NCMHC- Professional Practice and Ethics Flashcards

• LPCs need to work within scope of competence, meaning all counselors must have specialized academic training and receive clinical supervision during prac and intern
• CEUs as another way to learn skills
• If a counselor determines that a particular intervention would be best for the client, AND that counselor is not trained in it, then they have a responsibility to refer out

systematically investigate an experience either to understand what causes it or to develop a theory about how that experience can cause a future event

• Deductive research
• inductive research

• focuses on a specific theory and then establishes hypotheses to methodically test the theory in order to support or discredit it
• often involved setting up experiments, trials, data collection surveys

• examines info that's already available to high data trends and make inferences on projections from those patterns

• determines how to structure a study based on several factors
• Non-experimental quantitative research
• qualitative research
• experimental and quasi experimental research

• uses logical, empirical methods of collecting information and then is oftentimes analyzed using statistics

• includes forms of data collection where the researcher collects data that's already available in some form; they then analyze the data set to describe the relationship between pre-determined variables
• includes surveys, correlational designs, comparative designs

• type of non-experimental quantitative research
• generally used when research about a particular topic is limited so that more information can be gathered to better shape the research question/topic
• easy to use but can show participant bias

• type of non experimental quantitative research
• analyze the strength of a relationship between 2 variables in one group
• correlation coefficient (r) can range from -1 to +1. if r=0 there is no relationship. If r is negative, its an inverse relationship. If r is positive, its a direct relationship.
• correlation does not mean causation just indicate that the two variables either tend to occur (or not occur) together

• type of non experimental quantitative research
• examine data trends to determine a relationship in two groups or datasets that have already been established

• commonly used in social sciences
• focuses on the analysis of a group of people to understand different aspects of human bx, relationships, social interactions
• researchers does not manipulate variables when conducting qualitative research
• includes: case studies, focus groups, interviews, observations

• type of qualitative research
• often record data over a period of time to examine a specific variable of interest
• frequently look at how people relate to one another and/ or to their physical or emotional environments

• type of qualitative research
• bring together a relatively small group of individuals
• facilitator guides a discussion within the group to discern information about individual or collective viewpoints about a specific issue

• type of qualitative research
• more personal in nature than other modes of qual research
• interviewer asks individual/ group meaningful questions relating to the research topic. Can be structured or unstructured

• type of qualitative research
• researcher watches the individual/ group of interest
• observations can be done in a very structured environment or within their natural environment and the participant may or not know they are being observed

• uses a highly controlled process with the hope of determining a causal relationship between one+ input (independent) variable and one+ output (Dependent) variable
• uses random sampling and assignment methods; uses a control group for comparison
• should be replicable
• goal: declare that a particular variable is responsible for a particular outcome

• like experimental quantitative research but does not use random sampling or assignment in its studies
• consequently, often produces results that don't apply to the population at large

• illustrates how well inferences made from a sample can predict similar inferences in a larger population
• strong external validity= allows the researcher to generalize to a larger group. Looks to apply results of the study to the real world, essentially, looking at population, environment, and time

• illustrates the integrity of the results obtained from a sample set and indicates how reliably a specific study or intervention was conducted
• strong internal validity= allows researcher to confidently link a specific variable of the study to the results
• can be threatened by= several independent variables (could lead to confounding), bias, variables outside of the researcher's control (environmental, etc)
• the more controlled the study, the more internal validity

• method of collecting participants for a study
  1. stratified random sampling
  2. systematic random sampling
  3. convenience sampling
  4. ad hoc sampling
  5. purposive sampling

• researchers first examine the traits of the larger population; they then divide the population into groups (Strata) based on those traits. Researchers then randomly sample across each stratum ti create the final sample set for the study
• Pros: represents the target population, so very high validity. Sampling is so specific so smaller samples can be used
• Cons: can be tedious because they need to know the population inside out to properly create stratum
• When to use: high controlled experiment setting; demographic, social, economic characteristics are of special interest; researchers are studying relationships btwn two subsets within the larger population

• researchers pick a random integer (n) and select the every nth parson
• Pros: simple, cost effective that generally provides random sampling. ensure sampling occurs evenly throughout entire population
• Cons: researchers need to ensure that the original target population is randomized and that every individual has equal probability of being selected. Need to be familiar with the demographics of the target population to ensure that certain trends don't appear and skew results
• When to use: highly controlled experiment setting; researchers are short on time or funding, cost efficient

