Understanding Counseling Ethics: The Essentials

[Comprendiendo la Orientacin tica: Lo Esencial]

Samuel T. Gladding
Professor and Chair, Department of Counseling
Wake Forest University
Winston-Salem, North Carolina 2!"#
srg$%fu&edu
tica profesional del orientador psicolgico,
en 'emas sele(tos en orienta(i)n psi(ol)gi(a,
*+,i(o, *anual *oderno, 2"!2,
-olumen -.,
p/gs& -!2&
!stract:
0thi(s are an essential part of the (ounseling professional& 1et, many
(ounselors do not understand the nature of ethi(s let alone ho% to make
ethi(al de(isions or deal %ith another professional %ho is a(ting unethi(ally&
'his arti(le fo(uses on %hat professional (ounseling ethi(s are and %hat they
in(lude, the limits of professional ethi(al (odes, making ethi(al de(isions, and
%orking %ith someone %ho a(ts unethi(ally&
"e# $ords2 professional (ounselor ethi(s, ethi(al (odes, unethi(al 3ehavior,
ethi(al de(ision making&
ndice
What are 0thi(s4
What are Professional Codes of 0thi(s and Why 5re they .mportant4
6imitations of 0thi(al Codes
*aking 0thi(al De(isions
Unethi(al 7ehavior in Counseling
Summary and Con(lusion
Counseling is not a value-free or neutral a(tivity 8Cottone 9 'arvydas, 2"":
Welfel, 2"!";& <ather, it is an a(tive profession 3ased on values, %hi(h are
=orienting 3eliefs a3out %hat is good&&& and ho% that good should 3e
a(hieved> 87ergin, !?@A, p& ??;& -alues are at the (ore of (ounseling
relationships& 5ll goals in (ounseling, =%hether they are goals for symptom
relief or goals to modify a life-style, are su3tended 3y value systems> 87ergin,
!??2, p& ?;& .n addition, 3e(ause (ounseling is su(h a (omple, and
multifa(eted profession, (ounselors, 3y ne(essity, must 3e dependent on
(odes of ethi(s 8<emley 9 Berlihy, 2"!";&
Counselors %ho are not dear a3out their values and ethi(al responsi3ilities,
as %ell as those of their (lients, (an (ause harm despite their 3est intentions
8Wil(o,on, <elay, 9 Cladding, 2"!2;& 'herefore, it is vital for (ounselors to 3e
kno%ledgea3le a3out themselves and the ethi(s pertaining to the profession
of (ounseling& 'he Duestion is =Bo%4> 'he ans%er is through kno%ing %hat
ethi(s are, %hat professional (ounseling ethi(al (odes in(lude, the limits of
ethi(al (odes, ho% to make ethi(al de(isions, and ho% to deal %ith someone
%ho is a(ting unethi(al& 'his arti(le %ill e,plore these vital aspe(ts of ethi(s
sin(e they are essential to the health and %ell-3eing of (ounselors and for the
profession as a %hole&
%hat are Ethics&
0thi(s involves =making de(isions of a moral nature a3out people and their
intera(tion in so(ietyE 8Fit(hener, !?@G, p& H"G;& 'he term is often used
synonymously %ith morality, and in some (ases the t%o terms overlap& 7oth
deal %ith =%hat is good and 3ad or the study of human (ondu(t and values>
8-an Boose 9 Fotder, !?@A, p& 2;& 1et ea(h has a different meaning&
=0thi(s is generally defined as a philosophi(al dis(ipline that is (on(erned
%ith human (ondu(t and moral de(ision making> 8-an Boose 9 Fottler, !?@A,
p& H;& 0thi(s are normative in nature and fo(us on prin(iples and standards
that govern relationships 3et%een individuals& =Professional ethi(s are 3eliefs
a3out 3ehavior and (ondu(t that guide professional pra(ti(es,> su(h as those
3et%een (ounselors and (lients 8Calley, 2""?, p& #;& *orality differs& .t
involves Iudgment or evaluation of a(tion& .t is asso(iated %ith su(h %ords as
good, 3ad, right, %rong, ought, and should 87randt, !?A?: Crant, !??2;&
Counselors have morals, and the theories (ounselors employ have
em3edded %ithin them moral presuppositions a3out human nature that
e,pli(itly and impli(itly Duestion first =%hat is a person and se(ond, %hat
should a person 3e or 3e(ome4> 8Christopher, !??G, p& !@;&
5s a group, professional (ounselors are (on(erned %ith ethi(s and values&
Bo%ever, some (ounselors are 3etter informed or more attuned to these
issues& Patterson 8!?!; has o3served that (ounselorsJ professional identity
is related to their kno%ledge and pra(ti(e of ethi(s& Welfel 82"!"; states that
the effe(tiveness of (ounselors is (onne(ted to their ethi(al kno%ledge and
3ehaviors as %ell& 'herefore, ethi(s are an essential part of (ounseling&
%hat are 'ro(essional Codes o( Ethics and %h# re the# )mportant&
'o address ethi(al situations, (ounselors have developed professional (odes
of ethi(s 3ased upon an agreed-on set of values& Professionals in (ounseling
voluntarily a3ide 3y su(h (odes for many reasons& =5mong its many
purposes, a (ode of ethi(al (ondu(t is designed to offer formal statements for
ensuring prote(tion of (lientsK rights %hile identifying e,pe(tations of
pra(titionersE 8Wil(o,on, !?@, p& A!";& 5nother reason for ethi(al (odes is
that =%ithout a (ode of esta3lished ethi(s, a group of people %ith similar
interests (annot 3e (onsidered a professional organiLation> 85llen, !?@G, p&
2?H;& 0thi(s not only help professionaliLe an asso(iation on a general level
3ut =are designed to provide some guidelines for the professional 3ehavior of
mem3ers on a personal level> 8S%anson, !?@H, p& AH;& 'hree other reasons
for the e,isten(e of ethi(al (odes a((ording to -an Boose and Fottler 8!?@A;
are as follo%s2
!& 0thi(al (odes prote(t the profession from government& 'hey allo% the
profession to regulate itself and fun(tion autonomously instead of 3eing
(ontrolled 3y legislation&
2& 0thi(al (odes help (ontrol internal disagreements and 3i(kering, thus
promoting sta3ility %ithin the profession&
H& 0thi(al (odes prote(t pra(titioners from the pu3li(, espe(ially in regard to
malpra(ti(e suits& .f (ounseling professionals 3ehave a((ording to ethi(al
guidelines, the 3ehavior is Iudged to 3e in (omplian(e %ith a((epted
standards&
.n addition, ethi(al (odes help in(rease pu3li( trust in the integrity of a
profession and provide (lients %ith some prote(tion from (harlatans and
in(ompetent (ounselors 8-a((, Muhnke, 9 Nilsen, 2""!;& 6ike (ounselors,
(lients (an use (odes of ethi(s as a guide in evaluating Duestiona3le
