Section F: Supervision, Training, And Teaching

Question 1

What do counselor supervisors, trainers, and educators aspire to do?

Answer 1

Foster meaningful and respectful professional relationships and to maintain appropriate boundaries with supervisees and students in both face-to-face and electronic formats.

Question 2

What type of foundations do counselor supervisors, trainers, and educators have?

Answer 2

Theoretical and pedagogical

Question 3

What knowledge do counselor supervisors, trainers, and educators have?

Answer 3

knowledge of supervision models

Question 4

What do counselor supervisors, trainers, and educators aim be fair, accurate, and honest in?

Answer 4

Their assessments of counselors, students, and supervisees.

Question 5

F.1.a. Client welfare

Answer 5

A primary obligation of counseling supervisors is to monitor the services provided by supervisees. counseling supervisors monitor client welfare and supervisee performance and professional development. to fulfill these obligations, supervisors meet regularly with supervisees to review the supervisees’ work and help them become prepared to serve a range of diverse clients. Supervisees have a responsibility to understand and follow the ACA Code of Ethics.

Question 6

F.1.b Counselor Credentials

Answer 6

Counseling supervisors work to ensure that supervisees communicate their qualifications to render services to their clients.

Question 7

F.1.c. Informed consent and client rights

Answer 7

Supervisors make supervisees aware of client rights, including the protection of client privacy and confidentiality in the counseling relationship. Supervisees provide clients with professional disclosure information and inform them of how the supervision process influences the limits of confidentiality. supervisees make clients aware of who will have access to records of the counseling relationship and how these records will be stored, transmitted, or otherwise reviewed.

Question 8

F.2.a Supervisor preparation

Answer 8

Prior to offering supervision services, counselors are trained in supervision methods and techniques. Counselors who offer supervision services regularly pursue continuing education activities, including both counseling and supervision topics and skills.

Question 9

F.2.b. Multicultural issues/diversity in supervision

Answer 9

Counseling supervisors are aware of and address the role of multiculturalism/diversity in the supervisory relationship.

Question 10

F.2.c. Online supervision

Answer 10

when using technology in supervision, counselor supervisors are competent in the use of those technologies. supervisors take the necessary precautions to protect the confidentiality of all information transmitted through any electronic means.

Question 11

F.3.a. Extending conventional supervisory relationships

Answer 11

counseling supervisors clearly define and maintain ethical professional, personal, and social relationships with their supervisees. supervisors consider the risks and benefits of extending current supervisory relationships in any form beyond conventional parameters. in extending these boundaries, supervisors take appropriate professional precautions to ensure that judgment is not impaired and that no harm occurs.

Question 12

F.3.b Sexual relationships

Answer 12

Sexual or romantic interactions or relationships with current supervisees are prohibited. This prohibition applies to both in-person and electronic interactions or relationships.

Question 13

F.3.c. Sexual harassment

Answer 13

Counseling supervisors do not condone or subject supervisees to sexual harassment.

Question 14

F.3.d. Friends or family members

Answer 14

Supervisors are prohibited from engaging in supervisory relationships with individuals whom they have an inability to remain objective.

Question 15

F.4.a. Informed consent for supervision

Answer 15

Supervisors are responsible for incorporating into their supervision the principles of informed consent and participation. Supervisors inform supervisees of the policies and procedures to which supervisors are to adhere and the mechanisms for due process appeal of individual supervisor actions. The issues unique to the use of distance supervision are to be included in the documentation as necessary.

Question 16

F.4.b.Emergencies and absences

Answer 16

Supervisors establish and communicate to supervisees procedures for contacting supervisors or, in their absence, alternative on-call supervisors to assist in handling crises.

Question 17

F.4.c. Standards for supervisees

Answer 17

Supervisors make their supervisees aware of professional and ethical standards and legal responsibilities.

Question 18

F.4.d. Termination of the supervisory relationship

Answer 18

Supervisors or supervisees have the right to terminate the supervisory relationship with adequate notice. Reasons for considering termination are discussed, and both parties work to resolve differences. When termination is warranted, supervisors make appropriate referrals to possible alternative supervisors.

Question 19

F.5.a. Ethical responsibilities

Answer 19

Students and supervisees have a responsibility to understand and follow the ACA Code of Ethics. Students and supervisees have the same obligation to clients as those required of professional counselors.

Question 20

F.5.b. Impairment

Answer 20

Students and supervisees monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. They notify their faculty and/or supervisors and seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until it is determined that they may safely resume their work.

