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Ethical Standards related to

Career Guidance Advocacy


Activities
Julian Ramos Montano, PhD, RGC
Capacity-Building Seminar-Workshop for Registered Guidance Counselors and
Career Guidance Advocates
September 12-13, 2013
Occupational Safety and Health Center
A counselor is holding a career exploration
activity for a Grade 4 class when suddenly
Raymond, a 10-year-old boy, stands up, hits
his classmate and curses at him. The
counselor interrupts her activity to stop
Raymond and makes sure that the attacked
student is fine. The counselor then talks to
Raymond and among other things she finds
out that Raymond is being physically abused
by his parents.
Activity questions
• Do you think that the counselor should
disclose the information to the Principal,
Parents and DSWD? Why and why not?
• Whose welfare is/are affected by the actions
of the counselor, and how?
• What was your immediate emotional response
to this case?
• How would you feel if you were in this
counselor’s position?
Basic Assumptions
 Ethical awareness is a continuous, active
process that involves constant questioning
and personal responsibility.
 Awareness of ethical codes is crucial, but

formal codes cannot take the place of an


active, thoughtful, creative approach to our
ethical responsibilities.
 None of us is infallible.
RA 9258:
The Guidance and Counseling Act of 2004

An act professionalizing the practice of


Guidance and Counseling and creating for this
purpose a Professional Regulatory Board of
Guidance and Counseling, . . .

Approved: March 2, 2004


Purpose

 To promote the improvement, advancement,


and protection of the guidance and
counseling profession for the development
and enrichment of individuals and group
lives.
Method

 . . . by undertaking and instituting measures


that will result in professional, ethical,
relevant, efficient, and effective guidance and
counseling services . . .
Measures
• Licensure
• PRC PRB GC
• Supervision
• Code of Ethics & Technical Standards
• Continuing Professional
Development (CPD)
Definition
Is a profession that involves the use of integrated
approach to the development of a well-
functioning individual primarily by helping
him/her to utilize his/her potentials to the
fullest and plan his/her future in accordance
with his/her abilities, interests and needs.
Functions
It includes functions such as:
Counseling, psychological testing
(personality, career interest, study
orientation, mental ability and aptitude),
research, placement, group process, teaching
and practicing of guidance and counseling
subjects, particularly subjects given in the
licensure examinations, and other human
development services.
IRR of RA: 10533
• Career Guidance - a lifelong process
involving psychological, educational,
economic, physical factors, and chance
factors that interact to influence the career of
the pupils, students and learners.
• Career Guidance Advocacy - activities that
involve provision of career information and
experiences, advising, coordinating and
making referrals.
IRR of RA: 10533
• Career Guidance Advocacy Programs - programs
that shall include but are not limited to the
following: career talks, field trips, career fair,
parents’ career orientation, seminar workshops in
steps in career decision-making.
• Career Guidance Advocate - “career and employment
guidance counselors, who are not registered and
licensed guidance counselors” as referred to in
Section 9 of RA 10533, including homeroom
advisers and teachers of all learning areas, who will
implement career guidance advocacy programs,
information and advising.
IRR of RA: 10533
• Career and Employment Guidance Advocates . . .
shall be allowed to conduct career guidance
advocacy activities to secondary level students of the
schools where they are currently employed.
Provided, that they undergo appropriate capacity
building programs developed and implemented by
the DepEd in coordination/partnership with DOLE,
TESDA, CHED, PRC, NYC, student organizations,
industry associations, guidance and counseling
associations, professional associations, and other
relevant stakeholders, among others.
References
Ethical Standards prepared by:

 Philippine Guidance and Counseling


Association (PGCA)

 American School Counselor Association


(ASCA)
Tenets of Professional Responsibility
 Each person has the right to be respected, be
treated with dignity and have access to a
comprehensive school counseling program . .
.

 Each person has the right to receive the


information and support needed to move
toward self-direction and self-development
and affirmation within one’s group identities .
Tenets of Professional Responsibility

• Each person has the right to understand the


full magnitude and meaning of his/her
educational choices . . .