treatment&
Developing a (ode of ethi(s is a maIor sign that a (ounseling asso(iation has
developed into a mature dis(ipline& 5 (ode of ethi(s (larifies the nature of
ethi(al responsi3ilities for (ounselors, su(h as informing (lients of the nature
of (ounseling: supports the mission of the (ounseling asso(iation: esta3lishes
prin(iples that inform 3est pra(ti(e: assists mem3ers in (onstru(ting a (ourse
of a(tion, su(h as %hat should . do %hen . do not have the ne(essary skills to
treat a (lient: and serve as the 3asis for pro(essing ethi(al (omplaints and
inDuiries 8Ponton 9 Du3a, 2""?;&
*ost (ounseling asso(iations, regardless of their (ountry of origin, have
multiple topi(al headings in their (odes of ethi(s& 'hese se(tions deal %ith
the (ounseling relationship, in(luding (ounselorsJ professional responsi3ilities
to (lients and their %elfare and %ays to handle trou3lesome su3Ie(ts su(h as
fees, 3artering, referrals, and termination& Se(tions (overing (onfidentiality,
privileged (ommuni(ation, and priva(y in (ounseling are usually in(luded too&
'hey deal %ith e,(eptions to the right to priva(y, re(ords, (onsultation, and
resear(h as %ell as training and issues related to professional responsi3ility,
su(h as professional (ompeten(e& Pu3li( responsi3ility and relationships %ith
other professionals, in(luding (olleagues, employers and employees are
almost al%ays in(luded in (odes of ethi(s, too&
.n addition ethi(al (odes usually deal %ith evaluation, assessment, and
interpretation of tests, informed (onsent, release of information, proper
diagnosis of mental disorders, (onditions of assessment administration,
multi(ultural issues, and forensi( evaluation& <esear(h and pu3li(ations and
delineating resear(h responsi3ilities, rights of resear(h parti(ipants, and
reporting of resear(h results are other se(tion in most professional (odes of
ethi(s&
Limitations o( Ethical Codes
Fo(et 82""G; notes that ethi(al (odes are general and idealisti(: they seldom
ans%er spe(ifi( Duestions& Furthermore, he points out that su(h do(uments
do not address foreseea3le professional dilemmas& <ather, they provide
guidelines, 3ased on e,perien(es and values, of ho% (ounselors should
3ehave& .n many %ays, ethi(al standards represent the (olle(ted %isdom of a
profession at a parti(ular time&
5 num3er of spe(ifi( limitations e,ist in any (ode of ethi(s& Bere are some of
the limitations most freDuently mentioned 8Corey, Corey, 9 Callanan, 2"!!:
'al3utt, !?@!;2
Some issues (annot 3e resolved 3y a (ode of ethi(s&
0nfor(ing ethi(al (odes is diffi(ult&
Some ethi(al issues are not (overed in (odes sin(e (odes do not address
every possi3le situation&
0thi(al (odes are histori(al do(uments& 'hus, %hat may 3e a((epta3le
pra(ti(e at one time may 3e (onsidered unethi(al later&
Sometimes (onfli(ts arise 3et%een ethi(al and legal (odes&
'here is often diffi(ulty in 3ringing the interest of all parties involved in an
ethi(al dispute together systemati(ally&
0thi(al (odes are not proa(tive do(uments for helping (ounselors de(ide
%hat to do in ne% situations&
'hus, ethi(al (odes are useful in many %ays, 3ut they do have their
limitations& Counselors need to 3e a%are that they %ill not al%ays find all the
guidan(e they %ant %hen (onsulting these do(uments& Nevertheless,
%henever an ethi(al issue arises in (ounseling, a professional (ounselor
should first (onsult ethi(al (odes to see %hether the situation is addressed&
*a+ing Ethical ,ecisions
0thi(al de(ision making is not al%ays easy, yet it is a part of 3eing a
professional (ounselor& .t reDuires virtues su(h as (hara(ter, integrity, and
moral (ourage as %ell as kno%ledge 8Welfel, 2"!";& Some (ounselors
operate from personal ethi(al standards %ithout regard to the ethi(al
guidelines developed 3y a professional (ounseling asso(iation& 'hey usually
fun(tion %ell until fa(ed %ith a dilemma =for %hi(h there is no apparent good
or 3est solution> 8S%anson, !?@H, p& A;& 5t su(h times, ethi(al issues arise
and these (ounselors e,perien(e an,iety, dou3t, hesitation, and (onfusion in
determining their (ondu(t& Unfortunately, %hen they a(t, their 3ehavior may
turn out to 3e unethi(al 3e(ause it is not grounded in an ethi(al (ode or it is
grounded in only part of a (ode that they have e,tra(ted to Iustify their
3ehavior&
.f is in diffi(ult, murky, and personally trou3ling situations that (ounselors
need to 3e a%are of resour(es for ethi(al de(ision making su(h as 3ooks and
arti(les on ethi(s and more e,perien(ed (olleagues 8Welfel, 2"!";& Su(h
resour(es are espe(ially important %hen Duestions arise over potentially
(ontroversial 3ehaviors su(h as setting or (olle(ting fees, (ondu(ting multiple
relationships, or %orking %ith individuals %hose 3eliefs and styles (ounselors
do not agree %ith& 0thi(al reasoning, =the pro(ess of determining %hi(h
ethi(al prin(iples are involved and then prioritiLing them 3ased on the
professional reDuirements and 3eliefs,> is (ru(ial 86anning, !??2, p& 2!;&
.n making ethi(al de(isions, (ounselors should take a(tions =3ased on
(areful, refle(tive thought> a3out responses they think professional right in
parti(ular situations 8'ennyson 9 Strom, !?@G, p& 2?@;& Si, ethi(al prin(iples
relate to the a(tivities and ethi(al (hoi(es of (ounselors2
3enefi(en(e 8doing good and preventing harm;,
nonmalefi(en(e 8not infli(ting harm;,
autonomy 8respe(ting freedom of (hoi(e and self-determination;,
fidelity 8faithfulness or honoring (ommitments and promises;, and
vera(ity 8truthfulness; 8<emley 9 Belihy, 2"!";&
5ll these prin(iples involve (ons(ious de(ision making 3y (ounselors
throughout the (ounseling pro(ess& Nf these prin(iples, some e,perts identify
nonmalefi(en(e as the primary ethi(al responsi3ility in the field of (ounseling&
Non-malefi(en(e not only involves the =removal of present harm> 3ut the
=prevention of future harm, and passive avoidan(e of harm> 8'hompson,
