2024

NCDA

Code of
EthicsContents
NCDA Code of Ethics Preamble .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 1NCDA Code of Ethics Purpose .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 2Section A
The Professional Relationship . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3Section B
Confidentiality, Privileged Communication, and Privacy .  .  .  .  .  .  .  .  .  . 7Section C
Professional Responsibility .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
Section D
Relationships with Other Professionals . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
Section E
Evaluation, Assessment, and Interpretation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
Section F
Providing Career Services Online,Technology, and Social Media. . 17
Section G
Supervision, Training, and Teaching .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
Section H
Research and Publication .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
Section I
Resolving Ethical Issues . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
Glossary of Terms .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 29
Resources .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 30
Index .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 31

The NCDA Ethics Committee acknowledges the work of the American Counseling Association (ACA) and its Ethics Committee.
NCDA, one of the founding associations of ACA in 1952, is a current division of ACA. As with its last revision, the NCDA Ethics
Committee endeavored to follow the structure of ACA’s Code so that the two codes would be compatible with each other, whiledeveloping, adding, and enhancing profession-specific guidelines for NCDA’s membership. More information on ACA’s Ethics Codecan be found on their website (see the attached web references section).

Nondiscrimination Statement
NCDA opposes discrimination against any individual based on age, culture, disability, ethnicity, race, religion/spirituality, creed,gender, gender identity and expression, sexual orientation, marital/partnership status, language preference, socioeconomic status, or
any other characteristics not specifically relevant to job performance.

• NCDA Code of Ethics •2024 NCDA Code of Ethics Preamble
Conquaya James and David Reile, Co-Chairs
Julia Panke Makela, NCDA Board Liaison

2022-2023 and 2023-2024 NCDA Ethics
Committee Members

Professional Values & Principles

Sharon Anderson; Ron Cathey; Amanda Chenkin; Diane
Farrell; Dan Greenwood; Mary Guirovich; Conquaya James;
Gillian Johnston; Carolyn Jones; Manpreet Kaur; Jaana
Kettunen; Chris LaFever; Becca McCarthy; Michi Mizuno;
Shundrika Morris; VL Muanpuii; Marie Nicks; Keith
Okrosy; Sarah Patterson-Mills; David Reile; Amy Policastro
Schroeder; Azra Karajic Siwiec; Angela Smith; Keley SmithKeller; Tanisha Stokes; Billie Streufert; Lisa Sweet; Stacy Van
Horn; Duke Wallin; James Westhoff.
The NCDA Ethics Committee gives special thanks to the2022-2023 committee co-chairs, Azra Karajic Siwiec andSarah Patterson-Mills, for their leadership and initial work
on directing the update to the new code of ethics.

Introduction
A code of ethics helps to define professional behavior andserves to protect the public, the profession, and those whopractice within the profession. Ethical behavior involves
incorporating the principles espoused in the code of ethics
into your personal and professional life and using the code
to help determine a course of action. At the same time,
ethical behavior is about transparency. Can your behavior
withstand the scrutiny of others? Will you be embarrassed,
ashamed, or concerned if someone else knew that you did
or said something?
The NCDA Code of Ethics (Code) has been designed as a
guide and resource for career development professionals.
While it offers a set of principles that can be applied to awide range of settings and situations, it is not (nor can itbe) comprehensive. If you are concerned about whether
or not a particular practice is ethical, then you should
not engage in that behavior without getting competentadvice. More succinctly, when in doubt—don’t; at least notwithout professional consultation. Peer review isn’t always
going to give you perfect advice; but you can take comfort
in knowing that you questioned your behavior before
proceeding and allowed others to comment before taking
action. There is safety and strength in the depth and breadthof opinions you seek before engaging in activity that may be
untried or questionable.

Professional values are one way of demonstrating acommitment to ethical behavior. Career development
professionals acknowledge the following professional
values:
1.	Enhancing career development throughout the lifespan;
2.	Safeguarding the integrity of the professional working
relationship;
3.	Practicing in a competent and ethical manner;
4.	Supporting the worth, dignity, potential, and uniquenessof everyone; and5.	Honoring diversity and promoting social justice.
6.	These professional values provide a conceptual basis forthe ethical principles outlined below. These principles are
the foundation for ethical behavior and decision-making.
The fundamental principles of professional ethicalbehavior include:•	
Autonomy, or fostering the right to control the
direction of one’s life;•	Nonmaleficence, or avoiding actions that cause harm;•	
Beneficence, or working for the good of theindividual and society by promoting mental healthand well-being;•	
Objectivity, or treating individuals equitably;• 	Accountability, or honoring commitments and keeping
promises, including fulfilling one’s responsibilities oftrust in professional relationships; and• 	Veracity, or dealing truthfully with individuals withwhom career development professionals come into
contact.

• 1 •• NCDA Code of Ethics •2024 NCDA Code of Ethics Purpose
The National Career Development Association (NCDA)
Code of Ethics serves five main purposes:1.	The Code enables NCDA to clarify to current and future
members, and to those served by their members, thenature of ethical responsibilities held in common by its
members.
2.	The Code helps support the mission of NCDA.
3.	The Code establishes principles that define ethicalbehaviors and practices of association members.
4.	The Code serves as an ethical guide designed to assist
members in constructing a professional course of actionthat best serves those utilizing career services and best
promotes the values of the career profession.
5.	The Code serves as a guide for those receiving career
services so that they may understand what to expectfrom working with a career development professional
and to understand their rights and responsibilities asconsumers of these services.
The NCDA Code of Ethics contains nine main sections that
address the following areas:
Section A: The Professional Relationship
Section B:	Confidentiality, Privileged Communication,
and Privacy
Section C: Professional Responsibility
Section D: Relationships with Other Professionals
Section E: Evaluation, Assessment, and Interpretation
Section F:	Providing Career Service Online, Technology,& Social Media
Section G: Supervision, Training, and Teaching
Section H: Research and Publication
Section I: Resolving Ethical Issues
Each section of the NCDA Code of Ethics begins with an
Introduction. The Introduction helps set the tone for thatparticular section and provides a starting point that invites
reflection on the ethical guidelines contained in each partof the NCDA Code of Ethics. When career development
professionals are faced with ethical dilemmas that are
difficult to resolve, they are expected to engage in a carefully
considered ethical decision-making process. Reasonabledifferences of opinion can and do exist among careerdevelopment professionals with respect to ways in which
values, ethical principles, and ethical standards would
be applied when they conflict. While there is no specificethical decision-making model that is most effective, careerdevelopment professionals are expected to be familiar witha credible model of decision-making that can bear public
scrutiny and its application. Through a chosen ethicaldecision-making process and evaluation of the context
of the situation, career development professionals are
empowered to make decisions that help expand the capacityof people to grow and develop.
NCDA’s Ethics Committee members do not holdthemselves up as definitive experts in all ethical matters.
Further, they are not experts with regard to legal issues
and cannot give legal advice. However, members of the
National Career Development Association are encouraged
to contact the committee with questions. The committee
works collaboratively to provide guidance where it canand to provide referrals as appropriate. You may reach thecommittee at ethics@ncda.org.
NCDA has members in various career services positions(see Career Development Professionals in the Glossary),
as well as in instructional (counselor educators, counselingpsychology professors, etc.) and supervisory roles (Director,
Associate Director, Career Supervisor, Career Coach,etc.). The term “career development professional” will be
used throughout this document both as a noun and as an
adjective to refer to anyone holding NCDA membershipand who is therefore expected to abide by these ethicalguidelines. Additionally, a brief glossary is given to provide
readers with a concise description of some of the terms
used in the NCDA Code of Ethics. NCDA members who
are affiliated with other professional associations (i.e.,
psychologists, school counselors, etc.) should also consult
the ethics codes from those organizations and adhere to thehighest standard of professional practice.
NCDA acknowledges and supports its members in theirquest to achieve the highest academic and professional
credentials appropriate to their work. Many NCDA
members are trained and credentialed counselors,
psychologists, and/or educators with master’s and/or doctoral-level degrees in counseling, psychology, or
related disciplines. NCDA does not encourage or condone
replacing these professionals with individuals who havelesser education, training, and/or credentials. However,
NCDA acknowledges, respects, and welcomes individuals
regardless of their training and educational backgrounds
and recognizes the valuable contribution that all of its
members make in the field of career development. Thus,
NCDA opposes any statement, action, or activity that
implies a “second-class” status to any individuals within ourassociation.

• 2 •• NCDA Code of Ethics •Section A
The Professional
RelationshipIntroduction

Career development professionals
facilitate client growth anddevelopment in ways that foster
the interest and welfare of clientsand promote the formation ofhealthy relationships. Trust is thecornerstone of the professional
relationship and career development
professionals have the responsibility
to respect and safeguard the client’s
right to privacy and confidentiality.
Career development professionals
actively attempt to understand thediverse cultural backgrounds ofthe individuals they serve. Careerdevelopment professionals also
explore their own cultural identities
and how these affect their values andbeliefs about the working relationship.
Career development professionals
are encouraged to contribute tosociety by devoting a portion of theirprofessional activity to services forwhich there is little or no financial
return (pro bono publico).

A.1. Welfare of Those Served
by Career Development
Professionals
A.1.a. Primary Responsibility

The primary responsibility of careerdevelopment professionals is torespect the dignity and to promote thewelfare of the individuals to whomthey provide service. This primary
responsibility would include growing
in cultural competence to effectively
and respectfully serve those who seek
career services.

A.1.b. D ifferentiation Between
Types of Services
Provided“Career planning” services

are differentiated from “career
counseling” services. Career planning
services include an active provision of
information designed to help a clientwith a specific need, such as review
of a resumé; assistance in networking
strategies; identification ofoccupations based on values, interests,
skills, prior work experience, and/or
other characteristics; support in thejob-seeking process; and assessment
by means of paper-based and/or
online inventories of interest, abilities,
personality, work-related values, and/or other characteristics. In addition
to providing these informational
services, “career counseling” provides
the opportunity for a deeper level ofinvolvement with the client, based on
the establishment of a professionalcounseling relationship and thepotential for assisting clients withcareer and personal development
concerns beyond those included
in career planning. All Careerdevelopment professionals, whether
engaging in “career planning,” “careercoaching”, “career advising”, “career
counseling”, or any similar service
provide only the services that arewithin the scope of their professional
competence and qualifications.

A.1.c. Records &Documentation

Career development professionals
maintain records necessary for
rendering professional services as
required by laws, regulations, and/or
agency/institution procedures. Careerdevelopment professionals include
sufficient and timely documentationin their records to facilitate delivery
and continuity of services. Careerdevelopment professionals takereasonable steps to ensure that
documentation in records accuratelyreflects client progress and theservices provided. If amendments
are made in records, Careerdevelopment professionals take steps
to properly note the amendment• 3 •according to applicable policies.
Career development professionals
are encouraged to purge their files
according to the time frame requiredby federal, state, local, and/or
institutional statute, law, regulation,or procedure, particularly when there
is no reasonable expectation that aclient will benefit from maintaining
the records any longer than required.
Career development professionals
are expected to know and abide by
all applicable federal, state, local,
and/or institutional statutes, laws,
regulations, and procedures regarding
record keeping.

A.1.d. Career Services Plans

Career development professionals andtheir clients work jointly in devising
integrated career services plans (inwriting or orally) and are consistent
with the abilities and circumstancesof clients. Career development
professionals and clients regularly
review career plans to assess theircontinued viability and effectiveness,
respecting the freedom of choice ofclients.

A.1.e. Support Network
Involvement

Career development professionals
recognize that support networks
hold various meanings in the lives
of clients and consider enlisting
the support, understanding, andinvolvement of others (e.g., family
members, friends, and religious/
spiritual/community leaders) as
positive resources, when appropriate
and with client consent.

A.2. Informed Consent
in the Professional
Relationship

A.2.a. Informed Consent

Clients have the freedom to choose
whether to enter into or remain
in a professional relationship. To
make informed choices, clients needadequate information about the• NCDA Code of Ethics •working relationship and the careerdevelopment professional. Careerdevelopment professionals have an
obligation to review in writing andorally the rights and responsibilities
of both the career development
professional and the recipient ofservices prior to the beginning of theworking relationship as appropriate.
Further, informed consent is an
ongoing part of the professional
relationship, and career development
professionals appropriately document
discussions of informed consent
throughout the working relationship.

A.2.b. T ypes of Information
NeededCareer development professionals
clearly explain to clients the natureof all services provided. They
inform clients about topics such as,
but not limited to, the following:
the purposes, goals, techniques,
procedures, limitations, potential
risks, and benefits of services; thecareer development professional’s
qualifications, credentials, andrelevant experience; the role oftechnology, continuation of services
upon the incapacitation or death ofthe career development professional;
and other pertinent information.
Career development professionals
take steps to ensure that clients
understand the implications ofdiagnosis (if applicable) and theintended use of tests/assessments
and reports. In addition, Careerdevelopment professionals take steps
to ensure clients understand andagree (consent) to fees and billingarrangements including procedures
regarding nonpayment of fees.
Career development professionals
take steps to ensure that clients
understand the implications ofdiagnosis (if applicable) and theintended use of tests/assessments
and reports. In addition, Careerdevelopment professionals take steps
to ensure clients understand andagree (consent) to fees and billingarrangements including procedures
regarding nonpayment of fees.

A.2.c. Clients’ Right toConfidentiality andRight to Refuse Service

Clients have the right toconfidentiality and to be provided
with an explanation of its limitations(including how supervisors and/or treatment team professionals are
involved); to obtain clear information
about their records; to participate in
the ongoing career services plans; andto refuse any services or modalitychange and to be advised of theconsequences of such refusal.

A.2.d. Inability to Give
Consent

When providing career services
to minors or persons unable togive voluntary consent, careerdevelopment professionals seek theassent of clients to services, andinclude them in decision making as
appropriate. Career development
professionals recognize the need tobalance the ethical rights of clients tomake choices, their capacity to giveconsent or assent to receive services,and parental or familial legal rights
and responsibilities to protect theseclients and make decisions on theirbehalf.

A.2.e. Mandated Clients

Career development professionals
discuss the required limitations toconfidentiality when working withclients who have been mandated
for services. Career development
professionals also explain what typeof information and with whom that
information is shared prior to thebeginning of providing services. The
client may choose to refuse services.
In this case, career development
professionals will, to the best of theirability, discuss with the client thepotential consequences of refusing
services.

• 4 •A.3. Clients Served by Others

When career development
professionals learn that their client isin a professional relationship with amental health professional, anothercareer development professional orother relevant service provider, if
appropriate, they request a written
release from clients to inform theother professionals and always strive
to establish positive and collaborative
professional relationships, whennecessary and appropriate.

A.4. Avoiding Harm andImposing Values
A.4.a. Avoiding Harm

Career development professionals
act to avoid harming their clients,
students, trainees, and research
participants and to minimize or to
remedy unavoidable or unanticipatedharm.

A.4.b. Personal Values
Career development professionals
are aware of their own values,
attitudes, beliefs, and behaviors
and avoid imposing values that areinconsistent with clients’ goals. Careerdevelopment professionals respect
the values and individuality of clients,
students, trainees, and research
participants.

A.5. Roles and Relationships
with Clients
A.5.a. Current Clients

Sexual or romantic interactions or
relationships with current clients,
their romantic partners, or theirfamily members are prohibited.

A.5.b. Former Clients
Sexual or romantic interactions or
relationships with former clients, theirromantic partners, or their family
members are prohibited.

