BEHAVIORAL STANDARDS Professional attitude and behaviors of the students
finds that to be helpful. The list below is by no means an inclusive list. Standards are included in the order in which they appear in the Code of Ethics in order to make cross-referencing to the Code easier. The process of incorporating the student’s own value system and ethics into professional ethics takes time, and must be done honestly. This will require some internal dialogue on the student’s part as well as discussions with faculty and other students, as well as other professionals. Students enrolled in the CMHC are expected to be independent critical thinkers while at the same time acknowledging the professional experience and positive intent of CMHC faculty in giving feedback to the student. Section F of the 2014 ACA Code of Ethics covers the roles and responsibilities of counselor educators in their capacity as faculty, advisors and site supervisors.
Students enter the Clinical Mental Health Counseling Program with a set of personal values and personal ethics. While in the program, it is expected that the student will make significant progress to align their personal ethics with the professional ethics as defined by the American Counseling Association (ACA) 2014 Code of Ethics. The Code of Ethics is attached to this document. In section 4.2, specific attitudes and behaviors expected of student counselors in the CMHC program are identified. The student may receive feedback at some point in their academic career from a faculty member, site supervisor or a fellow student regarding these attitudes and behaviors, or other attitudes and behaviors identified in the 2014 ACA Code of Ethics. The student has the right to their own thought processes, and to evaluate the feedback they receive. The student also has the right to ask for clarification of the feedback if needed, as well as the ability to ask others about the feedback if the student • Puts a high priority on avoiding harm to clients or future clients. The student has an open and willing attitude toward feedback and suggestions given by faculty, peers and site supervisors to help the student reduce the possibility of harm. (ACA 2014 A.4.a) • Is willing to continue to become more aware of their own values, beliefs and behaviors, and identifies those personal beliefs, values and behaviors which should not be imposed on a client and their goals. The student is open and honest about areas of personal belief, values and behaviors which will conflict with the diversity of client beliefs, values and goals. The student makes every effort to reconcile an unconditional acceptance of client beliefs, values and goals, even while they may retain their own. (ACA 2014 A.4.b)
EXPECTED ATTITUDES AND BEHAVIORS • Monitors their growing effectiveness as a counseling student, and is open to constructive feedback from faculty, peers and site supervisors and seeks help or advice when necessary . The student demonstrates awareness that personal effectiveness includes an ability to relate to others and grow personally, effective application of a developing skill set in the classroom, culminating in effective student level practice in practicum and internship. (ACA 2014 C.2.d)
• Recognizes ethical dilemmas and knows how to seek consultation, and at a more advanced student level is able to reason through a dilemma using standard processes and tools . The student shows an ever- increasing ability to apply a professional
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Clinical Mental Health Counseling Program
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