!??", p& !"A;& .t is the 3asis on %hi(h (ounselors respond to (lients %ho may
endanger themselves or others and %hy they respond to (olleaguesJ
unethi(al 3ehavior 8Daniluk 9 Baverkamp, !??H;&

.n addition to these guidelines, S%anson 8!?@H; lists other fa(tors for
assessing %hether (ounselors are a(ting in ethi(ally responsi3le %ays& !he
first is personal and professional honesty, Counselors need to operate openly
%ith themselves and those %ith %hom they %ork& Bidden agendas or
una(kno%ledged feelings hinder relationships and pla(e (ounselors on shaky
ethi(al ground& Nne %ay to over(ome personal or professional honesty
pro3lems that may get in the %ay of a(ting ethi(ally is to re(eive supervision
8Fit(hener, !??#;&
5 se(ond fa(tor is a(ting in the 3est interest of (lients& 'his ideal is easier to
dis(uss than a(hieve& 5t times, a (ounselor may impose personal values on
(lients and ignore %hat they really %ant 8Cladding 9 Bood, !?#;& 5t other
times, a (ounselor may fail to re(ogniLe an emergen(y and too readily a((ept
the idea that the (lientKs 3est interest is served 3y doing nothing&
5 third fa(tor is that (ounselors a(t %ithout mali(e or personal gain& Some
(lients are diffi(ult to like or deal %ith, and it is %ith these individuals that
(ounselors must 3e espe(ially (areful& Bo%ever, (ounselors should 3e
(areful to avoid relationships %ith lika3le (lients either on a personal or
professional 3asis& 0rrors in Iudgment are most likely to o((ur %hen the
(ounselorJs self-interest 3e(omes a part of the relationship %ith a (lient 8St&
Cermaine, !??H;&
5 final fa(tor is %hether (ounselors (an Iustify an a(tion =as the 3est
Iudgment of %hat should 3e done 3ased upon the (urrent state of the
profession> 8S%anson, !?@H, p&A?;& 'o make su(h a de(ision, (ounselors
must keep up %ith (urrent trends 3y reading the professional literature:
attending in-servi(e %orkshops and (onventions: and 3e(oming a(tively
involved in lo(al, state, and national (ounseling a(tivities&
.n many (ounseling situations the proper 3ehavior is not o3vious 8Wil(o,on et
al&, 2"!2;& For e,ample, the Duestion of (onfidentiality in 3alan(ing the
individual rights of a person %ith B.- and so(ietyJs right to 3e prote(ted from
the spread of the disease is one %ith %hi(h some (ounselors struggle
8Barding, Cray, 9 Neal, !??H;& 6ike%ise, there are multiple ethi(al dilemmas
in (ounseling adult survivors of in(est, in(luding those of (onfidentiality and
the (onseDuen(es of making de(isions a3out reporting a3use 8Daniluk 9
Baverkamp, !??H;& 'herefore, %hen they are in dou3t a3out %hat to do in a
given situation, it is (ru(ial for (ounselors to (onsult and talk over situations
%ith (olleagues, in addition to using prin(iples, guidelines, (ase3ooks, and
professional (odes of ethi(s&
5mong the 3est %ays to learn ho% to make ethi(al de(isions is through taking
(ourses and (ontinuing edu(ation (redits& Su(h (lasses (an 3ring a3out
signifi(ant attitudinal (hanges, in(luding in(reased kno%ledge a3out ethi(al
areas of self-a%areness, multiple relationships, impairment, and
multi(ulturalism 8Coll, !??H;& 7e(ause ethi(al attitudinal (hanges are related
to ethi(al 3ehavioral (hanges, (ourses in ethi(s on any level are e,tremely
valua3le&
-an Boose and Paradise 8!??; (on(eptualiLe the ethi(al 3ehavior of
(ounselors in terms of a five-stage developmental (ontinuum of reasoning2
!& Punishment orientation& 5t this stage the (ounselor 3elieves e,ternal
so(ial standards are the 3asis for Iudging 3ehavior& .f (lients or
(ounselors violate a so(ietal rule, they should 3e punished&
2& .nstitutional orientation& Counselors %ho operate at this stage 3elieve in
and a3ide 3y the rules of the institutions for %hi(h they %ork& 'hey do
not Duestion the rules and 3ase their de(isions on them&
H& So(ietal orientation& Counselors at this stage 3ase de(isions on so(ietal
standards& .f a Duestion arises a3out %hether the needs of so(iety or an
individual should (ome first, the needs of so(iety are al%ays given
priority&
#& .ndividual orientation& 'he individualJs needs re(eive top priority at this
stage& Counselors are a%are of so(ietal needs and are (on(erned
a3out the la%, 3ut they fo(us on %hat is 3est for the individual&
A& Prin(iple 8(ons(ien(e; orientation& .n this stage (on(ern for the
individual is primary& 0thi(al de(isions are 3ased on internaliLed ethi(al
standards, not e,ternal (onsiderations&
'he %ork of -an Boose and Paradise is espe(ially important 3e(ause it
e,plains dire(tly ho% (ounselors reason a3out ethi(al issues and indire(tly
ho% (ontinuing edu(ation may make a differen(e in the %ay a (ounselor
thinks a3out ethi(s&&& .t is heuristi( 8i&e&, resear(ha3le or open to resear(h;
and (an form the 3asis for empiri(al studies of the promotion of ethi(al
3ehavior&
Nverall ethi(al 3ehavior and ethi(al de(ision making is greatly influen(ed 3y
the prevalent attitudes in the setting in %hi(h one %orks, 3y oneKs (olleagues,
and 3y the task the (ounselor is performing 8e&g&, assessing, diagnosing;&
'herefore, implementing ethi(al de(isions and a(tions in (ounseling
sometimes involves su3stantial personal and professional risk or dis(omfort
8Faiver, 0isengart, 9 Colonna, 2""#;&
Counselors should (he(k thoroughly the general poli(ies and prin(iples of an
institution 3efore a((epting employment 3e(ause employment in a spe(ifi(
setting implies that the (ounselor agrees %ith its poli(ies, prin(iples, and
ethi(s& When (ounselors find themselves in institutions that misuse their
servi(es and do not a(t in the 3est interests of their (lients, they must a(t
either to (hange the institution through edu(ational or persuasive means or
find other employment&
.n making ethi(al de(isions %here there are no guidelines, it is (riti(al for
(ounselors to stay a3reast of (urrent issues, trends, and even legislation
related to the situation they fa(e& .n the pro(ess, (ounselors must take (are
not to stereotype or other%ise 3e insensitive to (lients %ith %hom they are
