do not use outside sources. Just answer the questions in the case study for discussion doc.
Questions 11) How would you change this scenario to fit the ACA code of ethics and ACPA statement of ethical principles and standards. ACPA Ethical Principles & Standards Statement of Ethical Principles & Standards ACPA One Dupont Circle, NW, Suite 300 Washington, DC 20036-1188 tel: 202.835.2272 fax: 202.296.3286 www.myacpa.org PrP eamblereamble ACPA – College Student Educators International is an association whose members are dedicated to enhanc- ing the worth, dignity, potential, and uniqueness of each individual within post-secondary educational institutions and, thus, to the service of society. ACPA members are committed to contributing to the compre- hensive education of students, protecting human rights, advancing knowledge of student growth and develop- ment, and promoting the effectiveness of institutional programs, services, and organizational units. As a means of supporting these commitments, members of ACPA subscribe to the following principles and stan- dards of ethical conduct. Acceptance of membership in ACPA signifies that the member understands the provi- sions of this statement. This statement is designed to address issues particu- larly relevant to college student affairs practice. Per- sons charged with duties in various functional areas of higher education are also encouraged to consult ethical standards specific to their professional responsibilities. Use of this SU tatementse of this Statement The principal purpose of this statement is to assist stu- dent affairs professionals (individuals who are admin- istrators, staff, faculty, and adjunct faculty in the field of student affairs) in regulating their own behavior by sensitizing them to potential ethical problems and by providing standards useful in daily practice. Observance of ethical behavior also benefits fellow professionals and students due to the effect of modeling. Self-regulation is the most effective and preferred means of assuring ethical behavior. If, however, a professional observes conduct by a fellow professional that seems contrary to the provisions of this document, several courses of ac- tion are available. Suggestions to assist with addressing ethical concerns are included in the Appendix at the end of this document. Ethical FE oundationsthical Foundations No statement of ethical standards can anticipate all situations that have ethical implications. When stu- dent affairs professionals are presented with dilemmas that are not explicitly addressed herein, a number of perspectives may be used in conjunction with the four standards identified in this document to assist in mak- ing decisions and determining appropriate courses of action. These standards are: 1) Professional Responsibil- ity and Competence; 2) Student Learning and Devel- opment; 3) Responsibility to the Institution; and 4) Responsibility to Society. Ethical principles should guide the behaviors of profes- sionals in everyday practice. Principles are assumed to be constant and, therefore, provide consistent guide- lines for decision-making. In addition, student affairs professionals should strive to develop the virtues, or habits of behavior, that are characteristic of people in helping professions. Contextual issues must also be taken into account. Such issues include, but are not limited to, culture, temporality (issues bound by time), and phenomenology (individual perspective) and com- munity norms. Because of the complexity of ethical conversation and dialogue, the skill of simultaneously confronting differences in perspective and respect- ing the rights of persons to hold different perspectives becomes essential. For an extended discussion of these aspects of ethical thinking, see Appendix B. 1 ACPA - College Student Educators International Ethical standarE dsthical standards Four ethical standards related to primary constituencies with whom student affairs professionals work, colleagues, students, educational institutions, and society – are specified. 1 Professional Responsibility and Competence. Student affairs professionals are responsible for promoting and facilitating student learning about students and their world, enhancing the quality and understanding of student life, advocating for student welfare and concerns, and advancing the profession and its ideals. They possess the knowledge, skills, emotional stability, and maturity to dis- charge responsibilities as administrators, advisors, consultants, counselors, programmers, researchers, and teachers. High levels of professional competence are expected in the performance of their duties and responsibilities. Student affairs professionals are responsible for the consequences of their actions or inaction. As ACPA members, student affairs professionals will: 1.1 Conduct their professional activities in accordance with sound theoretical principles and adopt a personal value system congruent with the basic tenets of the profession. 1.2 Contribute to the development of the profession (e.g., recruiting students to the profession, serving professional organizations, advocating the use of ethical thinking through educational and professional develop- ment activities, improving professional practices, and conducting and reporting research). 1.3 Maintain and enhance professional effectiveness by continually improving skills and acquiring new knowledge. 1.4 Monitor their personal and professional function- ing and effectiveness and seek assistance from appropri- ate professionals as needed. 