ETHICAL STANDARDS AND

ISSUES IN THE PRACTICE OF

COUNSELOR SUPERVISION

JEREMY LEE L. DELA CRUZ

DC 806 Principles and Practice of Counselor Education and Supervision
SUPERVISION Defined

Supervision has been defined as “…a process of

professional and personal development in which the
supervisor challenges, stimulates, and encourages a
counselor to reach higher levels of competence” (Bradley &
Ladany, 2001, p. 4).

In the counseling profession, it means “…an interpersonal

activity whereby the supervisor facilitates the provision of
feedback to one or more supervisees.” (Ladany & Bradley, 2011,
p. 10).
COUNSELOR SUPERVISION

 A form of instruction where by a supervisor monitors and

evaluates an internship or practicum student’s
performance and quality of service provided, facilitating
associated learning and skill development experiences
(CACREP, 2009).
ADMINISTRATIVE vs CLINICAL

 Administrative supervision can be understood as

“…those supervisory activities that increase the
efficiency of the delivery of counseling services…” (ACES,
1995, p. 270).

 Clinical supervision “…includes the supportive and

educative activities of the supervisor designed to
improve the application of counseling theory and
technique directly to clients” (ACES, 1995, p. 270).
ETHICS Defined
 Ethics has been defined as the process of making moral
decisions about individuals and their interactions in society
while still attempting to protect the rights and welfare of those
same individuals.

 Ethical standards are principles that when followed, promote

values such as trust, good behavior, fairness, and/or kindness.

 With this definition in mind, supervisors who practice ethically

make sure they have the correct combination of education,
practice, and experience to help supervisees develop their
skills and talents so that they (the supervisees) can help
people deal with the issues and problems they bring to the
counselor.
ETHICS AND SUPERVISION

 The counseling supervisor:

 should have sufficient knowledge, skill, and judgment to
use efficacious interventions with the supervisee and the
client the supervisee is working with
 respects the human dignity and freedom of the supervisee
and client
 uses the power of the supervisor’s role responsibly for both
the supervisee and client
 act in ways that promote confidence in the profession of
supervision and public confidence in the profession of
counseling.
According to the CODE OR MANUAL OF TECHNICAL
STANDARDS FOR REGISTERED AND LICENSED GUIDANCE
COUNSELORS in the Philippines

V. SUPERVISING AND MANAGING

 28. Practitioners are responsible for clarifying responsibility for the work with
the client.
 29. Counselors, guidance specialists, guidance mentors, supervisors, and
trainers may receive supervision/consultative support independently.
 30. Supervisors and managers have a responsibility to help practitioners
acquire professional competencies, maintain and enhance further the
guidance and counseling practice for the clients’ welfare.
 31. Practitioners give due credit to clients or supervisees for their
contributions to research and scholarly projects through co-authorship,
acknowledgment or other appropriate means, in accordance with such
contributions.
According to the PHILIPPINE GUIDANCE
COUNSELING ASSOCIATION (PGCA)
CODE OF ETHICS
CHAPTER VI
COUNSELOR EDUCATION, TRAINING, AND SUPERVISION
1. General Responsibility. Counselors responsible for counselor education, training, and supervision adhere to current guidelines
and standards with respect to such activities and conduct themselves in a manner consistent in this Code and Standards of
Practice.
2. Counselor Educators and Trainers. Counselor educators and trainers possess the necessary qualifications, skills and
competencies to conduct counselor education and training programs.
3. Description of Education and Training Programs. Counselors responsible for education and training programs ensure accurate
description of the course/training, goals and objectives, content outline, requirements, methodology, and references.
4. Program Orientation. Counselors in teaching, training, and supervision programs take responsibility to orient perspective
students, trainees, and supervisees to all core elements of such programs and activities.
5. Counselor Supervision. Counselors inform the supervisees about the process of supervision, expectations, outcomes,
monitoring, and evaluation in order to provide competent counseling services.
6. Ethical Orientation. Counselors have an obligation to make their students, trainees, and supervisees aware of their ethical
responsibilities.
7. Evaluation. Counselor educators and trainers ensure a fair, accurate and honest appraisal of students, supervisees and
trainees.
8. Relational Boundaries. Counselors establish relationships with their students, trainees, and supervisees such that appropriate
relational boundaries are clarified and maintained, and dual relationships avoided.
9. Contribution to Research. Counselors give credit to students and supervisees for their contributions to research and scholarly
projects in the field of guidance and counselling.
10. Counselor Care. The counselor organization provides continuing activities for counselor care.
11. Counselor Rights. Rehabilitation services should be available for counsellors under stress.
ETHICAL ISSUES IN
COUNSELOR SUPERVISION
Unique ethical issues can be separated into three broad
categories:

 Issues dealing with client welfare and rights (ACA Code of Ethics –
F1: Counselor Supervision and Client Welfare);

 Issues dealing with supervisor and supervisee relationship (ACA

Code of Ethics – F3: Supervisory Relationship;

 Issues dealing with administrative supervision (ACA Code of Ethics –

F6 – Counseling Supervision Evaluation, Remediation and
Endorsement).
Issues dealing with client welfare and rights

Triadic Relationship
 Supervision appears to be a process that involves two people:
the supervisor and the supervisee. In actuality, there is a
minimum of three or more people involved in the supervisory
relationship: the supervisor, the supervisee, and the client(s).

 In making ethical decisions, consider the welfare of ALL in this

order: (1st) Client, (2nd) Supervisee, and (3rd) Supervisor
Issues dealing with client welfare and rights

Informed Consent for ALL

 Client needs to be aware that the counselor is under supervision
so that the client can give informed consent to their
participation.

 Supervisor & supervisee need to review RA 9258 concerning

confidentiality & privacy for client. Generally, privacy &
confidentiality are afforded under the supervisor’s credentials.
Issues dealing with supervisor and supervisee

The Supervisor understands that:

 supervision is a complex task of educational, professional, ethical,
informational, & therapeutic interactions.

 the power differential interferes with the counseling relationship.

 he/she (supervisor) can listen, empathize, & understand the supervisee’s

personal issues, but limits this activity because of the evaluative role he
or she has with the supervisee.
Issues dealing with supervisor and supervisee

The Supervisor needs:

 supervision & training in the process of supervision.

 education & training in the population served by the supervisee.

 knowledge of one’s own strengths & limitations as a supervisor.

Issues dealing with supervisor and supervisee

The Supervisor understands:

 dual relationships are inevitable and are to be managed properly.

 that a power differential exists between the supervisor and the

supervisee.
Issues dealing with administrative supervision

The Supervisor seeks to:

 insure that the supervisee is given the proper training concerning his/her
roles and responsibilities within the practice of counseling.

 provide the supervisees with training and clients that are both
commensurate with their skills and challenging to their growth.
NOTES

 Supervision can be an effective means of increasing the supervisees’

competence, reducing the stresses inherent in their demanding roles, and
helping them respond to the challenging ethical and legal issues they may
encounter.
 Supervision can be a powerful vehicle for fostering the professional
development of counselors. Providing counselors with ongoing
administrative and clinical supervision will help them be more equipped to
continuously improve the services they provide to students, parents, and
staff.
ACTIVITY – Group
Sharing/Discussion/Role Play
1. Class will be divided into two groups.
2. Each member of the group will share his/her experience in relation to any
ethical issues in counselor supervision.
3. After everyone has shared, each group will come up with a scenario based
on the group members’ common experience relative to ethical issues in
counselor supervision. The identified scenario by Group 1 shall be
roleplayed by Group 2 and the scenario made by Group 2 shall be
roleplayed by Group 1.
4. Each group is tasked to roleplay the scenario including the specific ways
and means by which they can address the ethical issue/s identified.
5. Everyone is encouraged to share his/her thoughts and insights after each
presentation.
References

 American Counseling Association. (2014). Code of ethics and standards of practice.

Alexandria, VA: Author.
 Association for Counselor Education and Supervision (2011). Best practices in clinical
supervision. Retrieved from: http://www.acesonline.net/wp-
content/uploads/2011/10/ACES-Best-Practices- inclinical-supervision-document-FINAL.pdf.
Association for Counselor Education and Supervision (2011).
 Bradley, L. & Ladany, N. (2001). Counselor supervision: Principles, process and practice.
Ann Arbor, MI: Braun-Brumfield.
 Council for Accreditation of Counseling and Related Educational Programs (CACREP)
Standards (2009). Retrieved from http://
www.cacrep.org/doc/2009%20Standards%20with%20cov er.pdf
 http://counpsychphil.blogspot.com/2007/03/code-of-ethics-for-counselors.html
 https://www.counseling.org/resources/aca-code-of-ethics.pdf
 Ladany, N. & Bradley, L. (2011). Counselor supervision. 4th Ed. New York, NY: Routledge.