidance where it can
and to provide referrals as appropriate. You may reach the
5. The Code serves as a guide for those receiving career
committee at [email protected].
services so that they may understand what to expect
from working with a career development professional NCDA has members in various career services positions
and to understand their rights and responsibilities as (see Career Development Professionals in the Glossary),
consumers of these services. as well as in instructional (counselor educators, counseling
psychology professors, etc.) and supervisory roles (Director,
The NCDA Code of Ethics contains nine main sections that Associate Director, Career Supervisor, Career Coach,
address the following areas: etc.). The term “career development professional” will be
Section A: The Professional Relationship used throughout this document both as a noun and as an
adjective to refer to anyone holding NCDA membership
Section B: Confidentiality, Privileged Communication,
and who is therefore expected to abide by these ethical
and Privacy
guidelines. Additionally, a brief glossary is given to provide
Section C: Professional Responsibility readers with a concise description of some of the terms
Section D: Relationships with Other Professionals used in the NCDA Code of Ethics. NCDA members who
Section E: Evaluation, Assessment, and Interpretation are affiliated with other professional associations (i.e.,
Section F: Providing Career Service Online, Technology, psychologists, school counselors, etc.) should also consult
& Social Media the ethics codes from those organizations and adhere to the
Section G: Supervision, Training, and Teaching highest standard of professional practice.
Section H: Research and Publication NCDA acknowledges and supports its members in their
Section I: Resolving Ethical Issues quest to achieve the highest academic and professional
credentials appropriate to their work. Many NCDA
Each section of the NCDA Code of Ethics begins with an members are trained and credentialed counselors,
Introduction. The Introduction helps set the tone for that psychologists, and/or educators with master’s and/
particular section and provides a starting point that invites or doctoral-level degrees in counseling, psychology, or
reflection on the ethical guidelines contained in each part related disciplines. NCDA does not encourage or condone
of the NCDA Code of Ethics. When career development replacing these professionals with individuals who have
professionals are faced with ethical dilemmas that are lesser education, training, and/or credentials. However,
difficult to resolve, they are expected to engage in a carefully NCDA acknowledges, respects, and welcomes individuals
considered ethical decision-making process. Reasonable regardless of their training and educational backgrounds
differences of opinion can and do exist among career and recognizes the valuable contribution that all of its
development professionals with respect to ways in which members make in the field of career development. Thus,
values, ethical principles, and ethical standards would NCDA opposes any statement, action, or activity that
be applied when they conflict. While there is no specific implies a “second-class” status to any individuals within our
ethical decision-making model that is most effective, career association.
development professionals are expected to be familiar with

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 • NCDA Code of Ethics •

Section A are differentiated from “career

counseling” services. Career planning
services include an active provision of
according to applicable policies.
Career development professionals
are encouraged to purge their files
The Professional information designed to help a client according to the time frame required
Relationship with a specific need, such as review by federal, state, local, and/or
of a resumé; assistance in networking institutional statute, law, regulation,
Introduction strategies; identification of or procedure, particularly when there
Career development professionals occupations based on values, interests, is no reasonable expectation that a
facilitate client growth and skills, prior work experience, and/or client will benefit from maintaining
development in ways that foster other characteristics; support in the the records any longer than required.
the interest and welfare of clients job-seeking process; and assessment Career development professionals
and promote the formation of by means of paper-based and/or are expected to know and abide by
healthy relationships. Trust is the online inventories of interest, abilities, all applicable federal, state, local,
cornerstone of the professional personality, work-related values, and/ and/or institutional statutes, laws,
relationship and career development or other characteristics. In addition regulations, and procedures regarding
professionals have the responsibility to providing these informational record keeping.
to respect and safeguard the client’s services, “career counseling” provides A.1.d. Career Services Plans
right to privacy and confidentiality. the opportunity for a deeper level of Career development professionals and
Career development professionals involvement with the client, based on their clients work jointly in devising
actively attempt to understand the the establishment of a professional integrated career services plans (in
diverse cultural backgrounds of counseling relationship and the writing or orally) and are consistent
the individuals they serve. Career potential for assisting clients with with the abilities and circumstances
development professionals also career and personal development of clients. Career development
explore their own cultural identities concerns beyond those included professionals and clients regularly
and how these affect their values and in career planning. All Career review career plans to assess their
beliefs about the working relationship. development professionals, whether continued viability and effectiveness,
Career development professionals engaging in “career planning,” “career respecting the freedom of choice of
are encouraged to contribute to coaching”, “career advising”, “career clients.
society by devoting a portion of their counseling”, or any similar service
professional activity to services for provide only the services that are
A.1.e. Support Network
which there is little or no financial within the scope of their professional
Involvement
return (pro bono publico). Career development professionals
competence and qualifications.
recognize that support networks
A.1.c. Records & hold various meanings in the lives
A.1. Welfare of Those Served Documentation of clients and consider enlisting
by Career Development Career development professionals the support, understanding, and
Professionals maintain records necessary for involvement of others (e.g., family
A.1.a. Primary Responsibility rendering professional services as members, friends, and religious/
required by laws, regulations, and/or spiritual/community leaders) as
The primary responsibility of career
agency/institution procedures. Career positive resources, when appropriate
development professionals is to
development professionals include and with client consent.
respect the dignity and to promote the
sufficient and timely documentation
welfare of the individuals to whom
they provide service. This primary
in their records to facilitate delivery A.2. Informed Consent
and continuity of services. Career in the Professional
responsibility would include growing
development professionals take
in cultural competence to effectively
reasonable steps to ensure that
Relationship
and respectfully serve those who seek A.2.a. Informed Consent
documentation in records accurately
career services.
reflects client progress and the Clients have the freedom to choose
A.1.b. D
 ifferentiation Between services provided. If amendments whether to enter into or remain
Types of Services are made in records, Career in a professional relationship. To
Provided development professionals take steps make informed choices, clients need
“Career planning” services to properly note the amendment adequate information about the

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 • NCDA Code of Ethics •
working relationship and the career agree (consent) to fees and billing A.3. Clients Served by Others
development professional. Career arrangements including procedures When career development
development professionals have an regarding nonpayment of fees. professionals learn that their client is
obligation to review in writing and A.2.c. Clients’ Right to in a professional relationship with a
orally the rights and responsibilities Confidentiality and mental health professional, another
of both the career development Right to Refuse Service career development professional or
professional and the recipient of Clients have the right to other relevant service provider, if
services prior to the beginning of the confidentiality and to be provided appropriate, they request a written
working relationship as appropriate. with an explanation of its limitations release from clients to inform the
Further, informed consent is an (including how supervisors and/ other professionals and always strive
ongoing part of the professional or treatment team professionals are to establish positive and collaborative
relationship, and career development involved); to obtain clear information professional relationships, when
professionals appropriately document about their records; to participate in necessary and appropriate.
discussions of informed consent the ongoing career services plans; and
throughout the working relationship. to refuse any services or modality A.4. Avoiding Harm and
A.2.b. T
 ypes of Information change and to be advised of the Imposing Values
Needed consequences of such refusal. A.4.a. Avoiding Harm
Career development professionals
A.2.d. Inability to Give Career development professionals
clearly explain to clients the nature
Consent act to avoid harming their clients,
of all services provided. They
When providing career services students, trainees, and research
inform clients about topics such as,
to minors or persons unable to participants and to minimize or to
but not limited to, the following:
give voluntary consent, career remedy unavoidable or unanticipated
the purposes, goals, techniques,
development professionals seek the harm.
procedures, limitations, potential
assent of clients to services, and
risks, and benefits of services; the A.4.b. Personal Values
include them in decision making as
career development professional’s Career development professionals
appropriate. Career development
qualifications, credentials, and are aware of their own values,
professionals recognize the need to
relevant experience; the role of attitudes, beliefs, and behaviors
balance the ethical rights of clients to
technology, continuation of services and avoid imposing values that are
make choices, their capacity to give
upon the incapacitation or death of inconsistent with clients’ goals. Career
consent or assent to receive services,
the career development professional; development professionals respect
and parental or familial legal rights
and other pertinent information. the values and individuality of clients,
and responsibilities to protect these
Career development professionals students, trainees, and research
clients and make decisions on their
take steps to ensure that clients participants.
behalf.
understand the implications of
diagnosis (if applicable) and the A.2.e. Mandated Clients
Career development professionals
A.5. Roles and Relationships
intended use of tests/assessments
and reports. In addition, Career discuss the required limitations to with Clients
development professionals take steps confidentiality when working with A.5.a. Current Clients
to ensure clients understand and clients who have been mandated Sexual or romantic interactions or
agree (consent) to fees and billing for services. Career development relationships with current clients,
arrangements including procedures professionals also explain what type their romantic partners, or their
regarding nonpayment of fees. of information and with whom that family members are prohibited.
Career development professionals information is shared prior to the A.5.b. Former Clients
take steps to ensure that clients beginning of providing services. The
Sexual or romantic interactions or
understand the implications of client may choose to refuse services.
relationships with former clients, their
diagnosis (if applicable) and the In this case, career development
romantic partners, or their family
intended use of tests/assessments professionals will, to the best of their
members are prohibited.
and reports. In addition, Career ability, discuss with the client the
development professionals take steps potential consequences of refusing
to ensure clients understand and services.

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 • NCDA Code of Ethics •
A.5.c. Nonprofessional A.5.e. Role Changes in inhibit access and/or the growth and
Interactions or the Professional development of clients.
Relationships (Other Relationship A.6.b. Confidentiality and
Than Sexual or When a career development Advocacy
Romantic Interactions professional changes a role from the Career development professionals
or Relationships) original or most recent contracted explain issues of confidentiality and
Nonprofessional relationships relationship, s/he obtains informed obtain consent prior to engaging
with clients, former clients, their consent from the client and explains in advocacy efforts on behalf of a
romantic partners, or their family the right of the client to refuse client to improve the provision of
members should be avoided by career services related to the change. services and to work toward removal
development professionals, except Clients must be fully informed of systemic barriers or obstacles that
when the interaction is potentially of any anticipated consequences inhibit client access, growth, and
beneficial to the client. (e.g., financial, legal, personal, or development.
therapeutic) of role changes with a
A.5.d. Potentially Beneficial A.7. Multiple Clients
career development professional.
Interactions When a career development
Examples of role changes include, but
When a nonprofessional interaction professional agrees to provide career
are not limited to:
with a client or former client may services to two or more persons
be potentially beneficial to the 1. changing from providing who have a relationship, the career
client or former client, the career individual career services to development professional clarifies at
development professional must therapy, relationship or family the outset which person or persons
counseling, or vice versa; are clients and the nature of the
document in case records, prior
to the interaction (or as soon as 2. changing from a non-forensic relationships the career development
feasible), the rationale for such an evaluative role to a therapeutic professional will have with each
interaction, the potential benefit, role, or vice versa; involved person. If it becomes
and anticipated consequences for 3. changing from a career apparent that the career development
the client or former client and other development professional to a professional may be called upon to
individuals significantly involved researcher role (i.e., enlisting perform potentially conflicting roles,
with the client or former client. Such clients as research participants), or the career development professional
interactions should be initiated with vice versa; and/or will clarify, adjust, or withdraw
appropriate client consent. Examples 4. changing from a career appropriately from one or more roles.
of potentially beneficial interactions development professional to a
include, but are not limited to, mediator role, or vice versa. A.8. Group Work
attending a formal ceremony (e.g., A.5.f. Other Relationships A.8.a. Screening
a wedding/commitment ceremony Career development professionals do Career development professionals
or graduation); purchasing a not provide services to individuals screen prospective group participants.
service or product provided by a with whom they have had a previous To the extent possible, career
client or former client (excepting romantic or sexual relationship. development professionals select
unrestricted bartering); hospital members whose needs and goals are
visits to an ill family member; and A.6. R
 oles and Relationships compatible with goals of the group,
mutual membership in a professional at Individual, Group, who will not impede the group
association, organization, or process, and whose well-being will
community. . Where unintentional
Institutional, and not be jeopardized by the group
harm occurs to the client or former Societal Levels experience.
client, or to an individual significantly A.6.a. Advocacy A.8.b. Protecting Clients
involved with the client or former When appropriate, career In a group setting, career
client, due to the nonprofessional development professionals advocate development professionals take
interaction, the career development at individual, group, institutional, reasonable precautions to protect
professional must show evidence of and societal levels to examine clients from physical, emotional, or
an attempt to remedy such harm. potential barriers and obstacles that psychological trauma.

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 • NCDA Code of Ethics •
A.9. F
 ees and Business professional in an unfair advantage, of treatment, when necessary, during
Practices if the client requests it, and if such interruptions such as vacations,
arrangements are an accepted illness, and following termination.
A.9.a. Self-Referrals & practice among professionals in the
Unacceptable Business Practices A.10.b. Inability to Assist
community. Career development Clients
Career development professionals professionals consider the cultural
working in an organization (e.g., Career development professionals
implications of bartering and discuss understand their scope of practice
school, agency, institution) that relevant concerns with clients and
provides counseling services do not and do not enter into the relationship
document such agreements in a clear or continue to offer services to clients
refer clients to their private practice written contract. Career development whose needs are beyond the scope of
unless the policies of a particular professionals must also be aware their practice. Career development
organization make explicit provisions of local, state, and/or federal laws, professionals are knowledgeable
for self-referrals. In such instances, including the tax implications of about culturally and clinically
clients must be informed of other such an arrangement. Further, career appropriate referral resources and
options open to them should they development professionals must suggest these alternatives. If clients
seek private career services. Career make the recipients of their services decline the suggested referrals, career
development professionals also do not aware of all applicable federal, state, development professionals may
participate in fee splitting, nor do they local, and/or institutional statutes, discontinue the relationship.
give or receive commissions, rebates, laws, regulations, and procedures
or any other form of remuneration and should direct them to seek A.10.c. Appropriate
when referring clients for professional qualified counsel (i.e., attorney and/or Termination
services. accountant) in determining if such an Career development professionals
A.9.b. Establishing Fees arrangement is in their best interest. terminate a professional relationship
when it becomes reasonably
In establishing fees for professional A.9.e. Receiving Gifts
apparent that the client no longer
career services, career development Career development professionals needs assistance, is not likely to
professionals consider the financial understand the challenges of benefit from, or is being harmed by
status of clients and the locality in accepting gifts from clients and continued service provision. Career
which they practice. In the event recognize that in some cultures, development professionals may
that the established fee structure small gifts are a token of respect and terminate the working relationship
is inappropriate for a client, career a way of showing gratitude. When when in jeopardy of harm by the
development professionals assist determining whether or not to accept client, or another person with
clients in attempting to find a gift from clients, career development whom the client has a relationship,
comparable services of acceptable professionals take into account the or when clients do not pay agreed
cost. nature of their relationship, the upon fees. Career development
A.9.c. Nonpayment of Fees monetary value of the gift, a client’s professionals provide pre-termination
If career development professionals motivation for giving the gift, and career services and recommend
intend to use collection agencies the career development professional’s other providers when feasible and
or take legal measures to collect motivation for wanting to accept or necessary.
fees from clients who do not pay decline the gift.
A.10.d. Appropriate Transfer
for services as agreed upon, they of Services
include such information in their A.10. T
 ermination and
When career development
informed consent documents and/or Referral professionals transfer or refer
inform clients in a timely fashion of A.10.a. Abandonment clients to other practitioners, they
intended actions and offer clients the Prohibited ensure that appropriate clinical
opportunity to make payment.
Career development professionals and administrative processes are
A.9.d. Bartering do not abandon or neglect clients to completed, and open communication
Career development professionals whom they provide career services. is maintained with both clients and
may barter only if the relationship is Career development professionals practitioners. Written releases are
not exploitative or harmful and does assist in making appropriate obtained from the client for record
not place the career development arrangements for the continuation transfers.

