Lesson 5: Rights, Responsibilities, Accountabilities, and Code of Ethics
2.3 Rights and Responsibilities, and Accountabilities of Counselors
Code of Ethics help counselors to remind them of their rights, responsibilities, and accountabilities in
the counseling profession. The rights, responsibilities and accountabilities of the counselors are based on the
counselor’s associations of Code of Conduct.
The Code of Ethics of the counselors is divided into seven sections, namely, (a) counseling relationship
(b) confidentiality (c) professional responsibility (d) relationships with other professionals (e) evaluation,
assessment, and interpretation (f) teaching, training, and supervision, and (g) research and publication. We
shall only present in details three of the seven areas, namely, counseling relationships, confidentiality, and
professional responsibility. The following three tables below provide a sample code of ethics of the American
Counseling Association.
Areas Description
The Counseling Relationships
1. Client Welfare Counselor’s primary responsibility is to
respect the dignity and promote the welfare of
clients. They are also expected to encourage
client’s growth. Counselors and clients are
expected to work together in crafting
individual counseling plans consistent with
the client’s circumstances.
2. Respecting Diversity Counselors do not engage in discrimination
based on age, color, culture, disability, ethnic
group, gender, race, religion, sexual
orientation, marital status and socio-economic
status. Counselors shall respect differences
and understand the diverse cultural
backgrounds of their clients.
3. Client Rights Counselors shall disclose the purposes, goals,
techniques, procedures, limitations, potential
risks, benefits of the services to be performed,
and other pertinent information to the client
throughout the counseling process.
Counselors offer clients the freedom to choose
whether to enter into a counseling relationship
and determine which professional will provide
counseling, except when the client is unable to
give consent.
4. Clients Served by others In cases where the client is receiving services
from another mental health professional, with
client’s consent, inform the professional
person already involved to develop an
agreement.
5. Personal Needs and Values Maintain the clients and avoid actions that
seek to meet their personal needs at the
expense of the clients. Counselors shall be
aware of their values, attitudes, beliefs, and
behavior and how these apply in a diverse
society and avoid imposing their values on
clients.
6. Dual Relationships Counselors are aware of their influential
position over their clients avoid the exploiting
the trust and dependency of the clients.
Counselors should not accept a superior or
subordinate’s clients.
7. Sexual Intimacies with Clients Counselors should not have any type of sexual
intimacies with clients and do not counsel
persons with whom they have sexual
relationship. Counselors should not also
engage with sexual intimacies with their
former clients within a minimum of two years.
8. Multiple Clients In cases where counselors agree to provide
counseling services to two or more persons
who have a relationship, counselors clarify at
the outset which person or persons are clients
and the nature of relationship they will have
with each other involved person.
9. Group Work Counselors screen prospective group
counseling / therapy participants to determine
those with compatible needs. In group setting,
counselors take reasonable precautions to
protect clients from physical or psychological
trauma.
10. Fees Prior to entering the counseling relationship,
the counselors clearly explain the clients all
financial arrangements related to professional
fees.
Areas Description
Confidentiality
1.Right to Privacy ➢ Counselors respect a client’s right to privacy
and avoid illegal and unwarranted disclosures
of unwarranted information.
➢ The right to privacy may be waived by the
clients or their legally recognized
representative.
➢ The general requirement that the counselors
keep the information confidential does not
apply when disclosure is required to prevent
clear and imminent danger to the client or
others or when legal requirements demand that
confidential information is be revealed.
➢ Counselors who received information
confirming that a client has a disease known to
be communicable and fatal is justified in
disclosing information to an identifiable third
party, who by his/her relationship with the
client is at high risk of contracting the disease.
➢ When court orders the counselors to release
confidential information without client’s permit,
counselors request to the court that the
disclosure should not be required due to
potential harm to client or counseling
relationship.
2. Group and Families ➢ In group work, counselors clearly define
confidentiality and parameters for the specific
group being entered, explain its importance,
and discuss difficulties related to confidentiality
involved in group work.
➢ In family counseling, information about one
family cannot be disclosed to another member
without permission.
3. Minor Incompetent Client ➢ When counseling clients who are minors or
individuals who are unable to give voluntary
information, asked consent from parents or
guardians that they may be included in the
counseling process.
4. Records ➢ Counselors maintain necessary records for
rendering professional services to their clients
and as required by laws, regulations, or agency
or institution procedures.