%orking& 5nti(ipation of pro3lems and implementation of poli(ies that produ(e
humane and fair results are essential&
Unethical -eha.ior in Counseling
Unethi(al 3ehavior in (ounseling (an take many forms& 'he temptations
(ommon to people every%here e,ist for (ounselors& 'hey in(lude =physi(al
intima(y, the titillation of gossip, or the opportunity 8if the gam3le pays off; to
advan(e oneJs (areer> 8Welfel 9 6ipsitL, !?@H, p& H2@;& Some forms of
unethi(al 3ehavior are o3vious and %illful, %hereas others are more su3tle
and unintentional& <egardless, the harmful out(ome is the same& 'he
follo%ing are some of the most prevalent forms of unethi(al 3ehaviors in
(ounseling 8Berlihy 9 Corey, 2""G;2
-iolation of (onfidentiality
0,(eeding oneKs level of professional (ompeten(e
Negligent pra(ti(e
Claiming e,pertise one does not possess
.mposing oneJs values on a (lient
Creating dependen(y in a (lient
Se,ual a(tivity %ith a (lient
Certain (onfli(ts of interest, su(h as a dual or multiple relationships-%here
the role of the (ounselor is (om3ined %ith another relationship either
personal or professional and not monitored for appropriateness of
3oundaries 8*oleski 9 Fiseli(a, 2""A;&
Ouestiona3le finan(ial arrangements, su(h as (harging e,(essive fees
.mproper advertising
Plagiarism
5lthough most (ounselors a(t ethi(ally, o((asional situations arise in %hi(h
su(h is not the (ase& .n these (ir(umstan(es, (ounselors %ho are a%are of
the situations must take some a(tion& Nther%ise, 3y (ondoning or ignoring
these situations they risk eroding their o%n sense of moral selfhood and find
it easier to (ondone future ethi(al 3rea(hes, a phenomenon kno%n as the
=slippery slope effe(t&>
Berlihy 8!??G; suggests several steps to take in %orking through potential
ethi(al dilemmas, espe(ially %ith impaired professionals& 'he first is to
identify the pro3lem as o3Ie(tively as possi3le and the (ounselorKs
relationship to it& Su(h a pro(ess is 3est done on paper to (larify thinking&
'he se(ond step in the pro(ess is for a (ounselor to apply the (urrent
asso(iationKs (ode of ethi(s to the matter& .n su(h (ases, dear guidan(e as to
a (ourse of a(tion may emerge& Ne,t, a (ounselor should (onsider moral
prin(iples of the helping profession dis(ussed earlier in this (hapter, su(h as
3enefi(en(e, Iusti(e, and autonomy& Consultation %ith a (olleague is an
option, also&
.f a(tion is %arranted, the (olleague in Duestion should first 3e approa(hed
informally& 'his approa(h involves (onfrontation in a (aring (onte,t, %hi(h
hopefully %ill lead to the (ounselor in Duestion seeking help& .f it does not, the
(onfronting (ounselor should (onsider the potential (onseDuen(es of all other
options and then define a (ourse of a(tion& Su(h a (ourse might in(lude filing
an ethi(al (omplaint %ith the national (ounseling asso(iation& 5 (omplaint
may 3e filled 3y either the professional, %ho has Dueried his or her (olleague,
or 3y a (lient %ho 3elieves he or she has 3een treated unethi(ally&
.n e,amining (ourses of a(tion, a (ounselor must evaluate %here ea(h
potential a(tion might lead& Criteria for Iudgment in(lude oneJs (omfort
surrounding2
8a; =pu3li(ity> 8i&e&, if the a(tions of the (onfronting (ounselor %ere reported in
the press;,
83; =Iusti(e> 8i&e&, fairness;,
8(; =moral tra(es> 8i&e&, lingering feelings of dou3t;, and
8d; =universality> 8i&e&, is this a (ourse . %ould re(ommend others take in this
situation4;&
Finally, a (ourse of a(tion is (hosen and implemented& .n su(h a (ase, the
(ounselor must realiLe that not everyone %ill agree& 'herefore, he or she
needs to 3e prepared to take (riti(ism as %ell as (redit for %hat has 3een
done&
Summar# and Conclusion
5s this arti(le has pointed out, the matter of ethi(s in the (ounseling
profession is (omple, and multidimensional& 'o a(t ethi(ally (ounselors first
need to kno% %hat ethi(s are and ho% to distinguish them from (on(epts
su(h as morality& 'hey also need to kno% a3out (odes of ethi(s relevant to
(ounseling situations, ho% to make ethi(al de(isions, and ho% to deal %ith
someone %ho is a(ting unethi(ally as %ell as ho% to evaluate their o%n
a(tions&
.t is fair to say that of all the dimensions of (ounseling, those that pertain to
ethi(s are among the hardest to understand and to implement& 'he reason is
that ethi(al matters reDuire a higher level of thinking than most other aspe(ts
of (ounseling& 'heories and te(hniDues for e,ample, are pretty straight-
for%ard and it is not diffi(ult to assess %hether a (ounselor at any level is
a((urately 3ehaving in a((ord %ith the theory or te(hniDue& 'herefore,
(ounseling ethi(s are a (onstant (hallenge for professionals& 'hey are more
open to interpretation and sometimes a (ounselor must employ an ethi(al
prin(iple in making an ethi(al de(ision 3e(ause there is no pre(edent& 1et
ethi(s are vital to the health, %ell-3eing, and future of (ounseling& .f (ould
even 3e said that ethi(s are the hu3 around %hi(h all other aspe(ts of
(ounseling revolve& .f that is the (ase, understanding (ounseling ethi(s %ill
al%ays 3e relevant and essential, espe(ially as the profession moves for%ard&
P/esumen:
6as Qti(as son una parte esen(ial de la orienta(i)n profesional& Sin em3argo,
mu(hos (onseIeros no entienden Due la naturaleLa de la +ti(a s)lo deIe
()mo tomar de(isiones +ti(as o tratar (on otro profesional Due a(tRa sin
+ti(a& 0ste artS(ulo se (entra en Du+ (onseIero profesional +ti(o y ello
(omprende, los lSmites de los ()digos +ti(os profesionales, la toma de
de(isiones +ti(as y tra3aIar (on alguien Due a(tRa sin +ti(a&
'ala!ras cla.e2 +ti(a del (onseIero profesional, ()digos +ti(os,
(omportamiento po(o +ti(o, toma de de(isiones +ti(as&
ndice
TOu+ son las Qti(as4
TOue son los C)digos de Qti(as Profesional y por Du+ son importantes4
6imita(iones de los C)digos Qti(os
'oma de De(isiones Qti(as
Comportamientos po(o Qti(o en la ConseIerSa
<esumen y (on(lusiones