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Section B without client consent or without

sound legal or ethical justification.
third parties about their disease or to
engage in any behaviors that may be
harmful to an identifiable third party.
Confidentiality, B.1.d. Explanation of Limitations
Career development professionals
At initiation and throughout
Privileged the professional relationship,
adhere to relevant state laws
Communication, career development professionals
concerning disclosure about disease
status.
and Privacy inform clients of the limitations of
confidentiality and seek to identify B.2.c. Court-Ordered Disclosure
Introduction foreseeable situations in which When ordered by a court to
Career development professionals confidentiality must be breached. release confidential or privileged
recognize that trust is a cornerstone of information, career development
B.2. Exceptions
the professional relationship. Career professionals endeavor to inform
development professionals work to B.2.a. Danger and Legal the client and to obtain written
earn the trust of clients by creating an Requirements consent from the client or take steps
ongoing partnership, establishing and The general requirement that career to prohibit the disclosure, or have it
upholding appropriate boundaries, development professionals keep limited as narrowly as possible, to
and maintaining confidentiality. information confidential does not minimize potential harm to the client.
Career development professionals apply when disclosure is required to
B.2.d. Minimal Disclosure
communicate the parameters protect clients or identified others
from serious and foreseeable harm To the extent possible, clients
of confidentiality in a culturally
or when legal requirements demand are informed before confidential
competent manner.
that confidential information must information is disclosed and are
involved in the disclosure decision-
B.1. Respecting Client be revealed. Examples of when career
making process. When circumstances
Rights development professionals may
divulge confidential information require the disclosure of confidential
B.1.a. Multicultural/Diversity may include, but not be limited information, only essential
Considerations to, mandated reporting in cases information is revealed.
Career development professionals of suspected or actual child or
maintain awareness and sensitivity elder abuse, when a client has a B.3. Information Shared
regarding cultural meanings of communicable and life threatening With Others
confidentiality and privacy. Career disease or condition and may infect B.3.a. Subordinates
development professionals respect an identifiable third party, or when
differing views toward disclosure of Career development professionals
notifying a collection agency to
information. Career development make every effort to ensure that
recover unpaid fees from a client.
professionals hold ongoing privacy and confidentiality of clients
Career development professionals
discussions with clients as to how, are maintained by subordinates,
consult with other professionals,
when, and with whom information is including employees, supervisees,
including attorneys, when in doubt as
to be shared. students, clerical assistants, and
to the validity of an exception.
volunteers.
B.1.b. Respect for Privacy B.2.b. Contagious, Life-
Career development professionals B.3.b. Treatment Teams
Threatening Diseases
respect their clients’ rights to privacy. When client treatment involves a
When clients disclose that they have a
Career development professionals continued review or participation
disease commonly known to be both
solicit private information from by a treatment team, the client will
communicable and life threatening,
clients only when it is beneficial to the be informed of the team’s existence
career development professionals may
working relationship. and composition, information being
be justified in disclosing information
shared, and the purposes of sharing
B.1.c. Respect for Confidentiality to identifiable third parties, if they
such information.
Career development professionals are known to be at demonstrable and
protect the confidential information high risk of contracting the disease. B.3.c. Confidential Settings
of prospective and current clients. Prior to making a disclosure, career When providing services to clients,
Career development professionals do development professionals assess career development professionals
not share confidential information the intent of clients to inform the strive to work only in settings (in

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 • NCDA Code of Ethics •
person or online) where they can B.4.b. Providing Career Services to best serve the needs and welfare of
reasonably ensure client privacy. to Multiple Family Members their clients.
When such a setting is not possible, When providing career services B.5.c. Release of Confidential
career development professionals to multiple family members (e.g., Information
discuss the limitations of the setting spouses/partners, parent and When providing career services to
and seek the client’s consent to child, etc.), career development minor clients or adult clients who lack
proceed. If the client does not wish to professionals clearly define who is the capacity to give voluntary consent
proceed with service in that setting, considered “the client” and discuss to release confidential information,
the career development professional expectations and limitations of career development professionals
offers (where possible and available) confidentiality. Career development seek permission from an appropriate
alternative options and/or a referral professionals seek agreement third party to disclose information. In
to another career development and document in writing such such instances, career development
professional. agreement among all involved parties professionals inform clients consistent
When conferring with another having capacity to give consent with their level of understanding and
professional, career development concerning each individual’s right take culturally appropriate measures
professionals discuss confidential to confidentiality and any obligation to safeguard client confidentiality.
information only in settings in which to preserve the confidentiality of
information known.
they can reasonably ensure client B.6. Records and
privacy. Documentation
B.3.d. Third-Party Payers
B.5. C
 lients Lacking
Capacity to Give B.6.a. Creating & Maintaining
Career development professionals Confidential Records &
disclose information to third-party Informed Consent Documentation
payers only when clients have B.5.a. Responsibility to Clients Career development professionals
authorized such disclosure and in When providing career services create and maintain records and
accordance with federal, state, local, to minor clients or adult clients documentation necessary for
and/or institutional statute, law, who lack the capacity to give rendering professional services.
regulation, or procedure. voluntary, informed consent, career Career development professionals
B.3.e. Transmitting Confidential development professionals protect ensure that records and
Information the confidentiality of information documentation kept in any medium
Career development professionals received in the professional are secure and that only authorized
take precautions to ensure the relationship as specified by federal persons have access to records.
confidentiality of information and state laws, written policies, and B.6.b. Permission to Record
transmitted through the use of any applicable ethical standards.
Career development professionals
medium. B.5.b. Responsibility to Parents obtain permission from clients
B.3.f. Deceased Clients and Legal Guardians prior to recording sessions through
Career development professionals Career development professionals electronic or other means.
protect the confidentiality of inform parents and legal guardians B.6.c. Permission to Observe
deceased clients, consistent with about the role of career development
Career development professionals
legal requirements and agency or professionals and the confidential
obtain permission from clients prior
nature of the professional
institutional policies. to allowing observation of sessions,
relationship. Career development
review of session transcripts, or
professionals are sensitive to the
B.4. Groups and Families needs and the expectations of families
viewing recordings of sessions with
B.4.a. Group Work supervisors, subordinates, faculty,
and respect the inherent rights and
peers, or others within a training
When working with groups, responsibilities of parents/guardians
environment.
career development professionals over the welfare of their children/
clearly explain the importance and charges according to law. Career B.6.d. Client Access
parameters of confidentiality for the development professionals work to Career development professionals
specific group. establish, as appropriate, collaborative provide reasonable access to records
relationships with parents/guardians and copies of records when requested

• 8 •
 • NCDA Code of Ethics •
by competent clients. Career according to time frames acceptable and confidentiality and disclose
development professionals limit the to federal, state, local, and/or to participants any limits of
access of clients to their records, or institutional statute, law, regulation, confidentiality that can reasonably
portions of their records, only when or procedure, particularly when be expected. Regardless of the
there is compelling evidence that such there is no reasonable expectation degree to which confidentiality will
access would cause harm to the client that a client will benefit from be maintained, investigators must
and in accordance with federal, state, maintaining the records any longer. disclose to participants any limits of
local, and/or institutional statute, Career development professionals confidentiality that can reasonably be
law, regulation, or procedure. Career are expected to know and abide by expected.
development professionals document all applicable federal, state, local, B.7.d. Disclosure of Research
the request of clients and the rationale and/or institutional statutes, laws, Information
for withholding some or all of the regulations, and procedures regarding
Career development professionals
record in the files of clients. In record keeping and disposal.
do not disclose confidential
situations involving multiple clients, B.6.h. Reasonable Precautions information that reasonably could
career development professionals Career development professionals lead to the identification of a research
provide individual clients with only take reasonable precautions to protect participant unless they have obtained
those parts of records that are related client confidentiality in the event of prior consent of the person. Use
directly to them and do not include the career development professional’s of data derived from professional
confidential information related to termination of practice, incapacity, or relationships for purposes of training,
any other client. death and appoint a records custodian research, or publication is confined
B.6.e. Assistance with Records when deemed appropriate. to content that is disguised to ensure
When clients request access to the anonymity of the individuals
their records, career development B.7. Research and Training involved.
professionals provide assistance and B.7.a. Institutional Approval B.7.e. Agreement for
consultation in interpreting such When institutional approval is Identification
records. required, career development Identification of clients, students,
B.6.f. Disclosure or Transfer professionals provide accurate or supervisees in a presentation or
Unless exceptions to confidentiality information about their research publication is permissible only when
exist, career development proposals and obtain approval prior they have reviewed the material
professionals obtain written to conducting their research. They and agreed to its presentation or
permission from clients to disclose conduct research in accordance with publication.
or transfer records to legitimate third the approved research protocol.
parties. Steps are taken to ensure that B.7.b. Adherence to Guidelines B.8. Consultation
receivers of career services records are Career development professionals are B.8.a. Agreements
sensitive to their confidential nature. responsible for understanding and When acting as consultants, career
B.6.g. Storage and Disposal After adhering to state, federal, agency, and/ development professionals seek
Termination or institutional policies or applicable agreements among all parties involved
Career development professionals guidelines regarding confidentiality in concerning each individual’s rights to
store records following termination their research practices. confidentiality, the obligation of each
of services to ensure reasonable B.7.c. C
 onfidentiality of individual to preserve confidential
future access, maintain records in Information Obtained in information, and the limits of
accordance with all applicable federal, Research confidentiality of information shared
state, local, and/or institutional by others.
Violations of participant privacy
statutes, laws, regulations, and and confidentiality are risks of B.8.b. Respect for Privacy
procedures governing records, and participation in research involving Information obtained in a consulting
dispose of client records and other human participants, however, relationship is discussed for
sensitive materials in a manner investigators maintain all research professional purposes only with
that protects client confidentiality. records in a secure manner. persons directly involved with the
Career development professionals They explain to participants the case. Written and oral reports present
are encouraged to purge their files risks of violations of privacy only data germane to the purposes of

• 9 •
 • NCDA Code of Ethics •
the consultation, and every effort is Career development professionals to ensure the competence of their
made to protect client identity and to have a responsibility to the public work and to protect others from
avoid undue invasion of privacy. to engage in ethical practice. Career possible harm.
B.8.c. Disclosure of Confidential development professionals have C.2.c. Qualified for Employment
Information a responsibility to the public to
Career development professionals
engage in professional practices
When consulting with colleagues, accept employment only for positions
that are based on rigorous research
career development professionals do for which they are qualified by
methodologies. Career development
not disclose confidential information education, training, supervised
professionals are encouraged to
that reasonably could lead to the contribute to society by devoting a experience, state and national
identification of a client or other portion of their professional activity professional credentials, and
person or organization with whom to services for which there is little or appropriate professional experience.
they have a confidential relationship no financial return (pro bono publico). Career development professionals
unless they have obtained the prior In addition, career development hire for professional positions only
consent of the person or organization, professionals engage in self-care individuals who are qualified and
or the disclosure cannot be avoided. activities to maintain and promote competent for those positions.
They disclose information only to their emotional, physical, mental, and C.2.d. Monitor Effectiveness
the extent necessary to achieve the spiritual well-being to best meet their
purposes of the consultation. Career development professionals
professional responsibilities. continually monitor their
effectiveness as professionals and take
C.1. K
 nowledge of and steps to improve when necessary.
Section C Compliance with
Standards
Career development professionals
take reasonable steps to seek peer
Professional Career development professionals supervision, as needed, to evaluate
Responsibility have a responsibility to read, their efficacy as career development
understand, and follow the NCDA professionals.
Code of Ethics and adhere to all C.2.e. Consultation on Ethical
Introduction applicable federal, state, local, Obligations
Career development professionals and/or institutional statutes, laws, Career development professionals
provide open, honest, and regulations, and procedures. take reasonable steps to consult
accurate communication during
with other career development
interactions with the public and C.2. Professional professionals, the NCDA Ethics
other professionals. They practice in Competence Committee, and/or related
a nondiscriminatory manner within
C.2.a. Boundaries of Competence practitioners when they have
the boundaries of professional and
Career development professionals questions regarding their ethical
personal competence and have a
practice only within the boundaries obligations or professional activities.
responsibility to abide by the NCDA
Code of Ethics. Career development of their competence, based on their C.2.f. Professional Development
professionals actively participate in education, training, supervised Career development professionals
local, state, and national associations experience, state and national recognize the need for professional
that foster the development and professional credentials, and development to acquire and maintain
improvement of the provision of appropriate professional experience. a reasonable level of awareness of
career services. Career development C.2.b. N ew Specialty Areas of current scientific and professional
professionals are encouraged to Practice information in their fields of
promote change at the individual, Career development professionals activity. They take steps to maintain
group, institutional, and societal practice in specialty areas new to competence in the skills they use, are
levels in ways that improve the them only after obtaining appropriate open to new procedures, and keep
quality of life for individuals and education, training, and supervised current with the populations with
groups and remove potential experience. While developing whom they work.
barriers to the provision or access of skills in new specialty areas, career
appropriate services being offered. development professionals take steps