1.5 Maintain current, accurate knowledge of all regula- tions related to privacy of student records and elec- tronic transmission of records and update knowledge of privacy legislation on a regular basis. 1.6 Represent their professional credentials, competen- cies, and limitations accurately and correct any misrep- resentations of these qualifications by others. 1.7 Establish fees for professional services after consid- eration of the ability of the recipient to pay. They will provide some services, including professional develop- ment activities for colleagues, for little or no remuneration. 1.8 Adhere to ethical practices in securing positions: [a] represent education and experiences accurately; [b] respond to offers promptly; [c] interview for positions only when serious about accepting an offer; [d] accept only those positions they intend to assume; [e] advise current employer and all institutions at which applica- tions are pending immediately when they sign a con- tract; [f ] inform their employers before leaving a posi- tion within a reasonable amount of time as outlined by the institution and/or supervisor; and [g] commit to position upon acceptance. 1.9 Provide an honest, accurate, and respectful refer- ence. If it is not deemed possible to provide a positive reference, contact the ‘searching employee’ to inform them of such. It is not appropriate to provide a posi- tive reference to move an individual beyond a depart- ment or institution. 2 ACPA - College Student Educators International 2 Student Learning and Development. Student development is an essential purpose of higher education. Support of this process is a major responsibility of the student affairs profession. Development is complex and includes cognitive, physical, moral, social, emotional, career, spiritual, personal, and intellectual dimensions. Professionals must be sensitive to and knowledgeable about the variety of backgrounds, cultures, experiences, abilities, personal characteristics and viewpoints evident in the student population and be able to incorporate appropriate theoretical perspectives to identify learning opportunities and to reduce barriers to development. Multicultural competence is a fundamental element of ethical practice. 3 ACPA - College Student Educators International As ACPA members, student affairs professionals will: 2.1 Treat students with respect as persons who possess dignity, worth, and the ability to be self-directed. 2.2 Avoid dual relationships with students where one individual serves in multiple roles that create conflict- ing responsibilities, role confusion, and unclear ex- pectations (e.g., counselor/employer, supervisor/best friend, or faculty/sexual partner) that may involve incompatible roles and conflicting responsibilities. 2.3 Abstain from all forms of harassment, including but not limited to verbal and written communication, physical actions and electronic transmissions. 2.4 Abstain from sexual intimacy with clients or with students for whom they have supervisory, evaluative, or instructional responsibility. 2.5 Inform students of the conditions under which they may receive assistance. 2.6 Inform students of the nature and/or limits of confidentiality. They will share information about the students only in accordance with institutional policies and applicable laws, when given their permission, or when required to prevent personal harm to themselves or others. 2.7 Refer students to appropriate specialists before entering or continuing a helping relationship when the professional’s expertise or level of comfort is exceeded. If the referral is declined, professional staff is not obliged to continue the relationship nor should they do so if there is not direct benefit to the student. 2.8 Inform students about the purpose of assessment and research; make explicit the planned use of results prior to assessment requesting participation in either. 2.9 Comply with the institutional guidelines on elec- tronic transmission of information. 2.10 Provide appropriate contextual information to students prior to and following the use of any evalua- tion procedures to place results in proper perspective with other factors relevant to the assessment process (e.g., socioeconomic, gender, identity, ethnic, cultural, and gender related). 2.11 Discuss with students issues, attitudes, and be- haviors that have ethical implications. 2.12 Develop multicultural knowledge, skills, compe- tence, and use appropriate elements of these capacities in their work with students. 2.13 Faculty should inform prospective graduate stu- dents of program expectations, predominant theoretical orientations, and skills needed for successful program completion, as well as positions received by recent graduates. 2.14 Assure that required experiences involving self- disclosure are communicated to prospective graduate students. When the preparation program offers experi- ences that emphasize self-disclosure or other relatively intimate or personal involvement (e.g., group or individual counseling or growth groups), professionals must not have current or anticipated administrative, supervisory, or evaluative authority over participants. 2.15 Provide graduate students with a broad knowl- edge base consisting of theory, research, and practice. 2.16 Educate graduate students about ethical stan- dards, responsibilities and codes of the profession. Up- hold these standards within all preparation programs. 2.17 Assess all relevant competencies and interpersonal functioning of students throughout the preparation program, communicate these assessments to students, and take appropriate corrective actions including dis- missal