6a (onseIerSa no est/ li3re de valores o una a(tividad neutral 8Cottone 9
'arvydas, 2"": Welfel, 2"!";& Por el (ontrario, es una profesi)n a(tiva
3asada en valores, Due son =orientar las (reen(ias a(er(a de lo Due es
3ueno, y ()mo Due 3ien de3e lograrlo> 87ergin, !?@A, p& ??;& 6os valores son
la 3ase de las rela(iones de a(onseIamiento& 'odas los metas en la
(onseIerSa, =si son metas para el alivio de los sSntomas o las metas para
modifi(ar una forma de vida, son sustentada por sistemas de valores>
87ergin, !??2, p& ?;& 5dem/s, porDue el a(onseIamiento es una profesi)n tan
(ompleIa y multifa(+ti(a, los (onseIeros, por ne(esidad, de3en ser
dependientes de ()digos de +ti(a 8<emley 9 Berlihy, 2"!";&
6os (onseIeros Due no son Dueridos por sus valores y las responsa3ilidades
+ti(as, asS (omo los de sus (lientes, pueden (ausar daUo a pesar de sus
meIores inten(iones 8Wil(o,on, <emley 9 Cladding, 2"!2;& Por lo tanto, es
vital para los (onseIeros para estar 3ien informados so3re ellos mismos y las
+ti(as relativas a la profesi)n de (onseIerSa& 6a pregunta es =TC)mo4> 6a
respuesta es a trav+s de sa3er Du+ son las +ti(as, Du+ es el a(onseIamiento
profesional Due in(luyen ()digos +ti(os, los lSmites de los ()digos +ti(os,
()mo tomar de(isiones +ti(as y ()mo tratar (on alguien Due est/ a(tuando
sin +ti(a& 0ste artS(ulo e,plorar/ estos aspe(tos esen(iales de la +ti(a ya Due
son esen(iales para la salud y el 3ienestar de los (onseIeros y de la
profesi)n en su (onIunto&
01u2 son las ticas&
Qti(a (onsiste en =ha(er de(isiones de (ar/(ter moral so3re la gente y su
intera((i)n en la so(iedad> 8Fit(hener, !?@G, p& H"G;& 0l t+rmino se utiliLa a
menudo (omo sin)nimo (on la moral, y en algunos (asos se superponen los
dos t+rminos& 'anto tratar (on =lo Due es 3ueno y malo o el estudio de la
(ondu(ta humana y los valores> 8-an Boose 9 Fotder, !?@A, p& 2;& Sin
em3argo, (ada uno tiene un signifi(ado diferente&
=Qti(a se define generalmente (omo una dis(iplina filos)fi(a Due se refiere a
la (ondu(ta humana y moral de la toma de de(isiones> 8-an Boose 9 Fottler,
!?@A, p& H;& 6a +ti(a es normativa por naturaleLa y se (entran en los
prin(ipios y normas Due rigen las rela(iones entre individuos& =Qti(as
profesionales son las (reen(ias so3re el (omportamiento y la (ondu(ta Due
guSan las pr/(ti(as profesionales,> (omo entre los (onseIeros y los (lientes
8Calley, 2""?, p& #;& Difiere de la moralidad& Se trata de Iui(io o evalua(i)n
de la a((i)n& Se aso(ia (on pala3ras tales (omo 3ueno, malo, 3ien, mal,
de3erSa y de3e 87randt, !?A?: Crant, !??2;& 6os (onseIeros tienen moral, y
las teorSas Due emplean los (onseIeros han en(aIado dentro de esos
supuestos *orales so3re la naturaleLa humana Due e,plS(ita e
implS(itamente la primera pregunta =TDu+ es una persona y en segundo
lugar, lo Due una persona de3e ser o llegar a ser4> 8Christopher, !??G, p& !@;&
Como un grupo de (onseIeros profesionales est/n preo(upados (on la +ti(a
y los valores& Sin em3argo, algunos (onseIeros est/n meIor informados o
m/s sensi3le a estos temas& Patterson 8!?!; ha o3servado Due la identidad
profesional de los (onseIeros est/ rela(ionada (on su (ono(imiento y
pr/(ti(a de la +ti(a& Welfel 82"!"; afirma Due la efe(tividad de los (onseIeros
est/ (one(tada a sus (ono(imientos +ti(os y sus (omportamientos tam3i+n&
Por lo tanto, la +ti(a es una parte esen(ial de la (onseIerSa&
01ue son los Cdigos de ticas 'ro(esional # por 3u2 son importantes&
Para ha(er frente a situa(iones +ti(as, los (onseIeros han desarrollado
()digos profesionales de +ti(a 3asada en un (onIunto a(ordado de valores&
Profesionales de (onseIerSa voluntariamente a(atan tales ()digos por
mu(has raLones& =0ntre sus mu(hos prop)sitos, un ()digo de (ondu(ta +ti(a
est/ diseUado para ofre(er de(lara(iones formales para asegurar la
prote((i)n de los dere(hos de los (lientes al mismo tiempo identifi(ar las
e,pe(tativas de los profesionales> 8Wil(o,on, !?@, p& A!";& Ntra raL)n de
los ()digos +ti(os es Due =sin un ()digo de +ti(a esta3le(ido, un grupo de
personas (on intereses similares no puede (onsiderarse una organiLa(i)n
profesional> 85llen, !?@G, p/g& 2?H;& 6a +ti(a no s)lo ayuda a profesionaliLar
una aso(ia(i)n en t+rminos generales, adem/s =est/n diseUado para
propor(ionar unas pautas para la (ondu(ta profesional de los miem3ros en el
/m3ito personal> 8S%anson, !?@H, p& AH;& 'res otras raLones para la
e,isten(ia de ()digos +ti(os segRn -an Boose y Fottler 8!?@A; son los
siguientes2
!& 6os ()digos +ti(os protegen la profesi)n del go3ierno& Permiten a la
profesi)n regularse y fun(ionar aut)nomamente en lugar de ser
(ontrolado por la legisla(i)n&
2& 6os ()digos +ti(os ayudan al (ontrol interno de los desa(uerdos y
disputas, promoviendo asS la esta3ilidad dentro de la profesi)n&
H& 6os ()digos de +ti(a protegen a los pra(ti(antes del pR3li(o,
espe(ialmente (on respe(to a demandas por negligen(ia& Si los
(onseIeros profesionales se (omportan segRn las dire(tri(es +ti(as, se
IuLga el (omportamiento Due (umple (on las normas a(eptadas&
5dem/s, los ()digos +ti(os ayudan a aumentar la (onfianLa pR3li(a en la
integridad de la profesi)n y propor(ionar (ierta prote((i)n a (lientes de
(harlatanes y (onseIeros in(ompetente 8-a((, Muhnke 9 Nilsen, 2""!;& Como
(onseIeros, los (lientes pueden utiliLar ()digos de +ti(a (omo una guSa en la
evalua(i)n de tratamiento (uestiona3le&
0l desarrollo de un ()digo de +ti(a es una seUal importante de Due una
aso(ia(i)n de a(onseIamiento se ha (onvertido en una dis(iplina madura& Un
()digo de +ti(a (larifi(a la naturaleLa de las responsa3ilidades +ti(as para
(onseIeros, asS (omo informa a los (lientes de la naturaleLa del
a(onseIamiento: apoya a la misi)n de la aso(ia(i)n de a(onseIamiento:
esta3le(e los prin(ipios Due informan meIores pr/(ti(as: asiste a los
miem3ros en la (onstru((i)n de un (urso de a((i)n, tales (omo Du+ de3o
ha(er si no tengo los (ono(imientos ne(esarios para tratar a un (liente: y