• non-probability sampling where researchers select participants who are easily accessible due to factors like location
• Pros: saves times, cost effective
• Cons: highly prone to bias, difficult to generalize to larger population
• When to use: conducting initial trials oof a new study, when researchers are simply looking for basic info about larger population

• non-probability sampling
• researchers must meet a set quota for certain characteristics and can recruit any participant as long as the have the desired characteristics
• Pros: allows for greater inclusion of a population that might not otherwise be represented
• Cons: results won't be indicative of the actual population in an area
• When to use: its necessary that a group within a larger group needs a set level of presentation w/in the study

• non-probability sampling
• used when researchers have precise purpose or target population in mind
• Pros: helps increase recruitment numbers in hard to access pops.
• Cons: usually unable to generalize the results to a larger population beyond the sample's specific subset
• When to Use: researchers have a precise purpose for the study or specific group of participants is required that isn't easy to select through probability sampling methods

1. nominal= category variables (gender, height)
2. ordinal=ranked variables (Likert scales, 1-10)
3. interval= equally spaced variables (temperature, minutes)
4. ratio= describes anything with a true zero (angles, dollars, etc)

• variable= one factor in a study
• independent= controlled by the researchers and influences the dependent variable
• dependent= the factor that's typically measured and recorded by the researcher

• null= declares there is no relationship between two variables
• alternative=declares a specific relationship btwn two variables, or simply states that the null is rejected

• Type I error= comes from rejecting the null when its true (aka there is no relationship btwn the variables but the researcher says there is)
• Type II error= fails to reject the null when its false (aka there is a relationship between the variables when the researcher says there isn't)
• these errors exist when studies have weak external validity

• used to determined probability that the difference of means is statistically significant
• comparing two separate sample sets
• when used= normal distributions and low standard deviations
• if t test statistic corresponds with less than 5% probability of chance, then its seen as statistically significant

• analysis of variance test
• examines the means of 2+ sample sets to see if its statistically significant
• more efficient and accurate and t tests
• can be used to analyze differences in sample sets when there are multiple dependent and independent variables
• How they work: create ratios of variance btwn and within the sample sets to determine whether the differences are statistically significant.

• analysis of covariance, a type of ANOVA
• used to control for potential confounding variables
• like controlling for age, grade level, etc

• analyzes data between independent groups BUT focuses on variables that have categorical data
• usually used when researcher has large, normally distributed unpaired sample sets

• basic analysis used when the value of an independent variable is known to predict an exact value of the dependent variable
• commonly illustrated by an XY plot.... once all the values are plotted, a relationship (or lack) can be seen between the independent and dependent variable

• performed after other running other tests where it was determined that statistically significant differences DO exist between the sample
• the researchers can pick and choose specific groups to analyze similarities adn differences
• includes Least Significant Difference test, Tukeys, confidence intervals, etc.

• used when datasets don't have pre-set parameters, are skewed in distribution, or includes outliers
• less likely to be valid in showing strong relationships, similarities, or difference btwn groups

• exists as a resource to provide clear guidelines to counselors to practice by and as a resource for counselors to consult when facing an ethical decision

1. autonomy= freedom to govern one's own choices for the future
2. nonmaleficence= causing the least amount of harm as possible
3. beneficence=promoting health and welling for the good of the person/ society
4. justice= treating each individual with fairness and equality
5. fidelity= displaying trust in professional relationships and maintaining promises
6. Veracity= making sure to provide the truth in all situations and contacts

1. the counseling relationship
2. confidentiality and privacy
3. professional responsibility
4. relationships with other professionals
5. evaluation, assessment, and interpretation
6. supervision, training, and teaching
7. research and publication
8. distance counseling, tech, social media
9. resolving ethical issues

• one area of the code of ethics
• based in trust; counselors have obligation to make sure confidentiality and privacy rights of clients are protected
• includes informed consent
• open communication necessary
• includes how to work with mandated clients (seek transparency)

• one area of the code of ethics
• trust as cornerstone of the counseling relationship; counselors must ensure privacy of clients in regards to multicultural considerations, disclosure of docs to appropriate professionals, and speaking to clients re limits of privacy
• exceptions to privacy: potential for serious harm to others, end of life decisions, info re life threatening diseases, and court ordered disclosure

