083 – BACP Ethical Framework 2018

• Emphasis on our commitment to clients – The ethical framework is a collaborative document which details the commitment that we, as practitioners have towards our clients.
  Our commitment to putting our clients first, our responsibilities towards our clients, and particularly the duty to provide an “appropriate standard of service” are made explicit in the new framework.

• Trainees – The new framework incorporates a section outlining the responsibilities of trainees in their work with clients, and also when working in an academic setting. This section covers the responsibility to inform clients that you are still a therapist in training – this is about your integrity as a practitioner and the client’s right to be made fully aware of the service they are receiving.
  Similarly, the framework outlines that recordings or case study documentation of client material should be made only with client permission, or where the details have been anonymised so as to be completely unrecognisable.
  Trainees are also reminded that they are responsible for their own practice, including working within their competence and promptly raising any issues with their placement, supervisor and/or training provider as appropriate.

• Gender identity and sexual orientation – the BACP make explicit that the profession upholds the value that all gender and sexual identities are equal, and that we reject so-called ‘conversion therapy’, never seeking to suppress or change anybody’s sexual or gender identity.

• Breaks, endings and post-therapy relationships with clients – The BACP Ethical Framework 2018 provides detailed guidance around how we manage endings with our clients. This includes our responsibility to discuss time-limitations at the contracting stage, give appropriate notice of breaks and changes to the therapy frame (including termination) and to manage endings empathically, in a way which minimises disruption for the client.
  Provision also must be in place for an unexpected incapacitation or death of a therapist, so the client can be informed of the unplanned ending ethically and maintaining confidentiality.
  The framework also provides guidance on exercising appropriate caution when forming relationships with former clients after termination, and avoiding harm.

• Supervision – The new framework offers greater detail around the responsibilities of both supervisors and supervisees in the supervisory process. Supervisors of trainees are advised that they should take a proactive role in interacting with placement providers and ensuring that their supervisees are providing an appropriate professional service to clients.
  In addition, the role of the supervisee is brought into focus; in order to ensure any issues arising in the work can be properly managed, the framework emphasises the importance of supervisees speaking openly and honestly with their supervisors, and not withholding in areas which feel more difficult to explore.
  It is through deep and honest exploration that we can highlight any difficulties, and ensure we are working in service of our clients.

• Working with children and young people – New guidance around working with children and young people provides clarity regarding the extra responsibilities and skills required for working with this client group.
  This includes making appropriate judgements about informed consent, as well as having the specific skills and knowledge required for working with children, a sound knowledge of the specific laws around working with the client group, and an understanding of cultural differences which may be relevant to the work.

The BACP ethical framework is a document in constant evolution; it adapts to our changing profession and for this reason we can expect further updates in the years to come.
Right now, it is important to remind ourselves of the commitment we make to our clients, to familiarise ourselves with the updates in the latest edition and to carry that forward into practice.

This article was written for Counselling Tutor by Erin Stevens.