• NCDA Code of Ethics •A.5.c. Nonprofessional
Interactions orRelationships (Other
Than Sexual or
Romantic Interactions
or Relationships)
Nonprofessional relationships
with clients, former clients, theirromantic partners, or their family
members should be avoided by careerdevelopment professionals, except
when the interaction is potentiallybeneficial to the client.

A.5.d. Potentially Beneficial
Interactions
When a nonprofessional interaction
with a client or former client may
be potentially beneficial to theclient or former client, the careerdevelopment professional must
document in case records, prior
to the interaction (or as soon as
feasible), the rationale for such aninteraction, the potential benefit,
and anticipated consequences forthe client or former client and otherindividuals significantly involved
with the client or former client. Suchinteractions should be initiated withappropriate client consent. Examplesof potentially beneficial interactions
include, but are not limited to,attending a formal ceremony (e.g.,a wedding/commitment ceremonyor graduation); purchasing aservice or product provided by aclient or former client (excepting
unrestricted bartering); hospital
visits to an ill family member; andmutual membership in a professional
association, organization, orcommunity. . Where unintentionalharm occurs to the client or former
client, or to an individual significantly
involved with the client or former
client, due to the nonprofessional
interaction, the career development
professional must show evidence ofan attempt to remedy such harm.

A.5.e. Role Changes in
the Professional
Relationship

When a career development
professional changes a role from theoriginal or most recent contracted
relationship, s/he obtains informed
consent from the client and explains
the right of the client to refuse
services related to the change.
Clients must be fully informedof any anticipated consequences(e.g., financial, legal, personal, or
therapeutic) of role changes with acareer development professional.
Examples of role changes include, but
are not limited to:1.	changing from providing
individual career services totherapy, relationship or family
counseling, or vice versa;
2.	changing from a non-forensic
evaluative role to a therapeuticrole, or vice versa;
3.	changing from a careerdevelopment professional to a
researcher role (i.e., enlistingclients as research participants), or
vice versa; and/or
4.	changing from a careerdevelopment professional to a
mediator role, or vice versa.

A.5.f. Other Relationships

Career development professionals do
not provide services to individuals
with whom they have had a previous
romantic or sexual relationship.

A.6. R oles and Relationships
at Individual, Group,
Institutional, andSocietal Levels
A.6.a. Advocacy

When appropriate, careerdevelopment professionals advocate
at individual, group, institutional,
and societal levels to examine
potential barriers and obstacles that• 5 •inhibit access and/or the growth anddevelopment of clients.

A.6.b. Confidentiality and
Advocacy

Career development professionals
explain issues of confidentiality andobtain consent prior to engaging
in advocacy efforts on behalf of aclient to improve the provision ofservices and to work toward removalof systemic barriers or obstacles that
inhibit client access, growth, anddevelopment.

A.7. Multiple Clients

When a career development
professional agrees to provide career
services to two or more persons
who have a relationship, the careerdevelopment professional clarifies atthe outset which person or persons
are clients and the nature of therelationships the career development
professional will have with eachinvolved person. If it becomesapparent that the career development
professional may be called upon to
perform potentially conflicting roles,
the career development professional
will clarify, adjust, or withdraw
appropriately from one or more roles.

A.8. Group Work
A.8.a. Screening

Career development professionals
screen prospective group participants.
To the extent possible, careerdevelopment professionals selectmembers whose needs and goals arecompatible with goals of the group,
who will not impede the groupprocess, and whose well-being will
not be jeopardized by the groupexperience.

A.8.b. Protecting Clients

In a group setting, careerdevelopment professionals takereasonable precautions to protect
clients from physical, emotional, or
psychological trauma.

• NCDA Code of Ethics •A.9. F ees and Business
Practices

A.9.a. Self-Referrals &Unacceptable Business Practices
Career development professionals
working in an organization (e.g.,school, agency, institution) thatprovides counseling services do notrefer clients to their private practiceunless the policies of a particularorganization make explicit provisions
for self-referrals. In such instances,clients must be informed of otheroptions open to them should theyseek private career services. Careerdevelopment professionals also do notparticipate in fee splitting, nor do theygive or receive commissions, rebates,or any other form of remuneration
when referring clients for professional
services.

A.9.b. Establishing Fees
In establishing fees for professional
career services, career development
professionals consider the financial
status of clients and the locality inwhich they practice. In the eventthat the established fee structure
is inappropriate for a client, careerdevelopment professionals assist
clients in attempting to findcomparable services of acceptable
cost.

A.9.c. Nonpayment of Fees
If career development professionals
intend to use collection agencies
or take legal measures to collectfees from clients who do not pay
for services as agreed upon, they
include such information in theirinformed consent documents and/or
inform clients in a timely fashion of
intended actions and offer clients theopportunity to make payment.

A.9.d. Bartering
Career development professionals
may barter only if the relationship is
not exploitative or harmful and does
not place the career development

professional in an unfair advantage,if the client requests it, and if sucharrangements are an accepted
practice among professionals in thecommunity. Career development
professionals consider the cultural
implications of bartering and discuss
relevant concerns with clients anddocument such agreements in a clear
written contract. Career development
professionals must also be awareof local, state, and/or federal laws,
including the tax implications ofsuch an arrangement. Further, careerdevelopment professionals must
make the recipients of their services
aware of all applicable federal, state,
local, and/or institutional statutes,
laws, regulations, and procedures
and should direct them to seek
qualified counsel (i.e., attorney and/or
accountant) in determining if such anarrangement is in their best interest.

A.9.e. Receiving Gifts
Career development professionals
understand the challenges of
accepting gifts from clients andrecognize that in some cultures,
small gifts are a token of respect anda way of showing gratitude. When
determining whether or not to accept
a gift from clients, career development
professionals take into account thenature of their relationship, themonetary value of the gift, a client’s
motivation for giving the gift, andthe career development professional’s
motivation for wanting to accept or
decline the gift.

A.10. T
 ermination andReferralA.10.a. Abandonment
Prohibited

Career development professionals
do not abandon or neglect clients towhom they provide career services.
Career development professionals
assist in making appropriatearrangements for the continuation• 6 •of treatment, when necessary, during
interruptions such as vacations,
illness, and following termination.

A.10.b. Inability to Assist
Clients

Career development professionals
understand their scope of practiceand do not enter into the relationshipor continue to offer services to clients
whose needs are beyond the scope of
their practice. Career development
professionals are knowledgeable
about culturally and clinicallyappropriate referral resources andsuggest these alternatives. If clientsdecline the suggested referrals, careerdevelopment professionals may
discontinue the relationship.

A.10.c. Appropriate
Termination
Career development professionals
terminate a professional relationshipwhen it becomes reasonably
apparent that the client no longer
needs assistance, is not likely tobenefit from, or is being harmed bycontinued service provision. Careerdevelopment professionals may
terminate the working relationshipwhen in jeopardy of harm by theclient, or another person withwhom the client has a relationship,
or when clients do not pay agreed
upon fees. Career development
professionals provide pre-termination
career services and recommend
other providers when feasible andnecessary.

A.10.d. Appropriate Transfer
of Services
When career development
professionals transfer or referclients to other practitioners, they
ensure that appropriate clinicaland administrative processes arecompleted, and open communication
is maintained with both clients andpractitioners. Written releases are
obtained from the client for record
transfers.

• NCDA Code of Ethics •Section B
Confidentiality,
Privileged
Communication,
and Privacy
Introduction

Career development professionals
recognize that trust is a cornerstone ofthe professional relationship. Careerdevelopment professionals work toearn the trust of clients by creating an
ongoing partnership, establishing andupholding appropriate boundaries,
and maintaining confidentiality.
Career development professionals
communicate the parametersof confidentiality in a culturallycompetent manner.

B.1. Respecting Client
RightsB.1.a. Multicultural/Diversity
Considerations
Career development professionals
maintain awareness and sensitivity
regarding cultural meanings ofconfidentiality and privacy. Careerdevelopment professionals respectdiffering views toward disclosure of
information. Career development
professionals hold ongoing
discussions with clients as to how,when, and with whom information is
to be shared.
B.1.b. Respect for Privacy
Career development professionals
respect their clients’ rights to privacy.
Career development professionals
solicit private information fromclients only when it is beneficial to theworking relationship.
B.1.c. Respect for Confidentiality
Career development professionals
protect the confidential informationof prospective and current clients.
Career development professionals do
not share confidential information

without client consent or withoutsound legal or ethical justification.
B.1.d. Explanation of Limitations
At initiation and throughout
the professional relationship,career development professionals
inform clients of the limitations ofconfidentiality and seek to identify
foreseeable situations in which
confidentiality must be breached.

B.2. Exceptions
B.2.a. Danger and Legal
Requirements
The general requirement that careerdevelopment professionals keep
information confidential does not
apply when disclosure is required toprotect clients or identified othersfrom serious and foreseeable harmor when legal requirements demandthat confidential information must
be revealed. Examples of when careerdevelopment professionals may
divulge confidential information
may include, but not be limited
to, mandated reporting in casesof suspected or actual child or
elder abuse, when a client has acommunicable and life threatening
disease or condition and may infectan identifiable third party, or when
notifying a collection agency torecover unpaid fees from a client.
Career development professionals
consult with other professionals,
including attorneys, when in doubt as
to the validity of an exception.
B.2.b. Contagious, LifeThreatening Diseases
When clients disclose that they have a
disease commonly known to be bothcommunicable and life threatening,career development professionals may
be justified in disclosing information
to identifiable third parties, if they
are known to be at demonstrable andhigh risk of contracting the disease.
Prior to making a disclosure, careerdevelopment professionals assess
the intent of clients to inform the• 7 •third parties about their disease or to
engage in any behaviors that may be
harmful to an identifiable third party.
Career development professionals
adhere to relevant state laws
concerning disclosure about diseasestatus.
B.2.c. Court-Ordered Disclosure
When ordered by a court torelease confidential or privileged
information, career development
professionals endeavor to informthe client and to obtain writtenconsent from the client or take steps
to prohibit the disclosure, or have it
limited as narrowly as possible, tominimize potential harm to the client.
B.2.d. Minimal Disclosure
To the extent possible, clientsare informed before confidential
information is disclosed and are
involved in the disclosure decisionmaking process. When circumstances
require the disclosure of confidential
information, only essential
information is revealed.

B.3. Information Shared
With Others
B.3.a. Subordinates
Career development professionals
make every effort to ensure thatprivacy and confidentiality of clientsare maintained by subordinates,
including employees, supervisees,
students, clerical assistants, andvolunteers.
B.3.b. Treatment Teams
When client treatment involves acontinued review or participation
by a treatment team, the client will
be informed of the team’s existence
and composition, information being
shared, and the purposes of sharing
such information.
B.3.c. Confidential Settings
When providing services to clients,
career development professionals
strive to work only in settings (in• NCDA Code of Ethics •person or online) where they canreasonably ensure client privacy.
When such a setting is not possible,
career development professionals
discuss the limitations of the setting
and seek the client’s consent toproceed. If the client does not wish toproceed with service in that setting,the career development professional
offers (where possible and available)
alternative options and/or a referral
to another career development
professional.
When conferring with anotherprofessional, career development
professionals discuss confidential
information only in settings in which
they can reasonably ensure client
privacy.
B.3.d. Third-Party Payers
Career development professionals
disclose information to third-party
payers only when clients haveauthorized such disclosure and inaccordance with federal, state, local,
and/or institutional statute, law,regulation, or procedure.
B.3.e. Transmitting Confidential
Information
Career development professionals
take precautions to ensure theconfidentiality of informationtransmitted through the use of any
medium.
B.3.f. Deceased Clients
Career development professionals
protect the confidentiality ofdeceased clients, consistent withlegal requirements and agency or
institutional policies.

B.4. Groups and Families
B.4.a. Group WorkWhen working with groups,
career development professionals
clearly explain the importance andparameters of confidentiality for the
specific group.

B.4.b. Providing Career Services
to Multiple Family Members
When providing career services
to multiple family members (e.g.,
spouses/partners, parent andchild, etc.), career development
professionals clearly define who isconsidered “the client” and discuss
expectations and limitations ofconfidentiality. Career development
professionals seek agreementand document in writing suchagreement among all involved parties
having capacity to give consent
concerning each individual’s rightto confidentiality and any obligation
to preserve the confidentiality of
information known.

B.5. C lients Lacking
Capacity to Give
Informed Consent
B.5.a. Responsibility to Clients
When providing career services
to minor clients or adult clients
who lack the capacity to give
voluntary, informed consent, careerdevelopment professionals protect
the confidentiality of information
received in the professional
relationship as specified by federal
and state laws, written policies, andapplicable ethical standards.
B.5.b. Responsibility to Parents
and Legal Guardians
Career development professionals
inform parents and legal guardians
about the role of career development
professionals and the confidential
nature of the professional
relationship. Career development
professionals are sensitive to theneeds and the expectations of families
and respect the inherent rights andresponsibilities of parents/guardiansover the welfare of their children/
charges according to law. Careerdevelopment professionals work toestablish, as appropriate, collaborative
relationships with parents/guardians• 8 •to best serve the needs and welfare of
their clients.
B.5.c. Release of Confidential
Information
When providing career services tominor clients or adult clients who lackthe capacity to give voluntary consent
to release confidential information,
career development professionals
seek permission from an appropriate
third party to disclose information. In
such instances, career development
professionals inform clients consistent
with their level of understanding andtake culturally appropriate measures
to safeguard client confidentiality.

B.6. Records andDocumentation
B.6.a. Creating & Maintaining
Confidential Records &Documentation
Career development professionals
create and maintain records anddocumentation necessary for
rendering professional services.
Career development professionals
ensure that records anddocumentation kept in any medium
are secure and that only authorized
persons have access to records.
B.6.b. Permission to Record
Career development professionals
obtain permission from clientsprior to recording sessions throughelectronic or other means.
B.6.c. Permission to Observe
Career development professionals
obtain permission from clients prior
to allowing observation of sessions,review of session transcripts, orviewing recordings of sessions withsupervisors, subordinates, faculty,
peers, or others within a training
environment.
B.6.d. Client Access
Career development professionals
provide reasonable access to records
and copies of records when requested• NCDA Code of Ethics •by competent clients. Careerdevelopment professionals limit theaccess of clients to their records, or
portions of their records, only when
there is compelling evidence that suchaccess would cause harm to the clientand in accordance with federal, state,
local, and/or institutional statute,law, regulation, or procedure. Careerdevelopment professionals document
the request of clients and the rationale
for withholding some or all of therecord in the files of clients. In
situations involving multiple clients,
career development professionals
provide individual clients with only
those parts of records that are related
directly to them and do not include
confidential information related toany other client.
B.6.e. Assistance with Records
When clients request access totheir records, career development
professionals provide assistance andconsultation in interpreting suchrecords.
B.6.f. Disclosure or Transfer
Unless exceptions to confidentiality
exist, career development
professionals obtain written
permission from clients to discloseor transfer records to legitimate third
parties. Steps are taken to ensure thatreceivers of career services records are
sensitive to their confidential nature.
B.6.g. Storage and Disposal After
Termination
Career development professionals
store records following terminationof services to ensure reasonable
future access, maintain records inaccordance with all applicable federal,state, local, and/or institutional
statutes, laws, regulations, andprocedures governing records, anddispose of client records and othersensitive materials in a mannerthat protects client confidentiality.
Career development professionals
are encouraged to purge their files

according to time frames acceptable
to federal, state, local, and/or
institutional statute, law, regulation,or procedure, particularly when
there is no reasonable expectationthat a client will benefit frommaintaining the records any longer.
Career development professionals
are expected to know and abide by
all applicable federal, state, local,
and/or institutional statutes, laws,
regulations, and procedures regarding
record keeping and disposal.
B.6.h. Reasonable Precautions
Career development professionals
take reasonable precautions to protect
client confidentiality in the event of
the career development professional’s
termination of practice, incapacity, or
death and appoint a records custodian
when deemed appropriate.