➢ Counselors are responsible for securing safety
and confidentiality of any counseling record
they create, maintain, transfer, or destroy
whether the records are written, taped,
computerized, or stored in any other medium.
➢ Counselors recognized that counseling records
are kept for the benefits of the clients therefore
provide access to record and copies of record
when requested by competent clients unless it
contains information that may be misleading or
detrimental to the clients.
➢ Counselors obtain written permission from
clients to disclose or transfer records to
legitimate third parties unless exception to
confidentiality exists.
5. Research and Training ➢ Use of data derived from counseling
relationships for purposes of training, research,
or publication is confined to content that is
disguised to ensure the anonymity of the
individuals involved. Identification of the client
involved is permissible only when the client has
reviewed the material and has agreed to its
presentation or publication.
6. Consultation ➢ Information obtained in consulting relationship
is discussed for professional purposes only with
persons clearly concerned with the case. Before
sharing information, counselors make efforts to
ensure that there defined policies that
effectively protect the confidentiality of
information with other agencies serving the
counselors clients.
Areas Description
Professional Responsibility
1. Standards Knowledge ➢ Counselors have a responsibility to read,
understand, and follow the Code of Ethics and
Standards of Practice
2. Professional Competence ➢ Counselors practice only within the boundaries
of their competence based on their education,
training, supervised experience, state and
national professional credentials and
appropriate professional experience.
Counselors will demonstrate a commitment to
gain knowledge, personal awareness,
sensitivity, and skills pertinent to working with
diverse client population.
➢ Counselors practice specialty areas new with to
them only after appropriate education, training,
and supervised experience. While developing
skills in new specialty area, counselors take
step to ensure the competence of their work
and to protect other from possible harm.
➢ Counselors accept employment only for
positions which they are qualified by education,
training, supervise experience, state and
national professional credentials, and
appropriate professional experience.
➢ Counselors continually monitor their
effectiveness as professionals and take steps to
improve their skills and knowledge.
➢ Counselors refrain from offering or accepting
professional services when their physical,
mental, or emotional problems are like to harm
clients or others.
Case Study
"Navigating Challenges: Empowering Students to Overcome Struggles and Pursue Dreams"
(Activity #5)
Scenario: Emily, a high school counselor, has been working with a student named James who has
been struggling academically and emotionally. James comes from a low-income family and is the
first in his family to pursue higher education. Despite his aspirations, James feels overwhelmed by
the academic demands and social pressures of high school.
In their counseling sessions, Emily learns that James is also facing challenges at home, where he
juggles part-time work to support his family financially. James feels torn between his
responsibilities at home and his desire to excel academically. He worries about disappointing his
family and fears that he may not be able to afford college tuition.
As James's graduation approaches, he confides in Emily about his uncertainty regarding his future.
He feels overwhelmed by the college application process and worries about the financial burden of
attending college. Despite his academic struggles, James is determined to pursue higher education
to create a better future for himself and his family.
Recognizing the importance of providing support and guidance to help James overcome these
challenges, Emily works closely with him to develop a personalized plan for his post-graduation
goals. She helps James explore scholarship opportunities, financial aid options, and alternative
pathways to higher education, such as community college or vocational training programs.
SIMPLIFIED PROCESS OF CASE ANALYSIS FORMAT
I. CASE FACTS: ISSUES & CONCERNS
II. PROBLEM: One problem statement, should start with “How”
III. OBJECTIVES: “RULE OF THREE” What do want to achieve and start with “TO”
IV. ANALYSIS OF CAUSES: Why the situation occurred
V. ALTERNATIVES: “RULE OF THREE” solution to the problem
VI. SELECTION OF ALTERNATIVES
ALTERNATIVE PROS CONS
1.
2.
3.
VII. RECOMMENDATION: THE BEST ALTERNATIVE TO THE PROBLEM.
VIII. ACTION PLAN
NOTE: Use bullet statements and should only be one page.