• Each person has the right to privacy and


thereby the right to expect the counselor-
student relationship to comply with all laws . .
.
Ethical Responsibilities as to . . .

A. Students

B. Parents/Guardians

C. Colleagues and Professional Associates

D. Schools and Community

E. Self

F. Profession
A. Responsibilities to Students
The professional counselor:
a. Has the primary obligation to the student,
who is to be treated with respect as a unique
individual

b. Is concerned with the educational, academic,


career, personal and social needs and
encourages the maximum development of
every student
A. Responsibilities to Students
c. Respects the student’s values and beliefs
and does not impose the counselor’s
personal values

d. Is knowledgeable of laws, regulations and


policies relating to students and strives to
protect and inform students regarding their
rights
Confidentiality
 Primary obligation for confidentiality is to the
students
 Inform the student of confidentiality and its

limitations
◦ Consulting with other professionals
◦ Prevent clear and imminent danger
 Informed consent of the student
 Treatment of students’ records
Dual Relationship
 Avoids dual relationships that might impair
his/her objectivity
 Examples:
◦ Counseling one’s family members, close friends or
associates
◦ With school personnel that might infringe on the
integrity of the counselor/student relationship
Appropriate Referrals

 May necessitate informing both


parents/guardians and students of applicable
resources and making proper plans for
transitions with minimal interruption of
services
Student Peer Support Program

 The counselor is responsible for the welfare


of students participating in peer-to-peer
programs under his/her direction
B. Responsibilities to Parents/Guardians

 Respects the rights and responsibilities of


parents/guardians to their children
 Adheres to laws, local guidelines and ethical
standards of practice assisting
parents/guardians experiencing family
difficulties
B. Responsibilities to Parents/Guardians

 Informs parents/guardians of the counselor’s


role with emphasis on the confidentiality
nature
 Provides parents/guardians with accurate,
comprehensive and relevant information in an
objective and caring manner.
Responsibilities to Colleagues and
Professional Associates

 Promotes awareness and adherence to


appropriate guidelines regarding
confidentiality
Responsibilities to the
School and Community

 Is knowledgeable and supportive of the


school’s mission and connects his/her
program to the school’s mission

 Accepts employment only for positions for


which he/she is qualified
Responsibilities to the
School and Community

 Collaborates with agencies, organizations and


individuals in the community in the best
interest of students and without regard to
personal reward or remuneration
Responsibilities to Self
 Functions within the boundaries of individual
professional competence and accepts
responsibility for the consequences of his/her
actions
 Monitors personal well-being and
effectiveness and does not participate in any
activity that may lead to inadequate
professional services or harm to a student
Responsibilities to Self

 Professional and personal growth are ongoing


throughout the counselor’s career.

 Affirms the diversity of students, staff and


families
Responsibilities to Self

 Expands and develops awareness of his/her


own attitudes and beliefs affecting cultural
values and biases and strives to attain
cultural competence
 Possesses knowledge and understanding
about how oppression, racism, discrimination
and stereotyping affects him/her personally
and professionally
Responsibilities to the
Profession
 Conducts appropriate research and report
findings
 Clearly distinguishes between statements and
actions made as a private individual and
those made as a representative of the school
counseling profession
Responsibilities to the
Profession
 Does not use his/her professional position to
recruit or gain clients for his/her private
practice or to seek and receive unjustified
personal gains, unfair advantage,
inappropriate relationships or unearned good
or services
Responsibilities to the
Profession
 Actively participates in local and national
associations fostering the development and
improvement of school counseling. Sharing of
skills, ideas and expertise
 Provides support and mentoring to novice
professionals
Maintenance of Standards

 When ethical behavior is in question, the


counselor is obligated to take appropriate
action to rectify the condition

 The following procedures may serve as a


guide:
Maintenance of Standards
1. Consult confidentially with a professional
colleague
2. When feasible, counselor should directly
approach the colleague involved
3. If no resolution, the counselor shall utilize
the established channels
4. If the matter is still unresolved, matter
should be made known to the Ethics
Committees
The END

THANK YOU!
Julian Ramos Montano, PhD, RGC
(0917) 502-6992
julmont3@yahoo.com