Case Analysis 1
Jay Jalali
Department of Behavioural Sciences, Yorkville University
PSYCH 6203 (20F-O-3I): Ethical Standards for Mental Health Service Providers
Dr. Michele Mannion
September 20, 2020
Personal Thoughts and Emotional Responses to John’s Situation
I would respond by seeking an objective and empathetic understanding of John’s situation,
without overt criticism and emotional balance, in my introspective analysis of him.
As a new student, I feel John is; evidently keen to impress with his life experiences and
current work role, uninformed about professional standards or ethical principles, and unaware
about the importance of self and social awareness. I would be sympathetic towards his traumatic
background and addiction struggles, while appreciating his bravery, vulnerability and honesty
when sharing his struggles with peers. John’s channelling of personal experiences to serve
people in similar situations at the addiction clinic, is commendable; and I am inspired by his
commitment to the field so early on.
In relation to his dismissive attitude towards academics, research and view of obtaining a
degree is a formality; I feel he is denying himself; learning opportunities, critical thinking skills,
respect and support of his peers and his own professional development. If unchecked, the
consequences of prolonged poor academic performance could prevent him from graduating.
Although I would be appalled and worried about hearing about his self-proclaimed counselling
abilities and naïve ‘one size fits all’ counselling approach to demographic diversity. I would
observe this as testimony to the need for licensing, certifications and ethical codes in the field.
John’s conceited responses towards a peer and supervisor, when made aware of his lack
of skills and unpreparedness to counsel, based on experience alone; demonstrate his arrogance to
feedback. I fear that he will implement this belief at his current workplace, everyday life and
when licensed. This unsolicited counselling and violation of codes will put people at risk of
harm, raise questions about selection decisions at his places of work, damage the repute of the
institutions he was educated and certified in, while reflecting poorly on the profession at large.
Issues Observed in John’s Situation Considering Ethics Code and Competency Standards
I have identified and explained John’s personal and professional issues in relation to
relevant Canadian Counselling and Psychotherapy Association ([CCPA], 2020) Codes of Ethics
and Standards of Practice (CCPA, 2015) that apply to them, below:
A1 General Responsibility (CCPA, 2020)
John has not demonstrated or communicated a high standard of professional competence
to participating in or supporting the development and delivery of education (CCPA, 2015). His
lack of academic interest, unresearched submissions and intention to obtaining a degree as a
formality, is in ethical conflict with his general responsibility as a counsellor (Martin et al.,2015).
A3 Boundaries of Competence (CCPA, 2020)
John has communicated his competence to provide unlicensed counselling. He considers
unlicensed work in a substance abuse clinic, life experience and past struggles as relevant
qualifications. Considering no licensing, registration or certification, John is at risk of serious
boundary of competence violations and harm to others, in the present and future (CCPA, 2015).
A4 Supervision and Consulting (CCPA, 2020)
John has discredited his supervisor’s advice and peer feedback, that he is not qualified to
counsel. This behaviour indicates he has no intention to obtain supervision or consultation,
regarding doubts or uncertainties that may arise, in his future practice (CCPA, 2015).
A5 Representation of Professional Qualifications (CCPA, 2020)
By communicating unlicensed, unobtained and unregistered expertise; John has
misrepresented or falsely enhanced his incomplete qualifications (CCPA, 2015). When corrected
by his supervisor, he cites personal experience and self work as qualifications, which puts him at
risk of future misrepresentation and harm to populations.
A10 Sensitivity to Diversity (CCPA, 2020)
By communicating his intention to use a singular approach to counselling, regardless of
demographic diversity; John will be violating his ethical obligation to understand and respect
diversity within a pluralistic society (CCPA, 2015). This dismissive approach to demographic
diversity demonstrates potential harm to future patients, from incorrect interventions to issues.
B1 Primary Responsibility (CCPA, 2020)
John’s intention to a singular approach while ignoring demographic diversity and
dismissal of education value, demonstrate his lack of intent to work collaboratively with clients.
This prevents integrated, individualised counselling plans, that offer a reasonable promise of
success and are consistent with the abilities and circumstances of clients (CCPA, 2015) .
B9 Respecting Inclusivity, Diversity, Difference and Intersectionality (CCPA, 2020)
John’s disregard and indifference to demographic diversity demonstrates his lack of
intent to understand and educate himself on cultural backgrounds of future clients. This puts
John at risk of potentially discriminatory, stereotypical and prejudicial behavior towards clients.
Suggestions for John's Personal and Professional Growth
As John’s more experienced peer, I have recommended a combination of Standards of
Practice (CCPA, 2015), personal and peer reviewed suggestions, relevant to John’s situation.
G3 Ethical Orientation (CCPA, 2020)
As a preliminary step to John’s growth in demonstrating ethical and competent behavior,
I suggest the instructor and academic institution intervene and offer John opportunities to
understand the role of ethics in his career. Special course work, ethical awareness lessons, ethical
decision-making process cases and role plays, are possible methods to educate John on potential
pitfalls, ethical obligations to all parties he impacts with his behaviour, during educational and
future stages of his career. Leong et al. (2018) suggest that, education grounded in ethical
understanding, form the basis of positive future counselling relationships and increases a
student’s commitment to developing sound ethical skills.
G8 Self-Development and Self-Awareness (CCPA, 2020)
I would suggest John seek the guidance of his instructors, institution, relevant governing
bodies offering student resources and peers, to find activities that will increase his social and self
awareness. Suggestions include cultural awareness courses and groups, human relations and
communication courses, volunteering in demographically diverse environments, growth
sensitivity groups, individual and group counselling (Martin et al., 2015). These will allow John
to address his poor awareness of demographic diversity, set boundaries while communicating,
and develop skills to manage his self opinion of competencies and ability.
In my opinion, personal therapy is recommended immediately, as it will allow urgent
addressal of John’s issues in a sensitive and safe manner. Carmen et al. (2011) advice that
personal therapy during counselling training can influence personal development in physical,
cognitive, emotional and spiritual areas of student’s lives. These personal developments led to a
better understanding of how therapeutic and supportive relationships work and led to an
enhancement in professional development (Martin et al.,2015).
G10 Self-Growth Activities (CCPA, 2020)
Self growth activities will allow John to examine himself in relation to his values,
channel his past experiences and present intentions to help people more appropriately. Safe and
Effective use of self studies, Personality tests and finding a mentorship opportunity, could be
beneficial suggestions to his self growth.
References
Canadian Counselling and Psychotherapy Association. (2020). Code of ethics. Canadian
Counselling and Psychotherapy Association. https://www.ccpa-accp.ca/wp-
content/uploads/2020/05/CCPA-2020-Code-of-Ethics-E-Book-EN.pdf
Canadian Counselling and Psychotherapy Association. (2015). Standards of practice (5th ed.).
Canadian Counselling and Psychotherapy Association. http://www.ccpa-accp.ca/wp-
content/uploads/2015/07/StandardsOfPractice_en_June2015.pdf
Fominykh, M., Leong, P., & Cartwright, B. (2018). Role-playing and Experiential Learning in a
Professional Counseling Distance Course. Journal of Interactive Learning
Research, 29(2), 169–188.
Martin, L., Shepard, B., & Lehr, R. (Eds.). (2015).Canadian counselling experience:Ethics-
based issues and cases. Canadian Counselling and Psychotherapy Association.
Von Haenisch, C. (2011). How did compulsory personal therapy during counselling training
influence personal and professional development? Counselling & Psychotherapy
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