• 10 •
 • NCDA Code of Ethics •
C.2.g. Impairment vulnerable (e.g., underage, mentally products or training events in a
Career development professionals or emotionally impaired, extremely manner that is deceptive or would
are alert to the signs of impairment dependent on the career development exert undue influence on individuals
from their own physical, mental, or professional, etc.) to undue influence. who may be vulnerable (e.g.,
emotional problems and refrain from Career development professionals underage, mentally or emotionally
offering or providing professional discuss with clients the implications impaired, extremely dependent on
services when such impairment is (e.g., the client’s name and/or picture the career development professional,
likely to harm a client or others. would appear online or in print etc.). However, educators may adopt
They seek assistance for problems and the client may be contacted by textbooks and/or other materials
that reach the level of professional those seeking service by the career they have authored or developed for
impairment, and, if necessary, development professional) of and instructional purposes.
they limit, suspend, or terminate obtain permission for the use of any
their professional responsibilities testimonial. C.4. Professional
until such time as it is determined C.3.c. Statements by Others Qualifications
that they may safely resume Career development professionals
their work. Career development C.4.a. Accurate Representation
make reasonable efforts to ensure
professionals assist colleagues or Career development professionals
that statements made by others about
supervisors in recognizing their claim or imply only professional
them or the services they provide are
own professional impairment. qualifications actually completed and
accurate.
They provide consultation and correct any known misrepresentations
assistance, when warranted, with C.3.d. Recruiting Through of their qualifications by others.
colleagues or supervisors showing Employment Career development professionals
signs of impairment and intervene Career development professionals do truthfully represent the qualifications
as appropriate to prevent imminent not use their places of employment of their professional colleagues.
harm to clients. or institutional affiliations to recruit Career development professionals
or gain clients, supervisees, or clearly distinguish between paid
C.2.h. Incapacitation, Death, or
consultees for their private practices, and volunteer work experience and
Termination of Practice
unless they have permission. If accurately describe their continuing
Career development professionals permitted to solicit for their private education and specialized training.
prepare and plan for transfer of practices, career development
clients and files and disseminate to C.4.b. Credentials
professionals must make potential
an identified colleague or “records clients, supervisees, or consultees Career development professionals
custodian” a plan for the transfer aware of the free or low-cost services claim only licenses or certifications
of clients and files in case of their already provided by them or others that are current and in good standing.
incapacitation, death, or termination through their place of employment or C.4.c. Educational Degrees
of practice. institutional affiliation. Career development professionals
C.3.e. P
 roducts and Training clearly differentiate between earned
C.3. Advertising and Advertisements and honorary degrees.
Soliciting Clients Career development professionals C.4.d. Implying Doctoral-Level
C.3.a. Accurate Advertising who develop products related to their Competence
When advertising or otherwise profession or conduct workshops Career development professionals
representing their services to or training events ensure that the clearly state their highest earned
the public, career development advertisements concerning these degree in counseling or a closely
professionals identify their credentials products or events are accurate and related field. Career development
in an accurate manner that is not disclose adequate information for professionals do not imply doctoral-
false, misleading, deceptive, or consumers to make informed choices. level competence when possessing
fraudulent. C.3.f. Promoting to Those Served only a master’s degree in counseling
C.3.b. Testimonials Career development professionals or a related field. Career development
Career development professionals do not use individual consultation, professionals do not use the title
who use testimonials do not solicit teaching, training, or supervisory “Dr.” nor refer to themselves as “Dr.”
them from individuals who may be relationships to promote their in a counseling or career services

• 11 •
 • NCDA Code of Ethics •
context when their doctorate is not in 1. unwelcome, offensive, or creates C.6.d. Exploitation of Others
counseling or a related field. Career a hostile workplace or learning Career development professionals do
development professionals do not use environment, and career not exploit others in their professional
“ABD” (all but dissertation) or other development professionals know or relationships.
such terms to imply competency. are told this; or
C.6.e. Scientific Bases for
C.4.e. Program Accreditation 2. sufficiently severe or intense to Treatment Modalities
Status be perceived as harassment to a
Career development professionals
Career development professionals reasonable person in the context
use interventions that are grounded
accurately represent the accreditation in which the behavior occurred.
in theory and/or practice, are
status of their degree program at the Sexual harassment can consist of
generally considered to be established
time the degree was earned. a single intense or severe act or
professional practice in the fields
multiple persistent or pervasive
C.4.f. Professional Membership of counseling, coaching, and career
acts.
Career development professionals development, and/or have an
C.6.b. Reports to Third Parties empirical or scientific foundation.
clearly differentiate between current,
active memberships and former Career development professionals Career development professionals
memberships in associations. Career are accurate, honest, and objective in who do not must define the
development professionals only reporting their professional activities techniques/procedures as
claim a membership designation in and judgments to appropriate third “unproven” or “developing” and
NCDA for which their education and parties, including courts, health explain the potential risks and
experience entitles them. insurance companies, those who are ethical considerations of using such
the recipients of evaluation reports, techniques/ procedures and take
and others.
C.5. Nondiscrimination steps to protect clients from possible
C.6.c. Media Presentations harm. This does not preclude career
Career development professionals
When career development development professionals from using
do not condone or engage in
professionals provide advice or card sorts, checklists, or online tools
discrimination against any individual
comment by means of public lectures, which are not empirically based as
based on any characteristic
demonstrations, radio or television long as they accurately describe the
not specifically relevant to job
programs, recordings, technology- tool to their clients/students.
performance or on any basis
prohibited by law, any other based applications, printed articles, C.6.f. Contributing to the Public
characteristics not specifically mailed material, or other media, they Good (Pro Bono Publico)
relevant to job performance, or take reasonable precautions to ensure Career development professionals
any basis prohibited by law. Career that make a reasonable effort to provide
development professionals do not 1. the statements are based on services to the public for which
discriminate against clients, students, appropriate professional literature there is little or no financial return
employees, supervisees, or research and practice, (e.g., speaking to groups, sharing
participants in a manner that has a 2. the statements are otherwise professional information, offering
negative impact on these persons. consistent with the NCDA Code of reduced fees).
Ethics,
C.6.Public Responsibility 3. the recipients of the information C.7. Responsibility to Other
C.6.a. Sexual Harassment are informed that a professional Professionals
relationship has not been
Career development professionals C.7.a. Personal Public Statements
established, and
do not engage in or condone sexual When making personal statements in
4. all media used is up-to-date and
harassment. Sexual harassment is a public context, career development
accessible (to the extent the career
defined as sexual solicitation, physical professionals clarify that they
development professional has
advances, or verbal or nonverbal are speaking from their personal
control of the media).
conduct that is sexual in nature, perspectives and that they are not
that occurs in connection with speaking on behalf of all career
professional activities or roles, and development professionals or the
that is either profession.

• 12 •
 • NCDA Code of Ethics •
C.8. Policies and Guidelines of communication with colleagues expectations and the parameters of
to enhance services to clients. confidentiality with their colleagues.
C.8.a. Creating & Maintaining
Career development professionals D.1.e. Establishing Professional
Policy Statements & Guidelines
may provide coaching and/ and Ethical Obligations
As part of informed consent, or consultation to individuals,
policy statements and guidelines Career development professionals
groups, or organizations. If career who are members of interdisciplinary
assist in anticipating questions development professionals perform
and concerns and serve as part of teams clarify professional and ethical
such services, they must provide only obligations of the team as a whole and
an ongoing dialogue with clients. the services that are within the scope
Career development professionals of its individual members. When a
of their professional competence and team decision raises ethical concerns,
are encouraged to create policy qualifications.
statements and guidelines for use in career development professionals
their practice. Career development first attempt to resolve the concern
professionals ensure that clients are
D.1. R
 elationships with within the team. If they cannot reach
fully informed, understand, and agree Colleagues, Employers, resolution among team members,
to the parameters and limitations and Employees career development professionals
of receiving career services. Policy pursue other avenues to address their
D.1.a. Different Approaches
concerns consistent with client well-
statements and guidelines may Career development professionals being.
include, but are not limited to, all are respectful of approaches to career
areas of informed consent, such as services that differ from their own. D.1.f. Personnel Selection and
incorporating the use of social media Career development professionals are Assignment
and electronic/video communication respectful of traditions and practices Career development professionals
in professional practice, privacy of other professional groups with select competent staff and assign
and confidentiality (e.g., limits of which they work. responsibilities compatible with their
confidentiality, documentation, and knowledge, skills, and experiences.
D.1.b. Forming Relationships
records maintenance), boundaries D.1.g. Employer Policies
and multiple relationships, collection Career development professionals
work to develop and strengthen The acceptance of employment in
of fees, termination of services, etc. an agency or institution implies that
Career development professionals interdisciplinary relations with
colleagues from other disciplines to career development professionals
are expected to review their policy are in agreement with its general
statements and guidelines annually best serve clients.
policies and principles. Career
and to update them as needed. D.1.c. Interdisciplinary development professionals strive to
Teamwork reach agreement with employers as
Career development professionals to acceptable standards of conduct

Section D who are members of interdisciplinary

teams delivering multifaceted services
to clients ensure that the focus is
that allow for changes in institutional
policy conducive to the growth and
Relationships with development of clients.
kept on how to best serve the clients.
other Professionals They participate in and contribute
D.1.h. Negative Conditions
Career development professionals
to decisions that affect the well-
alert their employers of inappropriate
Introduction being of clients by drawing on the
policies and practices. They attempt
Career development professionals perspectives, values, and experiences
to effect changes in such policies or
recognize that the quality of their of the profession and those of
procedures through constructive
interactions with colleagues can colleagues from other disciplines.
action within the organization.
influence the quality of services D.1.d. Confidentiality When such policies are potentially
provided to clients. They work When career development disruptive or damaging to clients
to become knowledgeable about professionals are required by law, or may limit the effectiveness of
colleagues within and outside the institutional policy, or extraordinary services provided and change cannot
profession. Career development circumstances to serve in more than be achieved, career development
professionals develop positive one role in judicial or administrative professionals take appropriate
working relationships and systems proceedings, they clarify role further action. Such action may

• 13 •
 • NCDA Code of Ethics •
include referral to appropriate costs, potential risks and benefits, and E.1.b. Client Welfare
certification, accreditation, or state the limits of confidentiality. Working Career development professionals
licensure organizations, or voluntary in conjunction with the consultee, do not misuse assessment results
termination of employment. career development professionals and interpretations, and they take
D.1.i. Protection from Punitive attempt to develop a clear definition reasonable steps to prevent others
Action of the problem, goals for change, from misusing the information
Career development professionals and predicted consequences of these tools provide. They respect the
take care not to harass or dismiss interventions that are culturally client’s right to know the results, the
an employee who has acted in a responsive and appropriate to the interpretations made, and the bases
responsible and ethical manner needs of consultees. for career development professionals’
to expose inappropriate employer conclusions and recommendations.
policies or practices.

D.2. Consultation
Section E E.2. Competence to Use and
Interpret Assessment
D.2.a. Consultant Competency Evaluation, Instruments
Career development professionals Assessment and E.2.a. Limits of Competence
take reasonable steps to ensure that Interpretation Career development professionals
they have the appropriate resources utilize only those testing and
and competencies when providing assessment services for which they
coaching and/or consultation services.
Introduction have been trained and are competent
Career development professionals Career development professionals in administering and interpreting.
provide appropriate referral resources use assessment instruments as one Career development professionals
when requested or needed. component of the career services using technology-assisted test
process, taking into account the interpretations are trained in the
D.2.b. Understanding Consultees
client’s personal and cultural context. construct being measured and the
When providing coaching or specific instrument being used
Career development professionals
consultation, career development prior to using its technology-based
promote the well-being of individual
professionals attempt to develop with application. Career development
clients or groups of clients by
their consultees a clear understanding professionals take reasonable
developing and using appropriate
of problem definition, goals for measures to ensure the proper use of
career, educational, and psychological
change, and predicted consequences psychological and career assessment
assessment instruments.
of interventions selected. techniques by persons under their
D.2.c. Consultant Goals supervision.
E.1. General
The coaching/consulting relationship E.2.b. Appropriate Use
is one in which consultee adaptability E.1.a. Assessment
Career development professionals
and growth toward self-direction The primary purpose of educational, are responsible for the appropriate
are consistently encouraged and psychological, and career assessments application, scoring, interpretation,
cultivated. is to provide measurements that and use of assessment instruments
are valid and reliable in either relevant to the needs of the client,
D.2.d. Informed Consent in
comparative or absolute terms. whether they score and interpret
Consultation
These include, but are not limited to, such assessments themselves or use
When providing consultation, career measurements of ability, personality,
development professionals have an technology or other services.
interest, intelligence, achievement,
obligation to review, in writing and E.2.c. Decisions Based on Results
skills, values, and performance.
orally, the rights and responsibilities Career development professionals Career development professionals
of career development professionals recognize the need to interpret the responsible for decisions involving
and consultees. Career development individuals or policies that are based
statements in this section as applying
professionals use clear and on assessment results have a thorough
to both quantitative and qualitative
understandable language to inform all understanding of psychometrics
assessments.
parties involved about the purpose of involving educational, psychological,
the services to be provided, relevant and career measurement, including

• 14 •
 • NCDA Code of Ethics •
validation criteria, assessment take special care to provide proper assessment, data, and/or instruments
research, and guidelines for diagnosis and recommendations and in forming conclusions, diagnoses, or
assessment development and use. do so only when making a diagnosis recommendations.
is appropriate and when properly E.6.b. Referral Information
E.3. Informed Consent in trained. Assessment techniques
If a client is referred to a third
Assessment (including personal interviews) used
party for assessment, the career
to determine client care (e.g., locus of
E.3.a. Explanation to Clients development professional provides
treatment, type of treatment/services,
Prior to assessment, career specific referral questions and
or recommended follow-up) are
development professionals explain the sufficient objective data about the
carefully selected and appropriately
nature and purposes of assessment client to ensure that appropriate
used.
and the specific use of results by assessment instruments are utilized.
E.5.b. Cultural Sensitivity
potential recipients. The explanation
will be given in the language of the
Career development professionals E.7. Conditions of
recognize that culture affects the Assessment
client (or other legally authorized
manner in which clients’ issues are
person on behalf of the client), unless
defined. Clients’ socioeconomic and
Administration
an explicit exception has been agreed E.7.a. Administration Conditions
cultural experiences are considered
upon in advance. Career development
when making a diagnosis. Career development professionals
professionals consider the client’s
E.5.c. H
 istorical and Social administer assessments under the
personal or cultural context, the level
Prejudices in Diagnosis same conditions that were established
of the client’s understanding of the
in their standardization. When
results, and the impact of the results Career development professionals
assessments are not administered
on the client. recognize historical and social
under standard conditions, as may
E.3.b. Recipients of Results prejudices in the misdiagnosis and
be necessary to accommodate clients
pathologizing of certain individuals
Career development professionals with disabilities, or when unusual
and groups and the role career
consider the examinee’s welfare, development professionals can play behavior or irregularities occur
explicit understandings, and prior in avoiding the perpetuation of these during the administration, those
agreements in determining who prejudices through proper diagnosis, conditions are noted in interpretation,
receives the assessment results. recommendations, and provision of and the results may be designated as
Career development professionals services. invalid or of questionable validity.
include accurate and appropriate E.7.b. Technological
interpretations with any release E.5.d. Refraining From Diagnosis
Administration
of individual or group assessment Career development professionals
may refrain from making and/ Career development professionals
results. ensure that administration programs
or reporting a diagnosis or
E.4. Release of Data to Qualified function properly and provide clients
recommendation if they believe
Professionals with accurate results.
it would cause harm to the client
Career development professionals or others. Career development E.7.c. Unsupervised Assessments
release assessment data in which professionals carefully consider both Unless the assessment instrument is
the client is identified only with the the positive and negative implications designed, intended, and validated for
consent of the client or the client’s of a diagnosis/ recommendation. self-administration and/or scoring,
legal representative. Such data are career development professionals do
released only to persons recognized E.6. Instrument Selection not permit inadequately supervised
by career development professionals use of any assessment.
as qualified to interpret the data. E.6.a. Appropriateness of
Instruments E.7.d. Provision of Favorable
Career development professionals Conditions
E.5. Diagnosis &
carefully consider the validity, Career development professionals
Recommendations reliability, psychometric limitations, provide an appropriate environment
E.5.a. Proper Diagnosis & and appropriateness of instruments for the administration of assessments
Recommendations when selecting assessments and, (e.g., privacy, comfort, freedom from
Career development professionals when possible, use multiple forms of distraction).