servir de 3ase para el pro(esamiento de re(lamos +ti(os e investiga(iones
8Ponton y Du3a, 2""?;&
*/s aso(ia(iones de (onseIerSa, independientemente de su paSs de origen,
tienen varios en(a3eLamientos t)pi(os en sus ()digos de +ti(a& 0stas
se((iones tratan de la rela(i)n de asesoramiento, in(luyendo
responsa3ilidades profesionales de los (onseIeros a los (lientes y su
3ienestar y maneras de maneIar a temas pro3lem/ti(os (omo honorarios,
trueDue, referen(ias y termina(i)n& 'am3i+n generalmente in(luyen
se((iones Due a3ar(an la (onfiden(ialidad, la (omuni(a(i)n privilegiada y
priva(idad en la (onseIerSa& 'ratan las e,(ep(iones al dere(ho a la intimidad,
registros, (onsulta e investiga(i)n, asS (omo (apa(ita(i)n y responsa3ilidad
profesional rela(ionados (on (uestiones tales (omo (ompeten(ia profesional&
<esponsa3ilidad pR3li(a y rela(iones (on otros profesionales, entre (olegas,
empleadores y empleados se in(luyen (asi siempre en ()digos de +ti(a,
tam3i+n&
5dem/s los ()digos +ti(os suelen tratan (on evalua(i)n, (/l(ulo e
interpreta(i)n de prue3as, el (onsentimiento informado, divulga(i)n de
informa(i)n, diagn)sti(o ade(uado de los trastornos mentales, las
(ondi(iones de evalua(i)n administra(i)n, (uestiones multi(ulturales y
evalua(i)n forense& .nvestiga(i)n y pu3li(a(iones y delimita(i)n de las
responsa3ilidades de investiga(i)n, dere(hos de parti(ipantes en la
investiga(i)n y presenta(i)n de informes de resultados de investiga(i)n son
otra se((i)n m/s de los ()digos de +ti(a profesional&
Limitaciones de los Cdigos ticos
Fo(et 82""G; (onstata Due los ()digos +ti(os son generales e idealista: rara
veL (ontestan preguntas espe(Sfi(as& 5dem/s, seUala Due tales do(umentos
no a3ordan los dilemas profesionales previsi3les& Por el (ontrario,
propor(ionan dire(tri(es, 3asadas en e,perien(ias y valores, de ()mo de3en
(omportarse los (onseIeros& 0n mu(hos sentidos, las normas +ti(as
representan la sa3idurSa re(ogida de una profesi)n en un momento
determinado&
0,iste un nRmero de limita(iones espe(Sfi(as en (ualDuier ()digo de +ti(a&
5DuS est/n algunas de las limita(iones men(ionadas (on m/s fre(uen(ia
8Corey, Corey 9 Callanan, 2"!!: 'al3utt, !?@!;2
5lgunos temas no pueden resolverse mediante un ()digo de +ti(a&
0s difS(il ha(er (umplir los ()digos +ti(os&
5lgunas (uestiones +ti(as no est/n (u3iertos en los ()digos desde
()digos no a3ordan (ada situa(i)n posi3le&
C)digos +ti(os son do(umentos hist)ri(os& Por lo tanto, lo Due puede ser
una pr/(ti(a a(epta3le en un momento puede ser (onsiderado +ti(o m/s
tarde&
5 ve(es surgen (onfli(tos entre los ()digos +ti(os y legales&
5 menudo hay difi(ultad para reunir a los intereses de todas las partes
involu(radas en un (onfli(to +ti(o sistem/ti(amente&
6os ()digos +ti(os no son do(umentos proa(tivos para ayudar a los
(onseIeros a de(idir Du+ ha(er en situa(iones nuevas&
Por lo tanto, los ()digos +ti(os son Rtiles en mu(hos sentidos, pero tienen
sus limita(iones& 6os (onseIeros de3en ser (ons(ientes de Due no siempre
en(ontrar/n toda la orienta(i)n Due Duieren (uando (onsultar estos
do(umentos& Sin em3argo, (ada veL Due surge una (uesti)n +ti(a en la
(onseIerSa, un (onseIero profesional de3e (onsultar primero ()digos +ti(os
para ver si la situa(i)n se dirige&
Toma de ,ecisiones ticas
6a toma de de(isiones +ti(as no siempre es f/(il, pero es parte de ser un
(onseIero profesional& <eDuiere virtudes tales (omo (ar/(ter, integridad y el
valor moral, asS (omo (ono(imientos 8Welfel, 2"!";& 5lgunos (onseIeros
operan desde los est/ndares +ti(os personales sin tener en (uenta las
dire(tri(es +ti(as desarrollados por un profesional de la aso(ia(i)n de
(onseIerSa& Ceneralmente fun(ionan 3ien hasta Due enfrentan un dilema
=para el (ual no hay aparente 3uena o meIor solu(i)n> 8S%anson, !?@H, p&
A;& 0n esos momentos, surgen (uestiones +ti(as y estos (onseIeros
e,perimentan ansiedad, duda, duda y (onfusi)n en la determina(i)n de su
(ondu(ta& Desafortunadamente, (uando a(tRan, su (omportamiento puede
resultar no +ti(o de3ido a Due no est/ fundado en un ()digo +ti(o o s)lo en
una parte de un ()digo Due ha e,traSdo para Iustifi(ar su (omportamiento&
Si est/ en situa(iones difS(iles, os(uras y personalmente preo(upantes, los
(onseIeros de3en ser (ons(ientes de las fuentes para de(isiones +ti(as tales
(omo li3ros y artS(ulos so3re +ti(a y sus (olegas m/s e,perimentados
8Welfel, 2"!";& Di(hos re(ursos son espe(ialmente importantes (uando
surgen preguntas so3re (omportamientos poten(ialmente (ontroversiales
(omo (onfigura(i)n o re(ole(tando honorarios, realiLando mRltiples
rela(iones o tra3aIar (on personas (uyas (reen(ias y estilo de (onseIero no
est/ de a(uerdo& 0l raLonamiento +ti(o, =el pro(eso de determinar Du+
prin(ipios +ti(os est/n involu(rados y prioriLados y ellos 3asados en los
reDuisitos profesionales y (reen(ias> +ti(o es (ru(ial 86anning, !??2, p& 2!;&
0n la toma de de(isiones +ti(as, los (onseIeros de3en adoptar medidas
=3asadas en el pensamiento (uidadoso, refle,ivo> so3re respuestas (reen los
profesionales en estas situa(iones parti(ulares 8'ennyson 9 Strom, !?@G, p&
2?@;& Seis prin(ipios +ti(os se refieren a las a(tividades y de(isiones +ti(as
de los (onseIeros2
3enefi(en(ia 8ha(iendo el 3ien y la preven(i)n de daUo;,
no malefi(en(ia 8no (ausar daUo;,
autonomSa 8respetando la li3ertad de ele((i)n y autodetermina(i)n;,
fidelidad 8fidelidad u honor a los (ompromisos y promesas;, y
vera(idad 8verdad; 8<emley 9 Belihy, 2"!";&
'odos estos prin(ipios impli(an de(isiones (ons(ientes por los (onseIeros
durante todo el pro(eso de asesoramiento& De estos prin(ipios, algunos
e,pertos identifi(an no-malefi(en(ia (omo la prin(ipal responsa3ilidad +ti(a
en el (ampo de la asesorSa& No malefi(en(ia no s)lo impli(a la =elimina(i)n
del daUo a(tual> sino la =preven(i)n de daUo futuro> y evita(i)n pasiva de
daUo 8'hompson, !??", p& !"A;& 0s el fundamento so3re el Due los
(onseIeros responden a los (lientes Due pueden poner en peligro ellos