• one area of the code of ethics
• only practice w/in their knowledge
• refrain from practicing what they don't know
• continuing education
• monitor own health and wellness

• one area of the code of ethics
• part of being on an interdisciplinary team
• should be respecftul of other approaches as long as they are grounded in science/ evidenced base

• one area of the code of ethics
• assessments are need to properly plan for client's tx
• clients have right to know the results the testing
• be aware of cultural factors

• important to foster appropriate relationships
• continuing education as important for a supervisor
• maintaining food professional boundaries with supervisees, etc

• one area of the code of ethics
• adhere to federal, state, agency and institutional policies when dealing with confidentiality
• keep the rights of the participants in mind
• take care not to exaggerate/ manipulate findings, even if they are unfavorable

• one area of the code of ethics
• confidentiality and privacy of distanced counseling
• be aware of laws of each states, especially if client is in a different state than counselor

• one area of the code of ethics
• counselors must act in an ethical and legal manner when dealing with clients and other professionals

occur when 3 things are present:

1. counselor must make a decision
2. there are different decisions that could be made
3. an ethical ideal with be conceded no matter what decision is made

1. determine: is there a dilemma?
2. identify: whare are the core standards and values involved?
3. rank values and ethical principles in order of importance
4. develop: make a plan
5. implement: put the plan into place
6. reflect: evaluate the decision making process

• ethical dilemma
• code of ethics clearly explains that dual relationships should be avoided as this can lead to exploitation
• does recognize there may be times when dual relationships cannot be avoided: having two jobs and maybe a client is at one of those jobs

when counselor does not intent to create a dual relationship but inadvertently does so

when a dual relationship is established that is inherently coercive or manipulative and therefore harmful to the client

• occurs when counselors have multiple types of relationships with a client (professional, business, or personal)

• intimate contact= refers to things like hugging a client at the end of a working relationship or patting a client on the hand while they're crying. Sexual relationship falls in this category, too
• personal gain= instances in which counselor engages in an activity with a client that results on a monetary benefit to the counselor
• emotional and dependency issues= refers to instances in which a counselor's own personal issues cause the counselor to have impaired judgement, possibly resulting in boundary issues
• altruistic instincts= a counselor's own good intentions and concerns for a client can result in boundary violations and confusion about the relationship between the counselor and the client

1. counselors should examine their motivations for giving extra time/ attention to the client
2. avoid encouraging clients to contact the counselor thru personal channels
3. established clear agreements with clients during the initial sessions about the role of the counselor and the dynamics of the client-counselor relationship
4. limit self disclosure
5. avoid social media within professional practice

body of mandates that is created and passed by us congress and state legislatures. this guides the practice of counselors

• mandate= set of rules and regulations set forth by governing bodies that must be followed when practicing counseling
• guidelines= suggestions on how to meet mandates

1. rapport building and trust
2. counselor ID problems that led client to counseling
3. counselor uses skills to understand client in deeper way (using client hx, theoretical orientation, etc)
4. client takes responsibility for and actively works on the identified issues during and btwn session
5. end of sessions is discussed, and prepare for closure
6. termination and post0interview stage

• counselor and client will go thru this process together 4 stage
  1. initiation/ entry phase= intro to counseling process, sets the stage for the development of the therapeutic relationship
  2. clarification phase= defines the problem and the need for therapeutic rx
  3. structure phase= counselor defines the specifics of the relationship, its intended outcomes, and responsibilities of both parties
  4. relationship phase= client and counselor have developed a relationship and will work toward mutually agreed upon goals

1. exploration of feelings and defining of problem= use rapport building, define structure of the counseling process, and work with client on goal setting
2. consolidation= process of clients integrating the info and guidance from counselor, allowing them to gain additional coping skills and ID alternate ways to problem solve
3. planning= clients can begin employing techniques learned in counseling and prepare to manage on their own
4. termination=ending of the therapeutic relationship. client feels equipped to manage problems independently

• document signed by both parties agreeing to provide or receive a service
• includes:
  • qualifications/ credentials
  • risks and benefits
  • goal expectations
  • counselors theoretical orientation
  • right to termination by either party
  • transfer of service to another provider
  • confidentiality and limits
  • expectations of fees, payment methods, and cancellation policies

when the client misdirects feelings about another person onto the counselor

• if not recognized or explained, this can damage or hinder the working relationship or client's progress