Question 21

F.5.c. Professional disclosure

Answer 21

Before providing counseling services, students and supervisees disclose their status as supervisees and explain how this status affects the limits of confidentiality. Supervisors ensure that clients are aware of the services rendered and the qualifications of the students and supervisees rendering those services. Students and supervisees obtain client permission before they use any information concerning the counseling relationship in the training process.

Question 22

F.6.a. Evaluation

Answer 22

Supervisors document and provide supervisees with ongoing feedback regarding their performance and schedule periodic formal evaluative sessions throughout the supervisory relationship.

Question 23

F.6.b. Gatekeeping and remediation

Answer 23

Through initial and ongoing evaluation, supervisors are aware of supervisee limitations that might impede performance. Supervisors assist supervisees in securing remedial assistance when needed. They recommend dismissal from training programs, applied counseling settings, and state or voluntary professional credentialing processes when those supervisees are unable to demonstrate that they can provide competent professional services to a range of diverse clients. Supervisors seek consultation and document their decisions to dismiss or refer supervisees for assistance. They ensure that supervisees are aware of options available to them to address such decisions.

Question 24

F.6.c. Counseling for supervisees

Answer 24

If supervisees request counseling, the supervisor assists the supervisee in identifying appropriate services. Supervisors do not provide counseling services to supervisees. Supervisors address interpersonal competencies in terms of the impact of these issues on clients, the supervisory relationship, and professional functioning.

Question 25

F.6.d. Endorsements

Answer 25

Supervisors endorse supervisees for certification, licensure, employment, or completion of an academic or training program only when they believe that supervisees are qualified for the endorsement. Regardless of qualifications, supervisors do not endorse supervisees whom they believe to be impaired in any way that would interfere with the performance of the duties associated with the endorsement.

Question 26

F.7.a. Counselor Educators

Answer 26

Counselor educators who are responsible for developing, implementing, and supervising educational programs are skilled as teachers and practitioners. They are knowledgeable regarding the ethical, legal, and regulatory aspects of the profession; are skilled in applying that knowledge; and make students and supervisees aware of their responsibilities. Whether in traditional, hybrid, and/or online formats, counselor educators conduct counselor education and training programs in an ethical manner and serve as role models for professional behavior.

Question 27

F.7.b. Counselor educator competence

Answer 27

counselors who function as counselor educators or supervisors provide instruction within their areas of knowledge and competence and provide instruction based on current information and knowledge available in the profession. When using technology to deliver instruction, counselor educators develop competence in the use of the technology.

Question 28

F.7.c. Infusing multicultural issues/diversity

Answer 28

counselor educators infuse material related to multiculturalism/diversity into all courses and workshops for the development of professional counselors.

Question 29

F.7.d. Integration of study and practice

Answer 29

in traditional, hybrid, and/or online formats, counselor educators establish education and training programs that integrate academic study and supervised practice.

Question 30

F.7.e. Teaching ethics

Answer 30

Throughout the program, counselor educators ensure that students are aware of the ethical responsibilities and standards of the profession and the ethical responsibilities of students to the profession. Counselor educators infuse ethical considerations throughout the curriculum.

Question 31

F.7.f. Use of case examples

Answer 31

The use of client, student, or supervisee information for the purposes of case examples in a lecture or classroom setting is permissible only when (a) the client, student, or supervisee has reviewed the material and agreed to its presentation or (b) the information has been sufficiently modified to obscure identity.

Question 32

F.7.g. Student-to-student supervision and instruction

Answer 32

When students function in the role of counselor educators or supervisors, they understand that they have the same ethical obligations as counselor educators, trainers, and supervisors. Counselor educators make every effort to ensure that the rights of students are not compromised when their peers lead experiential counseling activities in traditional, hybrid, and/or online formats (e.g., counseling groups, skills classes, clinical supervision).

Question 33

F.7.h. Innovative theories and techniques

Answer 33

Counselor educators promote the use of techniques/procedures/modalities that are grounded in theory and/or have an empirical or scientific foundation. When counselor educators discuss developing or innovative techniques/procedures/modalities, they explain the potential risks, benefits, and ethical considerations of using such techniques/procedures/modalities.

Question 34

F.7.i. Field placement

Answer 34

Counselor educators develop clear policies and provide direct assistance within their training programs regarding appropriate field placement and other clinical experiences. Counselor educators provide clearly stated roles and responsibilities for the student or supervisee, the site supervisor, and the program supervisor. They confirm that site supervisors are qualified to provide supervision in the formats in which services are provided and inform site supervisors of their professional and ethical responsibilities in this role.

Question 35

F.8.a Program information and orientation

Answer 35

Counselor educators recognize that program orientation is a developmental process that begins upon students’ initial contact with the counselor education program and continues throughout the educational and clinical training of students. Counselor education faculty provide prospective and current students with information about the counselor education program’s expectations.