• 15 •
 • NCDA Code of Ethics •
E.8. Multicultural Issues/ professionals qualify any conclusions, E.12. Assessment
Diversity in Assessment diagnoses, or recommendations Construction
made that are based on assessments
Career development professionals use, or instruments with questionable Career development professionals
with caution, assessment techniques validity or reliability. use established scientific
that were normed on populations procedures, relevant standards, and
other than that of the client. Career E.9.c. Assessment Services current professional knowledge
development professionals recognize Career development professionals for assessment design in the
the possible effects of age, culture, who provide assessment scoring and development, publication, and
disability, ethnic group, gender, interpretation services to support utilization of educational and
race, language preference, religion, the assessment process confirm psychological assessment techniques.
spirituality, sexual orientation, the validity of such interpretations.
and socioeconomic status on test They understand and accurately
E.13. Forensic Evaluation:
administration and interpretation, describe the purpose, norms,
and place test results in proper validity, reliability, and applications Evaluation for Legal
perspective with other relevant of the procedures and any special Proceedings
factors. Career development qualifications applicable to their E.13.a. Primary Obligations
professionals use caution when use. The public offering of an When providing forensic evaluations,
selecting assessments for culturally automated test interpretation the primary obligation of career
diverse populations to avoid the use service is considered a professional- development professionals is to
of instruments that lack appropriate to-professional consultation. The produce objective findings that can be
psychometric properties for the client formal responsibility of the career substantiated based on information
population. development professional is to the and techniques appropriate to the
individual/organization requesting evaluation, which may include
E.9. Scoring and the assessment, but the ultimate and examination of the individual
Interpretation of overriding responsibility is to the and/or review of records. Career
Assessments client. development professionals form
E.9.a. Reporting professional opinions based on their
E.10. Assessment Security professional knowledge and expertise
When career development
Career development professionals that can be supported by the data
professionals report assessment
results, they consider the client’s maintain the integrity and security of gathered in evaluations. Career
personal and cultural background, tests and other assessment techniques development professionals define the
the level of the client’s understanding consistent with legal and contractual limits of their reports or testimony,
of the results, and the impact obligations. Career development especially when an examination of the
of the results on the client. In professionals do not appropriate, individual has not been conducted.
reporting assessment results, reproduce, or modify published E.13.b. Consent for Evaluation
career development professionals assessments or parts thereof without
Individuals being evaluated are
indicate reservations that exist acknowledgment and permission
informed in writing that the
regarding validity or reliability due to from the publisher.
relationship is for the purposes of
circumstances of the assessment or an evaluation, not to provide career
the inappropriateness of the norms E.11. O
 bsolete Assessments services. Entities or individuals who
for the person tested. and Outdated Results will receive the evaluation report
E.9.b. Research Instruments Career development professionals are identified. Written consent to
Career development professionals do not use data or results from be evaluated is obtained from those
exercise caution when interpreting assessments that are obsolete or being evaluated unless a court orders
the results of research instruments outdated for the current purpose. evaluations to be conducted without
not having sufficient technical data Career development professionals the written consent of individuals
to support respondent results. The make every effort to prevent the being evaluated. When children or
specific purposes for the use of such misuse of obsolete measures and vulnerable adults are being evaluated,
instruments are stated explicitly to assessment data by others. informed written consent is obtained
the examinee. Career development from a parent or guardian.

• 16 •
 • NCDA Code of Ethics •
E.13.c. Client Evaluation make every attempt to protect assistance when using technology-
Prohibited confidentiality and data security, to based applications, particularly when
Career development professionals ensure transparency and equitable the use of such applications crosses
do not evaluate current or former treatment of clients, and to meet any state lines and/or international
clients, clients’ romantic partners, or legal and ethical requirements for the boundaries.
clients’ family members for forensic use of such resources.
purposes. Career development F.2. Informed Consent and
professionals do not counsel F.1. K
 nowledge and Legal Security
individuals they are evaluating. Considerations F.2.a. Informed Consent and
E.13.d. Avoid Potentially Harmful F.1.a. K
 nowledge and Disclosure
Relationships Competency Clients have the freedom to choose
Career development professionals Career development professionals whether to access career services
who provide forensic evaluations who engage in providing career online or to engage in the use of
avoid potentially harmful professional services online, and the use of technology and/or social media
or personal relationships with family technology and/or social media within the career development
members, romantic partners, and develop knowledge and skills process. In addition to the usual and
close friends of individuals they are regarding related technical, customary protocol of informed
evaluating or have evaluated in the ethical, and legal considerations. consent between career development
past. Career development professionals professional and client for face-to-face
understand and follow the terms of services, the following issues, unique
service of any technology or social to the use of career services online,

Section F media platform employed. With new

and emerging technology, such as AI,
and the use of technology and/or
social media, should be addressed in
the informed consent process:
Providing Career career development professionals gain
the training and experience needed to • professional credentials, physical
Services Online, effectively use such tools. location of practice, and contact
Technology, and F.1.b. Laws and Statutes information;
Social Media Career development professionals • risks and benefits of engaging in
who engage in providing career the use of career services online,
Introduction services online, and the use of and the use of technology and/or
technology and/or social media social media;
Career development professionals
within their practice understand • possibility of technology failure
actively attempt to understand the
that they may be subject to laws and alternate methods of service
evolving nature of the profession with
and regulations of both the career delivery;
regard to providing career services
development professional’s practicing • anticipated response time;
online and the use of technology
location and the client’s place of • emergency procedures to follow
and/or social media and how such
work/residence. Career development when the career development
resources may be used to better serve
professionals ensure that use of professional is not available;
their clients. Career development
technology services with clients is in • time zone differences, local
professionals strive to become
accordance with all applicable federal, customs, and cultural and/or
knowledgeable about these resources,
state, local, and/or institutional language differences that may affect
recognizing that periodic training is
statutes, laws, regulations, and delivery of services;
needed to develop necessary technical
procedures, particularly when the
and professional competencies. • where applicable, pertinent legal
services are offered via technology
Career development professionals rights and limitations governing
across state lines and/or international
understand the additional concerns the practice of a profession
boundaries.
related to the use of providing career over state lines or international
services online, along with the use F.1.c. Outside Assistance boundaries; and
of current and emerging technology When necessary and appropriate, • social media policy.
(including Artificial Intelligence; career development professionals
AI) and/or social media tools and seek business, legal, and technical

• 17 •
 • NCDA Code of Ethics •
F.2.b. C
 onfidentiality and F.4. Providing Career that clients understand the purpose
Limitations Services Online and operation of technology-based
applications and follow up with
Career development professionals F.4.a. Benefits and Limitations clients to address any issues that may
inform clients about the inherent Career development professionals arise.
limits of confidentiality when using inform clients of the benefits and
technology and acknowledge the F.4.d. Access
limitations of using technology-based
limitations of maintaining the applications in the provision of career Career development professionals
confidentiality of electronic records services. Such technologies include, provide information to clients
and transmissions. Where feasible, but are not limited to, computer regarding reasonable access to
career development professionals hardware and/or software, telephones pertinent applications when providing
inform clients of anyone who may and applications, social media and technology-assisted services. This
have access to such records or Internet-based applications and other access may include being aware of
transmissions. Career development audio and/or video communication, free and/or low-cost public access
professionals urge clients to be aware or data storage devices or media. points to technology resources and
of those to whom they give access the Internet within the community,
F.4.b. P
 rofessional Boundaries in
to information disclosed using this so that a lack of financial resources
Providing Career Services
medium during the professional does not create a significant barrier
Online
relationship. to clients accessing career services
Career development professionals or information, assessment, or
F.2.c. Security understand the necessity of instructional resources. If career
Career development professionals maintaining a professional development professionals are unable
take reasonable precautions to ensure relationship with their clients. to provide access to technology
the confidentiality of information Career development professionals resources, they provide an alternative
transmitted through any electronic discuss and establish professional method of service delivery.
means, including using current boundaries with clients regarding the
appropriate use and/or application F.4.e. Communication Differences
encryption standards within their
of technology and the limitations of in Electronic Media
websites and/or technology-based
its use (e.g., lack of confidentiality, Career development professionals
communications where appropriate
times when not appropriate to use). consider the differences between face-
to meet applicable legal requirements.
When technology-assisted career to-face and electronic communication
Where new or emerging technology
services are deemed inappropriate by (nonverbal and verbal cues) and
(such as AI) pose security and/or
the career development professional how these may affect the career
privacy concerns, career development
or client, career development development process. Career
professionals seek guidance and
professionals provide appropriate development professionals educate
training, and take all reasonable
alternatives, including face-to-face clients on how to prevent and address
precautions to ensure confidentiality
service. If the career development potential misunderstandings arising
and to protect client information.
professional is not able to provide from the lack of visual cues and voice
F.3. Client Verification face-to-face services (e.g., lives in intonations when communicating
Career development professionals another state), the career development electronically.
who engage in providing career professional assists the client in F.4.g. Use of Assessments via
services online, and the use of identifying appropriate services. Electronic Media
technology and/or social media F.4.c. Technology-Assisted When using assessments carried
to interact with clients take steps Services out via electronic media, career
to verify the client’s identity at the
When providing technology- development professionals are
beginning and throughout the
assisted services, career development responsible for knowing and abiding
working relationship. Verification can by other standard ethical practices
professionals make reasonable efforts
include, but is not limited to, using to determine that clients are fully related to client assessment, such as
code words, numbers, graphics, or capable of using the application and those outlined in Section E of this
other nondescript identifiers. that the application is appropriate Code of Ethics. In addition, where
for the needs of the client. Career applicable, career development
development professionals verify professionals should:

• 18 •
 • NCDA Code of Ethics •
• determine if the assessments have • Provide electronic links to F.6.d. Managing Job Posting
been tested for online delivery and relevant licensure and professional and Searching Websites or
ensure that their psychometric certification boards to protect Databases
properties are the same as in consumer rights and facilitate All job postings must represent
print form; or the client must be addressing ethical concerns. a valid opening for which those
informed that the assessments have • Assist clients, where feasible, searching have an opportunity to
not yet been tested for this mode of in determining the validity and apply. It is encouraged that job
delivery; reliability of information found on postings be removed from the
• determine if the assessments have websites and in other technology database once application acceptance
been validated for self-help use applications. deadlines have passed or shortly
or that appropriate intervention • If a website includes links to other after announcements have been
is provided before and after websites, the career development made that positions have been filled.
completion of the assessment professional who creates this Names, addresses, résumés, and other
resource if the resource has not linkage is responsible for ensuring information that may be gained about
been validated for self-help use; that the services to which the site individuals should not be used for
• make every effort to protect the is linked meet all applicable ethical any purposes other than provision
confidentiality of client results; and standards. If this is not possible, of further information about job
• refer clients to qualified career career development professionals openings.
development professionals in his should post a disclaimer explaining
or her geographic area if there is that the linked site may not meet F.7. Social Media
evidence that the client does not all applicable ethical standards and F.7.a. Creating and Maintaining
understand the assessment results. (if known) which standards are not a Virtual Professional
met by the site. Presence
F.5. Records F.6.b. Accessibility When creating a virtual professional
Career development professionals Considerations presence, career development
create and maintain electronic Career development professionals professionals carefully reflect on
documents and records in accordance who maintain websites and other the goals and objectives for using
with relevant laws and statutes and technology resources provide available social media tools. Career
all other relevant aspects of this accessibility or inform persons with development professionals who
Code of Ethics. Career development disabilities of assistive devices that maintain a professional virtual
professionals inform clients on how will make the content accessible, presence commit the necessary time
records are maintained electronically. when feasible. They provide access to and effort to ensure a continual
This includes, but is not limited to, translation capabilities for clients who presence, avoiding extended gaps
the type of encryption and security have a different primary language, in involvement or communication
assigned to the records, and if/for how when feasible. Career development with clients that could have negative
long archival storage of transaction professionals acknowledge the effects.
records is maintained. imperfect nature of such translations F.7.b. Separating Professional
and accessibilities. Presence from Personal
F.6. Web Maintenance F.6.c. Qualifications of the Presence
and Technology Developer or Provider When career development
Development Websites and other services designed professionals maintain a professional
F.6.a. Maintaining Websites and to assist clients with career planning and personal presence on social
Technology Resources and job searching should be media, separate professional and
Career development professionals developed with content input from personal web pages and profiles are
who maintain websites or other career development professionals. created to clearly distinguish between
technology resources are expected to The service should clearly state the the two kinds of virtual presence.
do the following: qualifications and credentials of the F.7.c. Identifying Professional
• Regularly ensure that electronic developers. Roles and Expertise
links are working and are When using social media, career
professionally appropriate. development professionals clearly