B.7. Research and Training
B.7.a. Institutional Approval
When institutional approval isrequired, career development
professionals provide accurate
information about their research
proposals and obtain approval prior
to conducting their research. They
conduct research in accordance withthe approved research protocol.
B.7.b. Adherence to Guidelines
Career development professionals are
responsible for understanding andadhering to state, federal, agency, and/or institutional policies or applicableguidelines regarding confidentiality intheir research practices.
B.7.c. C onfidentiality ofInformation Obtained in
Research
Violations of participant privacy
and confidentiality are risks ofparticipation in research involving
human participants, however,investigators maintain all researchrecords in a secure manner.
They explain to participants therisks of violations of privacy• 9 •and confidentiality and disclose
to participants any limits ofconfidentiality that can reasonably
be expected. Regardless of thedegree to which confidentiality will
be maintained, investigators must
disclose to participants any limits ofconfidentiality that can reasonably be
expected.
B.7.d. Disclosure of ResearchInformation
Career development professionals
do not disclose confidential
information that reasonably could
lead to the identification of a research
participant unless they have obtained
prior consent of the person. Useof data derived from professional
relationships for purposes of training,
research, or publication is confined
to content that is disguised to ensure
the anonymity of the individuals
involved.
B.7.e. Agreement for
Identification
Identification of clients, students,
or supervisees in a presentation or
publication is permissible only when
they have reviewed the material
and agreed to its presentation or
publication.

B.8. Consultation
B.8.a. Agreements
When acting as consultants, careerdevelopment professionals seek
agreements among all parties involved
concerning each individual’s rights toconfidentiality, the obligation of eachindividual to preserve confidential
information, and the limits ofconfidentiality of information sharedby others.
B.8.b. Respect for Privacy
Information obtained in a consulting
relationship is discussed for
professional purposes only withpersons directly involved with thecase. Written and oral reports present
only data germane to the purposes of• NCDA Code of Ethics •B.8.c. Disclosure of Confidential
Information
When consulting with colleagues,
career development professionals do
not disclose confidential informationthat reasonably could lead to theidentification of a client or otherperson or organization with whomthey have a confidential relationshipunless they have obtained the priorconsent of the person or organization,or the disclosure cannot be avoided.
They disclose information only tothe extent necessary to achieve thepurposes of the consultation.

Career development professionals
have a responsibility to the public
to engage in ethical practice. Careerdevelopment professionals havea responsibility to the public toengage in professional practices
that are based on rigorous researchmethodologies. Career development
professionals are encouraged tocontribute to society by devoting a
portion of their professional activity
to services for which there is little orno financial return (pro bono publico).
In addition, career development
professionals engage in self-care
activities to maintain and promote
their emotional, physical, mental, andspiritual well-being to best meet theirprofessional responsibilities.

Section C

C.1. K nowledge of andCompliance withStandards

the consultation, and every effort ismade to protect client identity and to
avoid undue invasion of privacy.

Professional
Responsibility
Introduction

Career development professionals
provide open, honest, andaccurate communication during
interactions with the public andother professionals. They practice ina nondiscriminatory manner within
the boundaries of professional andpersonal competence and have a
responsibility to abide by the NCDA
Code of Ethics. Career development
professionals actively participate inlocal, state, and national associations
that foster the development andimprovement of the provision ofcareer services. Career development
professionals are encouraged topromote change at the individual,group, institutional, and societal
levels in ways that improve thequality of life for individuals andgroups and remove potential
barriers to the provision or access ofappropriate services being offered.

Career development professionals
have a responsibility to read,understand, and follow the NCDA
Code of Ethics and adhere to allapplicable federal, state, local,
and/or institutional statutes, laws,
regulations, and procedures.

C.2. Professional
Competence
C.2.a. Boundaries of Competence
Career development professionals
practice only within the boundariesof their competence, based on theireducation, training, supervised
experience, state and national
professional credentials, andappropriate professional experience.
C.2.b. N ew Specialty Areas ofPractice
Career development professionals
practice in specialty areas new tothem only after obtaining appropriate
education, training, and supervised
experience. While developing
skills in new specialty areas, careerdevelopment professionals take steps• 10 •

to ensure the competence of theirwork and to protect others frompossible harm.
C.2.c. Qualified for Employment
Career development professionals
accept employment only for positions
for which they are qualified byeducation, training, supervised
experience, state and national
professional credentials, andappropriate professional experience.
Career development professionals
hire for professional positions only
individuals who are qualified andcompetent for those positions.
C.2.d. Monitor Effectiveness
Career development professionals
continually monitor theireffectiveness as professionals and takesteps to improve when necessary.
Career development professionals
take reasonable steps to seek peersupervision, as needed, to evaluate
their efficacy as career development
professionals.
C.2.e. Consultation on EthicalObligations
Career development professionals
take reasonable steps to consult
with other career development
professionals, the NCDA Ethics
Committee, and/or related
practitioners when they havequestions regarding their ethicalobligations or professional activities.
C.2.f. Professional Development
Career development professionals
recognize the need for professional
development to acquire and maintaina reasonable level of awareness ofcurrent scientific and professional
information in their fields ofactivity. They take steps to maintaincompetence in the skills they use, areopen to new procedures, and keep
current with the populations withwhom they work.

• NCDA Code of Ethics •C.2.g. Impairment
Career development professionals
are alert to the signs of impairment
from their own physical, mental, or
emotional problems and refrain fromoffering or providing professional
services when such impairment islikely to harm a client or others.
They seek assistance for problems
that reach the level of professional
impairment, and, if necessary,
they limit, suspend, or terminate
their professional responsibilities
until such time as it is determinedthat they may safely resume
their work. Career development
professionals assist colleagues orsupervisors in recognizing theirown professional impairment.
They provide consultation andassistance, when warranted, withcolleagues or supervisors showing
signs of impairment and intervene
as appropriate to prevent imminent
harm to clients.
C.2.h. Incapacitation, Death, or
Termination of PracticeCareer development professionals
prepare and plan for transfer ofclients and files and disseminate toan identified colleague or “records
custodian” a plan for the transfer
of clients and files in case of theirincapacitation, death, or terminationof practice.

C.3. Advertising and
Soliciting Clients
C.3.a. Accurate Advertising
When advertising or otherwise
representing their services tothe public, career development
professionals identify their credentials
in an accurate manner that is not
false, misleading, deceptive, or
fraudulent.
C.3.b. Testimonials
Career development professionals
who use testimonials do not solicit
them from individuals who may bevulnerable (e.g., underage, mentallyor emotionally impaired, extremely
dependent on the career development
professional, etc.) to undue influence.
Career development professionals
discuss with clients the implications(e.g., the client’s name and/or picture
would appear online or in print
and the client may be contacted bythose seeking service by the careerdevelopment professional) of andobtain permission for the use of any
testimonial.
C.3.c. Statements by Others
Career development professionals
make reasonable efforts to ensurethat statements made by others about
them or the services they provide are
accurate.
C.3.d. Recruiting ThroughEmployment
Career development professionals do
not use their places of employment
or institutional affiliations to recruitor gain clients, supervisees, or
consultees for their private practices,
unless they have permission. If
permitted to solicit for their private
practices, career development
professionals must make potential
clients, supervisees, or consultees
aware of the free or low-cost services
already provided by them or others
through their place of employment or
institutional affiliation.
C.3.e. P roducts and Training
Advertisements
Career development professionals
who develop products related to theirprofession or conduct workshops
or training events ensure that theadvertisements concerning theseproducts or events are accurate anddisclose adequate information for
consumers to make informed choices.
C.3.f. Promoting to Those Served
Career development professionals
do not use individual consultation,teaching, training, or supervisory
relationships to promote their• 11 •

products or training events in amanner that is deceptive or would
exert undue influence on individuals
who may be vulnerable (e.g.,underage, mentally or emotionally
impaired, extremely dependent on
the career development professional,etc.). However, educators may adopt
textbooks and/or other materials
they have authored or developed for
instructional purposes.

C.4. Professional
Qualifications
C.4.a. Accurate Representation
Career development professionals
claim or imply only professional
qualifications actually completed andcorrect any known misrepresentationsof their qualifications by others.
Career development professionals
truthfully represent the qualificationsof their professional colleagues.
Career development professionals
clearly distinguish between paid
and volunteer work experience andaccurately describe their continuing
education and specialized training.
C.4.b. Credentials
Career development professionals
claim only licenses or certifications
that are current and in good standing.
C.4.c. Educational Degrees
Career development professionals
clearly differentiate between earned
and honorary degrees.
C.4.d. Implying Doctoral-Level
Competence
Career development professionals
clearly state their highest earned
degree in counseling or a closely
related field. Career development
professionals do not imply doctorallevel competence when possessing
only a master’s degree in counselingor a related field. Career development
professionals do not use the title“Dr.” nor refer to themselves as “Dr.”in a counseling or career services

• NCDA Code of Ethics •context when their doctorate is not incounseling or a related field. Careerdevelopment professionals do not use“ABD” (all but dissertation) or othersuch terms to imply competency.
C.4.e. Program Accreditation
Status
Career development professionals
accurately represent the accreditation
status of their degree program at thetime the degree was earned.
C.4.f. Professional Membership
Career development professionals
clearly differentiate between current,
active memberships and former
memberships in associations. Careerdevelopment professionals only
claim a membership designation in
NCDA for which their education andexperience entitles them.

C.5. Nondiscrimination
Career development professionals
do not condone or engage indiscrimination against any individual
based on any characteristic
not specifically relevant to job
performance or on any basis
prohibited by law, any othercharacteristics not specifically
relevant to job performance, or
any basis prohibited by law. Careerdevelopment professionals do notdiscriminate against clients, students,
employees, supervisees, or research
participants in a manner that has anegative impact on these persons.

C.6.Public Responsibility
C.6.a. Sexual Harassment
Career development professionals
do not engage in or condone sexual
harassment. Sexual harassment isdefined as sexual solicitation, physicaladvances, or verbal or nonverbal
conduct that is sexual in nature,that occurs in connection withprofessional activities or roles, andthat is either

1.	 unwelcome, offensive, or createsa hostile workplace or learning
environment, and careerdevelopment professionals know or
are told this; or
2.	 sufficiently severe or intense tobe perceived as harassment to areasonable person in the context
in which the behavior occurred.
Sexual harassment can consist ofa single intense or severe act or
multiple persistent or pervasiveacts.
C.6.b. Reports to Third Parties
Career development professionals
are accurate, honest, and objective inreporting their professional activities
and judgments to appropriate third
parties, including courts, healthinsurance companies, those who are
the recipients of evaluation reports,
and others.
C.6.c. Media Presentations
When career development
professionals provide advice orcomment by means of public lectures,
demonstrations, radio or television
programs, recordings, technologybased applications, printed articles,
mailed material, or other media, theytake reasonable precautions to ensurethat
1.	 the statements are based on
appropriate professional literatureand practice,2.	 the statements are otherwise
consistent with the NCDA Code of
Ethics,3.	 the recipients of the information
are informed that a professional
relationship has not been
established, and4.	 all media used is up-to-date andaccessible (to the extent the careerdevelopment professional has
control of the media).

• 12 •

C.6.d. Exploitation of Others
Career development professionals do
not exploit others in their professional
relationships.
C.6.e. Scientific Bases for
Treatment Modalities
Career development professionals
use interventions that are groundedin theory and/or practice, aregenerally considered to be establishedprofessional practice in the fields
of counseling, coaching, and careerdevelopment, and/or have an
empirical or scientific foundation.
Career development professionals
who do not must define thetechniques/procedures as“unproven” or “developing” andexplain the potential risks andethical considerations of using suchtechniques/ procedures and takesteps to protect clients from possible
harm. This does not preclude careerdevelopment professionals from usingcard sorts, checklists, or online tools
which are not empirically based aslong as they accurately describe thetool to their clients/students.
C.6.f. Contributing to the Public
Good (Pro Bono Publico)
Career development professionals
make a reasonable effort to provide
services to the public for which
there is little or no financial return(e.g., speaking to groups, sharing
professional information, offering
reduced fees).

C.7. Responsibility to Other
Professionals
C.7.a. Personal Public Statements
When making personal statements ina public context, career development
professionals clarify that they
are speaking from their personal
perspectives and that they are notspeaking on behalf of all careerdevelopment professionals or the
profession.

• NCDA Code of Ethics •C.8. Policies and Guidelines
C.8.a. Creating & Maintaining
Policy Statements & Guidelines
As part of informed consent,
policy statements and guidelines
assist in anticipating questions
and concerns and serve as part ofan ongoing dialogue with clients.
Career development professionals
are encouraged to create policy
statements and guidelines for use in
their practice. Career development
professionals ensure that clients are
fully informed, understand, and agree
to the parameters and limitationsof receiving career services. Policy
statements and guidelines may
include, but are not limited to, allareas of informed consent, such asincorporating the use of social media
and electronic/video communicationin professional practice, privacy
and confidentiality (e.g., limits ofconfidentiality, documentation, andrecords maintenance), boundaries
and multiple relationships, collectionof fees, termination of services, etc.
Career development professionals
are expected to review their policy
statements and guidelines annuallyand to update them as needed.

Section D

Relationships withother Professionals
Introduction
Career development professionals
recognize that the quality of theirinteractions with colleagues caninfluence the quality of services
provided to clients. They work
to become knowledgeable aboutcolleagues within and outside theprofession. Career development
professionals develop positive
working relationships and systems

of communication with colleagues
to enhance services to clients.
Career development professionals
may provide coaching and/or consultation to individuals,
groups, or organizations. If careerdevelopment professionals perform
such services, they must provide only
the services that are within the scopeof their professional competence andqualifications.

D.1. R elationships with
Colleagues, Employers,
and Employees
D.1.a. Different Approaches
Career development professionals
are respectful of approaches to career
services that differ from their own.
Career development professionals arerespectful of traditions and practicesof other professional groups withwhich they work.
D.1.b. Forming Relationships
Career development professionals
work to develop and strengtheninterdisciplinary relations withcolleagues from other disciplines tobest serve clients.
D.1.c. Interdisciplinary
Teamwork
Career development professionals
who are members of interdisciplinary
teams delivering multifaceted services
to clients ensure that the focus is
kept on how to best serve the clients.
They participate in and contributeto decisions that affect the wellbeing of clients by drawing on theperspectives, values, and experiencesof the profession and those ofcolleagues from other disciplines.
D.1.d. Confidentiality
When career development
professionals are required by law,
institutional policy, or extraordinary
circumstances to serve in more than
one role in judicial or administrative
proceedings, they clarify role

• 13 •

expectations and the parameters ofconfidentiality with their colleagues.
D.1.e. Establishing Professional
and Ethical Obligations
Career development professionals
who are members of interdisciplinary
teams clarify professional and ethicalobligations of the team as a whole andof its individual members. When ateam decision raises ethical concerns,
career development professionals
first attempt to resolve the concern
within the team. If they cannot reachresolution among team members,
career development professionals
pursue other avenues to address theirconcerns consistent with client wellbeing.
D.1.f. Personnel Selection and
Assignment
Career development professionals
select competent staff and assign
responsibilities compatible with theirknowledge, skills, and experiences.
D.1.g. Employer Policies
The acceptance of employment inan agency or institution implies thatcareer development professionals
are in agreement with its generalpolicies and principles. Careerdevelopment professionals strive toreach agreement with employers as
to acceptable standards of conductthat allow for changes in institutional
policy conducive to the growth anddevelopment of clients.
D.1.h. Negative Conditions
Career development professionals
alert their employers of inappropriate
policies and practices. They attempt
to effect changes in such policies orprocedures through constructive
action within the organization.
When such policies are potentiallydisruptive or damaging to clientsor may limit the effectiveness ofservices provided and change cannot
be achieved, career development
professionals take appropriate
further action. Such action may• NCDA Code of Ethics •include referral to appropriate
certification, accreditation, or state
licensure organizations, or voluntarytermination of employment.
D.1.i. Protection from Punitive
ActionCareer development professionals
take care not to harass or dismiss
an employee who has acted in a
responsible and ethical manner
to expose inappropriate employer
policies or practices.

