Questions
11) How would you change this scenario to fit the ACA code of ethics and ACPA statement of ethical principles and standards.
ACPA Ethical Principles & Standards
Statement of
Ethical Principles
& Standards
ACPA One Dupont Circle, NW, Suite 300 Washington, DC XXXXXXXXXXtel: XXXXXXXXXXfax: XXXXXXXXXXwww.myacpa.org
PrP eamblereamble
ACPA – College Student Educators International is an
association whose members are dedicated to enhanc-
ing the worth, dignity, potential, and uniqueness of
each individual within post-secondary educational
institutions and, thus, to the service of society. ACPA
members are committed to contributing to the compre-
hensive education of students, protecting human rights,
advancing knowledge of student growth and develop-
ment, and promoting the effectiveness of institutional
programs, services, and organizational units. As a
means of supporting these commitments, members of
ACPA subscribe to the following principles and stan-
dards of ethical conduct. Acceptance of membership in
ACPA signifies that the member understands the provi-
sions of this statement.
This statement is designed to address issues particu-
larly relevant to college student affairs practice. Per-
sons charged with duties in various functional areas of
higher education are also encouraged to consult ethical
standards specific to their professional responsibilities.
Use of this SU tatementse of this Statement
The principal purpose of this statement is to assist stu-
dent affairs professionals (individuals who are admin-
istrators, staff, faculty, and adjunct faculty in the field
of student affairs) in regulating their own behavior by
sensitizing them to potential ethical problems and by
providing standards useful in daily practice. Observance
of ethical behavior also benefits fellow professionals and
students due to the effect of modeling. Self-regulation
is the most effective and prefe
ed means of assuring
ethical behavior. If, however, a professional observes
conduct by a fellow professional that seems contrary to
the provisions of this document, several courses of ac-
tion are available. Suggestions to assist with addressing
ethical concerns are included in the Appendix at the
end of this document.
Ethical FE oundationsthical Foundations
No statement of ethical standards can anticipate all
situations that have ethical implications. When stu-
dent affairs professionals are presented with dilemmas
that are not explicitly addressed herein, a number of
perspectives may be used in conjunction with the four
standards identified in this document to assist in mak-
ing decisions and determining appropriate courses of
action. These standards are: 1) Professional Responsibil-
ity and Competence; 2) Student Learning and Devel-
opment; 3) Responsibility to the Institution; and 4)
Responsibility to Society.
Ethical principles should guide the behaviors of profes-
sionals in everyday practice. Principles are assumed to
e constant and, therefore, provide consistent guide-
lines for decision-making. In addition, student affairs
professionals should strive to develop the virtues, or
habits of behavior, that are characteristic of people in
helping professions. Contextual issues must also be
taken into account. Such issues include, but are not
limited to, culture, temporality (issues bound by time),
and phenomenology (individual perspective) and com-
munity norms. Because of the complexity of ethical
conversation and dialogue, the skill of simultaneously
confronting differences in perspective and respect-
ing the rights of persons to hold different perspectives
ecomes essential. For an extended discussion of these
aspects of ethical thinking, see Appendix B.
1 ACPA - College Student Educators International
Ethical standarE dsthical standards
Four ethical standards related to primary constituencies with whom student affairs professionals work, colleagues,
students, educational institutions, and society – are specified.
1 Professional Responsibility and Competence.
Student affairs professionals are responsible for promoting and facilitating student learning about students and their
world, enhancing the quality and understanding of student life, advocating for student welfare and concerns, and
advancing the profession and its ideals. They possess the knowledge, skills, emotional stability, and maturity to dis-
charge responsibilities as administrators, advisors, consultants, counselors, programmers, researchers, and teachers.
High levels of professional competence are expected in the performance of their duties and responsibilities. Student
affairs professionals are responsible for the consequences of their actions or inaction.
As ACPA members, student affairs professionals will:
1.1 Conduct their professional activities in accordance
with sound theoretical principles and adopt a personal
value system congruent with the basic tenets of the
profession.
1.2 Contribute to the development of the profession
(e.g., recruiting students to the profession, serving
professional organizations, advocating the use of ethical
thinking through educational and professional develop-
ment activities, improving professional practices, and
conducting and reporting research).
1.3 Maintain and enhance professional effectiveness
y continually improving skills and acquiring new
knowledge.
1.4 Monitor their personal and professional function-
ing and effectiveness and seek assistance from appropri-
ate professionals as needed.