• 19 •
 • NCDA Code of Ethics •
identify their names, training and F.7.g. Social Media Policies & F.7.i. Respect Copyright and
expertise, and affiliation to an Fair and Equitable Original Sources
organization or employer. Career Treatment Career development professionals
development professionals only Career development professionals post information, photos, videos, etc.
post information and address develop social media strategies and only in compliance with copyright,
questions that are within the scope guidelines that provide fair and trademark, and fair use laws. When
of their professional competence and equitable treatment to all clients. others’ content is posted, sources
qualifications. For clients who may lack access or are clearly identified, with links to
F.7.d. Maintaining have limited technical knowledge, original materials if applicable.
Confidentiality in Virtual fair and equitable treatment may F.7.j. Educating Clients about
Spaces mean providing alternative service the Role of Social Media in
Career development professionals delivery methods. Additionally, the Career Development
act judiciously to protect the privacy, fair, and equitable treatment means Process
confidentiality, and reputation of creating an approach to using
Career development professionals
clients, colleagues, organizations, and social media that is consistently
educate their clients about the role of
others. Applicable federal guidelines applied and clearly communicated
social media platforms in the career
(such as HIPAA and FERPA) provide to all clients. For example, some
development and job search process.
guidance on protecting confidential organizations may choose a policy
This includes encouraging both
and proprietary information. Career of not linking to any current clients,
knowledge of the potential impact
development professionals must while another organization allows
that social media use may have on
avoid posting identifiable images career development professionals to
the professional relationship between
(without obtaining permission of link to current clients only when the
the client and career development
those identified) or any personally client makes a request and agrees
professional, and promoting an
identifiable information that could to a social media informed consent.
understanding of the benefits and
be used to locate someone offline Still another organization may find it
risks of using social media within the
(e.g., phone numbers or addresses). more favorable to “link” all clients to
career exploration, job search, and
In no situation should protected or an organization page rather than to
career management process.
highly sensitive information be shared link clients to a career development
via social media platforms (e.g., professional’s individual social
media account. Career development F.8. New & Emerging
Social Security number, financial
professionals work within their Technology
information, credit card or payment
information, counseling or health organizations to develop and clearly F.8.a. Competence in Using New
records, information subject to non- communicate an approach so that the & Emerging Technology
disclosure agreements, etc.). social media practice is transparent, Career development professionals
consistent, and easily understood by are expected to utilize only those
F.7.e. Respect Privacy of Clients’ clients.
Virtual Presence tools and technology for which they
F.7.h. Permanence of have been trained and in which
Career development professionals
Information, Accuracy, and they are competent. Should career
respect the privacy of their clients’
Audience development professionals desire to
presence on social media, and avoid
Career development professionals utilize new and emerging technology
searching clients’ virtual presence
recognize that information posted (including AI) to assist clients, they
unless given consent to view such
on social media sites are largely explore the cost/benefit with the client
information.
permanent and easily shared beyond and proceed only when expressly
F.7.f. S
 ocial Media as Part of the privacy settings of any particular directed by the client. Should
Informed Consent site. Postings should be respectful alternative approaches be available,
As a part of the informed consent and appropriate for broad audiences. these are presented to the client.
procedure, career development Postings should also be regularly F.8.b. Informed Consent when
professionals clearly explain to their checked to ensure accuracy of Using New & Emerging
clients the benefits, limitations, and information shared. Technology
boundaries of the use of social media.
Career development professionals
are transparent, inform clients,

• 20 •
 • NCDA Code of Ethics •
and obtain consent whenever their assessments of other career services regularly pursue continuing
they use new and emerging development professionals, students, education activities including both
technology when providing services. and supervisees. career services and supervision topics
Career development professionals do and skills.
not enter any client information into G.1. Client Welfare G.2.b. Cultural Competence in
an Artificial Intelligence (AI) platform Supervision
G.1.a. Client Welfare
without express consent.
A primary obligation of supervisors Supervisors are aware of and address
F.8.c. Limitations of New & and educators is to monitor the the role of cultural competence in the
Emerging Technology services provided by other career supervisory relationship.
Career development professionals development professionals or students G.2.c. Online Supervision
are aware of and inform clients of for whom they have responsibility. When using technology in
any limitations of using new and Supervisors and educators also supervision, supervisors are
emerging technology. monitor client welfare and supervisee/ competent in the use of those
F.8.d. Emergence of AI in Career student performance and professional technologies. Supervisors take the
Development development. To fulfill these necessary precautions to protect the
Artificial Intelligence (AI) is a new obligations, supervisors and educators confidentiality of all information
and emerging field. Its full impact meet regularly with supervisees/ transmitted through any electronic
on career development services may students. Supervisees and students means.
not be known for many years to have a responsibility to understand
come. As such, career development and follow the NCDA Code of Ethics.
G.3. Multiple Relationships
professionals are expected to study, G.1.b. Credentials
G.3.a. Relationship Boundaries
receive training, and to seek guidance Supervisors and educators work to
when considering the use of AI Supervisors and educators clearly
ensure that supervisees/students
when working with clients. Career define and maintain ethical
communicate their qualifications to
development professionals also use professional, personal, and social
render services to their clients.
caution when using or recommending relationships with their supervisees/
G.1.c. Informed Consent and students, and they avoid or keep
AI and related tools when working
Client Rights to a minimum nonprofessional
with students, clients (individuals,
groups, or organizational), research Supervisors and educators make relationships with current
participants, supervisees, and supervisees/students aware of client supervisees/students. If supervisors
colleagues (including employers and rights including the protection of and educators must assume other
employees). client privacy and confidentiality professional roles (e.g., clinical and
in the professional relationship. administrative supervisor, instructor,
Supervisees/students provide etc.) with supervisees/students, they

Section G
clients with professional disclosure work to minimize potential conflicts
information and inform them of how and explain to supervisees/students
the supervision process influences the the expectations and responsibilities
Supervision, Training, limits of confidentiality. Supervisees/ associated with each role. They do not
and Teaching students make clients aware of who engage in any form of nonprofessional
will have access to records of the interaction in which there is a risk
Introduction professional relationship and how of potential harm to the supervisee/
these records will be utilized. student or that may compromise the
Career development professionals supervisory/training relationship,
foster meaningful and respectful
professional relationships and
G.2. Supervisor Competence experience or grades assigned.
maintain appropriate boundaries G.2.a. Supervisor Preparation G.3.b. Sexual Relationships
with supervisees and students. Prior to offering supervision services, Any form of sexual or romantic
Career development professionals career development professionals interactions or relationships with
have theoretical and pedagogical are trained in supervision methods current students or supervisees is
foundations for their work and aim and techniques. Career development prohibited.
to be fair, accurate, and honest in professionals who offer supervision

• 21 •
 • NCDA Code of Ethics •
G.3.c. Harassment G.3.f. R
 elationships with Former G.5. Student Responsibilities
Supervisors and educators do not Supervisees/Students & Evaluation,
condone or subject students or Supervisors and educators are aware Remediation, and
supervisees to harassment, sexual or of the power differential in the
Endorsement
otherwise. relationship between supervisees/
students and thus do not engage in G.5.a. Ethical Responsibilities
G.3.d. Close Relatives and Friends
romantic and sexual relationships Students/supervisees have a
Supervisors and educators avoid responsibility to understand and
with former supervisees/ students.
accepting close relatives, romantic follow the NCDA Code of Ethics.
partners, or friends as students/ Students/supervisees have the
supervisees and are prohibited from G.4. Supervisor
same obligation to clients as those
engaging in supervisory or training Responsibilities required of other career development
relationships with individuals with G.4.a. Informed Consent for professionals.
whom they have an inability to Supervision
G.5.b. Impairment
remain objective. Supervisors are responsible for
Students/supervisees monitor
G.3.e. Potentially Beneficial incorporating into their supervision
themselves for signs of impairment
Relationships the principles of informed consent
from their own physical, mental, or
Supervisors and educators are and participation. Supervisors
emotional problems and refrain from
aware of the power differential inform supervisees of the policies
offering or providing professional
in their relationships with and procedures to which they are
services when such impairment is
supervisees/ students. If they believe to adhere and the mechanisms for
likely to harm a client or others. They
nonprofessional relationships with a due process appeal of individual
notify their faculty and/or supervisors
supervisee/student may be potentially supervisory actions.
and seek assistance for problems
beneficial to the supervisee/ G.4.b. Emergencies and Absences that reach the level of professional
student, they take precautions Supervisors establish and impairment, and, if necessary, they
similar to those taken by career communicate to supervisees limit, suspend, or terminate their
development professionals when procedures for contacting them or, professional responsibilities until it
working with clients. Examples of in their absence, alternative on-call is determined that they may safely
potentially beneficial interactions supervisors to assist in handling resume their work.
or relationships include attending crises. G.5.c. Professional Disclosure
a formal ceremony; hospital visits;
G.4.c. Standards for Supervisees Before providing services, students/
providing support during a stressful
Supervisors make their supervisees supervisees disclose their status and
event; or mutual membership in a
aware of professional and ethical explain how this status affects the
professional association, organization,
standards and legal responsibilities. limits of confidentiality. Supervisors
or community. Supervisors and
educators engage in open discussions G.4.d. Termination of the and educators ensure that clients are
with supervisees/students when Supervisory Relationship aware of the services rendered and
they consider entering into the qualifications of the students/
Supervisors or supervisees have the
relationships with them outside of supervisees rendering those services.
right to terminate the supervisory
Students/ supervisees obtain
their supervisory or training roles. relationship with adequate notice.
client permission before they use
Before engaging in nonprofessional Reasons for withdrawal are provided
any information concerning the
relationships, supervisors and to the other party. When cultural,
counseling relationship in the training
educators discuss with supervisees/ professional, or other issues are
process.
students and document the rationale crucial to the viability of the
for such interactions, potential supervisory relationship, both parties G.5.d. Evaluation
benefits or drawbacks, and anticipated make efforts to resolve differences. Supervisors and educators clearly
consequences for the supervisee. When termination is warranted, state to students/supervisees, prior
Supervisors and educators clarify the supervisors make appropriate to and throughout the training
specific nature and limitations of the referrals to possible alternative program, the levels of competency
additional role(s) they will have with supervisors. expected, appraisal methods, and
the supervisee/student. timing of evaluations for all areas

• 22 •
 • NCDA Code of Ethics •
of competency. Supervisors and in multiple roles/relationships with skilled in applying that knowledge,
educators document and provide students/supervisees. If supervisors and make students and supervisees
students/supervisees with ongoing or educators must provide a service aware of their responsibilities.
performance appraisal and evaluation to a student or supervisee in Educators are to conduct education
feedback throughout the training addition to providing supervision, and training programs in an ethical
program. they work to minimize potential manner and serve as role models
G.5.e. Limitations & Remediation conflicts and explain to students/ for professional behavior. Career
supervisees the expectations and development professionals who
Through ongoing evaluation and
responsibilities associated with each function as educators or supervisors
appraisal, supervisors and educators
role. In addition, the supervisor or are expected to provide instruction
are aware of the limitations of
educator must address participation within their areas of knowledge and
students/supervisees that might
in multiple roles/relationships with competence and provide instruction
impede performance. Supervisors and
the students/supervisees in terms of based on current information and
educators assist students/ supervisees
the impact of these issues on clients, knowledge available in the profession.
in securing remedial assistance when
the supervisory relationship, and When using technology to deliver
needed. If students/supervisees
professional functioning. instruction, educators are expected to
request counseling or if counseling
develop competence in the use of the
services are required as part of a G.5.g. Endorsement
technology.
remediation process, educators Supervisors and educators endorse
and supervisors provide acceptable students/supervisees for certification, G.6.b. Integration of Study and
referrals. Supervisors and educators licensure, employment, or completion Practice
recommend dismissal from training of an academic or training program Educators are expected to establish
programs, applied practice settings, only when they believe the students/ education and training programs
or state or voluntary professional supervisees are qualified for the that integrate academic study and
credentialing processes when those endorsement. In addition, supervisors supervised practice.
students/ supervisees are unable and educators do not withhold G.6.c. Teaching Ethics
to provide competent professional endorsement of qualified students/ Educators make students and
services. Supervisors and educators supervisees for certification, licensure, supervisees aware of the ethical
seek consultation and document employment, or completion of an responsibilities and standards
their decisions to dismiss or refer academic or training program for any of the profession and the ethical
students/supervisees for assistance. reason unrelated to their fitness as a responsibilities of students to the
They ensure that students/supervisees student or professional. Regardless profession. Educators infuse ethical
are aware of options available to of qualifications, supervisors and considerations throughout the
them to address such decisions and
educators do not endorse students/ curriculum.
ensure that students/supervisees
supervisees whom they believe to G.6.d. Peer Relationships
have recourse in a timely manner to
be impaired in any way that would
address decisions to require them to Educators make every effort to
interfere with the performance
seek assistance or to dismiss them ensure that the rights of peers are
of the duties associated with the
and provide them with due process not compromised when students or
endorsement.
according to institutional policies and supervisees lead career groups or
procedures. provide supervision. Educators take
G.6. R
 esponsibilities of steps to ensure that students and
G.5.f. M
 ultiple Roles/
Relationships with Students Educators supervisees understand they have the
& Supervisees G.6.a. Educators same ethical obligations as educators,
Educators who are responsible for trainers, and supervisors.
If students/supervisees request
counseling, career services, or any developing, implementing, and G.6.e. Innovative Theories and
other professional service which a supervising educational programs Techniques
supervisor or educator may ordinarily are expected to be skilled as teachers When educators teach techniques/
offer, the supervisor or educator will and practitioners. They are expected procedures that are innovative,
provide the student/ supervisee with to be knowledgeable regarding the without an empirical foundation, or
acceptable referrals. Supervisors and ethical, legal, and regulatory aspects without a well-grounded theoretical
educators do not typically engage of the profession, are expected to be foundation, they define the

• 23 •
 • NCDA Code of Ethics •
techniques/procedures as “unproven” required clinical field experiences; bring to the training experience.
or “developing” and explain to 6. student and supervisee evaluation Educators provide appropriate
students the potential risks and and dismissal policies and accommodations that enhance and
ethical considerations of using such procedures; and support diverse student well-being
techniques/procedures. 7. up-to-date employment prospects and academic performance.
G.6.f. Field Placements for graduates and career advising, G.8.c. Multicultural/Diversity
Educators develop clear policies including making them aware of Competence
within their training programs opportunities in the field. Educators actively infuse
regarding field placement and other G.7.b. Self-Growth Experiences multicultural/diversity competency
practical experiences. Educators Education programs delineate in their training and supervision
provide clearly stated roles and practices. They actively train students
requirements for self-disclosure
responsibilities for the student or to gain awareness, knowledge,
or self-growth experiences in their
supervisee, the site supervisor, and and skills in the competencies of
admission and program materials.
the program supervisor. They confirm multicultural practice.
Educators use professional judgment
that site supervisors are qualified to
when designing training experiences
provide supervision and inform site
they conduct that require student
supervisors of their professional and
ethical responsibilities in this role.
In addition, educators do not accept
and supervisee self-growth or self-
disclosure. Students and supervisees
are made aware of the ramifications
Section H
any form of professional services,
their self-disclosure may have when
Research and
fees, commissions, reimbursement, or Publication
career development professionals
remuneration from a site for student
whose primary role as teacher, trainer,
or supervisee placement.
or supervisor requires acting on Introduction
ethical obligations to the profession.
G.7. Student Welfare Evaluative components of experiential Career development professionals
G.7.a. Orientation training activities explicitly delineate who conduct research are encouraged
Educators recognize that orientation predetermined academic standards to contribute to the knowledge base of
is a developmental process that that are separate from and do not the profession and promote a clearer
continues throughout the education depend on the student’s level of self- understanding of the conditions
and training of students. Faculty disclosure. Educators and supervisors that lead to a healthy and more
provide prospective and current may require students/supervisees just society. Career development
students with information about the to seek professional help to address professionals support the efforts of
educational program’s expectations any personal concerns that may be researchers by participating fully and
including but not necessarily limited affecting their competency. willingly whenever possible. Career
to: development professionals minimize
bias and respect diversity in designing
1. the type and level of skill and G.8. Multicultural/Diversity
and implementing research.
knowledge acquisition required Competence in
for successful completion of the Education and Training
training; H.1. Research
Programs Responsibilities
2. training program goals, objectives,
and mission, and subject matter to G.8.a. Faculty Diversity
H.1.a. Use of Human Research
be covered, including technology Educators are committed to recruiting Participants
requirements; and retaining a diverse faculty.
Career development professionals
3. bases for evaluation; G.8.b. Student Diversity plan, design, conduct, and report
4. training components that Educators actively attempt to recruit research in a manner that is consistent
encourage self-growth or self- and retain a diverse student body. with pertinent ethical principles, all
disclosure as part of the training Educators demonstrate commitment applicable federal, state, and local
process; to multicultural/diversity competence statutes, laws, regulations, and/
5. the type of supervision settings by recognizing and valuing diverse or procedures, host institutional
and requirements of the sites for cultures and types of abilities students regulations, and scientific standards