1. Group 1
1. PERMITES, FATMA AMIRA M.
2. MIRA-ATO JOHANISA A.
3. OLAMA, NAWFAL D.
4. SAINODEN, SAINOR M.
5. AMPANG, ISNAILAH M.
2. Group 2
1. CORTEZ, AMY ANGELA V.
2. MACAUYAG, NASSEF S.
3. MACOL, ALJHAN C.
4. BATALO, ASLANIE P.
3. Group 3
1. TANOG, MOHAMMAD YUZREY H.
2. SAINODEN, MOHAMMAD NAIM
3. MACAUYAG, ZAMZAMIN S.
4. SALUTIN, JOSHUA A.
4. Group 4
1. ASUM, JUNAID D.
2. CABASA, GIA P.
3. ILAJAS, ELYZE LEYAN C.
4. GOLING, ABDULHAKIM D.
5. Group 5
1. LAGUA, MARY ANTONETTE B.
2. ABDUL AZIS, MOHAMMAD JERAN A.
3. EDRIS, HASIM A.
4. HADJI ABDULMADID, AL-RASHID D.
6. Group 6
1. ALIMAN, JOHARY D.
2. CASULOG, JOHAIMEN D.
3. MARIANO, ABDUL MUIZZ B.
4. MARIANO, ABDUL MUZILL B.
7. Group 7
1. DIACAT, NORHANNAH L.
2. MASI, AMERAH D.
3. SAIPODEN, SITTIE AYNAH B.
4. SERNA, IRISH JANE L.
8. Group 8
1. ONTONG, SAILANI M.
2. ABDULMANAN, HADRE D.
3. ABEL, RISHLY JANE M.
4. AGUAM, IHSAN JU-ZAIR M.
9. Group 9
1. IBRAHIM, HARIRI A.
2. CANOY, NURFA FAYE G.
3. TENORIO, CHIZ CHARLES B.
4. MATANOG, JOHAIR M.
10. Group 10
1. H. MUSTAPHA, NOR-ASIA A.
2. ALVIAR, REY ARCHER C.
3. LUPOZ, RHINO L.
4. AGUAM, AIMAN M.
Scenario: Alex is an 18-year-old high school senior with a passion for music and dreams of pursuing a career
in the arts. However, their parents have always prioritized academic achievement and pressured Alex to excel
in school, emphasizing the importance of getting into a prestigious university.
Throughout high school, Alex has felt the weight of their parents' expectations bearing down on them. They've
spent countless hours studying, attending extracurricular activities, and participating in various academic
competitions to meet their parents' standards. Despite their efforts, Alex often feels like their achievements
are never good enough.
As college application season approaches, the pressure from their parents intensifies. They constantly remind
Alex of the need to secure scholarships and gain admission to Ivy League schools, believing that academic
success is the key to a bright future. Alex feels trapped between their desire to pursue their passion for music
and their parents' expectations for academic excellence.
Feeling overwhelmed and conflicted, Alex decides to seek counseling to explore their feelings and find a way to
navigate the pressure from their parents while staying true to themselves. In counseling sessions, Alex and
their therapist delve into the underlying causes of their stress and examine the impact of parental
expectations on their mental health and well-being.
SIMPLIFIED PROCESS OF CASE ANALYSIS FORMAT
I. CASE FACTS: ISSUES & CONCERNS
II. PROBLEM: One problem statement, should start with “How”
III. OBJECTIVES: “RULE OF THREE” What do want to achieve and start with “TO”
IV. ANALYSIS OF CAUSES: Why the situation occurred
V. ALTERNATIVES: “RULE OF THREE” solution to the problem
VI. SELECTION OF ALTERNATIVES
ALTERNATIVE PROS CONS
1.
2.
3.
VII. RECOMMENDATION: THE BEST ALTERNATIVE TO THE PROBLEM.
VIII. ACTION PLAN
NOTE: Use bullet statements and should only be one page.
Emily also connects James with resources and support services within the school and community,
such as tutoring programs, mentorship opportunities, and counseling services. Together, they work
on building James's confidence, resilience, and self-advocacy skills, empowering him to overcome
obstacles and pursue his dreams despite the challenges he faces.
Through their collaborative efforts, Emily and James navigate the complexities of his academic and
personal struggles, providing him with the support, guidance, and encouragement he needs to
overcome adversity and achieve his goals. Their partnership demonstrates the importance of
personalized support and advocacy in helping students like James overcome barriers to success
and fulfill their potential.
March 04, 2024
EBEN, JANDIE B.
Bi-weekly Plan (March 04-15, 2024)
• Grade 7 (Reading)
• Grade 8 (Reading)
• Grade 10 (English)
• Grade 11—All Section (Reading and Writing Skills)
• Grade 11—ALPHA (DIASS)
Ma’am Editha B. Ocon’s Copy
✓ Lessons 5-8 (DIASS)
✓ Bi-weekly—BETA (DIASS- Bi-weekly)