1.5 Maintain cu
ent, accurate knowledge of all regula-
tions related to privacy of student records and elec-
tronic transmission of records and update knowledge of
privacy legislation on a regular basis.
1.6 Represent their professional credentials, competen-
cies, and limitations accurately and co
ect any misrep-
esentations of these qualifications by others.
1.7 Establish fees for professional services after consid-
eration of the ability of the recipient to pay. They will
provide some services, including professional develop-
ment activities for colleagues, for little or no
emuneration.
1.8 Adhere to ethical practices in securing positions:
[a] represent education and experiences accurately; [b]
espond to offers promptly; [c] interview for positions
only when serious about accepting an offer; [d] accept
only those positions they intend to assume; [e] advise
cu
ent employer and all institutions at which applica-
tions are pending immediately when they sign a con-
tract; [f ] inform their employers before leaving a posi-
tion within a reasonable amount of time as outlined by
the institution and/or supervisor; and [g] commit to
position upon acceptance.
1.9 Provide an honest, accurate, and respectful refer-
ence. If it is not deemed possible to provide a positive
eference, contact the ‘searching employee’ to inform
them of such. It is not appropriate to provide a posi-
tive reference to move an individual beyond a depart-
ment or institution.
2 ACPA - College Student Educators International
2 Student Learning and Development.
Student development is an essential purpose of higher education. Support of this process is a major responsibility
of the student affairs profession. Development is complex and includes cognitive, physical, moral, social, emotional,
career, spiritual, personal, and intellectual dimensions. Professionals must be sensitive to and knowledgeable about
the variety of backgrounds, cultures, experiences, abilities, personal characteristics and viewpoints evident in the
student population and be able to incorporate appropriate theoretical perspectives to identify learning opportunities
and to reduce ba
iers to development. Multicultural competence is a fundamental element of ethical practice.
3 ACPA - College Student Educators International
As ACPA members, student affairs professionals will:
2.1 Treat students with respect as persons who possess
dignity, worth, and the ability to be self-directed.
2.2 Avoid dual relationships with students where one
individual serves in multiple roles that create conflict-
ing responsibilities, role confusion, and unclear ex-
pectations (e.g., counselo
employer, superviso
est
friend, or faculty/sexual partner) that may involve
incompatible roles and conflicting responsibilities.
2.3 Abstain from all forms of harassment, including
ut not limited to ve
al and written communication,
physical actions and electronic transmissions.
2.4 Abstain from sexual intimacy with clients or with
students for whom they have supervisory, evaluative, or
instructional responsibility.
2.5 Inform students of the conditions under which
they may receive assistance.
2.6 Inform students of the nature and/or limits of
confidentiality. They will share information about the
students only in accordance with institutional policies
and applicable laws, when given their permission, or
when required to prevent personal harm to themselves
or others.
2.7 Refer students to appropriate specialists before
entering or continuing a helping relationship when the
professional’s expertise or level of comfort is exceeded.
If the refe
al is declined, professional staff is not
obliged to continue the relationship nor should they do
so if there is not direct benefit to the student.
2.8 Inform students about the purpose of assessment
and research; make explicit the planned use of results
prior to assessment requesting participation in either.
2.9 Comply with the institutional guidelines on elec-
tronic transmission of information.
2.10 Provide appropriate contextual information to
students prior to and following the use of any evalua-
tion procedures to place results in proper perspective
with other factors relevant to the assessment process
(e.g., socioeconomic, gender, identity, ethnic, cultural,
and gender related).
2.11 Discuss with students issues, attitudes, and be-
haviors that have ethical implications.
2.12 Develop multicultural knowledge, skills, compe-
tence, and use appropriate elements of these capacities
in their work with students.
2.13 Faculty should inform prospective graduate stu-
dents of program expectations, predominant theoretical
orientations, and skills needed for successful program
completion, as well as positions received by recent
graduates.
2.14 Assure that required experiences involving self-
disclosure are communicated to prospective graduate
students. When the preparation program offers experi-
ences that emphasize self-disclosure or other relatively
intimate or personal involvement (e.g., group or
individual counseling or growth groups), professionals
must not have cu
ent or anticipated administrative,
supervisory, or evaluative authority over participants.
2.15 Provide graduate students with a
oad knowl-
edge base consisting of theory, research, and practice.
2.16 Educate graduate students about ethical stan-
dards, responsibilities and codes of the profession. Up-
hold these standards within all preparation programs.
2.17 Assess all relevant competencies and interpersonal
functioning of students throughout the preparation
program, communicate these assessments to students,
and take appropriate co
ective actions including dis-
missal