• 24 •
 • NCDA Code of Ethics •
governing research with human causing injurious psychological, advantageous for participants;
research participants. emotional, physical, or social effects 6. offers to answer any inquiries
H.1.b. Need for Research and to participants. concerning the procedures;
Review H.1.f. P
 rincipal Researcher 7. describes any limitations on
Career development professionals Responsibility confidentiality;
have an obligation to contribute to The ultimate responsibility for 8. describes the format and
periodic evaluations of the services ethical research practice lies with potential target audiences for the
they provide to their clients. The the principal researcher. All others dissemination of research findings;
interventions, techniques, and involved in the research activities and
methods of service delivery they share ethical obligations and 9. instructs participants that they are
use should be evaluated to establish responsibility for their own actions. free to withdraw their consent and
evidence-informed practice. Career H.1.g. Minimal Interference to discontinue participation in the
development professionals also have project at any time without penalty.
Career development professionals
an obligation to periodically review H.2.b. Deception
take reasonable precautions to avoid
the evaluation and research literature
causing disruptions in the lives of Career development professionals
in their area of expertise so that
research participants that could do not conduct research involving
the career services they provide to
be caused by their involvement in deception unless alternative
their clients reflect established best
research. procedures are not feasible, and
practice.
H.1.h. Multicultural/Diversity the prospective value of the
H.1.c. Deviation from Standard research justifies the deception. If
Considerations in
Practice such deception has the potential
Research
Career development professionals to cause physical or emotional
Career development professionals are
seek consultation and observe harm to research participants, the
sensitive to incorporating research
stringent safeguards to protect the research is not conducted, regardless
procedures that take into account
rights of research participants when a of prospective value. When the
cultural considerations. They seek
research problem suggests a deviation methodological requirements of a
consultation when appropriate.
from standard or acceptable practices. study necessitate concealment or
H.1.d. Independent Researchers deception, the investigator explains
H.2. R
 ights of Research the reasons for this action as soon as
When career development Participants
professionals conduct independent possible during the debriefing.
H.2.a. Informed Consent in H.2.c. Student/Supervisee
research and do not have access
Research Participation
to an Institutional Review Board
(IRB), they are bound to the ethical Individuals have the right to Researchers who involve students or
principles and federal and state laws decline requests to become research supervisees in research make clear
that pertain to the review of their participants. In seeking consent, to them that the decision regarding
plan, design, conduct and reporting career development professionals use whether or not to participate
of research. When independent language that: in research activities does not
researchers do not have access to 1. accurately explains the purpose affect one’s academic standing or
an IRB, they should consult with and procedures to be followed; supervisory relationship. Students
researchers who are familiar with IRB 2. identifies any procedures that are or supervisees who choose not to
procedures to provide appropriate experimental or relatively untried; participate in educational research
safeguards. 3. describes any attendant are provided with an appropriate
H.1.e. Precautions to Avoid discomforts, risks, and potential alternative to fulfill academic or other
Injury power differentials between requirements.
Career development professionals researchers and participants; H.2.d. Client Participation
who conduct research with human 4. describes any benefits or changes Career development professionals
participants are responsible for the in individuals or organizations that conducting research involving
welfare of participants throughout might be reasonably expected; clients make clear in the informed
the research process and should 5. discloses appropriate alternative consent process that clients are
take reasonable precautions to avoid procedures that would be free to choose whether or not to

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 • NCDA Code of Ethics •
participate in research activities. information and acknowledgment. H.3.d. Potentially Beneficial
Career development professionals H.2.j. Disposal of Research Interactions
take necessary precautions to protect Documents and Records When a nonprofessional interaction
clients from adverse consequences between the researcher and the
Within a reasonable period of time
of declining or withdrawing from research participant may be
following the completion of a research
participation. potentially beneficial, the researcher
project or study, career development
H.2.e. Confidentiality of professionals take steps to destroy must document, prior to the
Information records or documents (audio, video, interaction (when feasible), the
Information obtained about research digital, and written) containing rationale for such an interaction, the
participants during the course of confidential data or information that potential benefit, and anticipated
an investigation is confidential. identifies research participants in consequences for the research
Procedures are implemented to accordance with all applicable federal, participant. Such interactions
protect confidentiality. state, local, and/or institutional should be initiated with appropriate
statutes, laws, regulations, and consent of the research participant.
H.2.f. Persons Not Capable of Where unintentional harm occurs
Giving Informed Consent procedures. Career development
professionals are encouraged to purge to the research participant due to
When a person is not capable of the nonprofessional interaction, the
their files according to the time frame
giving informed consent, career researcher must show evidence of an
required by federal, state, local, and/or
development professionals provide attempt to remedy such harm.
institutional statute, law, regulation,
an appropriate explanation to obtain
or procedure, particularly when there
agreement for participation from, and is no reasonable expectation that H.4. Reporting Results
obtain the appropriate consent of a anyone will benefit from maintaining H.4.a. Accurate Results
legally authorized person. the records any longer. Career development professionals
H.2.g. Commitments to plan, conduct, and report research
Participants H.3. R
 elationships with accurately. They provide thorough
Career development professionals Research Participants discussions of the limitations of their
take reasonable measures to honor (When Research data and alternative hypotheses.
all commitments to research Career development professionals
participants.
Involves Intensive or
do not engage in misleading or
Extended Interactions) fraudulent research, distort data,
H.2.h. Explanations After Data
Collection H.3.a. Nonprofessional misrepresent data, or deliberately
Relationships bias their results. They explicitly
After data are collected, career
development professionals provide Nonprofessional relationships with mention all variables and conditions
participants with full clarification of research participants should be known to the investigator that may
the nature of the study to remove any avoided as these interactions may have affected the outcome of a study
misconceptions participants might set up dual relationships and role or the interpretation of data. They
have regarding the research. Where confusion that may be harmful to the describe the extent to which results
scientific or human values justify emotional health of participants. are applicable for diverse populations.
delaying or withholding information, H.3.b. Relationships with H.4.b. Obligation to Report
career development professionals take Research Participants Unfavorable Results
reasonable measures to avoid causing Sexual or romantic interactions Career development professionals
harm. or relationships between career report the results of any research of
H.2.i. Informing Sponsors development professionals/ professional value. Results that reflect
researchers and current research unfavorably on institutions, programs,
Career development professionals
participants are prohibited. services, prevailing opinions, or
inform sponsors, institutions, and
H.3.c. H arassment and Research vested interests are not withheld.
publication channels regarding
research procedures and outcomes. Participants H.4.c. Reporting Errors
Career development professionals Researchers do not condone or If career development professionals
ensure that appropriate bodies subject research participants to discover significant errors in their
and authorities are given pertinent harassment, sexual or otherwise. published research, they take

• 26 •
 • NCDA Code of Ethics •
reasonable steps to correct such errors H.5.d. Contributors review article submissions in a
in a correction erratum, or through Career development professionals timely manner and based on their
other appropriate publication means. give credit through joint authorship, scope and competency in research
H.4.d. Identity of Participants acknowledgment, footnote methodologies. Career development
statements, or other appropriate professionals who serve as reviewers
Career development professionals
means to those who have contributed at the request of editors or publishers
who supply data, aid in the research
significantly to research or concept make every effort to review only
of another person, report research
development in accordance with materials that are within their scope
results, or make original data available
such contributions. The principal of competency and use care to avoid
take due care to disguise the identity
contributor is listed first, and personal biases.
of respective participants in the
absence of specific authorization from minor technical or professional
contributions are acknowledged in
the participants to do otherwise. In
situations where participants self-
identify their involvement in research
notes or introductory statements.
H.5.e. Agreement of Contributors
Section I
studies, researchers take active Career development professionals Resolving Ethical
steps to ensure that data is adapted/ who conduct joint research with Issues
changed to protect the identity colleagues or students/supervisees
and welfare of all parties and that establish agreements in advance
regarding allocation of tasks,
Introduction
discussion of results does not cause
harm to participants. publication credit, and types of Career development professionals
acknowledgment that will be received. behave in a legal, ethical, and moral
H.4.e. Replication Studies
manner in the conduct of their
Career development professionals are H.5.f. Student Research
professional work. They are aware
obligated to make available sufficient Manuscripts or professional that client protection and trust in the
original research data to qualified presentations in any medium that profession depend on a high level of
professionals who may wish to are substantially based on a student’s professional conduct. They hold other
replicate a study. course papers, projects, dissertations, career development professionals to
or theses are used only with the the same standards and are willing to
H.5. Publication student’s permission and list the take appropriate action to ensure that
student as lead author. these standards are upheld. Career
H.5.a. Recognizing Contributions
H.5.g. Duplicate Submission development professionals work to
When conducting and reporting
Career development professionals resolve ethical dilemmas with direct
research, career development
submit manuscripts for consideration and open communication among all
professionals are familiar with and
to only one journal at a time. parties involved and seek consultation
give recognition to previous work
Manuscripts that are published with colleagues and supervisors
on the topic, observe copyright laws,
in whole or in substantial part in when necessary. Career development
and give full credit to those to whom
another journal or published work are professionals incorporate ethical
credit is due.
not submitted for publication without practice into their daily work. They
H.5.b. Plagiarism acknowledgement and permission engage in ongoing learning and
Career development professionals from the previous publication. development regarding current topics
do not plagiarize; that is, they do not in ethical and legal issues in the
H.5.h. Professional Review
present another person’s work as their profession.
Career development professionals
own.
who review material submitted
H.5.c. Review/Republication of for publication, research, or other
I.1. Standards and the Law
Data or Ideas scholarly purposes respect the I.1.a. Knowledge
Career development professionals confidentiality and proprietary rights Career development professionals
fully acknowledge and make editorial of those who submitted it. Career understand the NCDA Code of Ethics
reviewers aware of prior publication development professionals use care and other applicable ethics codes
of ideas or data where such ideas to make publication decisions based from professional organizations
or data are submitted for review or on valid and defensible standards. or from certification and licensure
publication. Career development professionals bodies of which they are members

• 27 •
 • NCDA Code of Ethics •
and/or which regulate practice in a confidentiality rights that may be organization to allow full adherence
state or territory. Career development involved. to the NCDA Code of Ethics. In doing
professionals ensure that they I.2.c. Reporting Ethical so, they are mindful of and address
are knowledgeable of and follow Violations and Complaints any confidentiality issues.
all applicable federal, state, local, I.2.f. Unwarranted Complaints
If an apparent violation has
and/or institutional statutes, laws, Career development professionals
substantially harmed, or is likely
regulations, and procedures. Lack of do not initiate, participate in,
to substantially harm, a person or
knowledge or misunderstanding of an or encourage the filing of ethics
organization and is not appropriate
ethical responsibility is not a defense complaints that are made with
for informal resolution or is not
against a charge of unethical conduct. reckless disregard or willful ignorance
resolved properly, career development
I.1.b. Conflicts Between Ethics professionals take further action of facts that would disprove the
and Laws appropriate to the situation. Such allegation.
If ethical responsibilities conflict with action might include referral to I.2.g. Unfair Discrimination
laws, regulations, or other governing state or national committees on Against Complainants and
legal authorities, career development professional ethics, voluntary national Respondents
professionals make known their certification bodies, state licensing Career development professionals do
commitment to the NCDA Code boards, law enforcement or other not deny employment, advancement,
of Ethics and take steps to resolve appropriate institutional authorities. admission to academic or other
the conflict. If the conflict cannot This standard does not apply when programs, tenure, or promotion to
be resolved by acknowledging and an intervention would violate anyone based solely upon their having
discussing the pertinent principles confidentiality rights or when career made or their being the subject of
in the NCDA Code of Ethics, career development professionals have been an ethics complaint. This does not
development professionals must retained to review the work of another preclude taking action based upon
adhere to the requirements of all career development professional the outcome of such proceedings
applicable federal, state, local, whose conduct is in question. or considering other appropriate
and/or institutional statutes, laws, I.2.d. Consultation information.
regulations, and procedures.
When uncertain as to whether
a particular situation or course I.3. Cooperation with Ethics
I.2. Suspected Violations of action may be in violation of Committees
I.2.a. Ethical Behavior Expected the NCDA Code of Ethics, career Career development professionals
Career development professionals development professionals consult assist in the process of enforcing
expect colleagues to adhere to the with others who are knowledgeable the NCDA Code of Ethics. Career
NCDA Code of Ethics. When career about ethics and the NCDA Code of development professionals cooperate
development professionals possess Ethics, with colleagues, the Ethics with investigations, proceedings, and
knowledge that raises doubts as to Committee and/or with appropriate requirements of the NCDA Ethics
whether another career development authorities. Committee or ethics committees of
professional is acting in an ethical I.2.e. Organizational Conflicts other duly constituted associations or
manner, they take appropriate action, licensing/certifications boards having
If the demands of an organization
as noted in I.2.b-I.2.g. jurisdiction over those charged with
with which career development
I.2.b. Informal Resolution a violation. Career development
professionals are affiliated pose
professionals are familiar with the
When career development a conflict with the NCDA Code
NCDA Policy and Procedures for
professionals have reason to believe of Ethics, career development
Processing Complaints of Ethical
that another career development professionals specify the nature of
Violations and use it as a reference for
professional is violating or has such conflicts and express to their
assisting in the enforcement of the
violated an ethical standard, they supervisors or other responsible
NCDA Code of Ethics.
attempt first to resolve the issue officials their commitment to the
informally with the other career NCDA Code of Ethics. When possible,
development professional if feasible, career development professionals
provided such action does not violate work toward changes within the