Question 36

What are the nine expectations of the counselor education program?

Answer 36

1. values and ethical principles of the profession.
2. type and level of skill and knowledge acquisition required for successful completion of the training
3. technology requirements
4. program training goals, objectives, and mission, and subject matter to be covered
5. bases for evaluation
6. training components that encourage self-growth and self-disclosure as part of the training process
7. the type of supervision settings and requirements of the sites for required clinical field experiences
8. student and supervisor evaluation and dismissal policies and procedures
9. up-to-date employment prospects for graduates.

Question 37

F.8.b. Student Career Advising

Answer 37

counselor educators provide career advisement for their students and make them aware of opportunities in the field.

Question 38

F.8.c. Self-growth experiences

Answer 38

Self-growth is an expected component of counselor education. counselor educators are mindful of ethical principles when they require students to engage in self-growth experiences. counselor educators and supervisors inform students that they have a right to decide what information will be shared or withheld in class.

Question 39

F.8.d. Addressing personal concerns

Answer 39

Counselor educators may require students to address any personal concerns that have the potential to affect professional competency.

Question 40

f.9.a. Evaluation of students

Answer 40

counselor educators clearly state to students, prior to and throughout the training program, the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and clinical competencies. counselor educators provide students with ongoing feedback regarding their performance throughout the training program.

Question 41

f.9.b. limitations

Answer 41

counselor educators, through ongoing evaluations, are aware of and address the inability of some students to achieve counseling competencies. counselor educators do the following:

1. assist students in securing remedial assistance when needed
2. seek professional consultation and document their decision to dismiss or refer students for assistance
3. ensure that students have recourse in a timely manner to address decisions requiring them to seek assistance or to dismiss them and provide students with due process according to institutional policies and procedures

Question 42

f.9.c. counseling for students

Answer 42

if students request counseling, or if counseling services are suggested as part of a remediation process, counselor educators assist students in identifying appropriate services.

Question 43

f.10.a. sexual or romantic relationships

Answer 43

counselor educators are prohibited from sexual or romantic interactions or relationships with students currently enrolled in a counseling or related program and over whom they have power and authority. this prohibition applies to both in-person and electronic interactions or relationships.

Question 44

f.10.b. sexual harassment

Answer 44

counselor educators do not condone or subject students to sexual harassment.

Question 45

f.10.c. relationships with former students.

Answer 45

counselor educators are aware of the power differential in the relationship between faculty and students. faculty members discuss with former students potential risks when they consider engaging in social, sexual, or other intimate relationships.

Question 46

f.10.d. nonacademic relationships

Answer 46

counselor educators avoid nonacademic relationships with students in which there is a risk of potential harm to the student or which may compromise the training experience or grades assigned. in addition, counselor educators do not accept any form of professional services, fees, commissions, reimbursement, or remuneration from a site for student or supervisor placement.

Question 47

f.10.e. Counseling services

Answer 47

counselor educators do not serve as counselors to students currently enrolled in a counseling or related program and over whom they have power and authority.

Question 48

f.10.f. extending educator-student boundaries

Answer 48

counselor educators are aware of the power differential in the relationship between faculty and students. if they believe that a nonprofessional relationship with a student may be potentially beneficial to the student, they take precautions similar to those taken by counselors when working with clients. examples of potentially beneficial interactions or relaitonhsips include, but are not limited to, attending a formal ceremony; conducting hospital visits; providing support during a stressful event; or maintaining mutual membership in a professional association, organization, or community. counselor educators discuss with students the rationale for such interactions, the potential benefits and drawbacks, and the anticipated consequences for the student. educators clarify the specific nature and limitations of the additional role they will have with the student prior to engaging in a nonprofessional relationship. Nonprofessional relationships with students should be time limited and/or context specific and initiated with student consent.

Question 49

f.11.a faculty diversity

Answer 49

counselor educators are committed to recruiting and retaining a diverse faculty.

Question 50

f.11.b. student diversity

Answer 50

counselor educators actively attempt to recruit and retain a diverse student body. counselor educators demonstrate commitment to multicultural/diversity competence by recognizing and valuing the diverse cultures and types of abilities that students bring to the training experience. counselor educators provide appriopriate accommodations that enhance and support diverse student well-being and academic performance.

Question 51

f.11.c. multicultural/diversity competence

Answer 51

counselor educators actively infuse multicultural/diversity competency in their training and supervision practices. they actively train students to gain awareness, knowledge, and skills in the competencies of multicultural practice.