D.2. Consultation
D.2.a. Consultant Competency
Career development professionals
take reasonable steps to ensure thatthey have the appropriate resources
and competencies when providing
coaching and/or consultation services.
Career development professionals
provide appropriate referral resources
when requested or needed.
D.2.b. Understanding Consultees
When providing coaching or
consultation, career development
professionals attempt to develop with
their consultees a clear understandingof problem definition, goals forchange, and predicted consequencesof interventions selected.
D.2.c. Consultant Goals
The coaching/consulting relationshipis one in which consultee adaptability
and growth toward self-direction
are consistently encouraged andcultivated.
D.2.d. Informed Consent inConsultation
When providing consultation, careerdevelopment professionals have an
obligation to review, in writing andorally, the rights and responsibilities
of career development professionals
and consultees. Career development
professionals use clear andunderstandable language to inform allparties involved about the purpose of
the services to be provided, relevantcosts, potential risks and benefits, andthe limits of confidentiality. Working
in conjunction with the consultee,
career development professionals
attempt to develop a clear definitionof the problem, goals for change,and predicted consequences ofinterventions that are culturally
responsive and appropriate to theneeds of consultees.

E.1.b. Client Welfare
Career development professionals
do not misuse assessment results
and interpretations, and they takereasonable steps to prevent othersfrom misusing the informationthese tools provide. They respect theclient’s right to know the results, theinterpretations made, and the bases
for career development professionals’
conclusions and recommendations.

Section E

E.2. Competence to Use andInterpret Assessment
Instruments

Evaluation,
Assessment andInterpretation
Introduction

Career development professionals
use assessment instruments as one
component of the career services
process, taking into account theclient’s personal and cultural context.
Career development professionals
promote the well-being of individual
clients or groups of clients bydeveloping and using appropriate
career, educational, and psychologicalassessment instruments.

E.1. General
E.1.a. Assessment
The primary purpose of educational,
psychological, and career assessments
is to provide measurements thatare valid and reliable in either
comparative or absolute terms.
These include, but are not limited to,measurements of ability, personality,interest, intelligence, achievement,
skills, values, and performance.
Career development professionals
recognize the need to interpret thestatements in this section as applying
to both quantitative and qualitative
assessments.

• 14 •

E.2.a. Limits of Competence
Career development professionals
utilize only those testing andassessment services for which they
have been trained and are competentin administering and interpreting.
Career development professionals
using technology-assisted test
interpretations are trained in theconstruct being measured and thespecific instrument being usedprior to using its technology-based
application. Career development
professionals take reasonablemeasures to ensure the proper use ofpsychological and career assessment
techniques by persons under theirsupervision.
E.2.b. Appropriate Use
Career development professionals
are responsible for the appropriate
application, scoring, interpretation,and use of assessment instruments
relevant to the needs of the client,
whether they score and interpret
such assessments themselves or use
technology or other services.
E.2.c. Decisions Based on Results
Career development professionals
responsible for decisions involving
individuals or policies that are basedon assessment results have a thoroughunderstanding of psychometrics
involving educational, psychological,
and career measurement, including• NCDA Code of Ethics •validation criteria, assessment
research, and guidelines forassessment development and use.

E.3. Informed Consent inAssessment
E.3.a. Explanation to Clients
Prior to assessment, careerdevelopment professionals explain thenature and purposes of assessment
and the specific use of results bypotential recipients. The explanation
will be given in the language of theclient (or other legally authorized
person on behalf of the client), unless
an explicit exception has been agreed
upon in advance. Career development
professionals consider the client’s
personal or cultural context, the levelof the client’s understanding of theresults, and the impact of the resultson the client.
E.3.b. Recipients of Results
Career development professionals
consider the examinee’s welfare,
explicit understandings, and prioragreements in determining who
receives the assessment results.
Career development professionals
include accurate and appropriate
interpretations with any releaseof individual or group assessment
results.
E.4. Release of Data to Qualified
Professionals
Career development professionals
release assessment data in which
the client is identified only with theconsent of the client or the client’s
legal representative. Such data arereleased only to persons recognizedby career development professionals
as qualified to interpret the data.

E.5. Diagnosis &Recommendations
E.5.a. Proper Diagnosis &Recommendations
Career development professionals

take special care to provide proper
diagnosis and recommendations anddo so only when making a diagnosis
is appropriate and when properly
trained. Assessment techniques(including personal interviews) used
to determine client care (e.g., locus oftreatment, type of treatment/services,or recommended follow-up) are
carefully selected and appropriately
used.
E.5.b. Cultural Sensitivity
Career development professionals
recognize that culture affects themanner in which clients’ issues aredefined. Clients’ socioeconomic andcultural experiences are consideredwhen making a diagnosis.
E.5.c. H istorical and Social
Prejudices in Diagnosis
Career development professionals
recognize historical and social
prejudices in the misdiagnosis andpathologizing of certain individuals
and groups and the role careerdevelopment professionals can playin avoiding the perpetuation of theseprejudices through proper diagnosis,
recommendations, and provision ofservices.
E.5.d. Refraining From Diagnosis
Career development professionals
may refrain from making and/or reporting a diagnosis orrecommendation if they believe
it would cause harm to the clientor others. Career development
professionals carefully consider boththe positive and negative implicationsof a diagnosis/ recommendation.

E.6. Instrument Selection
E.6.a. Appropriateness ofInstruments
Career development professionals
carefully consider the validity,
reliability, psychometric limitations,and appropriateness of instruments
when selecting assessments and,
when possible, use multiple forms of• 15 •

assessment, data, and/or instruments
in forming conclusions, diagnoses, orrecommendations.
E.6.b. Referral Information
If a client is referred to a third
party for assessment, the careerdevelopment professional provides
specific referral questions andsufficient objective data about theclient to ensure that appropriate
assessment instruments are utilized.

E.7. Conditions ofAssessment
Administration
E.7.a. Administration Conditions
Career development professionals
administer assessments under thesame conditions that were establishedin their standardization. Whenassessments are not administeredunder standard conditions, as may
be necessary to accommodate clientswith disabilities, or when unusual
behavior or irregularities occur
during the administration, thoseconditions are noted in interpretation,and the results may be designated as
invalid or of questionable validity.
E.7.b. Technological
Administration
Career development professionals
ensure that administration programs
function properly and provide clientswith accurate results.
E.7.c. Unsupervised Assessments
Unless the assessment instrument isdesigned, intended, and validated for
self-administration and/or scoring,career development professionals do
not permit inadequately superviseduse of any assessment.
E.7.d. Provision of Favorable
Conditions
Career development professionals
provide an appropriate environment
for the administration of assessments(e.g., privacy, comfort, freedom from
distraction).

• NCDA Code of Ethics •E.8. Multicultural Issues/
Diversity in Assessment
Career development professionals use,with caution, assessment techniquesthat were normed on populations
other than that of the client. Careerdevelopment professionals recognize
the possible effects of age, culture,disability, ethnic group, gender,
race, language preference, religion,
spirituality, sexual orientation,and socioeconomic status on test
administration and interpretation,and place test results in proper
perspective with other relevant
factors. Career development
professionals use caution whenselecting assessments for culturally
diverse populations to avoid the useof instruments that lack appropriate
psychometric properties for the client
population.

E.9. Scoring andInterpretation ofAssessments

professionals qualify any conclusions,diagnoses, or recommendations
made that are based on assessments
or instruments with questionablevalidity or reliability.
E.9.c. Assessment Services
Career development professionals
who provide assessment scoring andinterpretation services to support
the assessment process confirm
the validity of such interpretations.
They understand and accurately
describe the purpose, norms,
validity, reliability, and applicationsof the procedures and any special
qualifications applicable to theiruse. The public offering of an
automated test interpretation
service is considered a professionalto-professional consultation. The
formal responsibility of the careerdevelopment professional is to theindividual/organization requesting
the assessment, but the ultimate andoverriding responsibility is to theclient.

E.9.a. Reporting
When career development
professionals report assessment
results, they consider the client’s
personal and cultural background,the level of the client’s understandingof the results, and the impactof the results on the client. In
reporting assessment results,
career development professionals
indicate reservations that exist
regarding validity or reliability due tocircumstances of the assessment or
the inappropriateness of the norms
for the person tested.

E.10. Assessment Security

E.9.b. Research Instruments
Career development professionals
exercise caution when interpreting
the results of research instruments
not having sufficient technical data
to support respondent results. The
specific purposes for the use of such
instruments are stated explicitly tothe examinee. Career development

Career development professionals
do not use data or results fromassessments that are obsolete oroutdated for the current purpose.
Career development professionals
make every effort to prevent themisuse of obsolete measures andassessment data by others.

Career development professionals
maintain the integrity and security oftests and other assessment techniques
consistent with legal and contractual
obligations. Career development
professionals do not appropriate,
reproduce, or modify publishedassessments or parts thereof without
acknowledgment and permission
from the publisher.

E.11. O bsolete Assessments
and Outdated Results• 16 •

E.12. Assessment
Construction
Career development professionals
use established scientificprocedures, relevant standards, andcurrent professional knowledge
for assessment design in thedevelopment, publication, andutilization of educational andpsychological assessment techniques.

E.13. Forensic Evaluation:
Evaluation for Legal
Proceedings
E.13.a. Primary Obligations
When providing forensic evaluations,the primary obligation of careerdevelopment professionals is to
produce objective findings that can besubstantiated based on informationand techniques appropriate to theevaluation, which may include
examination of the individual
and/or review of records. Careerdevelopment professionals form
professional opinions based on theirprofessional knowledge and expertisethat can be supported by the data
gathered in evaluations. Careerdevelopment professionals define thelimits of their reports or testimony,
especially when an examination of theindividual has not been conducted.
E.13.b. Consent for Evaluation
Individuals being evaluated are
informed in writing that therelationship is for the purposes ofan evaluation, not to provide career
services. Entities or individuals whowill receive the evaluation report
are identified. Written consent tobe evaluated is obtained from thosebeing evaluated unless a court orders
evaluations to be conducted without
the written consent of individuals
being evaluated. When children orvulnerable adults are being evaluated,
informed written consent is obtained
from a parent or guardian.

• NCDA Code of Ethics •E.13.c. Client Evaluation
Prohibited
Career development professionals
do not evaluate current or former
clients, clients’ romantic partners, orclients’ family members for forensic
purposes. Career development
professionals do not counsel
individuals they are evaluating.
E.13.d. Avoid Potentially Harmful
Relationships
Career development professionals
who provide forensic evaluations
avoid potentially harmful professionalor personal relationships with family
members, romantic partners, andclose friends of individuals they areevaluating or have evaluated in thepast.

Section F
Providing Career
Services Online,
Technology, andSocial Media
Introduction
Career development professionals
actively attempt to understand the
evolving nature of the profession withregard to providing career services
online and the use of technology
and/or social media and how such
resources may be used to better serve
their clients. Career development
professionals strive to become
knowledgeable about these resources,
recognizing that periodic training isneeded to develop necessary technicaland professional competencies.
Career development professionals
understand the additional concerns
related to the use of providing career
services online, along with the useof current and emerging technology(including Artificial Intelligence;AI) and/or social media tools andmake every attempt to protect
confidentiality and data security, toensure transparency and equitable
treatment of clients, and to meet any
legal and ethical requirements for theuse of such resources.

F.1. K nowledge and Legal
Considerations
F.1.a. K
 nowledge andCompetency
Career development professionals
who engage in providing career
services online, and the use oftechnology and/or social media
develop knowledge and skills
regarding related technical,
ethical, and legal considerations.
Career development professionals
understand and follow the terms ofservice of any technology or social
media platform employed. With newand emerging technology, such as AI,
career development professionals gain
the training and experience needed toeffectively use such tools.
F.1.b. Laws and Statutes
Career development professionals
who engage in providing career
services online, and the use oftechnology and/or social media
within their practice understandthat they may be subject to laws
and regulations of both the careerdevelopment professional’s practicing
location and the client’s place ofwork/residence. Career development
professionals ensure that use oftechnology services with clients is inaccordance with all applicable federal,state, local, and/or institutional
statutes, laws, regulations, andprocedures, particularly when theservices are offered via technology
across state lines and/or internationalboundaries.
F.1.c. Outside Assistance
When necessary and appropriate,
career development professionals
seek business, legal, and technical• 17 •

assistance when using technologybased applications, particularly when
the use of such applications crosses
state lines and/or internationalboundaries.

F.2. Informed Consent andSecurity
F.2.a. Informed Consent andDisclosure
Clients have the freedom to choose
whether to access career services
online or to engage in the use oftechnology and/or social media
within the career development
process. In addition to the usual andcustomary protocol of informed
consent between career development
professional and client for face-to-faceservices, the following issues, uniqueto the use of career services online,
and the use of technology and/or
social media, should be addressed in
the informed consent process:•	professional credentials, physicallocation of practice, and contact
information;•	risks and benefits of engaging in
the use of career services online,
and the use of technology and/or
social media;•	possibility of technology failure
and alternate methods of service
delivery;•	anticipated response time;•	emergency procedures to follow
when the career development
professional is not available;•	time zone differences, local
customs, and cultural and/or
language differences that may affectdelivery of services;•	where applicable, pertinent legal
rights and limitations governing
the practice of a profession
over state lines or internationalboundaries; and•	social media policy.

• NCDA Code of Ethics •F.2.b. C onfidentiality and
Limitations

F.4. Providing Career
Services Online

Career development professionals
inform clients about the inherent
limits of confidentiality when using
technology and acknowledge thelimitations of maintaining theconfidentiality of electronic records
and transmissions. Where feasible,
career development professionals
inform clients of anyone who may
have access to such records ortransmissions. Career development
professionals urge clients to be awareof those to whom they give accessto information disclosed using thismedium during the professional
relationship.

F.4.a. Benefits and Limitations
Career development professionals
inform clients of the benefits andlimitations of using technology-based
applications in the provision of career
services. Such technologies include,
but are not limited to, computer
hardware and/or software, telephones
and applications, social media andInternet-based applications and otheraudio and/or video communication,
or data storage devices or media.

F.2.c. Security
Career development professionals
take reasonable precautions to ensure
the confidentiality of informationtransmitted through any electronicmeans, including using current
encryption standards within theirwebsites and/or technology-based
communications where appropriate
to meet applicable legal requirements.
Where new or emerging technology(such as AI) pose security and/or
privacy concerns, career development
professionals seek guidance andtraining, and take all reasonableprecautions to ensure confidentiality
and to protect client information.
F.3. Client Verification
Career development professionals
who engage in providing career
services online, and the use oftechnology and/or social media
to interact with clients take steps
to verify the client’s identity at the
beginning and throughout theworking relationship. Verification can
include, but is not limited to, usingcode words, numbers, graphics, orother nondescript identifiers.

