(a) Orientation. Prior to admission, counselors orient prospective students to the counselor education or training program’s expectations, including, but not limited to, the following:

1. (1) The type and level of skill acquisition required for successful completion of the training;
2. (2) Subject matter to be covered;
3. (3) Basis for evaluation;
4. (4) Training components that encourage self-growth or self-disclosure as part of the training process;
5. (5) The type of supervision setting and requirements of the sites for required clinical field experiences;
6. (6) Student and supervisee evaluation and dismissal policies and procedures; and
7. (7) Up-to-date employment prospects for graduates.

(c) Evaluation.

1. (1) Counselors clearly state to students and supervisees, in advance of training, the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and experiential components.
2. (2) Counselors provide students and supervisees with periodic performance appraisal and evaluation feedback throughout the training program.

(d) Teaching ethics.

1. (1) Counselors make students and supervisees aware of the:

   1. (A) Ethical responsibilities and standards of the profession; and
   2. (B) Student’s and supervisee’s ethical responsibilities to the profession.
2. (2) See 17 CAR § 390-301 and 17 CAR § 390-603(e).

(e) Peer relationships.

1. (1) When students or supervisees are assigned to lead counseling groups or provide clinical supervision for their peers, counselors take steps to ensure that:

   1. (A) Students and supervisees placed in these roles do not have personal or adverse relationships with peers; and
   2. (B) They understand they have the same ethical obligations as counselor:

(i) Educators;

1. (ii) Trainers; and

   1. (iii) Supervisors.
2. (2) Counselors make every effort to ensure that the rights of peers are not compromised when students or supervisees are assigned to lead counseling groups or provide clinical supervision.

(f) Varied theoretical positions.

1. (1) Counselors present varied theoretical positions so that students and supervisees may make comparisons and have opportunities to develop their own positions.
2. (2) Counselors provide information concerning the scientific basis of professional practice.
3. (3) See 17 CAR § 390-306(a).

(g) Field placements.

1. (1) Counselors develop clear policies within their training program regarding field placement and other clinical experiences.

2. (2) Counselors provide clearly stated roles and responsibilities for the:

   1. (A) Student or supervisee;
   2. (B) Site supervisor; and
   3. (C) Program supervisor.

3. (3) They confirm that site supervisors are:

   1. (A) Qualified to provide supervision; and
   2. (B) Informed of their professional and ethical responsibilities in this role.

(h) Dual relationships as supervisors.

1. (1) Counselors avoid dual relationships, such as performing the role of site supervisor and training program supervisor in the student’s or supervisee’s training program.

2. (2) Counselors do not accept any form of professional services, fees, commissions, reimbursement, or remuneration from a site for student or supervisee placement.

   1. (i) Diversity in programs.
3. (1) Counselors are responsive to their institution’s and program’s recruitment and retention needs for training program administrators, faculty, and students with diverse backgrounds and special needs.
4. (2) See 17 CAR § 390-102(a).