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 • NCDA Code of Ethics •

Glossary of Terms
NOTE: NCDA has members in various career services positions (see Career development professionals), as well as in
instructional (counselor educators, counseling psychology professors, etc.) and supervisory roles (Director, Associate
Director, Career Supervisor, etc.). The term “career development professional” will be used throughout this document both
as a noun and as an adjective to refer to anyone holding NCDA membership and who is therefore expected to abide by
these ethical guidelines.
Advocacy – promotion of the well- or a closely related discipline plus is not limited to seeking advice,
being of individuals and groups, additional specialized training or information, and/or testimony.
and the career development supervised counseling practice in Culture – membership in a socially
profession within systems and career development. Examples of constructed way of living, which
organizations. Advocacy seeks “related disciplines” include school incorporates collective values,
to remove barriers and obstacles counseling, school psychology, beliefs, norms, boundaries,
that inhibit access, growth, and educational psychology, and and lifestyles that are co-
development. rehabilitation counseling. created with others who share
Assent – to demonstrate agreement, Career development professionals similar worldviews comprising
when a person is otherwise not – this term includes career biological, psychosocial, historical,
capable or competent to give formal counselors, career coaches, career psychological, and other factors.
consent (e.g., informed consent) consultants, career development Discrimination – the prejudicial
to a career development service or facilitators, career advisors, certified treatment of an individual or group
plan. career services professionals based on their actual or perceived
(CCSP) and anyone else who is a membership in a particular group,
Career Advisors - Career advisors
member of NCDA and provides class, or category.
foster academically related career
career counseling, career advice/ Diversity – the similarities and
planning and engagement within
advising, career coaching, career differences that occur within
an educational setting (high school,
planning, job search assistance, and across cultures, and the
post-secondary institution). They
and/or related services. intersection of cultural and social
proactively integrate educational
and vocational support to teach Career Services – all activities identities.
students decision-making and delivered by Career development Educator – a professional engaged
career management strategies. professionals to individuals, groups in developing, implementing,
Advisors connect degree and organizations. Services may and supervising the educational
requirements, course content, include, but are not necessarily preparation of students and/or
co-curricular opportunities, and limited to, career counseling, supervisees.
educational choices to students’ career coaching, career advising,
Informed Consent – a process of
career goals. Besides facilitating career planning, assessment, job
information sharing associated
holistic individual career search assistance, skills practice,
with possible actions clients
workshops and training, homework
conversations with students, career may choose to take, aimed at
assignments, bibliographies,
advisors also collaborate with assisting clients in acquiring a full
journaling, and overall career appreciation and understanding
others to strategically (re)design
program development. of the facts and implications of a
educational systems so all students
have access to career well-being. Client(s) – individuals seeking or given action or actions.
referred to the services of a career Multicultural/Diversity Competence
Career Counselor – is more than a
development professional. – Career development professionals
job title, it is a professional role
held by individuals who have Confidentiality – the ethical duty cultural and diversity awareness
completed a graduate degree of counselors to protect a client’s and knowledge about self and
program (Masters, Educational identity, identifying characteristics, others, and how this awareness and
Specialist, Doctorate) in mental and private communications. knowledge is applied effectively
health counseling, counseling Consultation – a professional in practice with clients and client
psychology, counselor education, relationship that may include, but groups.

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 • NCDA Code of Ethics •
Multiple Relationships – Social Media – technology-based supervisee(s) in order to
relationships and/or interactions platforms that enable people (a) promote the growth and
with clients, students, supervisees, to communicate and share development of the supervisee(s),
and/or research participants that information across virtual (b) protect the welfare of the clients
involve the career development networks in real-time. seen by the supervisee(s), and (c)
professional in more than one Student – an individual engaged in evaluate the performance of the
professional role or a combination formal educational preparation as a supervisee(s).
of professional and nonprofessional career development professional. Supervisor – A career development
roles. Supervisee – a career development professional who is trained to
Pro bono publico – contributing to professional or student whose oversee career services and engages
career services work and/or in a formal relationship with a
society by devoting a portion of
clinical skill development is being practicing career development
professional activities for little or
overseen in a formal supervisory professional or a student for the
no financial return (e.g., speaking
relationship by a qualified trained purpose of ensuring quality career
to groups, sharing professional services work and/or clinical skill
professional.
information, offering reduced fees). development.
Supervision – a process in which
Professional Relationship – a one individual, usually a senior Working Relationship – a current
relationship in which the roles member of a given profession agreement between a career
of client and career development designated as the supervisor, development professional and
professional are defined, activities engages in a collaborative a client in which the roles,
and services are selected, and relationship with another responsibilities and activities
fees are charged to a client, individual or group, usually a of both career development
an employer, or a referring junior member(s) of a given professional and client are clearly
organization. profession designated as the defined.

Resources
American Counseling Association’s Ethics Code:
http://www.counseling.org/knowledge-center/ethics

An Ethical Decision-making Model:

https://www.ethics.org/resources/free-toolkit/decision-making-model/

Ethical Principles of Psychologists:

https://www.apa.org/ethics/code/index.aspx

National Association of Colleges and Employers Ethics:

https://www.naceweb.org/career-development/organizational-structure/principles-for-ethical-professional-practice/

Use of Human Research Participants:

https://www.hhs.gov/ohrp/regulations-and-policy/index.html

Makela, J. P. & Perlus, J.G. (2017) A Case Study Approach to Ethics in Career Development. Broken Arrow, OK: NCDA.

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 • NCDA Code of Ethics •

Index
Section A: The Professional Relationship. . . . . 3 B.3. Information Shared With Others. . . . . . . . . . 7 C.4.d. Implying Doctoral-Level Competence. . . 11
Section A: Introduction. . . . . . . . . . . . . . . . . . . . . . 3 B.3.a. Subordinates. . . . . . . . . . . . . . . . . . . . . . . . . . 7 C.4.e. Program Accreditation Status . . . . . . . . . . 12
A.1.Welfare of Those Served by Career B.3.b. Treatment Teams . . . . . . . . . . . . . . . . . . . . . 7 C.4.f. Professional Membership. . . . . . . . . . . . . . 12
Development Professionals. . . . . . . . . . . . . . . . 3 B.3.c. Confidential Settings. . . . . . . . . . . . . . . . . . . 7 C.5. Nondiscrimination. . . . . . . . . . . . . . . . . . . . . 12
A.1.a. Primary Responsibility. . . . . . . . . . . . . . . . . 3 B.3.d. Third-Party Payers. . . . . . . . . . . . . . . . . . . . . 8 C.6.Public Responsibility. . . . . . . . . . . . . . . . . . . 12
A.1.b. Differentiation Between Types B.3.e. Transmitting Confidential Information. . . 8 C.6.a. Sexual Harassment . . . . . . . . . . . . . . . . . . . 12
of Services Provided. . . . . . . . . . . . . . . . . . . . . . 3 B.3.f. Deceased Clients. . . . . . . . . . . . . . . . . . . . . . . 8 C.6.b. Reports to Third Parties. . . . . . . . . . . . . . . 12
A.1.c.Records & Documentation. . . . . . . . . . . . . . 3 B.4. Groups and Families. . . . . . . . . . . . . . . . . . . . . 8 C.6.c. Media Presentations. . . . . . . . . . . . . . . . . . 12
A.1.d. Career Services Plans. . . . . . . . . . . . . . . . . . 3 B.4.a. Group Work. . . . . . . . . . . . . . . . . . . . . . . . . . 8 C.6.d. Exploitation of Others. . . . . . . . . . . . . . . . 12
A.1.e. Support Network Involvement . . . . . . . . . . 3 B.4.b. Providing Career Services to Multiple C.6.e. Scientific Bases for Treatment
A.2. Informed Consent in the Professional Family Members. . . . . . . . . . . . . . . . . . . . . . . . . 8 Modalities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 B.5. Clients Lacking Capacity to Give Informed C.6.f. Contributing to the Public Good (Pro
A.2.a. Informed Consent . . . . . . . . . . . . . . . . . . . . 3 Consent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Bono Publico). . . . . . . . . . . . . . . . . . . . . . . . . . 12
A.2.b. Types of Information Needed. . . . . . . . . . . 4 B.5.a. Responsibility to Clients. . . . . . . . . . . . . . . . 8 C.7. Responsibility to Other Professionals. . . . . 12
A.2.c. Clients’ Right to Confidentiality and B.5.b. Responsibility to Parents and Legal C.7.a. Personal Public Statements . . . . . . . . . . . . 12
Right to Refuse Service. . . . . . . . . . . . . . . . . . . 4 Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 C.8. Policies and Guidelines. . . . . . . . . . . . . . . . . 13
A.2.d. Inability to Give Consent. . . . . . . . . . . . . . . 4 B.5.c. Release of Confidential Information. . . . . . 8 C.8.a. Creating & Maintaining Policy
A.2.e. Mandated Clients . . . . . . . . . . . . . . . . . . . . . 4 B.6. Records and Documentation . . . . . . . . . . . . . 8 Statements & Guidelines. . . . . . . . . . . . . . . . . 13
A.3. Clients Served by Others. . . . . . . . . . . . . . . . . 4 B.6.a. Creating & Maintaining Confidential
A.4.Avoiding Harm and Imposing Values . . . . . . 4 Records & Documentation. . . . . . . . . . . . . . . . 8 Section D: Relationships with other
A.4.a. Avoiding Harm . . . . . . . . . . . . . . . . . . . . . . . 4 B.6.b. Permission to Record . . . . . . . . . . . . . . . . . . 8 Professionals. . . . . . . . . . . . . . . . . . . . . . . . . 13
A.4.b. Personal Values . . . . . . . . . . . . . . . . . . . . . . . 4 B.6.c. Permission to Observe . . . . . . . . . . . . . . . . . 8 Section D: Introduction. . . . . . . . . . . . . . . . . . . . . 13
A.5. Roles and Relationships with Clients . . . . . . 4 B.6.d. Client Access . . . . . . . . . . . . . . . . . . . . . . . . . 8 D.1. Relationships with Colleagues, Employers,
A.5.a. Current Clients . . . . . . . . . . . . . . . . . . . . . . . 4 B.6.e. Assistance with Records. . . . . . . . . . . . . . . . 9 and Employees. . . . . . . . . . . . . . . . . . . . . . . . . 13
A.5.b. Former Clients. . . . . . . . . . . . . . . . . . . . . . . . 4 B.6.f. Disclosure or Transfer. . . . . . . . . . . . . . . . . . 9 D.1.a. Different Approaches. . . . . . . . . . . . . . . . . 13
A.5.c. Nonprofessional Interactions or B.6.g. Storage and Disposal After D.1.b. Forming Relationships. . . . . . . . . . . . . . . . 13
Relationships (Other Than Sexual or Termination . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 D.1.c. Interdisciplinary Teamwork. . . . . . . . . . . . 13
Romantic Interactions or Relationships) . . . . 5 B.6.h. Reasonable Precautions . . . . . . . . . . . . . . . . 9 D.1.d. Confidentiality. . . . . . . . . . . . . . . . . . . . . . 13
A.5.d. Potentially Beneficial Interactions. . . . . . . 5 B.7. Research and Training. . . . . . . . . . . . . . . . . . . 9 D.1.e. Establishing Professional and Ethical
A.5.e. Role Changes in the Professional B.7.a. Institutional Approval. . . . . . . . . . . . . . . . . . 9 Obligations. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B.7.b. Adherence to Guidelines . . . . . . . . . . . . . . . 9 D.1.f. Personnel Selection and Assignment . . . . 13
A.5.f. Other Relationships. . . . . . . . . . . . . . . . . . . . 5 B.7.c. Confidentiality of Information Obtained D.1.g. Employer Policies. . . . . . . . . . . . . . . . . . . . 13
A.6. Roles and Relationships at Individual, in Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 D.1.h. Negative Conditions. . . . . . . . . . . . . . . . . . 13
Group, Institutional, and Societal Levels . . . . 5 B.7.d. Disclosure of Research Information. . . . . . 9 D.1.i. Protection from Punitive Action. . . . . . . . 14
A.6.a. Advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B.7.e. Agreement for Identification. . . . . . . . . . . . 9 D.2. Consultation. . . . . . . . . . . . . . . . . . . . . . . . . . 14
A.6.b. Confidentiality and Advocacy. . . . . . . . . . . 5 B.8. Consultation . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 D.2.a. Consultant Competency. . . . . . . . . . . . . . . 14
A.7. Multiple Clients . . . . . . . . . . . . . . . . . . . . . . . . 5 B.8.a. Agreements. . . . . . . . . . . . . . . . . . . . . . . . . . . 9 D.2.b. Understanding Consultees. . . . . . . . . . . . . 14
A.8. Group Work . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B.8.b. Respect for Privacy. . . . . . . . . . . . . . . . . . . . 9 D.2.c. Consultant Goals. . . . . . . . . . . . . . . . . . . . . 14
A.8.a. Screening . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B.8.c. Disclosure of Confidential Information. . 10 D.2.d. Informed Consent in
A.8.b. Protecting Clients. . . . . . . . . . . . . . . . . . . . . 5 Consultation. . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Section C: Professional
A.9. Fees and Business Practices . . . . . . . . . . . . . . 6 Responsibility. . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Section E: Evaluation, Assessment and
A.9.a. Self-Referrals & Unacceptable Business Section C: Introduction. . . . . . . . . . . . . . . . . . . . . 10 Interpretation. . . . . . . . . . . . . . . . . . . . . . . . 14
Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 C.1. Knowledge of and Compliance with Section E: Introduction. . . . . . . . . . . . . . . . . . . . . 14
A.9.b. Establishing Fees. . . . . . . . . . . . . . . . . . . . . . 6 Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 E.1. General. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
A.9.c. Nonpayment of Fees. . . . . . . . . . . . . . . . . . . 6 C.2. Professional Competence. . . . . . . . . . . . . . . 10 E.1.a. Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . 14
A.9.d. Bartering . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 C.2.a. Boundaries of Competence. . . . . . . . . . . . 10 E.1.b. Client Welfare. . . . . . . . . . . . . . . . . . . . . . . . 14
A.9.e. Receiving Gifts. . . . . . . . . . . . . . . . . . . . . . . . 6 C.2.b. New Specialty Areas of Practice. . . . . . . . 10 E.2. Competence to Use and Interpret
A.10.Termination and Referral. . . . . . . . . . . . . . . . 6 C.2.c. Qualified for Employment. . . . . . . . . . . . . 10 Assessment Instruments. . . . . . . . . . . . . . . . . 14
A.10.a. Abandonment Prohibited . . . . . . . . . . . . . 6 C.2.d. Monitor Effectiveness. . . . . . . . . . . . . . . . . 10 E.2.a. Limits of Competence. . . . . . . . . . . . . . . . . 14
A.10.b. Inability to Assist Clients. . . . . . . . . . . . . . 6 C.2.e. Consultation on Ethical Obligations . . . . 10 E.2.b. Appropriate Use. . . . . . . . . . . . . . . . . . . . . . 14
A.10.c. Appropriate Termination. . . . . . . . . . . . . . 6 C.2.f. Professional Development . . . . . . . . . . . . . 10 E.2.c. Decisions Based on Results . . . . . . . . . . . . 14
A.10.d. Appropriate Transfer of Services . . . . . . . 6 C.2.g. Impairment . . . . . . . . . . . . . . . . . . . . . . . . . 11 E.3. Informed Consent in Assessment. . . . . . . . 15
Section B: Confidentiality, Privileged C.2.h. Incapacitation, Death, or Termination E.3.a. Explanation to Clients. . . . . . . . . . . . . . . . . 15
Communication, and Privacy . . . . . . . . . . . 7 of Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 E.3.b. Recipients of Results. . . . . . . . . . . . . . . . . . 15
Section B: Introduction. . . . . . . . . . . . . . . . . . . . . . 7 C.3. Advertising and Soliciting Clients. . . . . . . . 11 E.4. Release of Data to Qualified Professionals. . 15
B.1. Respecting Client Rights. . . . . . . . . . . . . . . . . 7 C.3.a. Accurate Advertising . . . . . . . . . . . . . . . . . 11 E.5. Diagnosis & Recommendations. . . . . . . . . . 15
B.1.a. Multicultural/Diversity Considerations. . . 7 C.3.b. Testimonials. . . . . . . . . . . . . . . . . . . . . . . . . 11 E.5.a. Proper Diagnosis & Recommendations. . 15
B.1.b. Respect for Privacy . . . . . . . . . . . . . . . . . . . . 7 C.3.c. Statements by Others . . . . . . . . . . . . . . . . . 11 E.5.b. Cultural Sensitivity . . . . . . . . . . . . . . . . . . . 15
B.1.c. Respect for Confidentiality. . . . . . . . . . . . . . 7 C.3.d. Recruiting Through Employment. . . . . . . 11 E.5.c. Historical and Social Prejudices in
B.1.d. Explanation of Limitations. . . . . . . . . . . . . . 7 C.3.e. Products and Training Advertisements. . 11 Diagnosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
B.2. Exceptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 C.3.f. Promoting to Those Served . . . . . . . . . . . . 11 E.5.d. Refraining From Diagnosis . . . . . . . . . . . . 15
B.2.a. Danger and Legal Requirements. . . . . . . . . 7 C.4. Professional Qualifications. . . . . . . . . . . . . . 11 E.6. Instrument Selection . . . . . . . . . . . . . . . . . . . 15
B.2.b. Contagious, Life-Threatening Diseases . . . 7 C.4.a. Accurate Representation . . . . . . . . . . . . . . 11 E.6.a. Appropriateness of Instruments . . . . . . . . 15
B.2.c. Court-Ordered Disclosure. . . . . . . . . . . . . . 7 C.4.b. Credentials. . . . . . . . . . . . . . . . . . . . . . . . . . 11 E.6.b. Referral Information. . . . . . . . . . . . . . . . . . 15
B.2.d. Minimal Disclosure. . . . . . . . . . . . . . . . . . . . 7 C.4.c. Educational Degrees. . . . . . . . . . . . . . . . . . 11 E.7. Conditions of Assessment Administration. 15