mismos u otros y por Du+ responden al (omportamiento +ti(o de (olegas
8Daniluk 9 Baverkamp, !??H;&
5dem/s de estas dire(tri(es, S%anson 8!?@H; enumera otros fa(tores para
determinar si los (onseIeros est/n a(tuando de manera +ti(amente
responsa3le& 0l primero es la honestidad personal y profesional, los
(onseIeros la ne(esitan para operar a3iertamente (on ellos mismos y
aDuellos (on Duienes tra3aIan& 5gendas o(ultas o sentimientos sin a(use de
re(i3o o3sta(uliLan las rela(iones y (olo(ar los (onseIeros en un terreno
+ti(o in(ierto& Una forma de superar los pro3lemas de honestidad personal o
profesional Due pueden interponerse a(tuando +ti(amente es re(i3ir
supervisi)n 8Fit(hener, !??#;&
Un segundo fa(tor es a(tuando en el meIor inter+s de los (lientes& 0ste ideal
es m/s f/(il de ha3lar Due de lograr& 5 ve(es, un (onseIero puede imponer
los valores personales de los (lientes e ignorar lo Due realmente Duieren
8Cladding 9 Bood, !?#;& 0n otras o(asiones, un (onseIero puede fallar al
re(ono(er una emergen(ia y tam3i+n f/(ilmente a(eptar la idea de Due el
meIor inter+s del (liente es atenderlo por no ha(er nada&
Un ter(er fa(tor es Due los (onseIeros a(tRan sin mali(ia o ganan(ia
personal& 5lgunos (lientes son difS(iles de agradar o tratar, y es (on estos
individuos Due los (onseIeros de3en tener espe(ial (uidados& Sin em3argo,
los (onseIeros de3en tener (uidadosos de evitar Due las rela(iones (on
(lientes agrada3les so3re una 3ase personal o profesional& 0rrores de Iui(io
son m/s pro3a3les Due o(urran (uando el inter+s personal del (onseIero se
(onvierte en una parte de la rela(i)n (on un (liente 8St& Cermaine, !??H;&
Un Rltimo fa(tor es si los (onseIeros pueden Iustifi(ar una a((i)n =(omo el
meIor (riterio de lo Due de3e ha(erse 3as/ndose en el estado a(tual de la
profesi)n> 8S%anson, !?@H, p&A?;& Para ha(er tal de(isi)n, los (onseIeros
de3en mantenerse (on las tenden(ias a(tuales mediante la le(tura de la
literatura profesional: asistir a talleres de forma(i)n y (onven(iones: e
involu(rarse a(tivamente en a(tividades de asesoramiento lo(ales, estatales,
na(ionales&
0n mu(has situa(iones de (onseIerSa el (omportamiento (orre(to no es
o3vio 8Wil(o,on et al&, 2"!2;& Por eIemplo, la (uesti)n de la (onfiden(ialidad
en el eDuili3rio de los dere(hos individuales de una persona (on -.B y el
dere(ho de la so(iedad a ser protegida (ontra la propaga(i)n de la
enfermedad es algunas de las (osas (on las Due los (onseIeros lu(han
8Barding, Cray 9 Neal, !??H;& 5simismo, e,isten mRltiples dilemas +ti(os en
la ConseIerSa de adultos so3revivientes de in(esto, in(luyendo las de
(onfiden(ialidad y las (onse(uen(ias de la toma de de(isiones a(er(a de
denun(iar a3usos 8Daniluk 9 Baverkamp, !??H;& Por lo tanto, (uando est/n
en duda so3re Du+ ha(er en una situa(i)n dada, es (ru(ial para los
(onseIeros (onsultar y dis(utir situa(iones (on sus (olegas, adem/s del uso
de prin(ipios, normas, registros y ()digos de +ti(a profesionales&
0ntre las meIores maneras de aprender ()mo tomar de(isiones +ti(as es a
trav+s de (ursos y (r+ditos de edu(a(i)n (ontinua& 0stas (lases pueden
generar importantes (am3ios a(titudinales, in(luyendo mayor (ono(imiento
so3re las /reas +ti(as de auto-(on(ien(ia, mRltiples rela(iones, deterioro y
multi(ulturalismo 8Coll, !??H;& PorDue los (am3ios a(titudinales +ti(os se
rela(ionan (on (am3ios en el (omportamiento +ti(os, los (ursos de +ti(a en
todos los niveles son e,tremadamente valiosos&
-an Boose y Paradise 8!??; (on(eptualiLan el (omportamiento +ti(o de los
(onseIeros en t+rminos de un (ontinuo desarrollo de (in(o etapas de
raLonamiento2
!& Nrienta(i)n de (astigo& 0n esta etapa la (onseIera (ree Due las normas
so(iales e,ternas son la 3ase para IuLgar el (omportamiento& Si los
(lientes o los (onseIeros violan una norma so(ial, de3en ser (astigados&
2& Nrienta(i)n institu(ional& 6os (onseIeros Due operan en esta etapa (reen
en y a(atan las normas de las institu(iones para las Due tra3aIan& No
(uestionar las reglas y 3asan sus de(isiones so3re ellas&
H& Nrienta(i)n so(ial& 6os (onseIeros en esta etapa 3asan las de(isiones
so3re las normas so(iales& Si surge una pregunta a(er(a de si de3en
venir primeras las ne(esidades de la so(iedad o un individuo, las
ne(esidades de la so(iedad siempre son prioridad&
#& Nrienta(i)n individual& 6a ne(esidades del individuo se prioriLan en esta
etapa& 6os (onseIeros son (ons(ientes de las ne(esidades so(iales y
est/n preo(upados por la ley, pero se (entran en lo Due es meIor para el
individuo&
A& Nrienta(i)n de prin(ipio 8(on(ien(ia;& 0n esta etapa es primordial la
preo(upa(i)n por el individuo& 6as de(isiones +ti(as se 3asan en
est/ndares +ti(os internaliLados, no (onsidera(iones e,ternas&
0l tra3aIo de -an Boose y Paradise es espe(ialmente importante porDue
e,pli(a dire(tamente (omo los (onseIeros raLonan so3re (uestiones +ti(as e
indire(tamente (omo la edu(a(i)n (ontinua puede ha(er una diferen(ia en la
forma en Due un (onseIero piensa a(er(a de la +ti(a&&& 0sto es la heurSsti(a
8es de(ir, investigarse o a3ierto a la investiga(i)n; y pueden formar la 3ase
para los estudios empSri(os de la promo(i)n del (omportamiento +ti(o&
0l (omportamiento +ti(o general y la toma de de(isiones +ti(as es
influen(iada grandemente por las a(titudes prevalentes en el entorno en Due
uno tra3aIa, por los (olegas, y por la tarea Due est/ realiLando el (onseIero
8por eIemplo, evaluar, diagnosti(ar;& Por lo tanto, implementando a((iones y
de(isiones +ti(as en el asesoramiento a ve(es impli(a riesgo o malestar
sustan(ial del personal y del profesional 8Faiver, 0isengart 9 Colonna, 2""#;&
6os (onseIeros de3en (ompro3ar minu(iosamente las polSti(as generales y
los prin(ipios de la institu(i)n antes de a(eptar el empleo en el entorno de un
tra3aIo espe(Sfi(o Due impli(a Due el (onseIero est/ de a(uerdo (on sus
polSti(as, prin(ipios y +ti(a& Cuando los (onseIeros se en(uentran en
institu(iones Due uso inde3ido de sus servi(ios y no a(tRan en los meIores