F.4.b. P rofessional Boundaries inProviding Career Services
OnlineCareer development professionals
understand the necessity ofmaintaining a professional
relationship with their clients.
Career development professionals
discuss and establish professionalboundaries with clients regarding theappropriate use and/or applicationof technology and the limitations of
its use (e.g., lack of confidentiality,
times when not appropriate to use).
When technology-assisted career
services are deemed inappropriate by
the career development professionalor client, career development
professionals provide appropriate
alternatives, including face-to-faceservice. If the career development
professional is not able to provide
face-to-face services (e.g., lives inanother state), the career development
professional assists the client in
identifying appropriate services.
F.4.c. Technology-Assisted
Services
When providing technologyassisted services, career development
professionals make reasonable efforts
to determine that clients are fully
capable of using the application andthat the application is appropriate
for the needs of the client. Careerdevelopment professionals verify• 18 •

that clients understand the purposeand operation of technology-based
applications and follow up withclients to address any issues that may
arise.
F.4.d. Access
Career development professionals
provide information to clients
regarding reasonable access topertinent applications when providing
technology-assisted services. This
access may include being aware offree and/or low-cost public accesspoints to technology resources andthe Internet within the community,
so that a lack of financial resources
does not create a significant barrier
to clients accessing career services
or information, assessment, or
instructional resources. If careerdevelopment professionals are unable
to provide access to technology
resources, they provide an alternative
method of service delivery.
F.4.e. Communication Differencesin Electronic Media
Career development professionals
consider the differences between faceto-face and electronic communication(nonverbal and verbal cues) andhow these may affect the careerdevelopment process. Careerdevelopment professionals educateclients on how to prevent and address
potential misunderstandings arisingfrom the lack of visual cues and voice
intonations when communicating
electronically.
F.4.g. Use of Assessments via
Electronic Media
When using assessments carriedout via electronic media, careerdevelopment professionals are
responsible for knowing and abiding
by other standard ethical practices
related to client assessment, such as
those outlined in Section E of thisCode of Ethics. In addition, whereapplicable, career development
professionals should:• NCDA Code of Ethics ••	determine if the assessments havebeen tested for online delivery andensure that their psychometricproperties are the same as inprint form; or the client must be
informed that the assessments have
not yet been tested for this mode ofdelivery;•	determine if the assessments havebeen validated for self-help useor that appropriate intervention
is provided before and after
completion of the assessment
resource if the resource has notbeen validated for self-help use;•	make every effort to protect theconfidentiality of client results; and•	refer clients to qualified careerdevelopment professionals in his
or her geographic area if there isevidence that the client does notunderstand the assessment results.

F.5. Records
Career development professionals
create and maintain electronic
documents and records in accordancewith relevant laws and statutes andall other relevant aspects of thisCode of Ethics. Career development
professionals inform clients on how
records are maintained electronically.
This includes, but is not limited to,the type of encryption and security
assigned to the records, and if/for how
long archival storage of transaction
records is maintained.

F.6. Web Maintenanceand Technology
Development
F.6.a. Maintaining Websites andTechnology Resources
Career development professionals
who maintain websites or othertechnology resources are expected to
do the following:•	Regularly ensure that electronic
links are working and are
professionally appropriate.

•	Provide electronic links torelevant licensure and professional
certification boards to protect
consumer rights and facilitate
addressing ethical concerns.
•	Assist clients, where feasible,
in determining the validity andreliability of information found on
websites and in other technology
applications.
•	If a website includes links to otherwebsites, the career development
professional who creates thislinkage is responsible for ensuringthat the services to which the site
is linked meet all applicable ethicalstandards. If this is not possible,
career development professionals
should post a disclaimer explainingthat the linked site may not meet
all applicable ethical standards and(if known) which standards are not
met by the site.
F.6.b. Accessibility
Considerations
Career development professionals
who maintain websites and othertechnology resources provide
accessibility or inform persons withdisabilities of assistive devices thatwill make the content accessible,
when feasible. They provide access totranslation capabilities for clients who
have a different primary language,
when feasible. Career development
professionals acknowledge theimperfect nature of such translations
and accessibilities.
F.6.c. Qualifications of theDeveloper or Provider
Websites and other services designed
to assist clients with career planningand job searching should be
developed with content input fromcareer development professionals.
The service should clearly state thequalifications and credentials of thedevelopers.

• 19 •

F.6.d. Managing Job Posting
and Searching Websites or
Databases
All job postings must represent
a valid opening for which thosesearching have an opportunity toapply. It is encouraged that job
postings be removed from thedatabase once application acceptancedeadlines have passed or shortly
after announcements have been
made that positions have been filled.
Names, addresses, résumés, and otherinformation that may be gained about
individuals should not be used forany purposes other than provisionof further information about job
openings.

F.7. Social Media
F.7.a. Creating and Maintaining
a Virtual Professional
Presence
When creating a virtual professionalpresence, career development
professionals carefully reflect on
the goals and objectives for using
available social media tools. Careerdevelopment professionals who
maintain a professional virtualpresence commit the necessary timeand effort to ensure a continual
presence, avoiding extended gaps
in involvement or communication
with clients that could have negative
effects.
F.7.b. Separating Professional
Presence from Personal
Presence
When career development
professionals maintain a professional
and personal presence on social
media, separate professional andpersonal web pages and profiles are
created to clearly distinguish between
the two kinds of virtual presence.
F.7.c. Identifying Professional
Roles and Expertise
When using social media, careerdevelopment professionals clearly• NCDA Code of Ethics •identify their names, training andexpertise, and affiliation to anorganization or employer. Careerdevelopment professionals only
post information and addressquestions that are within the scopeof their professional competence andqualifications.
F.7.d. Maintaining
Confidentiality in VirtualSpaces
Career development professionals
act judiciously to protect the privacy,
confidentiality, and reputation ofclients, colleagues, organizations, andothers. Applicable federal guidelines(such as HIPAA and FERPA) provide
guidance on protecting confidential
and proprietary information. Careerdevelopment professionals must
avoid posting identifiable images(without obtaining permission of
those identified) or any personallyidentifiable information that could
be used to locate someone offline(e.g., phone numbers or addresses).
In no situation should protected or
highly sensitive information be shared
via social media platforms (e.g.,
Social Security number, financial
information, credit card or payment
information, counseling or healthrecords, information subject to nondisclosure agreements, etc.).
F.7.e. Respect Privacy of Clients’
Virtual Presence
Career development professionals
respect the privacy of their clients’presence on social media, and avoid
searching clients’ virtual presence
unless given consent to view suchinformation.
F.7.f. S
 ocial Media as Part ofInformed Consent
As a part of the informed consent
procedure, career development
professionals clearly explain to theirclients the benefits, limitations, andboundaries of the use of social media.

F.7.g. Social Media Policies &Fair and Equitable
Treatment
Career development professionals
develop social media strategies andguidelines that provide fair andequitable treatment to all clients.
For clients who may lack access or
have limited technical knowledge,
fair and equitable treatment may
mean providing alternative service
delivery methods. Additionally,
fair, and equitable treatment means
creating an approach to usingsocial media that is consistently
applied and clearly communicatedto all clients. For example, someorganizations may choose a policyof not linking to any current clients,
while another organization allows
career development professionals tolink to current clients only when theclient makes a request and agrees
to a social media informed consent.
Still another organization may find it
more favorable to “link” all clients toan organization page rather than tolink clients to a career development
professional’s individual social
media account. Career development
professionals work within theirorganizations to develop and clearlycommunicate an approach so that thesocial media practice is transparent,
consistent, and easily understood byclients.
F.7.h. Permanence ofInformation, Accuracy, andAudience
Career development professionals
recognize that information posted
on social media sites are largely
permanent and easily shared beyond
the privacy settings of any particularsite. Postings should be respectful
and appropriate for broad audiences.
Postings should also be regularly
checked to ensure accuracy of
information shared.

• 20 •

F.7.i. Respect Copyright andOriginal Sources
Career development professionals
post information, photos, videos, etc.
only in compliance with copyright,
trademark, and fair use laws. Whenothers’ content is posted, sources
are clearly identified, with links tooriginal materials if applicable.
F.7.j. Educating Clients about
the Role of Social Media in
the Career Development
Process
Career development professionals
educate their clients about the role ofsocial media platforms in the careerdevelopment and job search process.
This includes encouraging bothknowledge of the potential impactthat social media use may have on
the professional relationship between
the client and career development
professional, and promoting an
understanding of the benefits andrisks of using social media within the
career exploration, job search, andcareer management process.

F.8. New & Emerging
Technology
F.8.a. Competence in Using New& Emerging Technology
Career development professionals
are expected to utilize only those
tools and technology for which they
have been trained and in which
they are competent. Should careerdevelopment professionals desire toutilize new and emerging technology(including AI) to assist clients, they
explore the cost/benefit with the clientand proceed only when expressly
directed by the client. Should
alternative approaches be available,
these are presented to the client.
F.8.b. Informed Consent when
Using New & Emerging
Technology
Career development professionals
are transparent, inform clients,• NCDA Code of Ethics •and obtain consent wheneverthey use new and emerging
technology when providing services.
Career development professionals do
not enter any client information into
an Artificial Intelligence (AI) platform
without express consent.
F.8.c. Limitations of New &Emerging Technology
Career development professionals
are aware of and inform clients ofany limitations of using new andemerging technology.
F.8.d. Emergence of AI in Career
Development
Artificial Intelligence (AI) is a newand emerging field. Its full impact
on career development services may
not be known for many years tocome. As such, career development
professionals are expected to study,
receive training, and to seek guidance
when considering the use of AI
when working with clients. Careerdevelopment professionals also use
caution when using or recommending
AI and related tools when working
with students, clients (individuals,
groups, or organizational), research
participants, supervisees, andcolleagues (including employers andemployees).

Section G

Supervision, Training,
and Teaching
Introduction
Career development professionals
foster meaningful and respectfulprofessional relationships andmaintain appropriate boundaries
with supervisees and students.
Career development professionals
have theoretical and pedagogicalfoundations for their work and aim
to be fair, accurate, and honest in

their assessments of other careerdevelopment professionals, students,and supervisees.

G.1. Client Welfare
G.1.a. Client Welfare
A primary obligation of supervisorsand educators is to monitor theservices provided by other careerdevelopment professionals or students
for whom they have responsibility.
Supervisors and educators also
monitor client welfare and supervisee/student performance and professional
development. To fulfill theseobligations, supervisors and educators
meet regularly with supervisees/
students. Supervisees and students
have a responsibility to understandand follow the NCDA Code of Ethics.
G.1.b. Credentials
Supervisors and educators work toensure that supervisees/students
communicate their qualifications torender services to their clients.
G.1.c. Informed Consent andClient Rights
Supervisors and educators makesupervisees/students aware of client
rights including the protection ofclient privacy and confidentiality
in the professional relationship.
Supervisees/students provide
clients with professional disclosure
information and inform them of how
the supervision process influences thelimits of confidentiality. Supervisees/
students make clients aware of who
will have access to records of theprofessional relationship and how
these records will be utilized.

G.2. Supervisor Competence
G.2.a. Supervisor Preparation
Prior to offering supervision services,
career development professionals
are trained in supervision methods
and techniques. Career development
professionals who offer supervision• 21 •

services regularly pursue continuing
education activities including bothcareer services and supervision topics
and skills.
G.2.b. Cultural Competence inSupervision
Supervisors are aware of and address
the role of cultural competence in the
supervisory relationship.
G.2.c. Online Supervision
When using technology insupervision, supervisors arecompetent in the use of thosetechnologies. Supervisors take thenecessary precautions to protect theconfidentiality of all informationtransmitted through any electronicmeans.

G.3. Multiple Relationships
G.3.a. Relationship Boundaries
Supervisors and educators clearly
define and maintain ethicalprofessional, personal, and social
relationships with their supervisees/
students, and they avoid or keep
to a minimum nonprofessional
relationships with current
supervisees/students. If supervisorsand educators must assume otherprofessional roles (e.g., clinical andadministrative supervisor, instructor,etc.) with supervisees/students, theywork to minimize potential conflicts
and explain to supervisees/students
the expectations and responsibilities
associated with each role. They do not
engage in any form of nonprofessional
interaction in which there is a riskof potential harm to the supervisee/student or that may compromise thesupervisory/training relationship,
experience or grades assigned.
G.3.b. Sexual Relationships
Any form of sexual or romanticinteractions or relationships withcurrent students or supervisees is
prohibited.

• NCDA Code of Ethics •G.3.c. Harassment
Supervisors and educators do notcondone or subject students or
supervisees to harassment, sexual orotherwise.
G.3.d. Close Relatives and Friends
Supervisors and educators avoid
accepting close relatives, romantic
partners, or friends as students/
supervisees and are prohibited fromengaging in supervisory or training
relationships with individuals withwhom they have an inability toremain objective.
G.3.e. Potentially Beneficial
Relationships
Supervisors and educators areaware of the power differential
in their relationships withsupervisees/ students. If they believe
nonprofessional relationships with asupervisee/student may be potentiallybeneficial to the supervisee/student, they take precautions
similar to those taken by careerdevelopment professionals whenworking with clients. Examples ofpotentially beneficial interactions
or relationships include attending
a formal ceremony; hospital visits;
providing support during a stressful
event; or mutual membership in a
professional association, organization,or community. Supervisors andeducators engage in open discussions
with supervisees/students when
they consider entering into
relationships with them outside of
their supervisory or training roles.
Before engaging in nonprofessional
relationships, supervisors andeducators discuss with supervisees/
students and document the rationale
for such interactions, potential
benefits or drawbacks, and anticipatedconsequences for the supervisee.
Supervisors and educators clarify the
specific nature and limitations of theadditional role(s) they will have withthe supervisee/student.

G.3.f. R elationships with Former
Supervisees/Students
Supervisors and educators are awareof the power differential in therelationship between supervisees/
students and thus do not engage inromantic and sexual relationships
with former supervisees/ students.

G.4. Supervisor
Responsibilities
G.4.a. Informed Consent forSupervision
Supervisors are responsible forincorporating into their supervision
the principles of informed consent
and participation. Supervisors
inform supervisees of the policies
and procedures to which they areto adhere and the mechanisms fordue process appeal of individual
supervisory actions.
G.4.b. Emergencies and Absences
Supervisors establish andcommunicate to supervisees
procedures for contacting them or,in their absence, alternative on-callsupervisors to assist in handlingcrises.
G.4.c. Standards for Supervisees
Supervisors make their supervisees
aware of professional and ethicalstandards and legal responsibilities.
G.4.d. Termination of theSupervisory RelationshipSupervisors or supervisees have theright to terminate the supervisory
relationship with adequate notice.
Reasons for withdrawal are provided
to the other party. When cultural,
professional, or other issues are
crucial to the viability of thesupervisory relationship, both parties
make efforts to resolve differences.
When termination is warranted,
supervisors make appropriate
referrals to possible alternative
supervisors.