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E.7.a. Administration Conditions . . . . . . . . . . . . 15 F.7.h. Permanence of Information, Accuracy, H.1. Research Responsibilities . . . . . . . . . . . . . . . 24
E.7.b. Technological Administration. . . . . . . . . . 15 and Audience . . . . . . . . . . . . . . . . . . . . . . . . . . 20 H.1.a. Use of Human Research Participants. . . . 24
E.7.c. Unsupervised Assessments. . . . . . . . . . . . . 15 F.7.i. Respect Copyright and Original Sources. . 20 H.1.b. Need for Research and Review . . . . . . . . 25
E.7.d. Provision of Favorable Conditions. . . . . . 15 F.7.j. Educating Clients about the Role of H.1.c. Deviation from Standard Practice . . . . . . 25
E.8. Multicultural Issues/Diversity in Social Media in the Career Development H.1.d. Independent Researchers . . . . . . . . . . . . . 25
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 H.1.e. Precautions to Avoid Injury. . . . . . . . . . . . 25
E.9. Scoring and Interpretation of F.8. New & Emerging Technology. . . . . . . . . . . . 20 H.1.f. Principal Researcher
Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 F.8.a. Competence in Using New & Emerging Responsibility. . . . . . . . . . . . . . . . . . . . . . . . . . 25
E.9.a. Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 H.1.g. Minimal Interference. . . . . . . . . . . . . . . . . 25
E.9.b. Research Instruments. . . . . . . . . . . . . . . . . 16 F.8.b. Informed Consent when Using New & H.1.h. Multicultural/Diversity Considerations
E.9.c. Assessment Services . . . . . . . . . . . . . . . . . . 16 Emerging Technology. . . . . . . . . . . . . . . . . . . 20 in Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
E.10. Assessment Security. . . . . . . . . . . . . . . . . . . 16 F.8.c. Limitations of New & Emerging H.2. Rights of Research Participants. . . . . . . . . . 25
E.11. Obsolete Assessments and Outdated Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 H.2.a. Informed Consent in Research. . . . . . . . . 25
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 F.8.d. Emergence of AI in Career H.2.b. Deception. . . . . . . . . . . . . . . . . . . . . . . . . . . 25
E.12. Assessment Construction. . . . . . . . . . . . . . 16 Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 21 H.2.c. Student/Supervisee Participation. . . . . . . 25
E.13. Forensic Evaluation: Evaluation for Section G: Supervision, Training, and H.2.d. Client Participation . . . . . . . . . . . . . . . . . . 25
sLegal Proceedings. . . . . . . . . . . . . . . . . . . . . . 16 Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 H.2.e. Confidentiality of Information. . . . . . . . . 26
E.13.a. Primary Obligations. . . . . . . . . . . . . . . . . 16 Section G: Introduction. . . . . . . . . . . . . . . . . . . . . 21 H.2.f. Persons Not Capable of Giving
E.13.b. Consent for Evaluation. . . . . . . . . . . . . . . 16 G.1. Client Welfare. . . . . . . . . . . . . . . . . . . . . . . . . 21 Informed Consent. . . . . . . . . . . . . . . . . . . . . . 26
E.13.c. Client Evaluation Prohibited. . . . . . . . . . 17 G.1.a. Client Welfare . . . . . . . . . . . . . . . . . . . . . . . 21 H.2.g. Commitments to Participants. . . . . . . . . . 26
E.13.d. Avoid Potentially Harmful G.1.b. Credentials. . . . . . . . . . . . . . . . . . . . . . . . . . 21 H.2.h. Explanations After Data
Relationships. . . . . . . . . . . . . . . . . . . . . . . . . 17 G.1.c. Informed Consent and Client Rights. . . . 21 Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Section F: Providing Career Services Online, G.2. Supervisor Competence . . . . . . . . . . . . . . . . 21 H.2.i. Informing Sponsors. . . . . . . . . . . . . . . . . . . 26
Technology, and Social Media . . . . . . . . . . 17 G.2.a. Supervisor Preparation. . . . . . . . . . . . . . . . 21 H.2.j. Disposal of Research Documents and
Section F: Introduction. . . . . . . . . . . . . . . . . . . . . 17 G.2.b. Cultural Competence in Supervision. . . . 21 Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
F.1. Knowledge and Legal Considerations . . . . . 17 G.2.c. Online Supervision. . . . . . . . . . . . . . . . . . . 21 H.3. Relationships with Research Participants
F.1.a. Knowledge and Competency. . . . . . . . . . . 17 G.3. Multiple Relationships. . . . . . . . . . . . . . . . . . 21 (When Research Involves Intensive or
F.1.b. Laws and Statutes. . . . . . . . . . . . . . . . . . . . . 17 G.3.a. Relationship Boundaries . . . . . . . . . . . . . . 21 Extended Interactions) . . . . . . . . . . . . . . . . . . 26
F.1.c. Outside Assistance. . . . . . . . . . . . . . . . . . . . 17 G.3.b. Sexual Relationships. . . . . . . . . . . . . . . . . . 21 H.3.a. Nonprofessional Relationships. . . . . . . . . 26
F.2. Informed Consent and Security . . . . . . . . . . 17 G.3.c. Harassment . . . . . . . . . . . . . . . . . . . . . . . . . 22 H.3.b. Relationships with Research
F.2.a. Informed Consent and Disclosure. . . . . . . 17 G.3.d. Close Relatives and Friends. . . . . . . . . . . . 22 Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
F.2.b. Confidentiality and Limitations. . . . . . . . . 18 G.3.e. Potentially Beneficial Relationships. . . . . 22 H.3.c. Harassment and Research Participants. . 26
F.2.c. Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 G.3.f. Relationships with Former Supervisees/ H.3.d. Potentially Beneficial
F.3. Client Verification. . . . . . . . . . . . . . . . . . . . . . 18 Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Interactions. . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
F.4. Providing Career Services Online. . . . . . . . . 18 G.4. Supervisor Responsibilities. . . . . . . . . . . . . . 22 H.4. Reporting Results. . . . . . . . . . . . . . . . . . . . . . 26
F.4.a. Benefits and Limitations. . . . . . . . . . . . . . . 18 G.4.a. Informed Consent for Supervision. . . . . . 22 H.4.a. Accurate Results. . . . . . . . . . . . . . . . . . . . . 26
F.4.b. Professional Boundaries in Providing G.4.b. Emergencies and Absences. . . . . . . . . . . . 22 H.4.b. Obligation to Report Unfavorable
Career Services Online . . . . . . . . . . . . . . . . . . 18 G.4.c. Standards for Supervisees . . . . . . . . . . . . . 22 Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
F.4.c. Technology-Assisted Services. . . . . . . . . . . 18 G.4.d. Termination of the Supervisory H.4.c. Reporting Errors. . . . . . . . . . . . . . . . . . . . . 26
F.4.d. Access. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 H.4.d. Identity of Participants. . . . . . . . . . . . . . . . 27
F.4.e. Communication Differences in G.5. Student Responsibilities & Evaluation,
H.4.e. Replication Studies. . . . . . . . . . . . . . . . . . . 27
Electronic Media . . . . . . . . . . . . . . . . . . . . . . . 18 Remediation, and Endorsement. . . . . . . . . . . 22
H.5. Publication. . . . . . . . . . . . . . . . . . . . . . . . . . . 27
F.4.g. Use of Assessments via Electronic Media.18 G.5.a. Ethical Responsibilities. . . . . . . . . . . . . . . . 22
H.5.a. Recognizing Contributions. . . . . . . . . . . . 27
F.5. Records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 G.5.b. Impairment . . . . . . . . . . . . . . . . . . . . . . . . . 22
H.5.b. Plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . 27
F.6. Web Maintenance and Technology G.5.c. Professional Disclosure . . . . . . . . . . . . . . . 22
H.5.c. Review/Republication of Data or Ideas. . 27
Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 19 G.5.d. Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . 22
G.5.e. Limitations & Remediation. . . . . . . . . . . . 23 H.5.d. Contributors. . . . . . . . . . . . . . . . . . . . . . . . 27
F.6.a. Maintaining Websites and Technology H.5.e. Agreement of Contributors. . . . . . . . . . . . 27
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 G.5.f. Multiple Roles/Relationships with
Students & Supervisees. . . . . . . . . . . . . . . . . . 23 H.5.f. Student Research. . . . . . . . . . . . . . . . . . . . . 27
F.6.b. Accessibility Considerations. . . . . . . . . . . . 19 H.5.g. Duplicate Submission. . . . . . . . . . . . . . . . . 27
F.6.c. Qualifications of the Developer or G.5.g. Endorsement. . . . . . . . . . . . . . . . . . . . . . . . 23
G.6. Responsibilities of Educators. . . . . . . . . . . . 23 H.5.h. Professional Review. . . . . . . . . . . . . . . . . . 27
Provider. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
F.6.d. Managing Job Posting and Searching G.6.a. Educators. . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Section I: Resolving Ethical Issues . . . . . . . . . 27
Websites or Databases. . . . . . . . . . . . . . . . . . . 19 G.6.b. Integration of Study and Practice. . . . . . . 23 Section I: Introduction . . . . . . . . . . . . . . . . . . . . . 27
F.7. Social Media. . . . . . . . . . . . . . . . . . . . . . . . . . . 19 G.6.c. Teaching Ethics. . . . . . . . . . . . . . . . . . . . . . 23 I.1. Standards and the Law . . . . . . . . . . . . . . . . . . 27
F.7.a. Creating and Maintaining a Virtual G.6.d. Peer Relationships. . . . . . . . . . . . . . . . . . . . 23 I.1.a. Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Professional Presence. . . . . . . . . . . . . . . . . . . 19 G.6.e. Innovative Theories and Techniques . . . . 23 I.1.b. Conflicts Between Ethics and Laws. . . . . . 28
F.7.b. Separating Professional Presence from G.6.f. Field Placements . . . . . . . . . . . . . . . . . . . . . 24 I.2. Suspected Violations. . . . . . . . . . . . . . . . . . . . 28
Personal Presence. . . . . . . . . . . . . . . . . . . . . . . 19 G.7. Student Welfare . . . . . . . . . . . . . . . . . . . . . . . 24 I.2.a. Ethical Behavior Expected. . . . . . . . . . . . . . 28
F.7.c. Identifying Professional Roles and G.7.a. Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . 24 I.2.b. Informal Resolution. . . . . . . . . . . . . . . . . . . 28
Expertise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 G.7.b. Self-Growth Experiences. . . . . . . . . . . . . . 24 I.2.c. Reporting Ethical Violations and
F.7.d. Maintaining Confidentiality in Virtual G.8. Multicultural/Diversity Competence in Complaints. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Spaces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Education and Training Programs. . . . . . . . . 24 I.2.d. Consultation. . . . . . . . . . . . . . . . . . . . . . . . . 28
F.7.e. Respect Privacy of Clients’ Virtual Presence.20 G.8.a. Faculty Diversity. . . . . . . . . . . . . . . . . . . . . 24 I.2.e. Organizational Conflicts . . . . . . . . . . . . . . . 28
F.7.f. Social Media as Part of Informed G.8.b. Student Diversity. . . . . . . . . . . . . . . . . . . . . 24 I.2.f. Unwarranted Complaints. . . . . . . . . . . . . . . 28
Consent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 G.8.c. Multicultural/Diversity Competence. . . . 24 I.2.g. Unfair Discrimination Against
F.7.g. Social Media Policies & Section H: Research and Publication . . . . . . . 24 Complainants and Respondents . . . . . . . . . . 28
Fair and Equitable Treatment. . . . . . . . . . . . . 20 Section H: Introduction. . . . . . . . . . . . . . . . . . . . 24 I.3. Cooperation with Ethics Committees. . . . . 28

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