intereses de sus (lientes, de3en a(tuar ya sea para (am3iar la institu(i)n a
trav+s de medios edu(ativos o persuasivas o en(ontrar otro empleo&
0n la toma de de(isiones +ti(as donde no hay dire(tri(es, es (rSti(o para los
(onseIeros mantenerse al tanto de temas de a(tualidad, tenden(ias e in(luso
legisla(i)n rela(ionada (on la situa(i)n Due enfrentan& 0n el pro(eso, los
(onseIeros de3en tener (uidado para no estereotipar o ser insensi3le (on los
(lientes (on Duienes est/n tra3aIando& 6a previsi)n de pro3lemas e
implementa(i)n de polSti(as Due produ(en resultados humanos y Iustos son
esen(iales&
Comportamientos poco tico en la Conse4er5a
6os (omportamientos po(o +ti(os en la (onseIerSa pueden tomar mu(has
formas& 6as tenta(iones (omunes a la gente en todas partes e,isten para los
(onseIeros& .n(luyen =la intimidad fSsi(a, la e,(ita(i)n del (hisme o la
oportunidad 8si paga la apuesta; para avanLar en su (arrera> 8Welfel 9
6ipsitL, !?@H, p& H2@;& 5lgunas formas de (omportamiento po(o +ti(o son
o3vias y voluntarias, mientras Due otros son m/s sutiles y no inten(ionales&
No o3stante, el resultado daUino es el mismo& 6as siguientes son algunas de
las formas m/s fre(uentes de (omportamiento +ti(o en ConseIerSa 8Berlihy 9
Corey, 2""G;2
-iola(i)n de (onfiden(ialidad
0,(edi+ndose en el nivel de (ompeten(ia profesional
Pr/(ti(a negligente
5firmar (ono(imientos Due uno no posee
.mponer los valores a un (liente
Crear dependen(ia en un (liente
5(tividad se,ual (on un (liente
Ciertos (onfli(tos de inter+s, (omo una do3le o mRltiples rela(iones-donde
el papel de la (onseIera se (om3ina (on otra rela(i)n ya sea personal o
profesional y no monitoreadas para (onvenien(ia de los lSmites 8*oleski 9
Fiseli(a, 2""A;&
5rreglos finan(ieros dudosos, (omo el (o3ro de tarifas e,(esivas&
Pu3li(idad inade(uada&
Plagio&
5unDue la mayorSa de los (onseIeros a(tRan +ti(amente, o(asionalmente hay
situa(iones en Due no es tal el (aso& 0n estas (ir(unstan(ias, los (onseIeros
Due son (ons(ientes de las situa(iones de3en tomar alguna a((i)n& De lo
(ontrario, por apro3arlas o ha(iendo (aso omiso de estas situa(iones, el
riesgo de erosionar su propio sentido de la individualidad moral, les resulta
m/s f/(il apro3ar futuras infra((iones +ti(as, un fen)meno (ono(ido (omo el
efe(to de la =pendiente res3aladiLa>&
Berlihy 8!??G; sugiere varios pasos a seguir en el tra3aIo a trav+s de
posi3les dilemas +ti(os, espe(ialmente (on pro3lemas profesionales& 0l
primero es identifi(ar el pro3lema tan o3Ietivamente (omo sea posi3le y la
rela(i)n del (onseIero (on +l& 0ste pro(eso se realiLa en papel para (larifi(ar
el pensamiento&
0l segundo paso en el pro(eso es para un (onseIero apli(ar el a(tual ()digo
+ti(o de la aso(ia(i)n a la materia& 0n tales (asos, puede surgir la
orienta(i)n deseada so3re el (urso de a((i)n& 5 (ontinua(i)n, el (onseIero
de3e (onsiderar los prin(ipios morales de la profesi)n de ayuda, dis(utido
anteriormente en este (apStulo, (omo autonomSa, 3enefi(en(ia y Iusti(ia& 6a
(onsulta (on un (olega tam3i+n es una op(i)n&
Si se Iustifi(a la a((i)n, primero de3e ser a3ordado informalmente (on el
(olega en (uesti)n& 0ste enfoDue impli(a (onfronta(i)n en un (onte,to
(uidadoso, Due esperemos Due (ondu(ir/ a lo Due 3us(a el (onseIera en
(uesti)n& Si no lo ha(e, el (onseIero enfrentado de3e (onsiderar las
(onse(uen(ias poten(iales de todas las dem/s op(iones y luego definir un
(urso de a((i)n& Un (urso puede in(luir ar(hivar una DueIa (on la 5so(ia(i)n
Na(ional de (onseIerSa +ti(a& Una DueIa puede llenarse ya sea por el
profesional, Due pregunt) a su (olega, o por un (liente Due (ree Due ha sido
tratada sin +ti(a&
0n el e,amen de los (ursos de a((i)n, un (onseIero de3e evaluar donde
podrSa llevar (ada a((i)n poten(ial& 6os (riterios para el Iui(io in(luyen uno a
elegir de los nom3rados2
8a; =pu3li(idad> 8es de(ir, si las a((iones de la (onseIera enfrentada se
informaron en la prensa;,
83; =Iusti(ia> 8es de(ir, eDuidad;,
8(; =rastros morales> 8es de(ir, sentimientos persistentes de la duda;, y
8d; =universalidad> 8es de(ir, Teste es un (urso Due me gustarSa re(omendar
para Due otros toman en esta situa(i)n4;&
Finalmente, un (urso de a((i)n es elegido y puesto en eIe(u(i)n& 0n tal
(aso, el (onseIero de3e darse (uenta Due no todo el mundo estar/ de
a(uerdo& Por lo tanto, +l o ella ne(esitan estar preparado para tomar la (rSti(a
asS (omo (r+dito para lo Due se ha he(ho&
/esumen # conclusiones
Como este artS(ulo ha seUalado, el tema de la +ti(a en la profesi)n de
(onseIerSa es (ompleIo y multidimensional& Para a(tuar +ti(amente primero
ne(esitan sa3er los (onseIeros Du+ +ti(a y ()mo distinguir entre los
(on(eptos (omo la moral& 'am3i+n ne(esitan sa3er a(er(a de los ()digos de
+ti(a apli(a3les a situa(iones, ()mo tomar de(isiones +ti(as y ()mo tratar
(on alguien Due est/ a(tuando sin +ti(a (omo asS tam3i+n para evaluar sus
propias a((iones de a(onseIamiento&
0s Iusto de(ir Due de todas las dimensiones de (onseIerSa, son aDuellas Due
pertene(en a la +ti(a entre los m/s difS(iles de entender y apli(ar& 6a raL)n
es Due los asuntos +ti(os reDuieren un mayor nivel de pensamiento Due otros
aspe(tos m/s de la (onseIerSa& 'eorSas y t+(ni(as, por eIemplo, son 3astante
dire(to y no es difS(il evaluar si un (onseIero en (ualDuier /m3ito se
(omporta e,a(tamente de a(uerdo (on la teorSa o la t+(ni(a& Por lo tanto, la
asesorSa +ti(a es un desafSo (onstante para los profesionales& 0st/n m/s
a3iertos a interpreta(i)n y a ve(es un (onseIero de3e emplear un prin(ipio
+ti(o en la toma de una de(isi)n +ti(a porDue no tiene pre(edentes& Sin
em3argo, la +ti(a es vital para la salud, 3ienestar y futuro de la (onseIerSa& Ni
siDuiera puede de(irse Due la +ti(a es el eIe alrededor del (ual todos los
otros aspe(tos de (onseIerSa giran& Si ese es el (aso, la (omprensi)n de la
(onseIerSa +ti(a siempre ser/ relevante y esen(ial, espe(ialmente en la
profesi)n Due se mueve ha(ia adelante&V