• 22 •

G.5. Student Responsibilities& Evaluation,
Remediation, andEndorsement
G.5.a. Ethical Responsibilities
Students/supervisees have a
responsibility to understand andfollow the NCDA Code of Ethics.
Students/supervisees have thesame obligation to clients as thoserequired of other career development
professionals.
G.5.b. Impairment
Students/supervisees monitor
themselves for signs of impairment
from their own physical, mental, or
emotional problems and refrain fromoffering or providing professional
services when such impairment islikely to harm a client or others. They
notify their faculty and/or supervisorsand seek assistance for problems
that reach the level of professional
impairment, and, if necessary, they
limit, suspend, or terminate theirprofessional responsibilities until it
is determined that they may safely
resume their work.
G.5.c. Professional Disclosure
Before providing services, students/
supervisees disclose their status andexplain how this status affects thelimits of confidentiality. Supervisorsand educators ensure that clients areaware of the services rendered andthe qualifications of the students/
supervisees rendering those services.
Students/ supervisees obtainclient permission before they use
any information concerning thecounseling relationship in the training
process.
G.5.d. Evaluation
Supervisors and educators clearlystate to students/supervisees, prior
to and throughout the training
program, the levels of competency
expected, appraisal methods, andtiming of evaluations for all areas• NCDA Code of Ethics •of competency. Supervisors andeducators document and provide
students/supervisees with ongoing
performance appraisal and evaluation
feedback throughout the training
program.
G.5.e. Limitations & Remediation
Through ongoing evaluation andappraisal, supervisors and educators
are aware of the limitations ofstudents/supervisees that might
impede performance. Supervisors andeducators assist students/ supervisees
in securing remedial assistance whenneeded. If students/supervisees
request counseling or if counselingservices are required as part of a
remediation process, educatorsand supervisors provide acceptablereferrals. Supervisors and educators
recommend dismissal from training
programs, applied practice settings,
or state or voluntary professional
credentialing processes when thosestudents/ supervisees are unable
to provide competent professional
services. Supervisors and educators
seek consultation and document
their decisions to dismiss or referstudents/supervisees for assistance.
They ensure that students/supervisees
are aware of options available tothem to address such decisions andensure that students/supervisees
have recourse in a timely manner toaddress decisions to require them toseek assistance or to dismiss themand provide them with due processaccording to institutional policies andprocedures.
G.5.f. M ultiple Roles/
Relationships with Students& Supervisees
If students/supervisees request
counseling, career services, or any
other professional service which asupervisor or educator may ordinarily
offer, the supervisor or educator will
provide the student/ supervisee withacceptable referrals. Supervisors andeducators do not typically engage

in multiple roles/relationships withstudents/supervisees. If supervisorsor educators must provide a service
to a student or supervisee in
addition to providing supervision,
they work to minimize potential
conflicts and explain to students/
supervisees the expectations andresponsibilities associated with eachrole. In addition, the supervisor or
educator must address participationin multiple roles/relationships withthe students/supervisees in terms of
the impact of these issues on clients,
the supervisory relationship, andprofessional functioning.
G.5.g. Endorsement
Supervisors and educators endorse
students/supervisees for certification,
licensure, employment, or completionof an academic or training program
only when they believe the students/
supervisees are qualified for theendorsement. In addition, supervisorsand educators do not withhold
endorsement of qualified students/
supervisees for certification, licensure,employment, or completion of an
academic or training program for any
reason unrelated to their fitness as a
student or professional. Regardlessof qualifications, supervisors andeducators do not endorse students/
supervisees whom they believe tobe impaired in any way that wouldinterfere with the performanceof the duties associated with theendorsement.

G.6. R esponsibilities of
Educators
G.6.a. Educators
Educators who are responsible fordeveloping, implementing, andsupervising educational programs
are expected to be skilled as teachersand practitioners. They are expected
to be knowledgeable regarding the
ethical, legal, and regulatory aspectsof the profession, are expected to be• 23 •

skilled in applying that knowledge,
and make students and supervisees
aware of their responsibilities.
Educators are to conduct educationand training programs in an ethicalmanner and serve as role models
for professional behavior. Careerdevelopment professionals whofunction as educators or supervisors
are expected to provide instruction
within their areas of knowledge andcompetence and provide instruction
based on current information andknowledge available in the profession.
When using technology to deliver
instruction, educators are expected todevelop competence in the use of thetechnology.
G.6.b. Integration of Study andPractice
Educators are expected to establish
education and training programs
that integrate academic study andsupervised practice.
G.6.c. Teaching Ethics
Educators make students andsupervisees aware of the ethicalresponsibilities and standardsof the profession and the ethicalresponsibilities of students to theprofession. Educators infuse ethicalconsiderations throughout the
curriculum.
G.6.d. Peer Relationships
Educators make every effort toensure that the rights of peers are
not compromised when students or
supervisees lead career groups orprovide supervision. Educators takesteps to ensure that students andsupervisees understand they have thesame ethical obligations as educators,
trainers, and supervisors.
G.6.e. Innovative Theories andTechniques
When educators teach techniques/
procedures that are innovative,
without an empirical foundation, orwithout a well-grounded theoreticalfoundation, they define the• NCDA Code of Ethics •techniques/procedures as “unproven”
or “developing” and explain to
students the potential risks andethical considerations of using suchtechniques/procedures.
G.6.f. Field Placements
Educators develop clear policies
within their training programs
regarding field placement and otherpractical experiences. Educators
provide clearly stated roles andresponsibilities for the student or
supervisee, the site supervisor, andthe program supervisor. They confirm
that site supervisors are qualified toprovide supervision and inform site
supervisors of their professional andethical responsibilities in this role.
In addition, educators do not accept
any form of professional services,
fees, commissions, reimbursement, or
remuneration from a site for student
or supervisee placement.

G.7. Student Welfare
G.7.a. Orientation
Educators recognize that orientation
is a developmental process that
continues throughout the educationand training of students. Facultyprovide prospective and current
students with information about theeducational program’s expectations
including but not necessarily limitedto:1.	 the type and level of skill andknowledge acquisition required
for successful completion of the
training;
2.	 training program goals, objectives,and mission, and subject matter tobe covered, including technology
requirements;
3.	 bases for evaluation;
4.	 training components thatencourage self-growth or selfdisclosure as part of the training
process;
5.	 the type of supervision settings
and requirements of the sites forrequired clinical field experiences;
6.	 student and supervisee evaluationand dismissal policies andprocedures; and7.	 up-to-date employment prospects
for graduates and career advising,including making them aware ofopportunities in the field.
G.7.b. Self-Growth Experiences
Education programs delineate
requirements for self-disclosure
or self-growth experiences in theiradmission and program materials.
Educators use professional judgment
when designing training experiences
they conduct that require student
and supervisee self-growth or selfdisclosure. Students and supervisees
are made aware of the ramifications
their self-disclosure may have whencareer development professionals
whose primary role as teacher, trainer,or supervisor requires acting on
ethical obligations to the profession.
Evaluative components of experientialtraining activities explicitly delineate
predetermined academic standards
that are separate from and do notdepend on the student’s level of selfdisclosure. Educators and supervisors
may require students/supervisees
to seek professional help to address
any personal concerns that may beaffecting their competency.

G.8. Multicultural/Diversity
Competence in
Education and Training
Programs
G.8.a. Faculty Diversity
Educators are committed to recruiting
and retaining a diverse faculty.
G.8.b. Student Diversity
Educators actively attempt to recruitand retain a diverse student body.
Educators demonstrate commitment
to multicultural/diversity competence
by recognizing and valuing diverse
cultures and types of abilities students• 24 •

bring to the training experience.
Educators provide appropriate
accommodations that enhance andsupport diverse student well-being
and academic performance.
G.8.c. Multicultural/Diversity
Competence
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 ofmulticultural practice.

Section H
Research andPublication
Introduction
Career development professionals
who conduct research are encouraged
to contribute to the knowledge base of
the profession and promote a clearer
understanding of the conditions
that lead to a healthy and morejust society. Career development
professionals support the efforts ofresearchers by participating fully andwillingly whenever possible. Careerdevelopment professionals minimize
bias and respect diversity in designingand implementing research.

H.1. Research
Responsibilities
H.1.a. Use of Human ResearchParticipants
Career development professionals
plan, design, conduct, and reportresearch in a manner that is consistent
with pertinent ethical principles, allapplicable federal, state, and local
statutes, laws, regulations, and/or procedures, host institutional
regulations, and scientific standards

• NCDA Code of Ethics •governing research with humanresearch participants.
H.1.b. Need for Research andReview
Career development professionals
have an obligation to contribute toperiodic evaluations of the services
they provide to their clients. Theinterventions, techniques, andmethods of service delivery theyuse should be evaluated to establish
evidence-informed practice. Careerdevelopment professionals also havean obligation to periodically review
the evaluation and research literaturein their area of expertise so thatthe career services they provide totheir clients reflect established bestpractice.
H.1.c. Deviation from Standard
Practice
Career development professionals
seek consultation and observe
stringent safeguards to protect therights of research participants when aresearch problem suggests a deviationfrom standard or acceptable practices.
H.1.d. Independent Researchers
When career development
professionals conduct independent
research and do not have accessto an Institutional Review Board(IRB), they are bound to the ethicalprinciples and federal and state lawsthat pertain to the review of theirplan, design, conduct and reportingof research. When independent
researchers do not have access toan IRB, they should consult withresearchers who are familiar with IRB
procedures to provide appropriate
safeguards.
H.1.e. Precautions to Avoid
InjuryCareer development professionals
who conduct research with humanparticipants are responsible for thewelfare of participants throughout
the research process and shouldtake reasonable precautions to avoid

causing injurious psychological,
emotional, physical, or social effects
to participants.
H.1.f. P rincipal Researcher
Responsibility
The ultimate responsibility for
ethical research practice lies withthe principal researcher. All others
involved in the research activities
share ethical obligations andresponsibility for their own actions.
H.1.g. Minimal Interference
Career development professionals
take reasonable precautions to avoid
causing disruptions in the lives ofresearch participants that could
be caused by their involvement inresearch.
H.1.h. Multicultural/Diversity
Considerations in
Research
Career development professionals are
sensitive to incorporating research
procedures that take into accountcultural considerations. They seek
consultation when appropriate.

H.2. R ights of ResearchParticipants
H.2.a. Informed Consent in
Research
Individuals have the right todecline requests to become research
participants. In seeking consent,
career development professionals use
language that:
1.	 accurately explains the purpose
and procedures to be followed;
2.	 identifies any procedures that areexperimental or relatively untried;
3.	 describes any attendantdiscomforts, risks, and potential
power differentials between
researchers and participants;
4.	 describes any benefits or changes
in individuals or organizations thatmight be reasonably expected;
5.	 discloses appropriate alternative
procedures that would be• 25 •

advantageous for participants;
6.	 offers to answer any inquiries
concerning the procedures;
7.	 describes any limitations on
confidentiality;
8.	 describes the format andpotential target audiences for the
dissemination of research findings;
and9.	 instructs participants that they are
free to withdraw their consent andto discontinue participation in the
project at any time without penalty.
H.2.b. Deception
Career development professionals
do not conduct research involving
deception unless alternative
procedures are not feasible, andthe prospective value of theresearch justifies the deception. Ifsuch deception has the potential
to cause physical or emotionalharm to research participants, theresearch is not conducted, regardlessof prospective value. When themethodological requirements of astudy necessitate concealment or
deception, the investigator explains
the reasons for this action as soon as
possible during the debriefing.
H.2.c. Student/Supervisee
Participation
Researchers who involve students or
supervisees in research make clear
to them that the decision regardingwhether or not to participate
in research activities does notaffect one’s academic standing or
supervisory relationship. Students
or supervisees who choose not toparticipate in educational research
are provided with an appropriate
alternative to fulfill academic or otherrequirements.
H.2.d. Client Participation
Career development professionals
conducting research involving
clients make clear in the informed
consent process that clients arefree to choose whether or not to• NCDA Code of Ethics •participate in research activities.
Career development professionals
take necessary precautions to protect
clients from adverse consequencesof declining or withdrawing fromparticipation.
H.2.e. Confidentiality ofInformation
Information obtained about research
participants during the course of
an investigation is confidential.
Procedures are implemented toprotect confidentiality.
H.2.f. Persons Not Capable of
Giving Informed Consent
When a person is not capable ofgiving informed consent, careerdevelopment professionals provide
an appropriate explanation to obtainagreement for participation from, andobtain the appropriate consent of alegally authorized person.
H.2.g. Commitments to
Participants
Career development professionals
take reasonable measures to honor
all commitments to research
participants.
H.2.h. Explanations After Data
Collection
After data are collected, careerdevelopment professionals provide
participants with full clarification of
the nature of the study to remove any
misconceptions participants might
have regarding the research. Where
scientific or human values justify
delaying or withholding information,
career development professionals takereasonable measures to avoid causing
harm.
H.2.i. Informing Sponsors
Career development professionals
inform sponsors, institutions, andpublication channels regarding
research procedures and outcomes.
Career development professionals
ensure that appropriate bodies
and authorities are given pertinent

information and acknowledgment.
H.2.j. Disposal of Research
Documents and Records
Within a reasonable period of time
following the completion of a research
project or study, career development
professionals take steps to destroy
records or documents (audio, video,
digital, and written) containing
confidential data or information that
identifies research participants inaccordance with all applicable federal,state, local, and/or institutional
statutes, laws, regulations, andprocedures. Career development
professionals are encouraged to purge
their files according to the time frame
required by federal, state, local, and/or
institutional statute, law, regulation,or procedure, particularly when there
is no reasonable expectation thatanyone will benefit from maintaining
the records any longer.

H.3. R elationships with
Research Participants(When Research
Involves Intensive or
Extended Interactions)H.3.a. Nonprofessional
Relationships
Nonprofessional relationships withresearch participants should be
avoided as these interactions may
set up dual relationships and role
confusion that may be harmful to theemotional health of participants.
H.3.b. Relationships with
Research Participants
Sexual or romantic interactions
or relationships between careerdevelopment professionals/
researchers and current research
participants are prohibited.
H.3.c. H arassment and ResearchParticipants
Researchers do not condone or
subject research participants toharassment, sexual or otherwise.

• 26 •

H.3.d. Potentially Beneficial
Interactions
When a nonprofessional interaction
between the researcher and theresearch participant may bepotentially beneficial, the researcher
must document, prior to theinteraction (when feasible), therationale for such an interaction, thepotential benefit, and anticipatedconsequences for the research
participant. Such interactions
should be initiated with appropriate
consent of the research participant.
Where unintentional harm occurs
to the research participant due tothe nonprofessional interaction, theresearcher must show evidence of an
attempt to remedy such harm.

H.4. Reporting Results
H.4.a. Accurate Results
Career development professionals
plan, conduct, and report research
accurately. They provide thoroughdiscussions of the limitations of theirdata and alternative hypotheses.
Career development professionals
do not engage in misleading or
fraudulent research, distort data,
misrepresent data, or deliberately
bias their results. They explicitly
mention all variables and conditions
known to the investigator that may
have affected the outcome of a study
or the interpretation of data. They
describe the extent to which results
are applicable for diverse populations.
H.4.b. Obligation to Report
Unfavorable Results
Career development professionals
report the results of any research ofprofessional value. Results that reflect
unfavorably on institutions, programs,
services, prevailing opinions, or
vested interests are not withheld.
H.4.c. Reporting Errors
If career development professionals
discover significant errors in their
published research, they take• NCDA Code of Ethics •reasonable steps to correct such errors
in a correction erratum, or throughother appropriate publication means.
H.4.d. Identity of Participants
Career development professionals
who supply data, aid in the researchof another person, report research
results, or make original data available
take due care to disguise the identityof respective participants in theabsence of specific authorization fromthe participants to do otherwise. In
situations where participants selfidentify their involvement in researchstudies, researchers take active
steps to ensure that data is adapted/
changed to protect the identity
and welfare of all parties and that
discussion of results does not cause
harm to participants.
H.4.e. Replication Studies
Career development professionals are
obligated to make available sufficientoriginal research data to qualified
professionals who may wish to
replicate a study.

H.5. Publication
H.5.a. Recognizing Contributions
When conducting and reporting
research, career development
professionals are familiar with andgive recognition to previous workon the topic, observe copyright laws,
and give full credit to those to whom
credit is due.
H.5.b. Plagiarism
Career development professionals
do not plagiarize; that is, they do notpresent another person’s work as theirown.
H.5.c. Review/Republication of
Data or Ideas
Career development professionals
fully acknowledge and make editorial
reviewers aware of prior publicationof ideas or data where such ideas
or data are submitted for review or
publication.

H.5.d. Contributors
Career development professionals
give credit through joint authorship,acknowledgment, footnote
statements, or other appropriate
means to those who have contributed
significantly to research or concept
development in accordance withsuch contributions. The principal
contributor is listed first, andminor technical or professional
contributions are acknowledged innotes or introductory statements.
H.5.e. Agreement of Contributors
Career development professionals
who conduct joint research withcolleagues or students/supervisees
establish agreements in advanceregarding allocation of tasks,
publication credit, and types of
acknowledgment that will be received.
H.5.f. Student Research
Manuscripts or professionalpresentations in any medium thatare substantially based on a student’s
course papers, projects, dissertations,or theses are used only with thestudent’s permission and list thestudent as lead author.
H.5.g. Duplicate Submission
Career development professionals
submit manuscripts for consideration
to only one journal at a time.
Manuscripts that are publishedin whole or in substantial part inanother journal or published work arenot submitted for publication without
acknowledgement and permission
from the previous publication.
H.5.h. Professional Review
Career development professionals
who review material submitted
for publication, research, or other
scholarly purposes respect theconfidentiality and proprietary rightsof those who submitted it. Careerdevelopment professionals use care
to make publication decisions basedon valid and defensible standards.
Career development professionals• 27 •

review article submissions in atimely manner and based on theirscope and competency in researchmethodologies. Career development
professionals who serve as reviewers
at the request of editors or publishers
make every effort to review only
materials that are within their scopeof competency and use care to avoid
personal biases.

Section I

Resolving EthicalIssuesIntroduction
Career development professionals
behave in a legal, ethical, and moral
manner in the conduct of theirprofessional work. They are awarethat client protection and trust in theprofession depend on a high level ofprofessional conduct. They hold othercareer development professionals tothe same standards and are willing totake appropriate action to ensure thatthese standards are upheld. Careerdevelopment professionals work to
resolve ethical dilemmas with direct
and open communication among all
parties involved and seek consultation
with colleagues and supervisors
when necessary. Career development
professionals incorporate ethicalpractice into their daily work. They
engage in ongoing learning anddevelopment regarding current topics
in ethical and legal issues in theprofession.

I.1. Standards and the Law
I.1.a. Knowledge
Career development professionals
understand the NCDA Code of Ethics
and other applicable ethics codesfrom professional organizations
or from certification and licensure
bodies of which they are members• NCDA Code of Ethics •and/or which regulate practice in astate or territory. Career development
professionals ensure that they
are knowledgeable of and follow
all applicable federal, state, local,
and/or institutional statutes, laws,
regulations, and procedures. Lack ofknowledge or misunderstanding of an
ethical responsibility is not a defense
against a charge of unethical conduct.
I.1.b. Conflicts Between Ethics
and Laws
If ethical responsibilities conflict withlaws, regulations, or other governing
legal authorities, career development
professionals make known theircommitment to the NCDA Codeof Ethics and take steps to resolve
the conflict. If the conflict cannot
be resolved by acknowledging anddiscussing the pertinent principles
in the NCDA Code of Ethics, careerdevelopment professionals must
adhere to the requirements of all
applicable federal, state, local,
and/or institutional statutes, laws,
regulations, and procedures.

I.2. Suspected Violations
I.2.a. Ethical Behavior Expected
Career development professionals
expect colleagues to adhere to the
NCDA Code of Ethics. When careerdevelopment professionals possess
knowledge that raises doubts as towhether another career development
professional is acting in an ethicalmanner, they take appropriate action,
as noted in I.2.b-I.2.g.
I.2.b. Informal Resolution
When career development
professionals have reason to believethat another career development
professional is violating or has
violated an ethical standard, theyattempt first to resolve the issue
informally with the other careerdevelopment professional if feasible,
provided such action does not violate

confidentiality rights that may be
involved.
I.2.c. Reporting Ethical
Violations and Complaints
If an apparent violation has
substantially harmed, or is likely
to substantially harm, a person ororganization and is not appropriate
for informal resolution or is not
resolved properly, career development
professionals take further action
appropriate to the situation. Suchaction might include referral tostate or national committees on
professional ethics, voluntary national
certification bodies, state licensing
boards, law enforcement or otherappropriate institutional authorities.
This standard does not apply when
an intervention would violate
confidentiality rights or when careerdevelopment professionals have beenretained to review the work of anothercareer development professional
whose conduct is in question.
I.2.d. Consultation
When uncertain as to whether
a particular situation or courseof action may be in violation of
the NCDA Code of Ethics, careerdevelopment professionals consult
with others who are knowledgeable
about ethics and the NCDA Code of
Ethics, with colleagues, the Ethics
Committee and/or with appropriate
authorities.
I.2.e. Organizational Conflicts
If the demands of an organization
with which career development
professionals are affiliated posea conflict with the NCDA Codeof Ethics, career development
professionals specify the nature ofsuch conflicts and express to theirsupervisors or other responsible
officials their commitment to the
NCDA Code of Ethics. When possible,
career development professionals
work toward changes within the• 28 •

organization to allow full adherence
to the NCDA Code of Ethics. In doing
so, they are mindful of and address
any confidentiality issues.
I.2.f. Unwarranted Complaints
Career development professionals
do not initiate, participate in,or encourage the filing of ethics
complaints that are made withreckless disregard or willful ignoranceof facts that would disprove theallegation.
I.2.g. Unfair Discrimination
Against Complainants andRespondents
Career development professionals do
not deny employment, advancement,
admission to academic or otherprograms, tenure, or promotion toanyone based solely upon their having
made or their being the subject ofan ethics complaint. This does notpreclude taking action based upon
the outcome of such proceedings
or considering other appropriate
information.

I.3. Cooperation with Ethics
Committees
Career development professionals
assist in the process of enforcing
the NCDA Code of Ethics. Careerdevelopment professionals cooperatewith investigations, proceedings, andrequirements of the NCDA Ethics
Committee or ethics committees ofother duly constituted associations or
licensing/certifications boards having
jurisdiction over those charged witha violation. Career development
professionals are familiar with the
NCDA Policy and Procedures for
Processing Complaints of Ethical
Violations and use it as a reference forassisting in the enforcement of theNCDA Code of Ethics.

• NCDA Code of Ethics •Glossary of Terms
NOTE: NCDA has members in various career services positions (see Career development professionals), as well as in
instructional (counselor educators, counseling psychology professors, etc.) and supervisory roles (Director, Associate
Director, Career Supervisor, etc.). The term “career development professional” will be used throughout this document bothas a noun and as an adjective to refer to anyone holding NCDA membership and who is therefore expected to abide bythese ethical guidelines.
Advocacy – promotion of the wellbeing of individuals and groups,
and the career development
profession within systems andorganizations. Advocacy seeks
to remove barriers and obstacles
that inhibit access, growth, anddevelopment.
Assent – to demonstrate agreement,
when a person is otherwise notcapable or competent to give formal
consent (e.g., informed consent)
to a career development service or
plan.
Career Advisors - Career advisors
foster academically related careerplanning and engagement within
an educational setting (high school,
post-secondary institution). They
proactively integrate educationaland vocational support to teachstudents decision-making andcareer management strategies.
Advisors connect degree
requirements, course content,
co-curricular opportunities, andeducational choices to students’career goals. Besides facilitating
holistic individual careerconversations with students, careeradvisors also collaborate withothers to strategically (re)design
educational systems so all students
have access to career well-being.
Career Counselor – is more than ajob title, it is a professional role
held by individuals who havecompleted a graduate degree
program (Masters, Educational
Specialist, Doctorate) in mental
health counseling, counselingpsychology, counselor education,

or a closely related discipline plus
additional specialized training or
supervised counseling practice incareer development. Examples of“related disciplines” include school
counseling, school psychology,
educational psychology, andrehabilitation counseling.
Career development professionals– this term includes career
counselors, career coaches, career
consultants, career development
facilitators, career advisors, certified
career services professionals(CCSP) and anyone else who is amember of NCDA and provides
career counseling, career advice/advising, career coaching, careerplanning, job search assistance,
and/or related services.
Career Services – all activities
delivered by Career development
professionals to individuals, groups
and organizations. Services may
include, but are not necessarily
limited to, career counseling,career coaching, career advising,career planning, assessment, job
search assistance, skills practice,workshops and training, homeworkassignments, bibliographies,
journaling, and overall career
program development.
Client(s) – individuals seeking or
referred to the services of a careerdevelopment professional.
Confidentiality – the ethical dutyof counselors to protect a client’s
identity, identifying characteristics,
and private communications.
Consultation – a professional
relationship that may include, but• 29 •

is not limited to seeking advice,information, and/or testimony.
Culture – membership in a sociallyconstructed way of living, which
incorporates collective values,
beliefs, norms, boundaries,
and lifestyles that are cocreated with others who sharesimilar worldviews comprising
biological, psychosocial, historical,
psychological, and other factors.
Discrimination – the prejudicial
treatment of an individual or groupbased on their actual or perceived
membership in a particular group,class, or category.
Diversity – the similarities anddifferences that occur within
and across cultures, and theintersection of cultural and social
identities.
Educator – a professional engaged
in developing, implementing,and supervising the educational
preparation of students and/or
supervisees.
Informed Consent – a process of
information sharing associatedwith possible actions clients
may choose to take, aimed at
assisting clients in acquiring a full
appreciation and understandingof the facts and implications of agiven action or actions.
Multicultural/Diversity Competence– Career development professionals
cultural and diversity awarenessand knowledge about self andothers, and how this awareness andknowledge is applied effectively
in practice with clients and clientgroups.

• NCDA Code of Ethics •Multiple Relationships –relationships and/or interactions
with clients, students, supervisees,
and/or research participants thatinvolve the career development
professional in more than one
professional role or a combinationof professional and nonprofessionalroles.
Pro bono publico – contributing tosociety by devoting a portion of
professional activities for little orno financial return (e.g., speaking
to groups, sharing professional
information, offering reduced fees).
Professional Relationship – a
relationship in which the rolesof client and career development
professional are defined, activities
and services are selected, andfees are charged to a client,
an employer, or a referringorganization.

Social Media – technology-based
platforms that enable people
to communicate and share
information across virtual
networks in real-time.
Student – an individual engaged informal educational preparation as acareer development professional.
Supervisee – a career development
professional or student whose
career services work and/or
clinical skill development is being
overseen in a formal supervisory
relationship by a qualified trained
professional.
Supervision – a process in which
one individual, usually a senior
member of a given profession
designated as the supervisor,
engages in a collaborative
relationship with anotherindividual or group, usually ajunior member(s) of a given
profession designated as thesupervisee(s) in order to(a) promote the growth anddevelopment of the supervisee(s),(b) protect the welfare of the clientsseen by the supervisee(s), and (c)evaluate the performance of thesupervisee(s).
Supervisor – A career development
professional who is trained tooversee career services and engages
in a formal relationship with apracticing career development
professional or a student for the
purpose of ensuring quality career
services work and/or clinical skill
development.
Working Relationship – a current
agreement between a careerdevelopment professional anda client in which the roles,
responsibilities and activities
of both career development
professional and client are clearly
defined.

Resources
American Counseling Association’s Ethics Code:
http://www.counseling.org/knowledge-center/ethics
An Ethical Decision-making Model:
https://www.ethics.org/resources/free-toolkit/decision-making-model/
Ethical Principles of Psychologists:
https://www.apa.org/ethics/code/index.aspx
National Association of Colleges and Employers Ethics:
https://www.naceweb.org/career-development/organizational-structure/principles-for-ethical-professional-practice/
Use of Human Research Participants:
https://www.hhs.gov/ohrp/regulations-and-policy/index.html
Makela, J. P. & Perlus, J.G. (2017) A Case Study Approach to Ethics in Career Development. Broken Arrow, OK: NCDA.

• 30 •

• NCDA Code of Ethics •Section A: The Professional Relationship. . . . . 3
Section A: Introduction. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3A.1.Welfare of Those Served by Career
Development Professionals. .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3A.1.a. Primary Responsibility.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3A.1.b. Differentiation Between Typesof Services Provided. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3A.1.c.Records & Documentation.  .  .  .  .  .  .  .  .  .  .  .  .  . 3A.1.d. Career Services Plans.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3A.1.e. Support Network Involvement .  .  .  .  .  .  .  .  .  . 3A.2. Informed Consent in the Professional
Relationship .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3A.2.a. Informed Consent .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3A.2.b. Types of Information Needed.  .  .  .  .  .  .  .  .  .  . 4A.2.c. Clients’ Right to Confidentiality andRight to Refuse Service.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4A.2.d. Inability to Give Consent. .  .  .  .  .  .  .  .  .  .  .  .  .  . 4A.2.e. Mandated Clients .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4A.3. Clients Served by Others. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4A.4.Avoiding Harm and Imposing Values .  .  .  .  .  . 4A.4.a. Avoiding Harm .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4A.4.b. Personal Values .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4A.5. Roles and Relationships with Clients .  .  .  .  .  . 4A.5.a. Current Clients .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4A.5.b. Former Clients. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4A.5.c. Nonprofessional Interactions orRelationships (Other Than Sexual or
Romantic Interactions or Relationships) .  .  .  . 5A.5.d. Potentially Beneficial Interactions.  .  .  .  .  .  . 5A.5.e. Role Changes in the Professional
Relationship .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5A.5.f. Other Relationships. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5A.6. Roles and Relationships at Individual,Group, Institutional, and Societal Levels .  .  .  . 5A.6.a. Advocacy .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5A.6.b. Confidentiality and Advocacy. .  .  .  .  .  .  .  .  .  . 5A.7. Multiple Clients .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5A.8. Group Work .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5A.8.a. Screening .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5A.8.b. Protecting Clients.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5A.9. Fees and Business Practices .  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.9.a. Self-Referrals & Unacceptable Business
Practices .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.9.b. Establishing Fees.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.9.c. Nonpayment of Fees.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.9.d. Bartering .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.9.e. Receiving Gifts. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.10.Termination and Referral. .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.10.a. Abandonment Prohibited .  .  .  .  .  .  .  .  .  .  .  .  . 6A.10.b. Inability to Assist Clients.  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.10.c. Appropriate Termination.  .  .  .  .  .  .  .  .  .  .  .  .  . 6A.10.d. Appropriate Transfer of Services .  .  .  .  .  .  . 6Section B: Confidentiality, Privileged
Communication, and Privacy . . . . . . . . . . . 7
Section B: Introduction.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7B.1. Respecting Client Rights.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7B.1.a. Multicultural/Diversity Considerations.  .  . 7B.1.b. Respect for Privacy .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7B.1.c. Respect for Confidentiality. .  .  .  .  .  .  .  .  .  .  .  .  . 7B.1.d. Explanation of Limitations. .  .  .  .  .  .  .  .  .  .  .  .  . 7B.2. Exceptions.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7B.2.a. Danger and Legal Requirements.  .  .  .  .  .  .  .  . 7B.2.b. Contagious, Life-Threatening Diseases .  .  . 7B.2.c. Court-Ordered Disclosure.  .  .  .  .  .  .  .  .  .  .  .  .  . 7B.2.d. Minimal Disclosure. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7

Index

B.3. Information Shared With Others.  .  .  .  .  .  .  .  .  . 7B.3.a. Subordinates.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7B.3.b. Treatment Teams .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7B.3.c. Confidential Settings.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7B.3.d. Third-Party Payers. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.3.e. Transmitting Confidential Information.  .  . 8B.3.f. Deceased Clients. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.4. Groups and Families. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.4.a. Group Work.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.4.b. Providing Career Services to Multiple
Family Members. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.5. Clients Lacking Capacity to Give Informed
Consent.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.5.a. Responsibility to Clients.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.5.b. Responsibility to Parents and Legal
Guardians .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.5.c. Release of Confidential Information. .  .  .  .  . 8B.6. Records and Documentation .  .  .  .  .  .  .  .  .  .  .  .  . 8B.6.a. Creating & Maintaining Confidential
Records & Documentation.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.6.b. Permission to Record .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.6.c. Permission to Observe .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.6.d. Client Access .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 8B.6.e. Assistance with Records.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.6.f. Disclosure or Transfer.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.6.g. Storage and Disposal After
Termination .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.6.h. Reasonable Precautions .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.7. Research and Training.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.7.a. Institutional Approval.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.7.b. Adherence to Guidelines .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.7.c. Confidentiality of Information Obtainedin Research.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.7.d. Disclosure of Research Information.  .  .  .  .  . 9B.7.e. Agreement for Identification.  .  .  .  .  .  .  .  .  .  .  . 9B.8. Consultation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.8.a. Agreements. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.8.b. Respect for Privacy.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9B.8.c. Disclosure of Confidential Information. . 10
Section C: Professional
Responsibility. . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Section C: Introduction. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
C.1. Knowledge of and Compliance withStandards. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
C.2. Professional Competence.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
C.2.a. Boundaries of Competence.  .  .  .  .  .  .  .  .  .  .  . 10
C.2.b. New Specialty Areas of Practice.  .  .  .  .  .  .  . 10
C.2.c. Qualified for Employment.  .  .  .  .  .  .  .  .  .  .  .  . 10
C.2.d. Monitor Effectiveness.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10
C.2.e. Consultation on Ethical Obligations .  .  .  . 10
C.2.f. Professional Development .  .  .  .  .  .  .  .  .  .  .  .  . 10
C.2.g. Impairment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
C.2.h. Incapacitation, Death, or Terminationof Practice.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
C.3. Advertising and Soliciting Clients.  .  .  .  .  .  .  . 11
C.3.a. Accurate Advertising .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
C.3.b. Testimonials.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
C.3.c. Statements by Others .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
C.3.d. Recruiting Through Employment. .  .  .  .  .  . 11
C.3.e. Products and Training Advertisements. . 11
C.3.f. Promoting to Those Served .  .  .  .  .  .  .  .  .  .  .  . 11
C.4. Professional Qualifications.  .  .  .  .  .  .  .  .  .  .  .  .  . 11
C.4.a. Accurate Representation .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
C.4.b. Credentials.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11
C.4.c. Educational Degrees.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11

• 31 •

C.4.d. Implying Doctoral-Level Competence. .  . 11
C.4.e. Program Accreditation Status .  .  .  .  .  .  .  .  .  . 12
C.4.f. Professional Membership.  .  .  .  .  .  .  .  .  .  .  .  .  . 12
C.5. Nondiscrimination. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
C.6.Public Responsibility. . . . . . . . . . . . . . . . . . . 12
C.6.a. Sexual Harassment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
C.6.b. Reports to Third Parties.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
C.6.c. Media Presentations.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
C.6.d. Exploitation of Others.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
C.6.e. Scientific Bases for Treatment
Modalities.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
C.6.f. Contributing to the Public Good (Pro
Bono Publico). .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 12
C.7. Responsibility to Other Professionals.  .  .  .  . 12
C.7.a. Personal Public Statements .  .  .  .  .  .  .  .  .  .  .  . 12
C.8. Policies and Guidelines.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
C.8.a. Creating & Maintaining Policy
Statements & Guidelines.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
Section D: Relationships with other
Professionals. . . . . . . . . . . . . . . . . . . . . . . . . 13
Section D: Introduction. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
D.1. Relationships with Colleagues, Employers,
and Employees.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
D.1.a. Different Approaches.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
D.1.b. Forming Relationships.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
D.1.c. Interdisciplinary Teamwork. .  .  .  .  .  .  .  .  .  .  . 13
D.1.d. Confidentiality. . . . . . . . . . . . . . . . . . . . . . 13
D.1.e. Establishing Professional and EthicalObligations.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
D.1.f. Personnel Selection and Assignment .  .  .  . 13
D.1.g. Employer Policies.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
D.1.h. Negative Conditions. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
D.1.i. Protection from Punitive Action.  .  .  .  .  .  .  . 14
D.2. Consultation.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
D.2.a. Consultant Competency. .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
D.2.b. Understanding Consultees. .  .  .  .  .  .  .  .  .  .  .  . 14
D.2.c. Consultant Goals. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
D.2.d. Informed Consent inConsultation.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
Section E: Evaluation, Assessment andInterpretation. . . . . . . . . . . . . . . . . . . . . . . . 14
Section E: Introduction.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
E.1. General. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
E.1.a. Assessment.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
E.1.b. Client Welfare. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
E.2. Competence to Use and Interpret
Assessment Instruments.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
E.2.a. Limits of Competence.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
E.2.b. Appropriate Use.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14
E.2.c. Decisions Based on Results .  .  .  .  .  .  .  .  .  .  .  . 14
E.3. Informed Consent in Assessment. . . . . . . . 15
E.3.a. Explanation to Clients. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
E.3.b. Recipients of Results.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
E.4. Release of Data to Qualified Professionals. . 15
E.5. Diagnosis & Recommendations.  .  .  .  .  .  .  .  .  . 15
E.5.a. Proper Diagnosis & Recommendations. . 15
E.5.b. Cultural Sensitivity .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
E.5.c. Historical and Social Prejudices in
Diagnosis. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
E.5.d. Refraining From Diagnosis .  .  .  .  .  .  .  .  .  .  .  . 15
E.6. Instrument Selection .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
E.6.a. Appropriateness of Instruments .  .  .  .  .  .  .  . 15
E.6.b. Referral Information.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15
E.7. Conditions of Assessment Administration. 15

• NCDA Code of Ethics •E.7.a. Administration Conditions .  .  .  .  .  .  .  .  .  .  .  . 15
E.7.b. Technological Administration.  .  .  .  .  .  .  .  .  . 15
E.7.c. Unsupervised Assessments. .  .  .  .  .  .  .  .  .  .  .  . 15
E.7.d. Provision of Favorable Conditions.  .  .  .  .  . 15
E.8. Multicultural Issues/Diversity inAssessment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.9. Scoring and Interpretation ofAssessments .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.9.a. Reporting .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.9.b. Research Instruments.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.9.c. Assessment Services .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.10. Assessment Security.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.11. Obsolete Assessments and Outdated
Results .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.12. Assessment Construction.  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.13. Forensic Evaluation: Evaluation forsLegal Proceedings. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.13.a. Primary Obligations.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.13.b. Consent for Evaluation.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 16
E.13.c. Client Evaluation Prohibited.  .  .  .  .  .  .  .  .  . 17
E.13.d. Avoid Potentially Harmful
Relationships. . . . . . . . . . . . . . . . . . . . . . . . . 17
Section F: Providing Career Services Online,
Technology, and Social Media . . . . . . . . . . 17
Section F: Introduction.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 17
F.1. Knowledge and Legal Considerations .  .  .  .  . 17
F.1.a. Knowledge and Competency.  .  .  .  .  .  .  .  .  .  . 17
F.1.b. Laws and Statutes.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 17
F.1.c. Outside Assistance.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 17
F.2. Informed Consent and Security .  .  .  .  .  .  .  .  .  . 17
F.2.a. Informed Consent and Disclosure.  .  .  .  .  .  . 17
F.2.b. Confidentiality and Limitations.  .  .  .  .  .  .  .  . 18
F.2.c. Security .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
F.3. Client Verification.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
F.4. Providing Career Services Online. .  .  .  .  .  .  .  . 18
F.4.a. Benefits and Limitations.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
F.4.b. Professional Boundaries in Providing
Career Services Online .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
F.4.c. Technology-Assisted Services. .  .  .  .  .  .  .  .  .  . 18
F.4.d. Access. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
F.4.e. Communication Differences inElectronic Media .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 18
F.4.g. Use of Assessments via Electronic Media.18
F.5. Records.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
F.6. Web Maintenance and Technology
Development. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
F.6.a. Maintaining Websites and Technology
Resources. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
F.6.b. Accessibility Considerations. .  .  .  .  .  .  .  .  .  .  . 19
F.6.c. Qualifications of the Developer orProvider.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
F.6.d. Managing Job Posting and Searching
Websites or Databases.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
F.7. Social Media. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
F.7.a. Creating and Maintaining a Virtual
Professional Presence. . . . . . . . . . . . . . . . . . . 19
F.7.b. Separating Professional Presence from
Personal Presence. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
F.7.c. Identifying Professional Roles andExpertise .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
F.7.d. Maintaining Confidentiality in VirtualSpaces. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
F.7.e. Respect Privacy of Clients’ Virtual Presence.20
F.7.f. Social Media as Part of Informed
Consent.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
F.7.g. Social Media Policies &Fair and Equitable Treatment.  .  .  .  .  .  .  .  .  .  .  .  . 20

F.7.h. Permanence of Information, Accuracy,
and Audience .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
F.7.i. Respect Copyright and Original Sources. . 20
F.7.j. Educating Clients about the Role ofSocial Media in the Career Development
Process.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
F.8. New & Emerging Technology.  .  .  .  .  .  .  .  .  .  .  . 20
F.8.a. Competence in Using New & Emerging
Technology.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
F.8.b. Informed Consent when Using New &Emerging Technology.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 20
F.8.c. Limitations of New & Emerging
Technology.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
F.8.d. Emergence of AI in Career
Development. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
Section G: Supervision, Training, andTeaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Section G: Introduction. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.1. Client Welfare.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.1.a. Client Welfare .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.1.b. Credentials.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.1.c. Informed Consent and Client Rights.  .  .  . 21
G.2. Supervisor Competence .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.2.a. Supervisor Preparation. .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.2.b. Cultural Competence in Supervision. .  .  . 21
G.2.c. Online Supervision.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.3. Multiple Relationships. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.3.a. Relationship Boundaries .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.3.b. Sexual Relationships.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 21
G.3.c. Harassment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.3.d. Close Relatives and Friends. .  .  .  .  .  .  .  .  .  .  . 22
G.3.e. Potentially Beneficial Relationships.  .  .  .  . 22
G.3.f. Relationships with Former Supervisees/
Students.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.4. Supervisor Responsibilities. .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.4.a. Informed Consent for Supervision. .  .  .  .  . 22
G.4.b. Emergencies and Absences.  .  .  .  .  .  .  .  .  .  .  . 22
G.4.c. Standards for Supervisees .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.4.d. Termination of the Supervisory
Relationship .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.5. Student Responsibilities & Evaluation,
Remediation, and Endorsement. .  .  .  .  .  .  .  .  .  . 22
G.5.a. Ethical Responsibilities. .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.5.b. Impairment .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.5.c. Professional Disclosure .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.5.d. Evaluation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 22
G.5.e. Limitations & Remediation.  .  .  .  .  .  .  .  .  .  .  . 23
G.5.f. Multiple Roles/Relationships with
Students & Supervisees.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 23
G.5.g. Endorsement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 23
G.6. Responsibilities of Educators.  .  .  .  .  .  .  .  .  .  .  . 23
G.6.a. Educators.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 23
G.6.b. Integration of Study and Practice.  .  .  .  .  .  . 23
G.6.c. Teaching Ethics.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 23
G.6.d. Peer Relationships. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 23
G.6.e. Innovative Theories and Techniques .  .  .  . 23
G.6.f. Field Placements .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
G.7. Student Welfare .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
G.7.a. Orientation. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
G.7.b. Self-Growth Experiences.  .  .  .  .  .  .  .  .  .  .  .  .  . 24
G.8. Multicultural/Diversity Competence in
Education and Training Programs. .  .  .  .  .  .  .  . 24
G.8.a. Faculty Diversity.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
G.8.b. Student Diversity. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
G.8.c. Multicultural/Diversity Competence.  .  .  . 24
Section H: Research and Publication . . . . . . . 24
Section H: Introduction. . . . . . . . . . . . . . . . . . . . 24

• 32 •

H.1. Research Responsibilities .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 24
H.1.a. Use of Human Research Participants. .  .  . 24
H.1.b. Need for Research and Review .  .  .  .  .  .  .  . 25
H.1.c. Deviation from Standard Practice .  .  .  .  .  . 25
H.1.d. Independent Researchers .  .  .  .  .  .  .  .  .  .  .  .  . 25
H.1.e. Precautions to Avoid Injury. .  .  .  .  .  .  .  .  .  .  . 25
H.1.f. Principal Researcher
Responsibility.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
H.1.g. Minimal Interference.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
H.1.h. Multicultural/Diversity Considerations
in Research.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
H.2. Rights of Research Participants. .  .  .  .  .  .  .  .  . 25
H.2.a. Informed Consent in Research.  .  .  .  .  .  .  .  . 25
H.2.b. Deception. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
H.2.c. Student/Supervisee Participation.  .  .  .  .  .  . 25
H.2.d. Client Participation .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 25
H.2.e. Confidentiality of Information.  .  .  .  .  .  .  .  . 26
H.2.f. Persons Not Capable of Giving
Informed Consent.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.2.g. Commitments to Participants. .  .  .  .  .  .  .  .  . 26
H.2.h. Explanations After Data
Collection .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.2.i. Informing Sponsors. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.2.j. Disposal of Research Documents andRecords .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.3. Relationships with Research Participants(When Research Involves Intensive or
Extended Interactions) .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.3.a. Nonprofessional Relationships.  .  .  .  .  .  .  .  . 26
H.3.b. Relationships with ResearchParticipants.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.3.c. Harassment and Research Participants. . 26
H.3.d. Potentially Beneficial
Interactions.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.4. Reporting Results. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.4.a. Accurate Results.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.4.b. Obligation to Report Unfavorable
Results.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.4.c. Reporting Errors.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26
H.4.d. Identity of Participants. .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
H.4.e. Replication Studies.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
H.5. Publication.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
H.5.a. Recognizing Contributions.  .  .  .  .  .  .  .  .  .  .  . 27
H.5.b. Plagiarism .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
H.5.c. Review/Republication of Data or Ideas. . 27
H.5.d. Contributors.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
H.5.e. Agreement of Contributors.  .  .  .  .  .  .  .  .  .  .  . 27
H.5.f. Student Research.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
H.5.g. Duplicate Submission. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
H.5.h. Professional Review.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
Section I: Resolving Ethical Issues . . . . . . . . . 27
Section I: Introduction .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
I.1. Standards and the Law .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
I.1.a. Knowledge.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27
I.1.b. Conflicts Between Ethics and Laws.  .  .  .  .  . 28
I.2. Suspected Violations.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
I.2.a. Ethical Behavior Expected. .  .  .  .  .  .  .  .  .  .  .  .  . 28
I.2.b. Informal Resolution.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
I.2.c. Reporting Ethical Violations andComplaints.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
I.2.d. Consultation.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
I.2.e. Organizational Conflicts .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
I.2.f. Unwarranted Complaints. .  .  .  .  .  .  .  .  .  .  .  .  .  . 28
I.2.g. Unfair Discrimination Against
Complainants and Respondents .  .  .  .  .  .  .  .  .  . 28
I.3. Cooperation with Ethics Committees. . . . . 28

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